A housing affordability and tenure of choice quantum deliverable model in South Africa
- Authors: Kabundu, Emmanuel Kizito
- Date: 2020
- Subjects: Housing -- Prices -- South Africa Housing -- Economic aspects -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/49606 , vital:41740
- Description: The aim of this research was to develop a model that practically determines the tenure of choice and affordability of households in South Africa, which will thus help towards informed decision making by analysts and housing officials. Presently, there is no clear systematic means (except for simplistic ratios) of determining the degree of the effect of changes in the housing market (such as implemented policies) on the tenure of choice and affordability decisions of households. The research set out to improve upon the usage of ratios by basing its analysis on the theoretical underpinnings of both user costs of occupancy and an assumption of endogeneity between tenure of choice and affordability. The research used the general household survey data from Statistics South Africa for the analysis and validation. Generalized joint binary regression (on assumption of endogeneity between tenure of choice and affordability) was used as a check against the user costs of occupancy modelling. An independent market analysis carried out showed that South Africa has consistently faced increasing problems of acute housing shortages and housing affordability. Never the less, apart from subsidy programs, the option to promote renting, coupled with use of innovative building technologies showed promise of significantly alleviating these problems. More living space is especially more vital than ever, amid the current crisis of COVID-19 pademic. Statistical tests indicated strong evidence suggesting that the developed user costs of occupancy model (dynamic tenure model) is reliable at correctly recovering the tenure statuses of the households, with its recovery rates being better than those of the regression model. Both models provided useful unique, but different insights into the housing market and also correctly predicted the behavioural patterns of South African housing markets, such as significantly worsening affordability, and a market that is biased towards home ownership. The analysis also showed that affordability and tenure of choice were significantly affected by locational factors, household characteristics (such as race and age of household head), and most significantly, the age of the household head (which is a proxy to household income). The research successfully met its goal of model building but also recognized the need to merge these two models (dynamic tenure model and the regression model) into one model for more comprehensive housing related analysis. The research also recognized a need to fully operationalize the optimization, Monte Carlo and parallelization modules in order to improve the practical usefulness and effectiveness of the model. The significance of the study is that it it underpins the basis for proper tenure and affordability analysis, by assuming endogeneity between the two (2), and provides a modelling framework based on these criteria, that are useful for meaningful housing market analysis.
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- Date Issued: 2020
An examination of practices and experiences of teacher educators in the supervision of a national early childhood home based programme
- Authors: Annatolia, Misi
- Date: 2020
- Subjects: Early childhood education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/49362 , vital:41695
- Description: Zimbabwean teacher educators are, by the nature of their job description, required to supervise student teachers doing teaching practicum for the 0-3 home based programme. However, analysis of supervision reports of the home based programme indicates some inconsistencies in comments made by different supervisors, whereby the descriptors and supervision overall scores do not tally. It seems the supervision of the home based teacher education programme is not being implemented as expected. Hence, the purpose of this qualitative case study was to examine practices and experiences of teacher educators in the supervision of a National Early Childhood Development Home Based Teacher Education Programme (NECDHBTEP). The objective of the study was to address the key question: ‘What are the practices and experiences of teacher educators in the supervision of a NECDHBTEP. In addressing the question, the researcher used supervision as a conceptual framework. The theoretical framework which informed the study was Contextual Supervision (CS) which has its philosophical foundations in constructivism, beneficence and justice. Purposive sampling was employed in the study where two primary teachers’ colleges were selected. From each college, ten teacher educators were selected for semi-structured interviews, two focus group discussions and document analysis on teacher educators’ supervision reports. Triangulation of the data was done so as to enhance its trustworthiness. Three major themes emerged from the study, namely, the influence of home context, experience of supervisors on NECDHBTEP and supervision approaches. The study discovered that the home context, to some extent, influences supervision of the NECDHBTEP. The study also established that teacher educators face multiple challenges when supervising student teachers on the ECD home based programme. The researcher made some recommendations from the findings. One of the recommendations was for colleges to develop a specific supervision instrument for the home based ECD supervision (0-3 years category). Furthermore, there is need for Zimbabwean primary teachers’ colleges to engage in rigorous in-service training for lecturers who are not knowledgeable about the NECDHBTEP.
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- Date Issued: 2020
Girls here and boys there : participatory visual methodology as pedagogy to facilitate gender sensitive practices with pre-service foundation phase teachers
- Authors: Notshulwana, Robin Anne
- Date: 2020
- Subjects: Gender identity -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/49385 , vital:41700
- Description: This study explores how participatory visual methodology (PVM) might facilitate a deeper understanding of gender sensitive practices (GSP) in Foundation Phase (FP) pre-service teachers. Foundation Phase classrooms are not impervious to unequal gender practices and despite policies that promote gender equitable practices in schools and in society in general, most South African schools still engage in gendered practices that perpetuate inequality and gender based violence (GBV). While the topic of gender currently features in a South African university FP curriculum with the intention of promoting social justice, the pedagogy used to enable pre-service FP teachers to understand how gender works in schools seems to do nothing more than describe the problem and give cursory suggestions for creating gender equitable practices. Teachers are often unaware of how their own gendered identity influences their facilitation of the curriculum in a gendered way. This is important in South Africa, where gender inequality remains a problem and GBV is rife. This study adopted a qualitative approach and is located within the critical paradigm applying the principles of PVM. It drew on feminist poststructuralism and feminist pedagogy as theoretical lenses to frame the study and to make meaning of the data. Participants in the study were five female pre-service FP teachers who were purposively selected. Data were generated through the visual methods of family photo album, drawing and participatory video, which were first analysed using participatory analysis, and then using thematic analysis. The main purpose of the research was to explore how PVM can facilitate a deeper awareness of GSP in pre-service FP teachers. The secondary aim was to explore their understandings of gender and GSP and how these understandings might facilitate or inhibit GSP among pre-service FP teachers. The pre-service FP teachers’ understandings of gender were elicited using the self as an entry point to explore their own gendered identities which demonstrated their somewhat narrow understanding of how gender is reified in society through mechanisms such as dress and particular performances. They further understood that their own gendered selves can shift and change with time and context. Their understanding of gender further informed their understanding of GSP. The pre-service FP teachers understood GSP as going beyond interchanging roles of girls and boys and that it meant constantly engaging with their own understandings of gender; to review their constructions of FP learners, to see pedagogical moments to teach gender sensitivity, and to recognise that GSP extends beyond the classroom. Finally, the pre-service FP teachers articulated the circumstances that might enable or inhibit their GSP in their classrooms. They recognised how the powerful constructions of gender in a society influence their work, and how, in turn their work might influence society. This translated into them understanding how the ethos of the school might mirror and sustain the hegemonic discourse of society and at the same time how they might begin to question and disrupt the discourse sustained in school. The teacher education programme, with a vested interest in gender equality, is an important mechanism to begin disrupting hegemonic discourses perpetuated in schools. The findings suggest that through its potential for reflexivity and criticality, PVM enabled the pre-service FP teachers to see how their constructions of gender influence their own practices in schools. The findings have implications for FP teacher education programmes in the South African context. Faculties of education could revisit their curriculum to ensure that gender is infused throughout the curriculum, but more importantly, could consider ‘starting with the self’ (Kirk, 2009) as an impetus to learn about how gender is reified in society and in schools. In doing so, faculties of education could also consider tools of analysis such as a feminist poststructural theory to enable the pre-service FP teachers to deepen their understandings but also support the potential to articulate and make meaning of their experiences. Teacher educators could revisit their curriculum content to determine whether the content might perpetuate a narrow view of learning and learners especially with regards to gender and considering pedagogical choices that develop pre-service teachers’ ability to cultivate classroom environments that promote gender equality. Starting with the self is an entry point for pre-service FP teachers to examine their own understanding of gender and see how this might enable GSP in their professional work. PVM, aligned with a feminist pedagogy and feminist poststructuralism, facilitated such a process.
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- Date Issued: 2020
Towards a community-based model for Agricultural development in Uganda : a case study of Kumi and Gomba districts
- Authors: Kiggundu, Joseph
- Date: 2020
- Subjects: Agricultural development projects -- Uganda
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/48654 , vital:41056
- Description: This study intended to design a community-based model for agricultural development in Uganda, using Kumi and Gomba districts as case studies. The surge in attention towards community-based development is attributed to the growing challenges posed by the traditional approaches to community development, dominated by top-down mechanisms during the planning, implementation, management, monitoring, and evaluation phases of community development programmes. Driven by Robert Chambers and Conway’s theoretical perspectives, this study discusses that a community-based model is capable of filling knowledge gaps, not only in scientific research, but also in the community development process of many developing nations, such as Uganda. In this study particularly, a community-based approach has been identified as the better option in aiding and facilitating the current government efforts to transform the agricultural sector from its predominantly subsistence nature to commercial orientation. It has been acknowledged that the Ugandan government and its development partners do realise the significant role agriculture plays in directly or indirectly impacting the social welfare of Ugandans. The agricultural sector has been identified as a major source of livelihood for most rural Ugandans (over 95% depend on it for food, employment and income). Unfortunately, even with such recognition, coupled with many reforms initiated by government and supported by various development partners who have invested huge sums of money into the sector, agricultural productivity and profitability has remained extremely low. Most rural Ugandans still languish in abject poverty, hunger, malnutrition, vulnerability and powerlessness. This study has established that, while the agricultural sector in Uganda suffers from enormous institutional, technological, market, research and land-oriented challenges, if all these factors are kept constant, an effective community-based approach is capable of facilitating effective planning, implementation, management, monitoring, and evaluation of agricultural reforms, for increased agricultural productivity and profitability hence the improved quality of life of Ugandans. A qualitative elicitation interviewing technique involving in-depth discussions with agricultural extension workers, community development officers, representatives from NGOs, local farmers, farmers’ associations, local and religious leaders as well as key persons from the Ministry of Agriculture and other line ministries was conducted. The participants were selected through chain referrals until the level of theoretical saturation. In addition, directed field observations, document analysis and key informant interviews with other respondents selected through theoretical sampling enhanced the robustness of data acquisition methods. Group-based participatory data analysis and reflexive pragmatism also enhanced the rigour and quality of research findings intended to balance the knowledge generated from the recognised scientific audience and the views of the important but unknown “knowledge generators” (the local experts).The key findings indicate that, historically and currently, agriculture has been and is the predominant community development activity at household, community and national levels in Uganda. It is also anticipated that agriculture will remain a major contributor to the national economic development of Uganda even over the next hundred years. The efforts by government and its development partners to transform the sector are therefore justified by the sector’s strategic importance. It has been found out that although the sector faces huge challenges, there are numerous opportunities for the sector to become a driver of Uganda’s socio-economic development. A community-based model has been proposed as a viable option for facilitating faster agricultural development in Uganda, where technocratic developers tend to impose development reforms on local people. With the traditional approaches to planning and implementation, it was thought that local people do not know what they want, they are illiterate and ignorant and therefore incapable of driving government crafted programmes for effective change. From the proposed model, government technocratic development agents should engage local farmers who practically experience poverty, powerlessness, hunger, malnutrition and vulnerability, to jointly craft effective agricultural reforms that are not only life-changing, but also relevant and sustainable within the confines of community needs. Under this approach, the designers, planners, implementers, monitors, and evaluators, whether of government-initiated reforms, or initiatives from other development agencies, should learn to treat local people as subjects of the community development processes, as opposed to the traditional top-down mechanisms which view them as objects to be used and abused. The involvement of local experts during the planning, implementation, and management of development reforms, should cease to be applied as merely routine fulfilment of donor conditionality and requirements. Rather, the participation of local farmers during all phases of community programming should become intentional and consciously aimed at empowering local people to actively participate in the making of decisions critical to their own development.
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- Date Issued: 2020