The assessment of degradation state in Ecological Infrastructure and prioritisation for rehabilitation and drought mitigation in the Tsitsa River Catchment
- Authors: Mahlaba, Bawinile
- Date: 2022-04-06
- Subjects: Environmental degradation South Africa Eastern Cape , Restoration ecology South Africa Eastern Cape , Climate change mitigation South Africa Eastern Cape , Droughts South Africa Eastern Cape , South African National Biodiversity Institute , Sustainable development South Africa Eastern Cape , Watersheds , Ecological Infrastructure (EI) , Tsitsa River Catchment
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/202138 , vital:46470
- Description: Ecosystem degradation is a serious concern globally, including in South Africa, because of the potential adverse impacts on food security, livelihoods, climate change, biodiversity, and ecosystem services. Ecosystem degradation can result in flow alteration in the landscape through changes in the hydrological regime. The study adopts the South African National Biodiversity Institute (SANBI) Framework of Investing in Ecological Infrastructure (EI) to prioritise the restoration of degraded ecosystems and maintain ecosystem structures and functions. This study aims to assess how EI (specifically wetlands, grassland, abandoned cultivated fields, and riparian zone) can facilitate drought mitigation: to assess land degradation status and identify priority EI areas that can be restored to improve the drought mitigation capacity. Two assessment methods were used in this study. Firstly, the Trends.Earth tool was used to assess degradation and land cover change from the year 2000-2015 in Tsitsa catchment, through assessment of Sustainable Development Goal degradation indicator (SDG15.3.1) at a resolution of 300 m. The degradation indicator uses information from three sub-indicators: Productivity, Landcover and Soil Organic Carbon to compute degraded areas. The degraded areas need to be restored and rehabilitated to maintain the flow of essential ecosystems services provided by EI. The second assessment used the Analytical Hierarchy Process (AHP), which integrates stakeholder inputs into a multi-criteria decision analysis (MCDA). The AHP is a useful decision support system that considers a range of quantitative and qualitative alternatives in making a final decision to solve complex problems. As part of the AHP analysis, participatory mapping using Participatory Geographic Information System was conducted to obtain stakeholder inputs for prioritising restoration of the key EI categories (wetlands, grassland, abandoned cultivated fields, and riparian zone) in the catchment. During the participatory mapping, communities prioritised the key EI based on three criteria: (1) ecosystem health, (2) water provisioning and (3) social benefits. The AHP method was used in ArcGIS to prioritise suitable key EI restoration areas with high potential to increase water recharge and storage, contribute to drought mitigation and ecosystem services for the catchment. The prioritisation of EI for community livelihoods in the AHP analysis included all three main criteria. In comparison, the prioritisation of suitable key EI restoration areas for flow regulations was based on two criteria: ecosystem health and water provisioning. The land degradation indicator showed that approximately 54% of the catchment is stable, 41% is degraded land, and 5% of the area has improved over the assessment period (15 years). The degradation status in the EI suggests that more than half (>50%) of each EI category is stable, but there are areas showing signs of degradation, including 43% of grasslands degraded and 39% of wetlands, cultivated lands, and riparian zones also degraded. Degradation is dominant in the upper (T35B and T3C) and lower (T35K, T35L and T35M) parts of the catchments. The three criteria used by the stakeholders in the prioritisation process of the key EI were assigned 12 spatial attributes (the catchment characteristics about the study area in relation to the criteria) to indicate relevant information needed for selecting suitable restoration areas to enhance flow regulation. The AHP analysis results identified approximately 63% (17,703 ha) of wetlands, 88% (235,829 ha) of grasslands, 78% (13,608 ha) of abandoned cultivated fields and 93% (3,791 ha) of the riparian zones as suitable areas for restoration to mitigate drought impact through flow regulation. Also, the suitability results showed 63% (17,703 ha) of wetlands, 58% (2,203 ha) of riparian zones, 68% (11,745 ha) of abandoned cultivated fields and 46% (122,285 ha) of grasslands as suitable restoration areas for improving ecosystem services for community livelihoods. The AHP analysis identified more than 39-43% (of the degraded EI indicated by the Trends.Earth analysis) areas that are suitable for restoration, because key EI plays a significant role in flow regulation and people’s livelihoods, especially when they are managed, maintained, and restored to good health conditions. Therefore, the prioritized EI areas should be either maintained, managed, rehabilitated or restored. The major distinct causes of land degradation are woody encroachment in grasslands, invasion of alien plants on abandoned cultivated fields and soil erosion in the catchment. The most suitable EI areas recommended for restoration are those natural resources near local communities, which provide essential ecosystem services to sustain their livelihood. Therefore, degraded EI in the T35 catchments should be restored and maintained to improve livelihood and mitigate drought impacts. The study pointed out how the key selected ecological infrastructure can help mitigate the impacts of droughts and improve human livelihood. The study contributes towards the important concept of investing in ecological infrastructure to improve the social, environmental, and economic benefits. , Thesis (MSc) -- Faculty of Science, Institute for Water Research, 2022
- Full Text:
- Date Issued: 2022-04-06
- Authors: Mahlaba, Bawinile
- Date: 2022-04-06
- Subjects: Environmental degradation South Africa Eastern Cape , Restoration ecology South Africa Eastern Cape , Climate change mitigation South Africa Eastern Cape , Droughts South Africa Eastern Cape , South African National Biodiversity Institute , Sustainable development South Africa Eastern Cape , Watersheds , Ecological Infrastructure (EI) , Tsitsa River Catchment
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/202138 , vital:46470
- Description: Ecosystem degradation is a serious concern globally, including in South Africa, because of the potential adverse impacts on food security, livelihoods, climate change, biodiversity, and ecosystem services. Ecosystem degradation can result in flow alteration in the landscape through changes in the hydrological regime. The study adopts the South African National Biodiversity Institute (SANBI) Framework of Investing in Ecological Infrastructure (EI) to prioritise the restoration of degraded ecosystems and maintain ecosystem structures and functions. This study aims to assess how EI (specifically wetlands, grassland, abandoned cultivated fields, and riparian zone) can facilitate drought mitigation: to assess land degradation status and identify priority EI areas that can be restored to improve the drought mitigation capacity. Two assessment methods were used in this study. Firstly, the Trends.Earth tool was used to assess degradation and land cover change from the year 2000-2015 in Tsitsa catchment, through assessment of Sustainable Development Goal degradation indicator (SDG15.3.1) at a resolution of 300 m. The degradation indicator uses information from three sub-indicators: Productivity, Landcover and Soil Organic Carbon to compute degraded areas. The degraded areas need to be restored and rehabilitated to maintain the flow of essential ecosystems services provided by EI. The second assessment used the Analytical Hierarchy Process (AHP), which integrates stakeholder inputs into a multi-criteria decision analysis (MCDA). The AHP is a useful decision support system that considers a range of quantitative and qualitative alternatives in making a final decision to solve complex problems. As part of the AHP analysis, participatory mapping using Participatory Geographic Information System was conducted to obtain stakeholder inputs for prioritising restoration of the key EI categories (wetlands, grassland, abandoned cultivated fields, and riparian zone) in the catchment. During the participatory mapping, communities prioritised the key EI based on three criteria: (1) ecosystem health, (2) water provisioning and (3) social benefits. The AHP method was used in ArcGIS to prioritise suitable key EI restoration areas with high potential to increase water recharge and storage, contribute to drought mitigation and ecosystem services for the catchment. The prioritisation of EI for community livelihoods in the AHP analysis included all three main criteria. In comparison, the prioritisation of suitable key EI restoration areas for flow regulations was based on two criteria: ecosystem health and water provisioning. The land degradation indicator showed that approximately 54% of the catchment is stable, 41% is degraded land, and 5% of the area has improved over the assessment period (15 years). The degradation status in the EI suggests that more than half (>50%) of each EI category is stable, but there are areas showing signs of degradation, including 43% of grasslands degraded and 39% of wetlands, cultivated lands, and riparian zones also degraded. Degradation is dominant in the upper (T35B and T3C) and lower (T35K, T35L and T35M) parts of the catchments. The three criteria used by the stakeholders in the prioritisation process of the key EI were assigned 12 spatial attributes (the catchment characteristics about the study area in relation to the criteria) to indicate relevant information needed for selecting suitable restoration areas to enhance flow regulation. The AHP analysis results identified approximately 63% (17,703 ha) of wetlands, 88% (235,829 ha) of grasslands, 78% (13,608 ha) of abandoned cultivated fields and 93% (3,791 ha) of the riparian zones as suitable areas for restoration to mitigate drought impact through flow regulation. Also, the suitability results showed 63% (17,703 ha) of wetlands, 58% (2,203 ha) of riparian zones, 68% (11,745 ha) of abandoned cultivated fields and 46% (122,285 ha) of grasslands as suitable restoration areas for improving ecosystem services for community livelihoods. The AHP analysis identified more than 39-43% (of the degraded EI indicated by the Trends.Earth analysis) areas that are suitable for restoration, because key EI plays a significant role in flow regulation and people’s livelihoods, especially when they are managed, maintained, and restored to good health conditions. Therefore, the prioritized EI areas should be either maintained, managed, rehabilitated or restored. The major distinct causes of land degradation are woody encroachment in grasslands, invasion of alien plants on abandoned cultivated fields and soil erosion in the catchment. The most suitable EI areas recommended for restoration are those natural resources near local communities, which provide essential ecosystem services to sustain their livelihood. Therefore, degraded EI in the T35 catchments should be restored and maintained to improve livelihood and mitigate drought impacts. The study pointed out how the key selected ecological infrastructure can help mitigate the impacts of droughts and improve human livelihood. The study contributes towards the important concept of investing in ecological infrastructure to improve the social, environmental, and economic benefits. , Thesis (MSc) -- Faculty of Science, Institute for Water Research, 2022
- Full Text:
- Date Issued: 2022-04-06
A case study of lessons learned through empowering and mobilizing unemployed youth into sustainable green jobs within the SANBI – Groen Sebenza partnership programme by a Host Institution in South Africa
- Authors: Fullard, Donovan
- Date: 2021-10-29
- Subjects: South African National Biodiversity Institute , Green movement South Africa , Environmental education South Africa , Communities of practice South Africa , Social learning South Africa , Biodiversity conservation Employees , Job creation South Africa , Mentoring South Africa , Groen Sebenza
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191964 , vital:45183
- Description: This research project constituted as a thesis of limited scope for a Masters in Education Degree (i.e. as 50% of the degree) focusses on a job creation programme named ‘Groen Sebenza’ [Green Work]. Groen Sebenza is an environmental education ‘incubator’ programme driven and implemented by the South African National Biodiversity Institute (SANBI) to unlock green jobs and bridge the gap between education and job opportunities in the biodiversity sector in South Africa. The programme is a key intervention to strengthen biodiversity human capacity development in the biodiversity sector in South Africa, seeking to contribute to transformation of the biodiversity sector, and also address issues of youth unemployment in the country. The young ‘interns’ in the programme were called ‘pioneers’ at the start of the project. This research project explores how a host institution operating as a community of practice within a landscape of practice managed to implement the Groen Sebenza programme by absorbing and appointing all their pioneers into sustainable jobs beyond the pilot project. I sought to better understand the process of supporting and empowering unemployed youth into sustainable green jobs within the Groen Sebenza partnership programme. I drew on Community of Practice (CoP) theory, and its value creation framework to develop this understanding, and I under-laboured the analysis with a social realist analysis of enabling and constraining factors. The unit of analysis of a Community of Practice was a useful focus for the study, as these mentors, managers, and administrators were all involved in supporting the empowerment and retention of the young pioneers in the host institution. To develop deeper insight into the learning and knowing, and value created in and by the Groen Sebenza CoP in the Host Institution, I also sought insight into enabling and constraining factors and how these shaped and contributed to empowerment and retention of the pioneers in sustainable green jobs. The research addressed the main question of ‘How do processes of learning, knowing and value creation contribute to empowerment and retention of unemployed youth in a successful Host Institution in the Groen Sebenza programme, and what enabled or constrained the empowerment and retention processes and outcomes?’. Three sub-questions were used in the study, which focussed on the mentoring, training and workplace experiences and how they contribute to the process of learning and knowing within the Groen Sebenza Community of Practice in the Host Institution? [Addressed in Chapter 4], the value creation elements that emerged in the implementation of the programme in support and empowerment of the pioneers in the Host institution’s Groen Sebenza CoP? [Addressed in Chapter 5], and the enabling and constraining factors that shaped and contributed to the uptake of the Pioneers into sustainable green jobs at the Host Institution within the Groen Sebenza Programme? [Addressed in Chapter 6]. The research was conducted as a qualitative case study, in which I used semi-structured interviews as a key data source, as well as document analysis, and a questionnaire. The study drew on inductive, abductive and retroductive modes of inference since I sought to explore an understanding of the practices and learning that occurred that contributed and led to the successful uptake of Pioneers into jobs, as well as the enabling and constraining factors. The study was interpretive at the epistemic level, and had a social realist under-labouring at the ontological level. Key findings of the study point to the development of enabling cultures of mentoring in workplaces, and the provision of a diversity of workplace learning experiences including formal training. It also points to the importance of personal emergent properties amongst mentors and pioneers that embrace a willingness to work together and build strong relationships, and to learn together. Learning in the community of practice was shown to develop identity and a sense of belonging as pioneers were given meaningful tasks to do and their training and interactions with mentors was experienced as meaningful and relevant. The contributions of the pioneers to the institutional mandate was appreciated by the mentors and therefore also well supported within an empowerment orientation. Various structural factors contributed to this enabling situation, most notably strong support from management as well as good co-operation across divisions. Constraining factors included the physical distances in the province, as well as financial and technical issues such as poor ICT communication systems. Overall, though the study showed that a strong approach to learning in communities of practice supported by empowering mentoring can lead to the integration of young pioneers into sustainable green jobs in the environmental sector. A whole institution approach to this process is, however, needed, and the organisation needs to develop a culture of social learning. As recently as September 2020 as this study was being finalised, the Presidential Employment Stimulus Plan (Office of the President, 2020) following the initial economic shocks emanating from the COVID-19 pandemic, made yet another commitment to using the Groen Sebenza model to create and support sustainable job creation for young people in South Africa today in the environmental sector. This study has been developed and designed to understand those processes and enabling conditions that can support retention and empowerment of young people to take up jobs in the environmental sector today. Its recommendations may therefore be of value to those involved in seeking to support sustainable impacts in terms of retention and employment in programmes such as the Groen Sebenza, and in the Groen Sebenza programme itself as it continues to unfold as a key job creation tool for unemployed youth. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Fullard, Donovan
- Date: 2021-10-29
- Subjects: South African National Biodiversity Institute , Green movement South Africa , Environmental education South Africa , Communities of practice South Africa , Social learning South Africa , Biodiversity conservation Employees , Job creation South Africa , Mentoring South Africa , Groen Sebenza
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191964 , vital:45183
- Description: This research project constituted as a thesis of limited scope for a Masters in Education Degree (i.e. as 50% of the degree) focusses on a job creation programme named ‘Groen Sebenza’ [Green Work]. Groen Sebenza is an environmental education ‘incubator’ programme driven and implemented by the South African National Biodiversity Institute (SANBI) to unlock green jobs and bridge the gap between education and job opportunities in the biodiversity sector in South Africa. The programme is a key intervention to strengthen biodiversity human capacity development in the biodiversity sector in South Africa, seeking to contribute to transformation of the biodiversity sector, and also address issues of youth unemployment in the country. The young ‘interns’ in the programme were called ‘pioneers’ at the start of the project. This research project explores how a host institution operating as a community of practice within a landscape of practice managed to implement the Groen Sebenza programme by absorbing and appointing all their pioneers into sustainable jobs beyond the pilot project. I sought to better understand the process of supporting and empowering unemployed youth into sustainable green jobs within the Groen Sebenza partnership programme. I drew on Community of Practice (CoP) theory, and its value creation framework to develop this understanding, and I under-laboured the analysis with a social realist analysis of enabling and constraining factors. The unit of analysis of a Community of Practice was a useful focus for the study, as these mentors, managers, and administrators were all involved in supporting the empowerment and retention of the young pioneers in the host institution. To develop deeper insight into the learning and knowing, and value created in and by the Groen Sebenza CoP in the Host Institution, I also sought insight into enabling and constraining factors and how these shaped and contributed to empowerment and retention of the pioneers in sustainable green jobs. The research addressed the main question of ‘How do processes of learning, knowing and value creation contribute to empowerment and retention of unemployed youth in a successful Host Institution in the Groen Sebenza programme, and what enabled or constrained the empowerment and retention processes and outcomes?’. Three sub-questions were used in the study, which focussed on the mentoring, training and workplace experiences and how they contribute to the process of learning and knowing within the Groen Sebenza Community of Practice in the Host Institution? [Addressed in Chapter 4], the value creation elements that emerged in the implementation of the programme in support and empowerment of the pioneers in the Host institution’s Groen Sebenza CoP? [Addressed in Chapter 5], and the enabling and constraining factors that shaped and contributed to the uptake of the Pioneers into sustainable green jobs at the Host Institution within the Groen Sebenza Programme? [Addressed in Chapter 6]. The research was conducted as a qualitative case study, in which I used semi-structured interviews as a key data source, as well as document analysis, and a questionnaire. The study drew on inductive, abductive and retroductive modes of inference since I sought to explore an understanding of the practices and learning that occurred that contributed and led to the successful uptake of Pioneers into jobs, as well as the enabling and constraining factors. The study was interpretive at the epistemic level, and had a social realist under-labouring at the ontological level. Key findings of the study point to the development of enabling cultures of mentoring in workplaces, and the provision of a diversity of workplace learning experiences including formal training. It also points to the importance of personal emergent properties amongst mentors and pioneers that embrace a willingness to work together and build strong relationships, and to learn together. Learning in the community of practice was shown to develop identity and a sense of belonging as pioneers were given meaningful tasks to do and their training and interactions with mentors was experienced as meaningful and relevant. The contributions of the pioneers to the institutional mandate was appreciated by the mentors and therefore also well supported within an empowerment orientation. Various structural factors contributed to this enabling situation, most notably strong support from management as well as good co-operation across divisions. Constraining factors included the physical distances in the province, as well as financial and technical issues such as poor ICT communication systems. Overall, though the study showed that a strong approach to learning in communities of practice supported by empowering mentoring can lead to the integration of young pioneers into sustainable green jobs in the environmental sector. A whole institution approach to this process is, however, needed, and the organisation needs to develop a culture of social learning. As recently as September 2020 as this study was being finalised, the Presidential Employment Stimulus Plan (Office of the President, 2020) following the initial economic shocks emanating from the COVID-19 pandemic, made yet another commitment to using the Groen Sebenza model to create and support sustainable job creation for young people in South Africa today in the environmental sector. This study has been developed and designed to understand those processes and enabling conditions that can support retention and empowerment of young people to take up jobs in the environmental sector today. Its recommendations may therefore be of value to those involved in seeking to support sustainable impacts in terms of retention and employment in programmes such as the Groen Sebenza, and in the Groen Sebenza programme itself as it continues to unfold as a key job creation tool for unemployed youth. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Contextualizing the NCS through the use of school gardens in the Butterworth area
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
- Date Issued: 2009
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
- Date Issued: 2009
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