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Cranfield University

David Phillips

INDIVIDUAL RESPONSIBILITY IN

HOLISTIC DEVELOPMENT WITHIN

RURAL SOUTH AFRICA –

TRADITIONAL

VALUES, MODERN IDEAS

SCHOOL OF APPLIED SCIENCE

MSc WATER MANAGEMENT

David Phillips MSc Thesis Page 2

CRANFIELD UNIVERSITY

School of Applied Science

MSc THESIS

Academic Year 2008 - 2009

David Phillips

Individual Responsibility in Holistic Development within Rural South

Africa – Traditional Values, Modern Ideas.

Supervisor: Dr Paul Trawick

September 2009

This thesis is submitted in partial fulfilment of the requirements for the degree of Master of Science

© Cranfield University, 2009. All rights reserved. No part of this publication may be

reproduced without the written permission of the copyright holder.


ABSTRACT

Global development programmes throughout most of the world have long been focused

on stimulating the economic growth of a country and its people. This focus implies that

when the economic strength improves it will filter down to all areas of society,

particularly to those living close to or below the poverty line. The reality of many years

of economic development is that 2.8 billion people still live on less than $2 per day with

1.2 billion lacking access to safe water and 2.6 billion with no access to sanitation. In

Africa alone the number of people living on less than $1 per day has increased from 164

million in 1981 to 314 million in 2004.

This study considers an alternative to top-down development and its use in the

development sector as demonstrated by the Centre for Appropriate Rural Technology

(CART) located in rural South Africa. The project focuses on empowerment of the

individual using holistic approaches that are simple and low cost as a method to achieve

this goal.

The research evidence suggests that in a short timescale the project focus has resulted in

great progress, not only in site construction, water management and sustainable food

production but most importantly in creating a more independent mindset for the

indigenous project members. They report a positive outlook for the future, increased

self-confidence and improved nutrition with virtually all members now utilising their

own land to grow food. The project is reaching the wider community through outreach

work with local schools and clinics bringing sustainable skills and ideas to the fore and

assisting with day to day situations such as water shortages and a recent cholera

outbreak.

Keywords:

Empowerment, sustainability, Capacity building, Nutrition, bottom-up development


ACKNOWLEDGEMENTS

Great thanks and gratitude goes to Luke Boshier (CART founder) for the hours spent

sharing his wisdom and extensive experience and to Dianne Van Der Walt the chief

facilitator at the project whose kindness and generosity keeps everyone going with her

knowledge of plants and nutrition and with the excellent food that she prepares inspiring

everyone to eat well and live a more healthy lifestyle.

Much appreciation and gratitude goes to Nosiphiwo Mahonono for her kind,

conscientious help and patience with interview translation. Without her conscientious

approach and her standing in the community this research could not have been done.

My gratitude goes to Dr Paul Trawick for his academic guidance and much appreciated

support.

My sincere thanks and respect goes to the community of Sicambeni and in particular the

members of CART who have been open, honest and extremely helpful in assisting with

this research.


TABLE OF CONTENTS

ABSTRACT ................................................................................................................ 3

ACKNOWLEDGEMENTS ........................................................................................ 4 LIST OF FIGURES .................................................................................................... 7

LIST OF TABLES ...................................................................................................... 7 1 INTRODUCTION ............................................................................................... 8

1.1 The Global Development Situation ................................................................. 8 1.2 South Africa ................................................................................................... 9

1.3 Sicambeni ..................................................................................................... 10 1.4 Problem statement......................................................................................... 10

1.5 Aims and objectives ...................................................................................... 11 1.5.1 General aim ........................................................................................... 11

1.5.2 Specific objectives ................................................................................. 11

2 LITERATURE REVIEW ................................................................................. 12 2.1 People-centred development? ........................................................................ 12 2.2 Individual action - culture and personality ..................................................... 14

2.3 Sustainable development ............................................................................... 16

3 METHODOLOGY ............................................................................................ 19 3.1 Entering the field .......................................................................................... 19 3.2 Information Gathering................................................................................... 19

3.2.1 Semi-structured, open-ended qualitative interviews................................ 20 3.2.2 Transect walk ........................................................................................ 20

3.2.3 Ethics and Bias ...................................................................................... 20 3.3 Data Analysis................................................................................................ 21

4 RESULTS AND ANALYSIS ............................................................................ 22 4.1 Project Overview .......................................................................................... 22 4.2 Founder principles and methods .................................................................... 22

4.2.1 The perceived situation .......................................................................... 23 4.2.2 Principles ............................................................................................... 24

4.2.3 The project............................................................................................. 25 4.3 Project members ........................................................................................... 29

4.3.1 Indigenous and volunteer members ........................................................ 30 4.3.2 Indigenous members only ...................................................................... 31

4.4 The wider community ................................................................................... 32

5 Discussion .......................................................................................................... 33

6 Conclusions ........................................................................................................ 36 7 recommendations .............................................................................................. 37

7.1 Project specific ............................................................................................. 37 7.2 Development sector ...................................................................................... 37

8 References .......................................................................................................... 38 9 Further Reading ................................................................................................ 40

Annex A - Interviewees ............................................................................................. 41 Annex B - Data analysis ............................................................................................ 42

Annex C - Social capital and capacity building ....................................................... 44 Annex D - Existing and future water cycle .............................................................. 45

Annex E - Nutrition................................................................................................... 46 Annex F - Boshier model of sustainable development ............................................. 47


Annex G - Empowerment process for CART participants ..................................... 51

Annex H - CD of transcripts ..................................................................................... 52


LIST OF FIGURES

Figure 1: The web of responsible well-being (Chambers, 1997) .................................. 12

Figure 2: Self-esteem as a resource for coping (Adapted from Smith, 2007) ................ 15 Figure 3: Population, Poverty, and Environment Spiral (Chambers, 1997, UNICEF)... 17

Figure 4: Sustainable livelihood approach (DFID, 1999) ............................................. 18 Figure 5: Foundation for change of the individual (Boshier 2009) ............................... 25

Figure 6: Raised planting beds .................................................................................... 26 Figure 7: Change process for the individual (Boshier, 2009) ....................................... 27

Figure 8: Traditional rondavel ..................................................................................... 28 Figure 9: Brick making machine ................................................................................. 28

LIST OF TABLES

Table 1: Differences between the constructions of self ................................................ 15

Table 2: Estimated project timescales .......................................................................... 29

David Phillips MSc Thesis Page | 8

1 INTRODUCTION

1.1 The Global Development Situation

The focus of development efforts throughout most of the world have been centred on

stimulating the economic growth of a country and its people. There is an implied

assumption in this approach that when the economic strength improves the benefits will

filter down to all areas of society, particularly to those people who are living close to or

below the poverty line. This thinking is demonstrated by Todaro (1997) who claims that

economic development is a prerequisite for the improvement of human life and that

without unremitting economic progress human life cannot realise its full potential.

According to Sen (1999) the reality of the economic focus in the 20th

century and

beyond has seen the rhetoric of democratic governance, pronouncements of human

rights and political liberty but the reality is very often different. There remains to this

day remarkable oppression, destitution and the persistence of poverty. This is supported

by Adams (2009) who describes the stark situation that persists today shown by the

World Bank figures of 2.8 billion people living on less than $2 per day, 1.2 billion with

no access to safe water and 2.6 billion who lack access to sanitation. Additionally,

rather than a decrease in the numbers of the poor that successful economic development

would supposedly bring about, there have been continuing increases in many regions of

the world. This pattern is particularly striking in Africa where the numbers living on

less than $1 per day increased from 164 million in 1981 to 314 million in 2004, a

staggering 46% of the population (Chronic Poverty Research Centre, 2009).

As the Chronic Poverty Report 2008-09 reveals “Over the last five years, in an era of

unprecedented global wealth creation, the number of people living in chronic poverty

has increased”. It states further that “Even if MDG 1 is achieved by 2015 it is estimated

that 800 million people will still be living in poverty”. This latest report would seem to

contradict Todaro’s views given the unprecedented amount of money invested in global

development over the last decades. It is further challenged by a UN news service report

(2006) which stated “In the 31 countries at the bottom of the list, 28 of which are in sub-

Saharan Africa, a person can hope to live on average only 46 years, or 32 years less

than the average life expectancy in countries of advanced human development”. Todaro

(1997) makes a very broad and nonspecific case for development through economic

growth “one clearly has to have enough to be more”. This raises the question of how

much is “enough” but clearly it would seem that increasing numbers of the world’s

people don’t have “enough” or “more”. Narayan et al (2009) asks why this situation

persists. “Are poor people dysfunctional or are the contexts in which they live

dysfunctional? Is poverty the result of a lack of initiative among the poor, or is the

problem a lack of opportunity?”

Poverty, it would seem, is far more complex than just having a very low income. For the

chronically poor poverty can result in malnutrition, premature mortality, persistent

illness and widespread illiteracy (Sen, 1999). According to the Chronic Poverty

Research Centre (2009) these are the products of political exclusion, social

discrimination, and physical insecurity.


The future of top-down institutional and economic development has therefore been

seriously called into question. The Department for International Development (DFID)

offers a comprehensive solution to this situation with its “Sustainable livelihoods:

Putting people at the centre of development” approach. Its core concepts focus on a

people-centred approach rather than on governments or the natural resources that serve

them to try and ensure that it deals with the true causes of poverty. The purpose is to

gain a more realistic view of people’s livelihoods and influences to better understand

the dynamics and drivers of change. It attempts to do this by focusing on the strengths

of a community and promoting sustainability in both macro and micro governance. This

approach should produce livelihoods more beneficial to the people as well as support

more positive rather than negative patterns of change. Simply put, if sustainability is

achieved in environmental, economic, institutional and social aspects then poverty

reduction will be longer lasting (DFID, 1999a).

If the above approach is applied to the realities of the situation it could help overcome

serious development problems, providing what Sen (1999) describes as “individual

agency”. This agency or freedom of the individual should be central to the development

process, seeing it as a social commitment to promote self-reliance, local control over

resources and to cultivate a peaceful and participatory society.

Capacity building within a society and its local communities must first come through

building capacity within the individual. The respect for self that is promoted especially

through “sustenance” - the ability to meet one’s own basic needs for food, shelter and

health (Todaro, 2006) - can lead to freedom from servitude or being dependent on

others which will allow more healthy choices regardless of the social, political and

environmental pressures.

1.2 South Africa

The population of South Africa is 47. 4 million people and it is the most economically

prosperous of all the African nations with a gross national income per capita of $10,960

compared to $2,074 for the African region. 10.4% of the population are living in

poverty on incomes of less than $1 per day compared to 44% for the African region

(WHO Africa, 2006).

The smaller percentage of the population below the poverty line is most likely due to

the Government grants system which pays monthly grants to most rural families for

child support and disabilities thus providing a state security net.

The World Bank country report (2009) identifies that it is a country with great extremes

in incomes and wealth amongst the population. After apartheid, inequalities have

increased across race, gender and location. The overall unemployment rate of 22%

remains very high with poor people having limited access to economic opportunities

and basic services. Further tensions come from a lack of new homes that were promised

for everyone after apartheid ended by the new government of the African National

Congress (ANC). Only 2.8 million homes have been constructed in the fifteen

subsequent years (Walker, 2009).


According to the WHO country health sheet (2006), the average life expectancy of both

sexes is 48 and the infant mortality rate for the under fives is 67 per 1000 births

compared to 167 for African nations and 6 in the UK. All of these statistics expose a

country with serious social and economic problems.

1.3 Sicambeni

The Centre for Appropriate Rural Technology (CART) is the focus of this research,

providing the data for this thesis. It is located in the rural village of Sicambeni in the

Transkei region of Eastern South Africa, 17 km’s south of Port St Johns. The Transkei

region was the first of four territories declared independent for “separate development”

during apartheid, leaving it diplomatically isolated and internationally unrecognised. It

was a one party state that was politically unstable and it even broke relations with South

Africa at one time leaving a legacy of little or no development in the region. In 1994,

after apartheid, it was integrated and became part of the Eastern Cape Province

(Wikipedia, 2009).

Sicambeni has a population of approximately 2500 people with a high rate of

unemployment (90%) along with a high rate of HIV/AIDS infection. The community

members heavily depend on the government grant system for food and clothing just to

live a basic life. Many of the traditional customs and practices remain to some degree or

other in this region, including common gender related issues in sub-Saharan Africa and

power relations that have been shaped in some part by a neo-colonial dependent mindset

and religious practice.

1.4 Problem statement

How can an individual be stimulated for change given the levels of disempowerment

through poverty in many parts of rural South Africa along with a rigid social structure

which creates a self-concept that emphasises belonging, conformity and always acting

appropriately?

How can you motivate people, with low levels of self-esteem, little confidence and with

a “fear” of acting independently from the social structure, to create positive sustainable

changes to their life?

How can a community be motivated to not accept a poor and inconsistent municipal

water supply that contributes to death from cholera and dysentery and to other similar

kinds of injustice?

With extreme poverty, poor economic support structures and poor health can

dependence on money and government be reduced by using sustainable, holistic

practices that provide healthy food, secure livelihoods, and appropriate shelter? These

are the kinds of questions that this research seeks to answer.


1.5 Aims and objectives

As part of a long-term vision and a possible solution to past development efforts which

have failed to provide solutions to poverty and injustice, a sub-community has been

established within the rural community of Sicambeni. The founder’s intention is to

explicitly promote sustainable living as a way of reducing people’s dependence on

government along with their vulnerability to day to day adversity to promote and

stimulate independence amongst the indigenous population. The Centre for Appropriate

Rural Technology (CART) aims to be a centre of excellence to motivate and empower

rural communities the world over.

This thesis represents research carried out at CART Sicambeni between 3rd

of June 2009

and 14th

July 2009.

1.5.1 General aim

The general aim of the research is to assess the importance of the sustainable, holistic

lifestyle promoted within the CART community in South Africa, to local development

practice.

1.5.2 Specific objectives

Within this general aim lie four more specific objectives:

1. To assess the role played by the community’s founder and sponsor in shaping

the behaviour within the community by educating and empowering the

members.

2. To explore the experiences of the project members in being part of an on-going

experiment in sustainable living and livelihoods

3. To understand the core values of respect for self, for others and for the

environment to determine what effect they have on the consumption patterns and

wellbeing of the individuals in the community.

4. To assess the relevance of the project to the broader social context of other local

communities and their development and to development as a whole but also to

anticipate the influences that CART may have.

The research methods employed are described and explored and the findings presented.

From these, the effectiveness of the project is assessed, and recommendations are made

for future action. It is hoped that the research offers a balanced and objective assessment

of the defined holistic approach to development and empowerment at CART and of its

applicability to development practice.

The literature reviewed below is an overview of current development thinking and

practice that helps define the context of the practices used at CART.


2 LITERATURE REVIEW

2.1 People-centred development?

There has been a major shift in the thinking and focus of development away from just

providing economic improvement to the realisation that social aspects are important,

that the capabilities of the people and the capacity of the community are the key to the

success of programmes for change (Chambers, 1997).

Chambers (1997) describes the emerging focus on people in development and identifies

five key areas: well-being, livelihood, capability, equity and sustainability. The well-

being of the individual is the overall objective but equitable and sustainable outcomes

should also be the result of a responsible development intervention. Figure 1 below,

shows the interaction of these principles:

Responsible well-being represents the experience for all of living a good quality of life

with enriching experiences of mental, social and spiritual aspects. It is important to note

that the link between wealth and well-being is tenuous so increasing one does not

necessarily lead to an increase in the other. Livelihood security is basic to well-being,

with continuous access to food and cash necessary to satisfy the needs of well-being.

Security implies that the rights to food, cash and basic services should be secure.

Capabilities refer to what people are capable of doing and being and are a means to

achieving a more fulfilled and meaningful livelihood. Practiced education, training and

learning are gateways to a better, more fulfilling life. Equity is the ultimate goal in all

aspects of human rights, gender and generational areas producing a society where

everyone is equal. Sustainability is creating a long-term perspective that applies to all

Responsible well-being

Capabilities Livelihood

security

Equity Sustainability

Figure 1: The web of responsible well-being (Chambers, 1997)


actions and policies that should be a core driver for the well-being and livelihoods of the

people.

The people-centred web, described above, should result in participatory decision

making by the community but the realities of an intervention can be very different.

Many differing outcomes can be produced for the people involved depending on the

true motivation and concern of the facilitating bodies and the chosen degree of

involvement by the individual. As described by Pretty (1996) participatory outcomes

can range from “manipulative participation” to “self-mobilisation”. The former pretends

to involve people but in reality does not because they have no say in the outcome of the

project (labour in exchange for cash, food or materials examples of this it could be

argued). The latter helps stimulate an individual and their community to think and take

action independently from external resources but use these external resources when

needed whilst retaining control.

Participation can be seen as a double edged sword to people in power who need the

support of the people to facilitate change but at the same time may fear that increased

community cohesion and mutual support will result in the loss of their own power and

status, particularly in lower income countries where status means a great deal. This can

lead to “symbolic gestures of getting things done” (Pretty, 1996).

Power relations can affect the process in many ways. Development practitioners who

interpret and record the social scene can exercise financial control through the

distribution of resources allocated on the basis of donor agendas and policies instead of

the gathered information (Cooke and Kothari, 2001).

Moreover, Chambers (1997) extends this concern when he states that not only does

personal vested interest by people in power contribute to the situation but also the

interests of development professionals, who help to facilitate and direct governments

with methodologies. These methodologies can be flawed if the views are not completely

grounded in the realities of the social conditions and the effects of other disciplines.

When these flawed methodologies exist, they can persist for a long time because of their

somewhat insular and elitist structures. An elitist attitude amongst the development

professionals can lead to passive participation for the community where crucial and

important information on the project is only shared by external professionals (Pretty,

1996).

Another factor affecting the chances of success for community participation is the

ability of the process facilitators. According to Kumar (2002) facilitators must have the

ability to “put yourself in others shoes and see it through their eyes”. The subtle but

important messages that may be implied and sent out by their actions can affect the

validity of the process. This delicate balance is described by Cooke and Kothari (2001)

“The very act of inclusion, of being drawn in as a participant, can symbolise an exercise

of power and control over an individual” Therefore, facilitators must have the ability to

critically reflect on themselves and the work they are doing to ensure that one’s own

values, cultural viewpoints and actions do not bring influence or bias to the process.


There is evidence to show that the ability of the facilitator to build close personal

relationships with the community can actually be more important than the formulated

blueprints of participation. Cooke and Kothari (2001) describe how John Hailey’s

research suggests that the success of South Asian NGO’s resulted from understanding

the needs of the local community and responding accordingly to them. This

understanding came from efforts by NGO leaders to build long-term and lasting

relationships with individuals and groups within the community and NGO staff.

Interestingly, participatory methods were conspicuous by their absence because they

were culturally inappropriate to the community and the NGO operational limits.

Gender issues are an important factor for consideration in the participatory process. As

Gabriel (1991) describes, gender differences are almost a universal factor for the

demarcation of labour. Women are almost always involved in work for the family,

collecting water, fuel and growing food for eating, while the men are generally involved

in growing cash crops and other money related work. Due to a traditional culture of cash

earning activities, development work unfortunately often focuses on the male workers

and overlooks the much larger contribution from the women. This is confirmed by

Cornwall (2003) who states all too often in participatory situations where all

stakeholders participate only the most vocal are heard and these tend to be men. It is

argued that women are those most likely to lose out being marginalised and overlooked

in the process.

2.2 Individual action - culture and personality

The participation of an individual and a community in a development situation will be

dependent upon the culture of the society along with the personality of the individuals

involved. Culture can be described as “a set of distinctive spiritual, material, intellectual

and emotional features of society or a social group. It encompasses (in addition to art,

literature and lifestyles) ways of living together, value systems, traditions and beliefs

(UNESCO, 2003).

Culture creates a complex mesh of interacting beliefs and feelings that will play some

part in determining how each individual responds to a situation. According to Smith

(2007) “cultures influence the type of self-concept that people construct”. They go on to

explain how independent Western cultures relate to how the individual reacts to a given

situation whereas interdependent cultures place greater emphasis on relationships and

roles with others. In general, development situations will have to deal with

predominantly interdependent cultures.

A more detailed description of self-concept and cultural types are shown in Table 1

below. Research has shown that when American students were primed for each type of

culture they would exhibit the types of values and judgement characteristics applicable

to whichever independent or interdependent culture it represented (Gardner et al. 1999,

quoted in Smith, 2007 p 106). This indicates that self-concept can be both variable and

more importantly for development, changeable. It also implies that the concept of self

could be almost ephemeral with it changing because of new situations and players that

are presented to the community. A new development intervention and its facilitators


could therefore, prime a community and change their structure of self just by arriving on

site.

This variability can be both useful and an area of concern for participation and

empowerment. It is useful to know that self-concept can be changed easily but also an

area for concern that any changes that do take place are at a fundamental, embedded

level rather than a short-term change.

Feature Independent culture Interdependent culture

Definition of self Unique individual, separate

from social context

Connected with others in mesh

of social roles and

relationships

Structure of self Unitary, stable, constant across

situations and relationships

Fluid and variable, changing

from one situation or

relationship to another

Important features Internal private self (abilities,

thoughts, feelings and traits )

External, public self (statuses,

roles, relationships)

Significant tasks Being unique, expressing

yourself, promoting your own

goals, being direct (saying

what’s on your mind)

Belonging, fitting in, acting

appropriately, promoting group

goals, being indirect (reading

others’ minds)

Source: Smith (2007) - Adapted from “Culture and the self: Implications for cognition, emotion and motivation” by H.Markus and

S, Kitayama, Psychology review, 98, p230.

Table 1: Differences between the constructions of self

An independent culture emphasises a person’s individual characteristics as the source of

self-esteem while interdependent cultures stress the importance of the connection

towards others. Self-esteem is described by Smith (2007) as “An individual’s positive or

negative evaluation of him or herself”, and it shows that the construction of a positive

self allows a person to function and perform well in life. Thus people who have high

self-esteem will respond more positively to life changes and challenges as shown in

Figure 2:

Figure 2: Self-esteem as a resource for coping (Adapted from Smith, 2007)

High self-

esteem

Successful

coping

strategies

Self-

enhancement

Restore high

self-esteem

Triggers self-

enhancement

elf-esteem


Awareness of the interplay between independent and interdependent cultures and the

effects on self-concept and self-esteem are important because ultimately all successful

interventions will require an increased belief in self as well as a belief in community

cohesion. The independent concept of self will enable unique thoughts and ideas to be

expressed for the greater good of self while an interdependent self-concept will ensure

that things are done for the greater good of the community.

According to Cervone and Pervine (2007, p181), Darley and Fazio (1980) people will

often behave in ways that will lead others to confirm the perception they have of

themselves – a self-fulfilling prophecy. Therefore, methods of empowerment through

participation must address this cycle of belief, action, confirmation about self and to

facilitate positive change by bringing a new way of thinking to a community. This is

particularly important for addressing cultural gender issues within developing countries.

The effects of social power and control diffused through a society are also important to

consider. Cooke and Kothari (2001) describes Foucault’s concept of power which can

be wielded or masked because social control is not just restricted to locations or

practices but also how it “colonises the individuals body”. That is, an individual’s

behaviour, actions and perceptions are all shaped by the power embedded and

embodied within society”.

2.3 Sustainable development

Climate change and diminishing resources have created a greater focus on the

environment and the effects that human interventions are having on the natural

resources and the planet as a whole.

Sustainable development is described by the Forum for the future (2009) as “a dynamic

process which enables all people to realise their potential and improve their quality of

life in ways which simultaneously protect and enhance the earth’s life support systems”

According to Chambers (1997), however, there is a general view that people are bad for

the environment. UNICEF’s population, poverty and environment spiral in Figure 3

shows this theory. As the population increases the demands on the environment will

increase thus leading to its degradation with a deepening of poverty.


Figure 3: Population, Poverty, and Environment Spiral (Chambers, 1997, UNICEF)

Can this degradation be attributed though just to population increases or could it be

something else such as the “new processes of farming” introduced by modern

agricultural development? Pretty (1996) noted how “so-called” agricultural

development emphasised the new ways of farming that created dependency on the use

of inorganic products and machine power. This approach ignored the knowledge and

expertise of the farmers who have managed their farms using proven biological, cultural

and mechanical methods. Experiences in Guatemala and Honduras have shown that

farmers are able and willing to adopt new ideas and technology but generally these are

embraced through a consideration for their “ecosystems”.

It is recognised that strong complex links exist between development, the environment

and poverty. However, the fields of development and environmental sciences are not

integrated so the language of sustainability has masked the non-union of the two

cultures. This lack of coordination between the disciplines has created problems for the

poor who live in harsh and degraded environments (Adams, 2009).

DFID has recognised that a lack of harmonization between development professionals

and a true understanding of the local people, their culture and environment have resulted

in non-sustainable outcomes. The Sustainable Livelihoods Framework (shown in

Figure 4) provides an overview of the resources and influences that can affect the

outcome of a project. It tries to put people at the centre of development and should be

applied from the top-down as well as the bottom-up to increase opportunity and

therefore creating lasting change (DFID, 1999).

Population Increases

Environment Degrades

Poverty Deepens


Figure 4: Sustainable livelihood approach (DFID, 1999)

Is bottom-up development the key to achieving sustainable solutions? It has already

been stated that participatory processes empower the community to make a more

permanent change, this is further highlighted by the findings in a report by Samuels et

al, (2009) that states “Significant involvement of the community allows for

sustainability” but not just involvement alone because without promoting self-esteem as

well as a knowledge and understanding of the new way of doing things, the social

practices and the actions of the individual will eventually return to past ways.

H

N

F

S

P

VULNERABILITY

CONTEXT

LIVELIHOOD ASSETS

TRANSFORMING

STRUCTURES

AND PROCESSES

LIVELIHOOD

OUTCOMES

LIVELIHOOD

STRATEGIES

Key

H- Human capital S – Social capital

N- Natural capital P – Physical capital

F - Financial capital

INFLUENCE

& ACCESS

I

N

O

R

D

E

R

T

O

A

C

H

I

E

V

E


3 METHODOLOGY

The purpose of the research is to understand the beliefs, statements and feelings as well

as the ideology and culture of the people involved at CART and to determine whether or

not this social experiment can serve as a model for bottom-up participatory

development.

3.1 Entering the field

The author recognised the importance of the presentation of self to the community. Pre-

field work research revealed an expectation that he would be living and working closely

with the community. Implicit in this information was the expectation that a non-

assertive, open and honest approach to community interaction would be used

particularly in the first few weeks of project.

With this in mind, the author spent some time interacting and working with the

community after arrival to develop a rapport and gain trust before any direct data

gathering was conducted.

3.2 Information Gathering

The importance of trust, respect and transparency as a social researcher is recognised as

a key factor in the data collection process. Without it the quality and accuracy of the

research will be compromised.

An attitude of strangeness was adopted by the author generally for the research, as

described by Neuman (2000). This approach was used to try and ensure that all ordinary

and unusual practices were noticed and recorded. This approach allowed identification

of the customs, methods and procedures that may now be so embedded in the way of

life of the community that they may, to some degree, be done instinctively. It would

help to ensure that such occurrences are fully examined and recorded.

An initial focus for data collection was the use of land, water and labour. This was

intended as a means to gain a basic level of understanding of the community way of life

with the anticipation that it would guide the next step of the data collection process for

household livelihoods. Looking at these fundamental issues leads to the development of

a greater understanding of the cultural and motivational factors that drive the

community - people’s beliefs, statements and feelings that make them act as they do.

This approach allowed a consolidated understanding and a more accurate and relevant

design of open ended questions for the interviews.


3.2.1 Semi-structured, open-ended qualitative interviews

The semi-structured, open-ended qualitative interview approach was considered to

provide the range and diversity of detailed information required for the research. All

interviews were recorded and personal notes were made. Interviews were conducted

with the following people:

The founder

All members of CART

The wider community

3.2.2 Transect walk

A transect walk was carried out on arrival with community members in order to

understand the layout of the community, the resources available and the communication

networks that exist.

General on-going observation of the community was conducted throughout the research

process by watching and listening to day to day interaction and the work processes.

Notes and photographic records were made of events as well as spontaneous

conversations applicable to the research process.

3.2.3 Ethics and Bias

The purpose of the research was fully disclosed to the community leader from its

inception to ensure complete transparency and mutual co-operation towards reviewing

the possibilities and potential of CART activities and culture. The language, gender and

culture issues were also discussed prior to arrival to ensure that knowledge and

awareness of sensitivity issues was gained before arrival on the site.

An explicit attempt was made by the researcher to set aside his interest and personal

affinity for the stated principles of CART as a perceived exemplar for bottom–up

development in order to obtain the most accurate perspective as possible.

Careful consideration was given to the use of a translator and the appropriateness of the

particular individual for the work. Consideration had to be given in the following areas:

Translator bias or motivation when talking to members of CART with

identification of their own thoughts, opinions and potential bias to achieve

positive or negative outcomes from the research and the results thereof.

Translator bias or motivation when interviewing members of the wider

community to achieve a positive or negative outcome from the research and the

results thereof.


3.3 Data Analysis

To gain an understanding of the beliefs, methods and practices that have been

established at the project detailed questioning and observation of the community

members was carried out. A “grounded theory” approach, as described by Bernard

(2002) was adopted to help identify the concepts and themes that were meaningful to

the individual and the group as a whole and to reveal patterns of relationships within the

group. The interviewees and their relationship to the project are detailed in Annex A -

Interviewees

The inductive coding themes used in data analysis were fundamentally based on the

founders stated principles of empowerment of the individual through the use of

sustainable practices. These were used carefully and critically to ensure that no bias was

introduced by the author. They were further tested by independent cross-checking

wherever possible. From these initial themes more detailed ones soon emerged which

are shown in the analysis table in Annex B.

The analysis table shows the coding themes adopted to assess the progress of the

project. Where a positive response was given by the interviewee for a developing theme

a “1” was placed in the box under the relevant heading for that person. Where no

positive indication was given or implied during the interview or by further observation

or conversation the box was left blank.


4 RESULTS AND ANALYSIS

The findings of the research are brought together in three broad themes to try to clarify

the overarching principles, aims, the methods used and the degree to which they are

being satisfied to explore their potential use in the broader development context. The

three main themes are:

The stated ideals of the founder as well as his behaviour

The comments and behaviour of the members of the project

The comments and behaviour of the broader community

4.1 Project Overview

The CART project is located on land leased from a landowner in Sicambeni village. The

landowner’s family share the land with the project, with the landlady and her eldest son

participating in the project. Key buildings have been constructed by the project in the

last 2 years and a shop with adjacent office has been added with rental paid for by the

proceeds of the shop.

4.2 Founder principles and methods

During the many discussions with the founder Luke Boshier, the author identified three

themes that would help clarify his objectives and put into context the methods used in

the day to day operation of the project:

The perceived situation amongst the community of Sicambeni

The principles for the foundation of CART

The perceived solutions to current development issues within Sicambeni.

Boshier has a varied background in business, education and development but is

particularly experienced in the field of sustainable home building in many African

countries. He oversaw the reconstruction of the ancient Karoo homesteads learning

many of the ancient ways of construction and has acted as a consultant to the Malawi

Women’s Homeless Federation building a community of 220 homes. He recently acted

as a consultant to the Ugandan government in their Peace Development and Recovery

Plan (PDRP) looking at sustainable home building and food production. He contributed

greatly to the founding of the Sustainability Institute at the University of Stellenbosch

and assisted many communities by developing many alternative building techniques and

materials.

His business skills are many and varied including the creation of a healthy fast-food

restaurant franchise designed to promote a sustainable livelihood for the franchisee and

cheap healthy food for the community. He has substantial experience in developing

social programmes to tackle the problems of alcohol and drugs through sport.


4.2.1 The perceived situation

The founder describes what he believes to be a complex social situation for the

indigenous community of rural Sicambeni, particularly given the high levels of

unemployment and HIV/AIDS, described in chapter 1.3, along with the cholera and

dysentery outbreaks that were ongoing at the time of the research. Much of what is

happening in the community at Sicambeni is typical of other rural locations in South

Africa.

There appears to be a general apathy within the community about life and a fatalistic

approach to their situation according to Boshier. He says the area is socially “inept” due

to “the breakdown of the understanding of self and the needs of the self” (02, 149)

creating a victim mentality amongst the community. He believes this fatalistic attitude

has led to an inability of the individual to take responsibility for what happens in their

life. The founder expresses his view of the situation when he says “There is no holistic

way of thinking and almost a feeling that people don’t like themselves and there is no

value in one’s own life and to me that’s a serious problem” (02, 345).

The levels of disempowerment lead to low self-esteem and low self confidence

according to Boshier, producing high levels of depression, alcohol dependency and

violence in the community. There are many factors that have brought this about, not

least the erosion of traditional culture by colonialism and apartheid. This has resulted in

the loss of an individual’s ability to satisfy basic human needs for food, shelter and a

healthy life.

Boshier has the view that Colonialism created dependency to facilitate control of the

masses and thoughtlessly exploited the environment, as the founder says “farmers did a

lot on mono-culture, just wheat or maze and it was shipped off to Europe”. They took

“very fertile land with high rainfalls and made it very acidic land and this is what we

are trying to repatriate” (02, 31). Today there is little effective use of the land and what

land is used, results in consumption without putting anything back into the soil.

The past set the scene for today’s problems but the founder believes that people are still

choosing to be disempowered and the political situation is a contributory factor.

Although the Government is viewed as a positive one with a “black government for

black people” the reality seems to Boshier to be a continuation of the past “the

government has failed on so many different levels from where we sit to produce the

basics yet they still maintain an incredible amount of power” (02, 659). Part of their

power is created by the government grant system making South Africa, in the founder’s

words “financially abundant” [compared to other African countries] (02, 151) but still

such poverty exists. He sees the grant system as providing a minimal comfort zone from

poverty but not providing enough money to pay for better housing or to improve

nutrition or health.

The situation has not been helped by the development sector either, according to

Boshier “organisations would come into town and just give to the locals and then leave,

the people became dependent on them” (02, 125). Further creating top-down


expectancy and dependence is something that the founder wants to avoid creating at

CART.

4.2.2 Principles

There are a number of principles that the founder and Dianne Van Der Walt (chief

facilitator at the project) believe are important to the success of the project and the

process of empowerment.

The founder’s aim for the CART project is to be an example for the community of

sustainable living with the purpose of facilitating the removal of central dependence on

outside agencies and to create dependence on the self. He believes that sustainable

methods are the way forward, as he describes the aims “harvest and store water, energy

and food within its own needs and education and to become an example to other

communities” (01, 443). This change process is designed not just for Sicambeni the

intention is for CART to act first as an example to the Sicambeni community, who will

then act as an example to surrounding villages.

Boshier believes that there is a need within the community to “create less of a

dependency on money and more dependency on water, food and soil” (01, 688). He

feels that it’s important to return to some of the more traditional values that have been

lost in the community, he describes this as “getting back to finding an African solution

to an African problem” (01, 689).

To achieve that closer link with tradition and the environment he believes that a mindset

change is required and to assist with this mindset change Boshier believes that a clear

understanding of the culture and social capital is needed by the project. He says “my

idea was to come into the heart of the community and get to grips with the true needs of

the community – not what we think they need but what they truly need” (02, 128).

The founder believes that being in the heart of the community allows the project to

grow and adapt quickly to the day to day challenges that take place in an organic way.

He also believes that living within the community will send an important message of

commitment and stability to the local population and demonstrate that the project is

committed to helping the community with the social issues. Boshier describes his vision

“Drinking alcohol is about escaping and I hope to be able to create a place where

people don’t need to escape and they can actually participate in” (01, 1102).

Being in the heart of the community helps stimulate a desire for involvement. Creating

this desire, he believes, is the first important step to facilitating a mindset change in the

individual with activities such as year round food production and the construction of

traditional buildings will create the desire to get involved and create these things for

themselves.

He believes that the only successful way forward for the project is to go into the

community with no bags of money and as low tech as possible and do what we need to

do to make it work but remember the cost implications to make it repeatable. This is in

contrast to the Western approach, as Boshier states “We never came in here with the


promise of money, we made that very clear” (02, 109) and he goes on to say that “The

western solution is to throw more money at the problem we are throwing holistic

lifestyles at it” (01, 169).

The project so far has mainly been funded by the founder because he views this

approach as the only way currently of sustaining organic growth without the pressure of

achieving donor objectives. He describes his approach “We make mistakes, but we allow

ourselves to do that” (01, 1001). He sees this approach particularly important for the

indigenous members, to allow them to learn without the fear of making a mistake.

The founder believes that the empowerment process starts with a nutritious diet -

nutritious food creates a healthy body which in turn creates a healthy mind.

Management of the land is critical to this process and Boshier believes that by using

companion planting, crop rotation, biodynamic planting and natural fertilisation the

local land can be rehabilitated to produce nutritious organic food.

Figure 5: Foundation for change of the individual (Boshier 2009)

This process is shown in Figure 5 above and Boshier believes that this should be the

basis for all development interventions. It starts with safe nutritious water because water

is fundamental to life with most living cells consisting mainly of water. The use of

healthy water helps produce healthy organic food and the consumption of this food will

create a healthier body. A healthier body is important for a healthier mind and with the

development of a healthier mind a healthier decision making processes can begin.

4.2.3 The project

We have looked at the background and the principles of the project from the founder’s

viewpoint but are they apparent in the methods and practice of CART and if so do they

work?

An overview of the project at the time of research is shown in Annex B – Social capital

and capacity building. It identifies the separate groups that the project is involved with

and the skills that are being promoted to building capacity in the individual and enhance

the social capital of the community.

Healthy mind

Healthy

decision

making

Good

nutrition

Healthy

body

Healthy

food

Safe

nutritious

water

Healthy

soil


4.2.3.1 Water cycle

Within the grounds of the project a reservoir has been simply constructed by digging

down into the high water table. This forms the water cycle base and is currently

providing water for food production but it is planned to form the basis for a complete

closed water cycle as shown in Annex D – Existing and future water cycle.

4.2.3.2 Nutrition

Food made from produce that is grown using inorganic fertilisers and chemical

pesticides is questionable in nutritional value and to the effects on health, particularly

when chemical additives are used to enhance the flavour and its colour. The project

views organically grown food using green fertilisers and natural manure as the only way

to provide truly nutritious food. The strength of this belief is shown when Boshier says

“the use of chemical flavourings is banned” and “we show how to flavour with herbs

and vegetables” (01, 913), but what really is good nutrition?

Nutrition is described by Van Der Walt as a complex cycle; from nurturing and growing

fruit, vegetables and grains to nurturing ourselves – promoting health, growth and

development. If we eat well - we feel well, if we feel well in ourselves we love

ourselves and make healthy decisions.

She believes that balance is the cornerstone to nutrition – from balanced soil to balanced

meals. Soil balance comes from returning nutrients to the soil. Balanced meals come

from ingredients that provide a range of nutrients and natural colours that promote

health and development. An example of the principles for a balanced meal provided at

CART is shown in Annex E – Nutrition.

4.2.3.3 The gardens

Figure 6: Raised planting beds

The gardens are an important part of the

project. They provide healthy organic

food and year round production has

created the greatest interest from the

community. Figure 6 shows the raised

bed process used in the gardens. This

allows the soil to be rehabilitated as

well as providing nutritious soil to start

the growing process almost

immediately. Green manure is placed at

the bottom of the bed followed by a mix

of soil and compost. When the seedlings

are planted mulch is added to retain

moisture and to protect the top soil.


4.2.3.4 Mindset change and empowerment

With a healthier mind created how do you go about the process of changing the

mindset? The process developed at CART is described in Figure 7:

Figure 7: Change process for the individual (Boshier, 2009)

The process starts by stimulating interest by providing solutions that are appropriate for

the community. The interest and curiosity helps promote a desire from within the person

to get involved. When the desire to get involved is shown, the project encourages

participation by demonstrating and repeating aspects of the process in a straight forward

and appropriate way.

The long term presence allows daily repetition of those processes promoting stability

and trust in the project which facilitates a growth in knowledge and confidence thus

improving self-esteem.

Through balanced mentoring the participants can firstly understand, then visualise the

processes that they are participating in. This in turn will stimulate confidence and

conscious motivation to act. This healthy mindset change is reinforced by further

repetition helping to further raise self-esteem and self-enhancement capabilities.

Individual interest or desire to participate is the key to this process - it has to come from

within, as Boshier states “You can’t force otherwise you go back to your forefathers you

have just got to consider keeping the gate open and create enough magic that people

see it for themselves which I do feel we have had some success” (01, 1106).

4.2.3.4.1 Schools

The founder recognises that a change in mindset for adults is difficult given many years

of conditioning that is reinforced by much experience and emotion. When the process

begins with the children a break in the cycle of thought patterns can be more easily

achieved. When these children develop into adults with self-concepts based on social

equity and fairness they can lead the change at community level.

With this in mind Boshier, together with Philippa Colbourne, established a school in

Port St. Johns based on the Waldorf - Steiner method of teaching that brings life into the

Show by example,

Create interest,

Demonstrate

MINDSET

CHANGE

Mentoring,

Participant

Visualisation, Conscious

motivation to

ACT

Repeat, Create

Stability,

Build Trust


classroom, imparting knowledge with, as described by Colbourne “poetry, music and

dance, games and artist things”(15, 1035) creating a stimulating and empowering

environment. This method moves completely away from the top-down teaching

approach that creates people dependent on top-down control.

The school provides access to all children regardless of their ability to pay with the

parents paying what they can afford. The remainder is supported by fund raising

activities of the school. The school has made great progress as Elizabeth Mwehle, a

former state school teacher now working at Sisonke School describes “I can see that the

children can do the things we are teaching them. They will change the world, they will

change the world” (13, 212).

4.2.3.5 Building and brick making

Figure 8: Traditional rondavel

Figure 9: Brick making machine

Building work is the main empowering

tool for the male project members.

Various volunteers have brought a

range of building skills to the project to

supplement the founder’s knowledge.

The vast majority of materials for

construction are all locally available

including; clay for brick making; sand

for mortar and render; reed and timber

for roofing. Cement is the main

purchase for construction.

The principle buildings are a modern

version of the traditional “rondavels”

shown in Figure 8. The traditionally

built homes are susceptible to damage

from the environment but the modern

version is much stronger, made with

clay and cement moulded bricks

produced using the on-site brick making

machine shown in Figure 9.

4.2.3.6 Sustainable income and trade

Income generation and trade allow further investment in the project and allow members

to participate at CART without having to work elsewhere to provide money for food

and clothing.

The Elalini ladies make preserves of jams and chutneys from the organic produce grown

at home and at the project. It enables income generation whilst stimulating interest in


the organic gardening methods. The preserves are sold in the local shop and via a

supermarket chain.

The project has joined forces with Beaver Creek coffee company to establish the

Transkei Gold Coffee Company. Local land will be utilised to provide a community

development project that teaches agrarian and water management skills as well as

sustainable income generation.

CART took over the local shop and empowered the HIV/AIDS women’s group to run it.

Teaching them business and retail skills, that empowers them to play an important part

in the community.

4.2.3.7 The project cycle

Although the growth and development of the project is organic there are key stages

identified in the project plan that define a “Boshier model of sustainable development”.

There are four key stages to the project; preparation, establishment, consolidation and

completion, the details of which can be found in Annex F. An estimate of timescales for

each phase are shown in Table 2 below but are only a guide due to the variability in

environmental and societal capacities.

Phase Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Preparation

Establishment

Consolidation

Completion Table 2: Estimated project timescales

4.3 Project members

To provide clarity the results and analysis of the project members have been separated

into two main areas:

All members

Indigenous members

In Annex B – Data Analysis, the results of the analysis of the project members are

shown. The project aims and objectives were firstly used to direct the initial analyses of

the data. Common themes developed so these have been placed into sections that the

author believes are a reflection of the thesis objectives. So for example, if a member has

indicated that he or she has gained a particular skill from the project it will be place in

Section 2 of the results as evidence for the experience of the community member. The

boundaries between the objectives will have some cross-over. A positive response for

the listed theme will result in a “1” being placed in the table but the positive response

can be either a direct statement from the transcripts or from observation and further

discussion by the author.


In Annex G – Empowerment process for CART participants describes the process of

empowerment as viewed by the founder and shows the stages of change he has

witnessed so far in the project members also the anticipated changes for the future

stages of the project that have yet to be reached.

For indigenous members it is expected that there will be a natural progression from the

interdependent individual self-concept described in Table 1, section 2.2 above, to a

more independent self-concept. Continued participation will facilitate development to

an individual with character traits from both the independent and interdependent self-

concepts, creating people with high self-esteem and a sense of freedom, justice and

equity.

4.3.1 Indigenous and volunteer members

The research findings indicate that 100% of the project members are happy to be

working at the project. This is highlighted by Mbadu’s comments when she says “Yes I

am happy to be here, I feel more confident learning lots of new stuff so happier than

before” (03,126). It can be deduced that Mbadu sees participation in the project as a

way to gain new skills. This has increased her confidence and gives a sense of purpose

to her involvement. This view is supported by Mahonono, a black South African woman

who grew up in the township of East London. She has experienced a different way of

life to Sicambeni with a modern home, flushing toilets and a constant supply of clean

water. She says “I have learned so much, I am happy that I came here for two and a half

months” (04, 128). This implies that she too has learned new skills and the environment

is both stimulating and rewarding.

The members always appeared to be happy, enthusiastic and confident when working at

the project which makes them more likely to be relaxed and open to fully engage in

work. This has to form the basis for true empowerment to reduce the fear of taking

action and making mistakes. Taking action is important to reinforce and refine the

positive skills plus thought processes that are being shown.

This is supported by 100% of the members indicating an increase in confidence since

working at the project. As Nyewu explains “I am feeling more confident now, because

at first, I didn’t know anything about doing any work. But now, from the skills I have

learned here I am using them at home” (06, 47). This shows that an increase in

confidence comes from learning new skills and putting them into practice. The basic

skills taught at CART are designed to provide coping strategies that improve

independence and, as discussed in section 2.2, successful coping strategies to improve

self-enhancement and self-esteem.

All members report learning new skills at the project, ranging from building, agrarian

and business skills to water hygiene and management. Nojila describes some of the

skills he has learnt “I learned how to plant, because it was a different way, and to make

bricks and I got more skills in building” (08, 39). Gaxela P, who works in the shop,

described her new skills as preparing a stock list, cashing up, handling and recording

money transactions and dealing with the customers. Gaxela P is one of two people who

suffer with AIDS. Confidence and a sense purpose in their life are important to help


with the coping strategies of the illness. The founder believes that a greater acceptance

and tolerance of people with AIDS can be created by empowering people them to

manage and run the shop for the good of the community.

All project members indicated a positive desire to learn further skills. This is quite

significant for indigenous members because it indicates an openness and willingness to

learn new things. They appear not to be bounded by low self-confidence or by the

perceived social aspect of acting appropriately. It is also further evidence that the

project has created an environment of trust and security that stimulates such personal

growth.

All members have indicated a positive change to lifestyle. This can range from

improving their diet to purifying their drinking water. The most striking was Notha

Mvambo, who says “Working here made a difference to my life because I used to be

everywhere, never spent too much time in the yard with my family but now because I’ve

got responsibilities I am is always here. I was an alcoholic before and I have just

stopped drinking at all” (11, 133). Additionally all members attended the morning

meetings punctually and worked hard throughout the day. This is particularly interesting

for the indigenous male members compared to many male community members who

spend their day in the local “Shebeens” drinking alcohol.

All members indicated good knowledge and confidence with agrarian skills. Of the

indigenous project members that live off site 75% grow food at home. Two of them are

men which is particularly interesting as this type of work is usually regarded as the role

of women. This has had a positive effect on the health of Mvambo T in particular who

was suffering greatly from high blood pressure before the project was established on her

land. She says” So when they made the gardens here we plant the veggies and

everything there and all those things. When I was eating those things, I was much

better” (05, 141).

All project members indicate a positive outlook for the future. This is encouraging for

indigenous members from a generally fatalistic society, as Mageyi states “By working

here I am learning more skills so I can open my own business then that can lead me to

my dreams” (07, 256). This importantly shows that working with these new skills has

created a vision and belief that he can create a better future for himself without being

dependent on anyone or anything else.

4.3.2 Indigenous members only

Of the indigenous members, 75% reported a positive change in livelihood. The 25% that

didn’t were people who started working at the project straight from school so it is not

really applicable to them. Of the remaining members 50% were working elsewhere and

had to travel, on average, an hour to and from work and the others were unemployed.

All of the men report using their building skills outside the project, particularly at home.

This is an important demonstration that the skills taught are appropriate and relevant to

the local situation and not just a job. Two of the men are constructing completely new

homes for their family using bricks they have made on site.


All members indicate their water hygiene and management knowledge has improved

since working at the project. This was particularly relevant at the time of the author’s

research given the cholera outbreak and the entrenched view of some that they have

never treated the water before because they don’t like the taste when they do. This was

explained to the chief nurse Mngcebele by one of his older patients.

4.4 The wider community

All indigenous members indicate that the project has been generally accepted by the

village community but there are still issues of trust that are creating barriers that prevent

others from participating in the project. Without wanting or being able to offer material

incentives, such as pay, to others, the offer of skill enhancement alone appears not

enough to motivate involvement and to overcome the fear of being let down and

embarrassed. However this is not the case for all people in the community as

highlighted by an interview with Gaxela M. She is a widow and the only source of

income for her family of eight. She is keen to learn how to grow food on the extensive

land she has to feed her family better and for her eldest sons to learn building skills at

the project to create more living space for her growing family.

Those who have friends in other villages all report there is a positive interest in what is

happening at the project and a desire to join and learn new skills. There is a perceived

block to participation because of the distance to travel for some and the lack of food

provision when at work for others. People have worked at the project from other

villages before but as explained by Mageyi “some of them came here to work, a few

months ago but the problem here is the transport, when they start at 7:30 and work till

16:00 they then have to walk home otherwise they love the project and they want to

learn some new skills here” (07, 140).

The project has impacted the wider community in many ways. The hygiene promotion

during the recent water crisis was one important way and the professional training given

to the nursing staff at the local clinic by Lassman, who is a volunteer at the project and

an experienced occupational therapist, is another. Talking of the schizophrenia training

that Lassman had done, the chief professional nurse Mngcebele said “I wanted her to

introduce that to my colleagues because most of them haven’t done psychiatry so to

them psychiatry and schizophrenia is new” (21, 139).

The close link with Sisonke and Sicambeni schools has been important too. The project

has been helping the pupils and staff to establish school gardens by passing on agrarian

skills to the children and staff. This will provide healthy food for school meals and

improve the health of the children, as Hobongwana a Sicambeni school teacher remarks

“Our intention is to grow some plants to plant some vegetables in our garden so that it

can help the students” (16, 337). The project encourages school visits to supplement the

agrarian skills already taught and to increase knowledge of sustainable practices.


5 DISCUSSION

It is difficult to understand the levels of disempowerment and hardship in these

communities unless it is personally experienced but a conversation with the headmaster

of Sicambeni School goes someway to highlight the problems. For example, he

described how difficult it was to get the support of the parents. He once had the children

help paint the exterior of the school to improve its appearance only to find the parents

angrily protest that they should be paid for doing it. Hobongwana also explained what

little value education has in the community when she said “now we wrote the exams but

unfortunately for us most of the children didn’t complete their exams. Some of them are

away for the manhood initiation and they were under age – 15 years, 14 years. So we

feel that the community is not helping us at all as teachers” (16, 224). Whatever your

views of the education provided in government schools it must be better than no

education at all? One can only assume that it is a further indication of the fatalism talked

about earlier.

Given these levels of psychosocial problems, the research evidence suggests that CART

has made remarkable progress in a short time during the establishment phase of the

project. A lot of credit has to be given to the founder and the chief facilitator in this

respect for their willingness to live and work deep within the rural community of

Sicambeni as well as put their knowledge, experience and principles to the test. Without

their efforts would the community know that there might be another way?

The choice of technologies for all aspects of CART appears to be correct, particularly

the decision to stick with the traditional rondavel construction. Hobongwana describes

her surprise when she first visited the project “the rondavels and how things are

displayed in the rondavels. It reminds us about our culture, where we grew up the

culture as a black people” (16, 324).The creation of the gardens, the homebuilding -

including the brick making and even the business enterprises are all sourced and run

with locally available materials at minimal cost thus making it accessible for everyone.

The indigenous members of CART have made progress in moving to an independent

self-concept but the challenge now is how to facilitate the transition to the

interdependent self-concept characterised by healthier decision making. Village resident

and Sisonke School teacher Daniso provides a view based on school practice “we

always get together on Tuesday and Wednesdays all the time and say how do you feel,

so if those guys can share their ideas every day, and they share that with Luke and the

other people and you make sure that everyone is happy” (12, 241). The author agrees

with this view of providing a more supportive team culture where everyone is

encouraged to express their views and to contribute more to the daily work plans.

Established members should be encouraged to lead certain aspects of the project and to

go out into the community to find new people willing to participate. This will promote

greater self-esteem and confidence through responsibility along with helping to form a

greater awareness of the aims and objectives of the project in improving the social

issues of the community.


As described by the founder, the offer of skills alone was not enough for the indigenous

population to overcome their fear of getting involved. No doubt pay was important

originally for the current members, but now, a new found confidence and pride in their

skills is probably more important. This was demonstrated by virtually all the members

who were keen to show their work to the author both in their home and garden.

According to the Boshier model of sustainable development they are now ready to move

on to next stage of personal development.

Greater trust and acceptance will be created when the indigenous members go out into

the community and encourage people to participate. As Daniso states ” it’s not easy for

them [indigenous people] to listen to someone they didn’t know about especially if they

are a white person and the people they are very scared to use their power into

something that is not going to come back” he continues “Mvambo N is very confident in

himself, if he can be very confident speak out to the people in the village if he is having

a good time if he is happy with what is going on he’s the only one who can get the

people and Momma Pat are the only ones who can get people involved” (12, 231). This

implies that when the landlady and her family build their own rondavels and

demonstrate the use of the gardens to the community they will be more likely to

overcome barriers to participation.

Communication was sometimes highlighted as a problem and this is typical in many

development situations. Poor communication can easily create barriers to helping

people even when it is for their greater good. This is an issue being addressed by the

professional volunteer at the project working with the staff at the Caguba clinic. The

training is not yet fully connected with the members because of problems with the

language and a “top-down” fear of asking for clarification. The training sessions were

kept to a simple format, spoken slowly and in a straight forward manner but still the

staff had problems which resulted in a loss of interest. As explained by Mngcebele

“They are not used to that [kind of English used] - maybe we should mix it with Xhosa,

the visuals were there with the laptop but they couldn’t associate what is being said. So

they get bored and say we have had enough and don’t listen” (21, 217). This has been a

problem at CART from time to time with methods explained too quickly with not

enough allowance made for the obvious language difficulties and the lower self-esteem

of the indigenous members. Low self-esteem can prevent them from speaking out

because of the fear of appearing foolish.

The two main communal buildings need to be completed to allow more people to

participate. Wider skills can be taught throughout the year, particularly during the two

rainy seasons, when the training centre is complete. It can act as a focal point to help

attract sector experts to the community bringing in technical expertise and knowledge.

The kitchen will provide an area where all the members can share nutritious food and

discuss the day to day issues at hand. This will help breakdown the social barriers and

provide an incentive for people from other communities to participate. It will also aid

the “soup kitchen” function that is planned to help improve the nutrition of the locals

and stimulate further trust in the project.

The completion of the communal buildings is dependent on project funds and at the

time of this research there was none available. Although this will probably be only


temporary given the founders hard work to raise additional funds it is nevertheless a

threat to the project. As the founder said, if the funding situation stops the project

growing it will lose its credibility and reinforce the lack of trust in the people and the

agencies of the development sector. The lack of funding will also encumber other tools

for mindset change such as the sustainable water and energy cycles.

Is this process and method of development repeatable? There is no doubt that the

principles and methods of the “Boshier model of sustainable development” can and

should be adaptable to the social and environmental conditions. Whatever specific

vernacular techniques and materials are available they can be used as a tool for

empowerment. Where this methodology could fall short is in the motivation of the

people who set-up and facilitate the project. If they have a stronger focus towards the

material results and not toward the people, then the original philosophy will be lost.

Particularly if the facilitators are not prepared to live and work amongst the community

to gain a clear understanding of the core issues involved.

The findings will have some limitations because of the nervousness and reticence of

some of the project members during the interview process. Despite the authors lack of

experience with qualitative semi-structured interviews he did try to establish a relaxed

and informal atmosphere and was ably assisted by the credibility and standing of his

translator Nosiphiwo Mahonono. The founder, to his credit, asked for nothing more than

honesty in order to be able to deal with and meet head-on the issues involved.

Furthermore, in most interviews there were comments that could be described as

“uncomfortable” for the project with similar views expressed by more than one person.

This gives the author some confidence in the overall interpretation and findings of the

research. Similar views expressed could of course mean that it is a group view rather

than an individual one. However, the author, wherever possible, has verified these

personal views through other data gathering techniques and is of the opinion that all

were unique to that individual.

This report goes some way to satisfying the aims and objectives of the research by

assessing critically the principles and methods used by CART. It is the author’s belief

that the specific objectives of the research have been addressed well with the exception

of objective 3 (see section 1.5.2 Specific objectives) which has few questions answered.

This is simply because the project is still in the establishment phase of its life. The

participants have now generally moved to an independent concept of self but have not

yet achieved a balance of self-concepts that fully equate to acting with consideration for

self, others and the environment as targeted in the consolidation phase.


6 CONCLUSIONS

The thesis has highlighted that the “bottom-up” methods used in this holistic approach

to development are producing results. Results that are evident by improved self-esteem

and confidence of the participants as well as the positive changes they describe in their

life. They have acquired useful skills with a more positive outlook for the future. At the

same time, great progress has been made on the development of site infrastructure even

though this is seen only as a tool to empowerment rather than a separate goal in itself.

The local and wider communities are generally aware of the progress of the project

which has stimulated a lot of interest. Food production and home building have created

the greatest interest because the project is in tune with the needs of the local people and

their environment. This makes the long term goal of bringing sustainability and

independence to the local and wider communities a real possibility.

All this has been achieved with a relatively small budget in comparison to other

development projects which is a testament to the appropriateness of the sustainable

methods used. However, for the project to achieve further growth and empowerment it

has to move on to the next phase of development. The next phase will require additional

sustainable funds to ensure that the hard earned trust and credibility is not lost.

There is still some work required to make the project completely self-sustainable and

independent practically, particularly for the water cycle and electric energy taken from

the grid to provide power for the shop and the electric water pump.

The principles and methods of CART are repeatable by individuals or organisations

because they embody the people-centred, sustainable aspects of development. They are

totally focused on the empowerment of the individual using technology that is

appropriately simple and low in cost. Therefore, wherever man creates a settlement in

the world these methods for building capacity can be used.

To conclude, CART’s focus of building individual capacity results in greater social

capital and community cohesion leading to a sustainable, long term solution for the

alleviation of poverty, dependence and injustice.


7 RECOMMENDATIONS

7.1 Project specific

Investigate potential sources of funding that will facilitate the natural organic growth of

the project and provide a more secure source of income needed to begin the long-term

phase of project development.

Facilitate further training and development of the members’ skills and practices to

ensure they have the necessary knowledge and skills to train new non-skilled

participants from the community. This could be done through the volunteer programme

or through association with local training organisations or NGO’s.

Determine the methods needed to create greater team work and personal development

for the indigenous team members. This should include encouraging the adoption of

leadership and training roles for certain aspects of the project as well as the

responsibility for recruiting new community members to carry out that function.

Complete the construction of the kitchen and training areas as soon possible to allow

greater team work, community participation and empowerment.

Investigate methods of providing clean water for the project and the wider community.

This is important given the seasonal draughts and poor reliability of the municipal water

supply. This could include the construction of Bio sand filters, rainwater harvesting jars

as well as boreholes and wells.

7.2 Development sector

It is recommended that more detailed research be carried out into using sustainable

practices as a tool for mindset change and empowerment with the aim of providing a

scientific psychological methodology that can guide development professionals.

Further research should be carried out into the potential effects of a nutrition centred

approach to development, assessing its potential effect on the goals of sustainable

mindset change and poverty alleviation.

More research should be carried out into the repeatability of the CART project with a

particular focus on the positive effects of living and working in the heart of the

community. In addition, investigate if there are increasing benefits with time for

building individual capacity, from a long-term project presence.


8 REFERENCES

Adams, W. M. (2009), Green development: environment and sustainability in a

developing world, 3rd ed, Routledge, London.

Bernard, H. Russell (2002), Research methods in anthropology: qualitative and

quantitative methods, 3rd ed, AltaMira, Walnut Creek, Calif.

Cervone, D. and Pervin, L. A. (2008), Personality: theory and research. 10th ed, Wiley;

Hoboken, N.J.

Cooke, B. and Kothari, U. (2001), Participation: the new tyranny? Zed Books, London.

Cornwall, A. (2003), "Whose Voices? Whose choices? Reflections on Gender and

Participatory Development", World Development, vol. 31, no. 8, pp. 1325-1342.

DFID (1999), Sustainable Livelihoods Guidance Sheet, 296, Department for

International Development, Brighton.

Forum for the future (2009), What is sustainable development? available at:

http://www.forumforthefuture.org/what-is-SD (accessed 09/09).

Gabriel, T. (1991), The human factor in rural development, Belhaven, London.

Chambers, R. (1997), Whose reality counts? : putting the first last, ITDG, London.

Kumar, S.(2002), Methods for community participation: a complete guide for

practitioners, ITDG, London.

Narayan, D. Prichett, L. and Kapoor, S. (2009), "The Moving Out of Poverty study: An

Overview", in World Bank, pp. 3 - 49.

Neuman, William Lawrence, (2000), Social research methods: qualitative and

quantitative approaches, 4th ed, Allyn and Bacon, Boston.

Pretty, J. N. (1995), "Participatory Learning For Sustainable Agriculture", World

Development, vol. 23, no. 8, pp. 1247-1263.

Samuels, F., James, V. and Sylvester, K. (2009), Beyond Basic Needs: Programming

for marginalised and vulnerable groups - The Australian Partnerships with African

Communities (APAC) Programme, 19, Overseas Development Institute, London.

Sen, A. K. (1999), Development as freedom, Oxford University Press, Oxford.

Smith, E. R. (2007), Social psychology, 3rd ed, Psychology Press, Hove; New York.

http://www.forumforthefuture.org/what-is-SD


The Chronic Poverty Research Centre (2009), The Chronic Poverty Report 20008-09

Escaping Poverty traps, The Chronic Poverty Research Centre (CPRC),

Manchester.

The World Bank (2009), Country Brief South Africa, available at:

http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/SO

UTHAFRICAEXTN/ (accessed 09/09).

Todaro, M. P. (1997), Economic development, 6th ed, Addison Wesley Longman.

UNESCO, What is Cultural Diversity? Cultural diversity is a fact, available at:

http://portal.unesco.org/culture/en/ev.php-

URL_ID=13031&URL_DO=DO_TOPIC&URL_SECTION=201.html (accessed

09/06).

Walker, A. (2009), 'One House, One Vote' for South Africans, available at:

http://news.bbc.co.uk/1/hi/world/africa/8007727.stm (accessed 09/09).

Webster, A. (1990), Introduction to the sociology of development, 2nd ed, Macmillan,

Basingstoke.

WHO Africa (2006), Country Health system fact sheet South Africa, available at:

http://www.afro.who.int/home/countries/fact_sheets/southafrica.pdf (accessed

09/09).

Wikipedia (2009), Transkei, available at: http://en.wikipedia.org/wiki/Transkei

(accessed 09/09).

http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/SOUTHAFRICAEXTN/

http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/SOUTHAFRICAEXTN/

http://portal.unesco.org/culture/en/ev.php-URL_ID=13031&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://portal.unesco.org/culture/en/ev.php-URL_ID=13031&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://news.bbc.co.uk/1/hi/world/africa/8007727.stm

http://www.afro.who.int/home/countries/fact_sheets/southafrica.pdf

http://en.wikipedia.org/wiki/Transkei


9 FURTHER READING

DFID (1999), Sustainable Livelihoods Guidance sheets, available at:

www.livelihoods.org (accessed 11/20).

Eade, D. (1997), Capacity-building: Approaches to people-centred development.

Oxfam, Oxford.

Institute of Water and Environment (2006), Sustainable Development as a "Collective

Choice" Problem, 3, defra, London.

Lowe, P. and Ward, N. (2007), "Sustainable rural Economies: Some Lessons fron the

English Experience", Sustainable Development, vol. 15, pp. 307-317.

Mayo, M. (2000), Cultures, communities, identities: cultural strategies for participation

and empowerment, Palgrave, Basingstoke.

Morrow, R. (1993), Earth user's guide to permaculture, Kangaroo Press, Kenthurst,

NSW.

Narayan, D. (1995), The contribution of people's participation: evidence from 121 rural

water supply projects, The World Bank, Washington, D.C.

Robbins, P. T. (2001), Sociology of development: economics, management, finance and

the social sciences, University of London Press, London.

Robson, C. (2002), Real world research: a resource for social scientists and

practitioner-researchers. 2nd ed, Blackwell, Oxford.

http://www.livelihoods.org/


Annex A - Interviewees

Interview No Name Age Gender Location Sub group Selection

01 & 02 Luke Boshier 41 M The project WSA Project Founder

03 Nonwakazi Emmily Mbadu 45 F The project I Paid project worker

04 Nosiphiwo Mahonono 27 F The project BSA Volunteer

05 Thembeka Mvambo (Momma Pat) 48 F The project I Paid project worker

06 Vhyisahahi Nyewu (Bobobo) 21 M The project I Paid project worker

07 Khayelihle Chase Mageyi 25 M The project I Paid project worker

08 Zandisile Mabheki Nojila 35 M The project I Paid project worker

09 Zandile Nomabholu 28 F The project I Shop worker

10 Pumeza Gaxela 24 F The project I Shop worker

11 Notha Mvambo 24 M The project I Paid project worker

12 Temberlani Daniso 27 M Sisonke school I Teacher Sisonke school/ Village Resident

13 Elizabeth Mwehle 43 F Sisonke school I Teacher Sisonke school

14 Sandile Joel Nogwina (Disco) 35 M Sisonke school I Teacher Sisonke school/ Village Resident

15 Philippa Colbourne 33 F Sisonke school WE Head Teacher Sisonke school

16 Vatiswa Primrose Hobongwana 41 F Sicambeni School I Teacher Sicambeni school

17 Dianne Van Der Walt 28 F The project WSA Chief Facilitator

19 Rachel Lassman 31 F The project WE Volunteer

20 Adam Cowland 25 M The project WE Volunteer

21 Sivuylie Mngcebele 28 M Caguba clinic I Chief professional Nurse

22 Muriel Gaxela 56 F Lives in the village I Village Resident

I = Indigenous community member

WSA = White South African

WE = White European

BSA = Black South African


Annex B - Data analysis

Section 2

Ne

w b

uild

ing

skill

s

Ne

w a

grar

ian

ski

lls

Ne

w b

rick

mak

ing

skill

s

Ne

w n

utr

itio

n k

no

wle

dge

Ne

w w

ate

r m

anag

em

en

t sk

ills

Co

oki

ng

and

jam

mak

ing

skill

s

Bu

ildin

g sk

ills

use

d o

uts

ide

th

e

pro

ject

A

grar

ian

sk

ills

use

d o

uts

ide

th

e

pro

ject

B

rick

mak

ing

skill

s u

sed

ou

tsid

e

the

pro

ject

N

utr

itio

n k

no

wle

dge

use

d

ou

tsid

e t

he

pro

ject

W

ate

r m

anag

em

en

t sk

ills

use

d

ou

tsid

e t

he

pro

ject

C

oo

kin

g an

d ja

m m

akin

g sk

ills

use

d o

uts

ide

th

e p

roje

ct

Ne

w b

usi

ne

ss/c

om

pu

ter

skill

s

Ne

w s

ho

p m

anag

em

en

t sk

ills

Hap

py

to b

e w

ork

ing

at

the

pro

ject

Incr

eas

ed

co

nfi

de

nce

De

sire

to

lear

n n

ew

sk

ills

(plu

mb

ing

or

carp

en

try)

De

sire

to

ear

n m

on

ey

Po

siti

ve c

han

ge t

o li

fest

yle

Skill

s u

sed

ou

tsid

e t

he

pro

ject

Ch

ange

in d

iet

Re

du

ced

de

pe

nd

en

cy o

n m

on

ey

Po

siti

ve o

utl

oo

k f

or

the

fu

ture

Co

nfi

de

nce

to

bu

ild h

om

e

Co

nfi

de

nce

to

gro

w o

wn

fo

od

Tru

st in

pro

ject

kn

ow

led

ge

No

pe

rce

ive

d h

elp

fro

m t

he

gove

rnm

en

t P

osi

tive

ch

ange

pla

nn

ed

fo

r th

e

futu

re

No

pe

rce

ive

d v

alu

e in

gai

nin

g

skill

s

Po

siti

ve c

han

ge in

live

liho

od

No Who 2aa

2ab

2ac

2ad

2ae

2af

2ag

2ah

2ai

2aj

2ak

2al

2am

2an

2c 2d 2e 2f 2g 2h 2i 2j 2k 2l 2m 2n 2o 2p 2q 2r

Indigenous paid workers

3 Emmily

1

1

1

1 1 1 1 1 1 1

1 1

5 Pat

1

1 1 1

1

1 1

1

1 1 1

1

1

1

1

6 Bobobo 1 1 1 1

1 1

1 1 1

1

1

1 1 1

7 Chase 1 1 1 1 1

1 1

1 1

1 1 1 1

1 1 1

1 1

1

7 Mahbeki 1 1 1

1

1 1 1 1

1 1 1

1

1

11 Notha 1 1 1

1

1

1 1 1

1 1 1

1

1

1

Ind. Shop workers

9 Zandile

1

1 1

1

1 1

1 1 1 1 1

1

1

1

1

10 Pumeza

1

1 1

1 1

1 1 1

1

1

1

Volunteers

4 Nosi 1 1

1 1 1

1 1

1

1

1

1

19 Rachel

1

1 1

1 1

1

1

1

1 1

20 Adam 1 1

1

1 1 1

1

1

1

1 1


Section 4

Po

siti

ve v

illag

e c

om

mu

nit

y in

tere

st

Po

siti

ve w

ide

r co

mm

un

ity

inte

rest

Vill

age

co

mm

un

ity

acce

pta

nce

Wid

er

com

mu

nit

y ac

cep

tan

ce

Vill

age

co

mm

un

ity

tru

st

Vill

age

co

mm

un

ity

still

to

tru

st

Pro

ject

ass

isti

ng

the

co

mm

un

ity

Pro

ject

lead

ing

by

exa

mp

le

Pro

ject

bri

ngi

ng

kno

wle

dge

to

oth

er

com

mu

nit

ies

Pro

ject

bri

ngi

ng

ne

w s

kills

to

oth

er

com

mu

nit

ies

Vill

age

co

mm

un

ity

par

tici

pat

ion

fo

r m

ate

rial

ince

nti

ves

Wid

er

com

mu

nit

y p

arti

cip

atio

n f

or

mat

eri

al in

cen

tive

s

Wid

er

com

mu

nit

y tr

ust

Wid

er

com

mu

nit

y st

ill t

o t

rust

Vill

age

co

mm

un

ity

de

sire

to

lear

n n

ew

sk

ills

Wid

er

com

mu

nit

y d

esi

re t

o le

arn

ne

w s

kills

Vill

age

pe

rce

ive

d b

lock

to

join

ing

the

co

mm

un

ity

- fo

od

Vill

age

pe

rce

ive

d b

lock

to

join

ing

the

com

mu

nit

y -s

po

rt

Wid

er

com

mu

nit

y p

erc

eiv

ed

blo

ck t

o

join

ing

the

co

mm

un

ity

- p

ay

Wid

er

com

mu

nit

y p

erc

eiv

ed

blo

ck t

o

join

ing

the

co

mm

un

ity

- tr

ansp

ort

Ind

ige

no

us

com

mu

nit

y m

em

be

r d

esi

re t

o

wo

rk in

th

e c

om

mu

nit

y

No

n-i

nd

ige

no

us

com

mu

nit

y m

em

be

r d

esi

re

to w

ork

in t

he

co

mm

un

ity

Pro

ject

em

po

we

rin

g p

eo

ple

Pro

ject

ad

ap

tin

g to

loca

l way

s to

imp

rove

app

roac

h

Vill

age

pe

rce

ive

d b

lock

to

pro

ject

in

volv

em

en

t –

fear

of

loo

kin

g fo

oli

sh

Vill

age

pe

rce

ive

d b

lock

to

pro

ject

invo

lve

me

nt –

fear

of

be

ing

let

do

wn

Po

siti

ve v

illag

e c

om

mu

nit

y in

tere

st

Po

siti

ve w

ide

r co

mm

un

ity

inte

rest

Vill

age

co

mm

un

ity

acce

pta

nce

Wid

er

com

mu

nit

y ac

cep

tan

ce

Vill

age

co

mm

un

ity

tru

st

No Who 4a 4b 4c 4d 4e 4f 4g 4h 4J 4k 4l 4m 4n 4o 4p 4q 4r 4s 4t 4u 4v 4w 4x 4y 4z 4aa 4a 4b 4c 4d 4e

Indigenous paid workers

3 Emmily 1 1 1

1 1

1

1

5 Pat 1

1

1

1

1

1

1

6 Bobobo 1 1 1

1

1 1

1

1 1

1 1 1 1

7 Chase 1 1 1

1

1

1

1

1 1

1 1 1

7 Mahbeki 1

1

1

1

1

1 1

11 Notha 1 1 1

1

1

1

1 1 1

Ind. Shop workers

9 Zandile 1

1

1

1

10 Pumeza 1

1 1

Volunteers

4 Nosi

1

1

1

1

19 Rachel

20 Adam


Annex C - Social capital and capacity building

CART

Sisonke and

Sicambeni

School

Caguba Clinic Sicambeni

Community

Local Shop

Elalini Ladies Transkei Coffee

Company

Water

Management

Irrigation

Brick

Making

Nutrition Building

skills

Food

Growing

Soil

Management

Plant

Propagation Hygiene

Promotion

Clinical

Training

Sanitation

HIV/AIDS

Awareness

Business

Skills


Annex D - Existing and future water cycle

Food production

Consumption Toilets

Bio-digester

Kitchen

Roughing

filter Slow sand

filtration Showers

Rain

water

harvest

Sand and

charcoal

filter

Clean

water

storage

Grey water

Black water

Future development Existing and future water cycle

Solar, Wind or

Manual pumps

Gas for

cooking

Animal waste

Gravity feed

Gravity feed


Annex E - Nutrition

Take a simple meal of soup.

Bean and Vegetable Soup Nutrients needed from

soil Nutrients given

1 onion Medium consumer Antibiotic and antioxidant properties and natural oils

2 cloves of garlic Medium consumer

Natural oils, antibiotic and immune boosting

properties

1 tsp finely chopped ginger High consumer

Anti inflammatory properties

Finely chopped chili to taste

Low consumer

Vitamin C, painkilling and antioxidant properties

1 sweet potato

High consumer

Highly nutritious. Vitamin A & C, Keratin, mineral salts

2 carrots

Medium consumer

Vitamin A & C, beta carotene and calcium

2 handfuls chopped spinach

Low consumer

B vitamins, Vitamin A & C, Iron and Folate. Helps

create amino acids to break down proteins.

2 cups mixed beans – soaked for 10 hours and

then rinsed

Medium consumer

High protein – rivals meat! High in mineral salts, calcium, fibre. Easy to

digest.

Fry onion, garlic, ginger and chilli over low heat until softened

Add in all vegetables – fry for 5-10 minutes

Add in water

Cook for 30-40 minutes until vegetables and beans are tender


Annex F - Boshier model of sustainable development

1. Preparation Phase – Boshier model of sustainable development.

Action Comments

Identify a potential base in the heart of

the community to form the epicentre of

development

Consider environmental assets:

Water

Land for site

Soil condition (building/agriculture)

Vernacular building materials

Review of social capital

Understand community capacity

Understand local customs and culture

including gender related issues

Review sustainable practices (if any),

consider what can work and does work.

Water

Food

Shelter

Livelihood

Identify key individuals to the success of

the project

Potential workers with key skills

Potential indigenous mentors/facilitators

Chief/headman

Women

Funding

Source key donors who will allow organic

growth and determine trade potential


2. Establishment Phase – Boshier model of sustainable development.

Action Aims Comments

Prepare for site entry

Arrange community meetings

to ensure safe and smooth

entry on site

Clarify individual

empowerment objects of

the project

Arrival on site – set-up

Employ indigenous workers

Establish social and physical

boundaries

Secure site

Paid or unpaid

(preferred) depending on

location

Start of empowerment

process

Start of site construction

Establish secure water source

Establish solid waste

compound

Toilet construction

Establish composting site

Establish food production area

Establish seedling house

Construct Bio-digester

Establish kitchen

Establish local meeting centre

Promoting self-esteem

and confidence through

basic building, agrarian

and nutrition skills.

Help project participants

to establish own gardens

Establish contact with

wider community bodies

for community outreach

Local schools

Clinic

Local business

Determine what areas

the project can assist.

Identify future

indigenous leaders

Identify future mentors/

facilitators to pass on skills and

knowledge

Identifying indigenous

individuals who will

remain to provide

positive influence to the

community.

Establish volunteer

programme

Assist with building and

garden construction and water

and sanitation

Initial focus for

volunteer expertise

Establish trade

To establish sustainable

livelihoods and income

Use indigenous skills

and create new potential


3. Consolidation Phase – Boshier model of sustainable development


Gardens become fully

established

Alternative rice/wheat crops

on-going

Gardens fully productive

with seasonal produce. Seed

and seedling stocks full for

project and provision for

sales to community.

Project building work

completed

Training centre,

accommodation, kitchen

and other buildings

complete

Water cycle fully secure

and closed

Sustainable provision of

drinking water through

appropriate technology.

Rainwater harvesting

supplementing water use

Bio-digester fully producing

gas and processed water

return to the site reservoir.

Showers, washing and

cleaning.

Methods of training,

education and

empowerment fully

established

Training achieved to

relevant models for

empowerment and

development

Greater numbers of the

wider community, other

villages benefit from project

capacities.

Indigenous mentors/

facilitators fully trained

and working within the

community and wider

communities

Working within local and

wider villages Fully committed and up to

speed with CART Ethos

Achieve sustainable

objectives

Self-funding

Virtually all food produced

on site

Sustainable water provision

Sustainable livelihoods

Sustainable home building

Sustainable energy

Minimal dependency on

money, sustainable

livelihoods


processed foods


municipality water supplies

Community outreach

and volunteer

programme

Continues to bring

additional revenue and

expertise to the project

Supporting community

initiatives and emergency

situations.


4. Completion Phase – Boshier model of sustainable development.


Complete security Fully sustainable in all

aspects

Indigenous

mentors/leaders

Working and leading

confidently in the mentor

/facilitator role

Enable original facilitators to

withdraw and community to

take full ownership.

Project building and

construction complete

Provide Exemplars of

sustainable building

Community outreach

fully established

Provide assistance and

training where needed for:

Clinics

Schools

Other functions of the

community

Sports clubs

Arts and craft

Agrarian skills

Nutrition

Exchange programmes

academic/community

Business skills

A leading model of

sustainable development

and living

Provide examples of

sustainable living the

world over

Project is now a function of

the community, run by

indigenous local people

Communication and

skill sharing network

with other CART

projects

Provide on-going support

between communities,

sharing knowledge, labour

and skills

Provide support network

during times of shock.

Share latest skills and

knowledge of sustainable

technology and techniques.


David Phillips Annex G - Empowerment process for CART participants

Empowerment process for CART participants

Project phase Empowerment process Resultant action Self-concept/

participation

Establishment phase of

project

Initial interest/confidence to act Learning new skills

Participation for material incentives1

Interdependent culture self-concept2

Reinforced with repeated action

Experience new skills, Improved

confidence,

Improved self-esteem

Participant visualisation with

conscious motivation to act

Confidence and trust in project

aims and facilitators

Ability to provide basic needs of shelter, food, water and sanitation 3

Reduced dependency on processed food

and money Move toward independent culture

self-concept2

Consolidation phase of

project

Further learning facilitated Skills enhanced and further increase in

self-confidence and self-esteem

Clarity of aims and ideals of

CART

Self-worth, identity, dignity, voice,

personal fulfilment3

Strong interdependent and

independent culture self-concept2

Self-mobilisation1

Empowered individual Willingness to inform, facilitate and lead

change in others

Sustainable living and

livelihood

High self-esteem, freedom, sense of

justice and equity3.

Reduced dependency on municipality

water, minimal dependency on money

and processed food

1: Pretty (1996), 2: Smith (2007), 3: Samuels et al (2009).


Annex H - CD of transcripts

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