Absalom M. Manyatsi

Farmer Perceptions and Responses to Soil Degradation in Swaziland

Abstract Soil degradation is globally concerning due to its adverse effects on the environment and agricultural production. Much of Swaziland is at risk from degradation. This paper assesses farmer perceptions and responses to soil degradation in 2002 and 2014, focusing on two land uses that underpin rural livelihoods: arable land and rangeland areas. It uses repeat household surveys and semi‐structured interviews, in two case study chiefdoms in the countrys middleveld (KaBhudla and Engcayini) in the first longitudinal study of its kind. We find that observations of land degradation are perceived mainly through changes in land productivity, with chemical degradation occurring predominantly on arable land and physical degradation and erosion mainly in rangeland areas. Changes in rainfall are particularly important in determining responses. While perceptions of the causes and impacts of degradation largely concur with the scientific literature, responses were constrained by poor land availability, shorter and more unpredictable cropping seasons because of changing rains and low awareness, access to or knowledge of agricultural inputs. We suggest that sustainable arable land management can be enhanced through improved access to alternative sources of water, use of management practices that retain soil and moisture and greater access to agricultural inputs and capacity building to ensure their appropriate use. We suggest collaborative management for settlement planning that integrates soil conservation and livestock management strategies such as controlled stocking levels and rotational grazing could improve land quality in rangeland areas. Together, these approaches can help land users to better manage change.

Clear the Mind of Pre-conceived Ideas and Get Your Hands Dirty! An Approach to Field-based Courses: The SLUSE-southern Africa Experience

This paper explores an approach to problem-oriented, interdisciplinary field-based courses devised by university consortia in southern Africa and Denmark. The SLUSE (Sustainable Land Use and Natural Resource Management) model has been applied on six three-week field courses within southern Africa and trained over 200 students. Student groups composed of individuals from different academic disciplines that investigated problems specifically devised to integrate social and natural science approaches set the stage for an interdisciplinary approach. The field locations are in rural areas that have a legacy of marginalization, poverty and reliance on natural resources for at least part of their livelihoods thus allowing for environmental and natural resource issues to be investigated. Course evaluations show that students feel they gain invaluable exposure to the innovative field-based learning environment created by the SLUSE approach. The main benefit perceived by hosting local communities was an increase in their self-esteem and to harness the knowledge and experience gained from the courses to further enrich their own communities. On reflection, the students value the opportunity to work cross-culturally, and trying new techniques on ‘real’ issues. To many students the personal challenges they face adjusting to the demands of the field course are as important as the academic outputs.