Agricultural development involves the large scale economic production of plant and animal crops through modification and exploitation of ecosystems. Since crop species themselves are integral parts of the ecosystemic complex, any effort to raise the productivity of tropical agriculture must acknowledge ecological constraints as well as the opportunities for improved production. In the tropics this fundamental principle has been overlooked in the reduction of diversity of the ecosystem through monoculture of a very few export crops. In addition to reducing ecosystemic stability this has led to reduced production of basic food staples. The rich fauna is being replaced by domestic cattle, sheep, goats, pigs and poultry. Monoculture has led to the adoption techniques requiring a large energy subsidy, i.e. selective breeding programmes, fertilization, mechanization and irrigation. Although the approach has proved conceptually sound in temperate regions and results in some practical benefits in the tropics, it has had a disastrous impact on the socio-economic stability of the traditional society. Undernourishment, poverty and the social unrest which have characterised Ghana in recent past are inevitable consequences of the mismanagement of agriculture. The underlying hypothesis of the study is that the development of tropical agriculture within an ecologically sound framework is a fundamental pre-requisite to modernizing the system, to increasing productivity and to providing a sound basis for agricultural development planning in West Africa. Properly implemented it would safeguard the future of tropical agriculture and the environment. This study is based on an examination of available literature, information from a mailed questionnaire and personal familiarity with the study area. Since most of the data refer to Ghana, I have focussed on the Ghanaian situation while drawing on experience from elsewhere. An ecological approach to tropical agricultural development is described, followed by a comparative study of systems of production in the tropical and temperate zones. This permits an assessment of the impact of the "Green Revolution" on tropical agrarian systems and reforms. The consequences of mismanagement of tropical agricultural development are assessed with respect to socio-economic and political difficulties. Most of the source data support the hypothesis. Suggestions are made to redress the underlying causes of low tropical agricultural production. It is the conclusion of this thesis that tropical agriculture can be best developed by recognising the nature of tropical ecosystems. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

This thesis investigates the changing forms and roles of science, technology, and expert knowledge in agricultural development in Zambia from 1945 to the present day. The main focus is on the changing ideologies, polices, and technologies that different development agencies have used to transform agriculture in sub-Saharan Africa, and the persistent concerns about rural hunger and low agricultural productivity. My central argument is that contests over expert knowledge and technology have played a key role in the formulation and implementation of agricultural development policies in colonial Northern Rhodesia and then independent Zambia. Another argument is intertwined with this, namely that a historical approach is essential to understanding the origins, operation, and outcomes of development policies. The argument is developed in five chronologically sequenced case studies of particularly significant and innovative agricultural development projects, technologies, and research programmes. These studies in part stand alone, each filling a gap in the history of development in Zambia and sub-Saharan Africa more generally. By focusing upon common issues and questions through the studies, however, I explore broader themes in the history of development knowledge and practice, and the history of science and technology. I have framed my approach in two linked areas. The first concerns development experts, those who are responsible for creating new knowledge about peasant society and deploying new technologies and programmes to transform it. The thesis investigates how and why it is that certain people and institutions gain influence and acquire the status of 'development experts', and how the category of 'development expert' is subject to historical change. My main argument in this area is that development experts were more divided than is commonly acknowledged in histories of development which rely upon a more abstract and unitary notion of expertise. The second area of focus concerns how these 'divided experts' attempt to manage the peasantry's integration with capitalist social relations through the manipulation of the 'productive forces': technologies, production techniques, environmental resources, and methods of organising labour. My argument here is that technology has been used as a disruptive force; development programs have revolved around the introduction of new technologies as a means of reworking socio-ecological relations.

No description available.

An aggregate agricultural production function (a pooled covariance model) based on the metaproduction approach, was estimated using cross section, time series data for 32 countries in Sub-Saharan Africa (SSA) covering the 1970-1993 period to evaluate the effect of foreign aid on agricultural production. The Almon lag structure of the foreign aid (Official Development Assistance) variable was specified to account for the effect of foreign aid over time. The results support the hypothesis that the aggregate effect of aid on agricultural production in SSA is positive. The marginal effect of foreign aid in SSA is calculated to be $0.14 which can be interpreted to mean that a one dollar increase in aid in each of the past six years would be expected to increase the value of agricultural output by 14 cents in the current year. / There is a great variation in the effect of foreign aid on agricultural production when countries are classified according to agro-climatic region, income level and policy environment. Excluding Eastern and Southern Africa where the effect of aid is negative, the marginal effect of foreign aid ranges from $0.40 in Sudano-Sahel to $1.32 in Central Africa. The marginal effect of foreign aid is larger in middle income countries as compared to high income countries; it is negative in low income countries. The effect of aid is positive and significant in countries classified under a favourable policy environment but negative and insignificant in countries classified under an unfavourable policy environment. The structural adjustment dummy variable is positive and significant in most regressions indicating that structural adjustment programs have been beneficial to agriculture in most Sub-Saharan African countries.

No description available.

The focus of this study is to explore and expand farmer learning processes in sustainable agriculture workplace contexts. It examines change oriented learning processes in the context of three sustainable agriculture practices. The study begins by discussing the history and emergence of environmental discourses and approaches; sustainable agriculture; and the histories of three kinds of sustainable agriculture practices: Permaculture, Organic Farming and Machobane Farming System. It also traces the evolution of agricultural extension approaches within the wider context of education for sustainable development. The main focus of the study is an exploration of how farmer learning can be mediated through an expansive learning process. The study methodology surfaces some of the contradictions in sustainable agriculture and learning activity systems that farmers encounter in learning and practising sustainable agriculture. It uses these contradictions as sources of expansive learning in and between the respective activity systems of farmers, sustainable agriculture facilitators, agricultural extension workers (conventional) and organic entrepreneurs. As shown in the study, the expansive learning processes result in the modelling, implementation and reviewing of solutions to contradictions being faced in the learning and practice of sustainable agriculture. The study also proposes a number of tools that can be adapted and used by development farmers and agricultural trainers to examine and expand learning as well as build farmer agency. The study was conducted in three case study sites in Lesotho, South Africa and Zimbabwe. In Zimbabwe the study is located in Hwedza district in the St Margaret Primary School and community that learn, practise and facilitate the learning of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). The second study site is in South Africa: Durban urban and peri-urban areas where a community of organic farmers, facilitators and entrepreneurs coordinate the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. The third study site is based in the Mafeteng and Mohale‟s Hoek districts of Lesotho where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and are supported in this by the Rural Self Development Association (RSDA) and the Machobane Agricultural Development Foundation (MADF). Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT) underpinned by critical realism to reveal how farmer learning is mediated and expanded. The theory of practice/habitus also provided a useful theoretical lens with which to examine data generated. Using a two-phased, multiple embedded case study approach, the study worked within the broad framework of social learning. It used semi-structured individual and group interviews, observations and document analysis to explore learning processes and generate „mirror‟ data. This data was then used in Change Laboratory Workshops, within the Developmental Work Research methodology, where double stimulation and focus group discussions contributed to expanding learning processes. Drawing on critical realism the study used inductive, abductive and retroductive modes of inference to analyse data in each case study as well as across case studies. The findings of the study reveal that farmer learning is influenced by both intrinsic motives, such as identity, and extrinsic motives which are primarily associated with economic, ecological and health benefits. Farmers learn through scaffolding and mediating tools that link everyday and scientific knowledge. They also learn from fellow farmers through observation, practising and experimentation. Some of the issues that were raised in connection with farmer learning processes are: language; time to learn, practice and appropriate concepts; time to improve the natural resource base while at the same time improving income generation; and responses to climate change. The study also found that farmer learning and practice of sustainable agriculture in the case studies investigated, is influenced by past and current agricultural and educational policies; societal values and attitudes; social and cultural backgrounds; work affordances and gender relations; quality of training offered; poverty; and, HIV and AIDS. In the second phase of the study, which built on the problematic situations being encountered by research participants (sustainable agriculture farmers, sustainable agriculture facilitators, extension workers, and organic marketers) to surface contradictions, the main finding was that the expansive learning process has potential to enhance farmer learning and practice of sustainable agriculture. It does this by mobilising distributed cognition among participants as well as their preparedness to act. Through the expansive learning processes in each case study, research participants were able to question their practices, surface contradictions, model solutions and implement them, and thus build individual, collective and relational agency reflexively. Observation of this required micro-analysis of agentive talk and reflective talk. The study contributes in-depth insight into participatory research and learning processes, especially within the context of people-centred learning and innovation in the agricultural development arena. It provides empirical and explanatory insight into how change oriented social learning can emerge and be expanded in Education for Sustainable Development, explaining learning and change relationships in three sustainable agricultural practices. It also provides learning and extension tools to work with contradictions that arise from intentionality, experience, context and history in farming and training activity systems. Its key contribution lies in providing in-depth insight into mobilisation of human agency and reflexivity in change oriented sustainable agriculture learning and development, processes that are critical for responding to contemporary socio-ecological issues and risks.

Text in Afrikaans / Summaries in Afrikaans and English / Miljoene mense ervaar voedselonsekerheid en een uit elke 50 hanger mense is woonagtig in Suid­ Afrika. Daar is genoeg voedsel op ons planeet om elke mens van 'n voldoende voorraad voedsel te verseker; dit waarborg egter nie voedselsekuriteit aan almal nie. Dit is die voedselparadoks: ondanks globale surplusproduksie van voedsel, ly miljoene mense wereldwyd aan wanvoeding en honger, maar veral in die ontwikkelende lande. Suid-Afrika is geen uitsondering nie en ten spyte van selfvoorsiening in voedsel, balanseer die voedselgelykstelling nie. Daar bestaan 'n ekstreme gaping tussen die produksie en verbruik van voedsel. Gevolglik is die probleem wat nagevors is in hierdie studie die gebrek aan voedselsekuriteit binne 'n wereldkonteks met voedselsurplusse en hoe dit reflekteer in Suid-Afrika. Teen hierdie agtergrond is daar 'n studie gedoen van die oorsake van voedselonsekerheid en die teoriee en verduidelikings van hongersnood. Die fokus van hierdie navorsingstudie is drieledig van aard. Eerstens fokus dit op 'n konseptuele ondersoek na hanger, armoede, voedselsekuriteit en hongersnood in Afrika. Tweedens is ondersoek ingestel na die oorsake vir die gebrek aan voedselsekuriteit in Afrika. Derdens is daar gefokus op Suid-Afrika en is 'n ondersoek gedoen na die voorkoms van hanger, wanvoeding, armoede en die nasionale konteks van voedselsekuriteit met die doel om vraagstukke daaromheen te identifiseer. Daar is bevind dat voedselsekuriteit bepaal word deur die beskikbaarheid van voedsel (aanbod) en die vermoe van mense om dit te bekom (aanvraag). Dit blyk dat die ontwikkelingsproses, regeringsbeleid, ekologiese omgewing en tegnologie, wetenskap en navorsing 'n direkte invloed het op die voedselsekuriteit van mense, en dat Suid-Afrika nie verskil van ander Afrikalande in hierdie verband nie. Hoewel Suid-Afrika voedselselfvoorsiening bereik het, ly miljoene mense honger weens armoede en die gebrek aan aansprake wat bydra tot 'n gebrek aan voedselsekuriteit. Die studie toon dat die Suid-Afrikaanse regering verskeie beleidsmaatreels in plek het ter bevordering van voedselsekuriteit, maar dat dit nie in die praktyk verwesenlik word nie. / Millions of people in the world experience food insecurity and one out ofevery 50 hungry people lives in South Africa. There is enough food on our planet to assure every person of an adequate supply of food; however, this does not guarantee food security for all. This is the food paradox: despite a global surplus production of food, millions of people experience malnutrition and hunger all over the world, but especially in the developing countries. South Africa is no exception and despite self-sufficiency in food, the food equation is not balanced. An extreme gap exists between the production and consumption of food. Consequently, the problem researched in this study is the lack of food security in a world context with surplus food and how this is reflected in South Africa. Against this background a study was undertaken of the causes of food insecurity and the theories and explanations of famine. The focus of this research study is threefold. Firstly it focuses on a conceptual enquiry intohunger, poverty, food security and famine in Africa. Secondly there is an enquiry into the causes of the lack of food security in Africa. Thirdly it focuses on South Africa and an enquiry is done into the incidence of hunger, malnutrition and poverty, and into the national context of food security with the aim of identifying relevant problems in food security. It was found that food security is determined by the availability of food (supply) and the capability of people to obtain it (demand). It appears that the development process, government policy, ecological environment and technology, science and research directly affect the food security of people, and that South Africa does not differ from other African countries in this regard. Although South Africa has achieved food self-sufficiency, millions of people experience hunger because of poverty and the lack of entitlements. The study shows that the South African government has various policy measures for the promotion of food security in place, but that food security does not materialise in practice. / Development Studies / D.Litt. et Phil. (Ontwikkelingsadministrasie)

Text in Afrikaans / Summaries in Afrikaans and English / Miljoene mense ervaar voedselonsekerheid en een uit elke 50 hanger mense is woonagtig in Suid­ Afrika. Daar is genoeg voedsel op ons planeet om elke mens van 'n voldoende voorraad voedsel te verseker; dit waarborg egter nie voedselsekuriteit aan almal nie. Dit is die voedselparadoks: ondanks globale surplusproduksie van voedsel, ly miljoene mense wereldwyd aan wanvoeding en honger, maar veral in die ontwikkelende lande. Suid-Afrika is geen uitsondering nie en ten spyte van selfvoorsiening in voedsel, balanseer die voedselgelykstelling nie. Daar bestaan 'n ekstreme gaping tussen die produksie en verbruik van voedsel. Gevolglik is die probleem wat nagevors is in hierdie studie die gebrek aan voedselsekuriteit binne 'n wereldkonteks met voedselsurplusse en hoe dit reflekteer in Suid-Afrika. Teen hierdie agtergrond is daar 'n studie gedoen van die oorsake van voedselonsekerheid en die teoriee en verduidelikings van hongersnood. Die fokus van hierdie navorsingstudie is drieledig van aard. Eerstens fokus dit op 'n konseptuele ondersoek na hanger, armoede, voedselsekuriteit en hongersnood in Afrika. Tweedens is ondersoek ingestel na die oorsake vir die gebrek aan voedselsekuriteit in Afrika. Derdens is daar gefokus op Suid-Afrika en is 'n ondersoek gedoen na die voorkoms van hanger, wanvoeding, armoede en die nasionale konteks van voedselsekuriteit met die doel om vraagstukke daaromheen te identifiseer. Daar is bevind dat voedselsekuriteit bepaal word deur die beskikbaarheid van voedsel (aanbod) en die vermoe van mense om dit te bekom (aanvraag). Dit blyk dat die ontwikkelingsproses, regeringsbeleid, ekologiese omgewing en tegnologie, wetenskap en navorsing 'n direkte invloed het op die voedselsekuriteit van mense, en dat Suid-Afrika nie verskil van ander Afrikalande in hierdie verband nie. Hoewel Suid-Afrika voedselselfvoorsiening bereik het, ly miljoene mense honger weens armoede en die gebrek aan aansprake wat bydra tot 'n gebrek aan voedselsekuriteit. Die studie toon dat die Suid-Afrikaanse regering verskeie beleidsmaatreels in plek het ter bevordering van voedselsekuriteit, maar dat dit nie in die praktyk verwesenlik word nie. / Millions of people in the world experience food insecurity and one out ofevery 50 hungry people lives in South Africa. There is enough food on our planet to assure every person of an adequate supply of food; however, this does not guarantee food security for all. This is the food paradox: despite a global surplus production of food, millions of people experience malnutrition and hunger all over the world, but especially in the developing countries. South Africa is no exception and despite self-sufficiency in food, the food equation is not balanced. An extreme gap exists between the production and consumption of food. Consequently, the problem researched in this study is the lack of food security in a world context with surplus food and how this is reflected in South Africa. Against this background a study was undertaken of the causes of food insecurity and the theories and explanations of famine. The focus of this research study is threefold. Firstly it focuses on a conceptual enquiry intohunger, poverty, food security and famine in Africa. Secondly there is an enquiry into the causes of the lack of food security in Africa. Thirdly it focuses on South Africa and an enquiry is done into the incidence of hunger, malnutrition and poverty, and into the national context of food security with the aim of identifying relevant problems in food security. It was found that food security is determined by the availability of food (supply) and the capability of people to obtain it (demand). It appears that the development process, government policy, ecological environment and technology, science and research directly affect the food security of people, and that South Africa does not differ from other African countries in this regard. Although South Africa has achieved food self-sufficiency, millions of people experience hunger because of poverty and the lack of entitlements. The study shows that the South African government has various policy measures for the promotion of food security in place, but that food security does not materialise in practice. / Development Studies / D.Litt. et Phil. (Ontwikkelingsadministrasie)

Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.