Environmental water quality management of glyphosate-based herbicides in South Africa
- Authors: Mensah, Paul Kojo
- Date: 2013
- Subjects: Water quality management -- South Africa Water quality management -- Environmental Aspects -- South Africa Herbicides -- Environmental aspects -- South Africa Herbicides -- Toxicology -- South Africa Water -- Glyphosate content -- South Africa Water -- Pollution -- South Africa Water quality -- Measurement -- South Africa Water -- Analysis -- South Africa Freshwater ecology -- South Africa Integrated water development -- South Africa Caridina -- Effect of pollution on -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:6023 , http://hdl.handle.net/10962/d1001987
- Description: Although the use of pesticides is necessary to meet the socio-economic needs of many developing countries, especially in Africa, side effects of these bio-active chemicals have contributed to contaminating aquatic and terrestrial ecosystems. Environmental water quality degradation by pesticides interferes with ecosystem health and poses numerous risks to aquatic life. In South Africa, glyphosate-based herbicides are frequently used to control weeds and invading alien plants, but ultimately end up in freshwater ecosystems. However, there are no South African-based environmental water quality management strategies to regulate these bio-active chemicals. Therefore, this study sought to provide a sound scientific background for the environmental water quality management of glyphosate-based herbicides in South Africa, by conducting both laboratory and field investigations. In the laboratory investigations, aquatic ecotoxicological methods were used to evaluate responses of the freshwater aquatic shrimp Caridina nilotica exposed to Roundup® at different biological system scales, and the responses of multiple South African aquatic species exposed to Roundup® through species sensitivity distribution (SSD). In the field investigations, the effect of Kilo Max WSG on the physicochemical and biological conditions of three selected sites in the Swartkops River before and after a spray episode by Working for Water were evaluated through biomonitoring, using the South African Scoring System version 5 (SASS5) as a sampling protocol. Both Roundup® and Kilo Max WSG are glyphosate-based herbicides. All the data were subjected to relevant statistical analyses. Findings of this study revealed that Roundup® elicited responses at different biological system scales in C. nilotica, while SSD estimates were used to derive proposed water quality guidelines for glyphosate-based herbicides in South Africa. The biomonitoring revealed that using glyphosate-based herbicides to control water hyacinth within the Swartkops River had a negligible impact on the physicochemical and biological conditions. Based on these findings, a conceptual framework that can be used for the integrated environmental water quality management of glyphosate-based herbicides in South Africa was developed as part of integrated water resource management (IWRM). The combined data sets contribute to a sound scientific basis for the environmental water quality management of glyphosate-based herbicides in South Africa.
- Full Text:
- Authors: Mensah, Paul Kojo
- Date: 2013
- Subjects: Water quality management -- South Africa Water quality management -- Environmental Aspects -- South Africa Herbicides -- Environmental aspects -- South Africa Herbicides -- Toxicology -- South Africa Water -- Glyphosate content -- South Africa Water -- Pollution -- South Africa Water quality -- Measurement -- South Africa Water -- Analysis -- South Africa Freshwater ecology -- South Africa Integrated water development -- South Africa Caridina -- Effect of pollution on -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:6023 , http://hdl.handle.net/10962/d1001987
- Description: Although the use of pesticides is necessary to meet the socio-economic needs of many developing countries, especially in Africa, side effects of these bio-active chemicals have contributed to contaminating aquatic and terrestrial ecosystems. Environmental water quality degradation by pesticides interferes with ecosystem health and poses numerous risks to aquatic life. In South Africa, glyphosate-based herbicides are frequently used to control weeds and invading alien plants, but ultimately end up in freshwater ecosystems. However, there are no South African-based environmental water quality management strategies to regulate these bio-active chemicals. Therefore, this study sought to provide a sound scientific background for the environmental water quality management of glyphosate-based herbicides in South Africa, by conducting both laboratory and field investigations. In the laboratory investigations, aquatic ecotoxicological methods were used to evaluate responses of the freshwater aquatic shrimp Caridina nilotica exposed to Roundup® at different biological system scales, and the responses of multiple South African aquatic species exposed to Roundup® through species sensitivity distribution (SSD). In the field investigations, the effect of Kilo Max WSG on the physicochemical and biological conditions of three selected sites in the Swartkops River before and after a spray episode by Working for Water were evaluated through biomonitoring, using the South African Scoring System version 5 (SASS5) as a sampling protocol. Both Roundup® and Kilo Max WSG are glyphosate-based herbicides. All the data were subjected to relevant statistical analyses. Findings of this study revealed that Roundup® elicited responses at different biological system scales in C. nilotica, while SSD estimates were used to derive proposed water quality guidelines for glyphosate-based herbicides in South Africa. The biomonitoring revealed that using glyphosate-based herbicides to control water hyacinth within the Swartkops River had a negligible impact on the physicochemical and biological conditions. Based on these findings, a conceptual framework that can be used for the integrated environmental water quality management of glyphosate-based herbicides in South Africa was developed as part of integrated water resource management (IWRM). The combined data sets contribute to a sound scientific basis for the environmental water quality management of glyphosate-based herbicides in South Africa.
- Full Text:
Epidemic transmission of intestinal schistosomiasis in the seasonal part of the Okavango Delta, Botswana:
- Appleton, C C, Ellery, William F N, Byskov, Jens, Mogkweetsinyana, S S
- Authors: Appleton, C C , Ellery, William F N , Byskov, Jens , Mogkweetsinyana, S S
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144364 , vital:38339 , DOI: 10.1179/136485908X311867
- Description: A well documented epidemic of human intestinal schistosomiasis caused by Schistosoma mansoni occurred at Maun in the seasonal part of the Okavango Delta, Botswana, building from very few cases in the 1950s and early 1960s to a peak prevalence of greater than80% in the 1980s. A retrospective analysis was performed on all available records of the prevalence of S. mansoni in the Maun area and the corresponding flow records of the Thamalakane River. These revealed a statistically significant correlation between prevalence and flow, but only when a lag period was introduced. The correlation was greatest with a lag period of 5–6 years between the rise and fall of discharge and the rise and fall of transmission. Since the hydrological events in the delta follow a cyclical pattern, another epidemic around 2020 appears likely.
- Full Text:
- Authors: Appleton, C C , Ellery, William F N , Byskov, Jens , Mogkweetsinyana, S S
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144364 , vital:38339 , DOI: 10.1179/136485908X311867
- Description: A well documented epidemic of human intestinal schistosomiasis caused by Schistosoma mansoni occurred at Maun in the seasonal part of the Okavango Delta, Botswana, building from very few cases in the 1950s and early 1960s to a peak prevalence of greater than80% in the 1980s. A retrospective analysis was performed on all available records of the prevalence of S. mansoni in the Maun area and the corresponding flow records of the Thamalakane River. These revealed a statistically significant correlation between prevalence and flow, but only when a lag period was introduced. The correlation was greatest with a lag period of 5–6 years between the rise and fall of discharge and the rise and fall of transmission. Since the hydrological events in the delta follow a cyclical pattern, another epidemic around 2020 appears likely.
- Full Text:
Estuarine-dependency and multiple habitat use by dusky kob Argyrosomus Japonicus (Pisces: Sciaenidae)
- Authors: Childs, Amber-Robyn
- Date: 2013
- Subjects: Argyrosomus -- Habitat -- South Africa -- Algoa Bay , Argyrosomus -- Behavior -- South Africa -- Algoa Bay , Argyrosomus -- Migration -- South Africa -- Algoa Bay , Estuarine fishes -- South Africa -- Algoa Bay , Habitat selection -- South Africa -- Algoa Bay , Argyrosomus -- South Africa -- Sundays Estuary (Eastern Cape) , Underwater acoustic telemetry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5386 , http://hdl.handle.net/10962/d1020241
- Description: Dusky kob Argyrosomus japonicus is a wide-ranging estuarine-dependent Sciaenid and an important fishery species throughout most of its distribution. It is one of South Africa’s most valuable coastal fishery species. High levels of juvenile exploitation in estuaries and ineffective management regulations have led to stock collapse, highlighting the need to better understand the spatial and temporal aspects of estuarine-dependency and multiple habitat use. Habitat connectivity is a critical property of estuarine-associated fishes and it therefore follows that knowledge of this link is fundamental in understanding population dynamics and the nursery role of estuarine and/or marine habitats. While dusky kob occur in both estuaries and nearshore coastal zones, limited information on connectivity among these habitats exists. The aim of this study is to assess the role of estuarine nursery habitats in the life cycle of the dusky kob by examining multiple habitat connectivity and determining the drivers associated with estuarine use. A total of 96 dusky kob (237–1280 mm total length) were tagged with acoustic transmitters in both the estuarine and marine environments of Algoa Bay, Eastern Cape, South Africa between May 2008 and September 2010. Their movements were monitored using a network of automated data-logging acoustic receivers deployed in the Sundays Estuary, seven neighbouring estuarine habitats, two commercial harbours and various sites within Algoa Bay. And more...
- Full Text:
- Authors: Childs, Amber-Robyn
- Date: 2013
- Subjects: Argyrosomus -- Habitat -- South Africa -- Algoa Bay , Argyrosomus -- Behavior -- South Africa -- Algoa Bay , Argyrosomus -- Migration -- South Africa -- Algoa Bay , Estuarine fishes -- South Africa -- Algoa Bay , Habitat selection -- South Africa -- Algoa Bay , Argyrosomus -- South Africa -- Sundays Estuary (Eastern Cape) , Underwater acoustic telemetry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5386 , http://hdl.handle.net/10962/d1020241
- Description: Dusky kob Argyrosomus japonicus is a wide-ranging estuarine-dependent Sciaenid and an important fishery species throughout most of its distribution. It is one of South Africa’s most valuable coastal fishery species. High levels of juvenile exploitation in estuaries and ineffective management regulations have led to stock collapse, highlighting the need to better understand the spatial and temporal aspects of estuarine-dependency and multiple habitat use. Habitat connectivity is a critical property of estuarine-associated fishes and it therefore follows that knowledge of this link is fundamental in understanding population dynamics and the nursery role of estuarine and/or marine habitats. While dusky kob occur in both estuaries and nearshore coastal zones, limited information on connectivity among these habitats exists. The aim of this study is to assess the role of estuarine nursery habitats in the life cycle of the dusky kob by examining multiple habitat connectivity and determining the drivers associated with estuarine use. A total of 96 dusky kob (237–1280 mm total length) were tagged with acoustic transmitters in both the estuarine and marine environments of Algoa Bay, Eastern Cape, South Africa between May 2008 and September 2010. Their movements were monitored using a network of automated data-logging acoustic receivers deployed in the Sundays Estuary, seven neighbouring estuarine habitats, two commercial harbours and various sites within Algoa Bay. And more...
- Full Text:
Eudicella trimeni Janson, 1884 (Coleoptera: Scarabaeidae: Cetoniinae: Goliathini): Description of larva with notes on conservation status, biology and taxonomy
- Perissinotto, Renzo, Orozco, Jesús (Entomologist)
- Authors: Perissinotto, Renzo , Orozco, Jesús (Entomologist)
- Date: 2013
- Subjects: Afrotropical , Goliathini , Eudicella trimeni , Scarab beetles , Fruit chafers , Flower chafers , Larva , Grubs , Rosenkäfer
- Language: English
- Type: Article
- Identifier: vital:6559 , http://hdl.handle.net/10962/d1006605 , http://africaninvertebrates.org/ojs/index.php/AI/article/view/307
- Description: Eudicella trimeni is reportedly one of the most endangered species of the genus, having been declared virtually extinct until recently. Present research has shown that the species occurs in an area wider than previously known. However, its habitat is disappearing at a fast rate and the Eastern Cape and KwaZulu-Natal populations appear to be sufficiently different from each other to warrant at least subspecies status and further investigation. Third instar larvae of the northern population were collected recently in the Karkloof Nature Reserve, KwaZulu-Natal. They were reared to adulthood under environmentally controlled conditions and are here described.
- Full Text:
- Authors: Perissinotto, Renzo , Orozco, Jesús (Entomologist)
- Date: 2013
- Subjects: Afrotropical , Goliathini , Eudicella trimeni , Scarab beetles , Fruit chafers , Flower chafers , Larva , Grubs , Rosenkäfer
- Language: English
- Type: Article
- Identifier: vital:6559 , http://hdl.handle.net/10962/d1006605 , http://africaninvertebrates.org/ojs/index.php/AI/article/view/307
- Description: Eudicella trimeni is reportedly one of the most endangered species of the genus, having been declared virtually extinct until recently. Present research has shown that the species occurs in an area wider than previously known. However, its habitat is disappearing at a fast rate and the Eastern Cape and KwaZulu-Natal populations appear to be sufficiently different from each other to warrant at least subspecies status and further investigation. Third instar larvae of the northern population were collected recently in the Karkloof Nature Reserve, KwaZulu-Natal. They were reared to adulthood under environmentally controlled conditions and are here described.
- Full Text:
Evaluating social media participation for successful marketing and communication by selected private game reserves, Eastern Cape, South Africa
- Authors: Booth, Tara
- Date: 2013
- Subjects: Social media -- Economic aspects , Online social networks -- Economic aspects , Game reserves -- South Africa -- Eastern Cape -- Marketing , Internet marketing -- Economic aspects , Social media -- Marketing , Tourism -- Marketing , Communication in management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:843 , http://hdl.handle.net/10962/d1015692
- Description: Social media has become one of the defining features of the technological advances known as Web 2.0. As social media has increased in popularity, so businesses are expected to participate. Social media platforms enable businesses to widely broadcast a message as well as interact directly with individual customers. Customers are also able to interact directly with one another and share information and reviews about products and services offered. This suits the tourism industry particularly well. Internationally, research has shown that individuals use social media and other online tools to research potential holiday destinations. In addition social media is used during travel to share snapshots and commentary as well as after travel, through reviews and recommendations on platforms such as TripAdvisor. However, few studies have investigated how tourism destinations use social media to attract new clients and retain existing clients. Very little research has been done on tourism and social media in South Africa despite the importance of this industry to Gross Domestic Product (GDP). This study focused on four-star establishments within the photographic wildlife tourism industry in the Eastern Cape of South Africa. An initial survey of social media participation was carried out within the framework set out by Chan and Guillet (2011); this was then followed up with interviews with selected managers. Results showed that, in general, Private Game Reserves (PGRs) had embraced social media as a communication and marketing platform; despite concerns raised about the lack of control over content as well as poor understanding of the influence social media might have on the bottom line. TripAdvisor, Facebook and Twitter were the most commonly used platforms due to management familiarity with the platform and their ease of use. Few lodges utilised blogs or content sites such as YouTube and management cited time commitments associated with this type of platform as a reason for non-participation. However, although most PGRs or lodges had a profile on social media, this did not always mean active participation. Frequently, lodges began updating but gradually stopped after a few months. It was noted however that only one of the lodges interviewed retained an individual whose sole responsibility was social media; generally lodges did not feel that a dedicated person was necessary. This may result in a lack of time available on the part of the individual responsible or simply be a case of not understanding the platform or how to use it effectively. However, none of the PGRs with poor social media participation responded to interview requests and therefore it was not possible to determine the reasons for their poor participation. Among those lodges that actively participated, most succeed in retaining fans and followers through consistent posting of relevant and interesting content as well as customised responses that encouraged fans or followers’ interaction. However, there did not appear to be any evidence of using social media to learn about fans and followers in order to better customise the lodge offerings. This may not be necessary in this type of industry as PGRs sell a specific product and have a limited ability to customise offerings. In addition, there may be other sources of market information which lodges prefer to use. Special offers, competitions and promotions had limited success on social media. Generally, lodges used social media to promote links to a dedicated competition or promotions page. In conclusion, the managers interviewed felt strongly that social media had made a measureable impact on the tourism industry and was a channel that was here to stay. Further research around the best practice and most effective use will enable PGRs to develop and maintain effective strategies for social media participation.
- Full Text:
- Authors: Booth, Tara
- Date: 2013
- Subjects: Social media -- Economic aspects , Online social networks -- Economic aspects , Game reserves -- South Africa -- Eastern Cape -- Marketing , Internet marketing -- Economic aspects , Social media -- Marketing , Tourism -- Marketing , Communication in management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:843 , http://hdl.handle.net/10962/d1015692
- Description: Social media has become one of the defining features of the technological advances known as Web 2.0. As social media has increased in popularity, so businesses are expected to participate. Social media platforms enable businesses to widely broadcast a message as well as interact directly with individual customers. Customers are also able to interact directly with one another and share information and reviews about products and services offered. This suits the tourism industry particularly well. Internationally, research has shown that individuals use social media and other online tools to research potential holiday destinations. In addition social media is used during travel to share snapshots and commentary as well as after travel, through reviews and recommendations on platforms such as TripAdvisor. However, few studies have investigated how tourism destinations use social media to attract new clients and retain existing clients. Very little research has been done on tourism and social media in South Africa despite the importance of this industry to Gross Domestic Product (GDP). This study focused on four-star establishments within the photographic wildlife tourism industry in the Eastern Cape of South Africa. An initial survey of social media participation was carried out within the framework set out by Chan and Guillet (2011); this was then followed up with interviews with selected managers. Results showed that, in general, Private Game Reserves (PGRs) had embraced social media as a communication and marketing platform; despite concerns raised about the lack of control over content as well as poor understanding of the influence social media might have on the bottom line. TripAdvisor, Facebook and Twitter were the most commonly used platforms due to management familiarity with the platform and their ease of use. Few lodges utilised blogs or content sites such as YouTube and management cited time commitments associated with this type of platform as a reason for non-participation. However, although most PGRs or lodges had a profile on social media, this did not always mean active participation. Frequently, lodges began updating but gradually stopped after a few months. It was noted however that only one of the lodges interviewed retained an individual whose sole responsibility was social media; generally lodges did not feel that a dedicated person was necessary. This may result in a lack of time available on the part of the individual responsible or simply be a case of not understanding the platform or how to use it effectively. However, none of the PGRs with poor social media participation responded to interview requests and therefore it was not possible to determine the reasons for their poor participation. Among those lodges that actively participated, most succeed in retaining fans and followers through consistent posting of relevant and interesting content as well as customised responses that encouraged fans or followers’ interaction. However, there did not appear to be any evidence of using social media to learn about fans and followers in order to better customise the lodge offerings. This may not be necessary in this type of industry as PGRs sell a specific product and have a limited ability to customise offerings. In addition, there may be other sources of market information which lodges prefer to use. Special offers, competitions and promotions had limited success on social media. Generally, lodges used social media to promote links to a dedicated competition or promotions page. In conclusion, the managers interviewed felt strongly that social media had made a measureable impact on the tourism industry and was a channel that was here to stay. Further research around the best practice and most effective use will enable PGRs to develop and maintain effective strategies for social media participation.
- Full Text:
Evaluation and identification of critical success factors in the running of successful food security projects within the Eastern Cape Department of Rural Development and Agrarian Reform, in the Amahlhathi local municipality
- Authors: Tali, Patrick
- Date: 2013
- Subjects: Rural development -- South Africa -- Eastern Cape , Agriculture -- South Africa -- Eastern Cape , Project management -- South Africa -- Stutterheim , Food security -- South Africa -- Stutterheim , Food supply -- South Africa -- Stutterheim
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:836 , http://hdl.handle.net/10962/d1013346
- Description: The challenges of food insecurity and the manner in which it can be addressed is a global concern. Governments throughout the world have strived for means to address global food security either through development of Millennium Development Goals or United Nations protocols. It is a major concern that the South African Government has made it its centre focus to address the challenge of food security. In the Eastern Cape, the Department of Rural Development and Agrarian Reform has embarked on numerous food production programmes in an attempt to address this challenge. It is however noticeable that these attempts somehow did not manage to address their intended purpose. A study of literature with the aim of identifying critical success factors was done. The critical success factors identified and explored were, project management, establishing a clear mission and project objectives, addressing challenges and opportunities of social, environmental and economical sustainability, addressing physiological needs of the beneficiaries, involving the youth and community, role of extension services, training and capacity development, create local partnership and on-going monitoring and evaluation. The factors were then explored through a study of projects from the food production programme in Amahlathi Local Municipality in the Eastern Cape Province. A multiple case study wherein a purposive selection of four food security projects selected from two food security programmes was conducted. A structured questionnaire was used to source the information from all members of the selected projects to evaluate the existence of the critical factors. The main aim was to test whether these factors, if they existed in these projects, contributed to their existence. The findings reveal that none of the identified factors existed in the selected projects and though not proven, the non-existence of these factors has resulted in these projects being in survival mode instead of a sustainable state. A recommendation is made of a further study focusing on a bigger sample wherein these factors could be tested. The study could assist in developing a formal model for the running of these projects successfully.
- Full Text:
- Authors: Tali, Patrick
- Date: 2013
- Subjects: Rural development -- South Africa -- Eastern Cape , Agriculture -- South Africa -- Eastern Cape , Project management -- South Africa -- Stutterheim , Food security -- South Africa -- Stutterheim , Food supply -- South Africa -- Stutterheim
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:836 , http://hdl.handle.net/10962/d1013346
- Description: The challenges of food insecurity and the manner in which it can be addressed is a global concern. Governments throughout the world have strived for means to address global food security either through development of Millennium Development Goals or United Nations protocols. It is a major concern that the South African Government has made it its centre focus to address the challenge of food security. In the Eastern Cape, the Department of Rural Development and Agrarian Reform has embarked on numerous food production programmes in an attempt to address this challenge. It is however noticeable that these attempts somehow did not manage to address their intended purpose. A study of literature with the aim of identifying critical success factors was done. The critical success factors identified and explored were, project management, establishing a clear mission and project objectives, addressing challenges and opportunities of social, environmental and economical sustainability, addressing physiological needs of the beneficiaries, involving the youth and community, role of extension services, training and capacity development, create local partnership and on-going monitoring and evaluation. The factors were then explored through a study of projects from the food production programme in Amahlathi Local Municipality in the Eastern Cape Province. A multiple case study wherein a purposive selection of four food security projects selected from two food security programmes was conducted. A structured questionnaire was used to source the information from all members of the selected projects to evaluate the existence of the critical factors. The main aim was to test whether these factors, if they existed in these projects, contributed to their existence. The findings reveal that none of the identified factors existed in the selected projects and though not proven, the non-existence of these factors has resulted in these projects being in survival mode instead of a sustainable state. A recommendation is made of a further study focusing on a bigger sample wherein these factors could be tested. The study could assist in developing a formal model for the running of these projects successfully.
- Full Text:
Evaluation of the applicability of Lewin's force field analysis in the implementation of the Financial Sector Charter at Standard Bank
- Authors: Skepe, Siphelo
- Date: 2013
- Subjects: Standard Bank of South Africa Limited (1962- ) Banks and banking -- South Africa Financial services industry -- Law and legislation -- South Africa Black people -- South Africa -- Economic conditions Business enterprises, Black -- South Africa Organizational change -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:804 , http://hdl.handle.net/10962/d1006775
- Description: According to the Financial Sector (FS) Charter, in August 2002, at the NEDLAC Financial Sector Summit, "the financial sector committed itself to the development of a Black Economic Empowerment (BEE) charter. It made this commitment, noting that: "Despite significant progress since the establishment of a democratic government in 1994, South African society remains characterised by racially based income and social services inequalities. This is not only unjust, but inhibits the country's ability to achieve its full economic potential. BEE is a mechanism aimed at addressing inequalities and mobilising the energies of all South Africans. It will contribute towards sustained economic growth, development and social transformation in South Africa. Inequalities also manifest themselves in the country's financial sector. A positive and proactive response from the sector through the implementation of BEE will further unlock the sector's potential, promote its global competitiveness, and enhance its world class status". Parties of the Financial Sector Charter agreed on the seven pillars below: 1) Human resource management - provide resources to develop skills of black people with the aim of increasing black participation in all levels of management in the sector. 2) Procurement policies - implement a targeted procurement strategy to enhance BEE. 3) Enterprise development - improve the level of support provided to BEE companies in all sectors of the economy. This would be achieved through skills transfer, administration and technical support. 4) Access to financial services - provide affordable financial services to the previously disadvantaged groups and making sure financial services are accessible to these groups. 5) Empowerment financing - work closely with government and government financial institutions to increase resources for empowerment financing. 6) Ownership in the financial sector - 25% of shares in each party of the FS Charter should be owned by black people by 2010. 7) Corporate social investrnent (CSI) - Each financial institution will have to spend 0.5% of their after-tax profit on corporate social investment projects. The projects should be targeted at black groups with a strong focus on transformation. The research evaluates the applicability of Lewin's Force Field Analysis (a change management model) in the implementation of the Financial Sector Charter at Standard Bank of South Africa. It attempts to achieve this by looking at how the Financial Sector Charter is being implemented at Standard Bank. The research looks at three main areas: 1) The "context" of the research problem, by seeking to understand Standard Bank's understanding of the FS Charter, the importance of implementing the FS Charter by the bank, the progress made thus far in the FS Charter implementation and comparison to the BEE scorecards of the other three main bank. 2) The "process", i.e. how the FS Charter is implemented in the bank, the driving and restraining forces of successful implementation of the FS Charter and the lessons learnt. 3) The "outcome" , i.e. benefits of implementing the FS Charter and what could be done to ensure that change management processes are successfully implemented. Personal interviews were used to discover other valuable information which was not available on the bank's published documents, and other related sources such as the Financial Sector Charter document. The sample size for the study was ten Standard Bank employees from different areas of the bank who are either senior managers or directors, in the bank. Internal publications available on the Standard Bank intranet such as the bank's employment equity plans, and the bank's sustainability reports from 2004 to 2011 (Standard Bank, 2004-2011) were analysed for the purpose of the study. The researcher also analysed public documents such as the bank's annual financial reports, bank's equity reports and internal publications on related topics of the research question. Lewin's Forces Field Analysis (FFA) points out that in any environment where change is required; there are both driving and restraining forces that influence the implementation of a change programme. The FFA is a valuable change management tool at trying to transform the behaviour of an individual, and this will lead to transformation of groups and, ultimately the organisation. It also helps to establish the balance between the driving and restraining forces of the change programme. Lewin's (1951) theory put forward the idea that change occurs in three stages: the first stage of change is unfreezing; the second stage is moving and lastly, the third stage is refreezing. In the unfreezing stage, the bank's change management initiatives would need to be directed at giving the individuals a desire and motivation to be ready and open about a planned change initiative. This could be achieved by clearly communicating why change is important, benefits of change and the compelling reasons for change. In moving, the bank would need to give support and confidence to the people affected by change in order to start accepting and buying-in to new perspectives, which enable them to realise that change will improve the current situation. In the refreezing stage, the bank would need to ensure that new patterns of behaviour are reinforced. This will ensure that the changes are applied in everyday business, and this helps create a sense of stability, where those affected by change feel comfortable and confident with the new approach of doing things. The research concludes that managers should recognise the sensitivity around transformation, and should always try to ensure that change management initiatives directed at transformation are unifying, fair and transparent. This should be done to avoid a situation where an employee (or prospective employees) and other stakeholders feel under-appreciated or overlooked because of their gender or race. This demands a carefully crafted and implemented change management programme, whose results will not only unify the bank's employees, but also create a competitive edge for the bank. Lewin's Force Field Analysis (FFA) model is a change management tool that could be used to produce such results.
- Full Text:
- Authors: Skepe, Siphelo
- Date: 2013
- Subjects: Standard Bank of South Africa Limited (1962- ) Banks and banking -- South Africa Financial services industry -- Law and legislation -- South Africa Black people -- South Africa -- Economic conditions Business enterprises, Black -- South Africa Organizational change -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:804 , http://hdl.handle.net/10962/d1006775
- Description: According to the Financial Sector (FS) Charter, in August 2002, at the NEDLAC Financial Sector Summit, "the financial sector committed itself to the development of a Black Economic Empowerment (BEE) charter. It made this commitment, noting that: "Despite significant progress since the establishment of a democratic government in 1994, South African society remains characterised by racially based income and social services inequalities. This is not only unjust, but inhibits the country's ability to achieve its full economic potential. BEE is a mechanism aimed at addressing inequalities and mobilising the energies of all South Africans. It will contribute towards sustained economic growth, development and social transformation in South Africa. Inequalities also manifest themselves in the country's financial sector. A positive and proactive response from the sector through the implementation of BEE will further unlock the sector's potential, promote its global competitiveness, and enhance its world class status". Parties of the Financial Sector Charter agreed on the seven pillars below: 1) Human resource management - provide resources to develop skills of black people with the aim of increasing black participation in all levels of management in the sector. 2) Procurement policies - implement a targeted procurement strategy to enhance BEE. 3) Enterprise development - improve the level of support provided to BEE companies in all sectors of the economy. This would be achieved through skills transfer, administration and technical support. 4) Access to financial services - provide affordable financial services to the previously disadvantaged groups and making sure financial services are accessible to these groups. 5) Empowerment financing - work closely with government and government financial institutions to increase resources for empowerment financing. 6) Ownership in the financial sector - 25% of shares in each party of the FS Charter should be owned by black people by 2010. 7) Corporate social investrnent (CSI) - Each financial institution will have to spend 0.5% of their after-tax profit on corporate social investment projects. The projects should be targeted at black groups with a strong focus on transformation. The research evaluates the applicability of Lewin's Force Field Analysis (a change management model) in the implementation of the Financial Sector Charter at Standard Bank of South Africa. It attempts to achieve this by looking at how the Financial Sector Charter is being implemented at Standard Bank. The research looks at three main areas: 1) The "context" of the research problem, by seeking to understand Standard Bank's understanding of the FS Charter, the importance of implementing the FS Charter by the bank, the progress made thus far in the FS Charter implementation and comparison to the BEE scorecards of the other three main bank. 2) The "process", i.e. how the FS Charter is implemented in the bank, the driving and restraining forces of successful implementation of the FS Charter and the lessons learnt. 3) The "outcome" , i.e. benefits of implementing the FS Charter and what could be done to ensure that change management processes are successfully implemented. Personal interviews were used to discover other valuable information which was not available on the bank's published documents, and other related sources such as the Financial Sector Charter document. The sample size for the study was ten Standard Bank employees from different areas of the bank who are either senior managers or directors, in the bank. Internal publications available on the Standard Bank intranet such as the bank's employment equity plans, and the bank's sustainability reports from 2004 to 2011 (Standard Bank, 2004-2011) were analysed for the purpose of the study. The researcher also analysed public documents such as the bank's annual financial reports, bank's equity reports and internal publications on related topics of the research question. Lewin's Forces Field Analysis (FFA) points out that in any environment where change is required; there are both driving and restraining forces that influence the implementation of a change programme. The FFA is a valuable change management tool at trying to transform the behaviour of an individual, and this will lead to transformation of groups and, ultimately the organisation. It also helps to establish the balance between the driving and restraining forces of the change programme. Lewin's (1951) theory put forward the idea that change occurs in three stages: the first stage of change is unfreezing; the second stage is moving and lastly, the third stage is refreezing. In the unfreezing stage, the bank's change management initiatives would need to be directed at giving the individuals a desire and motivation to be ready and open about a planned change initiative. This could be achieved by clearly communicating why change is important, benefits of change and the compelling reasons for change. In moving, the bank would need to give support and confidence to the people affected by change in order to start accepting and buying-in to new perspectives, which enable them to realise that change will improve the current situation. In the refreezing stage, the bank would need to ensure that new patterns of behaviour are reinforced. This will ensure that the changes are applied in everyday business, and this helps create a sense of stability, where those affected by change feel comfortable and confident with the new approach of doing things. The research concludes that managers should recognise the sensitivity around transformation, and should always try to ensure that change management initiatives directed at transformation are unifying, fair and transparent. This should be done to avoid a situation where an employee (or prospective employees) and other stakeholders feel under-appreciated or overlooked because of their gender or race. This demands a carefully crafted and implemented change management programme, whose results will not only unify the bank's employees, but also create a competitive edge for the bank. Lewin's Force Field Analysis (FFA) model is a change management tool that could be used to produce such results.
- Full Text:
Evaluation of the performance of community-based natural resources management (CBNRM) projects along an aridity gradient in Botswana
- Authors: Mpofu, Khulekani
- Date: 2013
- Subjects: Community-Based Natural Resource Management in Southern Africa (Project) , Natural resources, Communal -- Botswana , Natural resources -- Management -- Botswana , Natural resources -- Management -- Economic aspects -- Botswana , Conservation of natural resources -- Botswana , Conservation of natural resources -- Economic aspects -- Botswana , Arid regions -- Botswana , Natural resources -- Management -- Citizen participation -- Botswana
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4740 , http://hdl.handle.net/10962/d1006063 , Community-Based Natural Resource Management in Southern Africa (Project) , Natural resources, Communal -- Botswana , Natural resources -- Management -- Botswana , Natural resources -- Management -- Economic aspects -- Botswana , Conservation of natural resources -- Botswana , Conservation of natural resources -- Economic aspects -- Botswana , Arid regions -- Botswana , Natural resources -- Management -- Citizen participation -- Botswana
- Description: The Botswana Community Based Natural Resources Management (CBNRM) programme started in 1989. Its aims were to promote sustainable development through sustainable natural resources management and utilisation to improve rural livelihoods. The country CBNRM programme has recorded mixed outcomes and this has raised questions on the programme performance throughout the country. Since the programme has been recognised as one of the eight main livelihood strategies for rural communities in Botswana, there was a need to evaluate the programme performance and determine the factors that influence it. This thesis therefore evaluated the performance of CBNRM projects along an aridity gradient in Botswana and by so doing answered the two research questions of: (1) What factors influence the performance of CBNRM? And (2) how does aridity influence the performance of CBNRM programmes? Performance was determined in terms of financial benefits generated by CBNRM projects and the projects adherence to the CBNRM principles. Data were collected from seven selected CBNRM projects covering three aridity zones (wet, medium rainfall and dry areas) in the country. Data were also collected from key informants and community based organisations (CBO) project managers. Research findings have indicated differences in the performance of CBNRM projects across the identified three aridity zones. Factors that influenced the performance of CBNRM projects varied among the three aridity zones. These factors included: existence of complimentary rules and regulations for managing CBNRM projects; literacy levels of communities involved in CBNRM; ethnic composition of the project communities; historic and current socio-economic trends within communities; collaboration between CBNRM institutions and other local level institutes; amount of benefits generated through the projects; ability of institutions to resolve outstanding issues in time and type of CBNRM project. Research results also indicated that there was variation in the performance of CBNRM projects across the three aridity zones. Aridity was found to directly influence the performance of CBNRM projects through its influence on the amount of revenues that projects generated.
- Full Text:
- Authors: Mpofu, Khulekani
- Date: 2013
- Subjects: Community-Based Natural Resource Management in Southern Africa (Project) , Natural resources, Communal -- Botswana , Natural resources -- Management -- Botswana , Natural resources -- Management -- Economic aspects -- Botswana , Conservation of natural resources -- Botswana , Conservation of natural resources -- Economic aspects -- Botswana , Arid regions -- Botswana , Natural resources -- Management -- Citizen participation -- Botswana
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4740 , http://hdl.handle.net/10962/d1006063 , Community-Based Natural Resource Management in Southern Africa (Project) , Natural resources, Communal -- Botswana , Natural resources -- Management -- Botswana , Natural resources -- Management -- Economic aspects -- Botswana , Conservation of natural resources -- Botswana , Conservation of natural resources -- Economic aspects -- Botswana , Arid regions -- Botswana , Natural resources -- Management -- Citizen participation -- Botswana
- Description: The Botswana Community Based Natural Resources Management (CBNRM) programme started in 1989. Its aims were to promote sustainable development through sustainable natural resources management and utilisation to improve rural livelihoods. The country CBNRM programme has recorded mixed outcomes and this has raised questions on the programme performance throughout the country. Since the programme has been recognised as one of the eight main livelihood strategies for rural communities in Botswana, there was a need to evaluate the programme performance and determine the factors that influence it. This thesis therefore evaluated the performance of CBNRM projects along an aridity gradient in Botswana and by so doing answered the two research questions of: (1) What factors influence the performance of CBNRM? And (2) how does aridity influence the performance of CBNRM programmes? Performance was determined in terms of financial benefits generated by CBNRM projects and the projects adherence to the CBNRM principles. Data were collected from seven selected CBNRM projects covering three aridity zones (wet, medium rainfall and dry areas) in the country. Data were also collected from key informants and community based organisations (CBO) project managers. Research findings have indicated differences in the performance of CBNRM projects across the identified three aridity zones. Factors that influenced the performance of CBNRM projects varied among the three aridity zones. These factors included: existence of complimentary rules and regulations for managing CBNRM projects; literacy levels of communities involved in CBNRM; ethnic composition of the project communities; historic and current socio-economic trends within communities; collaboration between CBNRM institutions and other local level institutes; amount of benefits generated through the projects; ability of institutions to resolve outstanding issues in time and type of CBNRM project. Research results also indicated that there was variation in the performance of CBNRM projects across the three aridity zones. Aridity was found to directly influence the performance of CBNRM projects through its influence on the amount of revenues that projects generated.
- Full Text:
Evolution of the UG2 unit, Bushveld Complex, South Africa : mineral composition and petrological evidence
- Authors: Everitt, Simon James
- Date: 2013
- Subjects: Textures -- South Africa -- Bushveld Complex Petrology -- South Africa -- Bushveld Complex Chromite -- South Africa -- Bushveld Complex Mineralogy -- South Africa -- Bushveld Complex
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4913 , http://hdl.handle.net/10962/d1001573
- Description: Several disequilibrium textures are found to occur within the hanging wall and footwall of the UG2 chromitite layer of the Bushveld Complex, South Africa. These textures include plagioclase chadacrysts found included within orthopyroxene and clinopyroxene as well as the orthopyroxenes exhibiting round crystal boundaries that appear to be resorbed. Textures found within the UG2 stratigraphy such as linear boundaries and 120° triple junctions at interfaces of adjacent plagioclase or pyroxene grains also suggest that recrystallization has taken place. The presence of both disequilibrium textures and recrystallization textures would suggest that a complex emplacement history has occurred. Ideally, this would be expected to be manifested by minerals of the same type but which are texturally distinct showing different composition. However this has been found not to be the case; minerals that suggest disequilibrium textures show similar compositions to the minerals which appear to have formed in equilibrium. This is also the same for recrystallized crystals which show the same compositions as crystals that have not been recrystallized. For example tabular clinopyroxene, which has a compositional range of En 44.6 to En 50.5, is indistinguishable from clinopyroxene occuring as discontinuous rims, En 44.3-48.2, and as intergranular necking connecting primocrysts of orthopyroxene ( En 44.3-50.4). Similarly, plagioclase occurring as inclusions with An 66.3-76.0 is indistinguishable from plagioclase occurring as zoned or recrystallized interstitial grains ( An 69.0- An 77.4). Compositional variation has however, been found to be controlled to an extent by stratigraphy in that minerals show different compositions within one layer to the same minerals within another layer, consistent with an evolving magma composition. It is concluded therefore that while composition is not texturally controlled it is to an extent stratigraphy controlled and that the evidence collected within the study supports two models for the formation of chromite within the Bushveld complex. The evidence is consistent with a combination of the magma mixing model and magma injection model to account for the textures and compositional variations found within the study. The evidence may also show support for models involving late modification of minerals by magmatic fluids but not as prominently as for the models mentioned above , Microsoft� Word 2010 , Adobe Acrobat 9.53 Paper Capture Plug-in
- Full Text:
- Authors: Everitt, Simon James
- Date: 2013
- Subjects: Textures -- South Africa -- Bushveld Complex Petrology -- South Africa -- Bushveld Complex Chromite -- South Africa -- Bushveld Complex Mineralogy -- South Africa -- Bushveld Complex
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4913 , http://hdl.handle.net/10962/d1001573
- Description: Several disequilibrium textures are found to occur within the hanging wall and footwall of the UG2 chromitite layer of the Bushveld Complex, South Africa. These textures include plagioclase chadacrysts found included within orthopyroxene and clinopyroxene as well as the orthopyroxenes exhibiting round crystal boundaries that appear to be resorbed. Textures found within the UG2 stratigraphy such as linear boundaries and 120° triple junctions at interfaces of adjacent plagioclase or pyroxene grains also suggest that recrystallization has taken place. The presence of both disequilibrium textures and recrystallization textures would suggest that a complex emplacement history has occurred. Ideally, this would be expected to be manifested by minerals of the same type but which are texturally distinct showing different composition. However this has been found not to be the case; minerals that suggest disequilibrium textures show similar compositions to the minerals which appear to have formed in equilibrium. This is also the same for recrystallized crystals which show the same compositions as crystals that have not been recrystallized. For example tabular clinopyroxene, which has a compositional range of En 44.6 to En 50.5, is indistinguishable from clinopyroxene occuring as discontinuous rims, En 44.3-48.2, and as intergranular necking connecting primocrysts of orthopyroxene ( En 44.3-50.4). Similarly, plagioclase occurring as inclusions with An 66.3-76.0 is indistinguishable from plagioclase occurring as zoned or recrystallized interstitial grains ( An 69.0- An 77.4). Compositional variation has however, been found to be controlled to an extent by stratigraphy in that minerals show different compositions within one layer to the same minerals within another layer, consistent with an evolving magma composition. It is concluded therefore that while composition is not texturally controlled it is to an extent stratigraphy controlled and that the evidence collected within the study supports two models for the formation of chromite within the Bushveld complex. The evidence is consistent with a combination of the magma mixing model and magma injection model to account for the textures and compositional variations found within the study. The evidence may also show support for models involving late modification of minerals by magmatic fluids but not as prominently as for the models mentioned above , Microsoft� Word 2010 , Adobe Acrobat 9.53 Paper Capture Plug-in
- Full Text:
Examining emergent active learning processes as transformative praxis : the case of the schools and sustainability professional development programme
- Authors: Schudel, Ingrid Joan
- Date: 2013 , 2013-09-20
- Subjects: Active learning -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Student-centered learning -- Research -- South Africa -- Eastern Cape Environmental education -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Environmental education -- Curricula -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1891 , http://hdl.handle.net/10962/d1006079
- Description: This is a study on the nature of learning, particularly the emergence of active learning processes in the case of an environmental education teacher professional development programme – the Eastern Cape Border-Kei cohort of the 2008 Schools and Sustainability Course. This was a part-time, one-year course supporting teachers to qualify, strengthen and deepen opportunities for environmental learning in the South African curriculum. An active learning framework (O’Donoghue, 2001) promoting teaching and learning with information, enquiry, action and reporting/reflection dimensions was integrated into the Schools and Sustainability course design to support these environmental learning opportunities. In this study, the notion of active learning is elaborated as a situated, action-oriented, deliberative and co-engaged approach to teaching and learning, and related to Bhaskar’s (1993) notion of transformative praxis. The study used a nested case study design, considering the case of six Foundation Phase teachers in six primary schools within the Border-Kei Schools and Sustainability cohort. Interviews, observations (of workshops and lesson plan implementation in classrooms) and document review of teacher portfolios (detailing course activities, lesson plans, learners’ work and learning and teaching support materials) were used to generate the bulk of the data. A critical realist theory underpinning the methodology enables a view of agency as emergent from social structures and mechanisms as elaborated in Archer’s (1998b) model of morphogenesis and Bhaskar’s (1993) model of four-planar being. The critical realist methodology also enables a view of emergent active learning processes as open-ended, responsive to particular potential, but dependent on contingencies (such as learning and teaching support materials, tools and methodologies). The analysis of emergent active learning processes focuses particularly on Bhaskar’s (1993) ontological-axiological chain (MELD schema) as a tool for analysing change. The MELD schema highlights1M ontological questions of what is (with emphasis on structures and generative mechanisms) and what could be (real, but non-actualised possibilities). It enables reflection on what mediating and interactive agential processes either reproduce what is or have the potential to transform what is to what could be (2E). Thirdly, the MELD schema enables reflection on what should be – this is the 3L “axiological moment” (Bhaskar, 1993: 9) where questions of values and ethics in relation to the holistic whole are raised. Finally, the schema raises questions (4D) of what can be, with ontologically grounded, context-sensitive and expressively veracious considerations. The study describes the agency of course tutors, teachers and learners involved in the Schools and Sustainability course, as emergent from a social-ecological context of poverty and inequality, and from an education system with a dual transformative and progressive intent (Taylor, 1999). It uses a spiral approach to cluster-based teacher professional development (Janse van Rensburg & Mhoney, 2000) focusing on the development of autonomous (Bernstein, 1990) and reflexive teachers. With teachers well-disposed and qualified to fill a variety of roles in the classroom, these generative structures and mechanisms had the power to drive active learning processes with potential for manifestation as transformative praxis. Through the analysis of the active learning processes emergent from this context, the study shows that the manifestation of transformative praxis was contingent on relational situated learning, value-based reflexive deliberations, and an action-orientation with an emphasis on an iterative relationship between learning and doing. These findings enable a reframing of an interest in action in response to environmental issue and risk, to an interest in the processes that led up to that action. This provides a nuanced vision of active learning that does not judge an educational process by its outcome. Instead, it can be judged by the depth of the insights into absences (2E), the ability to guide moral deliberations on totality (3L), and by the degree of reality congruence (1M) in the lead up to the development of transformative agency (4D). The study also has a methodological interest. It contributes to educational and social science research in that it applies dialectical critical realist philosophy to a concrete context of active learning enquiry in environmental education. It reports on the value of the onto-axiolgical chain in describing a diachronic, emergent and open-ended process; in providing ontological grounding for analysis (1M); in understanding relationality in situated learing processes (2E); in focusing on value-based reflexive learning (3L) and in understanding transformative learning as “tensed socio-spatialising process” (Bhaskar, 1993: 160) where society is emergent from a stratified ontology, and agency and change are open-ended and flexible processes not wholly determined by the social structures from which they emerge (4D). Considering the knowledge interests defined in the 2011 South African Minimum Requirements for Teacher Education (South Africa. Department of Higher Education and Training, 2011) and the Curriculum Assessment Policy Statements (CAPS) which were implemented in South Africa from 2012 (in a phased approach), the study concludes with recommendations for exploring environmental learning in the CAPS. The study proposes working with a knowledge-focused curriculum focusing on the exploration and deepening of foundational environmental concepts, developing relational situated learning processes for meaningful local application of knowledge, supporting transformative praxis through the “unity of theory and practice in practice” (Bhaskar, 1993: 9), and implementing a spiral approach to cluster-based teacher professional development.
- Full Text:
- Authors: Schudel, Ingrid Joan
- Date: 2013 , 2013-09-20
- Subjects: Active learning -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Student-centered learning -- Research -- South Africa -- Eastern Cape Environmental education -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Environmental education -- Curricula -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1891 , http://hdl.handle.net/10962/d1006079
- Description: This is a study on the nature of learning, particularly the emergence of active learning processes in the case of an environmental education teacher professional development programme – the Eastern Cape Border-Kei cohort of the 2008 Schools and Sustainability Course. This was a part-time, one-year course supporting teachers to qualify, strengthen and deepen opportunities for environmental learning in the South African curriculum. An active learning framework (O’Donoghue, 2001) promoting teaching and learning with information, enquiry, action and reporting/reflection dimensions was integrated into the Schools and Sustainability course design to support these environmental learning opportunities. In this study, the notion of active learning is elaborated as a situated, action-oriented, deliberative and co-engaged approach to teaching and learning, and related to Bhaskar’s (1993) notion of transformative praxis. The study used a nested case study design, considering the case of six Foundation Phase teachers in six primary schools within the Border-Kei Schools and Sustainability cohort. Interviews, observations (of workshops and lesson plan implementation in classrooms) and document review of teacher portfolios (detailing course activities, lesson plans, learners’ work and learning and teaching support materials) were used to generate the bulk of the data. A critical realist theory underpinning the methodology enables a view of agency as emergent from social structures and mechanisms as elaborated in Archer’s (1998b) model of morphogenesis and Bhaskar’s (1993) model of four-planar being. The critical realist methodology also enables a view of emergent active learning processes as open-ended, responsive to particular potential, but dependent on contingencies (such as learning and teaching support materials, tools and methodologies). The analysis of emergent active learning processes focuses particularly on Bhaskar’s (1993) ontological-axiological chain (MELD schema) as a tool for analysing change. The MELD schema highlights1M ontological questions of what is (with emphasis on structures and generative mechanisms) and what could be (real, but non-actualised possibilities). It enables reflection on what mediating and interactive agential processes either reproduce what is or have the potential to transform what is to what could be (2E). Thirdly, the MELD schema enables reflection on what should be – this is the 3L “axiological moment” (Bhaskar, 1993: 9) where questions of values and ethics in relation to the holistic whole are raised. Finally, the schema raises questions (4D) of what can be, with ontologically grounded, context-sensitive and expressively veracious considerations. The study describes the agency of course tutors, teachers and learners involved in the Schools and Sustainability course, as emergent from a social-ecological context of poverty and inequality, and from an education system with a dual transformative and progressive intent (Taylor, 1999). It uses a spiral approach to cluster-based teacher professional development (Janse van Rensburg & Mhoney, 2000) focusing on the development of autonomous (Bernstein, 1990) and reflexive teachers. With teachers well-disposed and qualified to fill a variety of roles in the classroom, these generative structures and mechanisms had the power to drive active learning processes with potential for manifestation as transformative praxis. Through the analysis of the active learning processes emergent from this context, the study shows that the manifestation of transformative praxis was contingent on relational situated learning, value-based reflexive deliberations, and an action-orientation with an emphasis on an iterative relationship between learning and doing. These findings enable a reframing of an interest in action in response to environmental issue and risk, to an interest in the processes that led up to that action. This provides a nuanced vision of active learning that does not judge an educational process by its outcome. Instead, it can be judged by the depth of the insights into absences (2E), the ability to guide moral deliberations on totality (3L), and by the degree of reality congruence (1M) in the lead up to the development of transformative agency (4D). The study also has a methodological interest. It contributes to educational and social science research in that it applies dialectical critical realist philosophy to a concrete context of active learning enquiry in environmental education. It reports on the value of the onto-axiolgical chain in describing a diachronic, emergent and open-ended process; in providing ontological grounding for analysis (1M); in understanding relationality in situated learing processes (2E); in focusing on value-based reflexive learning (3L) and in understanding transformative learning as “tensed socio-spatialising process” (Bhaskar, 1993: 160) where society is emergent from a stratified ontology, and agency and change are open-ended and flexible processes not wholly determined by the social structures from which they emerge (4D). Considering the knowledge interests defined in the 2011 South African Minimum Requirements for Teacher Education (South Africa. Department of Higher Education and Training, 2011) and the Curriculum Assessment Policy Statements (CAPS) which were implemented in South Africa from 2012 (in a phased approach), the study concludes with recommendations for exploring environmental learning in the CAPS. The study proposes working with a knowledge-focused curriculum focusing on the exploration and deepening of foundational environmental concepts, developing relational situated learning processes for meaningful local application of knowledge, supporting transformative praxis through the “unity of theory and practice in practice” (Bhaskar, 1993: 9), and implementing a spiral approach to cluster-based teacher professional development.
- Full Text:
Examining the nature of learning within an afterschool mathematics club : a case study of four learners
- Authors: Kaulinge, Penehafo Olivia
- Date: 2013
- Subjects: Stott, Debbie Mathematics -- Study and teaching (Elementary) -- South Africa After-school programs -- Research -- South Africa Learning -- Research -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1401 , http://hdl.handle.net/10962/d1001835
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.
- Full Text:
- Authors: Kaulinge, Penehafo Olivia
- Date: 2013
- Subjects: Stott, Debbie Mathematics -- Study and teaching (Elementary) -- South Africa After-school programs -- Research -- South Africa Learning -- Research -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1401 , http://hdl.handle.net/10962/d1001835
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.
- Full Text:
Experiencing loss : traumatic memory and nostalgic longing in Anne Landsman's The Devil's Chimney and The Rowing Lesson, and Rachel Zadok's Gem Squash Tokoloshe
- Authors: Roux, Rowan Pieter
- Date: 2013
- Subjects: Landsman, Anne, 1959- The Devil's Chimney -- Criticism and interpretation Landsman, Anne, 1959- The Rowing Lesson -- Criticism and interpretation Zadok, Rachel. Gem Squash Tokoloshe -- Criticism and interpretation Zadok, Rachel. Gem Squash Tokoloshe -- Criticism and interpretation South Africa. Truth and Reconciliation Commission Psychic trauma in literature Nostalgia in literature Repression (Psychology) in literature Literature, Modern -- 20th century -- History and criticism Literature, Modern -- 21st century -- History and criticism South Africa -- Race relations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2272 , http://hdl.handle.net/10962/d1006854
- Description: This thesis examines the experience of loss in Anne Landsman’s novels The Devil’s Chimney (1997) and The Rowing Lesson (2008), and Rachel Zadok’s Gem Squash Tokoloshe (2005). Positing the Truth and Reconciliation Commission (TRC) as an impetus for emerging literary traditions within contemporary South African fiction, the argument begins by evaluating the reasons for the TRC’s widespread impact, and considers the role that the individual author may play within a culture which is undergoing dramatic socio-political upheavals. Through theoretical explication, close reading, and textual comparison, the argument initiates a dialogue between psychoanalysis and literary analysis, differentiating between two primary modes of experiencing loss, namely traumatic and nostalgic memory. Out of these sets of concerns, the thesis seeks to understand the inextricability of body, memory and landscape, and interrogates the deployment of these tropes within the contexts of traumatic and nostalgic loss, examining each author’s nuanced invocation. A central tenet of the argument is a consideration, moreover, of how the dialogic imagination has shaped storytelling, and whether or not narrative may provide therapeutic affect for either author or reader. The study concludes with an interpretation of the changing shape of literary expression within South Africa.
- Full Text:
- Authors: Roux, Rowan Pieter
- Date: 2013
- Subjects: Landsman, Anne, 1959- The Devil's Chimney -- Criticism and interpretation Landsman, Anne, 1959- The Rowing Lesson -- Criticism and interpretation Zadok, Rachel. Gem Squash Tokoloshe -- Criticism and interpretation Zadok, Rachel. Gem Squash Tokoloshe -- Criticism and interpretation South Africa. Truth and Reconciliation Commission Psychic trauma in literature Nostalgia in literature Repression (Psychology) in literature Literature, Modern -- 20th century -- History and criticism Literature, Modern -- 21st century -- History and criticism South Africa -- Race relations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2272 , http://hdl.handle.net/10962/d1006854
- Description: This thesis examines the experience of loss in Anne Landsman’s novels The Devil’s Chimney (1997) and The Rowing Lesson (2008), and Rachel Zadok’s Gem Squash Tokoloshe (2005). Positing the Truth and Reconciliation Commission (TRC) as an impetus for emerging literary traditions within contemporary South African fiction, the argument begins by evaluating the reasons for the TRC’s widespread impact, and considers the role that the individual author may play within a culture which is undergoing dramatic socio-political upheavals. Through theoretical explication, close reading, and textual comparison, the argument initiates a dialogue between psychoanalysis and literary analysis, differentiating between two primary modes of experiencing loss, namely traumatic and nostalgic memory. Out of these sets of concerns, the thesis seeks to understand the inextricability of body, memory and landscape, and interrogates the deployment of these tropes within the contexts of traumatic and nostalgic loss, examining each author’s nuanced invocation. A central tenet of the argument is a consideration, moreover, of how the dialogic imagination has shaped storytelling, and whether or not narrative may provide therapeutic affect for either author or reader. The study concludes with an interpretation of the changing shape of literary expression within South Africa.
- Full Text:
Explaining the endurance of poverty and inequality : social policy and the social division of welfare in the South African health system
- Authors: Du Plessis, Ulandi
- Date: 2013
- Subjects: Health system , Private health , Public health , Poor , Subsidies , Profit motive , Quality , Efficiency , Public health -- Finance -- Research -- South Africa , Medical care -- Research -- South Africa , Poverty -- Research -- South Africa , Equality -- Research -- South Africa , South Africa -- Social conditions
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2755 , http://hdl.handle.net/10962/d1002002
- Description: This thesis examines the structure and flow of public funding between the public and private sectors in the South African health system and the consequences thereof for the achievement of equity. The conceptual framework used to undertake the analysis derives from Richard Titmuss’ core theoretical framework, the Social Division of Welfare. The application of the Social Division of Welfare applied to the South African health care context demonstrates how state resources end up benefitting the non-poor and, as a result, reproduce inequality. Those who access public institutions such as public health care are assumed to be ‘dependent’ on the state, whilst those who access private health facilities claim to be ‘independent’ of the state. However, this thesis shows that these assumptions are flawed. Access to the formal labour market, and subsequently the paying of taxes, authorises one to access state subsidies not available to those who do not. The application of the Social Division of Welfare shows that tax-paying private health care patients benefit considerably from state resources. This thesis argues that due to cost escalation in the private health sector, a consequence of the commodification of health care, these private health care ‘consumers’ as well as the private health industry in general are dependent upon state resources. This thesis analyses the role played by the profit motive present in the private health industry and the consequences for equity, quality, access and efficiency in health care provision
- Full Text:
- Authors: Du Plessis, Ulandi
- Date: 2013
- Subjects: Health system , Private health , Public health , Poor , Subsidies , Profit motive , Quality , Efficiency , Public health -- Finance -- Research -- South Africa , Medical care -- Research -- South Africa , Poverty -- Research -- South Africa , Equality -- Research -- South Africa , South Africa -- Social conditions
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2755 , http://hdl.handle.net/10962/d1002002
- Description: This thesis examines the structure and flow of public funding between the public and private sectors in the South African health system and the consequences thereof for the achievement of equity. The conceptual framework used to undertake the analysis derives from Richard Titmuss’ core theoretical framework, the Social Division of Welfare. The application of the Social Division of Welfare applied to the South African health care context demonstrates how state resources end up benefitting the non-poor and, as a result, reproduce inequality. Those who access public institutions such as public health care are assumed to be ‘dependent’ on the state, whilst those who access private health facilities claim to be ‘independent’ of the state. However, this thesis shows that these assumptions are flawed. Access to the formal labour market, and subsequently the paying of taxes, authorises one to access state subsidies not available to those who do not. The application of the Social Division of Welfare shows that tax-paying private health care patients benefit considerably from state resources. This thesis argues that due to cost escalation in the private health sector, a consequence of the commodification of health care, these private health care ‘consumers’ as well as the private health industry in general are dependent upon state resources. This thesis analyses the role played by the profit motive present in the private health industry and the consequences for equity, quality, access and efficiency in health care provision
- Full Text:
Exploring a grade 5 English teacher's strategies for helping her learners develop their reading literacy: a case study
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2013
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape -- Foreign speakers Reading (Elementary) -- Research -- South Africa -- Eastern Cape Literacy -- Education (Primary) -- Research -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1389 , http://hdl.handle.net/10962/d1001667
- Description: Despite South Africa’s constitutional commitment to multilingualism, literacy in English is important in education and the economy. English is widely perceived as the language of opportunity, and many South African primary schools have chosen English as their language of learning and teaching (LoLT). In terms of South Africa’s 1997 Language in Education Policy, this choice means that such a school has to comply with English Home Language curriculum requirements. In situations where few learners (or teachers) have English as a home language, the choice of English as LoLT poses particular challenges, perhaps most crucially in the early years of literacy development. This investigation explores the work of an intermediate phase teacher working in the Eastern Cape province at a “no-fee” school where English is the chosen LoLT, but where the majority of learners have isiXhosa as their home language. A qualitative interpretive approach was used to focus on the teacher’s strategies for developing her Grade 5 learners’ reading literacy in English. Data were derived via lesson observation and in-depth interviewing. Fourteen of the teacher’s English lessons were observed and she was interviewed twice. Analysis of the data shows that few learners meet the reading literacy levels outlined in National Curriculum Statement guidelines. The teacher, working as she is in what are essentially subtractive bilingualism circumstances, is poorly equipped to cope with the task of developing her learners’ reading literacy. I argue that educational policy, contributing as it does to the ongoing displacement, by English, of many South African children’s home languages, not only undermines the post-apartheid Government’s attempts at linguistic equity, but also contributes significantly to unequal reading literacy achievement across South Africa’s different socio-economic sectors. Department of Basic Education officials, academics and others involved in decision-making around teacher education and development need to work together to interrogate policy and put in place more effective support structures to help teachers better cope with the exigencies outlined above.
- Full Text:
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2013
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape -- Foreign speakers Reading (Elementary) -- Research -- South Africa -- Eastern Cape Literacy -- Education (Primary) -- Research -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1389 , http://hdl.handle.net/10962/d1001667
- Description: Despite South Africa’s constitutional commitment to multilingualism, literacy in English is important in education and the economy. English is widely perceived as the language of opportunity, and many South African primary schools have chosen English as their language of learning and teaching (LoLT). In terms of South Africa’s 1997 Language in Education Policy, this choice means that such a school has to comply with English Home Language curriculum requirements. In situations where few learners (or teachers) have English as a home language, the choice of English as LoLT poses particular challenges, perhaps most crucially in the early years of literacy development. This investigation explores the work of an intermediate phase teacher working in the Eastern Cape province at a “no-fee” school where English is the chosen LoLT, but where the majority of learners have isiXhosa as their home language. A qualitative interpretive approach was used to focus on the teacher’s strategies for developing her Grade 5 learners’ reading literacy in English. Data were derived via lesson observation and in-depth interviewing. Fourteen of the teacher’s English lessons were observed and she was interviewed twice. Analysis of the data shows that few learners meet the reading literacy levels outlined in National Curriculum Statement guidelines. The teacher, working as she is in what are essentially subtractive bilingualism circumstances, is poorly equipped to cope with the task of developing her learners’ reading literacy. I argue that educational policy, contributing as it does to the ongoing displacement, by English, of many South African children’s home languages, not only undermines the post-apartheid Government’s attempts at linguistic equity, but also contributes significantly to unequal reading literacy achievement across South Africa’s different socio-economic sectors. Department of Basic Education officials, academics and others involved in decision-making around teacher education and development need to work together to interrogate policy and put in place more effective support structures to help teachers better cope with the exigencies outlined above.
- Full Text:
Exploring a systems approach to mainstreaming sustainability in universities: A case study of Rhodes University in South Africa
- Togo, Muchaiteyi, Lotz-Sisitka, Heila
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182857 , vital:43886 , xlink:href="https://doi.org/10.1080/13504622.2012.749974"
- Description: This paper explores the use of systems theory to inform the mainstreaming of sustainability in a university’s functions as it responds to sustainable development challenges in its local context. Offering a case study of Rhodes University, the paper shows how the use of systems models and concepts, underpinned by a critical realist ontology and an understanding of morphogenetic change processes, have the potential to enable universities to mobilise their operations to respond to local sustainability challenges. In this instance, the success of such an approach is shown to depend on commitments from the university community and the availability of enabling inputs, such as financial and human resources. The paper concludes with reflections and recommendations to inform further development of a newly emerging systems approach in sustainability mainstreaming at Rhodes University, and other institutions pursuing similar approaches and goals.
- Full Text:
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182857 , vital:43886 , xlink:href="https://doi.org/10.1080/13504622.2012.749974"
- Description: This paper explores the use of systems theory to inform the mainstreaming of sustainability in a university’s functions as it responds to sustainable development challenges in its local context. Offering a case study of Rhodes University, the paper shows how the use of systems models and concepts, underpinned by a critical realist ontology and an understanding of morphogenetic change processes, have the potential to enable universities to mobilise their operations to respond to local sustainability challenges. In this instance, the success of such an approach is shown to depend on commitments from the university community and the availability of enabling inputs, such as financial and human resources. The paper concludes with reflections and recommendations to inform further development of a newly emerging systems approach in sustainability mainstreaming at Rhodes University, and other institutions pursuing similar approaches and goals.
- Full Text:
Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa
- Authors: Chikunda, Charles
- Date: 2013 , 2013-08-30
- Subjects: Science teachers -- Training of -- South Africa -- Case studies Science teachers -- Training of -- Zimbabwe -- Case studies Mathematics teachers -- Training of -- South Africa -- Case studies Women in education -- South Africa -- Case studies Women in education -- Zimbabwe -- Case studies Environmental education -- Study and teaching -- Case studies Curriculum planning -- South Africa Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1887 , http://hdl.handle.net/10962/d1006026
- Description: The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Chikunda, Charles
- Date: 2013 , 2013-08-30
- Subjects: Science teachers -- Training of -- South Africa -- Case studies Science teachers -- Training of -- Zimbabwe -- Case studies Mathematics teachers -- Training of -- South Africa -- Case studies Women in education -- South Africa -- Case studies Women in education -- Zimbabwe -- Case studies Environmental education -- Study and teaching -- Case studies Curriculum planning -- South Africa Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1887 , http://hdl.handle.net/10962/d1006026
- Description: The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
Exploring DOXP-reductoisomerase binding limits using phosphonated N-aryl and N-heteroarylcarboxamides as DXR inhibitors
- Bodill, Taryn, Conibear, Anne C, Mutorwa, Marius K M, Goble, Jessica L, Blatch, Gregory L, Lobb, Kevin A, Klein, Rosalyn, Kaye, Perry T
- Authors: Bodill, Taryn , Conibear, Anne C , Mutorwa, Marius K M , Goble, Jessica L , Blatch, Gregory L , Lobb, Kevin A , Klein, Rosalyn , Kaye, Perry T
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/448912 , vital:74770 , xlink:href=""
- Description: DOXP-reductoisomerase (DXR) is a validated target for the development of antimalarial drugs to address the increase in resistant strains of Plasmodium falciparum. Series of aryl- and heteroarylcarbamoylphosphonic acids, their diethyl esters and disodium salts have been prepared as analogues of the potent DXR inhibitor fosmidomycin. The effects of the carboxamide N-substituents and the length of the methylene linker have been explored using in silico docking studies, saturation transfer difference NMR spectroscopy and enzyme inhibition assays using both EcDXR and PfDXR. These studies indicate an optimal linker length of two methylene units and have confirmed the importance of an additional binding pocket in the PfDXR active site. Insights into the constraints of the PfDXR binding site provide additional scope for the rational design of DXR inhibitors with increased ligand–receptor interactions.
- Full Text:
- Authors: Bodill, Taryn , Conibear, Anne C , Mutorwa, Marius K M , Goble, Jessica L , Blatch, Gregory L , Lobb, Kevin A , Klein, Rosalyn , Kaye, Perry T
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/448912 , vital:74770 , xlink:href=""
- Description: DOXP-reductoisomerase (DXR) is a validated target for the development of antimalarial drugs to address the increase in resistant strains of Plasmodium falciparum. Series of aryl- and heteroarylcarbamoylphosphonic acids, their diethyl esters and disodium salts have been prepared as analogues of the potent DXR inhibitor fosmidomycin. The effects of the carboxamide N-substituents and the length of the methylene linker have been explored using in silico docking studies, saturation transfer difference NMR spectroscopy and enzyme inhibition assays using both EcDXR and PfDXR. These studies indicate an optimal linker length of two methylene units and have confirmed the importance of an additional binding pocket in the PfDXR active site. Insights into the constraints of the PfDXR binding site provide additional scope for the rational design of DXR inhibitors with increased ligand–receptor interactions.
- Full Text:
Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context
- Authors: Jackson, Mary-Jane
- Date: 2013
- Subjects: Reading comprehension Language and education -- South Africa -- Eastern Cape English language -- Study and teaching (Elementary) -- Foreign speakers Xhosa language -- Study and teaching (Elementary) Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1905 , http://hdl.handle.net/10962/d1006353
- Description: Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
- Full Text:
- Authors: Jackson, Mary-Jane
- Date: 2013
- Subjects: Reading comprehension Language and education -- South Africa -- Eastern Cape English language -- Study and teaching (Elementary) -- Foreign speakers Xhosa language -- Study and teaching (Elementary) Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1905 , http://hdl.handle.net/10962/d1006353
- Description: Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
- Full Text:
Exploring options in reforming South African land ownership: opportunities for sharing land, labour and expertise
- Dlamini, Thula S, Verschoor, Aart-Jan, Fraser, Gavin C G
- Authors: Dlamini, Thula S , Verschoor, Aart-Jan , Fraser, Gavin C G
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69331 , vital:29500 , https://doi.org/10.1080/03031853.2013.770951
- Description: In many developing countries, land ownership remains a subject of contention. In South Africa, notwithstanding the strides that have been made to foster equitable land ownership, land reform policies have been unsuccessful in delivering land to the poor majority. Due to the nature of agriculture as a source of food production and national security, and the lack of farming skills and related competencies’ equilibrium, programmes intended to deliver land to black people have been inadequate in their reach. Whereas policy has emphasised the urgency of solving equity issues in land ownership, equally challenging has been finding the right set of programmes to achieve this without triggering a perennial land ownership squabble. After 18 years of democracy, a need remains to find a balance between continuity in food production and equitable redistribution of land in South African agriculture. In this paper, we argue that it is possible to achieve equitable and fair redistribution of land without inhibiting agricultural production, through land sharing. We show that sharing land could help fast-track the development of a farming skills and related competencies’ equilibrium between black and white farmers. The paper further demonstrates that the gains in land sharing far outweigh other programmes of land reform that have been used and suggested thus far.
- Full Text: false
- Authors: Dlamini, Thula S , Verschoor, Aart-Jan , Fraser, Gavin C G
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69331 , vital:29500 , https://doi.org/10.1080/03031853.2013.770951
- Description: In many developing countries, land ownership remains a subject of contention. In South Africa, notwithstanding the strides that have been made to foster equitable land ownership, land reform policies have been unsuccessful in delivering land to the poor majority. Due to the nature of agriculture as a source of food production and national security, and the lack of farming skills and related competencies’ equilibrium, programmes intended to deliver land to black people have been inadequate in their reach. Whereas policy has emphasised the urgency of solving equity issues in land ownership, equally challenging has been finding the right set of programmes to achieve this without triggering a perennial land ownership squabble. After 18 years of democracy, a need remains to find a balance between continuity in food production and equitable redistribution of land in South African agriculture. In this paper, we argue that it is possible to achieve equitable and fair redistribution of land without inhibiting agricultural production, through land sharing. We show that sharing land could help fast-track the development of a farming skills and related competencies’ equilibrium between black and white farmers. The paper further demonstrates that the gains in land sharing far outweigh other programmes of land reform that have been used and suggested thus far.
- Full Text: false
Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape
- Mbude-Shale, Beryl Ntombizanele
- Authors: Mbude-Shale, Beryl Ntombizanele
- Date: 2013
- Subjects: Academic achievement -- Research -- South Africa -- Eastern Cape Language and education -- Research -- South Africa -- Eastern Cape Language policy -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Education, Secondary -- South Africa -- Eastern Cape Matric Learners Language planning Mathematics Policies Academic performance Mother-tongue
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3559 , http://hdl.handle.net/10962/d1001863
- Description: In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
- Full Text:
- Authors: Mbude-Shale, Beryl Ntombizanele
- Date: 2013
- Subjects: Academic achievement -- Research -- South Africa -- Eastern Cape Language and education -- Research -- South Africa -- Eastern Cape Language policy -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Education, Secondary -- South Africa -- Eastern Cape Matric Learners Language planning Mathematics Policies Academic performance Mother-tongue
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3559 , http://hdl.handle.net/10962/d1001863
- Description: In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
- Full Text: