Learning in a Changing World
- Lotz-Sisitka, Heila, O'Donoghue, Rob, Robottom, Ian
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob , Robottom, Ian
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182679 , vital:43853 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122733 "
- Description: The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history. Southern Africa, where this special edition of the EEASA Journal is being produced to coincide with the 25th anniversary of the existence of the Environmental Education Association of Southern Africa, and the hosting of the 4th World Environmental Education Congress, is one of the areas most vulnerable to the impacts of climate change. More than 70% of the people in southern Africa live in rural areas, and depend directly on natural resources for their livelihood and food security, making environment (and environmental education processes) a central concern in development discussions in the region. Patterns of global inequality are pronounced in the region, which has some of the poorest countries in the world. Out of its 25-year history, EEASA and its members, along with colleagues around the world, continue to seek ways of educating and empowering people to successfully participate in resolving environmental issues and create more sustainable and socially just living patterns. In drawing attention to our constant need to learn how to improve our understandings of environmental education and learning as the world around us changes, the World Environmental Education Congress organising committee chose to profile the question of ‘Learning in a Changing World’, by making this the theme of the Congress.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob , Robottom, Ian
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182679 , vital:43853 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122733 "
- Description: The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history. Southern Africa, where this special edition of the EEASA Journal is being produced to coincide with the 25th anniversary of the existence of the Environmental Education Association of Southern Africa, and the hosting of the 4th World Environmental Education Congress, is one of the areas most vulnerable to the impacts of climate change. More than 70% of the people in southern Africa live in rural areas, and depend directly on natural resources for their livelihood and food security, making environment (and environmental education processes) a central concern in development discussions in the region. Patterns of global inequality are pronounced in the region, which has some of the poorest countries in the world. Out of its 25-year history, EEASA and its members, along with colleagues around the world, continue to seek ways of educating and empowering people to successfully participate in resolving environmental issues and create more sustainable and socially just living patterns. In drawing attention to our constant need to learn how to improve our understandings of environmental education and learning as the world around us changes, the World Environmental Education Congress organising committee chose to profile the question of ‘Learning in a Changing World’, by making this the theme of the Congress.
- Full Text:
- Date Issued: 2007
Exploring the practical adequacy of the normative framework guiding South Africa’s National Curriculum Statement
- Lotz-Sisitka, Heila, Schudel, Ingrid J
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294386 , vital:57217 , xlink:href="https://doi.org/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio‐political and socio‐ecological histories in post‐apartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case‐based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294386 , vital:57217 , xlink:href="https://doi.org/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio‐political and socio‐ecological histories in post‐apartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case‐based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2007
Translation processes in the design of an education for sustainable development innovations course for universities in Africa
- Lotz-Sisitka, Heila, Lupele, Justin, Ogbuigwe, Akpezi
- Authors: Lotz-Sisitka, Heila , Lupele, Justin , Ogbuigwe, Akpezi
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127213 , vital:35978 , https://10.1080/02607470701259440
- Description: This paper traces the translation processes associated with the mobilization of resources and human agency in the development of a United Nations Environment Programme (UNEP) Education for Sustainable Development (ESD) Innovations Course for universities in Africa. University teachers are often neglected in teacher education initiatives. There are few formal professional development opportunities available for university teachers given the traditionally established hierarchy in the higher education sector as university teachers are normally the ones offering professional development to others. The paper explores how a participatory, deliberative translation process has served to provide professional development and professional exchange opportunities for university teachers which are non‐traditional and responsive to diversity, history, context and risk. The emergence of the modern African university is essentially a post‐independence (post‐1960s) phenomenon, with a few earlier African universities being colonially structured, controlled and inspired. Through a short historical overview, we introduce the African university landscape and some of its contemporary contextual and educational challenges. We then describe the process of deliberation that took place amongst university teachers from 23 African countries to initiate and establish the ESD Innovations Course. The paper concludes by arguing for open and participatory approaches in ESD teacher education course design, if we are to support university teachers (including teacher educators) to engage in mainstreaming environment and sustainability questions in higher education. The paper draws on the translation model provided by Latour in his actor network theory to describe and explain the deliberative translation process in the UNEP ESD Innovations Course. In doing this, it illuminates the possibilities of such a deliberative translation process for university teacher education. It also points to limitations encountered in applying this framework to this analysis, opening new vantage points for research of this nature in teacher education.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , Lupele, Justin , Ogbuigwe, Akpezi
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127213 , vital:35978 , https://10.1080/02607470701259440
- Description: This paper traces the translation processes associated with the mobilization of resources and human agency in the development of a United Nations Environment Programme (UNEP) Education for Sustainable Development (ESD) Innovations Course for universities in Africa. University teachers are often neglected in teacher education initiatives. There are few formal professional development opportunities available for university teachers given the traditionally established hierarchy in the higher education sector as university teachers are normally the ones offering professional development to others. The paper explores how a participatory, deliberative translation process has served to provide professional development and professional exchange opportunities for university teachers which are non‐traditional and responsive to diversity, history, context and risk. The emergence of the modern African university is essentially a post‐independence (post‐1960s) phenomenon, with a few earlier African universities being colonially structured, controlled and inspired. Through a short historical overview, we introduce the African university landscape and some of its contemporary contextual and educational challenges. We then describe the process of deliberation that took place amongst university teachers from 23 African countries to initiate and establish the ESD Innovations Course. The paper concludes by arguing for open and participatory approaches in ESD teacher education course design, if we are to support university teachers (including teacher educators) to engage in mainstreaming environment and sustainability questions in higher education. The paper draws on the translation model provided by Latour in his actor network theory to describe and explain the deliberative translation process in the UNEP ESD Innovations Course. In doing this, it illuminates the possibilities of such a deliberative translation process for university teacher education. It also points to limitations encountered in applying this framework to this analysis, opening new vantage points for research of this nature in teacher education.
- Full Text:
- Date Issued: 2007
Editorial, 2007
- Lotz-Sisitka, Heila, O’Donoghue, Rob, Robottom, Ian
- Authors: Lotz-Sisitka, Heila , O’Donoghue, Rob , Robottom, Ian
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67345 , vital:29078 , https://www.ajol.info/index.php/sajee/article/view/122733
- Description: publisher version , The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , O’Donoghue, Rob , Robottom, Ian
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67345 , vital:29078 , https://www.ajol.info/index.php/sajee/article/view/122733
- Description: publisher version , The year 2007 is a significant year for environmental education. It marks 30 years since the first internationally agreed principles of environmental education were developed at Tbilisi, commonly known as the Tbilisi Principles. It is also the year in which human beings apparently are finally ‘waking up’ to the fact that human-induced environmental change is causing impacts which are infinitely complex and difficult to resolve. This year, through various highly publicised and politicised events, people have begun to recognise that it is getting hot on planet Earth, and that the associated social, economic and environmental costs are profoundly disturbing. The Stern Review and the UN Intergovernmental Panel on Climate Change both firmly indicated that human-induced environmental change will threaten human economies and security in ways that are unprecedented in human history.
- Full Text:
- Date Issued: 2007
Sigtuna Think Piece 8: Piecing together conceptual framings for climate change education research in southern African contexts
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67378 , vital:29082 , https://www.ajol.info/index.php/sajee/article/view/122808
- Description: publisher version , This think piece considers a range of theoretical and conceptual tools that may assist with the emergence of a research agenda for climate change in education. It considers the conditions that are created by climate change in and for southern African contexts, and then deliberates which contextually related theoretical tools may be useful to frame research questions for climate change education. I consider the educational research implications of adaptation practices, reflexive justice and agency, reflexivity and capability, noting that a climate change education research agenda, not different to a wider reflexive environmental education research agenda dealing with transformative praxis in southern Africa, is essentially a sociologically and historically emergent ‘researching with’ agenda, and is in effect a social learning process. In putting together these conceptual framings for a climate change research agenda in southern Africa, I am interested in exploring how participatory social learning research may strengthen agency and reflexivity (development of capabilities) in response to socio-ecological conditions.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67378 , vital:29082 , https://www.ajol.info/index.php/sajee/article/view/122808
- Description: publisher version , This think piece considers a range of theoretical and conceptual tools that may assist with the emergence of a research agenda for climate change in education. It considers the conditions that are created by climate change in and for southern African contexts, and then deliberates which contextually related theoretical tools may be useful to frame research questions for climate change education. I consider the educational research implications of adaptation practices, reflexive justice and agency, reflexivity and capability, noting that a climate change education research agenda, not different to a wider reflexive environmental education research agenda dealing with transformative praxis in southern Africa, is essentially a sociologically and historically emergent ‘researching with’ agenda, and is in effect a social learning process. In putting together these conceptual framings for a climate change research agenda in southern Africa, I am interested in exploring how participatory social learning research may strengthen agency and reflexivity (development of capabilities) in response to socio-ecological conditions.
- Full Text:
- Date Issued: 2009
Utopianism and educational processes in the United Nations Decade of Education for Sustainable Development
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184756 , vital:44269 , xlink:href="https://cjee.lakeheadu.ca/article/view/866"
- Description: Recent international policy literature on Education for Sustainable Development puts forward utopian concepts of sustainable development and transformed learning as objects for educational thinking and practice. This paper, drawing on three illustrative educational investigations with youth in a South African context, critically examines how we might engage with utopian concepts such as those put forward in the United Nations Decade of Education for Sustainable Development. It incorporates an engagement with other related utopian concepts such as democracy and social justice, which feature strongly in post-apartheid societal reconstruction in South Africa. The paper argues that if we are to avoid valuable utopian concepts such as democracy, sustainability, and social justice from becoming doxic knowledge, a reflexive realist orientation might best guide our educational engagements with such concepts. Such an approach to utopianism would take account of contextual realities and situated learning processes, and foster a creativity of action that is constructivist in nature, but not relativist.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184756 , vital:44269 , xlink:href="https://cjee.lakeheadu.ca/article/view/866"
- Description: Recent international policy literature on Education for Sustainable Development puts forward utopian concepts of sustainable development and transformed learning as objects for educational thinking and practice. This paper, drawing on three illustrative educational investigations with youth in a South African context, critically examines how we might engage with utopian concepts such as those put forward in the United Nations Decade of Education for Sustainable Development. It incorporates an engagement with other related utopian concepts such as democracy and social justice, which feature strongly in post-apartheid societal reconstruction in South Africa. The paper argues that if we are to avoid valuable utopian concepts such as democracy, sustainability, and social justice from becoming doxic knowledge, a reflexive realist orientation might best guide our educational engagements with such concepts. Such an approach to utopianism would take account of contextual realities and situated learning processes, and foster a creativity of action that is constructivist in nature, but not relativist.
- Full Text:
- Date Issued: 2009
Contextualising learning in Advanced Certificate in Education (Environmental Education) courses : synthesising contexts and experiences
- Lotz-Sisitka, Heila, Le Roux, Cheryl, Loubser, Callie, Schudel, Ingrid J, O'Donoghue, Rob, Shallcross, Tony
- Authors: Lotz-Sisitka, Heila , Le Roux, Cheryl , Loubser, Callie , Schudel, Ingrid J , O'Donoghue, Rob , Shallcross, Tony
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:21224 , http://hdl.handle.net/10962/7167 , http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC32180
- Description: We report on experiences in the Advanced Certificate in Education (Environmental Education) courses of two South African universities, namely, Rhodes University and the University of South Africa. We focus specifically on the whole school approaches which were influenced by a project between these two universities and Manchester Metropolitan University. We illustrate how contextual profiling influenced the perspective or entry point from which the whole school message was approached in the ACE (EE) courses. Through illustrative examples from these two courses, we report on two different approaches to contextual profiling, starting by problematising an approach that relies solely on a priori contextual profiling. We then illustrate how this approach can be complemented by contextual profiling within courses and within context through situated learning processes.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila , Le Roux, Cheryl , Loubser, Callie , Schudel, Ingrid J , O'Donoghue, Rob , Shallcross, Tony
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:21224 , http://hdl.handle.net/10962/7167 , http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC32180
- Description: We report on experiences in the Advanced Certificate in Education (Environmental Education) courses of two South African universities, namely, Rhodes University and the University of South Africa. We focus specifically on the whole school approaches which were influenced by a project between these two universities and Manchester Metropolitan University. We illustrate how contextual profiling influenced the perspective or entry point from which the whole school message was approached in the ACE (EE) courses. Through illustrative examples from these two courses, we report on two different approaches to contextual profiling, starting by problematising an approach that relies solely on a priori contextual profiling. We then illustrate how this approach can be complemented by contextual profiling within courses and within context through situated learning processes.
- Full Text:
- Date Issued: 2008
How many declarations do we need?: Inside the drafting of the Bonn Declaration on education for sustainable development
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182522 , vital:43837 , xlink:href="https://doi.org/10.1177/097340820900300217"
- Description: The Bonn Declaration, approved by the 900 participants at the UNESCO World Conference on Sustainable Development, differs from other conference declarations in that it is the first declaration to deal exclusively with education for sustainable development. It received input from official State representatives and, perhaps because of that, it is somewhat less provocative than some nongovernmental or university-sponsored declarations. Also, it actually sets out, with some authority, an agenda for UNESCO, the manager of the UN Decade of Education for Sustainable Development. Though some may question the usefulness of conference declarations, history shows that such declarations do have at least some guiding power in that they provide common starting points for deliberation on possible changes at national and international levels.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182522 , vital:43837 , xlink:href="https://doi.org/10.1177/097340820900300217"
- Description: The Bonn Declaration, approved by the 900 participants at the UNESCO World Conference on Sustainable Development, differs from other conference declarations in that it is the first declaration to deal exclusively with education for sustainable development. It received input from official State representatives and, perhaps because of that, it is somewhat less provocative than some nongovernmental or university-sponsored declarations. Also, it actually sets out, with some authority, an agenda for UNESCO, the manager of the UN Decade of Education for Sustainable Development. Though some may question the usefulness of conference declarations, history shows that such declarations do have at least some guiding power in that they provide common starting points for deliberation on possible changes at national and international levels.
- Full Text:
- Date Issued: 2009
Environmental Education and Educational Quality and Relevance-Opening the debate
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182668 , vital:43852 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122756"
- Description: This edition of the Southern African Journal of Environmental Education (SAJEE) tackles a critical issue being debated across the world today, namely the question of educational quality and relevance. In 2005 the UNESCO Education for All Global Monitoring Report entitled Education for All: The Quality Imperative (UNESCO, 2004) was published. This global monitoring report drew attention to issues of educational quality, and raised the problem that physical access to education does not necessarily lead to epistemological access to knowledge or to relevant education being offered to learners. In the foreword to the 430-page assessment of educational quality issues, Koïchiro Matsuura, Director General of UNESCO, stated that ‘although much debate surrounds attempts to define educational quality, solid common ground exists … Quality must be seen in light of how societies define the purpose of education’ (UNESCO, 2004: Foreword). He went on to explain that there seem to be two mutually agreed upon purposes for education in the world today: cognitive development of learners, and creative and emotional growth of learners to help them acquire values and attitudes for responsible citizenship. He also pointed out that ‘quality must pass the test of equity’ (UNESCO, 2004: Foreword), emphasising the importance of equity of opportunity to access and participate in education and learning. Relevant to the field of environmental education, is the inclusion of educational quality as a major thrust of the United Nations Decade of Education for Sustainable Development (UNDESD) (UNESCO, 2004).
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182668 , vital:43852 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122756"
- Description: This edition of the Southern African Journal of Environmental Education (SAJEE) tackles a critical issue being debated across the world today, namely the question of educational quality and relevance. In 2005 the UNESCO Education for All Global Monitoring Report entitled Education for All: The Quality Imperative (UNESCO, 2004) was published. This global monitoring report drew attention to issues of educational quality, and raised the problem that physical access to education does not necessarily lead to epistemological access to knowledge or to relevant education being offered to learners. In the foreword to the 430-page assessment of educational quality issues, Koïchiro Matsuura, Director General of UNESCO, stated that ‘although much debate surrounds attempts to define educational quality, solid common ground exists … Quality must be seen in light of how societies define the purpose of education’ (UNESCO, 2004: Foreword). He went on to explain that there seem to be two mutually agreed upon purposes for education in the world today: cognitive development of learners, and creative and emotional growth of learners to help them acquire values and attitudes for responsible citizenship. He also pointed out that ‘quality must pass the test of equity’ (UNESCO, 2004: Foreword), emphasising the importance of equity of opportunity to access and participate in education and learning. Relevant to the field of environmental education, is the inclusion of educational quality as a major thrust of the United Nations Decade of Education for Sustainable Development (UNDESD) (UNESCO, 2004).
- Full Text:
- Date Issued: 2008
Why ontology matters to reviewing environmental education
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182646 , vital:43850 , xlink:href="https://doi.org/10.1080/13504620902807550"
- Description: This paper responds to a keynote paper presented by William Scott at the 2007 World Environmental Education Congress held in Durban, South Africa. The keynote address reviewed 30 years of environmental education research. In this response to William Scott's paper I contemplate the way in which environmental education research may enable reflexivity in modernity and develop knowledge that can serve as cultural mediator between individual and society. Through emphasizing ontology, I consider the reality of global knowledge production in relation to the way in which ontology may influence the reasons how and why we come to do particular forms of research, providing an ontological reference for the ever‐expanding pluralism that characterizes the field of environmental education research. The paper comments on various aspects of the Scott paper, but presents an argument for not only valuing pluralism, methodological experimentation and ‘reaching out’, but for embracing the cosmopolitan implications of wider ontological referents of environmental concerns in environmental education research. The paper argues that research in environmental education ought to become ontologically defensible at both local and global scales.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182646 , vital:43850 , xlink:href="https://doi.org/10.1080/13504620902807550"
- Description: This paper responds to a keynote paper presented by William Scott at the 2007 World Environmental Education Congress held in Durban, South Africa. The keynote address reviewed 30 years of environmental education research. In this response to William Scott's paper I contemplate the way in which environmental education research may enable reflexivity in modernity and develop knowledge that can serve as cultural mediator between individual and society. Through emphasizing ontology, I consider the reality of global knowledge production in relation to the way in which ontology may influence the reasons how and why we come to do particular forms of research, providing an ontological reference for the ever‐expanding pluralism that characterizes the field of environmental education research. The paper comments on various aspects of the Scott paper, but presents an argument for not only valuing pluralism, methodological experimentation and ‘reaching out’, but for embracing the cosmopolitan implications of wider ontological referents of environmental concerns in environmental education research. The paper argues that research in environmental education ought to become ontologically defensible at both local and global scales.
- Full Text:
- Date Issued: 2009
Viewpoint: reading conference recommendations in a wider context of social change
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67411 , vital:29085 , https://www.ajol.info/index.php/sajee/article/view/122783
- Description: publisher version , This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila
- Date: 2008
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67411 , vital:29085 , https://www.ajol.info/index.php/sajee/article/view/122783
- Description: publisher version , This short Viewpoint paper considers the role and value of conference recommendations in shaping the field of environmental education. It explores the social politics, and often contested nature, of conference recommendations and their institutional histories, arguing that the act of producing conference recommendations forms part of the practices of new social movements. The paper recommends historicising conference recommendations and OEcross readings‚ to consider changing discourses and new developments in the field. Accompanying the short Viewpoint paper, are two sets of recently produced conference recommendations, one from the 4th International Environmental Education Conference held in Ahmedabad, India, and the other from the 1st International Conference on Mainstreaming Environment and Sustainability in African Universities held in Nairobi, Kenya.
- Full Text:
- Date Issued: 2008
Integrating scholastic and practice-centred epistemologies in a post-graduate professional degree
- Lotz-Sisitka, Heila, Ellery, Karen
- Authors: Lotz-Sisitka, Heila , Ellery, Karen
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69489 , vital:29542 , https://hdl.handle.net/10520/EJC37710
- Description: This article argues for the integration of both scholastic and practice-centred epistemologies within an Environmental Education (EE) post-graduate curriculum that is oriented towards sustainability and socio-ecological justice. It is an interpretive study based on an in-depth analysis of five assignments by four scholars registered for the M.Ed. EE course at Rhodes University where a contextualised, reflexive research process, based in a work-place context, forms the integrative pedagogic tool. Analyses indicate that involving students in such a process, with close support and guidance, is an effective means of developing both scholastic and practical epistemologies. It is concluded that research-led integration of scholastic and practice-centred epistemologies in a transformational curriculum has the potential to provide epistemological access to the academy, advance knowledge within disciplines, and challenge the dominance of scholastic knowledge in higher education settings.
- Full Text:
- Date Issued: 2011
- Authors: Lotz-Sisitka, Heila , Ellery, Karen
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69489 , vital:29542 , https://hdl.handle.net/10520/EJC37710
- Description: This article argues for the integration of both scholastic and practice-centred epistemologies within an Environmental Education (EE) post-graduate curriculum that is oriented towards sustainability and socio-ecological justice. It is an interpretive study based on an in-depth analysis of five assignments by four scholars registered for the M.Ed. EE course at Rhodes University where a contextualised, reflexive research process, based in a work-place context, forms the integrative pedagogic tool. Analyses indicate that involving students in such a process, with close support and guidance, is an effective means of developing both scholastic and practical epistemologies. It is concluded that research-led integration of scholastic and practice-centred epistemologies in a transformational curriculum has the potential to provide epistemological access to the academy, advance knowledge within disciplines, and challenge the dominance of scholastic knowledge in higher education settings.
- Full Text:
- Date Issued: 2011
National case study : teacher professional development with an education for sustainable development focus in South Africa: development of a network, curriculum framework and resources for teacher education
- Authors: Lotz-Sisitka, Heila
- Date: 2011
- Subjects: Teachers -- Training of , Career development , Sustainable development -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59646 , vital:27634 , https://www.ajol.info/index.php/sajee/article/view/122242
- Description: This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews and reports on the history of environment and sustainability education in teacher education, and from this, the national case study begins to conceptualise a new approach to environment and sustainability teacher education within a new curriculum policy environment, and a new teacher education and development policy environment. Action research case study methodology is used to document the first phase of the emergence of this network, and this report covers Phase 1 of the initiative, which covers formation of the network, review of previous practices, three conceptual development pilot studies undertaken in both in-service and pre-service teacher education environments and a piloting of a ‘Train the Trainers’ or ‘Educate the Teacher Educators’ programme, which complements and extends the actual teacher education and development (TED) programme under development. The study highlights critical insights of relevance to the shift to a content referenced curriculum in South Africa, and shows how the ‘knowledge mix’ which forms the foundation of the new Teacher Education Qualifications Framework can be engaged. It also highlights some features of the changing knowledge environment, and what dominant knowledge practices are in environment and sustainability-related teaching and teacher education practices, opening these up for further scrutiny. It raises concerns that dominant knowledge work, while integrating a range of forms of knowledge (as is expected of the teacher education system under the new policy), tends to be limited by content on problems and issues for raising awareness, and fails to develop deeper conceptual depth and understanding of environment and sustainability, as issues based knowledge dominates. Similarly, it fails to support social innovation as a response to environment and sustainability concerns, as awareness raising dominates in dominant knowledge work. The study provides a revised conceptual framework for the Teacher Development Network (TEDN) programme, with guidance on key elements necessary to take the programme forward in Phase 2.
- Full Text:
- Date Issued: 2011
- Authors: Lotz-Sisitka, Heila
- Date: 2011
- Subjects: Teachers -- Training of , Career development , Sustainable development -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59646 , vital:27634 , https://www.ajol.info/index.php/sajee/article/view/122242
- Description: This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews and reports on the history of environment and sustainability education in teacher education, and from this, the national case study begins to conceptualise a new approach to environment and sustainability teacher education within a new curriculum policy environment, and a new teacher education and development policy environment. Action research case study methodology is used to document the first phase of the emergence of this network, and this report covers Phase 1 of the initiative, which covers formation of the network, review of previous practices, three conceptual development pilot studies undertaken in both in-service and pre-service teacher education environments and a piloting of a ‘Train the Trainers’ or ‘Educate the Teacher Educators’ programme, which complements and extends the actual teacher education and development (TED) programme under development. The study highlights critical insights of relevance to the shift to a content referenced curriculum in South Africa, and shows how the ‘knowledge mix’ which forms the foundation of the new Teacher Education Qualifications Framework can be engaged. It also highlights some features of the changing knowledge environment, and what dominant knowledge practices are in environment and sustainability-related teaching and teacher education practices, opening these up for further scrutiny. It raises concerns that dominant knowledge work, while integrating a range of forms of knowledge (as is expected of the teacher education system under the new policy), tends to be limited by content on problems and issues for raising awareness, and fails to develop deeper conceptual depth and understanding of environment and sustainability, as issues based knowledge dominates. Similarly, it fails to support social innovation as a response to environment and sustainability concerns, as awareness raising dominates in dominant knowledge work. The study provides a revised conceptual framework for the Teacher Development Network (TEDN) programme, with guidance on key elements necessary to take the programme forward in Phase 2.
- Full Text:
- Date Issued: 2011
Epistemological access as an open question in education
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Language: English
- Type: Article
- Identifier: vital:21219 , http://hdl.handle.net/10962/7123 , http://joe.ukzn.ac.za/Libraries/No_46_June_2009/Epistemological_access_as_an_open_question_in_education.sflb.ashx
- Description: In his book Learning to Teach in South Africa Morrow (2007)1 argues that teacher education’s ultimate aim is to enable epistemological access2 to knowledge in the modern world, and that there is a need to find new ways of thinking about teaching in South Africa if we are to meet the challenge of enabling all learners to gain such epistemological access. Morrow relates problems of epistemological access to the dominance of an empiricist epistemology in education, and he also comments on how this is obscured by the ideologies of Outcomes Based Education and learner-centred education (with attendant constructivist, relativist assumptions about knowledge). These problems, he argues, have come to shape curriculum thinking, and hence teaching practice, creating a muddled epistemological context in which teaching practices are taking place. He argues for a realist focus but he does not elaborate on what such a realist focus might mean for enabling epistemological access or for associated teaching practice or for teacher education. He does, however, propose that systematic learning is a necessary way forward.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Language: English
- Type: Article
- Identifier: vital:21219 , http://hdl.handle.net/10962/7123 , http://joe.ukzn.ac.za/Libraries/No_46_June_2009/Epistemological_access_as_an_open_question_in_education.sflb.ashx
- Description: In his book Learning to Teach in South Africa Morrow (2007)1 argues that teacher education’s ultimate aim is to enable epistemological access2 to knowledge in the modern world, and that there is a need to find new ways of thinking about teaching in South Africa if we are to meet the challenge of enabling all learners to gain such epistemological access. Morrow relates problems of epistemological access to the dominance of an empiricist epistemology in education, and he also comments on how this is obscured by the ideologies of Outcomes Based Education and learner-centred education (with attendant constructivist, relativist assumptions about knowledge). These problems, he argues, have come to shape curriculum thinking, and hence teaching practice, creating a muddled epistemological context in which teaching practices are taking place. He argues for a realist focus but he does not elaborate on what such a realist focus might mean for enabling epistemological access or for associated teaching practice or for teacher education. He does, however, propose that systematic learning is a necessary way forward.
- Full Text:
- Date Issued: 2009
Exploring learning networks for homestead food gardening and smallholder farming
- Authors: Lotz-Sisitka, Heila
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182775 , vital:43873 , xlink:href="https://hdl.handle.net/10520/EJC-f09c3866c "
- Description: The Water Research Commission (WRC) is well known for its high quality knowledge products. The Water Utilisation in Agriculture (WUA) section has, over the years, produced valuable knowledge to guide the harvesting and conservation of rainwater to improve agricultural productivity among smallholder crop farmers and household food producers. This knowledge is useful for especially the many women farmers around the country growing crops to feed their families, and whenever possible selling excess to generate some income. However, one of the problems experienced in the field is that this knowledge does not always reach the intended audience. This is the problem that the Amanzi [Water] for Food project was engaged with.
- Full Text:
- Date Issued: 2018
- Authors: Lotz-Sisitka, Heila
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182775 , vital:43873 , xlink:href="https://hdl.handle.net/10520/EJC-f09c3866c "
- Description: The Water Research Commission (WRC) is well known for its high quality knowledge products. The Water Utilisation in Agriculture (WUA) section has, over the years, produced valuable knowledge to guide the harvesting and conservation of rainwater to improve agricultural productivity among smallholder crop farmers and household food producers. This knowledge is useful for especially the many women farmers around the country growing crops to feed their families, and whenever possible selling excess to generate some income. However, one of the problems experienced in the field is that this knowledge does not always reach the intended audience. This is the problem that the Amanzi [Water] for Food project was engaged with.
- Full Text:
- Date Issued: 2018
Supporting social learning and knowledge management withing the ecological infrastructure for water security project
- Lotz-Sisitka, Heila, Cockburn, Jessica J, Rosenberg, Eureta, le Roux, Liesl, Zwinkels, Marijn, Mbaniwa, Wenzile, Ward, Mike, Brownell, Faye, Sithole, Nkosigithandile, Makhaya, Zanele, Mponwana, Maletje, du Plessis, Pienaar
- Authors: Lotz-Sisitka, Heila , Cockburn, Jessica J , Rosenberg, Eureta , le Roux, Liesl , Zwinkels, Marijn , Mbaniwa, Wenzile , Ward, Mike , Brownell, Faye , Sithole, Nkosigithandile , Makhaya, Zanele , Mponwana, Maletje , du Plessis, Pienaar
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/425719 , vital:72278 , ISBN 978-0-6392-0553-3 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2988%20final.pdf
- Description: In this section, we outline processes relating to stakeholder engage-ment relevant to the SLKMM strategy, which include stakeholder analy-sis, a stakeholder tracking tool and a stakeholder database. These pro-cesses and products required on-going refinement during implementa-tion of the SLKMM strategy. The implications of the stakeholder analy-sis work in developing the SLKMM strategy are articulated further in CHAPTER 3: STRATEGY-AS-PRACTICE FOR SOCIAL LEARNING, KNOWLEDGE MANAGEMENT AND MEDIATION (SLKMM)
- Full Text:
- Date Issued: 2023
- Authors: Lotz-Sisitka, Heila , Cockburn, Jessica J , Rosenberg, Eureta , le Roux, Liesl , Zwinkels, Marijn , Mbaniwa, Wenzile , Ward, Mike , Brownell, Faye , Sithole, Nkosigithandile , Makhaya, Zanele , Mponwana, Maletje , du Plessis, Pienaar
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/425719 , vital:72278 , ISBN 978-0-6392-0553-3 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2988%20final.pdf
- Description: In this section, we outline processes relating to stakeholder engage-ment relevant to the SLKMM strategy, which include stakeholder analy-sis, a stakeholder tracking tool and a stakeholder database. These pro-cesses and products required on-going refinement during implementa-tion of the SLKMM strategy. The implications of the stakeholder analy-sis work in developing the SLKMM strategy are articulated further in CHAPTER 3: STRATEGY-AS-PRACTICE FOR SOCIAL LEARNING, KNOWLEDGE MANAGEMENT AND MEDIATION (SLKMM)
- Full Text:
- Date Issued: 2023
Empirical modelling of the solar wind influence on Pc3 pulsation activity
- Authors: Lotz, Stefanus Ignatius
- Date: 2012
- Subjects: Solar wind -- Research Solar activity -- Research Stellar oscillations -- Research , Magnetospheric radio wave propagation , Interplanetary magnetic fields
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5464 , http://hdl.handle.net/10962/d1005249
- Description: Geomagnetic pulsations are ultra-low frequency (ULF) oscillations of the geomagnetic field that have been observed in the magnetosphere and on the Earth since the 1800’s. In the 1960’s in situ observations of the solar wind suggested that the source of pulsation activity must lie beyond the magnetosphere. In this work the influence of several solar wind plasma and interplanetary magnetic field (IMF) parameters on Pc3 pulsations are studied. Pc3 pulsations are a class of geomagnetic pulsations with frequency ranging between 22 and 100 mHz. A large dataset of solar wind and pulsation measurements is employed to develop two empirical models capable of predicting the Pc3 index (an indication of Pc3 intensity) at one hour and five minute time resolution, respectively. The models are based on artificial neural networks, due to their ability to model highly non-linear interactions between dependent and independent variables. A robust, iterative process is followed to find and rank the set of solar wind input parameters that optimally predict Pc3 activity. According to the parameter selection process the input parameters to the low resolution model (1 hour data) are, in order of importance, solar wind speed, a pair of time-based parameters, dynamic solar wind pressure, and the IMF orientation with respect to the Sun-Earth line (i.e. the cone angle). Input parameters to the high resolution model (5 minute data) are solar wind speed, cone angle, solar wind density and a pair of time-based parameters. Both models accurately predict Pc3 intensity from unseen solar wind data. It is observed that Pc3 activity ceases when the density in the solar wind is very low, even while other conditions are favourable for the generation and propagation of ULF waves. The influence that solar wind density has on Pc3 activity is studied by analysing six years of solar wind and Pc3 measurements at one minute resolution. It is suggested that the pause in Pc3 activity occurs due to two reasons: Firstly, the ULF waves that are generated in the region upstream of the bow shock does not grow efficiently if the solar wind density is very low; and secondly, waves that are generated cannot be convected into the magnetosphere because of the low Mach number of the solar wind plasma due to the decreased density.
- Full Text:
- Date Issued: 2012
- Authors: Lotz, Stefanus Ignatius
- Date: 2012
- Subjects: Solar wind -- Research Solar activity -- Research Stellar oscillations -- Research , Magnetospheric radio wave propagation , Interplanetary magnetic fields
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5464 , http://hdl.handle.net/10962/d1005249
- Description: Geomagnetic pulsations are ultra-low frequency (ULF) oscillations of the geomagnetic field that have been observed in the magnetosphere and on the Earth since the 1800’s. In the 1960’s in situ observations of the solar wind suggested that the source of pulsation activity must lie beyond the magnetosphere. In this work the influence of several solar wind plasma and interplanetary magnetic field (IMF) parameters on Pc3 pulsations are studied. Pc3 pulsations are a class of geomagnetic pulsations with frequency ranging between 22 and 100 mHz. A large dataset of solar wind and pulsation measurements is employed to develop two empirical models capable of predicting the Pc3 index (an indication of Pc3 intensity) at one hour and five minute time resolution, respectively. The models are based on artificial neural networks, due to their ability to model highly non-linear interactions between dependent and independent variables. A robust, iterative process is followed to find and rank the set of solar wind input parameters that optimally predict Pc3 activity. According to the parameter selection process the input parameters to the low resolution model (1 hour data) are, in order of importance, solar wind speed, a pair of time-based parameters, dynamic solar wind pressure, and the IMF orientation with respect to the Sun-Earth line (i.e. the cone angle). Input parameters to the high resolution model (5 minute data) are solar wind speed, cone angle, solar wind density and a pair of time-based parameters. Both models accurately predict Pc3 intensity from unseen solar wind data. It is observed that Pc3 activity ceases when the density in the solar wind is very low, even while other conditions are favourable for the generation and propagation of ULF waves. The influence that solar wind density has on Pc3 activity is studied by analysing six years of solar wind and Pc3 measurements at one minute resolution. It is suggested that the pause in Pc3 activity occurs due to two reasons: Firstly, the ULF waves that are generated in the region upstream of the bow shock does not grow efficiently if the solar wind density is very low; and secondly, waves that are generated cannot be convected into the magnetosphere because of the low Mach number of the solar wind plasma due to the decreased density.
- Full Text:
- Date Issued: 2012
Predictability of Geomagnetically Induced Currents using neural networks
- Authors: Lotz, Stefan
- Date: 2009
- Subjects: Advanced Composition Explorer (Artificial satellite) , Geomagnetism , Electromagnetic induction , Neural networks (Computer science) , Artificial intelligence
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5483 , http://hdl.handle.net/10962/d1005269 , Advanced Composition Explorer (Artificial satellite) , Geomagnetism , Electromagnetic induction , Neural networks (Computer science) , Artificial intelligence
- Description: It is a well documented fact that Geomagnetically Induced Currents (GIC’s) poses a significant threat to ground-based electric conductor networks like oil pipelines, railways and powerline networks. A study is undertaken to determine the feasibility of using artificial neural network models to predict GIC occurrence in the Southern African power grid. The magnitude of an induced current at a specific location on the Earth’s surface is directly related to the temporal derivative of the geomagnetic field (specifically its horizontal components) at that point. Hence, the focus of the problem is on the prediction of the temporal variations in the horizontal geomagnetic field (@Bx/@t and @By/@t). Artificial neural networks are used to predict @Bx/@t and @By/@t measured at Hermanus, South Africa (34.27◦ S, 19.12◦ E) with a 30 minute prediction lead time. As input parameters to the neural networks, insitu solar wind measurements made by the Advanced Composition Explorer (ACE) satellite are used. The results presented here compare well with similar models developed at high-latitude locations (e.g. Sweden, Finland, Canada) where extensive GIC research has been undertaken. It is concluded that it would indeed be feasible to use a neural network model to predict GIC occurrence in the Southern African power grid, provided that GIC measurements, powerline configuration and network parameters are made available.
- Full Text:
- Date Issued: 2009
- Authors: Lotz, Stefan
- Date: 2009
- Subjects: Advanced Composition Explorer (Artificial satellite) , Geomagnetism , Electromagnetic induction , Neural networks (Computer science) , Artificial intelligence
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5483 , http://hdl.handle.net/10962/d1005269 , Advanced Composition Explorer (Artificial satellite) , Geomagnetism , Electromagnetic induction , Neural networks (Computer science) , Artificial intelligence
- Description: It is a well documented fact that Geomagnetically Induced Currents (GIC’s) poses a significant threat to ground-based electric conductor networks like oil pipelines, railways and powerline networks. A study is undertaken to determine the feasibility of using artificial neural network models to predict GIC occurrence in the Southern African power grid. The magnitude of an induced current at a specific location on the Earth’s surface is directly related to the temporal derivative of the geomagnetic field (specifically its horizontal components) at that point. Hence, the focus of the problem is on the prediction of the temporal variations in the horizontal geomagnetic field (@Bx/@t and @By/@t). Artificial neural networks are used to predict @Bx/@t and @By/@t measured at Hermanus, South Africa (34.27◦ S, 19.12◦ E) with a 30 minute prediction lead time. As input parameters to the neural networks, insitu solar wind measurements made by the Advanced Composition Explorer (ACE) satellite are used. The results presented here compare well with similar models developed at high-latitude locations (e.g. Sweden, Finland, Canada) where extensive GIC research has been undertaken. It is concluded that it would indeed be feasible to use a neural network model to predict GIC occurrence in the Southern African power grid, provided that GIC measurements, powerline configuration and network parameters are made available.
- Full Text:
- Date Issued: 2009
An investigation of the relationship between financial sector development and economic growth in South Africa
- Authors: Lotz, Michael James
- Date: 2014
- Language: English
- Type: Thesis , Masters , MCom (Economics)
- Identifier: vital:11482 , http://hdl.handle.net/10353/d1015285
- Description: This study examines the relationship between financial development and economic growth in South Africa in order to get a better understanding of which direction the causality runs. The study takes a look at the literature on the topic as well as econometric techniques using data from 1990 to 2011. A Vector Error Correction Model (VECM) is used to determine the long run relationship between the variables. The Granger causality tests are done in order to determine the direction of causality between variables. Economic growth is proxied by GDP and financial development is proxied by liquid liabilities, credit to the private sector and turnover of shares traded. After careful evaluation and interpretation, it is determined that there is indeed a relationship between financial development and economic growth. Furthermore, the relationship is bidirectional. Policies should thus take on a balanced approach in that they should pursue both financial development and economic growth in order to maximise growth and development in the country.
- Full Text:
- Date Issued: 2014
- Authors: Lotz, Michael James
- Date: 2014
- Language: English
- Type: Thesis , Masters , MCom (Economics)
- Identifier: vital:11482 , http://hdl.handle.net/10353/d1015285
- Description: This study examines the relationship between financial development and economic growth in South Africa in order to get a better understanding of which direction the causality runs. The study takes a look at the literature on the topic as well as econometric techniques using data from 1990 to 2011. A Vector Error Correction Model (VECM) is used to determine the long run relationship between the variables. The Granger causality tests are done in order to determine the direction of causality between variables. Economic growth is proxied by GDP and financial development is proxied by liquid liabilities, credit to the private sector and turnover of shares traded. After careful evaluation and interpretation, it is determined that there is indeed a relationship between financial development and economic growth. Furthermore, the relationship is bidirectional. Policies should thus take on a balanced approach in that they should pursue both financial development and economic growth in order to maximise growth and development in the country.
- Full Text:
- Date Issued: 2014
Outcomes of Drug Resistant Tuberculosis in Two Rural District Hospitals, Eastern Cape Province, South Africa
- Authors: Lotz, John-D Knipe
- Date: 2021-02
- Subjects: Medicinal plants
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/6834 , vital:51018
- Description: Tuberculosis (TB) is still rampant in South Africa, and drug resistant tuberculosis (DR-TB) forms a significant part of this burden on both the health care system and economy. A number of interventions have recently been introduced to help curb the growing epidemic of DR-TB, including increasing access to novel and repurposed drugs, decentralisation of care, and a new shorter (9-11 month) treatment regimen recently endorsed by the World Health Organization (WHO). Significantly, this new regimen has now also become injectable-free (also known as an all-oral regimen). However, at the time of implementation in 2017, the shorter regimen was yet to be proven effective in a programmatic setting in South Africa. This is a retrospective cohort study to describe the outcomes in patients on short and long DR-TB treatment regimens, over five years, at two treatment sites in a rural setting in the Eastern Cape province of South Africa. It is the hope that elucidation of factors involved in affecting outcomes in DR-TB may direct future interventions in these two facilities, and the wider DR-TB program in South Africa , Thesis (Masters) -- Faculty of Health Sciences, 2021
- Full Text:
- Date Issued: 2021-02
- Authors: Lotz, John-D Knipe
- Date: 2021-02
- Subjects: Medicinal plants
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/6834 , vital:51018
- Description: Tuberculosis (TB) is still rampant in South Africa, and drug resistant tuberculosis (DR-TB) forms a significant part of this burden on both the health care system and economy. A number of interventions have recently been introduced to help curb the growing epidemic of DR-TB, including increasing access to novel and repurposed drugs, decentralisation of care, and a new shorter (9-11 month) treatment regimen recently endorsed by the World Health Organization (WHO). Significantly, this new regimen has now also become injectable-free (also known as an all-oral regimen). However, at the time of implementation in 2017, the shorter regimen was yet to be proven effective in a programmatic setting in South Africa. This is a retrospective cohort study to describe the outcomes in patients on short and long DR-TB treatment regimens, over five years, at two treatment sites in a rural setting in the Eastern Cape province of South Africa. It is the hope that elucidation of factors involved in affecting outcomes in DR-TB may direct future interventions in these two facilities, and the wider DR-TB program in South Africa , Thesis (Masters) -- Faculty of Health Sciences, 2021
- Full Text:
- Date Issued: 2021-02