Pub Date : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a8
Thulani Andrew Chauke, Khashane Stephen Malatji, L. K. Mphahlele
{"title":"Intersectional factors contributing to learner violent behaviour in one high school of Malamulele Circuit","authors":"Thulani Andrew Chauke, Khashane Stephen Malatji, L. K. Mphahlele","doi":"10.31920/2633-2930/2021/v2n2a8","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a8","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77304164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a0
K. L. Thaba-Nkadimene, C. Makwara, D. Mzindle
{"title":"Editorial Note: the influence of vertical articulation on promotion from senior lectureship to associate professorship in one rural university in South Africa","authors":"K. L. Thaba-Nkadimene, C. Makwara, D. Mzindle","doi":"10.31920/2633-2930/2021/v2n2a0","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a0","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87040696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a5
M. Madondo
{"title":"Review of literature on Knowledge of the Postgraduate Supervision Process and Teaching Research Method in Business Management in South Africa","authors":"M. Madondo","doi":"10.31920/2633-2930/2021/v2n2a5","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a5","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85697985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a7
Nancy Nhemachena, Erick Nyoni
{"title":"Optimising multimodality in the teaching of Literature in English at Advanced Level in Zimbabwean schools","authors":"Nancy Nhemachena, Erick Nyoni","doi":"10.31920/2633-2930/2021/v2n2a7","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a7","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89272633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-16DOI: 10.31920/2633-2930/2021/v2n2a2
J. Mawere, R. Mukonza, S. L. Kugara
The paper explores the experiences faced by first entering students from rural based institutions on the use of digital learning during the coronavirus pandemic in South Africa. The Coronavirus pandemic has uncovered the gross imbalances that are the legacies of apartheid and colonisation. The education system has and is still going through uncommon changes to acclimatise to the lockdown measures that disrupted physical classes. A participatory action research method was adopted. Data was collected from 10 first year students and 3 lecturers through WhatsApp. A critical theory underpinned the study. Through thematic data analysis, the paper unearthed that while the South African government is championing online teaching and learning in the country to evade challenges introduced with the outbreak of the Coronavirus pandemic, this mode excludes many first-year students from rural-based institutions. The paper recommends the need for a comprehensive methodology that caters for the lived realities of students.
{"title":"Re-envisioning the Education System for 4IR: Exploring the Experiences Faced by First Entering Students from Rural-based Institutions on the Use of Digital Learning during the Coronavirus Pandemic in Limpopo province, South Africa","authors":"J. Mawere, R. Mukonza, S. L. Kugara","doi":"10.31920/2633-2930/2021/v2n2a2","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/v2n2a2","url":null,"abstract":"The paper explores the experiences faced by first entering students from rural based institutions on the use of digital learning during the coronavirus pandemic in South Africa. The Coronavirus pandemic has uncovered the gross imbalances that are the legacies of apartheid and colonisation. The education system has and is still going through uncommon changes to acclimatise to the lockdown measures that disrupted physical classes. A participatory action research method was adopted. Data was collected from 10 first year students and 3 lecturers through WhatsApp. A critical theory underpinned the study. Through thematic data analysis, the paper unearthed that while the South African government is championing online teaching and learning in the country to evade challenges introduced with the outbreak of the Coronavirus pandemic, this mode excludes many first-year students from rural-based institutions. The paper recommends the need for a comprehensive methodology that caters for the lived realities of students.","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74847272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the advent of coronavirus disease (COVID-19) which has spread to the majority of countries across the world, the World Health Organisation (WHO) declared a global pandemic on 11 March 2020. Governments all over the world, including in southern Africa, introduced measures such as the banning of large gatherings,closure of borders, schools and institutions of higher learning to curb the spread of COVID-19. To ensure ongoing teaching and learning, institutions of higher learning made resolutions to transition to remote/online teaching and learning. While online education has long preceded the pandemic, the spiraling of COVID-19 all over the world resulted in the upscaling of online teaching and learning in higher education institutions. Mandatory online teaching and learning was a relatively new practice to most lecturers and students in southern Africa. Drawing on two case stories from Botswana and Namibia, this paper offers a think piece on the shifts to online learning, considering assumptions, implications and possibilities for quality learning in teacher education, through a reflection by teacher educators of environment and sustainability courses. The assumptions in online learning were that students and teacher educators had the capacity and infrastructure for remote/online teaching and learning. This paper thus opens up opportunities for institutions of higher learning to scale up their Information Communication Technology (ICT) infrastructure and support for both students and teacher educators for online teaching and learning which have the potential to improve on quality education during times of crisis. Keywords: Online teaching and learning, ICT infrastructure, Education for SustainableDevelopment (ESD), quality education
{"title":"The Shifts to Online Learning: Think Piece: Assumptions, Implications and Possibilities for Quality Education in Teacher Education","authors":"S. Tshiningayamwe, N. Silo, C. Dirwai","doi":"10.4314/sajee.v36i1.16","DOIUrl":"https://doi.org/10.4314/sajee.v36i1.16","url":null,"abstract":"With the advent of coronavirus disease (COVID-19) which has spread to the majority of countries across the world, the World Health Organisation (WHO) declared a global pandemic on 11 March 2020. Governments all over the world, including in southern Africa, introduced measures such as the banning of large gatherings,closure of borders, schools and institutions of higher learning to curb the spread of COVID-19. To ensure ongoing teaching and learning, institutions of higher learning made resolutions to transition to remote/online teaching and learning. While online education has long preceded the pandemic, the spiraling of COVID-19 all over the world resulted in the upscaling of online teaching and learning in higher education institutions. Mandatory online teaching and learning was a relatively new practice to most lecturers and students in southern Africa. Drawing on two case stories from Botswana and Namibia, this paper offers a think piece on the shifts to online learning, considering assumptions, implications and possibilities for quality learning in teacher education, through a reflection by teacher educators of environment and sustainability courses. The assumptions in online learning were that students and teacher educators had the capacity and infrastructure for remote/online teaching and learning. This paper thus opens up opportunities for institutions of higher learning to scale up their Information Communication Technology (ICT) infrastructure and support for both students and teacher educators for online teaching and learning which have the potential to improve on quality education during times of crisis. Keywords: Online teaching and learning, ICT infrastructure, Education for SustainableDevelopment (ESD), quality education","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"171 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90136268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This viewpoint paper examines the prospect of an effective educational role for the military during public health crises. Reflecting a broad understanding of environmental education as education to protect the public space, the authors argue that the military could provide this during times of crises. The response to the COVID-19 pandemic in South Africa included the South African National Defence Force (SANDF), thus offering a unique opportunity to inquire into this contentious possibility. At the outset of the outbreak, some scholars deemed the SANDF unfit to make any meaningful contribution to the fight against the novel coronavirus. Leadership and coordination hurdles, a longstanding legitimacy crisis and inadequate training, may justify this pessimistic view. Based on available literature and document analysis, the authors propose the viewpoint that the military can play a progressive environmental educational role during crises if (1) its educational programmes such as green soldiering are intensified, widened and adequately informed by training; (2) if more is made of the experience, cultural insights and personnel gain during peacekeeping missions; (3) if healthy civil-military relations are prioritised, along with (4) military professionalism, supported by a deeper understanding in society of the diversity of roles and skills the military could offer. The military itself needs to recognise this and not train all personnel as if they are about to enter combat with an enemy. Should these elements be present, the security forces could indeed be a force for good during times of public health crises.Keywords: COVID-19, civil-military relations, environmental education, pandemics, SANDF
{"title":"Viewpoint: Prospect of Military Educational Roles during Public Health Crises - Lessons from the COVID-19 Pandemic in South Africa","authors":"Adesuwa Vanessa Agbedahin, Komlan Agbedahin","doi":"10.4314/sajee.v36i1.15","DOIUrl":"https://doi.org/10.4314/sajee.v36i1.15","url":null,"abstract":"This viewpoint paper examines the prospect of an effective educational role for the military during public health crises. Reflecting a broad understanding of environmental education as education to protect the public space, the authors argue that the military could provide this during times of crises. The response to the COVID-19 pandemic in South Africa included the South African National Defence Force (SANDF), thus offering a unique opportunity to inquire into this contentious possibility. At the outset of the outbreak, some scholars deemed the SANDF unfit to make any meaningful contribution to the fight against the novel coronavirus. Leadership and coordination hurdles, a longstanding legitimacy crisis and inadequate training, may justify this pessimistic view. Based on available literature and document analysis, the authors propose the viewpoint that the military can play a progressive environmental educational role during crises if (1) its educational programmes such as green soldiering are intensified, widened and adequately informed by training; (2) if more is made of the experience, cultural insights and personnel gain during peacekeeping missions; (3) if healthy civil-military relations are prioritised, along with (4) military professionalism, supported by a deeper understanding in society of the diversity of roles and skills the military could offer. The military itself needs to recognise this and not train all personnel as if they are about to enter combat with an enemy. Should these elements be present, the security forces could indeed be a force for good during times of public health crises.Keywords: COVID-19, civil-military relations, environmental education, pandemics, SANDF","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82334187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Muofhe Thenga, Paul Goldschagg, René Ferguson, Caleb Mandikonza
Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning theory helped to understand the pedagogical practices used by teachers after attending the Fundisa for Change teacher professional development programme, in particular the use of a learner-centred approach. Using a small-scale, qualitative and interpretive case study method, the influence of this short TPD course on the teaching of climate change in the Geography CAPS curriculum on teachers’ pedagogical practices was investigated. Data were collected through semi-structured interviews, document analysis and lesson observations. Data were analysed using both inductive thematic and deductive analysis. Findings from this small sample of five teachers and their practices suggest that despite attending the programme, most of the participating teachers did not sufficientlyintegrate climate change education in their Geography classroom practices. The majority of the research participants did not implement the learner-centred teaching methods covered in the course. It is therefore recommended that a teacher professional development programme should be incorporated into longer-term and preferably ongoing professional development programmes so as to adequately foster climate change education in classroom practices. Keywords: Geography, Education for Sustainable Development (ESD), climate change education, teacher professional development, learner-centred pedagogies
从2012年开始实施课程评估政策声明(CAPS)时，可持续发展教育(ESD)被添加到南非地理学校的课程中。许多在2014年之前获得资格的在职教师在最初的教师教育资格证书中没有涵盖这一概念，因为当时它不是课程的一部分。为了解决这一不足，funda for Change项目开发了教师专业发展(TPD)模块，并将其提供给一些在职高中地理教师。变革学习理论有助于理解教师在参加“变革基金会”教师专业发展项目后使用的教学实践，特别是以学习者为中心的方法的使用。采用小规模、定性和解释性的案例研究方法，调查了地理CAPS课程中气候变化短课程对教师教学实践的影响。通过半结构化访谈、文献分析和课堂观察等方式收集数据。数据分析使用归纳主题和演绎分析。这个由五位教师组成的小样本及其实践的结果表明，尽管参加了该项目，但大多数参与的教师并没有充分地将气候变化教育融入他们的地理课堂实践。大多数研究参与者没有实施课程中涵盖的以学习者为中心的教学方法。因此，建议将教师专业发展方案纳入长期的、最好是正在进行的专业发展方案，以便在课堂实践中充分促进气候变化教育。关键词:地理，可持续发展教育，气候变化教育，教师专业发展，以学习者为中心的教学法
{"title":"Teacher Professional Development and Geography Teachers’ Pedagogical Practices for Climate Change Education","authors":"Muofhe Thenga, Paul Goldschagg, René Ferguson, Caleb Mandikonza","doi":"10.4314/sajee.v36i1.17","DOIUrl":"https://doi.org/10.4314/sajee.v36i1.17","url":null,"abstract":"Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning theory helped to understand the pedagogical practices used by teachers after attending the Fundisa for Change teacher professional development programme, in particular the use of a learner-centred approach. Using a small-scale, qualitative and interpretive case study method, the influence of this short TPD course on the teaching of climate change in the Geography CAPS curriculum on teachers’ pedagogical practices was investigated. Data were collected through semi-structured interviews, document analysis and lesson observations. Data were analysed using both inductive thematic and deductive analysis. Findings from this small sample of five teachers and their practices suggest that despite attending the programme, most of the participating teachers did not sufficientlyintegrate climate change education in their Geography classroom practices. The majority of the research participants did not implement the learner-centred teaching methods covered in the course. It is therefore recommended that a teacher professional development programme should be incorporated into longer-term and preferably ongoing professional development programmes so as to adequately foster climate change education in classroom practices. Keywords: Geography, Education for Sustainable Development (ESD), climate change education, teacher professional development, learner-centred pedagogies ","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88639212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-30DOI: 10.31920/2633-2930/2021/V2N1A5
V. Nyambuya, P. Nyamaruze, Mavis Dube, Kemist Shumba
Corona-virus disease-2019 (COVID-19) originated in Wuhan, China. It spread to most parts of the world. COVID-19 triggered a wave of unprecedented changes in education systems in many parts of the world and South Africa was no exception. A shift from traditional to virtual modes of learning presented several challenges, particularly in resource constrained settings such as developing countries. These challenges ranged from access to internet to Information and Communication Technology (ICT) infrastructure and gadgets among others. This study adopted a qualitative approach. Data were collected on two official Facebook Pages of the University of KwaZulu-Natal. We used E.M Rodgers‘ Diffusion of Innovation theory (DOI) as the lens to reflect on students‘ responses to the issue of migration to virtual learning posted on the University‘s Facebook Pages. The findings indicated that the shift mostly affected those students who hailed from low-income households. Several challenges such as interface with technology, and poor network connectivity hindered the shift. Some students felt that the shift was a much awaited innovation. They applauded the University for embracing the shift as it was moving with the times since the world is faced with a new revolution in technology, the Fourth Industrial revolution (4IR).
{"title":"Rethinking education in the age of ‘social distancing’ : a qualitative inquiry on University of KwaZulu-Natal students’ responses to online learning in the context of COVID-19","authors":"V. Nyambuya, P. Nyamaruze, Mavis Dube, Kemist Shumba","doi":"10.31920/2633-2930/2021/V2N1A5","DOIUrl":"https://doi.org/10.31920/2633-2930/2021/V2N1A5","url":null,"abstract":"Corona-virus disease-2019 (COVID-19) originated in Wuhan, China. It spread to most parts of the world. COVID-19 triggered a wave of unprecedented changes in education systems in many parts of the world and South Africa was no exception. A shift from traditional to virtual modes of learning presented several challenges, particularly in resource constrained settings such as developing countries. These challenges ranged from access to internet to Information and Communication Technology (ICT) infrastructure and gadgets among others. This study adopted a qualitative approach. Data were collected on two official Facebook Pages of the University of KwaZulu-Natal. We used E.M Rodgers‘ Diffusion of Innovation theory (DOI) as the lens to reflect on students‘ responses to the issue of migration to virtual learning posted on the University‘s Facebook Pages. The findings indicated that the shift mostly affected those students who hailed from low-income households. Several challenges such as interface with technology, and poor network connectivity hindered the shift. Some students felt that the shift was a much awaited innovation. They applauded the University for embracing the shift as it was moving with the times since the world is faced with a new revolution in technology, the Fourth Industrial revolution (4IR).","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85120490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Agroforestry practices are innovations developed in response to problems associated with inappropriate land use practices. The latter refers to the use of agricultural land for non-agricultural purposes because of an increase in urbanisation, rapidly developing industry, and investments, and, finally, gaps in laws and regulations (Cengiz, 2013). Agroforestry practices are land-based economic development strategies with a perceived positive role in supporting rural livelihoods. Using a logistic regression model with cross-sectional data, this study explores the impact of institutional factors and incentive mechanisms that affect the adoption of agroforestry innovations. The study finds that a larger number of extension services, access to credit, access to extension, information exchange among farmers, trust in local institutions, active participation in social groups and organisations, and prior exposure to agricultural technologies are the variables that positively affect the adoption of agroforestry innovations in the study area. These findings have policy implications in promoting integrated rural development in the Eastern Cape Province of South Africa.
{"title":"Institutional Analysis of Adoption of Agroforestry Practices in the Eastern Cape Province of South Africa","authors":"M. Zerihun","doi":"10.4314/sajee.v36i1.9","DOIUrl":"https://doi.org/10.4314/sajee.v36i1.9","url":null,"abstract":"Agroforestry practices are innovations developed in response to problems associated with inappropriate land use practices. The latter refers to the use of agricultural land for non-agricultural purposes because of an increase in urbanisation, rapidly developing industry, and investments, and, finally, gaps in laws and regulations (Cengiz, 2013). Agroforestry practices are land-based economic development strategies with a perceived positive role in supporting rural livelihoods. Using a logistic regression model with cross-sectional data, this study explores the impact of institutional factors and incentive mechanisms that affect the adoption of agroforestry innovations. The study finds that a larger number of extension services, access to credit, access to extension, information exchange among farmers, trust in local institutions, active participation in social groups and organisations, and prior exposure to agricultural technologies are the variables that positively affect the adoption of agroforestry innovations in the study area. These findings have policy implications in promoting integrated rural development in the Eastern Cape Province of South Africa.","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74123643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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