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The quality of TVET college lecturers significantly affects the development and performance of students and, as a consequence, the economy. This study utilises Wenger's theory of social learning to explore the impact of professional occupational competence deficiencies on TVET lecturers at selected public colleges in Gauteng Province, South Africa. This study aimed to explore the effects of professional occupational competence deficiencies on the TVET lecturers across selected TVET colleges in the Gauteng Province, South Africa. Central to the challenge of lecturers professional occupational competence deficiencies is the lack of training and development to capacitate them with the necessary knowledge and skills to ensure that they play their roles optimally in providing students with quality education. A case study design was adopted in this study, underpinned by a qualitative research approach. A purposive sampling technique was used to select participants from five public TVET colleges in Gauteng Province. Data were collected from fifteen sampled participants through semi-structured interviews and processed through Atlas.ti. Thematic analysis technique was used to analyse the data. The findings of this study show that due to professional occupational competence deficiencies, TVET lecturers are experiencing profound challenges such as low self-efficacy, self-regulation failure, low motivation, anger, and resentment towards college management. To improve TVET lecturers' competence, efforts need to be made to focus on teaching professional occupational competencies as a priority. This study outlines the challenges that professional occupational competence deficiencies pose for the TVET sector and, by implication, the national development imperatives of South Africa. [ABSTRACT FROM AUTHOR]

The Tsitsa River catchment is a complex social-ecological system (cSES) in a rural area of the Eastern Cape Province of South Africa and the site of the Tsitsa Project (TP); a multi-stakeholder, transdisciplinary landscape restoration project aiming to improve sustainable livelihoods and ecological infrastructure. We investigated transformation mechanisms in a framing of multidimensional linkages, including the recognition of differentiated scales and levels. Linkages were analysed through the development of two vignettes: 1) a citizen technician employed to monitor sediment loads in rivers to inform landscape restoration activities (local scale); and 2) a senior government official responsible for (regional scale) operational and on-the-ground restoration initiatives. Vignette data were generated during a workshop, from TP researcher reflexivity, and interviews with the TP Catchment Coordinator and vignette subjects. Data were analysed and presented: i) as a heuristic diagram, ii) through a narrative, and iii) as a matrix table. Each analysis incorporated a different conceptualisation of scale in relation to four social processes related to transformative change: learning, agency, power and structure. Transformation is demonstrated and leverage points and areas of intractability for promoting and constraining future transformation towards social-ecological sustainability, were identified respectively. Further, we suggest that an understanding of transformative processes was enriched and nuanced by combining a triad of complementary analytical exercises. These allowed a focus on unique stories and contexts, but also the identification of generalisable patterns and mechanisms. [ABSTRACT FROM AUTHOR]

The theory and practice of adaptive management and adaptive governance have been widely studied in the complex social contexts that mediate how humans interact with ecosystems. Adaptive governance is thought to enable adaptive management in such contexts. In this study, we examine four often-used principles of adaptive governance (polycentric institutions, collaboration, social learning and complexity thinking) to develop a framework for reflecting on adaptive governance of a social-ecological system—the Knysna Estuary in South Africa. This estuary is a priority for biodiversity conservation, as well as a common-pool resource central to livelihoods. We used the framework to structure dialogue on the extent to which the four principles of adaptive governance were being applied in the management of the Knysna Estuary. The dialogue included diverse stakeholders, from those who have the power to influence adaptive management to those most dependent on the resource for their livelihoods. Based on a combination of theory and current reality we then identified eight indicators that could be used to guide a transition towards improved adaptive governance of the estuary. These indicators were assessed and supported by most stakeholders. The main contributions of our research are (a) a process for combining theory and stakeholder dialogue to reflect on adaptive governance of a social-ecological system; (b) a set of indicators or conditions that emerged from our participatory process that can be used for reflexive monitoring and adaptation of adaptive governance of Knysna Estuary; and (c) a real-world example of seeking complementary links between adaptive governance and adaptive management to promote effective management of complex social-ecological systems. [ABSTRACT FROM AUTHOR]

Continuing Professional Teacher Development (CPTD) refers to the ongoing learning and development of teachers throughout their careers. It involves a range of activities, programs, and initiatives designed to help teachers improve their knowledge, skills, and effectiveness in the classroom. CPTD programs can take many different forms, such as workshops, seminars, mentoring programs, online courses, and peer networks. This desktop review paper examines the role of CPTD on teachers' and learners' achievement. The paper reviews among others the following; the nature and concept of CPTD, the importance of CPTD, South African teacher education policy framework and CPTD, the educational achievement and CPTD, school effectiveness and CPTD, learner and teacher learning and CPTD. The paper uses social learning theory as a theory that underpins the paper and makes some plausible recommendations. [ABSTRACT FROM AUTHOR]

In overimitation, an observer reproduces a model's visually causally redundant actions in pursuit of an object‐directed outcome. There remains an assumption that costs involved in adopting redundant actions renders them maladaptive in the immediate context. Here, we report on an experiment designed to evaluate whether or not overimitating is costly in this way. One hundred and eight children from two contrasting cultural groups (Australian Western vs. South African Bushman) observed an adult open an apparatus using a process that locked one side and opened another. Two toys were then inserted in the locked side and one in the open side. Copying the model meant access only to the lower quantity reward would be possible. This process was repeated for a second trial. Contrary to expectation, children retrieved similar numbers of toys regardless of whether they reproduced the model's actions or not, suggesting that in contexts like that presented here, overimitation is not costly in the ways commonly assumed. [ABSTRACT FROM AUTHOR]

Effective knowledge sharing and community engagement can be major enablers in the pursuit of socially relevant benefits from ecological restoration and rehabilitation. Focusing on two ecological restoration and rehabilitation practitioner organizations and their workers, this paper evaluates perceptions of the extent to which short‐term knowledge exchange contributes to social goals in ecological restoration and rehabilitation in South Africa through (1) stakeholder engagement and awareness of community well‐being, and (2) knowledge enrichment. Data collected through impact questionnaires, participatory site visits, practical work exchange, focus group discussions, and a workshop are analyzed using thematic analysis framed by the International Principles and Standards for the Practice of Ecological Restoration #1 and #2. We explore participants' perceptions of knowledge exchange benefits and discuss implications for future collaboration in establishing long‐term knowledge exchange. Findings show that knowledge exchange is perceived to result in enhanced teamwork engagement, and strengthened knowledge on restoration techniques through mutual learning, inspiration, and a strengthened sense of community. Findings suggest that sustained knowledge exchange and engagement activities between different practitioner organizations is key to realize and transform short‐term perceived benefits into long‐term applied socioecological impacts across landscapes in dryland Africa. There is a need to progress from short‐term, horizontal learning, to long‐term (horizontal and vertical) knowledge exchange, to inform restoration project design and implementation. [ABSTRACT FROM AUTHOR]

This paper examines the late Nelson Mandela's Mercedes (Merc) Benz SClass car and a 'Thank You' postcard from the Sisters of Santa Chiara as not just objects but emblems of selflessness, togetherness, and sacrifice. The car and the card images serve as a foundation for inquiry, representation, and transformation for higher education. As a team of self-reflexive practitioners from various disciplines at one university in South Africa, we seek to add an alternative dimension to the current debates on social cohesion by using image-based research to generate verbal discussion and provide a critical platform from which to examine transformation. The study seeks to answer the question, What can we learn about social cohesion in higher education through object inquiry? Methods used include visual methodologies and collaborative object inquiry through reflexive Ubuntu. The visual methods unveiled different strata of meanings, evoking deep emotions, memories and ideas. Thus, having these polysemic voices helped us to have a broader understanding of fostering social cohesion in both our professional practices and everyday living. The Ubuntuism demonstrated by the owners and workers from the Mercedes Benz plant and the Sisters of Santa Chiara has a lot to teach us on social cohesion and transformation. The lessons we learnt relate to collaboration, self-sacrifice and selflessness, cultural change, and diversity and leadership. [ABSTRACT FROM AUTHOR]

The study interrogates an annual course with undergraduate computer science students that took place against the background of national student protests at universities across South Africa to effect equitable access to higher education. As it involved blended approaches and a higher degree of out-of-class digital delivery, it showed that creative pedagogies are possible online and appeal to technologically savvy students, for whom the course was designed in the first place. It uses reflections by these students of their experience of collaborative work on a Scenario Pedagogy (SP) course, as well as the results of a survey of student collaborative practices in a digital space as a window into their learning trajectories. The study demonstrates and offers an understanding of how SP can contribute to developing computer science students as communicators in their discipline at university and future workplaces. It explores the usefulness of Communities of Practice (COP) and Knowledgeability across Landscapes of Practice (KLP) theory as an analytical toolset as well as a descriptive language for investigating and explaining learning events. The changing and changed landscape of higher education and the world of work present new challenges and opportunities, particularly in curriculum development and delivery. Utilising real-world "authentic" pedagogies and social learning theory provides appropriate tools for meeting these challenges. Exploring reflective practices and their contribution to the emerging of transformed practices and identities in the South African higher education sector would be a fruitful avenue of future research. [ABSTRACT FROM AUTHOR]

The seasonal occurrence and temporal sexual segregation of great white sharks Carcharodon carcharias have been widely documented in various temperate and sub-tropical waters across the globe. Yet, there is limited understanding of the relationship between the life stages and habitat use of C. carcharias, particularly in the Southern Cape. In this study, we investigated the population dynamics of C. carcharias in Mossel Bay, South Africa, between 2009 and 2013, using skipper logbooks and citizen research data obtained by a cage-diving vessel. A total of 3064 sharks, ranging in life history stages from young-of-the-year to subadult, were sighted during 573 trips. Juveniles dominated the sightings throughout the study, and there was marked sexual segregation, with females dominating the total sightings of sharks. C. carcharias were most abundant during the cooler, winter season, with females differing in abundance seasonally and males maintaining a low abundance throughout the year but peaking in the winter. In addition, sea surface temperature was the best indicator of C. carcharias presence. Abundance was greatest when vertical water visibility exceeded 3 m, with cloud cover influencing overall abundance negatively. Likely reasoning for the aggregation of C. carcharias in Mossel Bay includes the favourable conditions and abundance of food. Juvenile sharks may also utilise this area as a training ground to learn from larger conspecifics. This research demonstrates that information on population size and structure of C. carcharias can be obtained effectively through a compilation of logbook and citizen science data to assess and identify potential critical habitats in the quest to develop appropriate management strategies. This research also shows value in commercial cage-diving operations deriving international data sets needed to assess global populations of C. carcharias. [ABSTRACT FROM AUTHOR]

Communities of Practice are sites of social learning for the co-production of knowledge. Building on recent literature on Transdisciplinary Communities of Practice, this article reflects on the experiences of an emergent 'Food Governance Community of Practice' in South Africa that brings together multiple stakeholders to co-produce knowledge to inform local food policy and governance. Our results show the following lessons for managers and participants engaged in establishing similar 'third spaces' for knowledge co-production: 1) make inevitable power asymmetries explicit; 2) the identity of the group should not be built on a particular normative position but emerge from discursive processes and 3) create a balance between supporting peripheral learning and maintaining the specialist cutting edge discussions needed for co-production. Furthermore, the most beneficial legacy of a Community of Practice may not be the outputs in terms of the co-produced knowledge but the development of a cohesive group of stakeholders with a new shared way of knowing. [ABSTRACT FROM AUTHOR]

Access to science-based environmental education is critical to improve rural coastal communities' adaptive capacity and resilience. Based on research in two rural, underprivileged schools in South Africa's southern Cape coastal region, we describe the process and lessons learnt in developing and deploying a series of integrated teaching modules for middle school (Gr 7-9) learners. The modules' structure was informed by integrated curriculum design, and lessons were developed to augment the existing syllabus. Social and situated learning paradigms also informed the modules' development, with lessons and practical exercises drawn from the surrounding environment and community, as well as incorporating data from ongoing regional marine science research. In a context of rural isolation, limited resources and a mistrust of outsiders amongst adult community members, the findings suggest that the modules may serve as building blocks of intentional learning to bolster adaptive capacity amongst both learners and the broader local community. [ABSTRACT FROM AUTHOR]

Aim/Purpose There is a significant amount of research on supervision, assessment, and socio-economic benefits in South Africa. However, there have been relatively few attempts to analyse the research proposal phase, which remains a critical part of doctoral education in South Africa. Background As part of the broader transformation agenda in South Africa, universities are under pressure to produce vastly more high-level doctoral graduates. The aim is to allow South Africa to build its knowledge base so it can address the socio-economic problems inherited from the apartheid regime. In South Africa, quality in doctoral education is mainly understood and measured in terms of throughput rate. The danger is that greatly increasing the number of doctoral graduates will have a deleterious effect on the quality of the studies done. At present, the general view is that the research proposal phase is an administrative requirement or merely a planning phase in doctoral education. However, the research proposal phase is when doctoral students have their first opportunity to show their capacity for high-level intellectual engagement. This article explores what doctoral students and supervisors regard as necessary for a quality research proposal and how they view this phase of the doctoral journey. Methodology This qualitative research used phenomenology to capture the lived experiences of participants. There were nineteen (19) participants from three South African universities. Eleven (11) of them were supervisors and eight (8) were doctoral students. Semi-structured interviews generated the data that were used to explore how participants experience and construct their understanding of quality at the research proposal phase. Contribution The study makes three contributions: (i) it increases our understanding of the research proposal phase of doctoral education, (ii) it provides an alternative understanding of quality attributes: those centred on research learning. At present planning to meet administrative requirements dominates notions of quality; and (iii) it positions the doctoral research proposal at an intersection of different views of knowledge production: mode 1 that favours disciplinary knowledge production, mode 2 that favours cross disciplinary knowledge production and mode 3 that favours quadruple helix innovation systems of knowledge production. Findings The findings indicate that participants understand quality in terms of planning for research, compliance with administrative requirements, confinement of research ideas within disciplinarity boundaries and the calibre of academic support. These understandings inform the common perceptions of the research proposal phase and its quality attributes. Participants' narrow understanding of the research proposal phase and its quality attributes have, in turn, supported the view that writing of research proposals is a matter of technical compliance. This has deprived the research proposal phase from harnessing the full potential of research learning. It has also restricted the epistemological imagination of students, as econometrics parameters are being used to measure the production of knowledge. Recommendations for Practitioners The possibility of enhancing the quality of the doctoral research proposal phase could be increased if those directing doctoral education were more aware (i) that the support programmes should encourage significant doctoral research; (ii) of the importance of having courses that are an integral part of the research proposal phase, which enable candidates to develop the ability to sustain a cohesive, coherent, critical and logical academic argument, and (iii) of the necessity for interdisciplinary research at the level of doctoral education. Recommendation for Researchers Researchers from diverse social and cultural contexts need to improve the quality of their research proposals through engaging in research learning. This would require deeper understandings of social and cultural diversity of the context from which the research proposal phase is being experienced. This requires further research on understanding how students negotiate the transition from different social learning contexts into doctoral education. Impact on Society Implementation of the recommendations would help to establish a robust standard of doctoral education, which could enhance the personal, professional, social, and economic growth of South African society. Future Research Future research should explore different approaches to support services to identify the kind of support services that would enable doctoral students to engage in quality interdisciplinary research. [ABSTRACT FROM AUTHOR]

This paper reports on a study conducted with Grade 11 learners as participants, in four public high schools in a rural district of the Eastern Cape Province of South Africa. The central objective was to investigate the mathematical discourses of Grade 11 learners related to the word, algebraic and graphic representations of asymptotes of the hyperbola and exponential functions. Commognition and social learning theories were referred to, with particular emphasis on the characteristics of the mathematical discourse, that is, word use, visual mediators, endorsed narratives and routines. The study adopted a qualitative research design, with exploratory, descriptive and interpretive elements complementing both its data collection and analysis processes. A purposive sampling strategy was opted for in the study. Data was collected by means of a test administered to a total of 112 Grade 11 participants from the selected four high schools. Data was thematically analysed by means of a developed Discourse Profile of the Hyperbola and Exponential Function adapted from the Arithmetic Discourse Profile. The study's findings revealed that, while there was evidence of learning functions, for these leareners, the process of de-ritualisation was not yet complete. There were also challenges in linking different representations of a function. Learners could work efficiently on procedure tasks, but struggled on action-oriented tasks. [ABSTRACT FROM AUTHOR]

• We used the prescriptive framework of transition arena to assess factors conducive to a transition. • The transdisciplinary project design was conducive to the buy-in from the agricultural sector. • The concept of social learning was useful in analyzing if capacity, commitment, and momentum were created. • Important factors for learning included motivation, trust, sufficient time, and the right timing. • The continuous involvement of governmental actors was crucial to creating project ownership. The agricultural sector of the Western Cape is highly affected by climate change and thus requires fundamental change to move to a more resilient path. We analyze the development of a climate change plan to obtain a better understanding of what is needed to make such a strategic intervention meaningful in terms facilitating a sustainability transition. We use the concept of transition arena to understand how group composition and processes facilitated or hindered structural change, and apply social learning theory to uncover learning processes and outcomes for whether capacity and momentum for moving towards a more climate resilient sector were created. Commitment on the part of project members created trust in the project and vice versa, while the ongoing involvement of governmental actors was key for creating capacities and commitment for change. The limited participation of niche actors may have hampered the ability to identify more innovative development pathways. [ABSTRACT FROM AUTHOR]

In order to remain competitive in a global technological revolution, the learning and development departments of businesses are focusing on the emerging concept of micro-learning, to support the fast-paced, multitask orientated and digitally savvy learners. A survey was conducted among 7 673 employees of one of the major retail banks in South Africa, to determine the effectiveness of micro-learning and establish whether micro-learning is effective, as well as identify gaps and recommend strategies to close them. Through inferential statistical analysis of the data, it was concluded that learners reacted positively to micro-learning, the acquired relevant knowledge using micro-learning which improved work performance and business metrics. Although the microlearning programme was deemed effective for the vast majority (80%) of the participants, two gaps were identified, namely, micro-learning did not fully embrace the social tenet of learning, and it is also not exempt from the distractions that learners experience. It is recommended that any organisation pursuing a micro-learning programme should incorporate a social knowledge-sharing element into the programme and provide users with tools to develop self-control and selfregulation habits needed to conquer constant distractions. [ABSTRACT FROM AUTHOR]

• A civil society organisation (CSO) catalysed water-related social learning. • Active citizenship was more evident at an individual or group than community level. • Learning and identity development occurred though sustained engagement in practice. • An iterative cycle of practice and reflection promoted learning-by-doing in the CSO. • Sustained support is needed for learning to lead to agency and improved livelihoods. Human capacity growth in knowledge and innovation is crucial if South Africa is to achieve developmental goals such as efficient, sustainable and equitable water resource management. About 80 percent of the South African population comprises socially and economically disadvantaged people, living in township areas (urban areas previously allocated to Black residents during the apartheid era) that experience low household water security and lack water-related knowledge capacity. For example, the national unemployment rate is 36.3%, and in the region of the study, the Eastern Cape, is 44.5%. An integrated approach to water resource management requires meaningful participation of water stakeholders in management processes. Civil society organisations championing practices to address water service delivery issues in their local communities are well placed to build their individual capacity and foster community capacity development and active citizenship around water issues. This paper explores the learning experiences of a civil society organisation, Water for Dignity (WfD), as they addressed water service delivery issues in the Makana Local Municipality, in the Eastern Cape of South Africa. The learning process of the WfD group was explored through the retrospective analysis of data collected through participatory action research, at the WfD group, and wider community level. Learning within the WfD group was analysed through a communities of practice lens. Learning between WfD and the wider community was analysed through using a social learning lens. Learning at WfD team level occurred in four ways, through learning as belonging, learning as doing, learning as experiencing and learning as becoming. Social learning that occurred at a community level related mainly to personal water rights and best practices for improving water quality and water conservation. These were fostered mainly through structured citizen engagements offered by WfD. The research provides evidence that civil society organisations can play an important role in bridging water-related knowledge gaps and can foster active citizenship in South African communities. [ABSTRACT FROM AUTHOR]

The article focuses on transdisciplinary learning for sustainable development. Topics include that requirement of deliberation, consistent change process and promotion of social learning for transition; and distinction between two main dimensions including the area of societal interaction and the level of reflection informing learning processes.

This paper reports on the adaptation of local indigenous children's games in South Africa that can be integrated during child counselling. There is a plethora of literature that advocates for the reconceptualisation of social work in non-western societies to align it with the values of clients being served. However, there is a dearth of literature on available indigenous social work games that can be applied particular in child counselling. Using a qualitative design, six social work practitioners, purposively sampled, were individually interviewed to explore their integration of indigenous games during child counselling. The findings indicate that through reflexivity, social workers learn and observe context-relevant knowledge from the communities they serve and that accumulated knowledge informs innovative practice interventions in social work. In this paper, children's social background, culture, play behaviours and community assets informed social workers' choice of the games they could incorporate in child counselling. The integration of local games, such as Uchiki, Umangqalutye, Eight Stones and riverbank clay, in child counselling sessions promotes a sense of mutual learning that benefits the helping profession to deliver a context-relevant service. [ABSTRACT FROM AUTHOR]

With roots in past injustice and a future of complex social-ecological-economic-political situations, climate change calls for innovative ways to understand the evolving issues in real time and to continue to mobilise action, resources, and community around this. We, as arts-based researchers, focus on the climate change related drought in Cape Town, the city that almost ran out of water in early 2018. We embarked on a praxis process of co-producing a socially-engaged podcast series. We harnessed this medium to facilitate a form of social learning about this water crisis and as a device for uncovering the contested narratives of lived experiences of this water crisis. Our overarching goal was to support a more just and sustainable relationship with water in and beyond the crisis. We took an arts-based, relational approach to inquiry, with inquiry being both research and learning. This paper constitutes an important critical reflection on the process thus far to inform how we take this podcast into the future. We provide some context to the Cape Town water crisis and describe the building of DayOne's foundational four episodes as our research methodology. We then analyse the podcast-building process with support from literature on the podcast genre, social movement learning, and relational pedagogy. We outline why we feel relational sensibilities can contribute to social and ecological justice and how social practice podcast-building might help to cultivate these. We conclude by presenting three tensions to explore the question: how do we build podcasts in and with Cape Town as a tool for relational researchcommunication- education-action around urban water while best utilising the unique strengths of the podcast genre? These tensions are: listener-host intimacy versus sufficient contextual information; the affective power of raw audio versus the mediating power of editing audio; and the disruption versus reproduction of dominant narratives through sharing personal stories. [ABSTRACT FROM AUTHOR]

Although stakeholder engagement is one of the founding principles of marine spatial planning (MSP), meaningful representation of people and their connections to marine resources within marine governance is still lacking. A broad understanding of how concepts surrounding social capital and capacity is translated into MSP practice is missing. With this article, we describe detailed case studies in the United Kingdom, Brazil and South Africa to build a better understanding of the ways in which MSP and other ocean governance initiatives operationalise the concepts of social capital and capacity. Drawing on insights from the cases, we call for a rethinking of capacitation as a two-way process. In particular, trust-building, social learning and efforts to build social capacity should be elaborated without imposing a hierarchy between people 'who know' and people 'who don't'. Innovative approaches to relationship building, knowledge development, and collaboration highlighted in the case studies highlight ways to build social capacity both among stakeholders and planners, as is necessary for more equitable and sustainable MSP development and implementation. [ABSTRACT FROM AUTHOR]

The focus of this article is on the experiences of staff members involved in a student support programme. The experiential, social, and student-centred approaches incorporated in this programme provided not only students, but also academics with pathways to lifelong learning. Functioning in a community of practice (CoP) (with students and also with like-minded colleagues) created an enabling environment for the development of effective teaching and learning approaches, as well as practical skills. Additional positive results relate to the fact that academics are aware of the importance of and more equipped with the competence to scaffold students towards becoming more effective in the learning process. [ABSTRACT FROM AUTHOR]

The intention of this paper is two-fold; firstly, it is to explore the causal effect of perceived negativity towards Further Education and Training (FET) college education among South African youth. Secondly, it is to determine the impact of apprenticeship on the development of entrepreneurial knowledge and skills among FET college students. The FET sector serves a particular function, which is the imparting of hands-on vocational training, intended to inculcate and promote a culture of self-employment, considered a necessity for employment creation. A questionnaire was used to collect data from 112 randomly selected students from three Motheo FET colleges. The findings reveal very contrasting results, a direct correlation between apprenticeship and entrepreneurship; however, 53% of the respondents did not feel sufficiently equipped, ready and confident enough to start their own businesses after graduation. About 48% feel the need to further their studies at university in order to stand a better chance of landing a good job. [ABSTRACT FROM PUBLISHER]

This theoretical paper looked at the possibility of incorporating the social learning concept of achievement-oriented behaviour in promoting children's public participation in policy-making in the educational system. The paper highlighted how the concepts of public participation and achievement-oriented education could be used in the governance of the educational system in South Africa. The paper explored concepts such as goal-directed behaviour, achievement standards, achievement beliefs, and how the educational system could use the concepts in the promotion of children's public participation. Future studies could focus on the empirical relationship between achievement-oriented behaviour and child involvement in participatory democracy in the governance of the educational system in South Africa. [ABSTRACT FROM PUBLISHER]

ABSTRACT Environmental risk analyses (ERAs) can benefit from participatory methods that enhance social learning, whereby diverse participants share knowledge and perspectives to learn about complex socio-ecological systems, develop a collective understanding of the risk problem and build support for specific solutions. We used surveys and interviews to investigate social learning among 22 stakeholders during a participatory ERA workshop to evaluate risks of genetically modified maize to South African biodiversity. The ERA process incorporated methodologies designed to enhance social learning, such as open communication, constructive conflict and extended engagement. We observed that social learning occurred as participants understood new information and perspectives, began thinking systemically and transformed their impressions of other participants. In this workshop, they did not develop a shared understanding of the ERA process or priority risks. However, the ERA workshop did engender social learning about other stakeholders, socio-ecological systems and risk, creating a foundation for longer, iterative engagement needed to build shared understanding of complex problems and solutions related to biodiversity governance. Copyright © 2012 John Wiley & Sons, Ltd and ERP Environment [ABSTRACT FROM AUTHOR]

During the past 17 years in South Africa, far-reaching policy, legislation and institutional changes in water-related governance have occurred. Responsible leaders have ensured that a paradigm of integrated water resource management (IWRM) is firmly entrenched in the above policy, legislation and institutional arrangements. IWRM in turn demands a level of interaction between individuals, disciplines and organisations such that multi-sector, multi-level stakeholders can collectively, timeously, wisely and cost-effectively visit the consequences of their proposed, present and past actions. Such social learning processes demand leadership and the ongoing development of leaders at all levels. This paper is structured around the propositions for leadership development in the field outlined by Scharmer (2009a). The principal aim of the paper is to reveal the extent to which the multi-sector catchment management agency (CMA) phenomenon is an ideal crucible for leadership development in the field. It is argued that the complex adaptive system that embodies the water realm needs to be engaged by developing complex adaptive systems of governance and that the CMAs have the potential to meet this requirement. Furthermore, it is argued that processes to achieve this required leadership are also ideal for developing leadership. At a time when worldwide developments in communication and computer technology have spawned an exponential growth in successful endeavours related to self-organising around common challenges, the CMA provides a unique and nourishing context for self-organising that simultaneously connects to South Africa's water governance mainstream of policies, laws, institutions and administrative procedures. [ABSTRACT FROM AUTHOR]

Within the media and the literature the need is often expressed for the establishment of a culture of learning within South African schools. The contrasting view tends to be one of dysfunctional schools that have come into being, giving rise to significant learner behaviour problems and poor pass rates being encountered in practice. This paper is directed at gaining conceptual clarity as to what is meant by a "culture of learning" and exploring two fundamentally different views as to how such a culture can be nurtured within South African schools. The study is based on a multidisciplinary literature review to gain an understanding of the concept and the theories advocated for bringing about a culture change. A key finding emanating from the study is that the traditional culture management approach advocated in the literature may not be all that effective in practice and that an alternative approach that views "culture of learning" as an emergent phenomenon that has its origins in the social interaction taking place within classrooms, schools and learning communities may be more effective. [ABSTRACT FROM AUTHOR]

Learning provides the basis for fostering transitions toward adaptive comanagement. Understanding the ways in which arenas for collaboration and learning are created, and the outcomes of these processes in different contexts, is therefore crucial. This paper presents the results of an experimental research process that identified a small set of key variables that influence effective collaboration and learning, and tested a methodology for monitoring these in a collaborative way in three case studies in South Africa. The small set of key variables tested in this study was sensitive enough to register change over a period of 18 months. Results suggest that the background conditions necessary for social learning can be externally managed during an initiative, with positive outcomes for collaboration and learning. Monitoring outcomes suggest that for learning to be effective, a balance needs to be sought between maintaining key individuals within the system, preventing rigidity and vulnerability when this is achieved, and encouraging active participation within communities of practice. Effective facilitation by an 'honest broker' is one of the ways in which this can be achieved. The results point to an over simplification in the rhetoric that currently surrounds the learning outcomes of multilevel networks, and challenges the idea that democratic structures are necessarily important for effective natural resource management at the community level. [ABSTRACT FROM AUTHOR]

In this paper the mathematical working in a series of 'litter project' lessons from a South African Mathematical Literacy class is analysed in terms of Kilpatrick, Swafford and Findell's (2001) five strands of mathematical proficiency. The analysis points to evidence of the life skills-oriented Mathematical Literacy frame opening up opportunities for engagement across aspects of all five strands, but shows that the emphases differ from the intra-mathematical emphases within the strands. I argue that this is due to the lack of centrality in the Mathematical Literacy frame of the 'mathematical terrain'. The shifting of competence to the bridge between mathematics and everyday situations and problems retains mathematical coherence and connectedness. Both of these aspects are grounded in the mathematical tools and thinking that are needed to make sense of the everyday situation, rather than the more intra-mathematical connections and coherence that appear to be in focus within the strands of mathematical proficiency. [ABSTRACT FROM AUTHOR]

We examine challenges and opportunities for developing 'learning systems' for integrated catchment managing (ICMg) drawing on our experiences in two contexts: UK and South Africa (SA). Our research question is: what is it that we would have to experience to claim that a catchment was a learning catchment? We suggest that any valid answer to this question will arise in social relations in context-determined ways. From this perspective ICMg is an emergent 'performance' of stakeholders engaged in mutual action, or social learning (SL), in which understandings and practices are transformed in situation improving ways. These questions are relevant given recent reviews suggesting that implementation of the European Water Framework Directive (WFD) is not nurturing adaptive management. Our European and SA experiences demonstrate that it is possible to invest in social learning as a governance mechanism for water managing, but key constraints exist. Our SA work based on (i) appreciating the situation, especially the history, and (ii) contextual appreciation and design of learning systems (as a result of (i)) is described in response to these constraints. We conclude that more attention on developing an effective praxis for ICMg is required. [ABSTRACT FROM AUTHOR]

South Africa's National Water Act and National Water Resource Strategy set out an ambitious vision for Integrated Water Resources Management including a strong focus on the redistribution of water resources towards the poor and on empowering historically disadvantaged communities. To achieve this vision the Department of Water Affairs & Forestry (DWAF) has been pursuing a programme for devolving powers to 19 stakeholder-led catchment management agencies (CMAs) and more locally, transforming irrigation boards into more inclusive water user associations (WUAs), as well as creating new associations. Co-operative governance is a core principle of this programme. As well as being enshrined in South Africa's constitution, this principle is seen as key to enabling CMAs to implement their core functions, which include co-ordinating the activities of water users and water management institutions within their water management area. For WUAs also, the principle of co-operative governance is key to building engagement between White commercial farmers and emerging Black farmers, as well as (in some cases) engaging with a wider set of stakeholder interests including local government and environmental interests. Despite a commitment to the principle of co-operative governance, individual and institutional capacity for facilitating co-operative development processes is in relatively short supply within the South African water sector. This paper describes work-in-progress to build capacity in this area, working with: • DWAF's national Institutional Governance team • The Inkomati CMA (ICMA), the first of South Africa's new catchment management agencies • Two irrigation boards and a number of other stakeholders in the Mvoti catchment - with a view to the development of an appropriate institutional arrangement (WUA or otherwise) for the co-operative governance of this catchment. This paper focuses on the development of an interactive approach to capacity building in each of these three sites, drawing from a broad portfolio of approaches variously described as social learning, social appraisal, or whole system development. In the Inkomati we have worked primarily with the whole system approach known as Future Search, whereas in the Mvoti we have used the U-process and social appraisal as guiding metaphors and design principles. This paper describes some of our achievements, challenges and reflections to date, and argues that the interactive approaches we have been taking are better suited to the implementation of DWAF's institutional reform processes than the more established, top-down approaches, which involve issuing guidance, supported by training programmes. The paper concludes with a discussion of the implications for scaling up these types of approaches across the South African water system as a whole, and for the practice of integrated water resource management. [ABSTRACT FROM AUTHOR]

This article describes rates of missing item responses in personal digital assistant (PDA) assessments as compared to paper assessments. Data come from the evaluation of a classroom-based leisure, life skills, and sexuality education program delivered to high school students in Cape Town, South Africa. Analyses show that the paper assessments had much higher rates of missingness than FDA assessments. This association is moderated by item order. Certain analyses also suggest that paper assessments have higher rates of missingness for items pertaining to participants' sexual behavior. Implications of these results for evaluation research will be discussed. [ABSTRACT FROM AUTHOR]

consideration of the challenges faced by practitioners in local government when it comes to the implementation of environmental management in practice, this paper supports a social learning approach to environmental management, which embraces reflective practice. Feedback is provided on the preliminary results of a current action research study in South African local government which aims to appraise the potential of a specific reflective practice framework to enhance environmental management in this transitional context. Consideration is given to some practical outcomes experienced in the roll-out of the reflective practice framework so far, as well as to preliminary data analysis outcomes, such as the nature of reflective practice and in the host organisation. Attention is also given to potential factors influencing the effectiveness of reflective practice in the host organisation and how they could be related to the challenges being experienced in the rollout of the reflective practice framework. [ABSTRACT FROM AUTHOR]

Motivational differences in response to the Motivation Sources Inventory were tested between U.S. (n = 138) and South-African (n = 114) work samples. Analysis indicated that American managers scored significantly higher on intrinsic process (fun), while South-African managers scored significantly higher on self-concept external and goal internalization when measured using ratio analysis. Replication and extension with large groups representative of populations of interest in conjunction with Hofstede's cultural dimensions could allow generalization. [ABSTRACT FROM AUTHOR]

This paper focuses on youth voices about sex and AIDS and reveals significant discrepancies between the 'ideal adult worldview' and the 'practical youth worldview' on sexual matters. In discussing the 'youth worldview', it draws on Piaget's theories of childhood development and Perry's theory of student development, both theories which postulate that children cannot learn material if they have not reached a particular level of development. It concludes that life skills implementation is the key issue to HIV prevention among young people. It is argued that such a programme should take the rights-based approach in order to get a firm grip of actual sexual practices among youth. It is further argued that this is only possible where there is maximum youth engagement - and this can be achieved through role modelling and the use of visual and arts-based participatory methodologies. [ABSTRACT FROM AUTHOR]

In HIV and AIDS and life skills education in southern Africa peer education has been advocated as a way of democratizing relations between educators and students and encouraging participatory pedagogies. But what makes a peer educator, or rather how do people make themselves peer educators? Similarities in terms of age, social status and background do not automatically result in teachers and students identifying as peers and engaging in participatory teaching and learning. This paper focuses on an interview with men and women in their 20s who were identified as peer educators and taught life skills education to children in a 'black' high school. How did they, as full-time paid employees several years older than their students working for a Christian organization, construct themselves as peers in relation to the male and female students they taught? It is argued that this involved contradictory ways of relating to students, moralistic and student-centred, and that they subverted and reproduced conventional gendered identities. [ABSTRACT FROM AUTHOR]

The article examines the example of the Friday Absenteeism Project, a photo voice project with sixth grade pupils in a rural school in KwaZulu-Natal, South Africa, to investigate the nature of participatory process and cultural production. This allows the authors to explore several critical issues connected to youth participation, including citizenship and democracy, ethics, false promises, life skills and youth participation, edutainment, links to media, participation, taking action, and art and social change. The Friday Absenteeism Project provides students with simple cameras to allow them to document their social conditions.

Policy alone cannot actualise South Africa's vision of democratic change. Democracy is a socially learned concept. For a culture of democracy and human rights to be established educators have to become both targets and agents of change. Unless educators internalise democracy and are committed to its enactment in their professional practice we will struggle to achieve ‘lived democracy’ in South Africa. An innovative course was designed for student educators to enable them to become agents of transformation in the preschool. This paper presents the implementation and evaluation of a pilot course which data showed was partially successful. A revised course design and action research will follow in 2006. It will continue to focus on students' agency and internalisation and transformation. [ABSTRACT FROM AUTHOR]

Examines the handaxes and cleavers from the Cave of Hearths and other South African late Early Pleistocene and Middle Pleistocene sites. Identification of benchmarks in hominin; Influence of social learning imposing communally sanctioned practices in manufacture and end product; Cultural significance of variability in outline shape.

Shows how it is possible to use ordinary sources of social history to regain insights into processes of informal learning through social action. Role of the South African workers movement in bringing an end to apartheid; Historical resources that can help reconstruct the processes of learning and knowledge production within the labor movement; Information on the autobiography of Alfred Qabula, a worker poet and culture activist in the metalworkers' union.

A capacity for constructing new tools, or using old tools in new ways, to solve novel problems is a core feature of what it means to be human. Yet current evidence suggests that young children are surprisingly poor at innovating tools. However, all studies of tool innovation to date have been conducted with children from comparatively privileged Western backgrounds. This raises questions as to whether or not previously documented tool innovation failure is culturally and economically specific. In the current study, thus, we explored the innovation capacities of children from Westernized urban backgrounds and from remote communities of South African Bushmen. Consistent with past research, we found tool innovation to occur at extremely low rates and that cultural background had no bearing on this. The current study is the first to empirically test tool innovation in children from non-Western backgrounds, with our data being consistent with the view that despite its key role in human evolution, a capacity for innovation in tool making remains remarkably undeveloped during early childhood., (Copyright © 2014 Elsevier Inc. All rights reserved.)