Biodiversity conservation and rural livelihoods across four nature reserves in the Eastern Cape Province, South Africa: Striving towards a balance between livelihoods and conservation
- Authors: Angwenyi, Daniel
- Date: 2020
- Subjects: National parks and reserves -- South Africa -- Eastern Cape , Nature conservation -- South Africa -- Eastern Cape , Biodiversity conservation -- South Africa -- Eastern Cape , Rural population -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/138551 , vital:37649
- Description: The realisation that biodiversity is being lost at alarming rates, and that intact ecosystems are essential for ecological functioning and sustenance of human life, has led to biodiversity taking centre stage in national and international agencies’ environmental talks agendas. Protected areas are viable option to stem biodiversity loss. However, the establishment of protected areas might have negative impacts on communities living adjacent to them, leading to poor relations and frequent conflicts between these communities and the managers of protected areas. The Eastern Cape Province has twenty-one nature reserves and three national parks. Since the province is rural, the assumption was likelihood that households in the province depended on natural resources, specifically non-timber forest products for their day-to-day needs. Therefore, it was hypothesised that conserving natural resources, was likely to negatively impact on the livelihoods of most households adjacent to these areas, which in turn would influence their perceptions towards these resources and eventually the effectiveness of conservation efforts. This study aimed at examining the relationship between biodiversity conservation and rural livelihoods in the Eastern Cape Province, South Africa, focusing on four nature reserves – Tsolwana, Hluleka, Mkambati and Great Fish River. The objectives of the study were to: I I. Compare the vegetation productivity inside and outside, as well as land cover change in four nature reserves, as an indicator of conservation effectiveness. II II. Evaluate the relationship between biodiversity conservation and livelihoods in four nature reserves. III III. Evaluate how people’s expectations of nature reserves and perceptions towards nature reserve influence their support of conservation activities. Four hundred semi-structured questionnaires were administered to household heads of communities living at various distances from the four nature reserves, using a gradient design (based on distance). The motive of using distance was to assess whether livelihood status varied with distance from the nature reserves, since data on livelihood before the reserves’ establishment could not be obtained. Through a questionnaire survey, data on demographic information, livelihood assets, livelihood activities, livelihood strategies, livelihood trends, and impacts of the reserves on local communities were gathered. Focus group interviews were also conducted to complement the household surveys. A chi-square test was used to test if there was a relationship between distance from the reserves’ boundaries and local communities’ state of livelihoods. NVivo was used to analyse qualitative data Themes substantiated using literature. The study finds that the reserves did not have any impact on livelihood assets because most households in the study area did not directly depend on the resources found in the reserves. These households depended mostly on government grants and remittances from relatives working in other areas in the country. The reserves, however, supplied some goods and services to local communities, including meat, jobs, water, building materials, security from wild animals, education, skills development, and recreation. There were also a number of negative impacts associated with the reserves including resource use restrictions, harassment by reserves management, killing of domestic animals, and attacks on humans by wild animals escaping from the reserve. The majority (60%) of locals had substantive knowledge of the reserves’ role because of this awareness, 79% were supportive of reserves. However, there were mixed views by locals on the best way to manage these reserves. The most dominant view was that natural resources should be preserved for future generations, while meeting the current generation’s livelihood needs. Other lesser views included that the reserves’ management should involve locals in the management structures, either as active members or through consultation. Similarly, there were people feeling that the reserve is an obstacle to their livelihoods and should be closed and the land returned to the rightful owners. The vegetation productivity was better inside as compared to the outside the reserves. This activity also improved in the sixteen (16) years under assessment. This imply that the ecological functionality of the reserves is better than the surrounding areas and is improving with time. The research recommended that local communities could be an asset in conservation since most of them were in favour of the reserves. This, however, will need reserve managers to form workable partnerships with these communities, where the rights and responsibilities for both parties are defined. Besides these partnerships, lease agreements between local communities and reserves management to enhance benefits to the communities could encourage local communities to take pride in the natural resources within the reserves. This will ultimately becoming stewards to these resources. Development of tourism infrastructure such as curio shops and convenience stores to enhance livelihood opportunities could also help. For the local communities to be well represented it is important that the committees representing them in the various reserve matters be expanded and democratically elected. Where necessary, community awareness programmes on the importance of the reserves and the roles of local communities should be implemented.
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- Date Issued: 2020
Analysis of a foundational biomedical curriculum: exploring cumulative knowledge-building in the rehabilitative health professions
- Authors: De Bie, Gabrielle
- Date: 2017
- Subjects: Medical education -- Curricula , Human anatomy -- Study and teaching -- Curricula , Physiology -- Study and teaching -- Curricula , Occupational therapy -- Study and teaching -- Curricula , Physical therapy -- Study and teaching -- Curricula , Medical rehabilitation -- Study and teaching -- Curricula , Knowledge, Theory of
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/18617 , vital:22361
- Description: This study was motivated by the researcher's experience that students in the rehabilitative health professional programmes were finding it difficult to access fundamental knowledge upon which their professional practices and clinical contexts are based. An important focus of the research was the extent to which cumulative knowledge-building was impacted after the foundational biomedical curriculum became an interdisciplinary programme. The study explored whether the organisation of the interdisciplinary foundational curriculum served the fundamental needs of the professions, and whether, as a matter of social justice, students' access to powerful knowledge was enabled by the form that the fundamental curriculum assumed. This curriculum study at a particular Faculty of Health Sciences foregrounds the structuring, organisation and differentiation of disciplinary knowledge, and reflects a twenty year period that included not only transitions in professional education but also extensive transformation in, and a different approach to, health delivery. At the institution, physiology and anatomy, the biomedical sciences basic to the health professions, underwent disciplinary merging and subsequent altered positioning in curricula. Medicine opted for a problem-based learning approach whereas the rehabilitation health sciences did not. Legitimation Code Theory (LCT) provided the means for analysis of the extent to which interdisciplinary organisation in the foundational curriculum for Physiotherapy and Occupational Therapy enabled integrative, cumulative building of knowledge for professional and clinical contexts. Specialisation and Semantics dimensions of Legitimation Code Theory were used to reveal the principles underpinning practices, contexts and dispositions of Anatomy and Physiology at the Faculty of Health Sciences over a twenty year period post democratisation in South Africa (1994 - 2013). Disciplinary positioning in curriculum prior- and post-merger, were compared and contrasted. LCT were used to characterise the distinctiveness of Physiotherapy and Occupational Therapy at the university including the kind of knowledge and the kind of knower that specialises the different professions, and what is valorised and legitimated for each kind of professional. Semantic gravity was used to explore the expected knowledge recontextualisations in diverse and complex clinical settings for each of the professions. Registered professionals who are clinical educators as well as curriculum designers for clinical studies were interviewed. Profession-specific course outlines were further data sources. The biomedical disciplines Anatomy and Physiology were characterised for their measures of distinction and their respective knowledge-knower structures. Analysis traced each discipline from its strongly classified form in autonomous curricula when there were separate learner-cohorts for physiotherapists and occupational therapists, to post-merger when the disciplines were framed as human biology in an integrated foundational curriculum for a joint cohort of students. Curricular documents for the twenty year period were analysed quantitatively and qualitatively to establish the positioning of Physiology and Anatomy before and after the disciplines merged to a single course of Human Biology. Teaching staff were interviewed for their understanding of what specialises the physiological and anatomical components of the Human Biology curriculum, what they considered as powerful knowledge for the professions, and who they envisaged as the ideal student-knower exiting the basic sciences platform to enter more advanced clinical studies. The degree of context-dependence for meaning-making in the different disciplinary domains and the condensation of meanings inherent in the respective practices and contexts, were analysed. The thesis argues that following the merger Anatomy is preferentially legitimated as powerful knowledge at the expense of Physiology; that the ideal of disciplinary integration is not reached, and that the segmental organisation and structuring of the curriculum negatively impacted on cumulative knowledge-building and application of professional knowledge in the clinical arena. After the merger the disciplines lost their shape, and in particular the hierarchical knowledge structure of Physiology collapsed. By not having access to the necessary disciplinary knowledge structures and their associated practices, students' ability for scaffolding and integrating knowledge into the clinical arena was constrained. The organisation of the current Human Biology curriculum does not facilitate cumulative learning, and in so doing may not contribute to the envisaged graduate professional who is required to practice within a complex and demanding healthcare work environment. The significance of this study conveys that interdisciplinary programmes should be carefully considered, and there is an added imperative in the health professions which ultimately realise treatment of patients. If, aside from interdisciplinary teaching, there are also merged cohorts of participant students, then a sound understanding of the epistemic requirements of each profession is required. Those involved in curriculum development in various fields need to take these recommendations into account to enable cumulative learning and enable epistemological access to powerful knowledge for an increasingly diverse student body.
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- Date Issued: 2017