Marketability and sustainability of food security programmes: products and productivity of agricultural projects

This paper addresses the marketability and sustainability of food security programmes in Limpopo Province. Food security features prominently because poverty and inequality remains a huge challenge in South Africa’s rural sector. Thus the Government has initiated the establishment of agricultural community projects as part of interventions for creating jobs and improving income levels. However, lack of monitoring mechanisms in established projects create a challenge of nonsustainability of these projects. The study has used formative evaluation approach to determine the effectiveness of the established food security programme. A mixed model approach was used to collect data from key informants and project members. Descriptive statistics were computed using SPSS. Most projects were on vegetable, poultry and piggery production. The study has found that 64.1% of the respondents reported that access to inputs was not a challenge. Project products are sold to community members who accounted to 79%, and few (1%) to individuals owning business, clinics and outside the community. Project members advertised their produce mainly verbally (47.2%). Marketing strategies for project products were lacking and this creates a negative impact on income generated and sustainability of projects. The paper concludes by suggesting that project members should be advised on appropriate marketing strategies.S.Afr. Tydskr. Landbouvoorl./S. Afr. J. Agric. Ext., Vol. 40 2012: 1 – 1

PROPOSED GUIDELINES TO MINIMISE MULTI-DRUG RESISTANT TUBERCULOSIS TREATMENT DEFAULT IN A MULTI-DRUG RESISTANT UNIT OF LIMPOPO PROVINCE, SOUTH AFRICA

Background: The increasing prevalence and incidence of Multi Drug Resistant Tuberculosis (MDR-TB) is as a result of the defaulting of treatment by patients. Worldwide, several factors that contribute to patients defaulting to tuberculosis treatment protocol have been identified. This paper aims to develop guidelines to minimise the defaulting rate of MDR-TB patients in MDR unit of Limpopo Province. Materials and Methods: The study was conducted using a qualitative approach. Tesch’s open coding method of data analysis was adopted to analyse the data obtained. Reasoning strategies were employed in the development of the guidelines. These include analysis, synthesis, deductive reasoning and inductive reasoning. Synthesis strategy was used to construct relational statements. Results: The factors contributing to patients’ default from MDR-TB treatment were identified and organized into four themes. Guidelines were developed to address each factor and give recommendations on possible solutions. Conclusion: The guidelines that were developed concluded that co-operation amongst the Department of Health, health practitioners, patient, and family members can help in preventing the defaulting of treatment

Community development as an approach to community engagement in rural-based higher education institutions in South Africa

The premise of this article is that the ‘jury is still out’ to describe what effective Community Engagement entails in South African higher education institutions. The current discussions about community engagement and service learning do not cover the primary objective of adding value to the community, particularly of the ruralbased universities whose service learning is almost often synonymous with community development (Bender 2008, 1154). The intention is to contribute to the discussions about placing community development at the forefront of a higher education institution community engagement mandate, with particular focus on a rural-based university. In addition, whilst there is general consensus regarding the benefits and advantages of service learning programmes for the student, there is a lack of studies and reports that focus on the impact it has on the community and the institution (Eyler 2002, 518). In this regard, I argue that community development as an approach, a process and an outcome should be central to the regeneration of CE knowledge and its application, at least to the extent that contextual relevance is realised in rural-based universities. My experience in the role of coordinating CE activities at a rural-based university influences the tone of this article

Health-educator performance evaluation for quality teaching

There is a strong move in many parts of the world for teaching to become an evidence-based profession; however, there are debates about the role of health educator performance evaluation as a catalyst for the improvement of teaching. The aim of this study was to investigate the efficacy of health educator performance evaluation procedures using the Integrated Quality Management System. This quantitative study used questionnaires to collect data from three hundred and thirty eight respondents selected through a convenient sampling procedure. The results show that while continuing health educator skills development process is an acceptable approach to quality teaching, the evaluation processes to determine areas of development are flawed. The results further show that through this process, health educators’ areas of professional development are identified and educators professionally developed. Their skills improve and learners benefit. The results suggest that despite some flaws in the process, the Integrated Quality Management system is an acceptable approach to evaluating health educators for quality teaching in the present health environment. Health educator evaluation plays a major role in the improvement of teaching through development of teaching skills. Evaluation creates a need for change of attitude from all concerned if the desired results regarding quality of health educators are to be achieved. The results suggest that the evaluation instrument needs to be improved while procedures also need strengthening so that an environment conducive for health educator’ professional development is created

Clinical teaching of student nurses by unit managers of selected hospitals in Limpopo Province

The comprehensive nature of nurse training needs the involvement of almost all health team personnel, including unit managers to gain practical experience and learn to correlate theory and practice. The overall aim of the study was to explore and describe the experiences of unit managers regarding teaching of student nurses in the clinical area and to develop recommendations that will enhance clinical teaching, for the production of competent future nurse practitioners who will render quality care to patients. A qualitative design, which is explorative, descriptive and contextual in nature, was employed, utilizing a phenomenological approach to capture the experiences of unit managers regarding teaching of student nurses at selected hospitals, where students are allocated for their clinical exposure. Ethical measures as well as measures to ensure trustworthiness were adhered to. In-depth phenomenological interviews were conducted with unit managers who shared their experiences regarding clinical teaching of student nurses. Data analysis was done according to Tesch’s (1990) open coding method. One major theme emerged, namely that unit managers experienced problems when doing clinical teaching of student nurses. Based on the findings the following recommendations were made: Colleges should open a two-way communication with unit managers, involvement of unit managers in the activities that take place at the college like courses, seminars and workshops on clinical teaching, learning contracts should be developed for the students and issues of clinical learning should be addressed and unit managers should be included in both summative and formative evaluations