Informal learning in local farming practices by rural women in the Lake Chilwa Basin, Malawi: towards coping and adaptation to climate variability and climate change
- Authors: Mphepo, Gibson Yadunda
- Date: 2020
- Subjects: Women -- Non-formal education - Malawi , Non-formal education -- Malawi , Women -- Malawi -- Social conditions , Crops and climate -- Malawi , Agricultural extension work -- Government policy -- Malawi , Environmental education -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167540 , vital:41490
- Description: Evidence reveals that informal learning is a neglected research area, globally and nationally. Informal learning, like formal and non-formal learning, is context specific. In the case of my study, the context was in local maize cultivation and the associated local farming practices which are also neglected. Research has shown that rural women in Malawi are significant change agents in socio-economic sectors, yet they are heavily affected by inequality. For example, extreme weather events of droughts and floods in the Lake Chilwa Basin, disproportionately affect more women than men because of their traditional gendered roles such as home care. The complexity of the dualistic nature of being change agents and victims of injustices at the same time offers a catalytic opportunity for potentially transformative social learning for transformative adaptation. Against this backdrop, I conducted a study to investigate and expand informal learning processes to contribute to building the resilience of women and other community members in Domasi and Nsanama Extension Planning Areas (EPA) within the Lake Chilwa Basin. Specifically, the study answered the following question: “How do drought and inter-seasonal dry spells influence informal learning processes to enable transformation adaptation among rural women cultivating maize in the Lake Chilwa Basin, Malawi?” To address the question, the first stage was to review local farming practices and the associated informal learning processes in Malawi. I then used third generation Cultural Historical Activity Theory (CHAT) as an overarching theoretical framework to guide the subsequent research processes which were split into three main phases: mirror data collection for expansive learning, formative change laboratory workshops, and data analysis and reflection. CHAT is a theoretical framework that helps us comprehend and analyze the relationship between the human mind (i.e. what people think and feel) and activity (what people do). It is a formative and activist learning theory that posits learning as occurring through collective activities to meet or change a common object (Mukute and Lotz-Sisitka, 2012, p. 345). For Koszalka and Wu, 2001(p. 493), within a CHAT framework, knowledge is socially constructed by individual learners, building on existing historical experiences, within the learners’ context. To construct this knowledge, learners use technology or mediating tools, as Vygotsky (1978) calls them. To collect mirror data, I conducted focus group discussions, observation studies, and document analysis. I also conducted key informant interviews with selected extension workers responsible for the two case study sites. The hub of my research constituted change laboratory workshops to expand learning through four of the seven expansive learning actions, namely questioning, analysis, modeling and testing the model. One of the essential procedures I relied on to expand learning during these change laboratory workshops was identification and analysis of contradictions that were mirrored back to women. The use of contradictions as fertile ground for learning is premised on Engstrom’s arguments that contradictions form a catalyst for learning. Data were analysed using two approaches: layered and power relations. A layered analysis is a step-by-step process of understanding a situation from the lower to a higher level (mature stage). For my research, this meant understanding sequential learning from questioning (session 1 – lower level) to testing the model (session 8 – higher level). The second data analysis approach, power relations, relates to the Women Empowerment in Agriculture Index (WEAI), a measure of the degree of women empowerment, their agency and inclusion in farming (Ruth et al., 2013, p. 3). I used this type of power analysis tool because my research was agriculture based. Both data analysis approaches relied on N-vivo which is a form of computer-based qualitative data management software. The software was ideal for my study which was also mostly qualitative. During phase 1 of data collection, I identified five local farming practices associated with local maize cultivation, a focus of my study. These practices were slash and burn (mphanje); traditional insect pest control measures; soil fertility enhancement techniques through kuojeka (crop residue incorporation) and livestock manure; traditional weather forecasts; and multiple cropping (mixed and sequential cropping). Among these, the most preferred by the women I interacted with were kuojeka, livestock manure and mixed cropping. I discovered that these local farming practices are informally learned mainly through word of mouth, observation, trials, women-dominated social networks and drama. I also discovered that some of these informal learning pathways are catalyzed by drought and dry spells. For example, during the 1949 and 2002 drought periods, women reported that they had learned new types of coping strategies such as the use of sawdust and banana root flour in place of maize flour to prepare nsima, a staple food in Malawi. During phase 2, change laboratory workshops, I identified 19 contradictions associated with local farming practices, most of which were related to the Government of Malawi bias towards modern farming practices such as hybrids. Other contradictions were related to traditional structures and norms and religion and traditional beliefs. Solutions were suggested for each of the contradictions. Some of these solutions were tested for their workability. These included setting up diversity blocks (demonstration plots) for local maize cultivation under irrigation and engagement of the youth through WhatsApp groups for the first time at the study sites. The results of the tests show that there is potential to transform local farming practices at the study sites and build social resilience against drought and dry spells. For example, from a local maize demonstration plot in Nsanama Extension Planning Area (EPA), farmers learned that kafula local maize is fast maturing and therefore cushions them against hunger as they wait for the main harvest in later months. Eighty-eight households shared local maize seed harvested from the demonstration gardens for upscaling. The Head of Nsanama EPA had also set up another demonstration garden in 2018-2019 growing season consisting of kafula at Nsanama EPA Headquarters for further informal learning purposes. This research has contributed new knowledge to the existing knowledge base about local farming practices and informal learning. These contributions are in the form of methods I used as well as results obtained. Among the key highlights of my contribution to the knowledge base is the development of scenarios as double stimulation tools for the emerging local farming activity system which emanates from the new model solutions resulting from change laboratory workshops. To the best of my knowledge, this was the first time rural communities were engaged in scenario development in Malawi. The first scenarios of this type were developed in 2010 for the Malawi State of Environment and Outlook Report and the process involved middle to senior managers of various institutions in Malawi. Through historical analysis, my research identified local crops that existed in the past but which are currently non-existent or rare. My study also identified unique local farming practices that even puzzled professionals, including the use of ripe banana peels of makumbuka and sukari to eradicate nansongole grass and native bamboos respectively. Both plant species are considered a nuisance in that they colonize land for cultivation. A breakthrough for radical transformation of local farming practices via informal learning requires development and review of relevant policies in Malawi. Such a process requires evidence. This research has provided background information for this process. For those policies already developed, this research has provided information that can help guide implementation of the generalized list of activities outlined in implementation plans of the respective policies.
- Full Text:
- Authors: Mphepo, Gibson Yadunda
- Date: 2020
- Subjects: Women -- Non-formal education - Malawi , Non-formal education -- Malawi , Women -- Malawi -- Social conditions , Crops and climate -- Malawi , Agricultural extension work -- Government policy -- Malawi , Environmental education -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167540 , vital:41490
- Description: Evidence reveals that informal learning is a neglected research area, globally and nationally. Informal learning, like formal and non-formal learning, is context specific. In the case of my study, the context was in local maize cultivation and the associated local farming practices which are also neglected. Research has shown that rural women in Malawi are significant change agents in socio-economic sectors, yet they are heavily affected by inequality. For example, extreme weather events of droughts and floods in the Lake Chilwa Basin, disproportionately affect more women than men because of their traditional gendered roles such as home care. The complexity of the dualistic nature of being change agents and victims of injustices at the same time offers a catalytic opportunity for potentially transformative social learning for transformative adaptation. Against this backdrop, I conducted a study to investigate and expand informal learning processes to contribute to building the resilience of women and other community members in Domasi and Nsanama Extension Planning Areas (EPA) within the Lake Chilwa Basin. Specifically, the study answered the following question: “How do drought and inter-seasonal dry spells influence informal learning processes to enable transformation adaptation among rural women cultivating maize in the Lake Chilwa Basin, Malawi?” To address the question, the first stage was to review local farming practices and the associated informal learning processes in Malawi. I then used third generation Cultural Historical Activity Theory (CHAT) as an overarching theoretical framework to guide the subsequent research processes which were split into three main phases: mirror data collection for expansive learning, formative change laboratory workshops, and data analysis and reflection. CHAT is a theoretical framework that helps us comprehend and analyze the relationship between the human mind (i.e. what people think and feel) and activity (what people do). It is a formative and activist learning theory that posits learning as occurring through collective activities to meet or change a common object (Mukute and Lotz-Sisitka, 2012, p. 345). For Koszalka and Wu, 2001(p. 493), within a CHAT framework, knowledge is socially constructed by individual learners, building on existing historical experiences, within the learners’ context. To construct this knowledge, learners use technology or mediating tools, as Vygotsky (1978) calls them. To collect mirror data, I conducted focus group discussions, observation studies, and document analysis. I also conducted key informant interviews with selected extension workers responsible for the two case study sites. The hub of my research constituted change laboratory workshops to expand learning through four of the seven expansive learning actions, namely questioning, analysis, modeling and testing the model. One of the essential procedures I relied on to expand learning during these change laboratory workshops was identification and analysis of contradictions that were mirrored back to women. The use of contradictions as fertile ground for learning is premised on Engstrom’s arguments that contradictions form a catalyst for learning. Data were analysed using two approaches: layered and power relations. A layered analysis is a step-by-step process of understanding a situation from the lower to a higher level (mature stage). For my research, this meant understanding sequential learning from questioning (session 1 – lower level) to testing the model (session 8 – higher level). The second data analysis approach, power relations, relates to the Women Empowerment in Agriculture Index (WEAI), a measure of the degree of women empowerment, their agency and inclusion in farming (Ruth et al., 2013, p. 3). I used this type of power analysis tool because my research was agriculture based. Both data analysis approaches relied on N-vivo which is a form of computer-based qualitative data management software. The software was ideal for my study which was also mostly qualitative. During phase 1 of data collection, I identified five local farming practices associated with local maize cultivation, a focus of my study. These practices were slash and burn (mphanje); traditional insect pest control measures; soil fertility enhancement techniques through kuojeka (crop residue incorporation) and livestock manure; traditional weather forecasts; and multiple cropping (mixed and sequential cropping). Among these, the most preferred by the women I interacted with were kuojeka, livestock manure and mixed cropping. I discovered that these local farming practices are informally learned mainly through word of mouth, observation, trials, women-dominated social networks and drama. I also discovered that some of these informal learning pathways are catalyzed by drought and dry spells. For example, during the 1949 and 2002 drought periods, women reported that they had learned new types of coping strategies such as the use of sawdust and banana root flour in place of maize flour to prepare nsima, a staple food in Malawi. During phase 2, change laboratory workshops, I identified 19 contradictions associated with local farming practices, most of which were related to the Government of Malawi bias towards modern farming practices such as hybrids. Other contradictions were related to traditional structures and norms and religion and traditional beliefs. Solutions were suggested for each of the contradictions. Some of these solutions were tested for their workability. These included setting up diversity blocks (demonstration plots) for local maize cultivation under irrigation and engagement of the youth through WhatsApp groups for the first time at the study sites. The results of the tests show that there is potential to transform local farming practices at the study sites and build social resilience against drought and dry spells. For example, from a local maize demonstration plot in Nsanama Extension Planning Area (EPA), farmers learned that kafula local maize is fast maturing and therefore cushions them against hunger as they wait for the main harvest in later months. Eighty-eight households shared local maize seed harvested from the demonstration gardens for upscaling. The Head of Nsanama EPA had also set up another demonstration garden in 2018-2019 growing season consisting of kafula at Nsanama EPA Headquarters for further informal learning purposes. This research has contributed new knowledge to the existing knowledge base about local farming practices and informal learning. These contributions are in the form of methods I used as well as results obtained. Among the key highlights of my contribution to the knowledge base is the development of scenarios as double stimulation tools for the emerging local farming activity system which emanates from the new model solutions resulting from change laboratory workshops. To the best of my knowledge, this was the first time rural communities were engaged in scenario development in Malawi. The first scenarios of this type were developed in 2010 for the Malawi State of Environment and Outlook Report and the process involved middle to senior managers of various institutions in Malawi. Through historical analysis, my research identified local crops that existed in the past but which are currently non-existent or rare. My study also identified unique local farming practices that even puzzled professionals, including the use of ripe banana peels of makumbuka and sukari to eradicate nansongole grass and native bamboos respectively. Both plant species are considered a nuisance in that they colonize land for cultivation. A breakthrough for radical transformation of local farming practices via informal learning requires development and review of relevant policies in Malawi. Such a process requires evidence. This research has provided background information for this process. For those policies already developed, this research has provided information that can help guide implementation of the generalized list of activities outlined in implementation plans of the respective policies.
- Full Text:
Not Yet Uhuru! Attuning to, re-imagining and regenerating transgressive decolonial pedagogical praxis across times Khapa(ring) the rising cultures of change drivers in contemporary South Africa
- Authors: Kulundu-Bolus, Injairu
- Date: 2020
- Subjects: Not Yet Uhuru (Arts Project) , Anti-imperialist movements -- South Africa , Education -- Social aspects -- South Africa , Social change -- South Africa , Education -- Philosophy -- South Africa , Arts and society -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/166081 , vital:41327 , 10.21504/10962/166081
- Description: The “Not yet Uhuru!” project positions itself as emancipatory African research in motion. It is a regenerative project that responds to the concern that whilst dominant discourses can articulate what African states, societies and economies are not, we still know very little about what they actually are. This is a particularly important gap in how research on Africa is conceptualised, especially as it pertains to apprehending the futures that the majority of young people on the continent are instinctively leading themselves to (Mbembe, 2001, p.9). The project seeks to forgo youth development strategies that act as a form of containment by prescribing normative aspects of citizenship on young leaders in ways that stifle the transgressive impulses they have reason to value (Kelley in Tuck and Yang, 2014, p.89). The study traces rising cultures in transgressive decolonial pedagogical praxis across times, as a way of “khapa(ring)” or accompanying the contemporary questions that Change Drivers in South Africa hold at the edge of their praxis. The study co-conspired with 21 Change Drivers in South Africa who were interested in regenerating and re-imagining what transgressive decolonial praxis could be in these times based on their experiences and learnings. Residential art-based workshops that explored each co-conspirator’s offerings on the subject were distilled through the medium of film. These in turn were analysed using an “ethics of attunement” that produced songs as a reflexive pedagogical tool (Lispari, 2014, p.176). Sharing the resonate echoes of their praxis through song created another iterative reflection on their praxis two years after their initial offerings. As a way of weaving together the findings with a historical perspective, the resonant praxis of Change Drivers was put into conversation with three unconventional reviews that trace impulses around transgressive decolonial pedagogical praxis through fictional texts, political theory, poetry and intergenerational analysis, in order to surface resonant themes in praxis that echo across different times in history. This methodology sought to engage the question of the archive in pluriversal ways that appealed to different sensibilities, including the imaginative and hermeneutical, the traditionally analytical as well as the gifts of the lyrical and the erotic as different conceptual threads needed to resource the study. The reviews additionally spanned periods in the history of the continent that hold questions around precolonial and nascent colonial encounters, efforts to transgress within the liberatory movements and the intergenerational transmissions embedded in women and queer people’s struggles. The themes that coalesced across times were leveraged into capsules of rising cultures that form an experimental nexus for the practice of transgressive decolonial pedagogical praxis that is already underway. These rising cultures were conceptualised as meditations on what it means to live into a vision of home built on the explorations of a paradigm of peace, humanness, pluriversality and decolonial love for those like and unlike us that strive for freedom on this continent (Dlala, 2017, p.52; Ndlovu- Gatsheni, 2013, p.142; Gqola, 2017, pp.197, 199). The rising ultures were reconciled through the creation of a litany that chronicles different refrains in transgressive decolonial pedagogical praxis in contemporary times. The litany is a tool that charts particular experiences that are surfacing as symptomatic. It seeks to generously surface the contradictions that we are collectively starting to see past, whilst acknowledging the tensions that we need to straddle, integrate and navigate towards greater synthesis. The litany is an honest way of acknowledging the glimpses gained of who we are in this present moment, while we continually challenge ourselves to open up to questions about what it means to grapple towards decolonial futures. This stance has influenced my role as an educator to unconditionally embrace movements that already underway, and reflect these back to those that I am conspiring with in ways that promote an ethic of care, solidarity and critical engagement. The study celebrates what is possible when we do not theorise ourselves away from the questions embedded in our current praxis. This is an ethic that chooses to stay close to the phenomena arriving at present, whilst acknowledging the historical experiences that echo it as a collective pulse for meaningful experimentation and praxis. The study believes by being faithful to ways of amplifying, integrating and reflecting what has been emerging for us over time, we build our capacity to better respond with an ethic centred on transgressive decolonial pedagogical praxis. This is the kind of accompaniment and care that Change Drivers across the continent deserve as they make the way towards a future worthy of their longing (Rushdie, 1999).
- Full Text:
- Authors: Kulundu-Bolus, Injairu
- Date: 2020
- Subjects: Not Yet Uhuru (Arts Project) , Anti-imperialist movements -- South Africa , Education -- Social aspects -- South Africa , Social change -- South Africa , Education -- Philosophy -- South Africa , Arts and society -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/166081 , vital:41327 , 10.21504/10962/166081
- Description: The “Not yet Uhuru!” project positions itself as emancipatory African research in motion. It is a regenerative project that responds to the concern that whilst dominant discourses can articulate what African states, societies and economies are not, we still know very little about what they actually are. This is a particularly important gap in how research on Africa is conceptualised, especially as it pertains to apprehending the futures that the majority of young people on the continent are instinctively leading themselves to (Mbembe, 2001, p.9). The project seeks to forgo youth development strategies that act as a form of containment by prescribing normative aspects of citizenship on young leaders in ways that stifle the transgressive impulses they have reason to value (Kelley in Tuck and Yang, 2014, p.89). The study traces rising cultures in transgressive decolonial pedagogical praxis across times, as a way of “khapa(ring)” or accompanying the contemporary questions that Change Drivers in South Africa hold at the edge of their praxis. The study co-conspired with 21 Change Drivers in South Africa who were interested in regenerating and re-imagining what transgressive decolonial praxis could be in these times based on their experiences and learnings. Residential art-based workshops that explored each co-conspirator’s offerings on the subject were distilled through the medium of film. These in turn were analysed using an “ethics of attunement” that produced songs as a reflexive pedagogical tool (Lispari, 2014, p.176). Sharing the resonate echoes of their praxis through song created another iterative reflection on their praxis two years after their initial offerings. As a way of weaving together the findings with a historical perspective, the resonant praxis of Change Drivers was put into conversation with three unconventional reviews that trace impulses around transgressive decolonial pedagogical praxis through fictional texts, political theory, poetry and intergenerational analysis, in order to surface resonant themes in praxis that echo across different times in history. This methodology sought to engage the question of the archive in pluriversal ways that appealed to different sensibilities, including the imaginative and hermeneutical, the traditionally analytical as well as the gifts of the lyrical and the erotic as different conceptual threads needed to resource the study. The reviews additionally spanned periods in the history of the continent that hold questions around precolonial and nascent colonial encounters, efforts to transgress within the liberatory movements and the intergenerational transmissions embedded in women and queer people’s struggles. The themes that coalesced across times were leveraged into capsules of rising cultures that form an experimental nexus for the practice of transgressive decolonial pedagogical praxis that is already underway. These rising cultures were conceptualised as meditations on what it means to live into a vision of home built on the explorations of a paradigm of peace, humanness, pluriversality and decolonial love for those like and unlike us that strive for freedom on this continent (Dlala, 2017, p.52; Ndlovu- Gatsheni, 2013, p.142; Gqola, 2017, pp.197, 199). The rising ultures were reconciled through the creation of a litany that chronicles different refrains in transgressive decolonial pedagogical praxis in contemporary times. The litany is a tool that charts particular experiences that are surfacing as symptomatic. It seeks to generously surface the contradictions that we are collectively starting to see past, whilst acknowledging the tensions that we need to straddle, integrate and navigate towards greater synthesis. The litany is an honest way of acknowledging the glimpses gained of who we are in this present moment, while we continually challenge ourselves to open up to questions about what it means to grapple towards decolonial futures. This stance has influenced my role as an educator to unconditionally embrace movements that already underway, and reflect these back to those that I am conspiring with in ways that promote an ethic of care, solidarity and critical engagement. The study celebrates what is possible when we do not theorise ourselves away from the questions embedded in our current praxis. This is an ethic that chooses to stay close to the phenomena arriving at present, whilst acknowledging the historical experiences that echo it as a collective pulse for meaningful experimentation and praxis. The study believes by being faithful to ways of amplifying, integrating and reflecting what has been emerging for us over time, we build our capacity to better respond with an ethic centred on transgressive decolonial pedagogical praxis. This is the kind of accompaniment and care that Change Drivers across the continent deserve as they make the way towards a future worthy of their longing (Rushdie, 1999).
- Full Text:
Responding to iconic images of risk through reflexive and narrative enquiry represented in a stratified text for environmental education readers
- Authors: Murphy, Mary
- Date: 2019
- Subjects: Sustainability -- Study and teaching , Environmental education -- Philosophy , Environmental degradation -- Study and teaching , Environmental degradation -- Philosophy , Reflection (Philosophy) , Archer, Margaret S (Margaret Scotford). Structure, agency, and the internal conversation
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/96768 , vital:31318
- Description: This thesis presents a stratified textual strategy to represent meaning developed through reflexive and narrative enquiry of environmental risk. Meaning that emerged in responses to iconic images of risk. Umberto Eco cautioned that iconic images over time become conventional taking over from that which they represent. Representations of risk become embedded through cultural coding. Semiotic theory provided access to the contextual and cultural content of environmental education as experienced during professional work as a radio presenter of “Environmental Matters”, as an environmental educator and activist. Methodological rigour was applied through the application of Margaret Archer's theory of the internal conversation and use of an online content management system. Both the reflexive tool of the internal conversation and the textual mechanism of the blog encouraged commitment to Paul Hart's criteria of trustworthiness and authenticity in the process of building the semiotic structure of the PhD. The Internal Conversation was used as a mediating tool in the PhD process and is presented in practice. Rethinking environmental risk from other species' perspectives through imagined experience was achieved through narrative enquiry. A noted anthropocentric limitation of the inability to interview animals for their experience of human-imposed risk was mitigated through representing the imagined, possible perspectives through story, which invites the reader to join the meaning-making process and open up discussions for and about environmental issues and action. This noted anthropocentrism was evident in debates among the characters about violence and non-violence as a conditioned theme and topic discussed in previous academic research about terrorism in divided societies. The story illustrates how the main character, a penguin called Polo, navigates through emerging meaning within a structure that confronts him with choices that end with a decision to become an agent for change. This story is a narrative example of the morphogenetic process. The multi-textual strategy presents possible methods for the exploration of risk (Vol. 1), reflexivity (Vol. 2) and representation (Vol. 3) for the application and contribution in/to environmental education.
- Full Text:
- Authors: Murphy, Mary
- Date: 2019
- Subjects: Sustainability -- Study and teaching , Environmental education -- Philosophy , Environmental degradation -- Study and teaching , Environmental degradation -- Philosophy , Reflection (Philosophy) , Archer, Margaret S (Margaret Scotford). Structure, agency, and the internal conversation
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/96768 , vital:31318
- Description: This thesis presents a stratified textual strategy to represent meaning developed through reflexive and narrative enquiry of environmental risk. Meaning that emerged in responses to iconic images of risk. Umberto Eco cautioned that iconic images over time become conventional taking over from that which they represent. Representations of risk become embedded through cultural coding. Semiotic theory provided access to the contextual and cultural content of environmental education as experienced during professional work as a radio presenter of “Environmental Matters”, as an environmental educator and activist. Methodological rigour was applied through the application of Margaret Archer's theory of the internal conversation and use of an online content management system. Both the reflexive tool of the internal conversation and the textual mechanism of the blog encouraged commitment to Paul Hart's criteria of trustworthiness and authenticity in the process of building the semiotic structure of the PhD. The Internal Conversation was used as a mediating tool in the PhD process and is presented in practice. Rethinking environmental risk from other species' perspectives through imagined experience was achieved through narrative enquiry. A noted anthropocentric limitation of the inability to interview animals for their experience of human-imposed risk was mitigated through representing the imagined, possible perspectives through story, which invites the reader to join the meaning-making process and open up discussions for and about environmental issues and action. This noted anthropocentrism was evident in debates among the characters about violence and non-violence as a conditioned theme and topic discussed in previous academic research about terrorism in divided societies. The story illustrates how the main character, a penguin called Polo, navigates through emerging meaning within a structure that confronts him with choices that end with a decision to become an agent for change. This story is a narrative example of the morphogenetic process. The multi-textual strategy presents possible methods for the exploration of risk (Vol. 1), reflexivity (Vol. 2) and representation (Vol. 3) for the application and contribution in/to environmental education.
- Full Text:
Understanding the learning that occurs through up-skilling opportunities and practices in the marine sector of South Africa
- Authors: Bell, Caroline Margaret
- Date: 2019
- Subjects: Biodiversity conservation -- South Africa , Human capital -- South Africa , Marine sciences -- Employees -- South Africa -- Training of , Biodiversity Human Capital Development Strategy (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93966 , vital:30977
- Description: South Africa is characterised by cultural and biological diversity which constitute a unique context in which to conduct educational research, such as this doctoral study looking at human capital development in the marine biodiversity context. The drive for transformation in the country is also a major factor to consider when researching any sector of the economy, in this case, the biodiversity sector. The biodiversity sector includes organisations involved in biodiversity conservation, research and management. Previous research in the sector has found a clear need for well-thought out workplace skills plans within conservation and research organisations. The national Biodiversity Human Capital Development Strategy that was produced in 2010 by the South African National Biodiversity Institute outlines how all the organisations involved in the biodiversity sector of South Africa need to participate in strengthening the sector through a range of human capital development strategies. This includes extending the existing human capacity of managers and scientists who are already in the workplace, i.e. up-skilling. In particular, ‘scarce’ skills, as identified by the national Environmental Sector Skills Plan need further attention and development. The scarce skills relevant to this study are: protected area managers; ecosystem managers and post-graduate researchers, hence the focus on managers and scientists in this research. The marine sector falls within the biodiversity sector and it faces multiple conservation challenges which are complex and it is therefore essential to have skilled and capable managers and scientists in place. By investigating the up-skilling opportunities and practices available to these marine professionals, the goal is to understand if and how learning takes place in the marine sector of South Africa. The main research question of this study is: How do up-skilling opportunities and practices enable learning in, through and for the workplace, by marine professionals? In addition, three sub-questions provide finer details and introduce the central concepts of the research: I. What up-skilling opportunities and professional practices exist in or for, marine research and conservation organisations and how are they constituted and enacted via practice-based sayings, doings and relatings? II. How do the individuals learn and exercise their agency within the socio-material realities of the marine scientific and management context, through making use of up-skilling opportunities that are both formal (e.g. course based) and informal? III. How do generative mechanisms shape the constitution and enactment of up-skilling opportunities and practices, and the learning and agency of marine professionals (scientists and managers)? The theoretical work of this study consisted of, first, considering sensitising concepts which included: defining skill and knowledge; considering what an up-skilling opportunity might look like; workplace learning (both formal and informal learning); professional practices, lifelong learning or adult education, and agency in the workplace. Critical realism was then employed as the meta-theory that underlabours this research, while the substantive theories used for analysis purposes were socio-materialism and practice theory. Of course, critical realism is a socio-material theory itself, and Bhaskar’s four-planar social being or Social Cube was used to interpret and synthesise the findings in the data chapters. The methodological framework of this study explores the implications of critical realism for research design and analysis and includes a contextual profiling phase, semi-structured interviews, analysis of documents and peer-reviewed papers, as well as observations. There are nine case studies that form the focus of this research and in total 18 research participants were involved. Data analysis included abduction and retroduction as the primary modes of inference and the main analytical tool was the framework of practice architectures where I took the ‘sayings’, ‘doings’ and ‘relatings’ as themes. Further themes were developed from the other relevant theories used in this study; hence socio-materialism, learning, agency, and formal and informal opportunities, were also used as themes when coding the data. Issues around validity, ethics and reflexivity are key elements of the research design and were carefully considered throughout the research process. The principal data chapters are structured in such a way that each sub-question is considered and ultimately the findings are presented in the form of generative mechanisms which included: the politics of social transformation and knowledge as a driving force of up-skilling; the influence of individual disposition and passion or will; the importance of the socio-material realities and realistic expectations; and how relationality is critical for the marine sector. Agency was a cross-cutting theme in all the discussions around learning, practices and the role of the material, and was highly influential on the mechanisms that have been described in this study. The experiences, events and mechanisms that were uncovered in this research provide insight into the forms of learning as these relate to up-skilling that occur in the marine sector, as well as the complex relationships between formal and informal learning. The professional practices that occur in the everyday working lives of the marine professionals were shown to be an integral part of the learning process, while formal, certified opportunities are important for strengthening the field and building conservation competence in the country. By uncovering the deeper structures and mechanisms that have power and causal efficacy when it comes to up-skilling opportunities, learning and professional practices, this study has contributed to the field of environmental education as it shows how up-skilling processes operate in complex formations that involve formal and informal learning processes in workplaces. The study also offers a more nuanced view of the relational objects in this field, such as up-skilling and workplace learning, via the inclusion of a socio-material analysis. Through a theoretical and methodological framework that focused on the material using the tools of practice theory and Bhaskar’s depth ontology and four-planar social being (to synthesise and interpret the findings from a critical realist perspective), this research highlights the unique context of up-skilling opportunities and practices in the marine sector and reveals the crucial role of agency in workplace practices. This leads to a better understanding of the up-skilling opportunities and practices of marine professionals in South Africa, which ultimately contributes towards improved human capital development in the biodiversity and environmental sectors. Through offering more complex insights into the forms of learning and up-skilling, as well as a distinct methodological contribution, this research has broader relevance for workplace learning research.
- Full Text:
- Authors: Bell, Caroline Margaret
- Date: 2019
- Subjects: Biodiversity conservation -- South Africa , Human capital -- South Africa , Marine sciences -- Employees -- South Africa -- Training of , Biodiversity Human Capital Development Strategy (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93966 , vital:30977
- Description: South Africa is characterised by cultural and biological diversity which constitute a unique context in which to conduct educational research, such as this doctoral study looking at human capital development in the marine biodiversity context. The drive for transformation in the country is also a major factor to consider when researching any sector of the economy, in this case, the biodiversity sector. The biodiversity sector includes organisations involved in biodiversity conservation, research and management. Previous research in the sector has found a clear need for well-thought out workplace skills plans within conservation and research organisations. The national Biodiversity Human Capital Development Strategy that was produced in 2010 by the South African National Biodiversity Institute outlines how all the organisations involved in the biodiversity sector of South Africa need to participate in strengthening the sector through a range of human capital development strategies. This includes extending the existing human capacity of managers and scientists who are already in the workplace, i.e. up-skilling. In particular, ‘scarce’ skills, as identified by the national Environmental Sector Skills Plan need further attention and development. The scarce skills relevant to this study are: protected area managers; ecosystem managers and post-graduate researchers, hence the focus on managers and scientists in this research. The marine sector falls within the biodiversity sector and it faces multiple conservation challenges which are complex and it is therefore essential to have skilled and capable managers and scientists in place. By investigating the up-skilling opportunities and practices available to these marine professionals, the goal is to understand if and how learning takes place in the marine sector of South Africa. The main research question of this study is: How do up-skilling opportunities and practices enable learning in, through and for the workplace, by marine professionals? In addition, three sub-questions provide finer details and introduce the central concepts of the research: I. What up-skilling opportunities and professional practices exist in or for, marine research and conservation organisations and how are they constituted and enacted via practice-based sayings, doings and relatings? II. How do the individuals learn and exercise their agency within the socio-material realities of the marine scientific and management context, through making use of up-skilling opportunities that are both formal (e.g. course based) and informal? III. How do generative mechanisms shape the constitution and enactment of up-skilling opportunities and practices, and the learning and agency of marine professionals (scientists and managers)? The theoretical work of this study consisted of, first, considering sensitising concepts which included: defining skill and knowledge; considering what an up-skilling opportunity might look like; workplace learning (both formal and informal learning); professional practices, lifelong learning or adult education, and agency in the workplace. Critical realism was then employed as the meta-theory that underlabours this research, while the substantive theories used for analysis purposes were socio-materialism and practice theory. Of course, critical realism is a socio-material theory itself, and Bhaskar’s four-planar social being or Social Cube was used to interpret and synthesise the findings in the data chapters. The methodological framework of this study explores the implications of critical realism for research design and analysis and includes a contextual profiling phase, semi-structured interviews, analysis of documents and peer-reviewed papers, as well as observations. There are nine case studies that form the focus of this research and in total 18 research participants were involved. Data analysis included abduction and retroduction as the primary modes of inference and the main analytical tool was the framework of practice architectures where I took the ‘sayings’, ‘doings’ and ‘relatings’ as themes. Further themes were developed from the other relevant theories used in this study; hence socio-materialism, learning, agency, and formal and informal opportunities, were also used as themes when coding the data. Issues around validity, ethics and reflexivity are key elements of the research design and were carefully considered throughout the research process. The principal data chapters are structured in such a way that each sub-question is considered and ultimately the findings are presented in the form of generative mechanisms which included: the politics of social transformation and knowledge as a driving force of up-skilling; the influence of individual disposition and passion or will; the importance of the socio-material realities and realistic expectations; and how relationality is critical for the marine sector. Agency was a cross-cutting theme in all the discussions around learning, practices and the role of the material, and was highly influential on the mechanisms that have been described in this study. The experiences, events and mechanisms that were uncovered in this research provide insight into the forms of learning as these relate to up-skilling that occur in the marine sector, as well as the complex relationships between formal and informal learning. The professional practices that occur in the everyday working lives of the marine professionals were shown to be an integral part of the learning process, while formal, certified opportunities are important for strengthening the field and building conservation competence in the country. By uncovering the deeper structures and mechanisms that have power and causal efficacy when it comes to up-skilling opportunities, learning and professional practices, this study has contributed to the field of environmental education as it shows how up-skilling processes operate in complex formations that involve formal and informal learning processes in workplaces. The study also offers a more nuanced view of the relational objects in this field, such as up-skilling and workplace learning, via the inclusion of a socio-material analysis. Through a theoretical and methodological framework that focused on the material using the tools of practice theory and Bhaskar’s depth ontology and four-planar social being (to synthesise and interpret the findings from a critical realist perspective), this research highlights the unique context of up-skilling opportunities and practices in the marine sector and reveals the crucial role of agency in workplace practices. This leads to a better understanding of the up-skilling opportunities and practices of marine professionals in South Africa, which ultimately contributes towards improved human capital development in the biodiversity and environmental sectors. Through offering more complex insights into the forms of learning and up-skilling, as well as a distinct methodological contribution, this research has broader relevance for workplace learning research.
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A review of Climate-Smart system innovations in two Agricultural Colleges in the North West Province of South Africa
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
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The National Skills Fund and green skills: towards a generative mechanism approach
- Authors: Sauls, Gideon George
- Date: 2018
- Subjects: South Africa. National Skills Fund , Environmental education Finance South Africa , Green technology Study and teaching South Africa , Postsecondary education South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63740 , vital:28482
- Description: The aim of the study was to investigate the role of the South African National Skills Fund (NSF) in responding to green skills training for the sake of better integration and optimal effectiveness in relation to the green economy in South Africa. The NSF is a multi-billion rand fund for skills development, with the responsibility to respond effectively to the country’s skills development needs. Part of the NSF’s mandate is to ensure the development of green skills in South Africa, with special reference to the allocation of grants, as a key mechanism in ensuring adherence to properly governed skills development funding requirements. This study considers the identification of green skills funding as a skills planning and implementation challenge within the post-school education and training context, the NSF, the green economy and related skills debates, both locally and globally. The study contributes to a growing body of research in South Africa that seeks a wider systemic perspective on green skills concerns. The NSF and its functioning is a critical dimension of the wider skills system and is a significant system element influencing further emergence of a coherent national system for green skills development. Providing further rationale for this study is the 2011 finding of the International Labour Organisation, that the green skills development system in South Africa is re-active and poorly systematised, a finding that was also noted in the first ever Environmental Sector Skills Plan for South Africa undertaken by the Department of Environmental Affairs in 2010. As the study is mainly focused on one aspect of the policy system, namely the NSF’s role in green skills funding, the bulk of the data used in this study is documentary. Research information was obtained from NSF documentary sources to describe the NSF organisationally. Information was also obtained from green skills documentary sources to obtain a better understanding of the nature and purpose of the development of green skills in South Africa. The study has also drawn on references related to grant management as a mechanism for seeding meaningful transformations and skills development research in South Africa to understand the skills development landscape, with special reference to the Department of Higher Education and Training’s (DHET) post-school education and training system. Documentary data was supplemented by selected key respondent interviews from the skills sector and from the green skills research community to provide further perspective on the research focus. Critical realism (CR) is utilised as a meta-theoretical framework that seeks to inform the overall academic reflection and interpretation process. The work of Danermark, Ekström, Jakobsen and Karlsson (2002), which describes the process of data analysis in critical realism, was adapted into a four-phased research approach for this particular policy study, which I framed as a Quadrilateral Policy Analysis Framework (QPAF). This provided a data analysis framework which allowed for taking account of the mechanisms shaping the NSF as an important systemic funding agency within South Africa’s emerging post-school education and training context, as this relates to green skills. However, to further analyse this research question and context, I needed to work with substantive policy theory. Given the nature of the policy object that I was investigating, I found Feiock’s (2013) Institutional Collective Action Framework to be a helpful substantive policy theory as it has adequate nuance with which I could describe the NSF’s core function, namely that of grant-making for the post-schooling policy context. Based on the critical realist meta-theoretical framework and the substantive policy theoretical frameworks, I developed four phases of analysis, namely a) descriptive analysis which is divided into Part A (describing the green skills landscape and its funding demands ) and Part B (describing the NSF as it relates to green skills); b) component analysis which further analyses key components of the above; c) abductive policy analysis which identifies critical mechanisms and how they operate; and d) generative mechanism analysis which identifies the underlying generative mechanisms shaping the NSF’s engagement with green skills (or lack thereof). The following main findings are identified: • It emerged that the responsiveness of the NSF to green skills is emergent, essential and yet multifaceted due to competing stakeholder interests, expectations and claims; • Key strategic relations with critical role players within South Africa’s skills levy funding matrix emerged as a fundamental requirement towards the achievement of the NSF’s organisational mandate to respond effectively to national green skills needs and expectations; • Contracting is the central mechanism driving the NSF grant-making process. Related to this is the finding that partnerships emerged as the most versatile and underutilised mechanism that cuts across all four of the NSF grant-making phases; • The NSF’s current method of making sense of funding policy indications as per national policy documents is too reductionist because the method betrays an alignment-mirroring form of sense-making awareness that uncritically endorses substratum philosophical assumptions like Human Capital Theory (HCT) and associated neoclassical economic theories embedded in the policy frameworks. These assumptions contradict and potentially limit engagement with wider theories and policy frameworks for guiding skills development that are oriented towards the wider common good as argued by non-anthropocentric orientations in critical realism and the green skills sector. In summary, an argument is put forward that the NSF is a key funding mechanism towards green skills delivery in South Africa, but that this funding mechanism is under-utilised and inadequately mobilised for transitioning towards sustainability in South Africa. The study recommends that, in pursuit of better integration and optimal effectiveness thereof and in line with the fund’s legislative, organisational and public mandate, a consensual negotiation skills planning mechanism be considered from an institutional collective action response platform. In terms of recommendations for further research, it is proposed that a comparative analysis study could be considered between the NSF and other leading global funding agencies or other national skills funding mechanisms that are also concerned with the inclusion of green skills development. Comparative studies of this nature could potentially enhance the fund’s policy-making process and assist in the development of more appropriate institutional arrangements towards optimal funding responsiveness. Lastly, in the light of the NSF’s current contribution to green skills in the country, an impact evaluation study on the return on green skills investment presents an additional intriguing research endeavour which would contribute further perspective on the arguments presented in this study.
- Full Text:
- Authors: Sauls, Gideon George
- Date: 2018
- Subjects: South Africa. National Skills Fund , Environmental education Finance South Africa , Green technology Study and teaching South Africa , Postsecondary education South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63740 , vital:28482
- Description: The aim of the study was to investigate the role of the South African National Skills Fund (NSF) in responding to green skills training for the sake of better integration and optimal effectiveness in relation to the green economy in South Africa. The NSF is a multi-billion rand fund for skills development, with the responsibility to respond effectively to the country’s skills development needs. Part of the NSF’s mandate is to ensure the development of green skills in South Africa, with special reference to the allocation of grants, as a key mechanism in ensuring adherence to properly governed skills development funding requirements. This study considers the identification of green skills funding as a skills planning and implementation challenge within the post-school education and training context, the NSF, the green economy and related skills debates, both locally and globally. The study contributes to a growing body of research in South Africa that seeks a wider systemic perspective on green skills concerns. The NSF and its functioning is a critical dimension of the wider skills system and is a significant system element influencing further emergence of a coherent national system for green skills development. Providing further rationale for this study is the 2011 finding of the International Labour Organisation, that the green skills development system in South Africa is re-active and poorly systematised, a finding that was also noted in the first ever Environmental Sector Skills Plan for South Africa undertaken by the Department of Environmental Affairs in 2010. As the study is mainly focused on one aspect of the policy system, namely the NSF’s role in green skills funding, the bulk of the data used in this study is documentary. Research information was obtained from NSF documentary sources to describe the NSF organisationally. Information was also obtained from green skills documentary sources to obtain a better understanding of the nature and purpose of the development of green skills in South Africa. The study has also drawn on references related to grant management as a mechanism for seeding meaningful transformations and skills development research in South Africa to understand the skills development landscape, with special reference to the Department of Higher Education and Training’s (DHET) post-school education and training system. Documentary data was supplemented by selected key respondent interviews from the skills sector and from the green skills research community to provide further perspective on the research focus. Critical realism (CR) is utilised as a meta-theoretical framework that seeks to inform the overall academic reflection and interpretation process. The work of Danermark, Ekström, Jakobsen and Karlsson (2002), which describes the process of data analysis in critical realism, was adapted into a four-phased research approach for this particular policy study, which I framed as a Quadrilateral Policy Analysis Framework (QPAF). This provided a data analysis framework which allowed for taking account of the mechanisms shaping the NSF as an important systemic funding agency within South Africa’s emerging post-school education and training context, as this relates to green skills. However, to further analyse this research question and context, I needed to work with substantive policy theory. Given the nature of the policy object that I was investigating, I found Feiock’s (2013) Institutional Collective Action Framework to be a helpful substantive policy theory as it has adequate nuance with which I could describe the NSF’s core function, namely that of grant-making for the post-schooling policy context. Based on the critical realist meta-theoretical framework and the substantive policy theoretical frameworks, I developed four phases of analysis, namely a) descriptive analysis which is divided into Part A (describing the green skills landscape and its funding demands ) and Part B (describing the NSF as it relates to green skills); b) component analysis which further analyses key components of the above; c) abductive policy analysis which identifies critical mechanisms and how they operate; and d) generative mechanism analysis which identifies the underlying generative mechanisms shaping the NSF’s engagement with green skills (or lack thereof). The following main findings are identified: • It emerged that the responsiveness of the NSF to green skills is emergent, essential and yet multifaceted due to competing stakeholder interests, expectations and claims; • Key strategic relations with critical role players within South Africa’s skills levy funding matrix emerged as a fundamental requirement towards the achievement of the NSF’s organisational mandate to respond effectively to national green skills needs and expectations; • Contracting is the central mechanism driving the NSF grant-making process. Related to this is the finding that partnerships emerged as the most versatile and underutilised mechanism that cuts across all four of the NSF grant-making phases; • The NSF’s current method of making sense of funding policy indications as per national policy documents is too reductionist because the method betrays an alignment-mirroring form of sense-making awareness that uncritically endorses substratum philosophical assumptions like Human Capital Theory (HCT) and associated neoclassical economic theories embedded in the policy frameworks. These assumptions contradict and potentially limit engagement with wider theories and policy frameworks for guiding skills development that are oriented towards the wider common good as argued by non-anthropocentric orientations in critical realism and the green skills sector. In summary, an argument is put forward that the NSF is a key funding mechanism towards green skills delivery in South Africa, but that this funding mechanism is under-utilised and inadequately mobilised for transitioning towards sustainability in South Africa. The study recommends that, in pursuit of better integration and optimal effectiveness thereof and in line with the fund’s legislative, organisational and public mandate, a consensual negotiation skills planning mechanism be considered from an institutional collective action response platform. In terms of recommendations for further research, it is proposed that a comparative analysis study could be considered between the NSF and other leading global funding agencies or other national skills funding mechanisms that are also concerned with the inclusion of green skills development. Comparative studies of this nature could potentially enhance the fund’s policy-making process and assist in the development of more appropriate institutional arrangements towards optimal funding responsiveness. Lastly, in the light of the NSF’s current contribution to green skills in the country, an impact evaluation study on the return on green skills investment presents an additional intriguing research endeavour which would contribute further perspective on the arguments presented in this study.
- Full Text:
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