An assessment of the impact of animal traction on rural household food security: a case of Damane rural community of Cofimvaba in the Eastern Cape Province of South Africa
- Authors: Manzana, Sihle
- Date: 2014
- Subjects: Animal traction -- South Africa -- Eastern Cape , Farms, Small -- South Africa -- Eastern Cape , Food security -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc Agric (Agricultural Economics)
- Identifier: vital:11208 , http://hdl.handle.net/10353/d1016162 , Animal traction -- South Africa -- Eastern Cape , Farms, Small -- South Africa -- Eastern Cape , Food security -- South Africa -- Eastern Cape
- Description: This dissertation assesses the impact of animal traction on rural household food security. Since rural communities do not have sufficient agricultural capital to purchase improved agricultural technologies for better crop production, and often lack knowledge and skills to apply improved technologies low-cost alternatives must be sought. For these reasons, animal traction has been seen by researchers as an affordable, easy-to-use, sustainable and appropriate operation for crops production in rural areas. Animal traction has been long used and it continues to be used in rural areas to improve food insecurities. But the system confronts a number of constraints that impede the development of its full potential and these should be addressed in order to reap the full benefits of agricultural restructuring in the rural areas. A study was carried out in Damane rural village under Ntsika Yethu Municipality in the Eastern Cape where animal traction is very popular. A total of 80 small-scale farmers were interviewed by means of structured questionnaires to collect data from adopters and non-adopters of animal traction. A wide range of analytical techniques were employed to assess the impact of animal traction on household food production. Descriptive statistics was employed for analyses of demographic, agricultural production process of the surveyed households and challenges encountered by households. Multiple Linear Regression was applied to determine the factors affecting animal traction use and the extent to which they contribute to gross farm production. The results of the multiple linear regressions showed that animal traction played a significant role in the total output of all the crops produced last season. The results of the t- tests showed that animal traction was the most effective technology compared to the simple hand-tools such as fork, fork spade and hoes. The binary logistic regression was employed to test the probability that resource poor households would adopt animal traction technology. It is therefore recommended that government should support animal traction users by providing all the necessary resources for development of animal in rural South Africa.
- Full Text:
- Date Issued: 2014
Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district
- Authors: Gobingca, Zameka
- Date: 2013
- Subjects: Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16189 , http://hdl.handle.net/10353/d1006250 , Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Description: The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.
- Full Text:
- Date Issued: 2013