A review of Climate-Smart system innovations in two Agricultural Colleges in the North West Province of South Africa
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Date Issued: 2018
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Date Issued: 2018
Re-imagining rural agrarian transformation in the Eastern Cape
- Mwangolela, Tafadzwa Fungayi
- Authors: Mwangolela, Tafadzwa Fungayi
- Date: 2008-11
- Subjects: Agricultural development projects , Agricultural innovations , Rural development
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26559 , vital:65642
- Description: The research report is submitted to the School of Public Management and Development, University of Fort Hare as part of Masters in Public Administration requirements. The Provincial Growth and Development Plan 2004 2014 has identified agriculture as a critical pillar strategy of poverty reduction and growth in the Eastern Cape Province. The main aim of the study was to assess the viability of the agrarian transformation initiatives in the Eastern Cape. The study therefore was measuring the progress made by the agrarian transformation initiatives in selected areas versus the following variables food security, household community growth, participation and community involvement, and production support. In the attempt to achieve the main objectives, the study focused on the political economy of the rural as the policy context. The literature was an in-depth engagement with body of knowledge on agrarian transformations, with particular interest in governance participation and the impacts of agrarian initiatives in some countries. The product of literature analysis is the hypothetical model, termed the democratised rural agrarian transformation that should shape the policy implementation of agrarian reform. The study also undertook a field work that was guided by research methodology protocols from social science. The study thus collected primary data from 54 farmers participants drawn from 4 local municipalities within Chris Hani and Amathole District Municipalities. The findings of the study showed that there is still a challenge on the potential of rural agriculture to stimulate the improvement of food security status, and rural incomes. This reality is due to various factors such as poor farmer participation, weakness in coordination of the projects, limited access to extension services as a matter of capacity building. The study makes recommendations which are outlined a building local linkages integration with Local Economic Development initiatives and improvement of agrarian social infrastructure dynamic extension services, and political interventions. Conclusively there is need for an intergovernmental approach to the redress of the agrarian question in rural Eastern Cape. , Thesis (MPA) -- Faculty of Management and Commerce, 2008
- Full Text:
- Date Issued: 2008-11
- Authors: Mwangolela, Tafadzwa Fungayi
- Date: 2008-11
- Subjects: Agricultural development projects , Agricultural innovations , Rural development
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26559 , vital:65642
- Description: The research report is submitted to the School of Public Management and Development, University of Fort Hare as part of Masters in Public Administration requirements. The Provincial Growth and Development Plan 2004 2014 has identified agriculture as a critical pillar strategy of poverty reduction and growth in the Eastern Cape Province. The main aim of the study was to assess the viability of the agrarian transformation initiatives in the Eastern Cape. The study therefore was measuring the progress made by the agrarian transformation initiatives in selected areas versus the following variables food security, household community growth, participation and community involvement, and production support. In the attempt to achieve the main objectives, the study focused on the political economy of the rural as the policy context. The literature was an in-depth engagement with body of knowledge on agrarian transformations, with particular interest in governance participation and the impacts of agrarian initiatives in some countries. The product of literature analysis is the hypothetical model, termed the democratised rural agrarian transformation that should shape the policy implementation of agrarian reform. The study also undertook a field work that was guided by research methodology protocols from social science. The study thus collected primary data from 54 farmers participants drawn from 4 local municipalities within Chris Hani and Amathole District Municipalities. The findings of the study showed that there is still a challenge on the potential of rural agriculture to stimulate the improvement of food security status, and rural incomes. This reality is due to various factors such as poor farmer participation, weakness in coordination of the projects, limited access to extension services as a matter of capacity building. The study makes recommendations which are outlined a building local linkages integration with Local Economic Development initiatives and improvement of agrarian social infrastructure dynamic extension services, and political interventions. Conclusively there is need for an intergovernmental approach to the redress of the agrarian question in rural Eastern Cape. , Thesis (MPA) -- Faculty of Management and Commerce, 2008
- Full Text:
- Date Issued: 2008-11
Two articles focusing on participatory approaches
- Authors: Biggs, Stephen D
- Date: 1995
- Subjects: Agricultural innovations , Rural development -- Evaluation , Agricultural extension work -- Research , Agriculture -- Technology transfer -- Evaluation , Agricultural extension work -- Evaluation
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/75076 , vital:30371 , 10250468
- Description: In recent years there has been a growing literature that advocates various forms of participatory development. This is illustrated by the promotion of approaches/tools such as participatory rural appraisal (PRA), participatory technology development (PTD), and participatory process projects 1 These "new" approaches are fast taking on the form of a new generalised orthodoxy for solving development problems. It would seem from the perspective of some of the promoters of this orthodoxy that the problem of development is no longer one of not having the right approaches and methods, but one of getting recalcitrant policy makers, bureaucrats, academics to appreciate and adopt these new methods and techniques. My concerns with this new advocacy are that: i It does not relate to experience; ii It does not address issues of power structure and control over information and other resources in multiple and complex arenas of science and technology (S&T); iii By placing major emphasis on management approaches and tools, the new orthodoxy is cutting itself off from a critical reflective understanding of the deeper determinants of technical and social change. Unfortunately, I suspect that if this new orthodoxy does not develop a more critical reflective view of itself then, like previous dominant orthodoxies, it will soon have to develop a range of "escape hatches" to explain why these participatory approaches are not giving the results that their advocates promise. , AVOCADO series; v 06/95
- Full Text:
- Date Issued: 1995
- Authors: Biggs, Stephen D
- Date: 1995
- Subjects: Agricultural innovations , Rural development -- Evaluation , Agricultural extension work -- Research , Agriculture -- Technology transfer -- Evaluation , Agricultural extension work -- Evaluation
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/75076 , vital:30371 , 10250468
- Description: In recent years there has been a growing literature that advocates various forms of participatory development. This is illustrated by the promotion of approaches/tools such as participatory rural appraisal (PRA), participatory technology development (PTD), and participatory process projects 1 These "new" approaches are fast taking on the form of a new generalised orthodoxy for solving development problems. It would seem from the perspective of some of the promoters of this orthodoxy that the problem of development is no longer one of not having the right approaches and methods, but one of getting recalcitrant policy makers, bureaucrats, academics to appreciate and adopt these new methods and techniques. My concerns with this new advocacy are that: i It does not relate to experience; ii It does not address issues of power structure and control over information and other resources in multiple and complex arenas of science and technology (S&T); iii By placing major emphasis on management approaches and tools, the new orthodoxy is cutting itself off from a critical reflective understanding of the deeper determinants of technical and social change. Unfortunately, I suspect that if this new orthodoxy does not develop a more critical reflective view of itself then, like previous dominant orthodoxies, it will soon have to develop a range of "escape hatches" to explain why these participatory approaches are not giving the results that their advocates promise. , AVOCADO series; v 06/95
- Full Text:
- Date Issued: 1995
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