Japan has often been cited as an example of a nation which is achieving the objectives of'sustainable development' as advocated by the Brundtland Commission. Various commentators believe that Japan attained rapid economic growth (at least until the current economic crisis which began in the early 1990s) while simultaneously protecting its environment, particularly after the oil crisis in 1973. However, this perspective ignores the fact that Japan's economic 'miracle' still involves the consumption of large quantities of low-entropy natural resources, and makes heavy use of the ecosphere's assimilative capacity for high-entropy wastes. Monetary analyses are excessively abstracted from biophysical reality and are therefore incapable of providing ecologically meaningful indices of sustainable development. Various biophysical approaches to assessment of sustainability have been proposed to fill the gap. In this dissertation, I use one of these, 'ecological footprint analysis,' to reassess the Japanese success story. The ecological footprint (EF) of a specified population has been defined as "the aggregate area of land and water ecosystems required continuously to produce the resource inputs and to assimilate the resource outputs of that population wherever on earth the land/water may be located." It provides a useful sustainability indicator in the form of the difference between a given country's ecological footprint and its domestic area of ecologically productive land/water. The gap between the two represents that country's 'ecological deficit' or 'sustainability gap.' Data from 1880 indicate that the per capita Japanese EF in the pre-industrial era was about 0.4 hectares (ha). By 1991 it had risen to 4.7 ha per person. Far from 'decoupling from nature,' the historic trend has seen a ten-fold increase in Japan's per capita load on the ecosphere. Japan is running a massive ecological deficit with the rest of the world. Moreover, since there are only about 1.5 ha of ecologically productive land and 0.5 ha of ecologically productive ocean per capita on Earth, Japanese material standards cannot be extended to the entire world population without depleting natural resource stocks. I conclude that the current level and form of Japanese resource consumption would be unsustainable if every country tried to do the same. Global society needs to consider alternative development paths that will reduce resource consumption by the inhabitants of high-income countries while enhancing their quality of life. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

This dissertation examines associations among home noise exposure, language skills, and brain structure and function in children spanning multiple developmental stages. To measure home noise exposure, digital audio recordings of the home environment were obtained and used to calculate home noise levels. To examine brain structure in children, Study 1 leveraged magnetic resonance imaging (MRI). To examine brain function in response to speech sounds in toddlers, Study 3 leveraged electroencephalography (EEG) in order to elicit event-related potentials (ERPs) that have been related to language abilities. All studies also incorporated the use of standardized assessments of language to examine children’s developing language abilities and used either parent-report measures of language (Study 2) or direct assessments of children’s language abilities (Studies 1 & 3). Primary hypotheses included that higher home noise exposure would be associated with 1) reduced cortical thickness (Study 1), 2) lower scores on measures of language skills in infancy and childhood (Studies 1, 2, and 3), and reduced neural differentiation of speech sounds (Study 3). Together, these findings shed light on the potential impact of noise exposure on children’s brain and language development. By better understanding how factors in children’s everyday environments might influence neural and cognitive development, we can best inform efforts aimed at optimizing children’s developmental trajectories.

Over the past two decades, economic change in sub-Saharan Africa has been characterized by the persistent importance of small and informal activities. Unlike South East Asia, economic growth has not been accompanied by an expansion of the formal manufacturing sector. Chapters 1 and 2 of this dissertation examine social factors with the potential to dampen labor supply to the formal sector. Chapter 1 demonstrates the presence of strong complementarities in labor supply among social networks, driven by the value of commuting together with friends and neighbors to work. Chapter 2 shows that informal redistributive arrangements act as a tax on earned income, thereby dampening incentives to exert effort at work. Both of these chapters are based on field experiments, implemented in urban Cote d'Ivoire in partnership with private companies. The third chapter of this dissertation focuses on environmental factors. It demonstrates that a large-scale forestation program in the 1930s across the US Midwest changed the climate, both locally and downwind. This policy-induced change in the climate is then used to the effects of climate change on the agricultural sector, with a specific focus on the role of adaptation. Taken together, these three chapters pave the way for future research on the green transition in lower-income countries.

Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: In this era of globalisation, the world is becoming more economically, politically and ecologically interdependent, that is, there is a growing mutual vulnerability between actors. The conditions of growing interdependence produce specific challenging circumstances for the achievement of particular goals, -includinq that of sustainable development. The Southern African context holds further obstacles to such development, which include poverty, inequality, a history of racial conflict and colonialism, and a regional economy on the semi-periphery of the global economy. It is my assertion that it is in the mutual self-interest of states and other stakeholders (e.g. communities) to approach this dilemma through transnational co-operation under the ethical umbrella of sustainable development. Thus this thesis seeks to discover to what extent the construction of Transborder Conservation Areas (TBCAs), relatively large areas which straddle the borders between two or more countries and cover natural systems incorporating one or more protected areas, can meet the criteria of sustainable development, given these conditions. The three primary criteria used for measuring sustainable development are community-based development; close linkages between the environment and development; and co-operation on all levels. The Kgalagadi TBCA, formally recognised on the 7th of April 1999 between South Africa and Botswana, serves as the case study. The conceptual framework used for the analysis is a theory of cooperation, as it applies to the field of International Relations. The key concepts employed here are those of interdependence, co-operation, sustainable development and institutionalisation. The research centers around three key issues: If sustainable development is the way forward for Southern Africa, do TBCAs reflect and fulfill the criteria as set forth by sustainable development? What does the experience of TBCAs in Southern Africa tell us about co-operation, recognising that TBCAs can only succeed if it has a sound base in the awareness and engagement of people? And, how best can decision-makers go about establishing TBCAs? Ultimately the thesis is a call to Southern African countries to embrace this new form of utilising the environment. / AFRIKAANSE OPSOMMING: In hierdie era van globalisering is die wêreld besig om ekonomies, polities en ekologies meer interafhanklik te word, met ander woorde, daar is 'n toenemende wedersydse kwesbaarheid tussen akteurs. Toenemende interafhanklikheid produseer spesifieke uitdagings ten opsigte van die bereiking van sekere doelwitte, insluitend volgehoue ontwikkeling. Daar is besondere hindernisse op die weg na volgehoue ontwikkeling in Suidelike Afrika, is byvoorbeeld armoede, ongelykheid, en verlede gekenmerk deur rassekonflik en kolonialisme, asook en regionale ekonomie op die semi-periferie van die globale ekonomie. Dit is in die wedersydse belang van state en ander betrokke partye (bv. gemeenskappe) om hierdie dilemma te benader deur middel van transnasionale samewerking onder die etiese sambreel van volgehoue ontwikkeling. Hierdie tesis probeer vasstel tot watter mate die skep van Transnasionale Bewaringsgbiede, of sogenaamde "Vredesparke" (Transborder Conservation Areas = TBCAs), d.w.s. relatiewe groot areas aan weerskante van die grens(-e) tussen twee of meer lance en wat natuurlike stelsels dek wat ten minste een beskermde gebied inkorporeer, kan voldoen aan die kriteria vir volgehoue ontwikkeling, gegewe die bogenoemde konteks. Die drie primêre kriteria wat gebruik word om volgehoue ontwikkeling te meet is gemeenskapsgebaseerde ontwikkeling; die hegtheid van die verhouding tussen die omgewing en ontwikkeling; en samewerking op alle vlakke. Die Kgalagadi TBCA, amptelik op 7 April 1999 tussen Suid-Afrika en Botswana erken, dien as die gevallestudie. Die konseptueie raamwerk wat gebruik word in die analise is 'n teorie van samewerking, soos dit van toepassing is op die veld van Internasionale Betrekkinge. Die sleutelkonsepte wat gebruik word is interafhanklikheid, samewerking, volgehoue ontwikkeling en institusionalisering. Die navorsing sentreer rondom drie sleutelkwessies: lndien volgehoue ontwikkeling die weg vorentoe vir Suidelike Afrika is, weerspiëel en voldoen TBCAs aan die vereistes van volgehoue ontwikkeling? Wat kan ons wys raak oor samewerking na aanleiding van ons ervaring van TBCAs in Suidelike Afrika, gegewe dat TBCAs slegs kan slaag indien dit gefundeer is op gemeenskapsbewustheid- en deelname? Laastens, wat is die beste manier waarvolgens besluitnemers TBCAs kan vestig? Ten slotte is hierdie studie 'n beroep op die besluitnemers In Suidelike Afrika om hierdie nuwe wyse waarop die omgewing benut kan word, te ondersteun.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The South African Government developed the REIPPPP to ensure the implementation of Green Economy and job creation policies, while mitigating the current power crises with the short lead times of RE technologies. Current South African literature is ambiguous when discussing the legitimacy of the REIPPPP and the overall understanding of the programme and its associated outcomes in terms of job creation, are therefore, vague. A need therefore exists to unpack the quantitative job creation submissions of the REIPPPP and to carry out an investigation into the opportunities and challenges associated with meaningful job creation. Through a non-linear iterative exploratory design, hinging on the researcher’s position within industry, this empirical research comprises of two components. Firstly, a literature study informs the development of a meaningful job creation framework which is used to analyse the programme’s bid documentation and publicly available data. Secondly, mixed-methods are utilised to collect quantitative data from the DoE and qualitative data from job creation stakeholders. The result is an enriched understanding of the REIPPPP in terms of meaningful job creation, identifying trends, similarities and unexpected outcomes across methods. The study concludes that the programme does create meaningful jobs yet data is misaligned and currently unavailable to the public. Secondly, since job creation is a feature of South African Government development policy, a more robust emphasis is required in the REIPPPP weighting and auditing process, which includes further research of intended benefits and suggested improvements to align job creation data. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse regering het die hernubare energie onafhanklike kragprodusent verkrygingsprogram ontwikkel om die voorsiening van die werksskeppingsbeleid en groen-ekonomiebelied te verseker. Huidige Suid-Afrikaanse letterkunde is dubbelsinnig wanneer die wettigheid van die program bespreek word. Die algehele begrip van die program en sy geassosieerde uitkoms is dus vaag. Daar is n behoefte om die kwantitatiewe werkskeppingvoorleggings te analiseer en om ondersoek in te stel in die geleenthede en uitdagings wat geassosieer word met betekenisvolle werkskepping. Deur n nie- lineêre iteratiewe ondersoekende ontwerp, wat gebaseer is op die navorser se posisie in die industrie, bestaan hieride empiriese navorsing, uit twee komponente. Eerstens, lig n literatuurstudie die ontwikkeling van n betekenisvolle werkskeppingsraamwerk in, en word gebruik om die program se boddokumentasie en publieke data te analiseer. Tweedens, word gemengde metodes gebruik om kwantitatiewe data van die departement van energie te versamel asook kwalitatiewe data van werkskeppingbelanghebbendes. Die resultaat is n meer verrykende verstandhouding van die hernubare energie onafhanklike kragprodusent verkrygingsprogram in terme van betekenisvolle werkskepping asook die identifisering van tendense en onverwagse uitkomste. Die studie kom tot die gevolgtrekking dat die program nie betekenisvolle werk skep nie en is tans onbeskikbaar vir die publiek. Tweedens, aangesien werkskepping 'n kenmerk is van die Suid-Afrikaanse regering se ontwikkelingsbeleid, word 'n meer robuuste klem vereis op die hernubare energie onafhanklike kragprodusent verkrygingsprogram se ouditeringsproses en verdere navorsing van die beoogde voordele word voorgestel.

Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This study is titled “Exploring the efficacy of community-based natural resource management in Salambala Conservancy, Caprivi Region, Namibia”. Salambala was one of the first four conservancies to be registered in Namibia following the development of legislation which enabled local people on communal lands to obtain conditional rights for the consumptive and non-consumptive use of wildlife in their defined area, and thereby to benefit from wildlife. Community-based natural resource management (CBNRM), an approach to natural resource management which rests on sustainable development, is the theoretical basis for this study. Characteristics of CBNRM, a brief history of its implementation and impacts in southern Africa and key principles for sustainable CBNRM initiatives shall be discussed. The study includes a discussion on the history and development of Salambala, but focuses specifically on two issues, (i) whether Salambala is a sustainable community-based resource management initiative as per the principles required for sustainable CBNRM, and (ii), whether it is meeting its own stated aims and objectives. This study demonstrates that Salambala Conservancy is adhering to the principles required for sustainable CBNRM and that it is, on the whole, achieving its aims and objectives. It is thus delivering benefits to the community which, currently, outweigh the costs of living with wildlife, and wildlife numbers are increasing. In addition, the vast majority of local people surveyed have support for the initiative. However, there are a few critical issues which must be addressed, such as human-wildlife conflict and the need to increase benefits through, for example, further tourism development, if Salambala is to continue on this path. The methodology used during the study included interviews, the use of questionnaires on a sample of the population and extensive documentary analysis of both CBNRM and the history of Salambala’s development. / AFRIKAANSE OPSOMMING: Die navorsing is getiteld “’n Ondersoek na die doeltreffendheid van gemeenskapsbaseerde natuurlike hulpbronbestuur in die Salambala bewaar-area in die Caprivi streek in Namibië”. Salambala was die eerste van vier bewaar-areas wat in Namibië geregistreer is nadat spesifieke wetgewing ontwikkel is. Hierdie wetgewing het plaaslike inwoners in staat gestel om voorwaardelike regte op gemeenskaplike grond te bekom om die natuur te verbruik (bv. vir jag doeleindes) of te gebruik (bv.vir toerisme), en so baat te vind by die natuur. Gemeenskapsgebaseerde natuurlike hulpbronbestuur (GGNHB), ‘n benadering tot natuurlike hulpbronbestuur wat berus op volhoubare ontwikkeling, is die teoretiese basis van hierdie studie. Kenmerke van GGNHB, ‘n kort historiese oorsig van die implementering en impak daarvan in suidelike Afrika, asook sleutel beginsels vir volhoubare GGNHB sal bespreek word. Die studie sluit ook ‘n bespreking in van die geskiedenis en ontwikkeling van Salambala, met spesifieke fokus op twee kwessies: (i) of Salambala ‘n volhoubare gemeenskapsgebaseerde hulpbron bestuursinisiatief is soos vervat in die beginsels vir ‘n volhoubare GGNHB; en (ii), of dit aan sy verklaarde doelwitte en oogmerke voldoen. Die studie toon aan dat die Salambala bewaar-area voldoen aan die beginsels wat vereis word vir volhoubare GGNHB en dat dit, in die geheel gesien, sy beplande doelwitte en oogmerke bereik. Dit lewer dus voordele aan die gemeenskap wat op die oomblik meer is as die kostes verbonde aan ‘n bestaan na aan die natuur. Verder neem die wildgetalle toe en toon ‘n opname onder die plaaslike bevolking oorweldigende steun vir die inisiatief. Daar is egter ‘n paar kritieke kwessies wat aandag verg, soos die konflik tussen inwoners en die wildlewe, asook die behoefte aan meer voordele wat verkry kan word deur middel van, byvoorbeeld, verdere toerisme-ontwikkeling - sou Salambala voortgaan met hierdie onderneming. Die metodologie wat in die studie gebruik is sluit in onderhoude, die gebruik van vraelyste op ‘n deursnit van die bevolking asook ‘n breedvoerige dokumentêre analise van beide GGNHB en die geskiedenis van die Salambala se ontwikkeling.

Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study investigated the possibilities of early childhood development (ECD) as pathway to sustainable community development by means of a literature survey and practical research. The main objectives were to determine the usefulness of integrated, ecological ECD as entry point to sustainable community development, to determine how this might be achieved and to reflect on the benefits and limitations of sustainable community development through ECD. A review of the literature emphasized the importance of ECD, as early childhood is foundational for the establishment of lifelong skills, knowledge, values and attitudes. The need to enhance capabilities for sustainable development from a young age is becoming increasingly urgent as the world braces itself for a future likely to be characterised by a ‘global polycrisis’ which includes climate change, resource depletion, poverty and food security. Integrated, ecological ECD exposes children to a worldview that acknowledges complexity and interdependence. This contributes to their ability to be agents of change that imagine and create alternative futures on community, national and global levels. Conceptualising ECD spaces as integrated ecological ‘hubs’ for sustainable community development is a way of enhancing community capabilities for sustainable development by facilitating synergies between various projects, promoting intergenerational learning and ensuring that children are central to all community development initiatives. The practical research focused on the Lynedoch Crèche as a working example of an integrated, ecological ECD ‘hub’ for sustainable community development. The purpose of this case study was to contribute to the attainment of the research objectives by balancing theory with the intricacies of praxis. The main findings of the case study pertain to the need to inform ECD by a deeply ecological and integrated worldview that places children at the centre of sustainable community development. The importance of deriving context-specific methodologies and solutions that stem from an intricate knowledge of the socio-ecological environment was emphasized. The research indicated that the core challenges to this approach relate to capacity, leadership, financial viability and institutional arrangements. The conclusions drawn from the literature survey and the practical research suggest a useful role for ECD as entry point for sustainable community development. I further conclude that there is no single conception of what an integrated, ecological hub for sustainable development might entail. Rather, these ‘hubs’ must be born from worldviews rooted in complexity and interdependence and an ecological educational paradigm that is inspired and informed by the local socio-ecological environment. The principle benefit to this approach relates to the fact that community capabilities for children-centred sustainable development are enhanced in concurrence with the high quality ecological education of its children. The greatest limitation of this approach is that its success hinges upon the capacity of teachers to fulfil multiple roles and provide leadership in largely unchartered territory. / AFRIKAANSE OPSOMMING: Hierdie studie het die moontlikheid ondersoek dat vroeë kinder ontwikkeling (VKO) as ingangspunt vir volhoubare gemeenskapsontwikkeling gebruik kan word. ‘n Literatuur-studie oor die onderwerp en praktiese navorsing by die Lynedoch kleuterskool is die kern van die studie. Die hoofdoel was om te bepaal of geïntegreerde en ekologies-georienteerde kleuterskoolonderrig sinvol kan bydra tot volhoubare gemeenskapsontwikkeling, om te bepaal hoe dit bereik kan word, en wat die voordele en nadele van so ‘n benadering is. Die literatuurstudie het die belangrikheid van VKO as die fondament vir die vaslê van lewenslange vaardighede, kennis, waardes en houdings bevestig. Dit word al hoe dringender om kinders van ‘n vroeë ouderdom af vir volhoubare ontwikkeling toe te rus sodat hulle leiding kan neem in ‘n toekoms wat waarskynlik gekenmerk gaan word deur meervuldige krisisse soos klimaatsverandering, oorbevolking, uitputting van natuurlike hulpbronne, armoede en voedselskaarste. ‘n Geïntegreerde en ekologiese benadering tot VKO stel kinders bloot aan ‘n wêreldsiening wat kompleksiteit en interafhanklikheid beklemtoon. Hierdie bewustheid help kinders om kreatief alternatiewe toekomsmoontlikhede raak te sien en te verwesenlik, tot voordeel van hul gemeenskap, land en wêreld. Kleuterskole kan geposisioneer word as een van die geïntegreerde spilpunte waarom gemeenskapsontwikkeling draai. Vaardighede vir volhoubare ontwikkeling word sodoende bevorder in beide kinders en gemeenskappe. Samewerking tussen verskeie projekte word aangemoedig, oud en jonk leer saam en kinders word ‘n sentrale fokus van alle gemeenskapsontwikkelingsinisiatiewe. Die praktiese navorsing is ‘n gevallestudie van die Lynedoch Kleuterskool. Hierdie kleuterskool is gekies as ‘n voorbeeld VKO wat poog om ‘n geïntegreerde, ekologiese benadering te volg en om ‘n rol te speel in volhoubare gemeenskapsontwikkeling. Die gevallestudie het die literatuurstudie aangevul deur moontlikhede en tekortkominge van ‘n praktiese toegepassing te demonstreer. Die bevindings bevestig die belangrikheid van ‘n ekologiese- en geïntegreerde benadering tot VKO, en hoe noodsaaklik dit is om te verseker dat kinders as die sleutel tot gemeenskapsontwikkelingsinisiatiewe gesien word. Kennis van die unieke sosio-ekologiese konteks behoort te lei tot die ontwerp van geskikte onderrig metodes. Die gevallestudie dui daarop dat ‘n tekort aan kapasiteit, onvoldoende leierskap, finansiële onselfstandigheid en swak organisasie dikwels van die grootste uitdagings is wat sukses belemmer. Die gevolgtrekkings van beide die literatuurstudie en navorsing is dat geïntegreerde en ekologiese VKO wel ‘n nuttige invalshoek kan wees vir volhoubare gemeenskapsontwikkeling. Dit blyk verder dat daar geen enkele universele model van geïntegreerde en ekologiese VKO is nie, en dat elke projek se leerinhoud en metodologie volgens eiesoortige konteks bepaal word. Wat wel belangrik is, is dat dié projekte gebou word op ekologiese wereldsieninge wat kompleksiteit en interafhanklikheid benadruk. Die hoof voordeel van hierdie benadering is dat gemeenskapskapasiteit vir volhoubare gemeenskapsontwikkeling bevorder word terwyl kinders hoë kwaliteit ekologiese opvoeding ontvang. Die belangrikste beperking hierin is dat sukses grootliks afhanklik is van goed toegeruste onderwysers wat verskeie rolle tegelyktydig kan vertolk, wat leierskap kan neem en wat alternatiewe maniere van doen kan demonstreer.

Thesis (MPhil)--Stellenbosch University, 2014 / ENGLISH ABSTRACT: The impact of the econom ic turndown in 2008, brought sustainability issues to the forefront of public debate as the realities of climate change, and society’s response to it, gain higher visibility. As a result, t he green economy is gaining global traction as it is evident i n South African policy frameworks and investment. In this new environment, human or social capital is fast becoming the foundation of sustainable businesses. The pursuit of green jobs is seen as a key economic driver in the 21st century, creating a green pathway out of poverty. Shifting the economy from business as usual to a low carbon, resource efficient, resilient and inclusive sustainable economy will involve large scale investment in new technologies, equipment, buildings, and infrastructure, research and development and skills training and could thus be a major stimulus for much-needed employment (UNEP, 2008:3). The focus of this to study is to investigate, career opportunities for graduates of the programme in Sustainable Development, offered by the School of Public Leadership (SPL) at Stellenbosch University. The question is asked if future careers in sustainability-related fields are secured for these graduates. The problem statement was formulated to determine possible challenges that graduates might face from advancing in their careers. I have aimed to address this problem by exploring the prospects for employment in various sustainability-related fields. The re search objectives are to: a) attain clarity regarding graduates` understanding and awareness of available careers in sustainability-related fields; b) to investigate attempts, tools and processes through which graduates could develop careers in the sustainability-related fields; and c) To confirm the graduates` employment status, pre-and post-graduation. My study will aim to demonstrate that more research needs to be conducted related to career guidance to prepare a new workforce, with skills and career knowledge to enter career opportunities in green economy. / AFRIKAANSE OPSOMMING: Die impak van die wêreld ressessie in 2008 het volhoubare ontwikkelingskwessies skerper na vore gebring. Dit het die noodsaaklikheid van `n groen ekonomie verder beklemtoon. In hierdie omgewing word menslike kapitaal belangriker vir be sighede wat wil oorskakel na die groen ekonomie. Die soektog na groen werk word gesien as `n hoof ekonomiese aandrywer in the twintigste eeu, wat `n uitweg uit armoede kan bied. Die skuif van `n huidige besigheidsmodel na `n lae koolstof, effektiewe hulpbron gebruik, weerstandige en inklusiewe, volhoubare ekonomie vereis `n besondere gro ot investering in nuwe tegnologie, toerusing, geboue, infrastruktuur, navorsing en onwikkeling, en vaardigheidsopleiding. Hierdie beweging kan moontlik `n stimuli wees vir broodnodige werkskepping (UNEP, 2008:3). Hierdie studie ondersoek die onderlinge verband tussen die ontstaan en ontwikkeling van die groen ekonomie in Suid Afrika en werksgeleenthede wat moontlik daaruit mag voortvloei vir gegradueerdes van die program in volhoubare ontwikkeling by die Skool vir Publieke Leierskap by die Universiteit van Stellenbosch. Die vraag wat ek gestel het is of toekomstige beroepe in volhoubare ontwikkelingsgebiede bestendig is vir hierdie gegradueerdes. Die probleemstelling was geformuleer om die volgende navorsings doelstellings te ondersoek: a) gegradueerdes se huidige en toekomstige beroeps verwagtinge, begrip en bewustheid van beskikbare beroepe in volhoubare onwikkelings verbandte velde b) pogings, gereedskap, en metodes waarmee gegradueerdes hulle beroepe in volhoubare ontwikkelings velde sou kon ontwikkel; en c) om gegradueerdes se werksnemings status vas te stel voor en nadat gegraduering plaasgevind het. My studie poog om te demonstreer dat meer navorsing gedoen moet word rakende beroeps opleiding om so`n nuwe werksmag voor te berei met vaardighede en kennis wat hulle in staat stel om werksgeleenthede in die groen ekonomie te kan betree.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Humanity‘s growing separation from nature is central to the convergent social and ecological crises facing earth. This is both a psychological (e.g. perceptual, emotional) and physical (e.g. experiential) disconnect and is therefore better understood as a crisis in consciousness. This research arises out of an intense interest in how to alleviate humanity‘s fading connectedness with nature and, specifically, if meaningful nature experience is capable of healing the divisive ways in which humans tend to think, see and act in the world. This study brings together four core themes: connectedness with nature (CWN), invasive alien species (IAS), and education for sustainability (EfS); each of which are explored around - and in relationship to - the core concept of meaningful nature experience (MNE).1 In doing so, this transdisciplinary research utilizes a theory of complexity to integrate diverse disciplinary perspectives by drawing upon: (conservation) ecology; (environmental-/eco-) psychology; (sustainability) education; and phenomenology as a guiding philosophy. Adopting an interpretivist and pragmatic approach, this research employs mixed methods (quantitative and qualitative/phenomenological analysis) to, firstly, uncover the essences which help describe what MNE feels like (how it appears in consciousness) and that which makes MNE what it is. Secondly, the study explores the relationship between MNE and CWN; the extent to which MNE is perceived to influence attitudes and environmentally responsible behaviour (ERB); and whether ecological change as experienced through IAS may affect MNE or, in turn, how MNE and CWN influence perceptions on IAS. Thirdly, the research examines the implications of the above for EfS: is there merit for integrating MNE and CWN in EfS? What would such a process look like and how can it be applied in a way which revitalizes EfS? Finally, as a form of heuristic inquiry, this study represents my process of conscious transformative learning. Reflective narratives are dispersed throughout this dissertation to capture this enriching personal journey. Research findings draw on over 200 unique accounts of MNEs which were elicited from: online and public questionnaires; in-depth interviews, email submissions and complemented by in-situ field observation and participation. The questionnaires and in-depth interviews also elicited responses on CWN, IAS and EfS. The research finds that a MNE is triggered by an unexpected encounter with the 'non-ordinary‘ in nature. It is characterized by heightened sensory awareness (e.g. the beauty and detail of natural phenomena arrest our attention), intensified emotional (e.g. awe, amazement) and physiological responses (e.g. a 'rush‘). If an animal is involved, close proximity, extended length of time and reciprocity are key themes. For a MNE not involving an animal, perceived aliveness, vibrancy and energy pervading the land-/ sea-/ sky-scape is primary. As mind meets matter, one feels interrelatedness and a diminished sense of self. The privilege to commune with an 'other‘ (re)defines a person‘s being and belonging in the world. Synchronicity as a MNE is distinctive as an uncanny (e.g. numinous) experience of: insight; flow; guidance; a 'knowing‘; and interconnectedness. Respondents who have had a MNE exhibit a higher CWN; a positive correlation exists between frequency of MNE (fMNE) and CWN. Stronger correlations with CWN were found when a wild animal was involved in the MNE. Spiritual / religious practices positively correlate with fMNE and CWN with regular displays of gratitude toward nature returning slightly stronger correlations with CWN. Strongest correlations were found between the experience of synchronicity and CWN. A qualitative analysis of respondents‘ MNEs and their responses on how they perceive their MNE(s) to have changed them, found multiple and diverse mention of (newfound) appreciations of (inter)connectedness. This suggests that MNE acts as a conduit for CWN: one powerful MNE may be sufficient to catalyse the process; however, a higher fMNE increases the likelihood for heightened CWN. Such results affirm the idea that MNEs facilitate a relational worldview necessary for a consciousness attuned to CWN. CWN is considered to be a reliable predictor for ERB. Over 90% agreement was found between respondents on the positive impact of MNEs in: shaping their views on nature and biodiversity; influencing their current behaviour and actions toward nature and the environment; and heavily influencing, changing or transforming their outlooks on life. The most common themes to emerge on how MNE was perceived to have changed respondents related to understanding of (inter)connectedness/interdependence; career choice; respect for nature / life; and new ways of seeing the world. This supports the premise that, by affectively bonding with nature, MNEs can motivate: ERB; life paths into conservation-minded careers; and serve as catalysts for personal growth and transformation, particularly when complemented with reflection, social (guided) facilitation and ecological literacy. The presence of IAS in landscape is likely to adversely affect MNE for stated reasons of ecological impacts, diminished 'naturalness‘, destructiveness and reduced diversity. Those viewing IAS as potentially enhancing their MNEs cite reasons of beauty, novelty and enjoyment. Respondents‘ CWN does not appear to affect perceptions of IAS; however, elevated CWN may invoke empathy, a sense of relatedness and appreciation of their intrinsic value as 'life‘. IAS may also feature in MNEs and, through experiential and metaphorical insight, can deliver newfound understandings of social and ecological connections as they relate to IAS. Respondents concur that today‘s education does not prepare society to learn from MNE: overwhelming agreement was found on the societal and ecological benefits of an education that promotes understanding of MNE through a blend of intellectual concepts; experiential activities; values and ethics; and integrated learning approaches. Experiential nature-based activities were encouraged as vital EfS vehicles for enhancing sensory awareness; respect for nature; ecological knowledge and encountering connectedness. In-depth interviewees saw future EfS opportunities and solutions as focusing more on: participating with nature; bridging spirituality and science; facilitating 'openness‘ and shared experience; instilling values reflecting an interconnected reality; mentoring; contemporary rites of passage; and simply learning to live better. The essence of this research is an expanded appreciation of connectedness - embodying Nature, Community, Self, Source - and the manifold ways it is encountered through MNE. Revitalized EfS (realized through Theory edU) invites a consciousness that attends to an enlivening process of connecting, harmonizing and becoming. / AFRIKAANSE OPSOMMING: Hierdie studie bring vier kern temas na vore: verbintenis met die natuur (VMN), indringende uitheemse spesies (IUS), en opvoeding vir volhoubaarheid (OVV); waarvan elk verken is rondom – en in verhouding is tot die kern konsep van betekenisvolle natuur ervaring 2 (BNE). Deur dit te doen, wend hierdie transdisiplinêre studie 'n teorie van kompleksiteit aan om diverse dissiplinêre perspektiewe te integreer deur gebruik te maak van: bewarings ekologie; omgewings-/eko- sielkunde; onderwys; en femenologie as 'n rigtinggewende filosofie. Deur 'n interpretatiewe en pragmatiese benadering aan te neem, is gemengde metodes (kwantitatief en kwalitatief / femenologiese analise) gebruik om eerstens die essensies wat help om te beskryf hoe BNE voel (hoe dit in die bewussyn voorkom) en dit wat BNE maak wat dit is, te ontbloot. Tweedens verken die studie die verhouding tussen BNE en VMN; die mate waartoe BNE beskou word om houdings en omgewings verantwoordelike gedragte beïnvloed (OVG); en of ekologiese verandering soos deur IUS ervaar word BNE kan affekteer, of, op sy beurt, hoe BNE en VMN persepsies van IUS kan beïnvloed. Derdens bestudeer die navorsing implikasies van die bogenoemde vir OVV: is daar meriete vir die integrasie van BNE en VMN in OVV? Hoe sal so 'n proses lyk en hoe kan dit toegepas word op 'n manier wat OVV weer nuwe lewe sal gee? Ten einde, as 'n vorm van heuristiese ondersoek, stel hierdie studie my proses van bewuste transformatiewe leer voor. Reflektiewe narratiewe is regdeur die proefskrif versprei om hierdie verrykende persoonlike reis vas te lê. Navorsing bevindinge gebruik meer as 200 unieke verklarings van BNE‘s wat aan die lig gebring is deur: aanlyn en publieke vraelyste; in-diepte onderhoude, e-pos indienings en dit is gekomplementeer deur in-situ veld observasie en deelname. Die vraelyste en in-diepte onderhoude het ook reaksies op VMN, IUS en OVV ontlok. Die navorsing het bevind dat 'n BNE word veroorsaak deur 'n onverwagste ontmoeting met die 'nie-gewone‘ in die natuur. Dit word gekarakteriseer deur verhoogde sensoriese bewustheid (bv. die prag en besonderhede van natuurlike verskynsels beset ons aandag), versterkde emosionele (bv. verwondering en verbasing) en psigologiese reaksies (bv. 'n stormloop). Indien 'n dier betrokke is, is nabyheid, verlengde duur van tyd en wederkerigheid sleutel temas. Vir 'n BNE wat nie 'n dier insluit nie, is waarneembare lewendigheid, dinamiek en energie wat die landskap / see / luglandskap deurdring primêr. Soos wat die gees die stof ontmoet, voel 'n mens 'n onderlinge verband en 'n verminderde sin van die self. Die voorreg om in noue aanraking met 'n 'ander‘ te kan wees (her)definieër 'n persoon se wese en behoort in die wêreld. 'Synchronicity‘ as 'n BNE is kenmerkend as 'n ongelooflike (bv. numineuse) ervaring van: insig, vloei, leiding; 'n 'wete‘; en onderlinge verbintenis. Respondente wat 'n BNE gehad het, het 'n hoër VMN getoon; 'n positiewe korrelasie bestaan tussen die frekwensie van BNE (fBNE) en VMN. Sterker korrelasies met VMN was gevind in die geval waar 'n wilde dier in die BNE betrokke was. Geestelike / religieuse praktyke korreleer positief met fBNE en VMN waar gewone openbarings van dankbaarheid tot die natuur effens sterker korrelasies met VMN terugbring. Die sterkste korrelasies was gevind tussen die ervaring van 'synchronicity‘ en VMN. 'n Kwalitatiewe analise van respondente se BNE‘s en hul response van hoe hulle hul BNE(s) as dit wat hul verander het, beskou, het veelvoudige en diverse antwoorde van (nuutgevonde) erkennings van (onderlinge) verbintenis navore gebring. Dit dui daarop dat BNE as 'n toevoerbuis vir VMN optree: een kragtige BNE mag voldoende wees om die proses te kataliseer; aan die anderkant verhoog 'n hoër fBNE die waarskynlikheid vir verhoogde VMN. Sulke resultate bevestig die idee dat BNEs 'n relasionele wêreldbeskouing is wat nodig is vir 'n bewustheid wat ingestel is vir VMN. VMN word as 'n betroubare voorspelling vir OVG beskou. Meer as 90% van respondente was in ooreenstemming ten opsigte van die positiewe impak van BNEs in: die vorming van hul beskouings van die natuur, biodiversiteit; beïnvloeding van hul huidige gedrag en aksies tot die natuur en die omgewing; en hoe dit hul vooruitsigte op die lewe hewig beïnvloed, verander of transformeer. Die meesal gemene temas wat ontluik het, was oor die beskouing van hoe BNE respondente se verstaan aangaande (onderlinge)verbintenis / onafhanklikheid; beroepskeuse; respek vir die natuur / lewe; en nuwe maniere om na die wêreld te kyk, verander het. Dit ondersteun die uitgangspunt, dat deur affektiewelik met die natuur in verbinding te tree, BNEs gemotiveer kan word: OVG; lewens paaie tot bewaring-gesinde beroepe; en as katalisators dien vir persoonlike groei en transformasie, veral as dit met refleksie, sosiale (begeleide) fassilitering en ekologiese geletterdheid gekomplimenteer word. Die teenwoordigheid van IUS in 'n landskap kan waarskynlik BNE nadelig affekteer weens verklaarbare redes van ekologiese impakte, afneembare 'natuurlikheid', verwoestendheid en verminderde diversiteit. Diegene wat IUS as iets positief tot hul ervaring beskou, verskaf redes soos skoonheid, nuutheid en genot. Dit wil voorkom of deelnemers se VMN nie algemene persepsies van IUS affekteer nie; alhoewel, verhoogde VMN empatie, verwantskap en waardering vir hul intrinsieke waarde as 'lewe' mag oproep. IUS mag ook in BNE vertoon en deur ervarings- en metaforiese insig, kan dit waardevolle nuut-bevinde begrippe van sosiale en ekologiese verbande soos wat hulle aansluit by die probleem van IUS, lewer. Respondente is dit eens dat vandag se onderwys nie die samelewing voorberei om te leer van BNE nie: oorweldigende ooreenstemming was gevind aangaande die maatskaplike en ekologiese voordele van onderwys wat die verstaan van BNE bevorder deur middel van 'n vermenging van intellektuele konsepte; ervarings leeraktiwiteite; waardes en etiek; en geïntegreerde leer benaderings. Ervarings leer natuur-gebaseerde aktiwiteite was aangemoedig as essensiële middels vir OVV vir die verhoging van sensoriese bewussyn; respek vir die natuur, ekologiese kennis en die teëkoming van verbintenis. In-diepte ondervraagdes het geleenthede en oplossings vir toekomstige OVV gesien in terme van 'n groter fokus op: deelname aan die natuur; die orbruging van spiritualiteit en wetenskap; fassilitering van 'oopheid‘ en gedeelde ervaring; vestiging van waardes wat 'n onderlinge verbonde realiteit reflekteer; mentorskap; kontemporêre deurgangsrites; en om eenvoudig te leer om beter te lewe. Die kern van hierdie navorsing behels 'n toenemende waardering van verbintenis – beliggaming van die Natuur, Gemeenskap, Self, Bron – en die menigvuldige maniere waar op dit deur BNE ondervind is. Hernude OVV (soos ontdek deur Theory edU) nooi 'n bewustheid uit wat aandag skenk aan 'n verlewendige proses van verbintenis, harmonisering en wording.

Thesis (Ph.D.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on curriculum development and current approaches in adult and environmental education, this study attempted to improve my own practice by making a meaningful contribution towards the professional development and conceptual understanding of student teachers who have registered for a three-year National Diploma in Adult Basic Education and Training (ABET) at the Peninsula Technikon in Cape Town. Although these students have no teaching qualifications, they are involved in community literacy education for disadvantaged people in various communities and in non-governmental education centres. The professional development and conceptual understanding of the students with regard to sustainability as a key environmental concept was effected by focusing on the concepts, and applying the processes of environmental education for sustainability (EEFS) in the teaching and learning process. In an attempt to integrate theory and practice the student teachers took action in community-based environmental projects organised by the Tsoga Environmental Resource Centre in Langa, Cape Town. The idea was that they should apply their acquired skills and understanding of sustained environments and teach adult learners to transform their local environments through their literacy classes. This means integration of adult literacy with environmental or ecological literacy The interviews and observations of the students at work in the community were not only aimed at providing feedback for the purposes of future programme design but also at monitoring what the students did with their learning experiences regarding EEFS as a theme, in a different teaching situation (adult literacy classes). In the final analysis, the present study attempted to clear up conceptual misunderstandings and to show that education processes are as important as its content and outcomes. It has attempted to operationalise curriculum approaches, recommended for environmental sustainability, in a practical way. The study as a whole is set within the general literature of both adult and environmental education, and particularly that of curriculum and student development for social transformation. / AFRIKAANSE OPSOMMING: Binne die breë teoretiese raamwerk van diskoers en nasionale beleidsdokumente ten opsigte van kurrikulumontwikkeling, en huidige benaderings tot volwasse en omgewingsopvoeding poog hierdie studie om my eie praktyk te verbeter deur 'n betekenisvolle bydrae te lewer tot die professionele ohtwikkeling, en konseptueie begrip van studentonderwysers wat ingeskryf is vir 'n drie-jaar Nasionale Diploma in Volwasse Basiese Onderwys aan die Skiereilandse Tegnikon in Kaapstad. Alhoewel hierdie studente oor geen formele onderwyskwalifikasies beskik nie is hulle betrokke in geletterdheidsopvoeding onder benadeelde gemeenskappe en in nieregeringsentra. Die professionele ontwikkeling en konseptueie begrip van die studente ten opsigte van volhoubaarheid as 'n sentrale omgewingskonsep is ondersoek deur te fokus op die kernbegrippe, en die aanwending van prosesse eie aan omgewingsopvoeding vir volhoubaarheid (OOW) in leer en onderrigprosesse. In 'n poging om teorie en praktyk te integreer is studente aangemoeding om betrokke te raak in verskeie gemeenskapsgebaseerde projekte wat deur die Tsoga Omgewingsentrum in Langa, Kaapstad georganiseer word. Die idee hiermee was dat hulle ontwikkelende vaardighede en begrip ten opsigte van volhoubare gemeenskappe sal aanwend deurdat terwyl hulle volwasse leerders leer lees en skryf, hulle terselfdertyd sal bydra tot die transformasie van hulle gemeenskappe. Dit beteken integrasie van volwasse geletterdheid met omgewings of ekologiese geletterdheid. Onderhoude met, en waarnemings van die studente tydens hulle werk in die onderskeie gemeenskappe is gedoen nie alleen met die oog op programontwikkeling nie, maar ook met die oog op monitering van die verskillende wyses waarop studente hulle eie leerervarings in (OOVV) hulle praktyk in 'n ander konteks (volwasse geletterdsheidsklasse) beïnvloed en verryk. By wyse van samevatting kan gesê word dat hierdie studie ondersoek ingestel het na wanpersepsies ten opsigte van omgewingskonsepte en hoe dit aangespreek kan word, en aangetoon het dat ook in hierdie konteks, onderwys prosesse net so belangrik soos inhoud en uitkomstes is. Verder is kurrikulumbenaderings wat vir OOW ontwikkel is ondersoek en in konteks van Volwasse Basiese Onderwys geoperasionaliseer. Die studie as geheel is gesetel binne die algemene literatuur van beide volwasse en omgewings opvoedkunde, en in besonder die van kurrikulum en studente ontwikkeling vir sosial transformasie.