A review of stakeholder interests and participation in the sustainable use of communal wetlands : the case of the Lake Fundudzi catchment in Limpopo Province, South Africa
KeywordsWetland ecology--South Africa--Limpopo
Wetland management--South Africa--Limpopo
Natural resources--Management--South Africa--Limpopo
Conservation of natural resources--South Africa--Limpopo
Conservation of natural resources--Citizen participation--South Africa--Limpopo
Sustainable development--South Africa--Limpopo
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AbstractMany rural South African people depend on natural resources for their survival. Wetlands provide some of those natural resources. These are presently are under pressure due to high demand, overexploitation and poor land management. The history of South Africa has been characterised by exclusion of local communities in the process of decision-making and general management of natural resources. Participation of all stakeholders is crucial for successful sustainable natural resource management. Various South African departments are engaged in a number of strategies for promoting meaningful participation of local communities. The South African laws promoting protection and sustainable use of natural resources incorporate democratic principles that require high level of participation from resource users, local communities in particular. Most of the participation techniques used are focused on satisfying political mandates and do not respond to the social context of the resource users. The aim of the study was to review the participation of stakeholders in the project of promoting the sustainable use and protection of the Lake Fundudzi catchment. The idea was to probe stakeholder interests more carefully, and to research tensions that arise in the participation process, using qualitative methodologies. Through the use of questionnaires, observations and document analysis stakeholders’ interests were identified to assess their influence in the process of participation of local stakeholders. The review of stakeholders’ participation in the Lake Fundudzi Project showed that stakeholders’ interests are crucial for meaningful local community participation, communication and education influence. They enable meaningful participation and empowerment. A multi-stakeholders approach enables stakeholders to share roles and responsibilities and the participation process offers an opportunity for local stakeholders to participate democratically in the Project. Power relations affect stakeholder participation, capital dependant participatory initiatives are likely to be at risk, participatory processes are likely to promote the empowerment and knowledge exchange amongst stakeholders, the views of local stakeholders are not always considered by outside support organisation and multi-stakeholder participatory approaches enable the initiative/activity/project to achieve its objectives.
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A comparative analysis of four (4) schools in the Limpopo Department of Education (Sekhukhune and Capricorn Districts) in order to understand service delivery.Bozas, Alec.; Malima, Sussan. (2016-05-16)M. Com. University of KwaZulu-Natal, Durban 2014.
An assessment of urban residents' knowledge and appreciation of the intangible benefits of trees in two medium sized towns in South AfricaShackleton, Sheona; Hebinck, Paul; Chinyimba, Abby (Rhodes UniversityFaculty of Science, Environmental Science, 2013)In order to meet the different public needs and requirements of contemporary urban society, a better understanding of public perceptions, appreciation and knowledge of the assorted values derived from urban trees is beneficial for improved urban greening. Thus, this study carried out an assessment of urban residents’ knowledge and appreciation of the benefits of trees and the role they play in enhancing the quality of life in urban systems. The study primarily focused on the intangible benefits (also referred to as cultural and regulating services) of urban trees, because most research to date in South Africa on trees and the benefits derived from them is biased towards the provisioning services of trees in rural areas. The significance and contribution of the intangible benefits of trees in urban systems is often underestimated and not seriously taken into account by urban planners, policy makers and other key decision makers. The study was conducted in three different residential settlement types (formal townships, RDP settlements and informal settlements) in two towns in the Limpopo Province in South Africa, namely Bela-Bela and Tzaneen. Findings revealed that the intangible benefits of trees are seen to play a significant role in improving both residents’ quality of life and the environmental conditions in cities, including the preservation of biodiversity. Findings also showed that urban residents had strong spiritual connections with trees and placed considerable cultural and historical importance on specific tree species and individual trees. Urban residents in both towns had moderate knowledge of the intangible benefits of trees based on the knowledge score that was created for the purposes of this study. Fifty seven percent of the residents had ‘reasonable’ knowledge of some of the intangible benefits of trees, while 43% had low levels of knowledge. That said, the majority of residents demonstrated high appreciation (98%) of the intangible benefits of trees (especially social and cultural values), with few residents not recognising these, suggesting that knowledge does not necessarily lead to appreciation. Age and level of education were found to influence knowledge of the intangible benefits of trees. A large proportion (86%) of residents who possessed tertiary level qualifications had more knowledge of the intangible benefits of trees as compared to residents with no formal education. Findings also revealed that younger respondents (60%) had more knowledge of the intangible benefits of trees. Factors that influenced appreciation of the intangible benefits of trees included links to crime, peoples’ value systems (their pro-environmental and altruistic values) and residential settlement type. Sixty five percent of residents in both towns felt that urban street trees and trees in public spaces attract criminals and promote crime, while 67% of RDP and 96% of informal township residents did not use or appreciate the social and recreational benefits of trees mainly because of the absence or long distances to public parks. A Willingness To Pay (WTP) survey revealed that a high proportion of residents in Bela-Bela (86%) were WTP a small annual fee in order to sustain greening initiatives in their communities compared to the residents in Tzaneen (53%). In terms of the planting and retention of trees, it was found that 300 households in both study towns had planted and retained a total of 1 615 trees in spite of the various factors that negatively influenced planting and retention of trees such as residency time and tenure security. The majority (66%) of informal township residents said tenure security was an important factor to consider when making tree planting decisions, while this was not an issue for formal township and RDP residents. Policy implications and recommendations are presented to help municipalities and urban planners improve and develop effective policies and programmes that will enable implementation of sustainable urban greening programmes
Provision of school libraries in public high schools in the Limpopo province, South AfricaMinishi-Majanja, M.K.; Dube, L.; Mojapelo, Maredi Samuel (2016-01-11)Well-resourced and functional school libraries are important resource centres for teachers and learners, particularly in historically disadvantaged communities where other information services such as public or community libraries and multipurpose centres are few or virtually non-existent. However, only a minority of the schools in South Africa have well-stocked and well-staffed school libraries. In the Limpopo Province, the situation leaves much to be desired because only 2.3 % of the state schools have well-resourced and functional school libraries. Importantly, for the different school library facilities to be functional, an approved school library policy with endorsed school library standards and models is essential. Amazingly, there is no approved and legislated national school library policy in South Africa to support a progressive, constructivist and resource-thirsty curriculum.
The purpose of the study was to investigate provision of school libraries in the Limpopo Province. The purpose of the study was to investigate provision of school libraries in the Limpopo Province. With well-stocked and functional school libraries, teachers and learners can access the library-based resources for curriculum support. The study was limited to public high schools only in both urban and rural communities of the province. The study is based on the constructive teaching and learning theory which emphasises the use of different resources to stimulate progressive and constructivist teaching and learning styles in schools. A multi-case study research design was adopted for data collection. Qualitative and quantitative research approaches were adopted in the study to investigate the focus of the study in-depth and intensively. Data were collected through questionnaires administered to 163 teacher-librarians or principals of the sampled 306 public high schools. The education officials, that is, the senior manager and two chief education specialists were interviewed face-to-face using an interview schedule.
The findings of the study established that more than 33% of the public high schools in the study had a library facility. However, the findings indicated that the majority of the school library facilities were non-functional because the fundamentals of school library development such as a legislated school library policy are not in place. The absence of an overarching library policy leads to, lack of strategic direction, inadequate provision of resources, compromised functionality as well as the poor standing and value of school libraries. The study recommends that the newly launched National Guidelines for School Library and Information Services (2012) be legislated to become school library policy so that school library standards can be implemented in different school library models to enable teachers and learners to have access to library resources to support the constructivist and resource-based curriculum.