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Developing a framework to address the challenges faced by small-scale farmers in South Africa.
Get PDFFood security is a threat globally and small-scale farmers, who include poor and
marginalised individuals, struggle to realise profitable yields. The challenges faced by
small-scale farmers hinder agricultural development, not only in South Africa but across
Africa. There is an ever-intensifying drive to reduce the challenges of small-scale farmers
to ensure sustainable food security. The objectives of this research were to define a smallscale farmer in South Africa and apply the definition, to define food security and how
small-scale farmers can benefit, to determine how sustainable agricultural practices can
benefit small-scale farmers, to explore the challenges of small-scale farmers in South
Africa and to construct a conceptual framework to address the challenges. Small-scale
farms produce only 5% of the total agricultural output of South Africa, while there are
more than 300,000 small-scale farms and a further 2.3 million households engaging in
subsistence-oriented agricultural activities. A qualitative research approach was adopted
for this study, using a non-random or purposive sampling technique to appropriately
select the participants. This was subject to the participants meeting the inclusion criteria
which were based on the derived definition of a small-scale farmer. In-depth interviews
were conducted to collect data from 30 participants. The data collected were analysed
using the thematic content analysis technique. During the interviews, demographic and
farm business information was collected to determine the impact on productivity and food
security of small-scale farmers. The findings from the study further identified the
challenges of small-scale farmers in South Africa, inter alia, access to information, access
to capital, access to markets, access to technology, access to land and land security.
Based on the findings, a conceptual framework was developed to aid in mitigating the
challenges experienced by small-scale farmers. The framework used environmental and
marketing strategies to improve the productivity of small-scale farmers. The research
report shows that a framework can specify long-term actions to reduce or eliminate the
challenges of small-scale farmers in South Africa, which may increase farm productivity,
improve food security and enhance the livelihood of small-scale farmers
The effects of dysfunctional participative decision-making practices in two Alexandra township schools
Get PDFThis study aimed to investigate the effects of dysfunctional participative decision-making practices at two primary schools in Alexandra Township in Gauteng Province and how the school leaders’ practices affect teacher efficacy. This research holds a qualitative research approach and takes a constructivist interpretive worldview using a grounded theory design.
Interactive semi-structured interviews were conducted with 12 teachers including deputy principals and Departmental Heads from the two schools. The sample chosen was two teacher representatives, one as a teacher representative in the governing body and one from the general teacher population; the Departmental Head and the principal or Deputy Principal to represent the SMT, and the SGB secretary and treasurer to represent the SGB per school. These participants were selected because they are the schools’ decision-makers and serve as the main decision-makers within the groups they represent. The data were coded, transcribed, and analysed utilising the constant comparative analysis method. The findings of this study indicated that teachers are not included in decision-making and policies are not followed when decisions are taken. It is evident from these findings that teacher inclusion only happens to window dress the situation but not in practice. Proper consultation, communication, post-management, and training remain the top challenges. The findings of this study aspire to assist school-leading structures to effect change in their decision-making practices. Devotion and effort from all stakeholders including district assistance is needed for change to be achieved.M. Ed. (Educational Leadership and Management)Educational Leadership and Managemen
Lived experiences and geographical consciousness : a study of five Namibian schools
Get PDFSummaries in English, Afrikaans, and ZuluIn Namibian schools, structured and organised outdoor learning opportunities are not accessible to everyone or equally distributed. All Namibian learners do, however, have access to lived experiences outside of school and are exposed to different everyday environments. Learners’ lived experiences are not always recognised as a potential and relevant geographical resource for teaching and learning. The aim of this research was to analyse the reported geographical lived experiences of secondary school learners from Namibia in order to establish the role of their lived experiences in the acquisition of geographical consciousness.
The research objectives were (1) to gain an understanding of the learners’ biographic profile, mobility and interest in geography; (2) examine the influence lived experiences have on geography learners’ geographical consciousness; (3) question whether and how Namibian geography learners consider and use their everyday environments as geographical learning resources; (4) explore how the learners view their surroundings; and (5) propose a model of geographical consciousness and lived experiences based on the research findings.
The research was positioned in a constructivist-interpretivist research paradigm and individual interviews and participatory drawings were used as data collection methods. The spatial research context is four Namibian towns and one city (Walvis Bay, Otavi, Rundu, Keetmanshoop and Windhoek). The findings revealed that each participant’s lived experiences and the interpretations of their lived experiences are unique. Three types of lived experiences, namely direct or first-hand, secondary and reconstructed lived experiences were identified. The learners have been exposed to concepts in human geography such as population, deforestation, pollution and farming and concepts in physical geography such as soil erosion, the water cycle, river processes and dunes. Skills such as comparing and contrasting, problem identification and making judgements emerged clearly. Most of the participants’ values and attitudes were influenced positively by their lived experiences. The participants’ ability and willingness to recognise their everyday environment as a geographical learning resource depends on barriers (e.g. academic pressure and repetition) and enablers (e.g. encouragement and interest). These components are included in the proposed model that shows the relationships between lived experience and geographical consciousness. It is recommended that reflection on lived experiences should be implemented in the geography classroom and the barriers to geographical consciousness should be intentionally addressed.In Namibië se skole is gestruktueerde en georganiseerde buitelugleergeleenthede nòg toeganklik vir almal, nòg eweredig versprei. Alle leerders in Namibië het toegang tot geleefde ervarings buite die skool en word blootgestel aan verskillende daaglikse kontekste. Leerders se geleefde ervarings word nie altyd erken as ’n potensiële en relevante geografiese bron in die onderrig- en leerproses nie. Die doel van hierdie navorsing was om die geografiese geleefde ervarings, soos gerapporteer deur Namibiese sekondêre skoolleerders, te analiseer en vas te stel of geleefde ervarings ’n rol kan speel in die verkryging van geografiese bewustheid.
Die navorsingsdoelwitte was (1) om die leerders se biografiese profiel, mobiliteit en belangstelling in geografie te verstaan; (2) om die invloed wat geleefde ervarings op geografie-leerders se geografiese bewustheid het, te ondersoek; (3) om vas te stel of, en hoe, Namibiese geografie leerders hulle alledaagse omgewing as ’n geografiese leerhulpbron beskou; (4) om te ondersoek hoe die leerders hulle omgewing sien, en (5) om ’n geografiese bewustheids- en geleefde-ervaringsmodel, gebaseer op die navorsingsresultate, voor te stel.
Die navorsing is in ’n konstruktivisties-interpretivistiese navorsingsparadigma geposisioneer en individuele onderhoude en deelnemende tekeninge is as data-insamelingsmetodes gebruik. Die ruimtelike navorsingskonteks is vier dorpe en een stad in Namibië (Walvisbaai, Otavi, Rundu, Keetmanshoop en Windhoek). Daar is bevind dat elke deelnemer se geleefde ervarings en hul interpretasies van hul geleefde ervarings uniek is. Drie tipes geleefde ervarings, naamlik direkte of eerstehandse-, sekondêre- en gerekonstrueerde geleefde ervarings is geïdentifiseer. Die leerders is blootgestel aan konsepte in die menslike geografie soos bevolking, ontbossing, besoedeling en boerdery en konsepte in die fisiese geografie soos gronderosie, die watersiklus, rivierprosesse en sandduine. Die meeste geografiese vaardighede is openlik of heimlik ontwikkel, geoefen en verbeter deur deelnemers se geleefde ervarings. Die meeste deelnemers se waardes en gesindhede is positief deur hul geleefde ervarings beïnvloed. Die vermoë en gewilligheid van die deelnemers om hulle daaglikse omgewing as ’n geografiese leerhulpbron te herken, word bepaal deur hindernisse (bv. akademiese druk en herhaling) en instaatstellers (bv. aanmoediging en belangstelling). Hierdie komponente vorm deel van die voorgestelde model van geografiese bewustheid- en geleefde-ervarings. Daar word aanbeveel dat refleksie op geleefde ervarings in die geografie-klaskamer geïmplementeer moet word en die hindernisse vir geografiese bewustheid doelbewus aangespreek moet word.Ezikoleni zaseNamibia, amathuba okufunda ngaphandle kwamagumbi ahambisana nohlaka futhi ahlelekile awatholwa yinoma ngubani noma awabiwa ngokulinganayo. Noma kunjalo, bonke abafundi baseNamibia bayakwazi ukuthola izinto ezenzeka ngaphandle kwamagceke esikole futhi bazijwayele izimo ezihlukene zansuku zonke. Okwenzeka kubafundi ngaphandle kwamagceke esikole akuqhakanjiswa njalo njengezinto ezingaba namandla futhi zibe yingqalasizinda ehambisana nomumomhlaba ekufundiseni nasekufundeni. Inhloso yalolu cwaningo kwakuwukuhlaziya okwenzeka ngaphandle kwamagceke esikole okubikiwe ezikoleni zabafundi bamabanga aphezulu, eNamibia, ukuze kutholakale indima edlalwa okwezenzeka ngaphandle kwamagceke esikole uma kutholakala ukuzigqaja okuphathelene nomumomhlaba.
Izimpokophelo zalolu cwaningo kwakuyilezi (1) wukuzuza ukuqonda imilandokuzazisa ephathelene nendabampilo yabafundi, wukuhlanganisa kanye nentshisekelo ngomumomhlaba; (2) wukuhlola umthelela okhona wezimo ezenzeka ngaphandle kwamagceke ezikole kubafundi bezomumomhlaba mayelana nokuzigqaja okuphathelene nomumomhlaba; (3) wukubuza ukuthi ngabe abafundi bezomumomhlaba eNamibia bazibona kanjani izindawo abahlala kuzo nsuku zonke njengezingqalazizinda zokufunda ngokwendawo; (4) wukuhlola ukuthi abafundi bayibona kanjani indawo abahlala kuyo; (5) wukuphakamisa umfanekiso wokuzigqaja okuphathelene nomumomhlaba kanye nalokho okwenzeka ngaphandle kwamagceke esikole kugxilwe emiphumeleni yocwaningo.
Lolu cwaningo lwenziwa ngohlelo lokwenza ucwaningo olwaziwa ngekhonstrakhivisti-inthaphrithivisti kanye nenkulumongxoxo nomuntu ngayedwana kanti nemidwebo ekhombisa ukubamba iqhaza yasetshenziswa njengenye yezindlela yokuqokelela ulwazi olungahlungiwe. Umsukamqondo wocwaningo osebenzisa isimo nobungako ngowamadolobha aseNamibia kanye nedolobhakazi elilodwa (iWalvis Bay, i-Otavi, iRundu, iKeetmanshoop neWindhoek). Imiphumela yocwaningo iveza ukuthi izinto okwenzeka ngaphandle kwamagceke esikole kumbambiqhaza ngamunye kanye nokucubungula okwenzeka kubo ngaphandle kwamgumbi okufunda akufani. Kwabe sekuhlonzwa izinhlobo ezintathu zezinto ezenzeka ngaphandle kwamagceke esikole, okuyilezi: yizinto ezenzeka ngqo noma eziqala ngqa ukwenzeka, ezingaqali ukwenzeka kanye nalezo esezakhiwe kabusha. Abafundi bayawazi amagama omumohlaba omayelana nabantu okubalwa kuwo inani labantu, ukuqedwa kwamahlathi, ukungcolisa kanye nezolimo, ngokunjalo namagama okubalwa kuwo awezinto ezibonakalayo okuyilezi: ukuguguleka komhlabathi, wumjikelezo wamanzi, okwenzeka emfuleni kanye nezindunduma zezihlabathi. Amakhono okubalwa kuwo ukuqhathanisa nokuhlukanisa, wukuhlonza inkinga kanye nokwenza izahlulelo kwahluluka ngokusobala. Amagugu nendlela ababona ngayo izinto ababambiqhaza abaningi aba nomthelela omkhulu kulezo zinto ezenzeka ngaphandle kwamagceke ezikole. Ukukwazi kanye nokuvumela phezulu kwababambiqhaza ekutheni babone izindawo abahlala kuzo zinsuku zonke njengezindawo ezingaba yizingqalazizinda zokufunda okuphathelene nomumomhlaba kweyame emikhawulweni (isb., yingcindezi yokufunda nokuphindaphinda into eyodwa) kanye nalokho okunikeza amandla (isb., inkuthazo kanye nentshisekelo). Lezi zingxubevange zifakiwe emfanikisweni ophakanyisiwe okhombisa ubudlelwano phakathi kwezinto ezenzeka ngaphandle kwamagceke esikole kanye nokuzigqaja okuphathelene nomumohlaba. Kunconywa ukuba okwenzeka ngaphandle kwamagceke okufunda kuqhutshwe nasemagunjini okufunda ngomumomhlaba bese kuthi imikhawulo ekhona ekuzigqajeni okuphathelene nomumomhlaba kukhulunywe ngakho ngenhloso.Ph. D. (Geography)Geograph
An analysis of procedural challenges in asset forfeiture investigation
No full textThe study explored the impact of procedural challenges in asset forfeiture investigation. The study revealed that challenges are being experienced by the investigators during asset forfeiture investigation. The challenges for successful asset forfeiture investigations depend on the systems or procedures in place to trace, identify and verify assets used or bought with the funds derived from crime, as well as covering the financial benefits from criminal activities.
The research study was conducted with the asset forfeiture investigators of the Directorate for Priority Crime Investigation (DPCI) who are responsible for tracing, identification and verification of assets used or bought with the funds derived from criminal activities.
A qualitative research design approach was adopted in this research study. National and international sources of literature were consulted, in conjunction with semi-structured interviews conducted with the asset forfeiture investigators from the Directorate for Priority Crime Investigation (DPCI). A small representative sample of 11 members was used for data collection using the random sampling method.
The findings arising from the research pointed to the importance of capacitation, empowerment of the asset forfeiture investigation environment with enough resources to trace, identify and verify assets linked to criminal activities in order to secure successful forfeiture and confiscation orders. It became evident that participants experience a number of challenges during asset forfeiture investigation. Several recommendations are made as to what could be done to ensure that assets involved in criminal activities are seized and forfeited to the State. This will help to achieve objectives set out by the organisation’s strategy.
The study makes recommendations on what could be done to ensure that asset forfeiture investigators are equipped with resources, and enhanced with skills and knowledge to effectively investigate asset forfeiture cases successfully.M.A. (Criminal Justice)Criminology and Security Scienc
Work-related sense of coherence, job satisfaction and job embeddedness in an engineering and construction organisation in Africa
Get PDFThe overarching aim of this research study was to determine the nature of the relationship between Work-related Sense of Coherence (Work-SoC) and job satisfaction and job embeddedness and whether Work-SoC can predict job satisfaction and job embeddedness, to inform the development of retention strategies of high-in-demand employees within an engineering and construction organisation in Africa.
A biographical questionnaire, the Work-SoC Scale, Minnesota Satisfaction Questionnaire (MSQ) short form, and the Job Embeddedness Scale (JES), were utilised to collect data from 209 high-in-demand employees in an engineering and construction organisation in Africa.
The results suggested a significant and positive relationship of practical effect between Work-SoC and job satisfaction and job embeddedness and that Work-SoC can positively and significantly predict both job satisfaction and job embeddedness.
The study has added to the body of knowledge in IOP and related fields regarding the relationships between Work-SoC, job satisfaction and job embeddedness. These results may also be utilised to inform employee retention strategies that focus on creating a more comprehensible, meaningful and manageable work environment, leading to increasing levels of job satisfaction and job embeddedness and therefore, greater employee retention.M. Com. (Industrial Psychology)Industrial and Organisational Psycholog
Theoretical guidelines to support patient-centred health campaign messages within an integrated marketing communication (IMC) approach: a case study
No full textHealth campaign messages used for health promotional purposes have always served a
vital role to educate communities on issues that concern their health. However, social and
cultural aspects need to be catered for adequately, to ensure that messages are adequately
understood and accepted by targeted communities. By considering the above, the aim of
this study was to propose theoretical guidelines by adopting an Integrated Marketing
Communication (IMC) approach, to support patient-centred health campaign messages,
which was applied to a single case at a regional hospital.
In doing so, this study adopted an interpretivist research paradigm using a qualitative, single
case study research design, which made use of three data collection methods namely, an
interview guide, a moderator’s guide, and coding scheme. A purposive sample method
guided the selection of participants and social artefacts. The findings indicated that patient centred health campaign messages which also consider the cultural and social context, will
benefit the hospital to achieve the intended health outcomes per health campaign message
communication. Consequently, the proposed theoretical guidelines were adapted for the
healthcare setting.M.A. (Health Communication)Communication Scienc
Waste management evaluation of green generation from selected facilities owned by a chicken producer in South Africa
No full textSummary in EnglishPoultry production is among the fastest-growing livestock sector in the world, growing
at an average of 3% per year (FAO, 2020). In South Africa, this sub-sector is the
largest agricultural sector in the country contributing 20 % of all agricultural production
in terms of rand value (SAPA, 2019). This subsector was projected to increase by 4
%, reaching 1.57 million tonnes in 2021. However, this huge increase in poultry
production has also come at a cost to the environment due to an increase waste
production related to poultry processing. The most problematic waste noted was the
generation of about 100 tonnes daily of high COD wastewater sludge (~100000 mg/l)
obtained from treatment of wastewater. This waste is highly polluted, and without the
correct disposal, it poses serious risks for public health and the environment.
For one of the major poultry meat producing companies in the country, this challenge
initiated construction of two waste to value (W2V) plants aimed at converting this
waste into bioenergy. However, the performance assessment of these W2V plants in
terms of their technical, economic, and environmental benefits has never been
performed. The objective of the study was therefore to evaluate the waste generation
and disposal at the processing plants and the performance of the W2V plants in terms
of their bioenergy generation based on the feed used. A mixed method research
approach involving interviews and document collection of performance data was used
to address the objectives of the study. The results of the study showed that the W2V projects have had positive impact on
the environment in terms of water and air quality, reduced reliance on coal and external
power for heating, and reduction of landfilling. The bioenergy plant produced enough
electricity to power 20-30 % of the processing plant’s energy needs. In addition, the
W2V plants resulted in economic benefits of up to 10 % on the carbon tax due to the
offsets as a result of bioenergy production, as we all as profits from export of electricity
to the grid of about R4.9 million annually. The study observed that on technical
performance of the plants, the two plants are not yet running at optimum levels,
producing about 50 % of the capacity currently.M.Sc. (Environmental Management)Environmental Science
The involvement of teachers in curriculum development of history education in secondary schools in Mamelodi
No full textThe curriculum may not be relevant to the requirements of the teachers or the students, and it may not be effective in delivering the intended knowledge when teachers are not involved in its development. It may be challenging for teachers to manage the curriculum if they do not take ownership of it, resulting in a lack of enthusiasm and engagement. This study aimed to investigate how teachers were involved in the curriculum development of history education in secondary schools in Mamelodi. The study employed a qualitative research design and aimed to explore the phenomenon of teacher involvement in the curriculum development process. The research method was a phenomenological approach. The researcher employed a qualitative data collection method. Semi-structured telephonic interviews were utilised to collect data from the participants regarding the extent of their involvement in the curriculum development of history education. The population comprised 21 teachers from the seven secondary schools that were selected in Mamelodi, Tshwane South region. The sample was informed by purposive sampling used to select history education teachers. The collected data were coded and analysed thematically. The results from the interviews showed the teachers’ willingness to be involved in all stages of curriculum development, highlighting the teacher efficacy, decoloniality of the content, and barriers to their participation as the identified themes. Curriculum development as a tool for continual improvement emerged as another theme. The curriculum developers' initial or smaller-scale change efforts encountered challenges and took longer to complete and implement than expected. The participants stated that they would add current and decolonised content to history education if allowed to participate in curriculum development. The broader use of practical models for implementing teacher engagement programmes should be investigated.M. Ed. (Curriculum Studies)Curriculum and Instructional Studie
How to claim myUnisa and myLife e-mail address
No full textThis presentation takes students to step by step on how to claim myUnisa and myLife e-mail address. Students will learn to download the Unisa myModules app.Early Childhood Educatio
Educator perception of learners’ right to education in secondary schools in Mpumalanga
No full textText in English, abstracts in English and AfrikaansThe objective of this study was to explore educators’ understanding of learners’ right to education. A sample of principals, HODs and educators from five different schools in one Education District in Mpumalanga Province, South Africa participated in this research study. The study was motivated by the increasing number of emerging cases of learners’ right to education violation within schools which includes learner denial of access to basic education, lack of Learner Teacher Support Material and lack of proper school infrastructure within the South African schools. The study adopted a qualitative research approach in the collection and analysis of the data acquired through interviews and Document Analysis. The Rights-Based Approach to education as a theoretical framework was used a lens to view educators’ understanding of learners’ right to education. The study provided insight into how educators’ view learners’ right to education, how are learners’ right to education infringed upon, and provided measures to curb the escalating violation of learners’ right to education, within schools. The promotion and protection of learners’ right to education became a vocal point in viewing the understanding of the implementation of learners’ right to education within the education system. The perceptual understanding of the concepts related to human rights in education is interpreted by most educators from the constitutional point of departure. However, knowledge of the constitution and the implementation processes that relate to learners’ right to education are contradictory in nature. Although some educators lack knowledge with regards to learners’ rights and contravene policies and procedures, a vast majority of educators have knowledge and experience but continue to violate learners’ right to education. Some experiences captured by this research that directly form primary violation of learners’ right to education include: learners sometimes not attended by educators due to educator absenteeism, some learners chased out of the class as a form of discipline, the atrocious administration of corporal punishment, and the dilapidated buildings in which learners attend their classes. The primary value of this research, therefore, lies in the inclination that educators must acquire knowledge and skills in the promotion and protection of learners’ right to education based on the confines of the constitution. The culture of humanity and accountability, as promoted by the Rights-Based Approach in trying to transform the education system, needs to be adhered to. It is essential that suitable policy direction that seeks to augment the understanding of learners’ right to education be shaped and aligned to proper interpretation to avoid misconceptions and misunderstanding.Die doel van hierdie studie was om opvoeders se begrip van leerders se regte op onderwys te ondersoek. ‘n Monster van skoolhoofde en HOD’s en opvoeders van vyf verskillende skole in een Onderwys distrik in die provinsie Mpumalanga, Suid-Afrika het aan hierdie navorsingstudie deelgeneem. Die studie was gemotiveer deur die toenemende getal van gevalle wat na vore kom as gevolg van die oortreding van leerders se regte op onderwys in skole, dit sluit in die ontkenning van toegang tot basiese onderwys, tekort aan leerder opvoeder ondersteuning materiaal en tekort aan behoorlike skool infrastruktuur binne die Suid-Afrikaanse skole. Die studie het a kwalitatiewe navorsing benadering aangeneem. Die Regte-gebaseerd benadering vir opvoeders as teoreties raamwerk was gebruik as ‘n lens om opvoeders se verstaan van leerders se reg op onderwys. Die studie voorsien insig in hoe opvoeders leerders se reg op onderwys sien, hoe leerders se regte geskend word, en die voorsiening van maatreëls om die stygende oortreding van leerders se regte op onderwys in skole te bedwing. Die bevordering en beskerming van leerders se regte op onderwys het ‘n vokale punt in die siening en verstaan van die implementasie van leerders se regte op onderwys in die onderwys sisteem. Die perseptuele begrip van die konsepte verwant met menslike regte in onderwys word geïnterpreteer deur meeste opvoeders van ‘n konstitusionele vertrekpunt. Hoewel, kennis van die konstitusie en die implementasie proses met verwant die leerders se regte op onderwys is van ‘n teenstrydige aard. Alhoewel party opvoeders ‘n tekort het aan kennis verwant met leerders se regte en oortree beleide en prosedure, ‘n oorgrote meerderheid opvoeders het kennis en ondervinding maar hou aan om leerders se regte op onderwys te oortree. Enkele ervarings wat hierdie navorsing opgedoen het en wat die primêre skending van die leerder se regte op onderwys vorm, sluit in: leerders wat nie na toe gesien word nie weens opvoeder afwesigheid, sommige leerders word uit die klaskamer gejaag as ‘n vorm van dissipline, die gruwelike administrasie van lyfstraf ,en die vervalle geboue waar leerders hulle klasse bywoon. Die primêre waarde van hierdie navorsing lê dus in die neiging dat opvoeders kennis en vaardighede moet verwerf in die bevordering en beskerming van leerders se reg op onderwys op grond van die grense van die konstitusie. Die kultuur van menslikheid en aanspreeklikheid, soos bevorder deur die regte-gebaseerde benadering in die poging om die onderwysstelsel te transformeer, moet nagekom word. Dit is noodsaaklik dat die gepaste beleidsrigting wat die begrip van die leerder se reg op opvoeding wil vergroot, gevorm en aangepas word by die regte interpretasie om wanopvattings en misverstande te vermy.Ph. D. (Education Management)Educational Leadership and Managemen