Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This study is titled "Community participation and sustainable development in the establishment of the IAi-IAis/Richtersveld Transfrontier Conservation Park". lt encompasses the area and stakeholders on the South African side of the Transfrontier Conservation Park (TFCP), which falls within the Richtersveld municipal area. lt covers the whole process of the development of the IAi-IAis/Richtersveld TFCP, from its Conceptual Phase to the signing of the International Treaty to formally establish the IAi-IAis/Richtersveld TFCP1 . This development is expected to hold numerous benefits for the stakeholders that are involved in its process, especially job creation through increased tourism. lt is an exceptional project, as the main stakeholders are the communities who are the legal landowners of the Richtersveld National Park. The management structure of the IAi-IAis/Richtersveld TFCP allows full participation by the local communities through elected members from the four towns in the surrounding area (Khuboes, Eksteenfontein, Lekkersing and Sanddrift) as well as local pastoralists. The theoretical approach that will be used in this study is that of sustainable development. The key components required for sustainable social, economic, and environmental development will be discussed, and are used as yardsticks against which the actual process of establishment of the TFCP will be 'measured'. Participation is regarded as a main aspect of sustainable development and is highlighted in this study. The methodology that was employed included interviewing and participant observation as well as an in-depth documentary analysis of aspects of the TFCP. The benefits and value of the methods used is discussed, as well as the limitations of the study. / AFRIKAANSE OPSOMMING: Die titel van die studie is "Community participation and sustainable development in the establishment of the IAi-IAis/Richtersveld Transfrontier Conservation Park". Dit omvat die area en rolspelers aan die Suid-Afrikaanse kant van die oorgrenspark, wat binne die Richtersveld Munisipale area val. Dit dek die volledige proses van die ontwikkeling van die oorgrenspark, vanaf die Konsepsuele Fase tot en met die ondertekening van die lnternasionale Verdrag om die IAi-IAis/Richtersveld Oorgrenspark formeel tot stand te bring2 . Die verwagting is dat hierdie ontwikkeling veelvoudige voordele sal inhou vir diegene wat in die proses betrokke is, veral deur middel van werkskepping as gevolg van toenemende toerisme. Dit is 'n besondere projek aangesien die hoofrolspelers, die gemeenskappe, die wettige grondeienaars van die Richtersveld Nasionale Park is. Die bestuurstruktuur van die oorgrenspark laat volle deelname deur die gemeenskappe toe deur verkose lede van die vier dorpies in die area (Kuboes, Eksteenfontein, Lekkersing en Sanddrift) asook plaaslike veeboere. Die teoretiese benadering wat in hierdie studie gevolg word is 'volhoubare ontwikkeling'. Die hoofkomponente wat vereis word vir volhoubare sosiale, ekonomiese, en omgewingsontwikkeling word bespreek en word as maatstawwe gebruik waarteen die werklike proses van die totstandkoming van die IAi-IAis/Richtersveld oorgrenspark 'gemeet' word. Deelname word beskou as die hoofkomponent van volhoubare ontwikkeling en word uitgelig in hierdie studie. Die metodologie wat toegepas is, sluit onderhoudvoering, deelnemende waarneming en indiepte dokumentere analise van aspekte van die oorgrenspark in. Die voordele en waarde van hierdie metodes word bespreek, asook die beperkinge van die studie.

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS. / AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.

The impact of environmental degradation on well-being is largely ignored in terms of economic costs of development. Due in large part to measurement difficulties, the environment in the daily welfare of the world's poorest remains inadequately accounted for in development policies. The aim of this work is, therefore, to advance our understanding of the relationship between the environment and human health. Anthropogenic activities in Central Asia have severely disrupted the natural environment. The poorest, most vulnerable members of society are at an increased risk of mortality and a life-time of illness associated with worsening ecological conditions in the region. The work is by nature inter-disciplinary and pulls from many social sciences in an attempt to provide new insight into the role of long term environmental degradation and the impact on social welfare. There are three main original contributions of this work. Firstly, the research demonstrates the traditional emphasis in the literature on socioeconomic factors in explaining high rates of child mortality in Central Asia is inadequate. Secondly, for the first time in an international cross-section examining the determinants of child survival, the macro-level environment is put forth as a key determinant of excess child mortality in Central Asia. An improved measure of income is used for the first time in such a study to control for important distributional effects within and between countries. The results confirm the hypothesis that traditional determinants do not account for endemically high rates of mortality in the region. Secondly, using administrative (oblast) data from Uzbekistan, Chapter 6 presents the first study of its kind to incorporate important geographic as well as socioeconomic information in explaining variation in infant mortality due likely to ecological degradation. Ultimately, the findings demonstrate the environment must be adequately considered in all policy making aimed at improving health outcomes in the region.

[Truncated abstract] The application of reductionism, breaking down problems to simpler components that can be solved and then aggregating the results, is one of the bases of classical science. However, living organisms, ecosystems, social and economic structures are complex systems, characterised by non-linear interactions between their elements and exhibit emergent properties that are not directly traceable to their components. Sustainability assessment frameworks oversimplify system interactions, achieving limited predictive capacity and causing managerial behavior that may reduce system's ability to adapt to external disturbance. Intrigued by the importance of complexity, we explore the central theme of how complex thinking can influence the understanding and progress towards sustainability. The purpose is to conceptualize the relationship of key terms (such as sustainability, functionality and resilience), and consecutively develop new or adjust existing sustainability frameworks to take into account complex systems interactions. We aim at developing theory and frameworks that can be used to raise awareness of the pitfalls of the growth paradigm and direct towards modest positions when managing complex systems. We seek to define the structural elements that influence system adaptive capacity, allowing identification of early signs of system rigidity or vulnerability and the development of knowledge and techniques that can improve our predictive and managerial ability. The focus has been on a variety of system scales and dynamics. At the collective community level, a number of stakeholder engagement practices and frameworks are currently available. However, there is limited awareness of the complexity challenges among stakeholders, who are commonly directed to a triple bottom line analysis aiming at maximizing a combination of outputs. An attempt is conducted to measure the functionality of the processes underlying a standing stock, in contrast to sustainability measures that only assess the variations of the standing stock itself. We develop the Index of Sustainable Functionality (ISF), a framework for the assessment of complex systems interactions within a large-scale geographic domain and apply it to the State of Western Australia. '...' Finally, we focus on smaller systems scales and develop a methodology for the calculation of Product Ecological Footprint (PEF) including elements from the accounting method of activity based costing. We calculate PEF for three apple production systems and identify significant differences from first stage calculations within the same industry. Cross-industry application will provide a practical way to link individuals' consumption with their ecological impact, reduce misperceptions of products' ecological impacts and develop a market-driven approach to internalizing environmental externalities. At the firm level PEF can be compared with investment costs, resulting in the opportunity to optimize both functions of financial cost and ecological impact in decision making. We have developed methods for incorporating complexity in sustainability assessment frameworks. Further work is required in testing and validating these methodologies at multiple system scales and conditions. Integrating such tools in decision making mechanisms will enhance long-term management of socioecological systems performance.

China has undertaken a vast engineering project: the large-scale transfer of water from the south of the country to the north, the intention being to alleviate flooding in the south and water shortages in the north. It may take up to fifty years to complete. This thesis examines the broad outline of the scheme, the planning that has gone into it, its historical and political background, and the political, social, and ecological problems that it has encountered and may be likely to cause in the future. The political context of a 'pro-technology' policy amongst today's Chinese leaders is highlighted. The Chinese study is made in the light of water-transfer schemes that have been implemented, or proposed, in other countries; and also ideas about sustainable development, policy processes, and natural resource management. Five case studies are considered: the Aral Sea (Central Asia), the Snowy Mountain Scheme (Australia), the National Hydrological Plan (Spain), the Central Arizona Project (the United States) and the South-to-North Water Transfer Project (China). They are examined as a basis for understanding policy problems and processes in water resource management, and also to make some suggestions for their resolution in the Chinese case―though finding a permanent or definitive solution lies beyond the scope of the present inquiry. The difficulties for traditional policy processes to manage uncertainty and complexity are particularly acute in the area of natural resource management. For example, climate change issues challenge present water management systems and diversion projects. Therefore, uncertainty and complexity issues, beyond the 'ideal' policy cycle, are considered, particularly in relation to climate change, but also the water diversion schemes themselves. Climate change presents a particularly important challenge to the Chinese Project.

The ecological crisis, recognized by scientists as well as an increasing number of lay people urges a response from a variety of disciplines. The consideration of sustainability requires the help of a variety of disciplines, including anthropology, which can contribute an ability to identify cultural patterns that impede cultural change towards sustainability, skills to describe culturally appropriate responses to situations, and capabilities to cultivate changes in lifestyles as aspired to by the group. I tell the story of three groups focused on sustainable communities. I narrate these with a postmodern approach. In the case studies, I combined techniques from applied anthropology (rapid appraisal, participant observation, focus groups, and interviews) with postmodern techniques (consideration of context, shared authority, multi-vocality, and co-creative ethnography). This study explores the effectiveness of facilitating changes through the use of anthropology and empowering participants so they can continue to make changes. The study also explores the effectiveness of combining applied and postmodern techniques. One example of this, and the hallmark of the project, is the photographic, co-creative ethnography, which, representing the work of one local group, invited imagined future sustainable lifestyles, and continued to build community bonds between participants. The collaborative ethnography engaged individuals in the ethnographic process, inviting them to contribute their voices and images. In the case studies, I explored questions such as what are cultural obstacles to living a sustainable lifestyle, what specific cultural strengths can foster an ecological identity, and what can applied anthropology offer non-governmental organizations working on similar topics? I also explore emic definitions of what is the community, what are its needs, and what is sustainability? Further, objectives include reinvigorating community bonds, testing the assumption that public participation in the process is more effective than a process dictated by an outside expert, and exploring the dual role of participant and researcher. I compared the two local case studies of communities of interest in community and sustainability with a national organization working similarly towards sustainability. After analysis of my research questions, I discuss the potential for the applied anthropologist as midwife based on my experiences with the case studies. The applied anthropologist attempts to respond to local level concerns and issues about the environment and reducing human impact, while building community. The action-oriented approach is similar to that of a midwife, which facilitates empowerment of the community involved to birth a more ecological identity. The approach has eight phases (recognition of a need, contact, dialogue, definition of needs, definition of the community, developing a plan of action, implementation, and evaluation), which provide opportunities for changes to occur in the behaviors and beliefs of the participants. The approach incorporates systems thinking to comprehend complex situations and to bring systematic approach to the process. The applied anthropologist as midwife fosters development of a sustainable community identity through the unique process. / Graduation date: 2003

China has undertaken a vast engineering project: the large-scale transfer of water from the south of the country to the north, the intention being to alleviate flooding in the south and water shortages in the north. It may take up to fifty years to complete. This thesis examines the broad outline of the scheme, the planning that has gone into it, its historical and political background, and the political, social, and ecological problems that it has encountered and may be likely to cause in the future. The political context of a 'pro-technology' policy amongst today's Chinese leaders is highlighted. The Chinese study is made in the light of water-transfer schemes that have been implemented, or proposed, in other countries; and also ideas about sustainable development, policy processes, and natural resource management. Five case studies are considered: the Aral Sea (Central Asia), the Snowy Mountain Scheme (Australia), the National Hydrological Plan (Spain), the Central Arizona Project (the United States) and the South-to-North Water Transfer Project (China). They are examined as a basis for understanding policy problems and processes in water resource management, and also to make some suggestions for their resolution in the Chinese case―though finding a permanent or definitive solution lies beyond the scope of the present inquiry. The difficulties for traditional policy processes to manage uncertainty and complexity are particularly acute in the area of natural resource management. For example, climate change issues challenge present water management systems and diversion projects. Therefore, uncertainty and complexity issues, beyond the 'ideal' policy cycle, are considered, particularly in relation to climate change, but also the water diversion schemes themselves. Climate change presents a particularly important challenge to the Chinese Project.

International evidence clearly indicates that water shortages and the enhanced value attached to water and aquatic ecosystems are key concerns faced by many countries. International experience, since the mid-1980s, has emphasised the importance of addressing political, social, environmental and economic issues through active stakeholder participation in riverine and water resource management. These trends and issues are relevant to South Africa, where integrated water resource management (IWRM) is now a cornerstone of water resource policy and the National Water Act (NWA). Apartheid excluded communities in former homelands (racial reserves) from participation in IWRM. The research presented in this thesis was based on the search for philosophies and methods to involve the rural, former homeland people of the Kat River Valley in South Africa in IWRM. Post-modern, humanist and some logical positivist geographical philosophies were used during the research. This research applied Participatory Rural Appraisal (PRA) philosophy and methods and was influenced by the seminal work of Paolo Freire (1972). In addition, the use of innovative methods for engagement of the oppressed, using theatre methods developed by Augusto Boal (1995, 2000) was explored to add value to PRA. In addition, the application of Action Research ensured that community participants were actively involved in the research being conducted for this thesis. The applied research in the Kat River Valley in South Africa evolved through three key phases. In Phase One quantifiable data on the Kat River Valley and its residents was sought. This investigation did not empower the resident communities of Fairbairn and Hertzog – a lesson that influenced the move to more participatory methods in subsequent phases of the research. Lessons learned from using surveys encouraged exploration of participatory methods to enable participants to become “co-learners”. Phase Two of the research commenced with a series of feedback meetings, in which participants recognised that they faced an environmental crisis. Through a series of participatory workshops, residents came to acknowledge and affirm their environmental knowledge. Residents then committed themselves to gaining a deeper understanding of their environment and their lives. My role changed from that of a researcher to a facilitator. Phase Three of the research and the shift to Action Research commenced after local residents identified the need to personally take charge of their environmental challenges in the Kat River Valley and recognised the need to collaborate at a catchment scale for effective IWRM. This eventually led to the formation of a Water User Association and Catchment Forum. The key theoretical contribution of the thesis relates to the identified relationship between the development orientation and ecological paradigm, and an assessment of the impact this has on the inputs, processes, outputs and outcomes of IWRM. This theoretical contribution is equally valid in other countries, where the tradeoffs are essentially the same, but the framework for making the choices is different because of varying socio-economic and biophysical circumstances

South Africa is recognised as one of the megadiverse nations of the world. In recent years, the South African Government has prioritised human needs, without adequately safeguarding the country’s natural resources. Biodiversity is the living fabric of our planet, responsible for human health, well-being and ultimately, the preservation of the environment. It is the Government’s responsibility to ensure that processes and policy frameworks recognise the significance of biodiversity and its role in ensuring a sustainable future for the country while at the same time ensuring essential services delivery to its people. The aim of this study was to evaluate the impact of environmental governance on biodiversity management at the local government level in South Africa. The study was conducted in three Metropolitan Municipalities in South Africa. Data were collected by means of a questionnaire from officials of these municipalities. Variables that were assessed include capacity assessment, intergovernmental relations, budget and biodiversity management. Interviews were conducted with the Heads of the environmental departments of the municipalities. A review of the defining national and international environmental law was conducted to evaluate the transformation, challenges and successes of biodiversity mangement at the local government level in South Africa. The results of this study highlight the challenges faced by local governments in implementing biodiversity management such as capacity constraints, lack of resources and the absence of a biodiversity mandate at the local government sphere. Integrating biodiversity management at the local level will only be possible through more robust policy development, stronger cooperation and communication among the different levels of government, as well as enhanced capacity (skills) and resource provision in the municipalities. / Environmental Sciences / M. Sc. (Environmental Science)

Given the livelihoods challenges which face many rural communities, understanding a community’s livelihoods dynamics and opportunities is one major step to developing workable options to address the challenges. This study has focused on one rural community and used the five determinants of the Sustainable Livelihoods Approach to describe the livelihoods situation in Embui sub-location in Machakos County, Kenya. Residents of Embui have had to deal with the fact that traditional production systems are not sufficient to provide for their livelihoods needs. The community and continues to be challenged by limited capital for diversifying income sources, low skills and limited social and economic services. This study recommends support to marketing of locally produced artifacts, improved access to capital and provision of water for irrigation along with extension services as the key areas of support to improve the living standards of the residents of Embui / Development Studies / M.A. (Development Studies)