Centre for Development Support

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Open Access
Socio-economic implications for teachers retrenched in Qwaqwa 1996-1999
(University of the Free State, 05-Mar) Phakisi, Lehlomela Stanley; Ruhiiga, T. M.; Crause, E.
The purpose of this research was to investigate the socio - economic effects of teacher retrenchments in Qwaqwa - Free State. Te administration of the survey method generated information that was analysed using both qualitative and quantitative techniques. The findings indicate that retrenchments severely affected the income and social status of teachers in the study area.
Open Access
The impact of foreign direct investment on the livelihoods of workers in the manufacturing sector of Lesotho
(University of the Free State, 08-Nov) Kamara, Ishmail Bassie; Marais, J. G. L.
Abstract not available
Open Access
A framework for facilitating the transition from school to university in South Africa: a capabilities approach
(University of the Free State, 12-Nov) Wilson-Strydom, Merridy; Hay, H. R.
Access to university in South Africa has been, and continues to be, a highly contested area that is plagued with many layers of complexity rooted in the social, political and educational past and present. Situated within an overarching commitment to fair and just higher education, in this thesis I have attempted to understand the complex field of access to university. I have done this by focusing on the transition from school to university, through the lens of the capabilities approach as developed by Amartya Sen and Martha Nussbaum. The capabilities approach provides a framework for seeking to understand what young people entering universities are able to be and to do and what limits their being and doing. As such, the capabilities approach requires us to move beyond measurable access statistics to a more nuanced understanding of the agency and well-being of students admitted to university. Four research questions guided the study. 1. How do first-year students at the UFS experience the transition to university in their first year of study? 2. How do learners in Grades 10, 11 and 12 from local UFS feeder high schools experience the process of preparation for and access to university? 3. How can these experiences of the interface between school and university be theorised using a capabilities-based social justice framework? 4. Based on the evidence from the research, what interventions could support efforts towards a more socially just transition for these students? Working within a pragmatic paradigm, the study employed a mixed methods research design. My starting assumption was that in order to thoroughly understand the transition to university, it is necessary to study both the final years of schooling and the first-year at university. As such, the study focused on the University of the Free State (UFS) and a sample of 20 feeder schools. A total of 2816 learners in Grades 10, 11 and 12 completed the quantitative South African High School Survey of Learner Engagement (SAHSSLE) (adapted from the version used in the United States) in September 2009. The SAHSSLE provides a wealth of data regarding educational practices at school as well as learners’ experiences and attitudes towards their education. A smaller sample of 33 learners also completed qualitative reflections on their school experience, plans for universities and their ‘university knowledge’. At the university level, I collected qualitative data from 128 first-year students in 2009 using focus group methodology. In 2010 an additional sample of 142 first-year students were asked to provide a written description of their first month at university and to draw a picture of how they experienced the transition. The thesis covers much theoretical ground related to higher education and social justice as well as in the specific study area of access. In the access domain I make use of Conley’s multidimensional model of university readiness together with research on effective educational practices that underpins the student engagement literature and instruments. Drawing on the theory and literature, I propose an ideal theoretical capabilities list for the transition to university. Following a detailed presentation of the empirical results structured in two main sections, namely: transition to university experiences and readiness for university; I then make use of the capabilities framework to theorise the transition to university. Taking the well-being of students as the starting point, the capabilities framework for the transition to university asks what the outcome of a successful transition should be. Rather than defining success merely as measurable performance (such as changing enrolment demographics, credits passed in the first-year or progression to the second year of study for example) which does not take student well-being into account; the capabilities framework presented argues that educational resilience should be regarded as the outcome of a successful transition to university. In this context, resilience is defined as follows: • Being able to navigate the transition from school to university within individual life contexts; • Being able to negotiate risk, to persevere academically and to be responsive to educational opportunities and adaptive constraints; and • Having aspirations and hopes for a successful university career. A pragmatic capabilities list and framework for the transition to university is proposed and defended, together with specific recommendations for how this framework could be applied to facilitate the transition to university. The seven capabilities for the transition to university are as follows: 1. Practical reason 2. Knowledge and imagination 3. Learning disposition 4. Social relations and social networks 5. Respect, dignity and recognition 6. Emotional health and reflexivity 7. Language competence and confidence. These seven capabilities encompass the lessons learned from the literature review of university access and the first-year at university, the capabilities literature, and the empirical data within an overarching commitment to social justice and the promotion of the well-being of students. The thesis ends by considering what the UFS could do differently to facilitate the transition as well as what the UFS could do in partnership with schools.
Open Access
Universities in regional development: knowledge transfer in a less favoured region
(University of the Free State, 13-Jun) Fongwa, Neba Samuel; Marais, J. G. L.; Atkinson, D.; Cloete, N.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 This dissertation is an exploratory study aimed at increasing the theoretical and empirical understanding of knowledge transfer from a university to its region. The study builds on the increased emphasis on the role of universities as ‘engines’ for development. By using the Faculty of Agriculture at the University of the Free State, South Africa as a case study, this study aimed to provide a nuanced understand of the factors affecting knowledge transfer between academics and stakeholders in a less favoured region. By means of the learning region concept and supported by other empirical studies, key indicators were identified from the literature and were developed for investigation. A qualitative approach was followed to collect data from academics in the Faculty of Agriculture and from relevant stakeholders by means of semi-structured interviews and a detailed review of some key policy documents. Institutional data, farmer databases and an academic survey provided quantitative data with a view to facilitating the triangulation of data and the minimising of bias. Findings from the study revealed that the process of knowledge transfer from the UFS was affected by a combination of demand and supply factors. Some of the factors affecting supply included the nature and the history of the UFS and the Faculty of Agriculture, adequate incentive structures, the level of policy alignment and the embeddedness of knowledge outputs from the faculty. Demand factors included the absorptive capacity of the region, the presence of coordinated demand systems and the nature of the networks that existed between stakeholders. This thesis argues that because of institutional lock-ins in the region ‒ that have led to path dependency in the practice of agriculture ‒ knowledge from the faculty has failed to realise its potential in respect of contributing to regional development. While there is evidence of networks between farmers and academics, the network forms are ‘distorted’ and as yet strongly embedded along historical social and racial lines. There is also limited evidence of a properly institutionalised notion of engagement with emerging farmers and thus knowledge transfer continues to be path dependent. The findings have implications for the UFS, for the faculty and for the region. While the UFS has defined itself as having both a national and an international agenda, the university will consciously have to define its regional role and then have to establish structures for active engagement ‒ not only broadly but also specifically with the agricultural sector. At the faculty level, engagement needs to be reconceptualised, with engagement moving from a philanthropic ethos to one that is part of the core function of teaching and learning. At the regional level, there is a need for the establishment of new forums in which the UFS and the different stakeholders may engage. More importantly, these initiatives will have to be built on trust, social capital and networks for collective benefits to result.
Open Access
Promoting conservation agriculture and commercial farmers in the Eastern Free State
(University of the Free State, 14-May) Knot, Jakob; Atkinson, Doreen; Le Roux, Pieter
Agriculture contributes to greenhouse gas emissions (GHG) through practices that reduce the amount of soil organic carbon. Examples of this are fallow and intensive tillage. Conventional ways of farming are not sustainable as soils are degraded, imbalanced, over-utilized, low in organic matter and without heavy inorganic fertilizer good yields are not possible. Sustainable crop production however is essential for South Africa’s food security, employment and contribution to the national economy. The sustainability of agriculture needs therefore to address environmental, economical and sociological aspects. Conservation Agriculture (CA) is world-wide found as an antipode against soil degradation, erosion and ineffective water conservation as a result of conventional tillage. The problem, however is that CA is a much developed product of No-till, which requires a gradual and timely process. No-tillage in itself is not the desired outcome, but a first step to CA. Ample technical research has been conducted on no-tillage and CA reflecting improved soil quality, yields and profits (see paper 1). This thesis will elaborate more on local technical issues e.g. soil quality (paper 4) and profitability (paper 3), as to contribute to the increased adoption of sustainable farming. This thesis emphasized the urgency for transdisciplinary research and the role of sociology in innovation studies. The role of sociology is often overlooked, but this thesis advocates that sociology is an integral part of transdisciplinary research. Narratives are useful methods of explaining what NT and CA is (see paper 2). The Actor Network Theory is useful in that farmers possess “agency” as a result of networking, which enables the uptake of an innovation of NT and in addition to develop into context related or ecotype specific CA production system (see paper 5). This thesis addressed conventional farmers barriers to adopting NT e.g. livestock integration, doubt concerning profitability and lack of knowhow. This thesis contributes to environmental awareness and promotes that CA can mitigate GHG emissions through sequestration of organic carbon in the soil (paper 4) and reflecting direct and indirect environmental costs in terms of GHG through the use of diesel, fertilizer, pesticides and other chemicals (see paper 3).
Open Access
Quality as human development: a case study of teaching and learning in Zimbabwean universities
(University of the Free State, 16-Dec) Mukwambo, Patience; Walker, Melanie; Wilson-Strydom, Merridy; Loots, Sonja
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 The study contributes to work in conceptualising quality in higher education teaching and learning. Most studies focusing on quality have been from a human capital standpoint, with little examination of quality from a human development perspective, and even less focusing on the Zimbabwean context. This analytical focus on human development through the capabilities approach therefore diverges from the current emphasis on human capital. The thesis examines factors influencing the definition and conceptualisation of quality of teaching and learning in a developing country context, highlighting gaps that a human development perspective can add. Assuming that their presence are indicative of quality, I use two ideal-theoretical human development indicators namely, critical being and the capability for work. These I argue, are aspirational capabilities in the Zimbabwean context and important in higher education because of their fostering of public-good graduates concerned with human wellbeing beyond the instrumental value of education. Data for this study was collected in three phases through policy document review, observations and in-depth interviews with purposively sampled participants. Phase one comprised document review and three interviews with participants from Zimbabwe’s higher education quality assurance body, Zimbabwe Council for Higher Education. Phase two involved telephone interviews with quality assurance representatives from eight universities. Phase three was an in-depth examination of two case studies through interviews with the university representative, two deans, four lecturers and two focus group discussions with students from each “best case” department as identified by the university representative. Data was analysed thematically. Findings from the study highlight the complex interactions of contextual factors and national policy which inform and affect practice. Overall, and understandably considering the socio-political and economic climate, Zimbabwean higher education is largely influenced by human capital concerns, although there are instances of concern with human development. There is also a disjuncture between quality as policy and quality as practice with macro and meso policy makers conceptualising quality as an evaluative tool and lecturers largely interpreting it as the teaching and learning process. The results facilitate a discussion on the potential of a stronger human development influence on ideas of quality in different higher education contexts. While critical being stood as an indicator for quality, due to the prevailing socio-political economy in Zimbabwe, there was a need to revise the capability for work. Providing a global Southern interpretation of quality, the thesis argues that the conceptualisation and operationalization of quality needs to be broadened to foster human development in order to fully appreciate the role of higher education in development.
Open Access
Perspectives on engineering education in universities and its contribution to sustainable human development in Germany and South Africa
(University of the Free State, 16-Feb) Höppener, Mikateko; Walker, Melanie; Wilson-Strydom, Merridy
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Most literature on higher education and engineering education in particular, is based on data gathered from the global North, written from global North perspectives. Comparatively few studies focus on normative accounts of education for sustainable development based on data from developing countries, and written from global South perspectives. While there is value in exploring views from different contexts separately, what is original and significant about the work of this thesis is the examination of these perspectives together, combining a normative approach with original empirical work, and recognising that they are different outlooks on the same issue: how engineering education in universities contributes to sustainable human development. Instead of dichotomising global North/South perspectives, the thesis combines the views of individuals whose teaching and learning, higher education and/or professional careers in engineering have taken place in the global North (Germany) and global South (South Africa) for its empirical base. Specifically, the viewpoints of 18 masters students and 10 lecturers from engineering faculties at Universität Bremen (Germany) and the University of Cape Town (South Africa), as well as 10 engineering employers from both countries, were explored using qualitative methods (semi-structured interviews and focus group discussions). The research questions addressed in this thesis relate to how engineering education in universities enlarges the capabilities of engineering graduates, so that they might become agents of sustainable human development. The perspectives, often surprisingly similar across the two countries, offer contrasting and critical views on the assumption that society is in pursuit of an agenda for ‘sustainability’ that is valuable for all, and of future engineers’ roles in determining such an agenda. The findings also show that the participants perceive degrees of ambiguity about the extent to which engineers are educated to use their skills, knowledge, and effective power as professionals who contribute to solving human development and sustainability challenges in a just way. That is, in a way that explicitly prioritises poverty reduction and advances social justice. Reflecting on these perspectives from Germany and South Africa, the thesis considers what justice-based, capability-inspired engineering education might look like, if it is to enhance future engineers’ opportunities to use their agency to practice public-good engineering for human development.
Open Access
An evaluation of an out of school program to increase access to education for children in the rural areas of Zimbabwe
(University of the Free State, 17-Feb) Tokotore, Rujeko; Van Wyk, C. J.
After independence, Zimbabwe made significant progress in providing access to education for almost all children. The policy environment for supporting education for all is positive as the country is party to the all the major international agreements that promote education for all and the right to education, and has domesticated these in the Constitution and other legislation. However, with the introduction of the Economic Structural Adjustment Programme in the early 1990s, followed by the economic crisis of 2000 to 2008, this momentum was not maintained. Many children dropped out of school before completion, and others did not to go to school. The Fit for Life Programme was implemented to offer second chance non-formal education to children aged between 15 to 18 years who did not complete formal primary education or never went to school. This research evaluated effectiveness of the Fit for Life Programme in increasing access to education for children in the rural areas of Zimbabwe. A process evaluation approach was applied and questionnaires were used for data collection. The results revealed that the Fit for Life Programme was effective in increasing access for Out of School children in the rural areas of Zimbabwe. The livelihoods and quality of life of the beneficiaries who graduated from the programme differ from those children within the communities who did not enrol in the programme as they are in engaged in ill social behaviours. However, the research also revealed that the programme had some shortcomings which were not anticipated and this was a setback in achieving some of the objectives in some of the programme areas. The shortcomings included a relatively high dropout rate and high levels of absenteeism by the beneficiaries and lack of a MoU. Absenteeism was a major challenge in the programme resulting in a longer training period. The study concluded that the Theory of Change was effective in analysing the implementation of the Fit for Life Programme. Recommendations were made on the improvement of the Fit for Life Programme and these included enhancement of the non-formal vocational and technical training by providing more opportunities for the children; strengthening the implementation of education policies on the ground by availing the necessary resources to monitor and evaluate progress; making education affordable and accessible to all children and conducting more research on areas that need further attention on the problem of out of school children.
Open Access
An assessment of the Swaziland Vision 2022 strategic plan: opportunities and challenges
(University of the Free State, 17-Jan) Shongwe, Thulie; Thwala, Wellington D.
Achieving sustainable development and sustainable improvement in the quality of life of the people is the ultimate goal of each and every government in the world. However, this requires setting up a plan of action to properly guide the governments throughout the whole process. Accordingly, the Government of Swaziland also aspired to achieve ‘first world status’ by the year 2022, aimed at improving the quality of life of the people through the use of the National Development Strategy / Vision 2022. The study therefore sought to assess the opportunities and challenges of the Swaziland Vision 2022 Strategic Plan with a focus on finding out progress made towards Vision 2022 attainment, challenges that have hindered successful implementation of the Strategy as well as opportunities available and strategies for improvement. The study used a descriptive research design and questionnaires were administered to eighty respondents who were purposefully selected and comprised of the Ministry of Economic Planning (Implementation Office), Parliament Portfolio Committee, Civil Society Organizations, Academics, Development Practitioners and Community Development Councillors. The data collected were categorized and classified into comparative ideas and opinions and presented in tables using simple percentage supplemented with actual statements from the respondents. The findings indicated that it will be hard for the country to achieve the first world status because people are still battling with the fulfilment of their basis needs, coupled with the misconceptions that the people have, insufficient resources, corruption, lack of civic education and the lack of citizen participation in decision making. The study also found out that opportunities exist in the regional and international partnerships that the country has, availability and existence of skilled/educated resources, fertile soil and availability of infrastructure to support implementation of the NDS/Vision 2022. The study recommend that civic education should be conducted to allow the people to fully understand and appreciate the NDS/Vision 2022 and that they should be involved in all development endeavours as well as associate freely to discuss their development. Another recommendation was that the distribution and allocation of the budget should be fair and concentrate on important aspects and areas.
Open Access
Democratic capabilities research: an undergraduate experience to advance socially just higher education in South Africa
(University of the Free State, 18-Aug) Martinez-Vargas, Carmen; Walker, Melanie; Nkhoma, Nelson; Wilson-Strydom, Merridy
Universities are complex institutions that need to be in constant questioning and iteration to improve and serve the larger society. Nevertheless, the latest protests in the South African higher education institutions are a sign of challenging times. Protests have recognised the perpetuation of inequalities and the need to decolonise institutions. Furthermore, this debate has been ongoing within academia for decades, looking for ways to confront the colonial issues, especially in the area of knowledge production, investigating how knowledge is produced and distributed within the dominant system. Many of these concerns are related to European-Western domination over other ways of producing knowledge, jeopardising the wide range of knowledge systems in the world. This highlights the substantial importance of scrutinising how we create knowledge as scholars and how we can advance towards social justice by overcoming these persistent challenges, especially within higher education institutions in the Global South. Participatory methods, methodologies, and research processes are part of this internal intellectual project within higher education institutions trying to challenge the persistence of colonial issues. This field has developed into a fruitful and legitimate research area awash with a diversity of theoretical and practical insights, not only related to decolonisation and knowledge democratisation, but also focusing on action and participation. Nevertheless, the result has been a very diverse field that pervasively embraces various theoretical and practical perspectives, often contradictory, leading to theoretical and practical inconsistencies, incongruences and contradictions. To take up this challenge, the Capabilities Approach proposes a theoretical space to reflect and reconsider epistemological, methodological and operational issues, providing a solid people- centred theoretical frame. Moreover, participatory methods, methodologies, and research processes, have been drawing on capabilities lenses in multiple development and educational interventions. Nonetheless, this capabilities research area is still under-researched and is far from having reached its full potential. Scholars within the capabilities sphere have not yet achieved a consensual proposal such as a participatory capabilities-based research. Thus, the research questions that guided this study are: How can a participatory capabilities-based research project be conceptualised and implemented in the light of the CA and participatory approaches towards socially just higher education, given the academic gap between both fields and incongruences within participatory approaches? Which opportunities, challenges and lessons with regard to social justice and capabilities expansion emerge from a participatory capabilities-based case study with undergraduate students in South Africa towards socially-just higher education? Which capabilities do these undergraduate students have reason to value and why? Which of these capabilities are being expanded through the involvement in a participatory capabilities-based case study experience? This project innovatively conceptualises and applies this participatory capabilities-based research as ‘Democratic Capabilities Research’ (DCR). It outlines DCR as a reflexive and pedagogical space to advance more just practices, especially in the context of hierarchical knowledge practices in universities in the South, and the marginalisation of youth voices in knowledge production. The ambition is to both generate democratic and inclusive knowledge creation and advance social justice, through the theorisation and empirical exploration of a DCR case study in South Africa. Therefore, the methodology used for this research is a case study of a DCR participatory research project. This case study not only investigates the application of a DCR project but also its production throughout the project as a research outcome. The case study was developed and implemented at a previously historically advantaged Afrikaans-speaking research and teaching university in South Africa. A group of twelve volunteer undergraduate students worked as co- researchers with the doctoral research fellow over one academic year. In the process, they challenged persistent institutional hierarchies and their marginal position in university structures of knowledge production. Multiple data sources were collected over the year (2017), including individual interviews at three different stages of the DCR project, personal journals produced by each of the co-researchers and the researcher, and participant observation over the nine DCR workshops. In undertaking the case study, the project also confronted the dilemma around legitimate knowledge and legitimate forms of knowledge production. Thus, the study had to deal with the tensions of non-ideal research settings, and between producing a doctoral study and the actual practices of DCR, and how these ‘legs’ of the research both go together, yet are separate. The study shows that a participatory capabilities-based conceptualisation of a participatory research can challenge and resolve some of the actual limitations within the broad family of participatory approaches. Thus, the study presents five foundational principles for DCR to guide participatory practices. Furthermore, the study reveals that capabilities are rich sources of information to design and evaluate participatory projects such as DCR. However, the capabilities chosen to guide us should be valued capabilities by the participants and not generic capabilities lists, such as Nussbaum’s central capabilities. The findings show that valued capabilities are dynamic, latent and contextual and therefore we have good reasons to explore these specificities in order to orient our DCR participatory practice in the direction of the lives the participants have reasons to value. Additionally, the findings highlight the impact of using individual valued capabilities as evaluative frames. Presenting two student cases from among the twelve participants, the data shows that getting to know the participants before our participatory practices, understanding the way they enjoy their capabilities before the project commences, can enhance the way we assess our DCR practice by exploring functionings among their valued capabilities. In this way, the evaluative space is expanded and avoids previous paternalist frames directing our practices towards the lives the participants want to lead. Moreover, as DCR goes beyond capabilities expansion and achievement, the theorisation of DCR is presented and revised after the empirical data has been analysed in order to review the five initial principles guiding us in our capabilities-based participatory practice. The significance of this study is based on an unexplored research area linking capabilities with participatory research practices. Furthermore, the study intentionally uses an open-ended perspective of the CA that highlights its potential as a grassroots approach to provide an original and locally related research alternative in the form of DCR, towards a more just, decolonial and democratic way of knowledge creation within Global South higher education institutions.
Open Access
The effects of mine downscaling (and closure) on the socio-economic development of mining communities: the case of Oranjemund
(University of the Free State, 18-Dec) Ndeleki, Christerline N.; Van Rooyen, Deidre
The research investigates the socio-economic effects, associated with mine downscaling (closure) and understanding community perceptions, risks and opportunities in Oranjemund. Oranjemund is a mining town under transformation, since the mining operations are downscaling and projected to cease operations in 2022. A qualitative research was used by administering open-ended questionnaires and face-to-face interaction with officials from the local mine leadership, local authority, business and local community, mine union, a consultant and non-governmental organisations, in order to collect the required data. Using both purposive and snowball sampling, the first point of contact was the Constituency Office, where a list of names was obtained and participants were purposefully selected to take part in the research. Focus group discussions and individual in-depth interviews were the method of data collection. The interviews used guides, which set out the themes according to the study objectives. Secondary information was obtained by reviewing documented literature, government reports and website articles. The negative consequences of mine closure on the socio-economic aspects of a community include reduced quality of living standards, upsurge in out-migration, emergence of crime, poor and inadequate infrastructure, loss of employment and income, less employment opportunities in the area and reduction in buying power. The positive effects of mine downscaling include accelerated focus in local economic initiatives for economic diversification and potential assessment studies. The findings suggested that the key characteristics that render local economic development by mining operations ‘insufficient’, is the lack of community involvement in development. The study findings further suggested that transformation of a mining-led economy requires the involvement of stakeholders including community, local government and the private sector to create a sustainable economy post mine closure. The study found that mining operations somewhat contribute to local economic development. It also showed that mining communities are at the receiving end of negative effects imposed by mine downscaling and closure. The study also shows that communities do not perceive mine downscaling and closure positively, as they feel that their livelihoods are threatened. The recommendations emphasised strong investment in social infrastructure and participation of communities in development. Lastly, the crucial role of comprehensive legal framework on mine closure was highlighted for the mining industry.
Open Access
Multi-dimensional student poverty at a South African university: a capabilities approach
(University of the Free State, 18-Nov) Ruswa, Anesu Sam; Wilson-Strydom, Merridy; Walker, Melanie; Igene-Agbedahin, Adesuwa Vanessa
The thesis contributes to work in the conceptualisation and measurement of multidimensional student poverty in South Africa through exploring and measuring multidimensional student poverty at one South African university. Although a number of studies have examined student poverty in South Africa, very few have done so using a multidimensional theoretical approach backed by a socially just and reflexive methodology. The study weighed the merits of various approaches to multidimensional poverty and advocates for the human development approach, operationalised through the capabilities approach, as the most socially just theoretical lens through which student poverty can be conceptualised and measured. One of the main objectives of the study is to design a multidimensional student poverty index based on the understandings and experiences of students at a South African university. To that end, the study adopted and adapted the Alkire-Foster methodology, augmented with the Individual Deprivation Measure, thereby making a methodological contribution through the designing and implementation of a hybrid method. An exploratory sequential mixed methods inquiry was used in the data collection, data analysis and results theorisation phases of the research. Qualitative data was collected through iterative in-depth key informant interviews (three informants interviewed twice each) and four independent rounds of guided focus groups comprising thirty-two students (eight students in each of the three initial groups, and eight in the final follow-up focus group). Participatory methods were employed to determine dimensions of student poverty. Five broad dimensions and twenty- five indicators of student deprivations were identified from the data. The dimensions of deprivations identified are basic needs, learning resources, living arrangements, participation and psychological wellbeing. The qualitative data was analysed using Nvivo software and the results informed the design of the survey questionnaire, which was administered online and by means of hard copies at a South African university using Evasys, which is an electronic survey management platform. Two thousand three hundred and six (2306) students completed the survey. STATA, R, MS-VBA, and SPSS statistical software was used to analyse the quantitative data. Over and above the results showing the incidence and intensity of student poverty, an aggregate as well as sub- group decomposed multidimensional student poverty index and indices were presented. Multiple statistical and robustness tests were also carried out to test the validity of the index. The study shows that about 18% of the all students at the case study university are multidimensionally poor. More so, male students, students on the government-funded National Students Financial Aid Scheme (NSFAS), and off-campus students have the highest incidences of multidimensional poverty. The mixed methods and hybrid methodology advanced in this study offers more value than purely qualitative or quantitative techniques as it captures both the depth and breadth of student poverty. Beyond making a contribution to how multidimensional student poverty can be measured, the study makes a significant contribution to how student poverty is conceptualised and understood in general, thereby giving policy makers a different frame through which to find normative solutions to the challenge of student poverty.
Open Access
Large-scale land acquisitions and their impacts on the livelihoods of displaced communities: a case study of the Lusaka South Multi-Facility Economic Zone community
(University of the Free State, 19-Feb) Chinyemba, Bridget Ngambo; Marais, Mark
Large-scale land acquisitions (LSLAs) are on the rise in Zambia and throughout the Sub-Saharan region. LSLAs provide economic benefits to host countries and contribute to the reduction in rural poverty. A study was conducted to enhance the understanding of the impacts of LSLAs on communities, focusing specifically on a case study regarding the Lusaka South Multi-Facility Economic Zone (MFEZ) in Zambia. The main research problem is that, although LSLAs come with positive benefits, these acquisitions have been known to have negative impacts on the livelihoods of communities that are dispossessed of their land to accommodate the LSLAs. A household survey was conducted using a simple random selective sampling technique to select 109 respondents from Lusaka South MFEZ. Two focus group discussions and 15 key informant interviews were also held with relevant stakeholders. The data was collected through personal interviews using semi- structured questionnaires and analysed using Microsoft Excel and Statistical Package for Social Sciences (SPSS). The study found that the sample community was displaced by the Lusaka South MFEZ project, and were resettled in the Mphande Forest of Kafue District. The displaced community faces significant negative impacts on social and economic aspects, including reduced agricultural land, food insecurity, family disintegration, and reduced household incomes, among other things. The conclusion is that LSLAs will continue to take place in Zambia, and principles guiding compensation and resettlement must therefore be implemented and monitored so that the LSLAs benefit all parties, including community members. The main recommendation is that government or investors must put compensation and resettlement packages into place that benefit the affected community, as well as other supportive mechanisms for the communities to experience lesser negative impacts of LSLAs.
Open Access
The South African Women Entrepreneurship Network (SAWEN) programme in the Free State: a capability approach
(University of the Free State, 19-Feb) Molefe, P. G.; Mkwananzi, Faith
This study evaluates the capacity of SAWEN in empowering women entrepreneurs in the Free State. The study adopted the human development informed capability approach to determine the capabilities, functionings and aspirations of women entrepreneurs within this programme. The focus was on identifying the effectiveness of SAWEN in empowering women entrepreneurs in the Free State. For this purpose, the study identified opportunities and challenges within this programme and its impact on developing women entrepreneurs towards empowerment. The study followed a qualitative approach as a method of research, and data were collected from seven former SAWEN members in Bloemfontein, Welkom and Trompsburg in the Free State. Semi-structured interviews were conducted to collect data, and data were analysed using thematic analysis. Lastly, findings and recommendations to influence areas of future research are suggested.
Open Access
The unintended consequences and spatial implications of mining downscaling in South Africa - a case of mining in Merafong City local municipality
(University of the Free State, 19-Feb) De Lange, Anri; Marais, Lochner
Abstract not available
Open Access
Livelihood challenges in a rural growth point: the case of Ondobe, Namibia
(University of the Free State, 19-Feb) Namabanda, E. M.
Widespread poverty and high levels of inequality are among the biggest challenges facing developing countries. This has led to the migration of numerous people from rural areas to urban centres in a search for better survival opportunities. A number of individuals settle in proximate urbanising areas, where they are susceptible to poverty traps as a result of high demand for services and infrastructure. Government and other development partners persistently support initiatives to uplift the poor and most vulnerable out of poverty through the implementation of programmes and projects. The strategies developed under the auspices of the economic progression pillar of the fifth National Development Plan (NDP 5), which aims to achieve growth that is inclusive, sustainable and equitable, include the identification and advancement of growth points, development centres and sub-centres. This research explores livelihood challenges in the rural growth point of Ondobe, Namibia, as well as the availability of livelihood capitals that may need to be strengthened. A survey of 50 participants including 10 key informants was carried out with a 100% response rate. A deep understanding of the underlying issues facing urbanising areas is crucial for evidence-based planning and the effective implementation of responsive measures. The study found that most people in Ondobe are employed in the informal sector, with activities ranging from artisan work to subsistence farming and trading, with a few people being employed in the public sector. It was also observed that the area has been developing over the years, although not at the desired level given that the lives of a considerable segment of the population have not improved. An element of informality in terms of how the area is developing as well as a lack of adequate infrastructure and services is a hindrance to the creation of sustainable livelihoods. This study concluded that the impediments to sustainable livelihoods are unique to various settlement areas, therefore a consideration of customised responses to each community's needs, especially in rapidly growing areas, is crucial for effective implementation and inclusive development. Relevant stakeholders can build further on these findings with a comprehensive study that will provide guidance in devising responsive policies and strategies.
Open Access
Communication mechanisms and community participation in the planning and implementation of community development projects: a case study of a girls' education project in Malawi
(University of the Free State, 19-Jan) Pemba, Phillip Robert; Magaiza, Grey
Top-down development approaches seldom yield sustainable development. Development programmes, projects and processes ought to embrace effective community participation to be inclusive and sustainable. This has resulted in an endless search for effective approaches to achieve active local people’s participation in development among researchers and practitioners, leading to emergence of many paradigms such as the people-centred development paradigm. Globally, the practice of people-centred development has not fully yielded the desired impact as many local communities still experience socio-economic deprivations and exclusions. One reason for this is lack of active participation of local people in their own development. While many factors affect people’s participation in development, poor communication has emerged as one cause of passive community participation in development. Thus, having effective communication mechanisms in community development projects helps to engender active community participation in the projects and achieve the 2030 Agenda for Sustainable Development, which aims to realise inclusive development that leaves no one behind. Therefore, this study set out to explore communication pathways and community participation in community development projects, with a specific focus on why communication mechanisms across community participation structures in community development projects fail to galvanise genuine popular participation in the projects. The study analysed communication mechanisms in a project within a girls’ education programme, called the Joint Programme on Girls Education in Malawi, one of the poorest countries in Africa and in the world. The analysis was done at three sites in three districts where the programme is implemented. Data for this research derived from a case study of the girls’ education project in Malawi. The study investigated the project in the context of the District Development Planning System (DDPS), which the Malawi government established in 1998 to promote active local participation in the planning and implementation of development projects across the country. Generally, the research noted that, while structures for community participation may be in place in projects, people’s use of the structures to actualise their participation largely depends on how communication pathways function across the structures. Communication mechanisms ought to embrace the elements, principles and practices of development communication to succeed at mobilising active community participation in community development projects.
Open Access
Smallholder agriculture and food security in the City of Tshwane Municipality
(University of the Free State, 19-Jan) Ramanyimi, N. D.; Marais, M. T.
The study aims to investigates the role of smallholder agriculture contributing to food security system using resources within the area of City of Tshwane Metro municipality with special focus on the rights to agriculture resources and its value chain (markets/prices), rights to food security by assessing access food availability, food accessibility, food utilisation (meeting nutritional requirements), and food stability sustainability. The study applied a descriptive research using a mixed model approach of both qualitative and quantitative research study. A purposive sampling method was used to identify 61 smallholder agriculture farmers from a population of 412 farmers and five officials participated in the study. The main findings of the research indicate that there is a positive significant relationship between smallholder agriculture and food security as food produced is sufficient to satisfy food access to the household. The smallholder has powers to land but does not use it optimally. Further violations of rights to markets persist, especially formal markets with regard to food prices. The study concludes that the relationship has the potential to contribute to the country‟s challenges of poverty and employment and it is therefore recommended that it should be considered by giving it necessary recognition it deserves. Where necessary the relationship needs to be natured by providing good environment for it to excel e.g. establishment of small-scale financial credit facilities.
Open Access
The role of smallholder farmers' cooperatives in rural development: a case of Umgungundlovu District Municipality, Kwazulu-Natal
(University of the Free State, 19-Jan) Malomane, Mmemogolo Aaron; Marais, Mark
This study investigates the contribution of smallholder farmers’ cooperatives in improving the socio-economic conditions of rural communities, focusing on uMgungundlovu District, KwaZulu-Natal Province. A qualitative research design, using interviews as an instrument to collect data, was utilised. The purposive sampling technique was used to select a sample of smallholder farmers’ cooperatives as participants to participate in the study. The cooperatives were selected based on their potential and prospects to significantly contribute to rural development. The study indicates that smallholder farmers’ cooperatives play a role in enhancing the livelihoods of rural communities, with many members dependent on the income generated from cooperatives. These cooperatives play a role in job creation, poverty reduction, access to markets, economic empowerment, human capital development, the improvement of the creditworthiness of members, and the creation of networking platforms. Furthermore, they are active in improving the lives of the less fortunate in the District through the donation of surplus food to orphanages, the elderly, vulnerable households, as well as funerals. As in other developing countries, poverty eradication, job creation, and improving the lives of rural communities emerged as key reasons for smallholder farmers to establish cooperatives in the District. Other reasons included contributing to economic development and skills development, access to finance, as well as training and capacity development. Despite evidence of the sampled cooperatives sustaining the livelihoods of rural communities, various challenges confront them. These include high illiteracy rates, the inability to access finance and formal markets, inadequate extension support, and the lack of transport. Among others, the study recommends clustering cooperatives following the commodity approach model to address some of the challenges they face. There is a need to expand extension support and the provision of appropriate production and marketing infrastructure to ensure the adherence to and adoption of good agricultural practices. In addition, government should drive public-private partnerships and involve smallholder farmers’ cooperatives as key partners in rural development initiatives. Lastly, it is recommended that smallholder farmers’ cooperatives in the District explore the possibility of establishing a Cooperative Financial Institution (CFI) and eventually a cooperative bank, owned by all smallholder farmers in the District, to address the challenge of access to finance. It is hoped that this study will be of value to policy-makers, cooperatives, rural communities, and academia.
Open Access
From welfare to community development - the role of local congregations as agents of development in the Mangaung metropolitan area
(University of the Free State, 19-Jan) Bezuidenhout, Lynette; Ellis, Willem
Local Christian churches have been identified as development partners needed to address the challenges of poverty and inequality in South Africa. Leaders of local congregations influence the manner in which these congregations become involved in their respective communities. This research indicates a need for the churches in Mangaung to foster an understanding of people-centred, participatory development in leaders and members, and address the legacy of apartheid to move away from the charity mind-set that determines its current involvement in surrounding communities.