Browsing by Author "Polepole, John Sanzimwami."

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Analyzing organic farming training in the curriculum of the University of KwaZulu-Natal, Pietermaritzburg.
(2010) Polepole, John Sanzimwami.; Worth, Steven Hugh.
The study was conducted in the province of KwaZulu-Natal, in the town of Pietermaritzburg, at the University of KwaZulu-Natal. The aim of the research was to analyse to what extent organic farming is part of the curriculum at the University of KwaZulu-Natal (UKZN) in the Faculty of Science and Agriculture. The objectives of the study consisted of determining what is currently offered in terms of organic farming or sustainable agriculture; identify what the perceptions of students and lecturers are about organic farming; and identify the challenges faced by academics and stakeholders in organic farming. The research method used to achieve the objectives was qualitative; it was done through interviews, site visits and observations. The data analysis used Microsoft Excel and SPSS (Statistical Package for Social Sciences) for interpretation and coding. This process was based on the data analysis spiral, as described by Creswell (1998) cited in Leedy and Ormrod (2005). The research found that in the UKZN current curriculum there is a presence of modules dealing with organic farming to a small extent. The perceptions of academic staff concerning organic farming were related to sustainability, environmental protection, use of alternative methods for food production, human health protection and knowledge for future generations. Organic farming was regarded as a crucial approach on different levels, including food security, environment, economy and market. The challenges in organic farming field are more related to costs involved in production, lack of interest or awareness, yield production (very poor and not competitive); limited career opportunities; lack of expertise in the organic domain, lack of government support and intense competition with chemical companies. The research recommends an enhancement of organic farming training in the curriculum at UKZN/PMB; involvement of students in developing the curriculum; government support for organic agriculture; more research exploring the merits and disadvantages of organic farming; assessment of farmers’ knowledge and skills in marketing; initiation of partnerships between organic farmers, processors, retailers; and government, to study a range of issues related to organic farming.
Assessment of the University of KwaZulu-Natal Bachelor of Agricultural extension curriculum implemented at Cedara College.
(2018) Polepole, John Sanzimwami.; Worth, Steven Hugh.
This study assessed the effectiveness of Bachelor of Agriculture in Agricultural Extension and Rural Resource Management (BAgricExt) qualification of the University of KwaZulu-Natal (UKZN), implemented at Cedara College of Agriculture. Any academic programme aiming to achieve success requires regular assessments of its activities to determine areas that need to change or improve. The BAgricExt is considered as one of the potentially pivotal qualifications in agricultural education with a direct link to farmers and primary production. The impact of Agricultural Education and Training (AET) is and will remain considerable in the South African landscape. It is contributing substantially to provide knowledge and skills for production of food and fibre which, in turn adds value to the country’s economy. The quality of education provided in the agricultural field will determine the graduates’ efficiency and ability to contribute to the increase in quality, quantity and efficiency of food and fibre production countrywide. The primary research is presented under three main topics in the form of publishable articles. The first one establishes a framework to assess an undergraduate qualification of any kind. Different elements (input, process, outcomes and influencing factors) to be assessed in the undergraduate qualification are suggested and the most important area to consider as far as qualification performance is concerned are specified. This led to developing a model of assessing an undergraduate qualification. The model is called: ITAPP (Intake, Teaching and Learning, Access to facilities, Performance, and Placement) model. The second paper describes the learning outcomes required to enable graduates to serve effectively as extension practitioners to build the capacity of farmers. In addition to extension theory and practice, the areas of learning include agricultural production, natural resource management, farm business management, and farm engineering. The third part of the literature review establishes a framework showing how better learning can be acquired specifically in the BAgricExt. A qualitative approach, consisting of interviews and focus group discussions with various categories of participants purposefully chosen was followed to collect data. The study was conducted among 65 UKZN students, nine lecturers, three administrative officers and seven potential employers of BAgricExt graduates. With this sample, it was possible to obtain qualitative data and more insights into the research question based on the experiences and knowledge of respondents. Using the ITAPP framework, the learning outcomes required for BAgricExt were established. Learning outcomes were presented based on level descriptors as recommended by the South African government (Higher Education), and determined the environment, including safeguarding quality assurance, conducive to successful completion of the qualification. With reference to the research objective, the study found that the BAgricExt programme with its present curriculum is operational and has a clear delivery and support system that is sustainable. BAgricExt programme allows students to start and finish being well-grounded, with substantial knowledge and skills (theory and practice) in Agricultural Extension, agricultural production, farm business management, resource management and farm engineering. Specifically, against the ITAPP framework, the study found that the BAgricExt was successful on two core elements: ‘Teaching and Learning; and ‘Performance’. While this places the programme on a solid footing, the study determined a need for greater efficiency in the other elements of the framework (Intake, Access to Facilities, and Placement) – which, the study suggests can be improved by taking into considerations the recommendations drawn from this study – particularly regarding the “placement” element. The study recommends to the BAgricExt to give more attention to placement and look at the ways that it increases prospects of a livelihood either as an employee or through selfemployment. The degree should be more directly centred on ‘where the graduate is going’ and how the graduate will gain a living by using the competences acquired in the programme. A model was developed for this purpose, and a revised framework presented to evaluate the BAgricExt in prospect of a livelihood - it is called “Placement-Centred Intake to Performance (PCIP) Framework”. It is anticipated that through this shift in focus the BAgricExt will be substantially strengthened.
Indigenous approaches to maize production and soil management in Msinga KwaZulu-Natal, Province.
(2012) Nyiraruhimbi, Agnes.; Worth, Steven Hugh.; Polepole, John Sanzimwami.
This study explored and examined indigenous knowledge IK in the process of maize production and soil management by farmers in Msinga in central KwaZulu-Natal. This study was qualitative in nature. Two methods were used for data collection: focus group discussions; and individual semi-structured interviews. The study found that the Msinga farmers have a range of techniques and strategies to produce maize and manage the soil; they have been relying on this knowledge for generations. However, many farmers have also begun to adopt elements of western science such as the use of hybrid seeds, fertilizers and pesticides – albeit access to them is a major problem. It was also found that these indigenous knowledge and techniques have also suffered as result of different factors, including the climate conditions as result of the growing drought in the area, the passing on of elders with knowledge, and the breakdown of social cohesion. Communities' indigenous knowledge has been rendered ineffective to, alone, address their maize production and soil management issues. As a result, indigenous knowledge is dying in this community and the farmers are not able to produce sufficient maize to meet their needs. In the face of these pressures, the Msinga farmers also lack any meaningful external assistance either from the government or private agencies. They have no access to extension. This means that communities have to fend for themselves, and where indigenous knowledge has failed they have no other alternatives that will help them to adjust to their environment. Finally, the study found that as a result of this stasis, the Msinga farmers and their families are poor and lack the basic means for their daily survival; food shortages are frequent. The consequence is that they appear powerless and unable to cope with challenges. The study recommends an integrated approach to address issues of reconstructing indigenous knowledge; social cohesion; environmental matters; poverty eradication; external support and integrating indigenous knowledge and western science.