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Subsistence farming is important for food security and thus breaking the poverty cycle. Notwithstanding that, in many developing countries including South Africa, the development of women in rural areas remains a major concern. The purpose of this study was to explore information needs of women subsistence farmers and thus contribute to the already existing body of knowledge. Qualitative data were collected using semi-structured interviews, participant observation and focus group discussions. Grounded theory helped in data analysis. The use of Wilson's model and the farmer-to-farmer extension (FFE) model helped in understanding the information need monitoring chain of women subsistence farmers. Findings revealed that they had both expressed and unexpressed information needs. Expressed needs included information about the recycling of seeds, soil fertility management, controlling of pests and stray animals, drought management skills, how to transcend from subsistence to commercial farming, and how to build strong social structures. Women livestock keepers needed information regarding drought management, support for livestock feeds, primary healthcare services for their livestock and support services for their extension officer who was deployed to another area. Unexpressed needs included the need for adult education as most women subsistence farmers had low levels of information literacy skills. It transpired that the word of mouth was the main source of information. The other sources of information such as radios, television and cell phones were used at a very limited rate. Local libraries were not sufficiently reaching out to respond to the women information needs. It is recommended that local libraries become visible and engage in library-led projects that can help meet women's information needs and thus improve their living standards. [ABSTRACT FROM AUTHOR]

The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu- Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study. [ABSTRACT FROM AUTHOR]