�ݺ�ߣshows by User: lelihlesimelane

�ݺ�ߣshows by User: lelihlesimelane / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: lelihlesimelane / Thu, 16 Oct 2014 02:57:31 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: lelihlesimelane Local Indigenous Knowledge Systems and Practices – Implications for Flood Risk Management and River Basin Organisation in the SADC Region /slideshow/rb-os-presentation/40338283 rbospresentation-141016025732-conversion-gate01
This presentation gives an overview of the role of LIKSP in water resources management and how they can contribute to increasing climate resilience in the region, informed by a review of research carried out in 14 member SADC states. It reflects that local communities have been dealing with climate variability for generations and have learned to adapt their lives and livelihoods to the water cycle. Thus, new adaptation measures for the water sector must build on such knowledge. The presentation highlights the link between the different local indigenous indicators with conventional forecasting systems still requires an in-depth exploration, and points to indications that the two knowledge systems complement each other, and their reconciliation may be invaluable to the development of preparedness to climate change impacts. The identification of relevant, reliable and more robust local indicators which could be useful in determining changes natural and water resources, and the environment, while contributing to food security issues among rural communities would be vital for this purpose. The nature, form and relevance of any indicator must be known by community members and useable if it is to be useful in policy formulation. Community engagement should be taken as the first step by researchers and policy makers, during the research and documentation processes, otherwise some of the information will remain locked within.]]>
This presentation gives an overview of the role of LIKSP in water resources management and how they can contribute to increasing climate resilience in the region, informed by a review of research carried out in 14 member SADC states. It reflects that local communities have been dealing with climate variability for generations and have learned to adapt their lives and livelihoods to the water cycle. Thus, new adaptation measures for the water sector must build on such knowledge. The presentation highlights the link between the different local indigenous indicators with conventional forecasting systems still requires an in-depth exploration, and points to indications that the two knowledge systems complement each other, and their reconciliation may be invaluable to the development of preparedness to climate change impacts. The identification of relevant, reliable and more robust local indicators which could be useful in determining changes natural and water resources, and the environment, while contributing to food security issues among rural communities would be vital for this purpose. The nature, form and relevance of any indicator must be known by community members and useable if it is to be useful in policy formulation. Community engagement should be taken as the first step by researchers and policy makers, during the research and documentation processes, otherwise some of the information will remain locked within.]]> Thu, 16 Oct 2014 02:57:31 GMT /slideshow/rb-os-presentation/40338283 lelihlesimelane@slideshare.net(lelihlesimelane) Local Indigenous Knowledge Systems and Practices – Implications for Flood Risk Management and River Basin Organisation in the SADC Region lelihlesimelane This presentation gives an overview of the role of LIKSP in water resources management and how they can contribute to increasing climate resilience in the region, informed by a review of research carried out in 14 member SADC states. It reflects that local communities have been dealing with climate variability for generations and have learned to adapt their lives and livelihoods to the water cycle. Thus, new adaptation measures for the water sector must build on such knowledge. The presentation highlights the link between the different local indigenous indicators with conventional forecasting systems still requires an in-depth exploration, and points to indications that the two knowledge systems complement each other, and their reconciliation may be invaluable to the development of preparedness to climate change impacts. The identification of relevant, reliable and more robust local indicators which could be useful in determining changes natural and water resources, and the environment, while contributing to food security issues among rural communities would be vital for this purpose. The nature, form and relevance of any indicator must be known by community members and useable if it is to be useful in policy formulation. Community engagement should be taken as the first step by researchers and policy makers, during the research and documentation processes, otherwise some of the information will remain locked within. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/rbospresentation-141016025732-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation gives an overview of the role of LIKSP in water resources management and how they can contribute to increasing climate resilience in the region, informed by a review of research carried out in 14 member SADC states. It reflects that local communities have been dealing with climate variability for generations and have learned to adapt their lives and livelihoods to the water cycle. Thus, new adaptation measures for the water sector must build on such knowledge. The presentation highlights the link between the different local indigenous indicators with conventional forecasting systems still requires an in-depth exploration, and points to indications that the two knowledge systems complement each other, and their reconciliation may be invaluable to the development of preparedness to climate change impacts. The identification of relevant, reliable and more robust local indicators which could be useful in determining changes natural and water resources, and the environment, while contributing to food security issues among rural communities would be vital for this purpose. The nature, form and relevance of any indicator must be known by community members and useable if it is to be useful in policy formulation. Community engagement should be taken as the first step by researchers and policy makers, during the research and documentation processes, otherwise some of the information will remain locked within.

Local Indigenous Knowledge Systems and Practices – Implications for Flood Risk Management and River Basin Organisation in the SADC Region from Lelihle Simelane

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0 Placing agricultural tertiary education in the policy agenda /slideshow/placing-agricultural-tertiary-education-in-the-policy-agenda/15532357 placingagriculturaltertiaryeducationinthepolicyagenda-121207043440-phpapp01
The purpose of this paper is to discuss the role of agricultural tertiary education institutions in view of the increasing demand for quality tertiary education, escalated numbers of applicants, dwindling resources, and escalating cost of educational materials. This paper is theoretical based and draws lessons from a four-sector of the provision of education at secondary/high school, teacher training education, technical and vocational training (TVET), and tertiary education in Swaziland. Desk research and interviews of selected university administrators in Swaziland were employed to gather more data. Ten aspects were identified and formed the basis for discussions. Findings from the desk research along with the interviews of selected administrators, revealed that universities as centres of higher learning should be given highest support by placing them on the policy agenda, given enough resources to engage in full operation, conduct outreach programmes, constantly review their curricula in order to be more responsive to national needs, and prepare strategic plans to guide the operation of the University. It is recommended that all universities as centres of higher learning should conduct the three traditional functions: teaching, research and outreach and work closely with private sector/industry in order to nurture a healthy relationship.]]>
The purpose of this paper is to discuss the role of agricultural tertiary education institutions in view of the increasing demand for quality tertiary education, escalated numbers of applicants, dwindling resources, and escalating cost of educational materials. This paper is theoretical based and draws lessons from a four-sector of the provision of education at secondary/high school, teacher training education, technical and vocational training (TVET), and tertiary education in Swaziland. Desk research and interviews of selected university administrators in Swaziland were employed to gather more data. Ten aspects were identified and formed the basis for discussions. Findings from the desk research along with the interviews of selected administrators, revealed that universities as centres of higher learning should be given highest support by placing them on the policy agenda, given enough resources to engage in full operation, conduct outreach programmes, constantly review their curricula in order to be more responsive to national needs, and prepare strategic plans to guide the operation of the University. It is recommended that all universities as centres of higher learning should conduct the three traditional functions: teaching, research and outreach and work closely with private sector/industry in order to nurture a healthy relationship.]]> Fri, 07 Dec 2012 04:34:40 GMT /slideshow/placing-agricultural-tertiary-education-in-the-policy-agenda/15532357 lelihlesimelane@slideshare.net(lelihlesimelane) Placing agricultural tertiary education in the policy agenda lelihlesimelane The purpose of this paper is to discuss the role of agricultural tertiary education institutions in view of the increasing demand for quality tertiary education, escalated numbers of applicants, dwindling resources, and escalating cost of educational materials. This paper is theoretical based and draws lessons from a four-sector of the provision of education at secondary/high school, teacher training education, technical and vocational training (TVET), and tertiary education in Swaziland. Desk research and interviews of selected university administrators in Swaziland were employed to gather more data. Ten aspects were identified and formed the basis for discussions. Findings from the desk research along with the interviews of selected administrators, revealed that universities as centres of higher learning should be given highest support by placing them on the policy agenda, given enough resources to engage in full operation, conduct outreach programmes, constantly review their curricula in order to be more responsive to national needs, and prepare strategic plans to guide the operation of the University. It is recommended that all universities as centres of higher learning should conduct the three traditional functions: teaching, research and outreach and work closely with private sector/industry in order to nurture a healthy relationship. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/placingagriculturaltertiaryeducationinthepolicyagenda-121207043440-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> The purpose of this paper is to discuss the role of agricultural tertiary education institutions in view of the increasing demand for quality tertiary education, escalated numbers of applicants, dwindling resources, and escalating cost of educational materials. This paper is theoretical based and draws lessons from a four-sector of the provision of education at secondary/high school, teacher training education, technical and vocational training (TVET), and tertiary education in Swaziland. Desk research and interviews of selected university administrators in Swaziland were employed to gather more data. Ten aspects were identified and formed the basis for discussions. Findings from the desk research along with the interviews of selected administrators, revealed that universities as centres of higher learning should be given highest support by placing them on the policy agenda, given enough resources to engage in full operation, conduct outreach programmes, constantly review their curricula in order to be more responsive to national needs, and prepare strategic plans to guide the operation of the University. It is recommended that all universities as centres of higher learning should conduct the three traditional functions: teaching, research and outreach and work closely with private sector/industry in order to nurture a healthy relationship.

Placing agricultural tertiary education in the policy agenda from Lelihle Simelane

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0 AN INVESTIGATION OF CLIMATE CHANGE ADAPTATION STRATEGIES AND INNOVATION OF SWAZI FARMERS /slideshow/swazi-farmers-preparedness-to-respond-to-climate/15531805 swazifarmerspreparednesstorespondtoclimate-121207034702-phpapp02
Water and land are the major ingredients in the livelihoods of people globally. Only about 10% of the total area is suitable for agriculture in Swaziland, where over 95% of the water resources are used for irrigation. Visible on the livelihoods of the population are the symptoms of the adverse effects of recurrent droughts, which are associated with climate change. Small-scale farmers in particular have limited resources to cultivate large portions of their arable land. Hence there is a notable realization that there are key economic areas- water, agriculture, forestry and energy- in which managed or policy driven climate change adaptation strategies are necessary. A study was carried out to document perceptions of Swazi farmers regarding the effects of climate change on their livelihoods and to identify water and land use technologies for climate change adaptation. Two instruments were used to gather data through interviews using focus group technique (FGT). The findings indicate that Swazi farmers are stretched to the limit of their capability. Climate change has imposed the need for farmer creativity and to search for alternative strategies to source water and use land more judiciously. July rains (imbotisamahlanga in SiSwati) used to help decompose crop residues; August rains facilitated early planting but there is no more consistency in the rains. The frequent droughts and a shift in rains has made it difficult to grow a wide range of crops; reduced production and increased levels of poverty along with food insecurity. Farmers have responded through water technologies, especially irrigation (to cope with water stresses) and, to a major extent, by adopting conservation agriculture to conserve soil and improve its fertility.]]>
Water and land are the major ingredients in the livelihoods of people globally. Only about 10% of the total area is suitable for agriculture in Swaziland, where over 95% of the water resources are used for irrigation. Visible on the livelihoods of the population are the symptoms of the adverse effects of recurrent droughts, which are associated with climate change. Small-scale farmers in particular have limited resources to cultivate large portions of their arable land. Hence there is a notable realization that there are key economic areas- water, agriculture, forestry and energy- in which managed or policy driven climate change adaptation strategies are necessary. A study was carried out to document perceptions of Swazi farmers regarding the effects of climate change on their livelihoods and to identify water and land use technologies for climate change adaptation. Two instruments were used to gather data through interviews using focus group technique (FGT). The findings indicate that Swazi farmers are stretched to the limit of their capability. Climate change has imposed the need for farmer creativity and to search for alternative strategies to source water and use land more judiciously. July rains (imbotisamahlanga in SiSwati) used to help decompose crop residues; August rains facilitated early planting but there is no more consistency in the rains. The frequent droughts and a shift in rains has made it difficult to grow a wide range of crops; reduced production and increased levels of poverty along with food insecurity. Farmers have responded through water technologies, especially irrigation (to cope with water stresses) and, to a major extent, by adopting conservation agriculture to conserve soil and improve its fertility.]]> Fri, 07 Dec 2012 03:47:02 GMT /slideshow/swazi-farmers-preparedness-to-respond-to-climate/15531805 lelihlesimelane@slideshare.net(lelihlesimelane) AN INVESTIGATION OF CLIMATE CHANGE ADAPTATION STRATEGIES AND INNOVATION OF SWAZI FARMERS lelihlesimelane Water and land are the major ingredients in the livelihoods of people globally. Only about 10% of the total area is suitable for agriculture in Swaziland, where over 95% of the water resources are used for irrigation. Visible on the livelihoods of the population are the symptoms of the adverse effects of recurrent droughts, which are associated with climate change. Small-scale farmers in particular have limited resources to cultivate large portions of their arable land. Hence there is a notable realization that there are key economic areas- water, agriculture, forestry and energy- in which managed or policy driven climate change adaptation strategies are necessary. A study was carried out to document perceptions of Swazi farmers regarding the effects of climate change on their livelihoods and to identify water and land use technologies for climate change adaptation. Two instruments were used to gather data through interviews using focus group technique (FGT). The findings indicate that Swazi farmers are stretched to the limit of their capability. Climate change has imposed the need for farmer creativity and to search for alternative strategies to source water and use land more judiciously. July rains (imbotisamahlanga in SiSwati) used to help decompose crop residues; August rains facilitated early planting but there is no more consistency in the rains. The frequent droughts and a shift in rains has made it difficult to grow a wide range of crops; reduced production and increased levels of poverty along with food insecurity. Farmers have responded through water technologies, especially irrigation (to cope with water stresses) and, to a major extent, by adopting conservation agriculture to conserve soil and improve its fertility. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/swazifarmerspreparednesstorespondtoclimate-121207034702-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Water and land are the major ingredients in the livelihoods of people globally. Only about 10% of the total area is suitable for agriculture in Swaziland, where over 95% of the water resources are used for irrigation. Visible on the livelihoods of the population are the symptoms of the adverse effects of recurrent droughts, which are associated with climate change. Small-scale farmers in particular have limited resources to cultivate large portions of their arable land. Hence there is a notable realization that there are key economic areas- water, agriculture, forestry and energy- in which managed or policy driven climate change adaptation strategies are necessary. A study was carried out to document perceptions of Swazi farmers regarding the effects of climate change on their livelihoods and to identify water and land use technologies for climate change adaptation. Two instruments were used to gather data through interviews using focus group technique (FGT). The findings indicate that Swazi farmers are stretched to the limit of their capability. Climate change has imposed the need for farmer creativity and to search for alternative strategies to source water and use land more judiciously. July rains (imbotisamahlanga in SiSwati) used to help decompose crop residues; August rains facilitated early planting but there is no more consistency in the rains. The frequent droughts and a shift in rains has made it difficult to grow a wide range of crops; reduced production and increased levels of poverty along with food insecurity. Farmers have responded through water technologies, especially irrigation (to cope with water stresses) and, to a major extent, by adopting conservation agriculture to conserve soil and improve its fertility.

AN INVESTIGATION OF CLIMATE CHANGE ADAPTATION STRATEGIES AND INNOVATION OF SWAZI FARMERS from Lelihle Simelane

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0 A review of the Scholarship Policy for pre-service Tertiary Education_Implications for Student Counselling /slideshow/a-review-of-the-scholarship-policy-for-preservice-tertiary-educationimplications-for-student-counselling/15531486 areviewofthescholarshippolicyforpre-servicetertiaryeducationimplicationsforstudentcounselling-121207032028-phpapp01
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]]> Fri, 07 Dec 2012 03:20:28 GMT /slideshow/a-review-of-the-scholarship-policy-for-preservice-tertiary-educationimplications-for-student-counselling/15531486 lelihlesimelane@slideshare.net(lelihlesimelane) A review of the Scholarship Policy for pre-service Tertiary Education_Implications for Student Counselling lelihlesimelane <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/areviewofthescholarshippolicyforpre-servicetertiaryeducationimplicationsforstudentcounselling-121207032028-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

A review of the Scholarship Policy for pre-service Tertiary Education_Implications for Student Counselling from Lelihle Simelane

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0 AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX COUNTRIES /lelihlesimelane/an-assessment-of-the-implementation-of-the-re-entry anassessmentoftheimplementationofthere-entry-121207031334-phpapp02
Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.]]>
Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.]]> Fri, 07 Dec 2012 03:13:34 GMT /lelihlesimelane/an-assessment-of-the-implementation-of-the-re-entry lelihlesimelane@slideshare.net(lelihlesimelane) AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX COUNTRIES lelihlesimelane Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/anassessmentoftheimplementationofthere-entry-121207031334-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.

AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX COUNTRIES from Lelihle Simelane

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0 https://cdn.slidesharecdn.com/profile-photo-lelihlesimelane-48x48.jpg?cb=1688368434 https://cdn.slidesharecdn.com/ss_thumbnails/rbospresentation-141016025732-conversion-gate01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/rb-os-presentation/40338283 Local Indigenous Knowl... https://cdn.slidesharecdn.com/ss_thumbnails/placingagriculturaltertiaryeducationinthepolicyagenda-121207043440-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/placing-agricultural-tertiary-education-in-the-policy-agenda/15532357 Placing agricultural t... https://cdn.slidesharecdn.com/ss_thumbnails/swazifarmerspreparednesstorespondtoclimate-121207034702-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/swazi-farmers-preparedness-to-respond-to-climate/15531805 AN INVESTIGATION OF CL...