The informal economy is a central pillar in the South African economy and a critical safety net for rural and urban communities alike. As town’s, countries and the world at large try to make sense of the massive social upheaval caused by Covid-19, the informal economy needs to be at the heart of our social, ecological and economic recovery efforts.

According to the International Labour Organisation, the informal sector is responsible for 85% of all livelihoods in Africa. In South Africa, it is estimated that the informal economy employs around 3.7 million people, accounting for one third of all jobs. In many parts of South Africa, the long-term trend sees the proportion of formal sector employment shrinking, while work in the informal sector is growing. A 2015 report by the Eastern Cape Socio Economic Consultative Council illustrates the increasingly central role of the informal sector in the region. They state that:

 ‘for every 100 people employed in the Eastern Cape’s formal sector in 1995, there were 14 fewer people in 2013. However, for every 100 people employed in the Eastern Cape’s informal sector in 1995, there were 64 additional people in 2013. This implies an employment shift from the formal economy to the informal economy; an inflow into the informal sector in the form of self-employment through the creation of micro-enterprises. This reality cannot be ignored.’

Therefore, as we consider recovery strategies, the need to ramp-up support for the informal economy in the wake of Covid-19 should be something which biosphere reserves take very seriously.

The question is how.

One point of entry for biosphere reserves could be through support for green-skills development.

To date, the informal economy has been almost entirely overlooked by the formal education system. But there is growing recognition for the need for serious investment into the knowledge needs of this vital sector.

 Given, the relative success of the informal economy at creating and sustaining livelihoods for so many South African’s, we should be looking to understand and support existing approaches to learning within the sector, not trying to fit the informal economy into the rigid training models of formal training institutions. Research suggests that people in the informal economy tend to value short, problem orientated on-the-job learning because formalised courses designed ‘for’ rather than ‘by’ traders themselves often fail to provide the kinds of knowledge that those in the informal sector find useful in a format that is accessible. However, by the same token, many in the informal economy are held back by their lack of access to new knowledge.   This is where the idea of learning networks can assist.

Learning networks are groups of people and organisations that come together on a voluntary basis with the purpose of mutual learning. In a learning network, people work as equals, collaboratively sharing ideas and information in order to further their knowledge about something that affects all the members. 

Effective learning networks involve people from a wide range of backgrounds, who share common interests associated with a particular activity (such as agriculture, tourism, water management, fishing, or any other shared activity). Membership of such networks can include: formal and informal practitioners actively involved in the activity; trainers and educators who teach aspects of this activity; representatives of commercial organisations involved in this activity; representatives of NGOs, CBO’s and associations with interests in this activity, and; government officials mandated to support this activity. Within this context, the focus shifts from top-down training approach toward a longer-term process of collective problem solving and knowledge brokerage. 

For example, in an agricultural learning network, a farmer may, from time to time, develop a new solution or new practice on their farm. However, it is often not the farmer themselves, but an extension worker, trainer or input salesperson within such a learning network who will help spread this new solution to farmers in other regions. The richer these networks of exchange and collaboration are, the more innovative and dynamic the network itself and the members become. In fact, a growing body of research now suggests that this kind of knowledge exchange is the starting point for innovation.

Figure 1: Farmers in a learning network come together behind a shed to share experiences around rainwater harvesting techniques on their farms

However, while learning networks have been shown to support inclusive and cost-effective learning in the informal economy, they do require some investment and coordination.

Given their historic function as boundary-crossing organisations that pull together different actors across a given region in support of harmonisation between man and biosphere, biosphere reserves have a unique set of relational skills, social networks, and green economy know-how. Unlike universities, colleges, and other traditional training institutions, which were set up to deliver training, biosphere reserves specialise in building and sustaining collaborative networks of relationship. These unique attributes could position biosphere reserves as ideal anchor institutions in the kinds of new learning networks needed to rebuild towards a greener and fairer economy from the ground up.

Dr Luke Metelerkamp is a research fellow at the Environmental Learning Research Centre at Rhodes University.

Those interested in setting up learning networks, might be interested in the following

stakeholder network mapping tool.

Cover photo credit: unsplash/Riccardo Annandale)

In the recent months, the CWBR has visited communities in Villiersdorp, McGregor, and Paarl to support and provide opportunity for skills development in keeping food gardens.

Additionally, revisited NOAH, an old age home in Woodstock Cape Town, to help maintain and transform their open space into a fully producing garden.

Each space visited has been assessed to see how value can be added with practical and available resources and out of the box thinking. Outings to neighbouring Community Gardens with which the CWBR is involved, have taken place to expose the individuals and groups to practices and possibilities of implementation in their own space.

A programme and management system has been put in place to make the food gardens successful. Mentors within the community are essential for community involvement and the success of a flourishing space.   

The aim of the program is not only to teach food gardening as a means to feed one’s self and family, and possibly to other members of the community, but to inspire and excite participant in the wonder of plants. How they grow and form partnerships with bacteria, what is their place and roles are within ecosystems, how they communicate in order to thrive. What companion planting is, crop rotation, water and nutrient cycles, and what nutritional value each plant has to offer. How they are best preserved, the amazing flavours they add to meals, and how they can possibly bring an income.

Although there is a schedule of content, the course is adaptable and takes into account each person individual and group interest and circumstance, so the knowledge can be used in implementing individual gardens aligned to their resources, and can be rolled out to neighbors, friends and broader family members.

Enthusiasm, amazement, lots of enjoyment and fun is key to fostering an appetite to learn more.

A space with a beautiful view. The Hawaqua Community Garden in Paarl will be maintained by the youth.

Since the COVID-19 pandemic swept through the world it has left many devastating impacts in its wake. Not least of which the loss of lives, livelihoods and normalcy. Perhaps the most disturbing, however, is the acceleration of global inequalities and the impact this has had on the digital divide and education. Nowhere is this more relevant than in South Africa. Our education system remains one largely characterized by poor educational facilities, overcrowded classrooms and where a student’s future will likely depend on their skin colour and zip code. Throw a global pandemic into the mix and these inequalities and deficiencies will only be compounded in the long-term.

The digital divide is in no way a new phenomenon. In fact, it has been steadily growing in South Africa and other developing nations for decades now. Less than 40 percent of South African households have regular access to the internet through at least one device. These figures drop considerably in poorer provinces like Limpopo where the number can drop to as low as 2 percent. After the national lockdown was imposed in late March this year, schools and universities were shut down, forcing millions of students to study from home. Some students were able to transition fairly comfortably to online learning, having access to the necessary resources, however, the vast majority were left disconnected. Without consistent access to the internet, data and devices, millions of students are unable to continue their learning progress. Some efforts were made to mitigate these effects. For example, telecommunications giants like Vodacom and MTN have introduced Zero-Data or free access on various learning portals and cutting mobile data prices to accommodate learners. However, these efforts are too little too late and fail to address the greater underlying issues.

In addition to this, the digitisation of education and the workplace has been fast tracked because of the pandemic. This rapid acceleration in technology means that future jobs and navigating through society in general, will require a high level of digital literacy. As it stands, the majority of our youth will be ill-equipped to keep up with these demands and fall further behind, becoming more marginalised in the process. Bridging this divide is certainly possible but it will require significant collaboration between government entities, the private sector and civil society in order to bring about the necessary change.

So what are we going to do about it?

Earlier this year, the CWBR introduced the Science Bus Project, in collaboration with Athénée Action Humanitaire. The idea behind this multi-purpose mobile education center was to provide educational support to children in remote areas lacking access to appropriate teaching infrastructure. Since its inception, a pandemic has devastated the world and in the background a group of young, impassioned South Africans mobilised to create a space for change. The CWBR Youth Board was formed in early August under the guidance of the CWBR team to create and implement innovative new sustainable development projects.

The Youth Board is very excited to announce that, together with USIKO Youth Organization, it will be spearheading the Science Bus Project. We hope to build on its previous vision, while placing a new primary focus on bridging the digital divide. Therefore, our aim is to inform, inspire and excite individuals and communities through hands-on learning experiences and empower them to navigate through the 21st century. Each learning experience will be curiosity-driven and geared towards student interests taking into account the four key skills for 21st century learning: creativity, critical thinking, communication and collaboration. While no set lesson plan will exist some key topics to be explored will include information media and technology skills, environmental literacy and entrepreneurial skills. Rather than providing educational support the Science Bus aims to excite learning and help youth identify areas of interest as well as expose them to new technologies like drones, coding, film making software and so much more.

There can be no doubt that COVID -19 will have an unprecedented impact on our country’s most vulnerable youth. In these dark times we must act in ways that shine light on a better way forward. The Science Bus Project is just one of the ways the CWBR Youth Team is leading this change. Watch this space!

Mobile Education Workshops

Ongoing Collaborative Process

August 2020 Youth Board Workshop

October 2020 CWBR team, CWBR Youth Board, and USIKO

The McGregor Magic Garden Festival is accessible worldwide! It will be launched online on the 25th September 2020, as part of South’s Africa Heritage Weekend celebrations. A packed programme of stimulating talks by renowned experts in their field, stunning virtual tours by drone of McGregor gardens, exhibitions of local art, and community projects.  

Some of the topics included are sustainable gardening, horticulture (food-growing), and fascinating Conservation facts about South Africa’s biodiversity.

The Unmissable Guest Speakers

Keith Kristen who is a nationally recognized expert in horticulture

Leon Kluge leading designer representing South Africa at World Flower Shows

Werner Voigt the curator of Kirstenbosch Gardens

Raymond Auerbach professor on Organic practices

John Moodie a leading bee expert and honey farmer

Visit the Mc Gregor Magic website to buy a Festival Pass!

And their Facebook page: McGregor Magic Open Garden Festival for more videos, photos, and to learn about their community projects

As part of the educational programme, the CWBR took the children who created Kids Garden in Mc Gregor on a day outing to De Hoop Nature Reserve.

Check out the video to see the days activities and moments captured by the kids behind the camera.

“Youth have the creativity, the potential and the capacity to make change happen – for themselves, for their communities, and for the rest of the world”.

 ~ UNESCO Website

In alignment with this UNESCO vision the CWBR has created a Youth Board represented by an enthusiastic and vibrant team … Watch this space!