Landcare and Youth Educational Project

The Department of Agriculture and the Cape West Coast Biosphere Reserve have partnered to implement this project, which seeks to meet the needs of the Cape West Coast Biosphere Reserve Company, whilst simultaneously providing an avenue which will meet the needs of the Junior LandCare programme.


These commonalities include empowering disadvantaged youth with regard to:

  • Training in facilitation and leadership skills
  • Awareness in Sustainable Agriculture
  • Implementing small projects that directly aim to promote LandCare principles and indirectly to promoting the LandCare programme
  • Providing the skills necessary to increase food security at homes and at schools (through the provision of skills in: making food gardens; soil conservation; water utilisation; alien vegetation eradication etc.)
  • Awareness in sustainable utilisation of natural resources
  • Bio diversity conservationThe underlying basis of this project is partnerships, where existing partnerships include Government; schools; farmers; organizations such as SCOUTS, the West Coast Fossil Park, WESSA, SANParks; and the private sector.

As part of the Strategic Planning process undertaken by the Company, thirteen goals were developed, drawing on inputs from stakeholders, the Board and UNESCO. The goals of the Strategic Plan fall into five categories, or themes. This project seeks to meet two of the five, namely:

  • To contribute to enhancing the sustainable economic well-being of communities
  • Here the Company seeks to develop community-based employment programmes for environmental rehabilitation which include strategies such as alien eradication, agro-forestry, greening, soil conservation and beach cleaning amongst others. In order to develop such programmes, the necessary skills within the communities are vital.
  • To provide education, awareness building and training
  • Included under this goal is the provision of a training course on biodiversity and Biosphere Reserves to schoolteachers and pupils, which involves course development and training implementation

2. PARTNERSHIPS:

In order to achieve the implementation of the above goals and strategies, the CWCBR approached a number of organisations, both local and national, including:

  • SCOUTS – OBE in South Africa since 1908: - For technical training advice and mentorship to this project
    Department of Agriculture: - For technical advice on agricultural related modules and funding
    The West Coast Fossil Park: - In order to incorporate their existing training programme into this project programme and to utilise their facilities in order to reduce expenses
  • Windstone Backpackers and Riding Centre: - In order to incorporate their existing educational programme where appropriate into this project programme and to utilise their facilities at a reduced rate.
  • SANBI CREW: - In order to gain access to the appropriate age group of children and school and for them to join our team leaders in the training; as well as assisting to cover transportation costs where possible
  • SCOUTS is the largest youth development organisation in South Africa as well as in the world, with 30 million members in 154 countries. SCOUTS– OBE in South Africa is well-known for its movement of self-education for young people, being both self-paced and non-formal. This organization holds to the same values as the Cape West Coast Biosphere Reserve Company, which is: Open to all, Voluntary, Non-political, Non-religious, Independent

This specific partnership aims to increase employment opportunities for the existing trainers at the Hawequas Junior LandCare Programme, as at present, they are only employed during the camp days at Hawequas; to allow and encourage a transfer of skills from these trainers to potential local community trainers identified through camps implemented on the West Coast; and finally, to broaden the existing programme compiled for Hawequas to the West Coast youth and education system.

3. PURPOSE OF THE PROJECT:

To help young people to develop their physical, intellectual, emotional, social and spiritual capacities as individuals and as members of society, and thus contribute to the implementation of sustainable development with respect to our natural resources, and finally to the development of a better world.

Based on the principles of SCOUTS: (therefore the educational approach is…)

  • Duty to self (person centred)
  • Duty to others (community-related)
  • Duty to God (spiritually oriented)

Education in the broad sense: to contribute to the full development on an autonomous, supportive, responsible and committed person.

4. THE PARTICIPATORY LEARNING METHOD

A Comprehensive educational framework, a set of tools...

  • Tool > What is it > What does it do
  • Learning by doing > developing as a result of first hand experience > extracting personal significance from everything they experience.
  • The team system > a self-organised peer group > a) develop personal & collective capabilities b) develop constructive relationships c) learn to live according to a democratic form of self-government in partnership with adults.
  • A symbolic framework > a set of elements which represent concepts which the Cape West Coast Biosphere Reserve Company seeks to promote > builds on young peoples natural capacity for imagination, adventure, creativity & inventiveness.
  • Nature > The immense possibilities that the natural world offers for the development of young people > provide opportunities for holistic development (body, mind, emotions, social, spiritual), back to basics - make contact with what is essential and real in life, live in harmony with natural systems and leave consumer lifestyle behind, historical perspective of anthropology, understanding the value of a code of living.
  • Personal progression > helping each young person to be consciously involved in his or her own development > develop an intrinsic motivation to take charge of his/her development
  • Adult support > an educational partnership > bringing adults and young people together in a rich learning environment, demonstrates a mutual commitment, a participative non-directive facilitator.

See Appendix A for the Programme.

FOCUS GROUP FOR THIS PROJECT:

The youth within the Atlantis, Mamre, Pella, Darling, Hopefield, Du Noon, Witsand, Brit Bay, Saldanha, St. Helena Bay, Vredenburg, Abbots, Illinge Lethu, Velddrift, Malmesbury

PROJECT MANAGEMENT:

The project will be managed under the portfolio of the CWCBR Company, but will be the direct responsibility of the project coordinator, Janette du Toit to ensure implementation.

Andrew Purnell, the developer of the existing Hawequas Junior LandCare programme implemented successfully at the Hawequas site will assist with the initial setting up of plots and identifying key areas to undertake skills development. Janette du Toit and Andrew Purnell will facilitate orientation of the existing Hawequas trainers to the West Coast and this project.

The training team will therefore be employed for the duration of the camps held on the West Coast. These trainers will assist the project manager to identify possible future trainers out of the youth being trained. These identified individuals will then undergo further training and mentoring from the training team thus ensuring a transfer of skills to the West Coast. These new trainers will therefore be raised up to continue future camps and thus be given an employment opportunity through the roll-out of this project.

APPENDIX A:

WEST COAST BIOSPHERE RESERVE JUNIOR LANDCARE PROJECT PROGRAMME (as provided directly by the Hawequas Junior LandCare Project with minor adjustments)

YOUTH CAMP PROGRAMME

DAY 1

10:00 – 12:00 Arrival
12:00 – 12:30 Welcome and briefing >K
12:30 – 13:00 Divide into groups, ice-breaker >H
13:00 – 13:30 Lunch
13:30 – 15:30 Leadership and teamwork: Group work at the Fossil Park > I
15:30 – 17:00 Programme slot 1-2: >A,B,C,D,E rotation
18:00 – 19:00 Supper
19:00 – 20:30 Programme slot 1-3: >F
20:30 – 21:30 Free time
21:30 – Lights Out

DAY 2

06:30 – Wake up call
07:00 – 08:00 Breakfast
08:00 – 9:30 Programme slot 2-1: >A,B,C,D,E rotation
09:30 – 11:00 Tea break and free time activities
11:00 – 12:30 Programme slot 2-2: >A,B,C,D,E rotation
12:30 – 13:30 Lunch
13:30 – 15:00 Programme slot 2-3: >A,B,C,D,E rotation
15:00 – 16:00 Tea break and free time activities
16:00 – 17:30 Programme slot 2-4: >A,B,C,D,E rotation
17:30 – 18:00 Free time activities
18:00 – 19:00 Supper
19:00 – 21:00 Programme slot 2-5: >G
21:00 – 21:30 Free time
21:30 – Lights Out

DAY 3

06:30 – Wake up call
06:30 – 07:30 Pack up personal belongings
07:30 – 08:00 Breakfast
08:00 – 09:00 Programme slot 3-1: >L – Programme Summary
09:00 – 09:15 Tea break
09:15 – 10:45 Programme slot 3-2: >J – Planning to make a difference in our community
10:45 – 11:15 Tidy camp
11:15 – 11:45 Travel to West Coast National Park
11:45 – 12:45 Eat packed lunch and Information Session at West Coast National Park
12:45 - 13:45 Drive through the West Coast National Park with Ranger
13:45 – 14:00 Close and farewell

CAMP SESSIONS:

Environmental Education Sessions

A - Alien vs Fynbos, bio diversity
B - Alien clearing competition
C – Soil and Water conservation, Erosion control.
D - Our changing climate, Sustainable utilisation of resources
E - Sustainable Agriculture and
Food gardens

Arts & Culture Sessions

F – Performing arts practice
G – Campfire & performing arts shows.

Life Skills Sessions

H – Group Ice-Breakers
I - Leadership & Teamwork – Fossil Park
J – Planning to make a difference in our community

General Sessions

K – Welcome & Briefing
L - Programme Summary

Free time activities

Swimming, hiking, sport, art, graffiti, music, coffee bar, commando course, HIV/AIDS Awareness games.