Browsing by Author "Ramsarup, Presha"

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    Building back better food systems: Exploring how employees learn about food waste in a food processing company in Gauteng Province, South Africa
    (University of the Witwatersrand, Johannesburg, 2023-10) Nesengani, Elelwani Clinton; Jenkin, Nicola; Ramsarup, Presha
    At a time when there is increasing local and global interest in the development of sustainable food systems, it is important for food processing companies to find ways of minimising food waste. Thus, it is important to understand what knowledge employees working in the food processing industry have about food waste and how they learn about ways of minimising such waste. This study explored how employees learn about food waste when commercially processing food at a food processing company in Gauteng Province, South Africa. The study investigated employees' knowledge about food waste, opportunities for work-based learning about food waste, how work-based learning about food waste is organised and facilitated, and challenges faced in organising and facilitating such learning. Data for the study was collected from in-person interviews and on-site observations. Process controllers, team leaders, general workers, product receivers, sustainability training coordinators, and the management team were interviewed. Work-based learning theory, and in particular, Lave and Wenger’s (1991) theory of situated learning, was used to frame the analysis of the data collected. In establishing a context for learning about food waste, it was found that employees described food waste in three ways: expired food, food spillages on the floor, and food in poor condition. These descriptions indicated that employees did not connect the issue of food waste to the food processing work that they accomplish. Unlike other sustainability issues such as food safety, health, and general waste management, there was a generally low level of awareness about food waste. Analysis of interviews and observational data indicated that, in the food processing company studied, there are no structured ways of learning how to reduce food waste. Instead, this issue is managed through "reactive learning", where team leaders and process controllers highlight a particular issue to food processing employees after food has been wasted. Some employees expressed interest in sustained, proactive opportunities for learning about food waste. It is evident that there is a need for structured learning opportunities about food waste for employees working in the food processing company studied and for greater awareness of the implications of food waste on both employees and employers.
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    Designing research in environmental education curriculum policy construction, conceptualisation and implementation as exemplified by Southern African examples
    (Environmental Education Association of Southern Africa (EEASA), 2005) Dillon, Justin; Ketlhoilwe, Mphemelang; Ramsarup, Presha; Reddy, Chris
    There is increasing dissatisfaction at many levels with existing environmental education curricula in southern Africa. The resulting change and innovation is opening up possibilities for innovative research into the construction, conceptualisation and implementation of the curriculum. However, researching the curriculum offers a range of challenges to those engaged in critically examining processes and practices quite different from those faced in the past. This paper examines a series of key issues and dilemmas in the field of curriculum research in environmental education using cases contributed by active researchers in the area. In the light of the researchers’ experiences we posit a series of propositions that might reduce barriers and constraining forces faced by academics working in the area.
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    Exploring the teaching and learning role of agricultural extension workers
    (University of the Witwatersrand, Johannesburg, 2023-10) Adrupio, Scovia; Ramsarup, Presha
    Agricultural extension has been identified as a key occupation in many African countries. This is because extension workers play a critical role in linking farmers and other actors within the agricultural sector to policy and practice. As a result, teaching and learning are their most important roles. Agricultural extension systems and the work done by agricultural extension workers are faced with a number of challenges, including inadequate funding, a limited number of extension workers, climate change, and general changes in the agricultural system, to name a few. These changes call for extension workers to constantly change and adapt to the changes happening in their world of work in order to best assist farmers in addressing their challenges. Despite a large amount of research being conducted in different areas of agricultural extension, such as the training needs and requirements of extension workers, challenges facing agricultural extension, reforms in extension systems, and gender inequalities in extension, little work has focused on how their teaching and learning roles are changing. This study thus takes an in-depth look at the teaching and learning roles of agricultural extension workers. The study starts by conceptualising the agricultural extension occupation using the five dimensions of an occupation proposed by Shalem and Allais (2018) to unpack the different factors within each occupation and how these can impact the teaching and learning roles of agricultural extension workers. The results of the study provide an understanding of why occupations are social and political activities that are affected by a number of factors and are always undergoing changes. Studying changes in occupations is critical, as it enables us to understand changes in the world of work and how workers in the workplace adapt to work-related changes.
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    The Role of Sector Education and Training Authorities in South Africa’s transition to a just and green economy
    (University of the Witwatersrand, Johannesburg, 2023-10) Josopu, Thembinkosi Matthews; Vergotine, Glynnis; Ramsarup, Presha
    Sector Education and Training Authorities (SETAs) are South African organisations tasked through legislation to play a key role in developing skills through their Sector Skills Plans (SSPs). However, the country’s sustainable development pathways have not been sufficiently integrated into Sector Skills Plans. Hence, developing environmentally sustainable skills planning in South Africa is considered inept and fragmented. Planning related to environmental sustainability and associated skills has not been embarked upon on a substantial scale. This research explores the role of Sector Education and Training Authorities in relation to knowledge and skills for a just transition to a greener economy. In conducting the research, a qualitative methodology was employed, with documents collected and interviews used as data collection methods. The findings from the data analysis illustrate a lack of coordination in relation to integrating environmental sustainability into the Sector Skills Plan for improving knowledge and skills for just transition to a greener economy. Sector Education and Training Authorities continue to operate in silos as there is no central coordinating mechanism to ensure coherence and that national priorities are considered in skills planning for environmental sustainability. Some Sector Education and Training Authorities aim to adapt to changes presented by the transition to a green economy by developing new qualifications. However, the inability of regulatory bodies to respond timeously to qualifications submitted by SETAs for approval may be detrimental to those workers who will need upskilling and reskilling to support the just transition to greener economy. Implications of these findings are that the Department of Higher Education and Training should explore the establishment of a central coordinating body with a specific focus on knowledge and skills that will enhance environmental sustainability. Such a body should be empowered by legislation to direct and prescribe skills planning in SETAs. In addition, the capacity of the Quality Council for Trades and Occupations should be enhanced to improve turnaround time in relation to the approval of skills programmes submitted by Sector Education and Training Authorities.
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    Understanding the dynamics that enable and constrain the implementation of learnership programmes as skills development interventions in South Africa: A descriptive analysis of learnership programmes funded by the Education Training And Development Practices –Sector Education Training Authority (ETDP Seta)
    (University of the Witwatersrand, Johannesburg, 2023-09) Khubisa, Zanele Cynthia; Ramsarup, Presha
    The study aimed to understand the dynamics that enable and determine the implementation of Education, Training, and Development Practices Sector Education and Training Authority (ETDP SETA) funded learnerships (2017/18 and 2018/2019) as critical skills development interventions in South Africa. The qualitative analysis considered the viewpoints of learners, host employers, and ETDP SETA Officials. Several key enablers have been identified, namely workplace-based learning, effective mentoring and monitoring, and evaluation of learnerships. On the other hand, certain key constraints have also been identified including limited involvement of corporate employers, inadequate resourcing, lack of educational progression, and the delays in issuing of certificates. It is important to note that the latter two constraints directly affect the employability of beneficiaries. The study recommended that the ETDP SETA improve its efforts to cultivate a consistent understanding of the national skills development imperatives amongst its stakeholders; incentivise employers to enhance their participation in workplace-based training and enforce policies and legislation that promoted improved pathways and connections to the rest of the PSET system. The SETA should consider enforcing measures that promote the timely issuing of certificates.