Text in English with abstracts in English, Afrikaans and Zulu / Zanzibar is a region with a rich coastal biodiversity, with the marine environment providing a vast majority of the nation’s income through fishing and tourism activities. These coastal resources consist of white sandy beaches and clear blue water, rich in biodiversity and ecosystem processes. The human coastal populations residing in many of the coastal villages rely on the ocean to provide means of sustenance and income through fishing activities. In order to effectively manage these coastal resources, an integrated resource and environmental management approach needs to be adopted. This study aimed to identify and investigate the current fishing practices used by local fishermen by means of semi-structured interviews and informal discussions with local fishermen and villagers. The study shows that a vast majority of the fishermen, who reside in the villages surrounding Mnemba Island, are of the opinion that the increased number of tourist-related activities has resulted in a decline in fish stocks. This was attributed to the steady increase in the number of fishermen, as well as the lack of proper fishing vessels and equipment. This study also assessed data provided by the &Beyond Lodge situated on Mnemba Island. The study provides recommendations and conclusions for effective fisheries management in order to achieve a sustainable fishing model for the fishing grounds surrounding Mnemba Island, Zanzibar, Tanzania. / Zanzibar spog met wit sandstrande, helderblou water en ʼn groot biodiversiteit kuslangs. Naas toerisme is visvang die vernaamste inkomstebron. Die inwoners van talle kusdorpe maak immers ʼn bestaan uit visvang. ʼn Geïntegreerde hulpbron- en omgewingsbestuursplan is noodsaaklik om hulpbronne langs die kus volhoubaar te benut. Hierdie studie het gepoog om die heersende visvangpraktyke te bepaal deur halfgestruktureerde onderhoude en informele gesprekke met vissers en kusbewoners te voer. Data wat deur die &Beyond Lodge op die eiland Mnemba verstrek is, is ook by die studie betrek. Dit blyk dat die meeste vissers, wat op die eiland Mnemba woon, van mening is dat groeiende toerisme ʼn daling in visgetalle tot gevolg het. Hulle skryf die kleiner vangste insgelyks toe aan ʼn geleidelike toename in die aantal vissers en ʼn gebrek aan behoorlike vissersvaartuie en toerusting. Hierdie studie doen ten slotte aanbevelings vir ʼn volhoubare bestuursmodel in die visvanggebied om die eiland Mnemba digby Zanzibar in Tanzanië. / I-Zanzibar iyisiyingi esinothe ngenhlobo eyahlukahlukene yendalo yemvelo engasogwini lolwandle, kanti indawo yasolwandle yiyo kanye engenisa imali eningi ngemisebenzi yokudoba kanye nemboni yezokuvakasha. Le mithombo eyigugu elingasogwini lolwandle yequkethe amabhishi anezihlabathi zolwandle ezimhlophe kanye namanzi acwebezelayo, kanti inothile ngendalo yemvelo kanye nohlelo lwendalo yemvelo. Izihlwele zabantu ezihlala ngasogwini lolwandle ezigodini eziningi ezigudle ulwandle impilo yazo yencike olwandle ukuze iziphilise futhi ingenise imali ngokudoba izinhlanzi. Ukuze le ithombo yempilo yasolwandle ilawulwe ngendlela efanele, kudingeka uhlelo lwezokuphathwa kwendawo olwamukelekile. Lolu cwaningo luhlose ukuvumbulula kanye nokuphenya izingqubo zokudoba ezisetshenziswa abadobi basekhaya ngokuqhuba izinhlolovo ezihleliwe kanye nezingxoxo ezingahlelekile nabadobi bendawo kanye nezakhamuzi zalezo zigodi. Ucwaningo selukhombisile ukuthi inqwaba yabadobi abahlala ezindaweni ezigudle isiQhingi saseMnemba zinombono wokuthi inani elengeziwe lemisebenzi emayelana nezivakashi yiyo kanye esedale ukuthi inani lezinhlanzi linciphe kanti futhi lokhu sekuholele ekutheni kukhule inani labadobi basezindaweni lezo zasemakhaya kanye nokwentuleka kweziketshana zokudoba ezifanele kanye nezisetshenziswa. Lolu cwaningo futhi luhlola idatha enikezelwe yi--the &Beyond Lodge engasesiQhingini saseMnemba. Ucwaningo lunikeza izinqumo kanye neziphetho ezimayelana nokuphatha kahle ukuze kufinyelelwe kwimodeli yezokudoba esimelele ukwenzela indawo yokudoba ezombeleze isiQhingi saseMnemba, e-Zanzibar kanye naseTanzania. / Department of Environmental Sciences / M. Sc. (Environmental Management)

Die doel van hierdie studie is om riglyne daar te stel vir die vroeë identifisering van talent wat die totale funksionering en konteks van die leerder in ag neem. ‘n Literatuurstudie is onderneem om die navorsing en teorieë wat met die onderwerp verband hou, te ondersoek. Die denkverskuiwing van intelligensie as een konstruk na ‘n multikonstrukbenadering wat uit onderliggende intellektuele vermoëns voortvloei, is verken. Definisies van begaafdheid en talent wat oor ‘n tydperk onstaan het, is omskryf en die rasionaal vir die gebruik van talent in plaas van begaafdheid is gegee. Die bio-ekologiese teorie van Bronfenbrenner, die positiewe sielkunde en die bate-gebaseerde benadering dien as teoretiese begronding van die studie. Talentontwikkeling en -identifisering is aan die orde gestel deur die liggaamlike, kognitiewe, sosiale, persoonlikheids-, emosionele en morele ontwikkeling van die adolessent te bespreek. Verder is die stand van talentidentifisering in Suid-Afrikaanse skole ondersoek en is aangedui in watter mate dit deur amptelike beleid gerig en ondersteun word. Beginsels wat tydens talentidentifisering in ag geneem moet word asook enkele identifiseringsmodelle wat ‘n bydrae tot die kennis van begaafdheid en talentidentifisering lewer, is bespreek. Verder is ‘n verskeidenheid talente wat uit algemene intellektuele intelligensie ontwikkel, aangedui. Die literatuurstudie het getoon dat daar nie in die huidige Suid-Afrikaanse skoolbeleid direkte riglyne is vir die identifisering van adolessente leerders se talent nie. Die deurlopende klem op akademiese prestasie en die feit dat leerders teen ‘n graadgemiddeld geassesseer word, lei waarskynlik daartoe dat ander metodes van assessering nie altyd in Suid-Afrikaanse klaskamers tot hul reg kom nie. Ten einde ‘n verskeidenheid talent te identifiseer en terselfdertyd ‘n leerder se konteks in ag te neem, is afsonderlike talentskale vir leerders, ouers en onderwysers ontwikkel en toegepas. Riglyne vir die identifisering van adolessente leerders se talent is dus op ‘n nie-formele manier ontwikkel. Die bevindinge van hierdie studie dui daarop dat die talentidentifiseringsproses bewuswording van verskillende talente waaroor leerders beskik, kan bewerkstellig. Dit help leerders om hul selfkennis uit te brei en om ‘n denkverskuiwing van die erkenning van slegs akademiese talent na ‘n verskeidenheid van talentdomeine wat die uniekheid van elke leerder ontgin, te maak. / The purpose of this study was to formulate guidelines for the early identification of talent, taking into consideration the overall functioning and context of the learner. A literature review was done to investigate the research and theories on the topic. The mind shift from intelligence as one construct to a multiconstruct approach arising from underlying intellectual abilities was explored. The definitions of giftedness and talent, which have existing for some time, were presented and the rationale for using talent instead of giftedness was provided. Bronfenbrenner’s bio-ecological theory, positive psychology and the asset-based approach served as theoretical grounding for the study. Talent identification and development were established by discussing the physical, cognitive, social, personality, emotional and moral development of the adolescent. The state of talent identification in South African schools was also investigated, and an indication was given of the extent to which it is guided and supported by official policy. Principles to be considered in identifying talent and a few identification models that contribute to knowledge of giftedness and talent identification were discussed. A variety of talents developing from general intellectual intelligence were also highlighted. The literature review reveals that in the current South African school policy, there are no direct guidelines for identifying the talent of adolescent learners. The constant emphasis on academic performance and the fact that learners are assessed against a grade average probably lead to other methods of assessment not always coming into their own in South African classrooms. To identify a variety of talents and at the same time take into consideration a learner’s context, separate talent scales for learners, parents and educators were developed and applied. Guidelines for identifying the talent of adolescent learners have therefore been developed in a non-formal way. The findings of this study indicate that the talent identification process can lead to awareness of different talents of learners. This helps learners to expand their self-knowledge and to bring about a mind shift from the recognition of only academic talent to a variety of talent domains which reveal the uniqueness of each learner. / Injongo yalolu cwaningo ukwakha imihlahlandlela yokuhlonzwa kwekhono masinya, kubhekwa indlela umfundi ngamunye asebenza ngayo kanye nesimo angaphansi kwaso. Kwabhekwa imibhalo ukuze kuphenywe ngocwaningo nemibono yezinzululwazi ngaphansi kwalesi sihloko. Kwaphenywa ngokusuka endleleni yokubheka inhlakanipho njengendlela okuyiyona yodwa yokwakha kuyiwe ezindleleni ezihlukene kaningi zokwakha ezisukela emakhonweni obuhlakani acashe ngaphansi kwazo. Izincazelo zesiphiwo nekhono, esezibe khona isikhathi eside, zethulwa kwase kunikezwa izincazelo zokuthi kungani kusetshenziswa ikhono kunesiphiwo. Umbono kaBronfenbrenner wobudlelwano phakathi kwezinto eziphilayo kanye nendawo eziphila kuyo, izifundo zezengqondo zemiphumela emihle kanye nendlela yokubheka encike ekubeni nenani kwento konke kusebenza njengengqikithi yombono wenzululwazi yalolu cwaningo. Ukuhlonza kanye nokuthuthukiswa kwekhono kwasungulwa ngokubamba izingxoxo mayelana nokuthuthuka kwabantwana asebengena ezingeni lentsha ngokomzimba, ngokwengqondo, ngokwenhlalo, ngokwendlela yokuziphatha, ngokomoya nangokwesimilo. Isimo sokuhlonza ikhono ezikoleni zaseNingizimu Afrika naso sibhekiwe, kwanikezwa nesilinganiso sokuthi lingakanani izinga lokuholwa nokusingathwa yinqubomgomo esemthethweni. Imigomo okufanele ibhekwe ngesikhathi sokuhlonza ikhono kanye vii nezinye izibonelo ezingasiza olwazini lokuhlonza iziphiwo namakhono nayo yadingidwa. Izinhlobonhlobo zamakhono avela ebuhlakanini obujwayelekile obuhambisana nemicabango nazo zaqhakambiswa. Ucwaningo lwemibhalo luveze ukuthi kwinqubomgomo yamanje yaseNingizimu Afrika, ayikho imihlahlandlela eqondile yokuhlonza amakhono kubafundi asebengena ezingeni lentsha. Ukuqhubeka nokugcizelela ukwenza kahle kwezemfundo kanye nokuthi abafundi bahlolwa ngokwezilinganiso ezivamile zamabanga cishe kuholela kwezinye izindlela zokuhlola ezingafiki kwezifana nezabo emakilasini aseNingizimu Afrika. Ukuhlonza izinhlobonhlobo zamakhono kube futhi kubhekwa isimo somfundi, kwasungulwa futhi kwasetshenziswa izilinganiso ezihlukile zokukala amakhono abafundi, abazali nawothisha. Ngakho-ke, imihlahlandlela yokuhlonza ikhono labafundi asebengena ezingeni lentsha yakhiwe ngendlela engalandeli kakhulu umthetho kanye nokuhleleka. Imiphumela yalolu cwaningo iveza ukuthi inqubo yokuhlonza amakhono ingaholela ekubonakaleni kwamakhono ahlukahlukene abafundi. Lokhu kusiza abafundi ukuba bakwazi ukwandisa ulwazi labo futhi benze kube khona ukucabanga ngokwahlukile ekwamukeleni kuphela ikhono lezemfundo kodwa kwamukelwe namakhono ahlukahlukene aveza ukwahluka komfundi ngamunye. / Department of Educational Psychology / D. Phil. (Educational Psychology)