More Pages, More Problems? Tracing the Rising Complexity of Conservation through Game Ranch Management

Contributors

World-wide tensions between ‘functionalists’ and ‘conflict-orientated’ sociologists are reflected in the academic writings of sociologists In Southern Africa, in recent professional debate, and especially in the two major sociological organizations in Southern Africa: the Association for Sociology in Southern Africa (ASSA) and the South African Sociological Association (SASA). These contrasting sociological approaches are related to the conflicting political and ideological environments in South Africa and the corresponding philosophies of Afrikaans and English educational institutions. SASA draws its members largely from the Afrikaans universities and tends to support the White conservative establishment, while ASSA draws its members largely from the liberal, cosmopolitan English institutions. While political and Ideological cleavages in a heterogeneous society such as South Africa can probably never be overcome, a plea is made for developing the common ground in the sociological profession. Sub...

Natural plant dyes are essential products of biodiversity, providing numerous benefits to humanity. However further research is needed to ensure the conservation of dye-producing plants for future use. This systematic review aims to explore the existing knowledge on natural plant dyes, identify critical knowledge gaps and suggest future research directions for improved utilisation and conservation of these species. Seven online search engines, including Web of Science, ResearchGate, ScienceDirect, Research4Life, Google Scholar, PubMed and African Journals Online, were used to gather relevant literature following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. A total of 632 publications were examined, of which 112 were finally selected based on the inclusion criteria. The results showed a peak in publications in 2024, with eighteen articles published that year. Geographically, the largest number of studies focused on West Africa (n = 68), followed by East Africa (n = 23), North Africa (n = 13), Southern Africa (n = 5), and Central Africa (n = 3). Notably, Nigeria accounted for 44.6% of all studies reviewed, followed by Ghana and Ethiopia with 7.1%. A total of 555 species were identified as natural dye-producing plants, mainly used in textiles, traditional practices, cosmetics, food and dye solar cell. However, an analysis of research limitations revealed significant knowledge gaps in plant biodiversity, spatial distribution, climate modelling, ecosystem services, physico-chemical properties, and economic valuation which are essential for the sustainable valorisation and conservation of natural dye-producing plant species in Africa.

Recent decades have shown the increased popularity of market-based instruments (MBIs) for conservation despite mixed social and ecological outcomes. This paper explores the extent to which two crucial MBIs, namely, ecotourism and sport hunting, are compatible with 'convivial conservation', a novel, integrated approach that explores conservation beyond capitalism. We developed an analytical framework of five key features for transformative change that can potentially contribute to conviviality: access and property rights, benefit-sharing, value operationalisation, institutional arrangements, and decision-making processes. We analysed the use of ecotourism and sport hunting in southern and eastern Africa in relation to the five features. Based on 'radical incremental transformation', we applied these features to analyse if, and if so how, incremental changes to these MBIs can be supportive in transitioning conservation towards (further) conviviality. With insights from our extensive research experiences in eastern and southern Africa, we highlight that the institutional design and contextual factors determining power relations are often more important than the choice of instrument in influencing its social and ecological outcomes. In conclusion, we propose a shift in the dialogue on conservation beyond its infatuation with commodification by integrating convivial elements into the design of conservation policies.

Understanding the Implications of Mitochondrial DNA Variation in the Health of Black Southern African Populations: The 2014 Workshop.

Worldwide, trophy hunting remains a contested and controversial issue. This chapter analyses the lifting of the hunting ban and the elephant debate in Botswana. It further analyses its implications to conservation and development in Southern Africa. This analysis is informed by the socio-ecological theory and draws from qualitative fieldwork, before and after the hunting ban. This includes a series of key informant interviews, review of government and community-based organisations' materials, sustained engagement with domestic and international media reports and social media content (Facebook and Twitter). Data on trophy hunting, human–wildlife interactions and wildlife conservation were collected. The reintroduction of hunting in 2019 in Botswana sparked an international outcry, especially from citizens of the Global North. The ever-increasing elephant population in Botswana has caused economic and social and food insecurity for citizens of Botswana. Despite differences between the Global North and South, trophy hunting provides incentives for wildlife conservation and rural communities' development. Trade bans by some Western countries and trade restrictions by CITES also affect local economies in the Global South. In conclusion, any policy shifts that affect wildlife conservation and rural livelihoods need to be informed by a socio-ecological approach. This participatory and scientific approach to decision-making has the potential to contribute to sustainable livelihoods and wildlife conservation in Botswana and southern Africa.

This desk review research paper critically examines the current state of digital learning innovations in Zimbabwe, focusing on technological tools, pedagogical strategies, and accessibility challenges within the framework of Education 5.0. The study analyses how digital innovations have been adopted in formal and informal educational settings, evaluates their effectiveness, and proposes actionable recommendations for scaling successful interventions while addressing persistent gaps. Through systematic review of policy frameworks, institutional reports, academic literature, and case studies from Zimbabwe and Southern Africa, this research reveals significant disparities in digital access and implementation across educational institutions. Key findings indicate that while Education 5.0 has catalysed digital transformation initiatives, substantial challenges persist including inadequate ICT infrastructure, limited internet connectivity, insufficient funding, and gaps in teacher digital competencies. The study proposes a comprehensive framework for sustainable digital learning ecosystems that addresses technological, pedagogical, and accessibility dimensions. This research contributes to understanding contemporary challenges in education through the lens of digital innovation in resource-constrained contexts, informing policymakers, educators, and stakeholders about sustainable pathways toward equitable and effective digital learning ecosystems in Zimbabwe’s journey toward becoming an upper middle-income economy by 2030.

BackgroundGlobal health research partnerships have been scrutinised for how they operate and criticised for perpetuating inequities. Guidance to inform fair partnership practice has proliferated and the movement to decolonise global health has added momentum for change. In light of this evolving context, we sought in this study to document contemporary experiences of partnership from the perspective of stakeholders in four sub-Saharan African research institutions.MethodsWe conducted qualitative interviews with 20 stakeholders at research institutions in four countries in anglophone eastern and southern Africa. Interview questions were informed by published guidance on equitable research partnerships. Data was analysed through an iterative process of inductive and deductive coding, supported by NVivo software.ResultsEarly-career, mid-career and senior researchers and research administrators from four sub-Saharan African research institutions described wide-ranging experiences of partnership with high-income country collaborators. Existing guidelines for partnership provided good coverage of issues that participants described as being the key determinants of a healthy partnership, including mutual respect, role clarity and early involvement of all partners. However, there was almost no mention of guidelines being used to inform partnership practice. Participants considered the key benefits of partnership to be capacity strengthening and access to research funding. Meanwhile, participants continued to experience a range of well-documented inequities, including exclusion from agenda setting, study design, data analysis and authorship; and relationships that were exploitative and dominated by high-income country partners’ interests. Participants also reported emerging issues where their institution had been the prime recipient of funds. These included high-income country partners being unwilling to accept a subordinate role and failing to comply with reporting requirements.ConclusionsInsights from stakeholders in four sub-Saharan African research institutions suggest that contemporary global health research partnerships generate considerable benefits but continue to exhibit longstanding inequities and reveal emerging tensions. Our findings suggest that long-term support targeted towards institutions and national research systems remains essential to fulfil the potential of research led from sub-Saharan Africa. High-income country stakeholders need to find new roles in partnerships and stakeholders from sub-Saharan Africa must continue to tackle challenges presented by the resource-constrained contexts in which they commonly operate.

The African protected area (PA) network has the potential to act as a set of functionally interconnected patches that conserve meta-populations of mammal species, but individual PAs are vulnerable to habitat change which may disrupt connectivity and increase extinction risk. Individual PAs have different roles in maintaining connectivity, depending on their size and location. We measured their contribution to network connectivity (irreplaceability) for carnivores and ungulates and combined it with a measure of vulnerability based on a 30-year trend in remotely sensed vegetation cover (Normalized Difference Vegetation Index). Highly irreplaceable PAs occurred mainly in southern and eastern Africa. Vegetation cover change was generally faster outside than inside PAs and particularly so in southern Africa. The extent of change increased with the distance from PAs. About 5% of highly irreplaceable PAs experienced a faster vegetation cover loss than their surroundings, thus requiring particular conservation attention. Our analysis identified PAs at risk whose isolation would disrupt the connectivity of the PA network for large mammals. This is an example of how ecological spatial modelling can be combined with large-scale remote sensing data to investigate how land cover change may affect ecological processes and species conservation.

Instructional supervision is a cornerstone of educational leadership, playing a vital role in shaping teaching quality and enhancing st10.47772/IJRISS.2025.903SEDU0012udent outcomes. In Ghanaian primary schools, head-teachers bear the critical responsibility of supervising classroom instruction, mentoring teachers, and ensuring adherence to educational standards. These duties require head-teachers to be both instructional leaders and managers, balancing administrative responsibilities with efforts to foster professional growth among their staff (Ampofo et al., 2019). Effective instructional supervision has been linked to improved teacher performance, which directly impacts student learning and achievement (Namudhiba & Ssendagi, 2024). Despite its importance, the implementation of instructional supervision in Ghana faces significant systemic challenges. Resource constraints, such as insufficient instructional materials and overcrowded classrooms, hinder head-teachers’ ability to conduct meaningful supervision. Additionally, limited professional development opportunities for head-teachers undermine their capacity to adopt modern supervisory practices that could elevate teaching quality (Kusi et al., 2019; Mensah et al., 2020). The lack of consistent policy frameworks further exacerbates these issues, leaving head-teachers without the necessary guidance and support to execute their roles effectively (Msuya & Mwila, 2023). Research underscores the need for a more structured approach to instructional supervision, particularly in resource-constrained contexts. Studies in Ghana have revealed that head-teachers often prioritize administrative tasks over instructional leadership due to their overwhelming workloads (Dewodo et al., 2020). Furthermore, some head-teachers struggle with building trust among teachers, as supervision is sometimes perceived as a fault-finding mission rather than a collaborative effort to improve teaching practices (Mensah et al., 2020). This perception creates a disconnect between supervisors and teachers, limiting the effectiveness of supervision in enhancing teacher performance. Globally, effective instructional supervision has been shown to foster a culture of continuous improvement in schools. In contexts similar to Ghana, head-teachers who employ participatory and supportive supervisory practices have seen significant improvements in teaching quality and student outcomes (Baafi, 2020). These practices include frequent classroom observations, constructive feedback, and the facilitation of professional learning communities. Adopting such practices in Ghanaian primary schools could address existing challenges and bridge the gap between current supervision practices and desired educational outcomes. This study situates these challenges within the broader educational landscape of Ghana, aiming to explore how head-teachers’ instructional supervision practices influence teacher performance. By examining the interplay of systemic, motivational, and leadership factors, this research seeks to propose actionable strategies that align with both local educational priorities and global standards, particularly Sustainable Development Goal 4, which advocates for inclusive and equitable quality education (Dewodo et al., 2020; Ampofo et al., 2019). Teacher performance in Ghanaian primary schools is hindered by challenges such as limited feedback mechanisms, inadequate professional development opportunities, and a lack of instructional resources. Studies highlight the need for head-teachers to adopt targeted supervisory practices that address these issues and align with both local and global educational priorities (Ghanney & Nuobalee, 2021; Namudhiba & Ssendagi, 2024). Additionally, the absence of a cohesive theoretical framework that integrates supervisory practices with motivational and systemic factors has left a gap in understanding how to optimize teacher performance effectively (Kusi et al., 2019). This study aims to explore the influence of head-teachers’ instructional supervision practices on teacher performance in Ghanaian primary schools. By incorporating Systems Theory, Transformational Leadership Theory, and Herzberg’s Two-Factor Theory, it seeks to develop an integrated model that addresses the systemic, motivational, and leadership dimensions of instructional supervision. The study will analyze key supervisory practices, such as lesson observations and teacher mentoring, to propose actionable strategies for enhancing teaching effectiveness and student outcomes. The findings of this study are expected to contribute significantly to the field of educational leadership by providing a multi-theoretical perspective on instructional supervision. The study will offer practical recommendations for policymakers and educators to strengthen supervisory practices, thereby improving teaching quality and student achievement. Furthermore, the research aligns with Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education, and supports Ghana’s educational reforms to enhance teacher performance (Dewodo et al., 2020; Ampofo et al., 2019). This study employs a theoretical and conceptual approach based on a systematic review of peer-reviewed journals, case studies, and policy documents. The research integrates Systems Theory to analyze systemic interdependencies, Transformational Leadership Theory to examine leadership behaviors, and Herzberg’s Two-Factor Theory to explore teacher motivation. These frameworks will provide a comprehensive understanding of the relationship between instructional supervision and teacher performance in Ghanaian primary schools.

Luhmann, Niklas (1927–98)

Nigeria’s undergraduate education system is under sustained pressure to deliver graduates who can transit effectively into a rapidly changing labour market. While employability is often framed as an individual graduate attribute, evidence increasingly suggests that employability outcomes are strongly shaped by how undergraduate programmes are designed, governed, delivered, and evaluated. This review synthesises recent peer-reviewed literature on employability skills development with a specific focus on programme management practices in Nigeria. It argues that employability in Nigeria is best understood as a system-level outcome produced through curriculum alignment, high-quality work-integrated learning, robust university–industry partnerships, entrepreneurship education, career development supports, digitally enabled learning environments, and continuous quality improvement mechanisms. Drawing on a structured narrative review of recent literature (2019–2025), this paper synthesises evidence on how programme-level governance, curriculum alignment, work-integrated learning, and partnerships shape employability outcomes. It concludes with actionable recommendations for Nigerian higher education leaders and policymakers. Drawing from stakeholder-oriented studies and evidence from work placement learning and entrepreneurship education, the paper highlights the managerial levels available to academic leaders and quality assurance units, as well as the implementation constraints that limit impact. The review proposes an integrated programme management framework for Nigerian undergraduate education that prioritises constructive alignment, authentic assessment, supervised workplace learning, and evidence-driven programme renewal. It concludes by identifying actionable directions for institutional leadership, policy design, and future research, with particular emphasis on strengthening employability governance and measurement in resource-constrained contexts. The development of employability in Nigeria depends less on declaring employability as a goal and more on implementing it through coherent programme management, accountable leadership, and evidence-informed renewal.

Drawing from a historical conservation perspective and political ecology, this review mediates the growing debate on wildlife conservation and hunting, especially inhuman-dominated landscapes of Africa. The focus is to 1) trace how socio-political changes during and after colonization transformed the hunting and wildlife conservation discourse in southern Africa, and 2) to address how previous conservation injustices were addressed through benefit-based approaches like CAMPFIRE, adopted in Zimbabwe after colonization. Some 144 published journal articles, books and other source materials were consulted. The review indicates that political changes in southern Africa profoundly transformed the conservation and trophy hunting narrative. This narrative had varied impacts and outcomes for different groups of people. Although a number of benefit-based approaches, like CAMPFIRE reflected a complete departure from past conservation policies, they continue to attract praise and criticisms since opinions differ among stakeholders, especially over extractive activities like trophy hunting and its associated benefits. I conclude that political developments impacted on conservation and trophy hunting in a profound way and that although post-colonial, pro-community conservation programs have inherent weaknesses, to a greater extent they addressed past conservation-based injustices. Continuous monitoring and area-specific adaptive management of wildlife and its sustainable management is recommended for long-term conservation benefits and community livelihoods.

In southern Africa, legislative changes that devolved wildlife management authority on private land to landowners and growth in the commercial value of wildlife resulted in a substantial increase in private land dedicated to wildlife. In addition, groups of landowners within the bounds of the Great Limpopo Conservation Area have incorporated their properties into private nature reserves, thereby expanding the management scale of common-pool wildlife resources. Secondary data and experience with the reserves form the basis of our exploration of the contribution of private landholdings to wildlife conservation and the extent to which three private nature reserves appear to exhibit characteristics that promote effective community-based natural resource management (CBNRM). The combined area of private land with wildlife-based enterprises in South Africa is more than double that of formal protected areas, and the three private nature reserves exhibit, to varying degrees, characteristics that enhance CBNRM and coordinated decision making for wildlife conservation.

Cross Border Health Cooperation in Complicated Regions: The Case of the Mekong Basin Disease Surveillance Network