An assessment of climate-smart agriculture (CSA) practices skills amongst extension practitioners in South Africa

One of the roles of extension services is to link farmers to the developers of technological solutions (research outputs). Extension officers act as facilitators and assist farmers in their decision-making and technology adaptation. With the changing climate threatening production resources, extension officers need to encourage farmers to adopt various climate-smart agriculture (CSA) practices. The paper seeks to reflect on a study by the Agricultural Research Council (ARC) to assess their skills and knowledge about climate change and CSA. The study aimed to conduct a skills audit on CSA and related concepts. Through a stratified sampling method, all extension practitioners (EPs) registered with South African Council for Natural Scientific Professions (SACNASP) were included in the survey. The survey, administered through a user-friendly tool (online google forms), was developed to investigate: familiarity with, and current skills in climate-smart agriculture and collect biographic information, field of responsibility (e.g. cropping, livestock and mixed farming). Both quantitative and qualitative data was sourced through the survey tool to draw generalized conclusion and perceptions of how best to improve the capabilities of EPs on CSA. The results of the survey showed that EPs had a theoretical understanding of climate change and CSA. Generally, EPs across all positions, education levels, age categories and experience could identify the correct definition and cause of climate change, despite the fact that the majority had not received any CSA training. On the contrary, the majority of respondents had little understanding of how best to apply the CSA approach in practice, to assist farmers curb the effects of climate change. A CSA training programme was developed to establish a strong theoretical base, together with an understanding of the challenges presented by climate change and climate variability to sustainable agriculture in South Africa.

Challenges and drivers to data sharing among stakeholders in the South African construction industry

Purpose The purpose of this paper is to examine the challenges to data sharing among construction stakeholders in the South African construction industry and also assess stakeholders’ perceptions of the benefits of data sharing. Design/methodology/approach This study is a cross-sectional survey administered via a Web-based online survey on construction professionals registered with the South African Council for the Project and Construction Management Professions (SACPCMP). The respondents rated on a five-point Likert scale the level of influence of the challenges of, and the benefits derivable from data sharing. These were analysed using descriptive and inferential statistical techniques. Findings The results of the principal component analysis (PCA) presented a five-factor structure of the challenges to data sharing, including reporting context/framework/lack of expertise, cost considerations/clients’ influences, data interoperability, stakeholders conservative attitude and personal interest/data confidentiality. These have percentage variances 17.124%, 16.929%, 13.786%, 13.353% and 12.961%, respectively. For the benefits of data sharing, the constructs were categorized into four themes, namely, optimal project decisions/stakeholders’ confidence, benchmarking/ collaboration among firms, time and cost benefits and enhanced market intelligence. These have respective variances of 24.598%, 18.393%, 16.160% and 14.685%. Practical implications It is expected that this study will provide information to stakeholders towards implementation policies and practices that could eliminate the challenges to data sharing and assemblage, thereby enhancing the level of data sharing in the construction industry. Originality/value Given the increasing global and technological changes, it might be expected that there will be an increased appeal by construction stakeholders towards embracing data sharing and assemblage owing to the inherent benefits and value.

Co-design in the architectural process

PurposeDespite the proven importance of co-design as a way of improving the social relevance of architecture, there is a lack of opportunity for meaningful co-design processes in the current professional Master of Architecture programme in South Africa as it is largely modelled on the professional work stages of the South African Council for the Architecture Profession (SACAP), which are based on the assumption of primary authorship and authority of the architect.Design/methodology/approachThis problem has been investigated by way of ten workshops with high school learners in the Mamelodi East township in South Africa, as part of a professional master’s degree in architecture.FindingsThe findings of the workshops indicate that the initial stages of design could benefit directly from the participation processes and could be critiqued constructively. However, increased resistance to the process by crit panels was experienced once the sketch design phase was completed and the expectation of primary authorship increased. Engagement of the learners in the latter part of the design decision-making process also diminished as levels of experience in spatial design became evidently further removed from the expected outcomes.Research limitations/implicationsIn terms of co-design discourse and the evident value of participatory skills in practice, it is evident that the initial work stages of concept, brief and ideation are fairly easily assimilated into the pedagogical requirements of the degree programme and as such could enable a more socially relevant and responsive approach to professional practice.Practical implicationsThe South African standard of practising architecture leaves little space for the process of co-design, even within the educational environment. The value of co-design within this context lies predominantly in the values and conversations generated rather than the aesthetics of the end product. The process of co-design opens up the opportunity for new dialogues to emerge and for relationships to form.Social implicationsCo-design illustrates how architectural intelligence can be exercised in a much broader spatial field that acknowledges more than just the building itself but social, global, ecological and virtual networks, thereby changing how the authors design, what the authors design and who designs it.Originality/valueIt is in the realm of co-design that the beauty of architecture oscillates between strangeness and the ordinary. If the authors embrace the power of the collective and collaborative thinking, the authors are able to conceive new ways in the making of architecture. In order to arrive at this, however, the straightjacketed approach of modelling the master’s programme on professional work stages and outcomes needs to be challenged so that true transformation of the profession can be enabled through its pedagogical instruments.

Integrated Continuing Professional Teacher Development (CPTD) Model

CPTD (Continuing Professional Teacher’s Development) is the method of recording and reporting the skills, qualifications and knowledge acquired by teachers when they work. The purpose of this model is to present a holistic and integrated approach to current initiatives of educator development. This approach connects efforts of the Basic Department of Education, which is the custodian and regulator of educator development in South Africa. The model is made up of 4 Tiers or levels which sequentially feed into each other in a progressive manner. The first Tier represents the fundamental principles of CPTD at the Department of Basic Education. The aim is to constantly improve the quality of teaching and learning by empowering, motivating and training educators using a standardised CPTD programme. The second Tier ensured that the principles set by the Department of Basic Education are advanced through a statutory body within the sector, known as South African Council of Educators (SACE). There is mandate is monitor and manage the CPTD system as the core function to enhance the teaching profession in South Africa. In order to uphold the educator/ teaching profession, SACE prescribes that each educator produce a Personal Development Plan (PDP) file as part of the CPTD system and Portfolio of Evidence (PoE). This PoE provides evidence for the three-year development cycle, with accumulation of required CPTD points. This process of collection and maintenance of professional development points is stored in an Integrated Quality Management System (IQMS), an electronic/computer system managed directly from the SACE offices. The system is access control and login details are provided by SACE to educators who complete. More details about the outcomes of the CPTD programme are discussed under Tier 4. The third Tier represent execution stage which is incumbent on the Education District Offices. The intervention and the role of the Education District Offices (EDS) is to ensure compliance at school level including registration of all educators within the schooling system with SACE. The EDS is also required to keep data of how many educators have gone through CPDT programme in line with PDP so as to meet the mandate of the Department of Basic Education with regard to professionalization of the education system. As such, they role is further to provide coordination of CPTD activities at district level, including enrolments of educators on CPTD programmes, sourcing and organising CPTD events and workshops. The 4th tier in this integrated model culminates in the attainment of the objectives of CPTD programme. At this level, implementation, having been coordinated already at Tier 3, is now “practicalised” through involvement of selected schools, school management teams and targeted beneficiaries – who are the educators. The completion of the level is attained through three important outcomes:1.Improved quality of teaching and learning2.Producing of Personal Development Plans and PDP files for educators3.Improved educator’s Knowledge, Skills and Abilities (KSAs – Competencies)

Recontextualising the teaching of commercial transactions law for an African university

This article reflects on the changing political environment in South African higher education and offers one potential view of the future of contract law teaching in the twenty-first century. Specifically, the author discusses changes made to the final-level LLB course, Commercial Transactions Law, at the University of Cape Town. These changes were inspired by the #MustFall protest movements and also incorporated the requirements of the South African Council on Higher Education’s 2018 report on the LLB degree. In essence, this involved a recontextualisation of the component topics to speak to a broader range of student life experiences, as well as an attempt to incorporate more materials focused on social justice or which are characteristically ‘African’.

Graphical presentation of Lived Experiences of Educators in relation to CPTD within the Johannesburg West District High Schools

Continuing Professional Teacher Development (CPTD) is empowerment and enhancement of professionalism and competence of Educators within the education system, whether public or private sector. The Department of Basic Education implemented a standardized CPTD program throughout the schooling system, which is monitored and managed by a statutory body known as SACE (South African Council of Educators). This study sought to describe lived experiences of educators in relation to implementation of CPTD in Johannesburg West District. The study was designed within the interpretivist paradigm, employing phenomenology as a strategy of inquiry. 10 educators were selected purposively for interviews, which were recorded with permission of participants. The recording was critical for demonstration of member checking and audit trail required for rigor determination in qualitative research. Through thematic data analysis, the study generated three themes in pursuit of answering the research question, which were (1) Mentorship Vacuum, (2) Dis-interest and inertia and (3) Leadership Support. Whereas the first two themes report the negative experiences educators have had with CPTD, the last them reflected that participants had some form of leadership support.

Lived experiences of Educators in relation to CPTD within the Johannesburg West District High Schools

Continuing Professional Teacher Development (CPTD) is empowerment and enhancement of professionalism and competence of Educators within the education system, whether public or private sector. The Department of Basic Education implemented a standardized CPTD program throughout the schooling system, which is monitored and managed by a statutory body known as SACE (South African Council of Educators). This study sought to describe lived experiences of educators in relation to implementation of CPTD in Johannesburg West District. The study was designed within the interpretivist paradigm, employing phenomenology as a strategy of inquiry. 10 educators were selected purposively for interviews, which were recorded with permission of participants. The recording was critical for demonstration of member checking and audit trail required for rigor determination in qualitative research. Through thematic data analysis, the study generated three themes in pursuit of answering the research question, which were (1) Mentorship Vacuum, (2) Dis-interest and inertia and (3) Leadership Support. Whereas the first two themes report the negative experiences educators have had with CPTD, the last them reflected that participants had some form of leadership support.