Enabling green skills: pathways to sustainable development : a source book to support planning for green economies 2017
- Authors: Ramsarup, Presha , Ward, Mike
- Subjects: Environmental education -- South Africa , Environmental education -- Study and teaching -- South Africa , Environmental education -- Curricula -- South Africa
- Language: English
- Type: Instructional and educational works , text
- Identifier: http://hdl.handle.net/10962/62694 , vital:28254 , 978-0-620-79605-7 , https://doi.org/10.21504/10962/62694
- Description: The purpose of this source book is to support skills planning entities to work with employers to identify and anticipate green skills needs and to build these needs into occupational descriptors and sector skills plans. Thus, the source book complements the existing Enabling Document (DEA, 2010b) and provides guidelines to support SETAs to embed environmental considerations, related occupations and green skills into their skills planning processes. Written by Presha Ramsarup and Mike Ward with contributions from Eureta Rosenberg, Nicola Jenkin and Heila Lotz-Sisitka. The Green Skills programme (2015-2018) helps key role players to plan for and develop green skills. It is a three-year programme funded by the Green Fund of the Department of Environmental Affairs (DEA) through the Development Bank of South Africa. The implementation partners include Rhodes University’s Environmental Learning Research Centre, the Centre for Researching Education and Labour (REAL) at Wits University, the University of Cape Town’s African Climate and Development Initiative (ACDI), the Further Education and Training Institute (FETI) at the University of the Western Cape, as well as several other environmental partners.
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Food for us: reducing food waste, supporting social learning, creating value
- Authors: Lotz-Sisitka, Heila , Ward, Mike , Jenkin, Nicola P , Tantsi, Thato
- Subjects: Environmental education -- South Africa , Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Instructional and educational works , text
- Identifier: http://hdl.handle.net/10962/70859 , vital:29754 , 978-0-620-82216-9 , https://doi.org/10.21504/10962/70859
- Description: An estimated third of the 29 million tons of food produced annually in South Africa goes to waste (Oelofse, 2014). Fifty percent of this waste (by mass) occurs during the agricultural production and post-harvest handling and storage stages (von Bormann et al., 2017). At the same time 13 million South Africans routinely experience hunger, with malnutrition a serious concern for early childhood development (StatsSA, 2018). This disconnect between the need for food and the food that is available for consumption but being wasted, has profound social, environmental and economic impacts. This, in turn, suggests that there must be opportunities to create social, environmental and economic value through innovative and transformative initiatives that link food producers with food consumers in South Africa, particularly those in need. Food for Us is a sustainable food systems mobile phone learning pilot project initiated in 2017 by a consortium of partners in South Africa working with the United Nations (UN) Sustainable Lifestyles and Education Programme within the One Planet Network. The intention was to design and develop a mobile application (app) that could help reduce on-farm food surplus, while also supporting social learning. The initial phase of the project was 18 months. This publication shares what has been learned and can also be considered a springboard for the potential that is possible.
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Role of early childhood development practitioners in developing children’s oral language in three selected centres in Buffalo City
- Authors: Nodlela, Lumka
- Subjects: Early childhood education , Language acquisition , Early childhood teachers
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/27887 , vital:70453
- Description: The child's language development is one of the most notable achievements of the preschool years. Children must develop their language skills effectively to access the curriculum. Practitioners of Early Childhood Development (ECD) have a substantial impact on children's spoken language development. As a result, three centers in the Buffalo City Education District are the subject of this dissertation's investigation into how ECD practitioners contribute to children's oral language development. The applicable theory used in the study was Vygotsky's Zone of Proximal Development (ZPD) theory. The existent phenomenon was examined using the interpretivist research paradigm and the qualitative research methodology. The study used a phenomenological research approach to examine the perspectives, functions, and experiences of individuals (ECD practitioners) in the growth of children's oral language. The study used purposive sampling. Participants were purposively selected as because of their proximity to the researcher’s workplace. The fifteen practitioners in the chosen ECD centers were interviewed in semi-structured interviews, and data were also gathered through observations. Following transcription, sorting, and categorization, the gathered data were thematically analysed using themes inferred from the study objectives. The study's conclusions showed that ECD specialists help children improve their oral language in a useful way. As a result, they require training in the creation and application of various strategies for fostering oral language in young children. Short courses will also assist practitioners in fostering the overall development of children. One of the key elements that interferes with effective teaching and learning at ECD centers, though, is a shortage of resources. , Thesis (MEd) -- Faculty of Education, 2023
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