Developing a decision support system to identify strategically located land for land reform in South Africa

Land reform is identified as a key tool in fostering development in South Africa. With two decades after the advent of democracy in South Africa, the land question remains a critical issue for policy makers. A number of frameworks have been put in place by the government to identify land which is strategically located for land reform. However, many of these frameworks are not well aligned and have hampered the government’s land reform initiative in promoting inclusive development. Strategically located land is herein defined as land parcels that are well positioned for the promotion of agriculture, human settlements, rural and tourism development. Accordingly, there is a need to develop a decision tool which facilitates the identification of strategically located land for development. This study proposes the use of geographic information systems (GIS), earth observation (EO) data and multi-criteria decision making (MCDM) to develop a spatial decision support system (SDSS) to identify strategically located land for land reform. The SDDS was therefore designed using GIS, EO data and MCDM to create an index for identification of strategically located land. Expert-led workshops were carried out to ascertain criteria for identifying strategically located land and the analytical hierarchy process (AHP) was utilised used to weight the criteria. The study demonstrates that GIS and EO are invaluable tools in facilitating evidence-based decisions for land reform. However, there is need for capacity building on GIS and EO in government departments responsible for land reform and development planning. The study suggests that there is an urgent need to develop sector specific criteria for the identification of strategically located land for inclusive development

The strategically located land index support system for human settlements land reform in South Africa

Creating sustainable human settlements is fundamental in fostering spatial and socio-economic integration in South Africa. Policy makers are often faced with the problem of identifying strategically located land for human settlements land reform in South Africa. To date there is no tool or standard framework that assist the government to identify land that is strategically located for land reform. This study proposes the use of geographic in- formation systems (GIS), earth observation (EO) data and multi-criteria decision making (MCDM) to develop a strategically located land index (SLLI) deployed in a web viewer to identify land that is smart for human settlements land reform. The study demonstrates that using the GIS and EO and the GIS webserver are invaluable tools in facilitating streamlined, coordinated, standardised and evidence-based decisions for human settle- ments land reform. However, there is need for capacity building in government departments responsible for land reform and development planning

The strategically located land index support sys- tem for human settlements land reform in South Africa

Abstract Creating sustainable human settlements is fundamental in fostering spatial and socio-economic integration in South Africa. Policy makers are often faced with the problem of identifying strategically located land for human settlements land reform in South Africa. To date there is no tool or standard framework that assist the government to identify land that is strategically located for land reform. This study proposes the use of geographic information systems (GIS), earth observation (EO) data and multi-criteria decision making (MCDM) to develop a strategically located land index (SLLI) deployed in a web viewer to identify land that is smart for human settlements land reform. The study demonstrates that using the GIS and EO and the GIS webserver are invaluable tools in facilitating streamlined, coordinated, standardised and evidence-based decisions for human settlements land reform. However, there is need for capacity building in government departments responsible for land reform and development plannin

The social cognition of medical knowledge, with special reference to childhood epilepsy

This paper arose out of an engagement in medical communication courses at a Gulf university. It deploys a theoretical framework derived from a (critical) sociocognitive approach to discourse analysis in order to investigate three aspects of medical discourse relating to childhood epilepsy: the cognitive processes that are entailed in relating different types of medical knowledge to their communicative context; the types of medical knowledge that are constituted in the three different text types analysed; and the relationship between these different types of medical knowledge and the discursive features of each text type. The paper argues that there is a cognitive dimension to the human experience of understanding and talking about one specialized from of medical knowledge. It recommends that texts be studied in medical communication courses not just in terms of their discrete formal features but also critically, in terms of the knowledge which they produce, transmit and reproduce

Epistemological access through lecture materials in multiple modes and language varieties: the role of ideologies and multilingual literacy practices in student evaluations of such materials at a South African University

This paper seeks to address the ways in which ideology and literacy practices shape the responses of students to an ongoing initiative at the University of the Western Cape aimed at diversifying options for epistemological access, specifically the language varieties and the modes in which parts of the curriculum for a third year linguistics module are delivered. Students’ responses to the materials in English and in two varieties of Afrikaans and isiXhosa (as mediated in writing vs orally) are determined, and used as basis to problematize decisions on language variety and mode in language diversification initiatives in Higher Education in South Africa. The findings of the paper are juxtaposed against particular group interests in the educational use of a language as well as differences in the affordances and impact of different modes of language use. The paper suggests that beyond the euphoria of using languages other than English in South African Higher Education, several issues (such as entrenched language practices, beliefs and language management orientations) require attention if the goals of transformation in this sector are to be attained

White Gold : Opportunities for Dairy Sector Development Collaboration in East Africa

A study of the dairy sector in six East African countries was followed by a dairy expert consultation in Uganda in April 2014. The objective of the initiative was to explore possibilities to improve coordination among development agencies, investors and other value chain stakeholders and governments, and for creating synergy within and between the different countries. This report describes outcomes of both study and consultation and is intended to serve as a reference document for all stakeholders. It includes recommendations and priority actions that should enable stakeholders to capitalize on the opportunities in the East African dairy sector and clarify the roles of various partners in this endeavour (donors, public sector, and private sector). Study and consultation were initiated by the Inter-Agency Donor Group (IADG) on pro-poor livestock research and development. Report CDI-14-00

Global Englishes language teaching:Bottom-up curriculum implementation

In today's globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in multilingual encounters has numerous implications for the field of TESOL. This article reports on a study with preservice and in‐service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1‐year Master's in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT‐related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in‐service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation

"Then you get a teacher" - Guidelines for excellence in teaching

Background: Current literature calls for the explicit teaching to health-science educators of the skills, knowledge and dispositions that are required for successful teaching in higher education. Aims: This paper draws on evidence from an Oral Hygiene department at a South African university in order to illustrate these teaching-competency needs. Insights from the evidence are synthesised with current literature regarding best teaching practice, in support of an appropriate framework for the development of teaching competencies to health-science educators. Description: A qualitative approach, using a case study, was adopted. The cohort comprised fifteen students in the first-year Oral Hygiene cohort class and the ten educators who taught their programme. Data was collected through semistructured interviews and open-ended questionnaires. The topics that emerged from the combined analysis of the interviews and the questionnaires were organised into a grid so that common themes could be identified. Current literature regarding teaching and learning was used as a framework for interpreting the empirical evidence, from which three categories emerged. The first category included suggestions from students regarding what to do to teach better. A review of the literature indicates that these competencies can be effectively learnt from self-help guides. The second category included requests for skills development. Literature review suggests that these might effectively be learnt from single-event workshops facilitated by more able peers. Responses in the final category highlighted the need for an underpinning theory of teaching and learning, and signalled the need for a more theoretically grounded and detailed approach to teacher development. Conclusion: The framework developed from the empirical study and current literature makes it possible for individual clinical teachers, and staff developers, to construct teaching-competency development plans that are pertinent to individual teachers’ needs, relevant and practical, educationally sound, and cost-effective in terms of time and effort

Issues of ideology in English language education worldwide: an overview

The relatively limited consideration of ideology in mainstream theory and research of teaching the English language to speakers of other languages has arguably prevented the problematization of many taken-for-granted perceptions and practices of the field. In this article I attempt to bring part of this marginalized body of scholarship on issues of ideology in the area of English language teaching (ELT) to highlight its potential insights for the field. The article sets out from a view of ideology as the most fundamental beliefs in any social practice, which may provide a less-formidable conception of the term and lessen the divergence among the minority of ELT researchers and professionals that do concern themselves with ideology. Then, after a brief sketch of the notion of ideology of language (education), I present an overview of aspects of this marginal but vibrant stream of thought on issues of ideology in ELT worldwide. Overall, the discussion is aimed to act as a call for the further understanding and embracement of sociopolitically-sensitive and ideologically-informed approaches to ELT theory, research, and practice