Needs-based impact assessment of non-grid rural electrification : a case of Eastern Cape

Bibliography: leaves 71-74.This thesis explores issues of electrification in the rural areas of the Eastern Cape. First the set of issues explored are the rural areas electrification and general development background issues, taking the electrification from the early 1990s as the point of departure. Non-grid electrified, grid-electrified and non-electrified households in six Eastern Cape province areas were interviewed to gather information on their energy consumption. The research was undertaken to explore households' energy uses and to measure the impacts of having both grid and non-grid electricity. Socio-economic backgrounds of researched households are analysed to explore their contribution and influence to the types of energy sources used by households. By exploring socioeconomic backgrounds, a picture is given of conditions that drive rural households to use different types of energy. By comparing the electrified and non-electrified households. the thesis explores and explains how the transition and switching from one fuel to the other is made within these households. Lastly, there is also an analysis of the way different electricity supply options used in the rural areas affect the way people use energy. This includes discussion as to whether different electricity supply options are accepted better than others and the reasons for this. The conclusions drawn from the research done for this thesis shows that energy is a key component of rural development, yet energy demand (in terms of electricity use) in rural areas is low due to their underdeveloped nature. Even if modem energy is delivered to rural poor, households are often faced with very restricted income which severely limits energy use especially for thermal applications. These problems have to be addressed as a whole. In order to satisfy needs of people in rural areas. the provision of electricity, either grid or off-grid must hand in hand with integrated local development through which poverty as a whole may be addressed

Professional development in higher education: perceptions and experiences of new lecturers at a university of technology in KwaZulu-Natal.

Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.Research on professional development in South African higher education institutions (HEIs) has gained traction in recent times. This can partly be attributed to the rapid increase in student enrolment in teaching and learning institutions and emphasis on throughput rates, which is increasing the pressure, internationally and nationally, to provide structured programmes to develop academics’ professional competence. Professional development has been viewed as critical in enhancing the quality of lecturers as teachers in higher education (HE). However, while professional development of lecturers in HEIs is integral to transformation agenda in South Africa, several evaluation studies have uncovered impediments to achieving this goal. As such, the overarching aim of this dissertation was to describe and explore new lecturers’ perceptions and experiences of professional development at the Durban University of Technology (DUT). The study further explores and describes barriers and facilitators to new lecturers’ participation in professional development in HE as well as the perceived impact of professional development programmes on new lecturers’ development at DUT. A qualitative research design was employed for this study. Purposive sampling was used to select participants that met the inclusion criteria. The research participants were purposively recruited based on the inclusion criterion of being novice lecturers. The novice lecturers selected for this study had not been employed as university lecturers for more than three years at DUT and had not worked as lecturers before joining DUT. Semi structured interviews were used as the research instruments for this study. Data were collected from ten research participants from the DUT Midlands Centre. The data were analysed using thematic analysis to describe and explore new lecturers’ perceptions and experiences of professional development programmes. The major findings highlight how new lecturers perceive professional development programmes as useful but not without some challenges as they highlight certain factors that make the programmes unhelpful and which in turn constitute barriers to professional development programmes at the institution. Some of the barriers cited by the new lecturers included unsuitable timing of professional development programmes, facilitators who lacked expertise, and shallow and unhelpful content of the programmes. In addition, the haphazard structuring of the programme and insufficient incentives for participation were also regarded as challenges to the professional development viii programmes. The findings from the study also point to the challenges of new lecturers’ workload, resistance to change, and inadequate support from management. Nevertheless, in terms of the impact of professional development programmes, the findings from the study suggest that professional development programmes provide new lecturers with pedagogical skills and improved pedagogical competence. These findings are discussed in relation to the social cognitive career theory (SCCT) and relevant literature on professional development in HE. It was found that regardless of some perceived impediments to professional development programmes, such programmes can assist new lecturers in finding their place in a University, and help new lecturers create a collegial sense of belonging among colleagues. These benefits however will be more appreciated if the challenges identified in this study are adequately addressed. In this regard, various recommendations for improving professional development programmes are offered in the dissertation. For the professional development programmes to be more beneficial to the target audience, lecturers need to be involved in the conceptualisation of these programmes. This will ensure, for instance, that such programmes are organised on a rolling basis to cater for the need of the new lecturers as they arise. Such recommendations, especially the advocacy for a bottom-up approach to the organisation of professional development programme, will also help to address the challenge of content, among others. The involvement of the beneficiary, in this case the lecturers, will make the programme to be need-based. It will also address the issue of unconducive timing, among other issues raised by the respondents

Energy poverty: have we got the measure of it?

At the macro-level it has long been accepted that there is a strong relationship between energy and economic growth (IDS, 2003). In the 1990s, the development discourse began to focus on the effects that economic growth has had on poverty. However, an interest in the links between energy and poverty took more time to emerge$^2$ Indeed, energy as an enabling factor in social transformations at the micro-level has not played a major role in the development discourse. Energy, unlike other infrastructure-related sectors such as water, transport and ICT, has also not been a central topic within the social sciences, including anthropology. The recent interest in climate change has focused on energy as the problem not part of the solution, particularly for the poor

Antimicrobial activity of selected Eastern Cape medical plants

Bacterial resistance to antibiotics has been a great problem for many years. The degree of resistance and the speed with which resistance develops varies with different organisms and different drugs. Enzymes called β-lactamases are produced by bacteria and are one mechanism in which bacteria develop antimicrobial resistance. Gram-negative bacteria producing enzymes called ESBLs because of their wide substrate range are of a particular concern in nosocomial infections. In many countries people still use traditional medicine derived from plants as an alternative to the Western medicine due to increased cost of Western medicine and microbial resistance of antibiotic treatments. Biologically active compounds isolated from plants species are used in herbal medicine. Because of the high prevalence of the ESBLs and their increasing resistance to the antibiotics, this research study was done to test the antimicrobial activities of selected medicinal plants of the Eastern Cape; G. incanum, D. angustifolia and E. autumnalis which were traditionally used to treat various infections. The in vitro antimicrobial activity of three different extracts (acetone, methanol & distilled water) and the traditional preparations of the three plants were tested against the selected strains of ESBL-producing bacteria, non β-lactamase producers and the different fungal species. The extracts were screened against 26 Gram-positive bacterial strains, 53 Gram-negative bacterial strains and 15 fungal strains. The Gram-positive bacteria included strains from S. aureus, B. cereus and E. faecalis. The Gram-negative bacteria included strains from E. ii coli, E. cloacae, K. pneumoniae, P. aeruginosa and Acinetobacter spp. The fungal strains included 9 strains of Candida albicans and a single strain of each of the following opportunistic fungi, Mucor sp, Geotrichium sp, Penicillium sp, Fusarium sp and Rhizopus sp. The agar dilution assay was used for the antimicrobial screening of the plants extracts and for the determination of the MICs. The Ames test was performed for the determination of probable carcinogenicity of the extracts of G. incanum and D. angustifolia. The distilled water extracts followed by acetone extracts of the plants revealed the highest antimicrobial activity against the different microbial strains. The extracts of G. incanum followed by the extracts of D. angustifolia inhibited the highest number of microbial strains. The extracts of E. autumnalis did not show any antimicrobial activity against all the pathogens in this study. More of the Gram-positive bacteria were inhibited by the plant extracts. The lowest MIC was obtained with Gram-positive bacteria. The bacterial strains of E. faecalis and P. aeruginosa were not inhibited by any of the plants extracts in the agar dilution assay yet Acinetobacter species which are MDR were inhibited by the distilled water and methanol extracts of G. incanum. A single strain of Mucor sp was the only spore forming fungi that was inhibited by the distilled water extracts of G. incanum. None of the plants extracts showed any mutagenic effects on the TA100 S. typhimurium strains incorporated on the Ames test. Apart from revealing of new antimicrobial agents that may be used against resistant organisms, the proper use of antimicrobial agents should be recommended. The study has highlighted a need for further investigations on the properties of the medicinal plants used in this study

Learning for the future, earning for now : students' experiences of the work-study programme at the University of the Western Cape

Magister Educationis - MEdThis study does an in-depth exploration of how students experience full-time study and part-time employment, focusing on participants in the work-study programme of the University of the Western Cape. By means of the work-study programme, the university provides on-campus term-work opportunities for students in teaching, research, administration and other support services. In particular this study looks at: the reasons why students partake in the work-study programme and the benefits they gain; the type of work that students do; how demanding the work is; the number of hours they work; and the way this impacts on students' experience of higher education. It further looks at the kinds of challenges students face while participating in the work-study programme and the strategies that they use in order to balance working and studying. Student employment is not a new phenomenon but there is limited knowledge available on the students' experiences of campus employment. According to Metcalf (2003:316), research into part-time work of full-time students is important because of the "potential impact [of term-work] on the nature and effectiveness of higher education and equality of provision of higher education". Existing research shows that students who take part in part-time work are as diverse as the situations that compel them to work and study. It further highlights that students of all genders, ages and class have been observed as taking part in part-time work while pursuing full-time studies. Moreover, there are diverse reasons why students take part in term-work: to pay tuition fees and for their subsistence; to maintain their lifestyle; or to gain work experience. The literature also shows that students experience various challenges because of term-work, mainly due to their multiple time commitments. The effect is that working students may find it difficult to meet academic demands and succeed at the same level as non-working students. As a way of studying student experiences on the UWC work-study programme, this study will use quantitative and qualitative methods of data collection by means of a two-stage methodology. The first stage will involve an electronic survey that will provide baseline data on the students in the programme. This stage lays the ground for the second, qualitative stage of the methodology where the researcher will conduct in-depth interviews with some students involved in the programme. The findings show that students’ reasons for participating in the work-study programme are not necessarily about addressing their financial needs, but also about gaining work experience which puts them a step ahead of their peers. Students from the work-study programme worked varying hours. The number of hours was influenced by students’ classes, and also by the number of hours they were allowed to work, as the work timetable is designed around their academic work. The challenges that students experienced were both positive and negative, depending on their personal situation. Furthermore, the students reported many ways of coping and balancing working, studying and maintaining a social life. In terms of benefits, students indicated that they thought that both the students and the university were benefiting from the work-study programme. After the data was collected, analysed and discussed, a student experience typology in relation to the students on the programme was created. The empirical findings in this study provide a new understanding concerning students who are employed on campus. The study found that students, depending on various variables, were finding ways to manage academic demands, social lives and working part-time on campus. Taken together, the findings suggest an added role for work-study programmes in enhancing students’ university experience As a way of studying student experiences on the UWC work-study programme, this study will use quantitative and qualitative methods of data collection by means of a two-stage methodology. The first stage will involve an electronic survey that will provide baseline data on the students in the programme. This stage lays the ground for the second, qualitative stage of the methodology where the researcher will conduct in-depth interviews with some students involved in the programme. The findings show that students’ reasons for participating in the work-study programme are not necessarily about addressing their financial needs, but also about gaining work experience which puts them a step ahead of their peers. Students from the work-study programme worked varying hours. The number of hours was influenced by students’ classes, and also by the number of hours they were allowed to work, as the work timetable is designed around their academic work. The challenges that students experienced were both positive and negative, depending on their personal situation. Furthermore, the students reported many ways of coping and balancing working, studying and maintaining a social life. In terms of benefits, students indicated that they thought that both the students and the university were benefiting from the work-study programme. After the data was collected, analysed and discussed, a student experience typology in relation to the students on the programme was created. The empirical findings in this study provide a new understanding concerning students who are employed on campus. The study found that students, depending on various variables, were finding ways to manage academic demands, social lives and working part-time on campus. Taken together, the findings suggest an added role for work-study programmes in enhancing students' university experience

The use of liquefied petroleum gas by South African low-income urban households: A case study

At the end of 2005 and in 2006, the Western Cape suffered extended blackouts. The cuts came as a shock and customers were loud in their criticism of Eskom and the City of Cape Town’s failure to provide a reliable electricity supply. The utility Eskom’s responses included the introduction of an aggressive Demand Side Management (DSM) programme with the goal of saving electricity and reducing the need to shed customers. In Khayelitsha, Cape Town, the DSM programme entailed an exchange and subsidy programme: households were encouraged to swop their two-plate electric stoves for Liquid Petroleum Gas (LPG) stoves. This intervention is the subject of this paper. The results of the study were analysed in terms of the socio-economic characteristics of the sample interviewed, multiple fuel use and transition trends in households in urban areas, changes in behaviour in electricity and LPG use, changing perceptions of LPG and the impact of the intervention. Previous studies in household energy use showed that people perceived LPG to be dangerous saying that it posed a greater danger to the household than paraffin since it might explode. Surprisingly, during the electricity power cuts in 2006, people in low-income communities, readily accepted LPG stoves in great numbers and a year later, up to 89% of the households surveyed, reported still using LPG for cooking

Pregnant at the wrong time : experiences of being a pregnant young woman while schooling : selected Lesotho cases.

Theses (Ph.D.) - University of KwaZulu-Natal, 2005.This study is an exploration of participants' experiences of being pregnant as young women. The study attempts to respond to the following set of questions: What are the issues that surround young women's pregnancy in general? How has history shaped the construction of womanhood, family, sexuality, motherhood and young women's pregnancy? What are the beliefs, perceptions and policies surrounding young women's pregnancy and that underlie responses to it and how might they (beliefs, perceptions and policies) be changed? How do issues of sexually transmitted infections and HIV/AIDS among young women interact with issues of pregnancy? What are the ways in which schools, students and pregnant young women handle the issue of pregnancy, the continuation of pregnancy while schooling, and the implications or impact on the women's career trajectories? What are the experiences of women who have been pregnant at young ages with regard to their education (including the implications for it)? The study utilized a feminist research methodology to interact with women who have been pregnant while schooling. In addition, the study employed feminist research to establish the way in which the Basotho construct young women's pregnancy and to decipher the basis for the way this is constructed. A survey questionnaire was used to generate baseline data on the current interactions of school and young women's pregnancy. The storied lives of pregnant women have been shared in the study in their Lesotho context, a small mountain Kingdom completely land locked by South Africa. In-depth interviews were conducted with eight previously pregnant women while some past pregnant women were accessed by the use of focus group interviews. Additional interviews were conducted with principals, parents, siblings, proprietors, and partners of past pregnant young women. The researcher’s autobiography as a previously pregnant young woman was also used. The data in the study was analyzed at different levels. The first level was a narrative analysis of the eight stories, including the autobiography, which have been presented as their stories. Data from the focus group interviews was analyzed by picking up themes from the interviews and presented by discussing the themes together with some of the direct words of the participants to reinforce the discussion. A cross sectional narrative analysis was done for principals, parents, siblings, proprietors and partners. A narrative analysis was also done for a separate principals ' survey. At the final stage the study brings together information that relates to the research questions. The analysis of the experiences of young woman's pregnancy has been illuminated by the interrogation of who constructs these experiences, what the constructions are and what they are based upon. Each story in the study is unique and not dependent on another however, it is interesting to note that the way young women's pregnancy interacts with the family, partner, school and religion has much to do with the social construction. The sudden altering of context of "good girl" to "bad girl" causes a sharp shift of the pregnant young woman's experiences, thus the fluid nature of social construction is observable. The negotiations that occur as individuals struggle to handle pregnancy are brought forward. The study has not gone without observations on the challenges faced. The study has also moved from the context based possibilities to the way forward