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The land reform process in Zimbabwe gave birth to a new type of school known as a satellite school, which emerged due to community requests (in areas populated by land reform beneficiaries) and an inability by government to adequately fund new schools that communities required. Various studies on the emergence of satellite schools have mainly focused on the challenges faced by satellite schools. This article explores "nhimbe" ("work party") and allied reasons specifically amongst the land reform beneficiaries who provide a supporting role to a satellite school in their community. This paper offers a different perspective on satellite schools from the vantage point of the land reform beneficiaries who are choosing to fill an educational gap and simultaneously nurture the development of an educational asset which they built--the satellite school. Theoretically, social capital frameworks by James Coleman (1988) and Robert Putnam (2000) are utilised to understand the relationships forged and maintained between groups of people for a greater good, in this case the land reform beneficiaries' construction and ongoing support of one selected satellite school. Although the study's research design adopted a multiple case study approach, we use the case of a group of land reform beneficiaries in one district for this paper. The data were elicited through semi-structured interviews and focus group discussions held at one satellite school in the Masvingo district of Zimbabwe. The purposively selected participants comprised six land reform beneficiaries, two village heads and one satellite school head, making a total sample of nine participants. The study revealed that the land reform beneficiaries played a central role in the development and support of the satellite school in their community because of a marriage of interrelated reasons. These included the close proximity of their homesteads to each other which generated "nhimbe," which further developed their relationships, their social networks, a sense of homage coupled with an indebtedness to the Mugabe government, shared community goals and social norms and the existing resource base (that they could access in their community). The study revealed that all these reasons for the land reform beneficiaries developing and supporting the satellite school feed off each other--they are not independent of each other. We conclude that the land reform beneficiaries have a sense of ownership of the satellite school in their community in Masvingo and they resultantly strive to use the available resources they are able to muster to develop the school so that it can be a valued asset to their community.

This article examines the ways in which land reform beneficiaries in a selected community use their social networks to support a satellite school. Contemporary literature on the implications of land reform in Zimbabwe revealed a number of perspectives, which include the political, human rights, livelihoods, and agricultural productivity perspectives. However, a social capital perspective interrogating the educational benefits of land reform was absent. This paper reports on a study, guided by the social capital theoretical frameworks espoused by Pierre Bourdieu, James Coleman and Robert Putnam, to unpack the influences that land reform beneficiaries have on a selected satellite school in Zimbabwe. This was principally a qualitative study with a case study design. The data was generated through semi-structured interviews with one satellite school head, two village heads and three land reform beneficiaries as well as focus group discussions with three land reform beneficiaries in Masvingo district. The study revealed social and educational benefits of the land reform beneficiaries for one selected community in Zimbabwe. Land reform beneficiaries used their social networks to voluntarily mobilise resources and share information, which facilitated the construction of a satellite school. The study further revealed that resource mobilisation and information sharing were important in the construction and infrastructural development of a satellite school in the aftermath of land reform in Zimbabwe.

South Africa remains the largest emitter of carbon dioxide, a greenhouse gas, in Africa. As such despite the glowing government policy documents addressing climate change, efforts towards achieving the targets of the sustainable development goals (especially SDG 13) at grassroots level remain significant. We identified relevant published articles and grey literature on CCE. A thematic analysis of these publications focused on identifying the common CCE initiatives being actioned in SA. The major themes on CCE in respect of mitigation and adaption included: CCE initiatives promoted and articulated through the media, school community projects, the development of the school and higher education curricula for CCE, the development of associated teaching materials and guides. The findings revealed that despite the evidence of robust education initiatives for climate change mitigation and adaptation in published reports, there was greater emphasis on short term responses at the expense of long-term mitigation efforts. [ABSTRACT FROM AUTHOR]

Globalisation has allowed people with scarce skills to cross national borders with ease. Given their specific skills base professionals are prone to trans-national migration. The trend is for professionals from developing countries, such as South Africa, to fill gaps in the labour market in developed countries such as the United Kingdom. The literature on migration focuses on the impact of teacher loss on source countries and the consequences for receiving societies. A limited number of studies, however, focus upon the exit of experienced and novice teachers from South Africa. In this paper I highlight trans-national migration determinants for South African teachers by presenting the demographic profiles of exiting teachers, and their motivations for leaving South Africa. The evidence presented was part of a study undertaken from 2001-2005, which examined novice and experienced teachers' reasons for exiting South Africa, their experiences abroad, and their reasons for returning. The need to understand migrant teachers' decision-making is salient: first, as a step in creating avenues for discourse on the production of teachers for export and, second, in attracting ex-patriots back to their home country.

Globalisation of the world economy has intensified migration in the twenty-first century. Professionals are vulnerable to transnational migration and the trend is for professionals from developing countries to fill labour gaps in developed countries. South Africa's (SA) inclusion in the world labour market suggests that she is not immune. She is losing workers in five fields: health, teaching, engineering, accounting and information technology. Whilst, research has focused on migration in health and science there is a dearth of literature on teacher migration. This article provides a discussion of migrant teacher heterogeneity and complexity of their thinking by focusing on the migration of South African teachers to the United Kingdom (UK) and their return. Three aspects of teacher migration are discussed: teachers' motivations for leaving SA, their experiences in the UK and their reasons for returning. The study revealed two cohorts of teachers leaving SA to pursue socio-economic and career opportunities abroad. In the UK migrants were bombarded by conflicting experiences in schools and society. Poor student discipline, loneliness and climate led to a stream of return migration, but within a year remigration was being considered. The article concludes by calling for further research to contribute to a greater understanding of teacher migration.

The South African government anticipates significant economic benefits from proposed shale gas fracking, including job creation, cheaper electricity, and reduced reliance on coal. However, the high water needs of fracking, its potential impact on freshwater resources, and other associated social and environmental risks for over one million indigenous people of the Karoo, the Drakensberg regions, and other areas are sparking debate on whether fracking should be permitted. Through literature and scoping review approaches, this article discusses the participatory approach in water management and its underpinning theories as remedial for contestations about water. The paper also highlights success factors for effective citizen participation. It emphasizes that citizens should be involved in deliberations on policy-making and implementation, and their interests should be championed throughout the process. It recommends that the government act as an honest broker, facilitating a robust debate and creating opportunities for stakeholder consultation. [ABSTRACT FROM AUTHOR]

Public universities in South Africa have predominantly offered traditional face-to-face instruction. However, in the wake of campus closures in response to the COVID-19 pandemic, instruction shifted to off-campus tuition through online education. This article explores one public institution's COVID-19-induced shift to online education although the university adopted a flexible blended learning approach of online and offline education given the pandemic. The researchers drew from the Technological Pedagogical Content Knowledge model (Mishra & Koehler, 2006), Normalisation Process Theory (May & Finch, 2009), and the Framework for 21st Century Learning by Partnership 21 (2009) to interrogate whether online teacher education, adopted by the selected university, meets the principles of effective pedagogy in the context of this particular institution. The article was informed by the equity objectives of the South African government as encapsulated in the Department of Higher and Tertiary Education's White Paper 3. The article draws from the researchers' experiences in 2020 of the migration to online learning and teaching in the wake of the pandemic, in addition to the university's teaching and learning college-wide reports of 2020. The researchers' experiences are triangulated with an analysis of university communication with staff and students. The following current discourses in higher education formed the mainstay for discussion: the effects of COVID-19 on the widening of access into institutions, first-generation students and teacher education pedagogy, and students' support and success in higher education. The case study institution adopted stop-gap measures that were grounded in the realities of the intended beneficiaries. Offline learning through hard copies of learning material and flash drives loaded with content complemented online learning and attempted to ensure that no student was left behind. However, it was also noted that the centrality of parents in the migration to online learning was negated in an institution where firstgeneration students dominate. [ABSTRACT FROM AUTHOR]

In Sub-Saharan Africa, climate change is evident due to the frequency of drought cycles. This paper explores the Environmental Education (EE) efforts for reducing the impact of climate change in drought prone Gwanda district, Zimbabwe. The paper focuses on how climate change mitigation and adaptation stakeholders within the community can initiate EE programs which have the potential to be upscaled to macro innovations. A qualitative interpretive case study approach was used with three data generation tools (interviews, a focus group discussion and document analysis).The sample comprised 38 participants. The study was guided by the Sustainable Rural Livelihoods Framework (1998). The study revealed that for EE programmes to be effective, they have to harness local factors. The study found that formal field days, information and skills sharing among neighbours during letsema/lidaba and Indigenous Knowledge Systems were micro innovations with growth potential to build farmers' generative resilience to climate change. [ABSTRACT FROM AUTHOR]

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The article presents a study on trans-national teacher migration trend in South Africa, its impact on the source countries, and consequences on receiving countries. It provides a demographic profile analysis of existing teachers and motivation for leaving South Africa. The findings suggest that novice teachers' decision to migrate is due to social, financial, and career reasons. It adds that there is a need to understand their decisions to attract former patriots to come back to South Africa.