Browsing by Subject "exploratory"

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    Open Access
    A Process Evaluation of the Academic Component of the Hope Scholars Programme (HSP)
    (2019) Miyoba, Erwin; Mulenga, Chao Nkhungulu
    The Hope Scholars Programme (HSP) is an after-school programme implemented by the South African Education and Environment Project (SAEP) in Cape Town, South Africa. After-school programmes (ASPs) are widely described as programmes that are implemented independently of the school day and are aimed at improving the learning outcomes and advancement of kindergarten and high school learners. The HSP began in 1998 with a goal to equip HSP learners with foundational literacy and numeracy skills for the future education and training (FET) phase and subsequent education. HSP activities are implemented under four broad service areas: (a) academic tutoring sessions; (b) experiential learning; (c) psychosocial support services; and (d) community engagement. The scope of this evaluation was the academic component under which the programme offers intensive tutoring in mathematics, natural science and English literacy. The objective of the evaluation was to assess the implementation fidelity of the academic component for programme quality and effectiveness improvement purposes. A conceptual framework for measuring implementation fidelity by Carroll, Patterson, Wood, Booth, Rick and Balain (2007) was used to guide this evaluation. Using the logic model for the programme, the evaluation focused on examining whether the HSP sessions were implemented with the intended process mechanisms through which the programme was designed to lead to its desired academic outcomes. Both primary and secondary data were used to conduct the evaluation. Primary data were collected through oneon-one in-depth interviews with HSP staff members and the volunteer tutor and focus group interviews with the HSP learners. Secondary data were obtained through the review of the HSP documents. An inductive content analysis was employed to analyse the data. The results indicated that the academic component of the HSP was implemented with limited fidelity and poor quality. Programme implementation challenges identified need to be resolved to enhance the quality of the HSP services and programme effectiveness. This evaluation contributes to the literature on: (a) the duration and frequency of the tutorial sessions; (b) the extent to which learners attend; and (c) dropout from the programmes and causes for dropping out in the context of after-school programmes. Among the contributing factors of learner dropout from the HSP, influences that were found unique to the South African context were mistrust between the learners and their parents (mistrust at home) and sweeping of classrooms.
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    Open Access
    Karoo farmers living and working experiences in protracted drought conditions: a case study
    (2021) Reynolds, Megann; Goodman, Suki; Conradie, Beatrice
    In the South African context, a geographical region prone to the occurrence of frequent and intense periods of drought, the emergence of climate conditions reaching new extremes raises concerns of adaptability to sustain living and work well-being in such circumstances. The realisation of economic, social, environmental and psychological impacts resultant from drought conditions is particularly relevant to farmers, an occupation group who are often characterised by socio-economic vulnerability in South Africa. Consequently, this research seeks to explore the yet undocumented experiences of farmers living and working in the current drought conditions, located in the Karoo region of South Africa. A further aim of this research is to explore how these experiences have affected farmers' psychological well-being, as well as understanding the coping mechanisms they have used to deal with this long-standing crisis situation. The present study adopted an exploratory case study design using an interpretivist paradigmatic stance. Based on research conducted and reviewed within the climate change domain, it was understood that farmers' experiences of working in drought conditions were complex, context specific and differed amongst individuals. Therefore, knowledge was viewed as subjective as there was no particular, correct path to knowledge as it emerged through various contexts. The case under study was Karoo farmers in the Western Cape province. Their living and working experiences, and coping mechanisms were specific to their surrounding landscapes and chosen type of farming. Furthermore, this case study was particularly concerned with farmers who retained close living, working and cultural relationships to their natural environments. Consequently, the unit of analysis in this study was the individual. A purposive sampling strategy was adopted and a total of eight participants were interviewed. An inductive approach to analysing the data was undertaken, using Braun and Clarke's (2006) Thematic Analysis. Three major themes emerged during the analysis with a number of associated sub-themes. The results describe the sample's shared ecological grief experiences due to both implicit and explicit impacts resultant from sustained drought conditions. The negative psychological outcomes the sample endured as a result of these experiences, demonstrates the implication of living and working in such conditions for work and psychological well-being. The common coping mechanisms employed over this time are also extracted from the themes. The discussion presents the findings of this study through the lens of the Sustainable Livelihoods Approach framework, to understand how drought conditions presents barriers to these farmers sustaining their well-being.