Please read the abstract in the section 00front of this document Copyright 2000, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bediako, A 2000, A study of fruit and vegetable vendors in the central region of the Eastern Cape Province, MInst Agrar dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-04302007-120638/ > / Dissertation (M Inst Agrar (Agricultural Economics))--University of Pretoria, 2007. / Agricultural Economics, Extension and Rural Development / unrestricted

Ticks are the most common external parasites of economic importance in the livestock farming sector of Southern Africa. They are vectors of tick-borne diseases and are commonly controlled using conventional acaricides, which are expensive and not readily available to resource-limited farmers. As a result many resource-limited farmers resort to use of alternative materials to control ticks on their livestock. Tick resistance to acaricide is an increasing problem in Southern Africa and poses a real economic threat to livestock and veterinary pharmaceutical industries. The objective of this study was to document and validate the ethno-veterinary remedies used as alternative methods of controlling cattle ticks by resource-limited farmers. A questionnaire survey was conducted in May 2007, at Qolora by-Sea and Nontshinga in Centane district, to determine tick control methods used by resource limited farmers in the Amathole District Municipality of the Eastern Cape Province, South Africa. Furthermore, in vitro and in vivo experiments were done to validate the acaricidal properties of ethnoveterinary remedies used by resource-limited farmers. Ticks were reported to be a major problem, transmitting diseases like anaplasmosis (89.8%), babesiosis (55.9%) and ehrlichiosis (16.9%), they also cause wounds that predispose cattle to screwworm infestation, tick worry and teat damage. All farmers used acaricides and dipping tanks provided by the government to control ticks, as the main tick control method. However, the majority (94.9%) were of the opinion that the dip wash was not effective in controlling ticks. As a result, farmers complemented the government dipping service with use of own initiatives like spraying with conventional acaricides (22%), household disinfectants such as Jeyes fluid (18.6%), used engine oil (10.2%), chickens feeding on ticks (5.1%), manual iv removal (5.1%), and pouricides (1.7%). In addition, some farmers also use plants (6.8%), mainly the leaf of Aloe ferox and the bark of Ptaeroxylon obliquum. The in vitro repellency models showed Jeyes fluid (76.8 and 100% concentrations) and P. obliquum (40%) had repellent properties that lasted 6 hours and 40 minutes respectively while that of, Tabard (35% diethyltoluamide) positive control, lasted for 4 hours when applied against nymphal stages of Rhipicephalus sanguineus ticks. In the contact bio-assay, undiluted used engine oil, T. minuta oil (50%), Ektoban® (Cymiazol 17.5% and cypermethrin 2.5%) and Jeyes fluid (76.8%) caused higher tick mortality of more than 86%. Other materials (A. ferox, Lantana camara and Tagetes minuta) had no repellence and acaricidal properties. In the in vivo study, Jeyes fluid at a concentration of 76.8% and used engine oil displayed efficacy of 71 and 76.4% respectively which was similar to that of the positive control Ektoban® at 97.8% tick load reduction. Among plant materials L. camara at 40% concentrations had an efficacy of 57% while A. ferox, P. obliquum and T. minuta were not effective at all. The remedies used by resource-limited farmers to control ticks vary in efficacy. Their ability to reduce tick load on cattle appears to be promising and a welcome development as their use could probably reduce tick burdens in cattle with less expenditure. However, further investigations need to be done before they are recommended for use. Despite being effective some of the materials have potential toxic effects in animals and also cause environmental contamination and I recommend used engine oil, Jeyes fluid and L. camara for further testing as they showed some efficacy compared to other remedies.

During the process of this research, the main objective was to explore the approaches that the teachers use to teach reading in English First Additional Language (FAL) in senior phase at General Education and Training (GET). This was due to the observed weak performance of learners in reading, especially in GET phases. To achieve this, 20 participants tha t consisted of 4 English FAL teachers and 16 learners of grades 8 and 9 were selected. The research focused on teacher perceptions and implementation of language teaching approaches. Learners were involved in the research in order to see whether the used approaches give learners a balanced experience of intensive and extensive programmes. The study found that there were a number of factors that contributed to the learners’ weak performance in reading. These included, among others, lack of balance between intensive and extensive reading programmes, with intensive reading getting more attention than extensive reading; lack of reading material in schools, especially for further exposure, pleasure and amusement; little or no exposure of learners to wider reading; inadequate teacher pre-service and inservice reading programmes; teachers’ misconception of extensive reading; learners’ home environment that does not encourage reading; lack of parental support and community involvement. These all affected negatively the learners’ v development of reading skills. The study made some recommendations for the improvement of teacher education programmes and reading resources in schools and communities. schools.

The study investigates teachers’ perceptions of their professionalism and how this professionalism is observed by both teachers and school community. The investigation takes place at three Junior Secondary Schools. In composing the research, the researcher adopted a qualitative and quantitative approach based on an interpretive paradigm. The study is concerned with how teachers view themselves as professional people. Since the extent of teachers’ professionalism is always questioned by the school community, teachers’ professionalism is not guaranteed to be easily accepted and recognised. The findings reveal that teachers in general accept the fact that they face an enormous challenge in performing their duties as they are required to act professionally and ethically at all times. SACE, the education “watchdog” has further strengthened the issue by proclaiming legally enforced ethical standards for teachers in South Africa. The study describes how teachers who joined the teaching profession for different reasons conceptualise teacher professionalism differently from each other but also agreeing on other issues. The findings of this study also show how educational policies, teachers’ conditions of service, personal beliefs and relationships between parents, learners and teachers can influence teacher professionalism.

This study concentrate on adult literacy training in the Border/Kei region of the Eastern Cape. The region is a largely rural area characterized by impoverishment. In contrast to the on-going technological progress within the country, is a high level of illiteracy, rendering communities ill-equipped to address socioeconomic problems. The research problem addresses adult literacy training in the region, in the context of outcomes-based education (OBE) and other solutions. The second chapter presents a study of some international practices with regard to adult literacy training and competency-based education. General trends in the United Kingdom and Australia are examined, in order to ascertain the rationale for and approaches to, adult literacy training. The findings indicate that some of the international trends are towards competency-based education and training as a practical and relevant approach to the current economic and concomitant educational and training needs. Furthermore, government commitment is identified as essential to relevant adult literacy programmes and to ensuring the continuity of adult literacy training. Chapter three examines the current developments in the South African education system regarding adult literacy training. It also examines the possibility of an outcomes-based approach to enhance the effectiveness of adult literacy training. The findings indicate that the State is primarily responsible for ABET in South Africa. The Department of Education's policy on ABET and the national multi-year implementation plan currently dictate the approach to adult literacy training. OBE is emphasised in terms of the learning programmes, so as to facilitate flexibility and the potential to provide the wide foundation that is essential for lifelong learning. The fourth chapter examines the effectiveness of adult literacy programmes in the Border/Kei region. The findings indicate that a lack of funding and of physical infrastructure, are two factors which hamper effective adult literacy training within the area. The fifth chapter examines a possible strategic direction for implementing OBE and other solutions, to enhance adult literacy training within the Border/Kei area. The findings indicate that there is a need to encompass an outcomes-based approach. A proposed structure for the implementation of adult literacy training in the region is presented. / Educational Studies / D. Ed. (Comparative Education)

<p>From 2004 the Eastern Cape Department of Health (ECDoH) started implementing the new community health worker (CHW) programme in all its clinics, but so far little is known about its implementation process, its successes and challenges. The aim of this study was to assess the implementation of the new government funded CHW programme at three clinics of the Eastern Cape Province.</p>

<p>From 2004 the Eastern Cape Department of Health (ECDoH) started implementing the new community health worker (CHW) programme in all its clinics, but so far little is known about its implementation process, its successes and challenges. The aim of this study was to assess the implementation of the new government funded CHW programme at three clinics of the Eastern Cape Province.</p>

This study concentrate on adult literacy training in the Border/Kei region of the Eastern Cape. The region is a largely rural area characterized by impoverishment. In contrast to the on-going technological progress within the country, is a high level of illiteracy, rendering communities ill-equipped to address socioeconomic problems. The research problem addresses adult literacy training in the region, in the context of outcomes-based education (OBE) and other solutions. The second chapter presents a study of some international practices with regard to adult literacy training and competency-based education. General trends in the United Kingdom and Australia are examined, in order to ascertain the rationale for and approaches to, adult literacy training. The findings indicate that some of the international trends are towards competency-based education and training as a practical and relevant approach to the current economic and concomitant educational and training needs. Furthermore, government commitment is identified as essential to relevant adult literacy programmes and to ensuring the continuity of adult literacy training. Chapter three examines the current developments in the South African education system regarding adult literacy training. It also examines the possibility of an outcomes-based approach to enhance the effectiveness of adult literacy training. The findings indicate that the State is primarily responsible for ABET in South Africa. The Department of Education's policy on ABET and the national multi-year implementation plan currently dictate the approach to adult literacy training. OBE is emphasised in terms of the learning programmes, so as to facilitate flexibility and the potential to provide the wide foundation that is essential for lifelong learning. The fourth chapter examines the effectiveness of adult literacy programmes in the Border/Kei region. The findings indicate that a lack of funding and of physical infrastructure, are two factors which hamper effective adult literacy training within the area. The fifth chapter examines a possible strategic direction for implementing OBE and other solutions, to enhance adult literacy training within the Border/Kei area. The findings indicate that there is a need to encompass an outcomes-based approach. A proposed structure for the implementation of adult literacy training in the region is presented. / Educational Studies / D. Ed. (Comparative Education)

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Magister Educationis - MEd / This study was conducted in three rural high schools in the province of the Eastern Cape, South Africa whose physical sciences results were not consistent. The main issue in the research was that when schools’ results improve it becomes a challenge to keep it consistent. It is therefore important to reflect and assess what were the good practices that resulted in the results improving. Practices by both teachers and learners need reflection in order to keep what works and get rid of all the bad influences that affect the achievement of physical sciences results. The physical sciences performance for the past three years (2011-2013) for the whole country (excluding 2014) had shown steady improvement, but this could not readily mean that all was well in our schools. There is more to be done because the physical sciences results are not highly rated against those of other countries. The research itself was an attempt to highlight the importance of always looking back at what has been influencing the teaching and learning in the classroom, whether good or bad results were achieved, to see what practices could still be improved, while also looking at or reflecting on the strategies used by educators in delivering the subject matter. The study used reflective practice theory which was related by several authors. The physical sciences learners and physical sciences teachers were the participants where interviews were conducted to obtain reflections by the participants. The data was collected at three different schools whose learners had passed grade 12 in physical sciences to reflect on their own experiences in the teaching and learning of physical sciences. The study identified a number of factors affecting the performance in physical sciences, particularly in the three schools sampled in the district of the Eastern Cape. The factors include the lack of resources, lack of time to complete the syllabus, exclusion of practical work, learner participation, inability of learners to explain or present what was taught in the physical science classes and teacher confidence. The study contributes to identifying the factors that contributed to the poor performance in physical sciences and demonstrates that reflection is a key strategy that teachers could employ to ensure that the teaching and learning environment receive the value-addition it deserves.