Nurturing an identity of land custodianship of young people through a biodiversity learning programme: The Moletele Youth Learning Programme
- Authors: Mponwana, William Oupa
- Date: 2021-10
- Subjects: Sustainable biodiversity South Africa Mopani District Municipality , Association for Water and Rural Development (South Africa) , Land reform beneficiaries South Africa Mopani District Municipality , Agricultural development projects South Africa Mopani District Municipality , Land use Study and teaching South Africa Mopani District Municipality , Identity (Psychology) Social aspects South Africa Mopani District Municipality , Identity (Psychology) in youth South Africa Mopani District Municipality , Moletele Youth Learning Programme , Moletele Communal Property Association (CPA) , RESILIM-O
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/188820 , vital:44789
- Description: This study was an exploration of value creation through scaffolding in a context specific learning programme with young people within the Moletele Communal Property Association (CPA) who own land through the land reform programme in South Africa. The study aimed to support the development the identity of land custodianship amongst young people by developing their skills and competencies in a situated learning context. The study also informed ongoing support work through the RESILIM-O resilience building project implemented by the Association for Water and Rural Development (AWARD) to help the Moletele Community Property Association to better understand the implications of biodiversity and land use for developing sustainable beneficiation projects and planning. A case study approach was adopted through a learning programme with young people as an in-depth exploration of the complexities of land and biodiversity. Data were collected during sessions in the learning programme where we used a spiral framework to facilitate learning focusing on four themes for primary data: knowledge competence, technical skills, self-organization and collective agency which are linked to building an identity of custodianship. Semi structured interviews were conducted at the end of the learning programme as a secondary data source. The study found that scaffolding remained an important process throughout the learning programme, and different types of scaffolding was needed to support the learning processes and themes. Furthermore, different types of value were created over time through the interactions and activities of the learning programme. The study also found that young people have a desire to participate in their communal property association. Lastly the study revealed that building custodianship as an identity is a continuous, long term process that needs commitment of time, resources and supportive learning processes, for an identity of custodianship to emerge. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10
Towards Reconfiguring the Agricultural Expert System (AES) for Black Small to Medium Farmer Development for Commercialization: A progressively focused policy literature review and social learning dialogue in the Eastern Cape Raymond Mhlaba Local Municipality
- Authors: Maqwelane, Lwanda
- Date: 2021-10
- Subjects: Farms, Small South Africa Amathole District Municipality , Minority farmers , Public-private sector cooperation South Africa Amathole District Municipality , Social learning South Africa Amathole District Municipality , Agricultural expert system (AES) , Black small to medium farmers (BSMF)
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/188876 , vital:44794
- Description: This study focuses on the agricultural expert system (AES), its inherited and potential reframing capabilities for the development, growth and transition of black small to medium farmers (BSMF) into the commercial sector. The study was conducted as a critical analytical policy review of implemented policies pre-and post 1994 that subsequently highlighted the thematic continuities and discontinuities of policy reform and the subsequent impact on BSMFs using the AES as a conceptual lens. The study aimed working with stakeholders in the AES in the Raymond Mhlaba Local Municipality as a case study to critically engage and question the AES and its contemporary framing and potential reframing and continued impact on the BSMFs development. This was conducted through a dialogical social learning process in partnership with diverse voices that cut across the contemporary agrarian landscape that included “universities, think tanks, vocational training providers, standards-setting agencies, trade associations that provide specialized training, education, information, research and technical support” (Porter, 2000, p.17). The data for the social learning dialogue process was generated through an iterative analysis of dialogical social learning workshops, focus groups and semi-structured interviews. The analysis focused on the framing (Chapters 2, 3, and 5) and reframing of the AES (Chapter 6). Through dynamic engagement within the knowledge hub (contextual social learning and literature), the study surfaces a potential alternative discourse that actively includes the BSMFs as a crucial component of the commercial sector AES as the analysis shows these are largely excluded. This alternative discourse occurred through dialogical interactions with all participants via a pro-actively constituted social learning process, enriched and deepened by literature as indicated above. Main recommendations of the study are: 1. The AES must be framed to address the holistic value chain of BSMFs to help address underlying policy dualism, 2. Public Private Partnerships are needed to support BSMFs development and these should adopt a social learning approach that is reflective of complex realities 3. There is need for better understanding of roles and contributions of stakeholders in the AES to avoid duplications. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10