Expanding the Social Security Net in South Africa: Opportunities, Challenges and Constraints

Rapid increases in government expenditure on social security between 2000 and 2006 has further increased poor households’ reliance on welfare grants and has been important in the fight against poverty. Already there is evidence of a substitution taking place within the social budget: expenditure on education and health seems to have declined in favour of increased welfare transfer expenditure

Shallow waters: social science research in South Africa's marine environment

This paper provides an overview of social science research in the marine environment of South Africa for the period 1994–2012. A bibliography based on a review of relevant literature and social science projects funded under the SEAChange programme of the South African Network for Coastal and Oceanic Research (SANCOR) was used to identify nine main themes that capture the knowledge generated in the marine social science field. Within these themes, a wide diversity of topics has been explored, covering a wide geographic area. The review suggests that there has been a steady increase in social science research activities and outputs over the past 18 years, with a marked increase in postgraduate dissertations in this field. The SEAChange programme has contributed to enhancing understanding of certain issues and social interactions in the marine environment but this work is limited. Furthermore, there has been limited dissemination of these research results amongst the broader marine science community and incorporation of this information into policy and management decisions has also been limited. However, marine scientists are increasingly recognising the importance of taking a more holistic and integrated approach to management, and are encouraging further social science research, as well as interdisciplinary research across the natural and social sciences. Possible reasons for the lack of communication and coordination amongst natural and social scientists, as well as the limited uptake of research results in policy and management decisions, are discussed and recommendations are proposed.Web of Scienc

The Evolutionary Dynamics of the Lion Panthera leo Revealed by Host and Viral Population Genomics

The lion Panthera leo is one of the world's most charismatic carnivores and is one of Africa's key predators. Here, we used a large dataset from 357 lions comprehending 1.13 megabases of sequence data and genotypes from 22 microsatellite loci to characterize its recent evolutionary history. Patterns of molecular genetic variation in multiple maternal (mtDNA), paternal (Y-chromosome), and biparental nuclear (nDNA) genetic markers were compared with patterns of sequence and subtype variation of the lion feline immunodeficiency virus (FIVPle), a lentivirus analogous to human immunodeficiency virus (HIV). In spite of the ability of lions to disperse long distances, patterns of lion genetic diversity suggest substantial population subdivision (mtDNA ΦST = 0.92; nDNA FST = 0.18), and reduced gene flow, which, along with large differences in sero-prevalence of six distinct FIVPle subtypes among lion populations, refute the hypothesis that African lions consist of a single panmictic population. Our results suggest that extant lion populations derive from several Pleistocene refugia in East and Southern Africa (∼324,000–169,000 years ago), which expanded during the Late Pleistocene (∼100,000 years ago) into Central and North Africa and into Asia. During the Pleistocene/Holocene transition (∼14,000–7,000 years), another expansion occurred from southern refugia northwards towards East Africa, causing population interbreeding. In particular, lion and FIVPle variation affirms that the large, well-studied lion population occupying the greater Serengeti Ecosystem is derived from three distinct populations that admixed recently

Culling-Induced Changes in Badger (Meles meles) Behaviour, Social Organisation and the Epidemiology of Bovine Tuberculosis

In the UK, attempts since the 1970s to control the incidence of bovine tuberculosis (bTB) in cattle by culling a wildlife host, the European badger (Meles meles), have produced equivocal results. Culling-induced social perturbation of badger populations may lead to unexpected outcomes. We test predictions from the ‘perturbation hypothesis’, determining the impact of culling operations on badger populations, movement of surviving individuals and the influence on the epidemiology of bTB in badgers using data dervied from two study areas within the UK Government's Randomised Badger Culling Trial (RBCT). Culling operations did not remove all individuals from setts, with between 34–43% of badgers removed from targeted social groups. After culling, bTB prevalence increased in badger social groups neighbouring removals, particularly amongst cubs. Seventy individual adult badgers were fitted with radio-collars, yielding 8,311 locational fixes from both sites between November 2001 and December 2003. Home range areas of animals surviving within removed groups increased by 43.5% in response to culling. Overlap between summer ranges of individuals from Neighbouring social groups in the treatment population increased by 73.3% in response to culling. The movement rate of individuals between social groups was low, but increased after culling, in Removed and Neighbouring social groups. Increased bTB prevalence in Neighbouring groups was associated with badger movements both into and out of these groups, although none of the moving individuals themselves tested positive for bTB. Significant increases in both the frequency of individual badger movements between groups and the emergence of bTB were observed in response to culling. However, no direct evidence was found to link the two phenomena. We hypothesise that the social disruption caused by culling may not only increase direct contact and thus disease transmission between surviving badgers, but may also increase social stress within the surviving population, causing immunosuppression and enhancing the expression of disease

Passing the stick: structure, agency and the possibilities for cascade in development practice

Paper presented at the Education & Poverty Reduction Strategies: issues of policy Coherence, Irene Country Lodge, Centurion, 21-23 Februar

Teacher education and the challenge of diversity in South Africa

Conflicts in schools over race, fees or language frequently make headlines in South Africa. Such conflicts reflect the multifaceted issue of learner diversity, encompassing racial, class, gender, religious, linguistic, physical and other differences. The need to handle such differences in equitable ways poses new challenges for teachers and teacher education. How are teacher education institutions preparing students for teaching in schools that are different from the ones they experienced as learners? What kinds of skills are they providing to enable teachers to deal with diversity and difference amongst learners? This study focuses on how teachers are being prepared through the Postgraduate Certificate of Education (PGCE) at three different universities. Documentary and oral sources, a small survey, focus groups and interviews, provide the basis for an analysis of the context and history of each institution: the profile of staff and students in teacher-education courses; and the ways in which issues of diversity are addressed. A well-grounded set of recommendations provides direction for the road ahead. Intelligent, eloquent and concise, this monograph will be invaluable for educationists, academics and policy-makers. Teacher Education and the Challenge of Diversity in South Africa is part of a wider, cross-disciplinary School Integration research project initiated by the Human Sciences Research Council. The aim of the broader research project is to investigate the ways in which teachers, texts, managers and policy-makers consciously and creatively make sense of and actively address the challenges posed by integration

Child and mother indicators of progress towards the MDG: a four country comparison

Paper presented at the 4th Population Association of Southern Africa Conference 2009, 8 Jul

Rainbow's end: Consciousness and enactment in social justice education

The article questions why experienced MEd students, on a course in pedagogy in social justice education, resorted to actions that clashed with this approach. Drawing on student and staff accounts of the course, the authors, teachers on this course, pose questions as to whether these reactions resulted from increased safety in the class, from issues of authority, or from the transition students are making from learning about oppression to having to promote justice through their pedagogy. The article, which works from a framework of critical pedagogy, argues against a view that increased safety leads to more explicit expression of oppressive attitudes. Drawing on critical and feminist theorists, it recognises the need for greater reflexivity on issues of power and authority. The authors question a sharp dichotomy made in South African writing between oppression and liberation, and argue for an approach to social justice education that sees this work as inducting educators into what Gee (1990) terms a new Discourse. Such a Discourse, including social practice, is not assumed to be complete. Given the nature of the society, the transition into such a discourse is both essential and difficult. This view has implications for all education that claims to be based on values of social justice and inclusion, as is the intention of South African educational policy