Rural farmers in Zimbabwe have been grappling with various changes and challenges occurring in the country since the early 1990s. Amongst these, climate variability has emerged as one significant aspect. It has introduced new challenges for these farmers who are already facing various difficulties in maintaining their insecure livelihoods. Yet, current adaptation theories and inquiries have failed to sufficiently account for and analyse the capacity of these farmers to adequately respond to changing climatic conditions. In this respect, a number of studies have been heavily embedded in deterministic concepts that regard rural farmers as passive victims who play only a minor part in decisions and actions that affect their own livelihoods and well-being. Similarly, although some studies have acknowledged farmers’ capacity to adapt and build elements of resilience, they have not adequately shown how farmers interpret changes in climate and the structures, processes and conditions underpinning adaptation. Following that, my study uses a case study of a rural community in a semi-arid region of Mutoko district in eastern Zimbabwe and Margaret Archer’s sociological theory to understand and analyse how farmers problematise climate variability and respond to it. The study utilises a qualitative approach to divulge the subtleties on how rural people interpret processes of change and adapt to such changes. The thesis found that farmers are encountering increasingly unpredictable and unreliable rainfall patterns as well as shifting temperature conditions which are inducing labyrinthian livelihoods conundrums. However, these climatic shifts are not being experienced in a discrete manner hence farmers are also discontented with the obtaining socio-economic circumstances in the country. Simultaneously, whilst farmers in large part conceived changes in rainfall and temperature to be caused by natural shifts in climate, they also ascribed them to cultural and religious facets. Importantly, the thesis reveals considerable resourcefulness by farmers in the face of nascent changes in climate variability. Farmers have therefore constructed versatile coping and adaptive strategies. What is crucial to mention here is that climatic and non-climatic challenges are negotiated concurrently. Therein, farmers are adapting to climate variability and at the same time navigating difficult socio-economic landscapes. All the same, the process of adaptation is ostensibly not straightforward but complex. As it evolves, farmers find themselves facing numerous constraining structures and processes. Nonetheless, farmers in this study are able to circumvent the constraints presented to them and at the same time activate the corresponding enabling structures, processes and conditions.

MSCAEC / Department of Agricultural Economics and Agribusiness

PhDRDV / Institute for Rural Development / Throughout the world, irrigation is appreciated because of its immense contribution to agricultural production, food and nutrition security, combating poverty and enhancing development, especially in rural areas. The worsening effects of climate change on rainfall patterns as well as food and nutrition insecurity in sub-Saharan Africa are elevating the importance of irrigation schemes in smallholder farming. However, studies conducted in sub-Saharan Africa indicate that the performance of irrigation schemes remains suboptimal. In addition, the studies are highly skewed towards technical and physical dimensions of the schemes and ignore social aspects such as gender. Consideration of gender imperatives would help define and structure who uses water, when and how. This situation necessitated carrying out the PhD thesis research, aiming to explore and explain inherent gender dynamics in water use and management. The ultimate aim was to propose intervention strategies anchored on differential gender power dynamics embedded in irrigation water use in smallholder irrigation schemes. Specific objectives adopted for the study of the Nyanyadzi irrigation scheme in Manicaland Province of Zimbabwe were to: 1) assess the gendered nature of irrigation water use; 2) determine the gendered nature and extent of participation of male and female members of the irrigation scheme in water management; 3) identify the gendered challenges and constraints to irrigation water use; and 4) propose strategies for improved access and management of water. An exploratory sequentially integrated mixed method research design was used in the two phased PhD studies. Seventy three farmers (26 men and 47 women) were the respondents in the first phase in which qualitative data were collected. The gender analysis matrix and activity profile were used to gather and document the perceptions of men and women farmers relating to use of irrigation water. One hundred and nine conveniently sampled respondents (47 men and 62 women) were the source of data in the second phase of the study, which was quantitative and confirmatory in nature. A questionnaire, requiring responses on a Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree) was used to collect data. Qualitative data collected during the exploratory phase were analysed using the Cresswell (2013) Thematic Content Analysis technique. Pair-wise ranking was conducted to determine the major constraints to access, use and management of irrigation water. The Predictive Analytics Software Statistics 18 for Windows (PASW Inc: Chicago, IL, USA) was used to analyse quantitative data. Gender, age, marital status, location of irrigation plot, plot ownership and level of education were the independent variables used. Dependent variables included nature of water use, participation in water management and constraints to water use. Cross-tabulation was carried out and the iii Pearson’s Chi-square test for association used to establish if relationships existed between variables. Statistical significance was considered at P < 0.05. The Cramer’s V post-hoc test was performed to measure the strength of association of the perceptions which the Chi-square test had determined to be significantly different. The uses of canal water were found to be varied and gendered. More women than men used canal water for reproductive purposes such as laundry and bathing. Highly significant positive associations (P < 0.01) were observed among gender, age, marital status, ownership of irrigation plot and level of education with use of irrigation water for laundry, bathing, livestock watering and other communal uses. However, location of plot was not associated with different types of water uses (P > 0.05). With respect to farmers’ participation in meetings, contributing in meetings, repair of canals, provision of labour in canal maintenance, hiring labour for canal maintenance and contributing cash for canal repairs and maintenance, highly significant positive associations (P < 0.01) were observed with gender, age, marital status, level of education, and ownership and location of irrigation plot. Level of education of the farmer was observed to be not associated with his/her attendance of meetings (P > 0.05). Plot location was negatively associated with participation, provision of labour for maintenance, contribution of cash and hiring labour for canal repairs (P > 0.05). Exorbitant payments for using water were regarded as the major constraint to performance of the smallholder irrigation scheme. Highly significant positive associations (P < 0.01) were observed between gender and plot location, and all the constraints to water use that the farmers identified. The constraints ranged from unequal water distribution between and within men and women, and upstream and downstream farmers; unfriendly water delivery times; conflicts and corrupt practices in water distribution; and discrimination with respect to schedules of delivering water. Overall, gender imbalance in the use and management of irrigation water existed. This was evident in the disparities in uses and users of canal water that followed gender and social lines. Men dominated decision making in water management, especially in meetings. In contrast, women dominated in implementation stages mainly in relation to provision of labour for cleaning and maintaining water canals. Considering all the results obtained in the current study, it can be concluded that a combination of socio-economic and socio-cultural factors caused the water problems that the Nyanyadzi irrigation scheme experienced. The need for introducing gender-sensitive interventions in use and management of irrigation water was evident. Thus, gender needs, roles and responsibilities should be reconceptualised so as to align them with the socio-cultural context of the Nyanyadzi community. In addition to this, the fact that both men and women iv are not homogeneous interest groups should be factored into irrigation water management. Lastly, it is crucial to incorporate various social hierarchies that interact with gender to influence irrigation water use and management. How this can be done deserves further scientific investigation. / NRF

Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented. / DEVELOPMENT STUDIES / MA (DEVELOPMENT STUD)

Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented. / DEVELOPMENT STUDIES / MA (DEVELOPMENT STUD)

There is compelling evidence that parental involvement positively influences children’s academic achievement. Its benefits occur across all socio-economic classes. In spite of its significance, parental involvement has received scant attention in Zimbabwe. This qualitative study sought to establish how parents in a materially poor rural district of Zimbabwe were involved in their children’s education. Barriers to their involvement were investigated with the view to overcoming or mitigating them for the benefit of the affected primary school pupils. The attribution theory was used not only to substantially explain the status of parental involvement in Zaka District, but also to generate strategies to promote parents’ participation in their children’s school education. Observation, semi-structured interviews (for school heads), focus group interviews (for parents) and the open-ended questionnaire (for teachers) were used in this qualitative study covering ten primary schools. Respondents were selected through the use of chain reference sampling and sampling by case. A total of one hundred and forty (140) participants were selected. It emerged from the research that parents, teachers and school heads/principals had very limited understanding of parental involvement. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Most teachers, school heads/principals and parents believed that parents were too poor and too lowly educated to meaningfully be involved in their children’s education. However, there were a few parents who believed that their socio-economic status did not prevent them from participating in their children’s education. They actually indicated useful ways in which they could be involved. The research also revealed that parents, school teachers and school heads/principals made wrong attributions about themselves and each other in connection with limited parental involvement in their schools. Both school staff and parents, after identifying barriers to involvement, were willing to learn about how they could overcome or mitigate the barriers. They believed that the challenges they were facing regarding parental involvement were capable of resolution. / Teacher Education / D. Ed. (Education Management)

Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: When land loses its intrinsic qualities or suffers a decline in its capabilities it is said to be degraded. Land degradation manifests itself in various forms such as deforestation, soil erosion, land, air and water pollution. In the context of sustainable development land degradation has become one of the world's major concerns. Now, more than ever before, it has become urgent to carry out empirical studies on the nature and extent of land degradation and to come up with appropriate responses to the problem. In much of the developing world communal natural resource management practices are common. It is often assumed that communal exploitation of common property resources such as woodlands, pastures, water sources and wildlife inevitably leads to land degradation. This is due to the belief that humankind would seek to derive maximum benefit from common pool resources without incurring any costs towards the conservation of those resources. This study was an environmental assessment of the impacts of communal land-use systems and common property resources management practices in the Mhondoro communal lands of Zimbabwe. The area has been subject to human settlement for over a century and is regarded as a typical representation of a well-established communal land management system. Several methods were used to make the assessment. These included the following: a questionnaire survey; interviews with key informants; soil and vegetation traverses and field measurements; tree density counts in demarcated plots; calculation of the population density and livestock density for the study area; completion of an environmental evaluation matrix and a communal projects sustainability index checklist; and analysis of geo-referenced time-lapse aerial photography covering a fifteen year period (1982-1997). It was established that serious land degradation had occurred in Chief Mashayamombe's ward in Mhondoro. Degradation manifested itself in the form of soil erosion and stream sedimentation, woodland depletion, pasture degradation and wildlife habitat destruction. Communal land-use and natural resource management practices are only partially to blame for this state of affairs. The fragile nature of the sandy soils of the uplands, the sadie soils of the vlei areas, combined with the fairly high rainfall amounts (annual average 750mm) make the area prone to soil erosion. Rainfall intensity tends to be high in the area and when the rain falls on the poorly vegetated, and highly erodible soils erosion occurs. The land has become severely stressed due to over-utilisation; a population density of 93 people per km2 and livestock density of 110 cattle per km2 were recorded. The land available for communal settlement in the area has been limited in extent. Due to the general poverty of the communal farmers the replacement of nutrients into the cultivated soil has not kept pace with the deteriorating condition of the land. Contrary to popular misconceptions, communal area residents have shown concern for environmental conservation through fallowing their fields, gully reclamation efforts, grazing schemes, woodland preservation and tree growing practices. Remedial and/or mitigatory measures for the environmental recovery of the area could adopt some of these well-established practices and incorporate them in a whole-catchment management strategy. Key words Land degradation, environmental degradation, pollution, environmental assessment, common property resources, communal land uses, sustainable resources management, sustainability indicators, soil erodibility, soil erosivity / AFRIKAANSE OPSOMMING: Wanneer grond sy intrinsieke waarde verloor of 'n afname in sy vermoë toon, kan gesê word dat die grond gedegradeer is. Gronddegradasie manifesteer in verskeie vorme, soos ontbossing, gronderosie, grond, lug en water besoedeling. Gronddegradasie het binne die konteks van volhoubare ontwikkeling wêreldwyd van besondere belang geword. Nou, meer as ooit vantevore, is dit noodsaaklik om empiriese studies uit te voer aangaande die aard en omvang van gronddegradasie, en om vorendag te kom met toepaslike reaksies tot die probleem. Gemeenskaps natuurlike hulpbron bestuur praktyke is algemeen in die ontwikkelende wêreld. Daar word dikwels veronderstel dat uitbuiting van gemeenskaplike eiendoms hulpbronne deur die gemeenskap, soos woude, weivelde, waterbronne en wild, onvermeidelik lei na gronddegradasie. Hierdie aanname het ontwikkel as gevolg van die oortuiging dat die mensdom daarna sal streef om maksimum voordeel te trek uit gemeenskaplike hulpbronne, sonder om enige koste aan te gaan ten opsigte van die bewaring daarvan. Hierdie studie behels 'n omgewings evaluering van die impakte van gemeenskaps grondgebruik sisteme en gemeenskaplike eiendoms hulpbron bestuur praktyke in die Mhondoro gemeenskaplike grond van Zimbabwe. Die area word al vir meer as 'n eeu deur mense bewoon, en word beskou as 'n tipiese voorbeeld van 'n gevestigde gemeenskaps grondbestuur sisteem. Verskeie metodes is toegepas met die evaluering, en sluit in: 'n vraelys opname; onderhoude met sleutel segspersone; grond en plantegroei opnames en veldopnames; boom digtheidstelling in afgebakende persele; berekening van bevolkingsen veedigtheid vir die studiegebied; opstelling van 'n omgewing evaluerings matriks en 'n gemeenskap projek volhoubaarheids indeks kontroleerlys; en 'n analise van geo-referenced time-lapse lugfoto's wat strek oor 'n tydperk van 15 jaar (1982-1997). Daar is vasgestel dat ernstige gronddegradasie voorkom in Hoofman Mashayamombe se wyk in Mhondoro. Degradasie word gemanifesteer in die vorm van gronderosie en stroom sedimentasie, uitputting van woude, weiveld degradasie en die verwoesting van wild habitatte. Gemeenskaps grondgebruik en natuurlike hulpbron bestuurspraktyke is net gedeeltelik verantwoordelik vir die stand van sake. Gronderosie vind plaas ook as gevolg van die sensitiewe aard van die sanderige grond van die hoogland, die sodic grond van die vlei areas, in kombinasie met redelike hoë reënval (gemiddeld 750mm per jaar). Reënval intensiteit in die area is geneig om hoog te wees, en erosie vind plaas wanneer reën val op die hoogs erodeerbare grond wat met yl plantegroei bedek is. Die grond verkeer onder geweldige druk as gevolg van oorbenutting; 'n bevolkingsdigtheid van 93 mense per km2 en veedigtheid van 110beeste per km2 is aangeteken. Die grond beskikbaar vir vestiging van gemeenskappe word in omvang beperk. Die vervanging van grondvoedingstowwe in bewerkte grond hou nie tred met die agteruitgang in die kondisie van die grond nie, as gevolg van die algemene armoede van die gemeenskapsboere. Inwoners van die gemeenskapsarea , teenstrydig met algemene wanopvattings, toon besorgdheid ten opsigte van omgewingsbewaring deur die grond braak te lê, donga herwinnings pogings, wei velds planne, bewaring van woude en praktyke ten opsigte van die groei van bome. Remediërende en/of versagtende maatstawwe vir die herstel van die omgewing kan van hierdie gevestigde praktyke inkorporeer in 'n bestuursstrategie wat die hele opvangsgebied insluit. Sleutelwoorde Gronddegradasi e, omgewingsde gradasi e, besoedeling, omgewingsassessering, gemeenskaplike eiendoms hulpbronne, gemeenskaplike grondgebruik, volhoubare hulpbron bestuur, volhoubaarheids aanwysers, grond erodeerbaarheid, grond verwering.

There is compelling evidence that parental involvement positively influences children’s academic achievement. Its benefits occur across all socio-economic classes. In spite of its significance, parental involvement has received scant attention in Zimbabwe. This qualitative study sought to establish how parents in a materially poor rural district of Zimbabwe were involved in their children’s education. Barriers to their involvement were investigated with the view to overcoming or mitigating them for the benefit of the affected primary school pupils. The attribution theory was used not only to substantially explain the status of parental involvement in Zaka District, but also to generate strategies to promote parents’ participation in their children’s school education. Observation, semi-structured interviews (for school heads), focus group interviews (for parents) and the open-ended questionnaire (for teachers) were used in this qualitative study covering ten primary schools. Respondents were selected through the use of chain reference sampling and sampling by case. A total of one hundred and forty (140) participants were selected. It emerged from the research that parents, teachers and school heads/principals had very limited understanding of parental involvement. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Most teachers, school heads/principals and parents believed that parents were too poor and too lowly educated to meaningfully be involved in their children’s education. However, there were a few parents who believed that their socio-economic status did not prevent them from participating in their children’s education. They actually indicated useful ways in which they could be involved. The research also revealed that parents, school teachers and school heads/principals made wrong attributions about themselves and each other in connection with limited parental involvement in their schools. Both school staff and parents, after identifying barriers to involvement, were willing to learn about how they could overcome or mitigate the barriers. They believed that the challenges they were facing regarding parental involvement were capable of resolution. / Teacher Education / D. Ed. (Education Management)

The study was an exploration of how internal savings and lending (ISAL) influenced the way in which persons affected by HIV and AIDS earned and spent income. The researcher engaged with the life stories of participants belonging to HIV and AIDS support groups that practised ISAL in rural Bikita district in Zimbabwe. The negative changes brought about by HIV and AIDS were found to influence the way participants generated and spent their income. The initial illness of family members reduced the participation in productive activities of the ill and family members providing care. Compounding effects included reduced attention to and increasing abandonment of productive activities, reduction in the scale of production, the use of inappropriate inputs, forced disposal of assets, increased household debts, reliance on social networks, and dependence on begging and piecework for income. The low productivity from activities meant that households generated less produce and income. This triggered changes in the prioritisation of spending, with healthcare and associated transportation needs superseding all, followed by spending on food. Expenses that were not prioritised during the period of illness included the purchase of improved agricultural inputs, spending on education and clothing and, in some cases, food purchases. In the findings, ISAL is associated with restoring past and starting up new productive and income-generating activities. Regular access to loans allowed storytellers to invest in activities that improved the levels and frequency of income that they earned. Loans were used to directly cover daily family needs, reducing reliance on risky coping mechanisms. Lump sum payments and bulk grocery purchases helped storytellers to invest and manage their cashflow. Overall, households that practised ISAL improved and increased their incomes and ability to spend on healthcare and satisfy other daily needs to levels similar to and better than those experienced before they had to cope with the effects of HIV and AIDS. Recommendations from the study include enabling persons testing HIV positive to access social protection, adapted agriculture technologies and financial education tailored to those affected by HIV and AIDS. Areas for potential further research include a quantitative and qualitative analysis of income and expenditure changes for persons affected by HIV and AIDS and the effects on children of dropping out and being re-enrolled at school. / Sociology / M.A. (Sociology) (Social Behaviour Studies in HIV and AIDS)) / 1 online resource (ix, 153 pages)

The aim of this study was to investigate the responsiveness of rural primary schools in Zimbabwe to the needs of in-school OVC. The study adopted a qualitative approach in which the phenomenological and case study designs were employed to study in-school OVC in their natural setting. The target population for the study comprises OVCs, principals and school counsellors. From this population, a sample of 24 participants was purposively drawn. Data was collected from the participants in the three sampled rural primary schools in Masvingo district through in-depth interviews, focus group discussions, document analysis and observation. Tesch’s model was applied to analyse data qualitatively. The study revealed that rural primary schools’ capacity to address the needs of in-school OVC was deemed ineffective by all the participants due to a myriad of factors which include inter-alia: lack of specialist school-counsellors; lack of funds to initiate school-based projects aimed to assist OVC; lack of a comprehensive school-feeding scheme; and a dearth of workshops to equip principals and teachers with knowledge to handle and deal with OVC. To improve the responsiveness of schools to the needs of OVC the study recommends that the Ministry of Higher and Tertiary Education should train specialist counsellors in teachers’ colleges. The study also recommends that the government should increase funds allocated for the Basic Education Assisted Module scheme to cater for more OVC. In addition, the study recommends that the Ministry of Primary and Secondary Education should conduct workshops in schools on how to deal with challenges confronting OVC. Lastly a model to improve rural primary schools’ capacity to address the needs of OVC was suggested, which proposes partnerships among stakeholders in projects aimed at supporting in-school OVC. / Educational Studies / D. Ed. (Socio-Education)