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These ideas have been submitted to the UCT Knowledge Co-op; they are available to students at UCT who may choose them for their research topics towards a degree.

They are listed in the following categories:

N.B. Projects often do fit in more than one category and so may be listed more than once.


Project Name

Project Description

Category 1: Education

# 322. Impact of care-givers on children Study of care-givers for un-parented children; the level of care they provide and how this impacts on the (resilience of) the children in their care. Access through social worker supporting them.

# 505. Where to provide educational support?

Compare benefits and disadvantages of placing disadvantaged learners in Model C schools vs providing educational support programmes to them in their home communities.

# 506. Level of intervention to improve school outcomes 

How much contact time is needed for underperforming learners to succeed in school? What outcomes can be expected from different levels of support - holiday programme vs after school support vs full-time placement in a functional school?

# 507. Successful school phase transition

National annual assessment show that outcomes of learners receiving support improve in foundation phase, but drop in later phases. What is needed to maintain the improvement throughout all phases of schooling?

# 510. Socio-economics of learners

Sketch the socio-economic reality of high school learners in Langa. 40% of learners are from other townships.

# 512. Psycho-social support by NGOs Evaluate the need for psychosocial support provided by NGOs in Langa. Consider the need in the community, the current offering by government and the gap (if any) for NGOs to fulfil.
# 535. Evaluate Ocean Conservation education Evaluation the impact of the Shark Spotters Ocean Conservation and Safety Education Program on the beneficiaries (learners and the schools). 
# 555. isiXhosa literacy support Assess the impact of a voluntary afterschool programme on isiXhosa literacy and comprehension.
# 556. Support for learning to read Assess the impact of voluntary afterschool literacy support on student learning in reading. 
# 576. Youth substance use intervention Assess the impact of the Icelandic family/school-based 'Planet youth' approach to address youth alcohol abuse in a rural school (George).
# 577. Impact of ocean immersion for kids Determine the impact of the Marine Explorers immersion programme on behaviour of participants towards reaching the goal of a 'healthy functioning ocean'.
# 578. Criteria for continued programme impact What has to be in place for a Shark education centre visit to have longer-term impact on learners? Develop a ‘tick list’ of requirements for the school and the SEC.
# 595. Assess educational support programmes Evaluate the structure and processes of the after-school or the in-school offering of a primary school-based education support programme. 
# 596. Education-linked internship Placement in a primary school-based education support programme, with focus on curriculum development/ assessment in accordance with WCDoE standards.
#  599.  Benefits of learning robotics Assess the benefits on children’s development through early exposure to robotics and coding.
# 606. Emotional learning Document how emotional learning enhances the academic success of learners
# 607. Mental stability for learning success Study the importance of mental stability in the classroom; case study of enhancing tools and skill for emotional and social-emotional learning
# 628. After school interventions for vulnerable children. What impact does participation in afternoon clubs and holiday clubs have for vulnerable children 4-17 years of age? Consider e.g. educational performance, personal development
# 634. How does diversity in the class impact experience? What is the impact of diversity in the class (i.t.o. age, race, educational attainment, work experience, residential area) on the reported learning experience?
# 648. “Financially smart kids” Conduct a longitudinal study of the impact of the “Financially smart kids” groups over time (age 10 years to matric) i.t.o. saving pocket money, budgeting for its use, saving toward post-school aims.
# 653. Survey literacy activists Develop and conduct the 2021 survey of Funda Leaders (FL - literacy activists) to assess their strategies to adjust to lockdown restrictions and continue their literacy activations; extent to which FLs have engaged with new online resources: on community radio, WhatsApp story bot, video stories on Facebook and reading & lit resources on the website
# 654. Review TOC for a literacy campaign Review the theory of change (TOC) for a 2021 literacy campaign, drawing on behaviour change theory. Include a literature review, formulate and apply a model of behaviour change, identify appropriate enabling and inhibiting factors and recommendations to refine their targeting.
# 658. Preparing boys for manhood Assess a mentorship programme for boys (ages 9 – 16) living in townships to prepare them for manhood. Develop healthy masculinity and self-respect.
# 664. Global citizenship course for schools Develop a tool for teaching global citizenship principles for grade 9-12 learners as a way to reduce bias (gender, foreigners) and stereotyping. Include a short experiential learning course, pre- and post-test to assess bias, possible interventions, creative methodology.
# 665. Use of gamification to retain at-risk learners Explore the potential of incorporating gamification (preferably non-tech) in a programme for at-risk secondary school learners in Langa to increase retention and attendance. E.g. a development plan for the learner with playful ‘earning’ of points in order to advance through levels; competition.
# 667. Impact of metacognition-focused lessons Study of learner’s current learning techniques and the potential positive impact of metacognition-focused lessons on their ability to learn.
# 668. Test 2nd language English speakers intellectual and emotional abilities Develop baseline tests to determine intellectual and emotional abilities of secondary school learners’ whose home language is not English. Focus on specifics, e.g. extent of home language vocabulary; compare different quintile schools.
# 669. Deficits due to learning in a second language Quantify the effect of learning deficits from learning in a second language at secondary school; how much is ‘lost’ when a learner performs a task in English as opposed to isiXhosa?
# 670. Parents’ engagement with school learning processes Examine the extent to which parents engage with and understand their child’s learning processes at a secondary school in Langa. Identify reasons for the parents’ poor engagement and recommendations to better address this.

Category 2: Community Development/Social Development

# 36. 40-year history of children's movement

Write up the history of the Children’s Rights Movement over the last 40 years. Consider its impact in any focus area: food security, health, media, alternative transport, anti-bullying.

# 105.1 Foster Mother Screening

Review HfH's process for screening & training foster mothers for cluster foster care; compare to alternatives for good practice.

Keywords: Soc Development, Psychology, child care.

364.1. Training for behaviour change

Randomised control longitudinal study to measure the impact of training programme & sustainability of behaviour change of teenage parents

Keywords: behaviour change, teenage parents, facilitators, comparative study.

364.2 Assess training for teenage parents Study to gauge beneficiary satisfaction of teenage parents attending a parenting and life-skills programme.  isiXhosa and English language proficiency required.

# 365. Training tool for foster mums

Develop a training tool for (new) foster mothers in consultation with a cluster foster care provider. Include modules on how to work with troubled children; approaches to stay connected to the kids

# 380. Reality of homelessness

Sketch the reality of homelessness in the Northern suburbs. Provide accurate figures re homelessness and reasons why people are on the streets – differentiated across districts.

# 382. Safe space for the homeless

Evaluation of a Safe Space for Homeless people in the Northern suburbs; study to enable replication of this pre-shelter model.

# 401. What theory fits a social development model

Theorise the integrated Streetscapes approach of supporting ‘roofless’ people in the process of getting off the street permanently. What existing models fit?

# 423. Teaching FAS learners

Study appropriate ways to accommodate high rate of learners with foetal alcohol syndrome in a school near Crossroads.

# 481. Baseline of self-sufficiency

Conduct a baseline of self-sufficiency (survival/food-security/climate resilience) of homes in Rocklands.

# 505. Where to provide educational support?

Compare benefits and disadvantages of placing disadvantaged learners in Model C schools vs providing educational support programmes to them in their home communities.

# 508. Remain intact in dysfunctional context

Understand what it is that keeps some families / teachers / learners intact in a dysfunctional schooling context.

#534. Do homeless shelters 'work'? Why are homeless shelters often not seen as a desirable option in assisting the person to move from the streets. Are there any other transitional housing models which would be more effective?
# 551. Responsible giving to the homeless Study of the “Give responsible” campaign. Giving to those begging vs supporting NPOs working toward them changing their lives: What is the solution and how best get public buy-in into that?
# 552. Is Public Participation process constitutional? Does the current Public Participation Process for EIAs meet the constitutional needs of the public? Case study: keeping urban development non-threatening to survival of endangered leopard toads.
# 560. Combat stigma of homelessness Study elements of stigma surrounding people living on the street; write up findings as articles to address such stigma.
# 570. Decision making to find work Study job-seeking decisions of unemployed persons: What jobs to apply for? What interviews to attend? What motivates them to keep looking? How do they engage informal employment opportunities?
# 584. Impact of spirituality on rehabilitation of homeless persons Determine the impact of spirituality/ spiritual practice / belonging on Drug and Alcohol rehabilitation of homeless persons.
# 585. What motivates support for homeless ministry What motivates someone to support a faith-based rehabilitation and support programme for homeless persons? Consider psychological and demographic trends.
# 590. Substance use as a cause for homelessness Study the impact of arrests and fines on substance use; do they act as a deterrent or increase the usage? Is there a causal connection with becoming homeless?
# 591. Strengths of homeless persons Study into positive outcomes of having been homeless. Consider ‘giving back’, resilience, factors that make for good employees.
# 600. Social needs in the South Peninsula Compile an overview of the social needs and issues in the 'Deep South' area (education focus); detail groups addressing these needs; identify gaps re currently unmet needs.
# 601. Socio-politics of ‘factory farming’ Document socio-political implications of ‘factory farming’. Consider aspects like Control over food supply & its impact on SA land reform targets; OR Energy consumption of the animal agriculture sector
# 613. Career guidance training manual Conduct background research on requirements for a manual/guideline to train unemployed youth to be coaches offering career guidance and supportive coaching (including on COVID impact) for youth.
# 614. Impact of Career guidance Assess the impact of the career guidance training in its first year of implementation; capture the lessons learnt and recommend improvements.
# 620. Food security & community food gardens Study the extent to which community food gardens contribute towards food security of the surrounding community. 
# 621. Barriers to food gardening Identify the barriers to home food gardening in under-resourced urban communities in Cape Town. 
# 622. Perspectives on food gardening Study the attitudes towards home food gardening in under-resourced urban communities in Cape Town. 
# 624. Food growing: NGO retailer groups vs independent farmers Evaluate funded NGO retailer groups to see how resilient “their” farmers were during Covid lockdown – vs the urban farmers with their own independent markets within their communities.
# 630. Impact of PEP Completion and Follow Up Strategy  How has MOSAIC's rigorous PEP (Post Exposure Prophylaxis) Completion and Follow Up Strategy improved PEP completion and benefited survivors assisted at TCCs?
# 632. Mental health impact of sport-based therapy Assess the impact of an innovative rugby-based counselling and holistic support programme on mental health outcomes of at-risk youth. Consider aspects like overall wellbeing; coping skills; behaviour in school; school drop-out rates.
# 635. What impact of climate skill training on COVID-19 resilience? Collect qualitative data to assess the impact of participation in a climate resilience skills course on the students’ resilience to COVID-19 and associated lockdown.
# 636. Offer youth a route out of gang-life What route to offer youth wanting to leave gangs, drugs. Qualitative study: what works / what not to assist them?
# 637.  Social justice for the homeless Investigate the effect of lacking social justice in responses to the homeless population. Consider issues like policing, housing, substance use, employment or health
# 638. Developing a children’s environment programme Document the development of the Environment programme of a children's rights movement and its value for the members of the movement. The programme promotes members taking on clean-ups, gardening, making and use of Wonder Bags, re-usable Sanitary Towels, etc.
# 639. Impact of a children’s environment programme Assess the impact of an Environment programme of a children's rights movement on its members and their surroundings; and the change in their attitudes and behaviour towards nature/the environment. The programme promotes members taking on clean-ups, gardening, making and use of Wonder Bags, re-usable Sanitary Towels, etc.
# 642. Assess the needs of refugees Conduct a needs assessment for female refugees and asylum seekers receiving (food) support from an agency. What other services do the need?
# 644. Barriers to access DV service What barriers are there for accessing available services around Domestic violence among refugees? Consider eg language
# 645. Assess a skills development programme Assess the skills taught in a skills development programme: how useful are they in enabling participants to find work / raise an income
# 650. Impact of savings group Study the impact of Financial Resource Centres, offering holistic support and advice in rural communities. Use Photo Voice to document growth and development, impact of savings group on mothers, especially parents of children with disability.
# 658. Preparing boys for manhood Assess a mentorship programme for boys (ages 9 – 16) living in townships to prepare them for manhood. Develop healthy masculinity and self-respect.
# 663. App for tracking Mcup use Design an App and a suitable short survey (4 questions) to continue ongoing and widespread tracking of the recipients of Menstrual cups. Focus on the extent of use of Mcups and their impact.
# 665. Use of gamification to retain at-risk learners Explore the potential of incorporating gamification (preferably non-tech) in a programme for at-risk secondary school learners in Langa to increase retention and attendance. E.g. a development plan for the learner with playful ‘earning’ of points in order to advance through levels; competition.
# 667. Impact of metacognition-focused lessons Study of learner’s current learning techniques and the potential positive impact of metacognition-focused lessons on their ability to learn.

Category 3: Economics / Commerce

# 250. Marketing electric vehicles

Develop a marketing programme for Evs on UCT campus and beyond.

286. Models for conserving biodiversity

Develop alternative models to manage agricultural use of Renosterveld. What is the cost of conserving bio-diversity of critical areas and how is it shared. Link to local land reform initiatives.

# 510. Socio-economics of learners

Sketch the socio-economic reality of high school learners in Langa. 40% of learners are from other townships.

# 570. Decision making to find work Study job-seeking decisions of unemployed persons: What jobs to apply for? What interviews to attend? What motivates them to keep looking? How do they engage informal employment opportunities?
# 573. Informal work as a bridge into jobs? What proportion of the unemployed in Cape Town who have tried informal work? Why did they stop? What barriers to making it more profitable? What type is considered appealing or not? 
# 645. Assess a skills development programme Assess the skills taught in a skills development programme: how useful are they in enabling participants to find work / raise an income
# 648. “Financially smart kids” Conduct a longitudinal study of the impact of the “Financially smart kids” groups over time (age 10 years to matric) i.t.o. saving pocket money, budgeting for its use, saving toward post-school aims.
# 649. Micro-finance for rural communities Case study of micro-finance model for vulnerable community groups to assess its potential for their ability to build mutually beneficial relationships with financial institutions, access and use finance to uplift themselves.
# 650. Impact of savings group Study the impact of Financial Resource Centres, offering holistic support and advice in rural communities. Use Photo Voice to document growth and development, impact of savings group on mothers, especially parents of children with disability.
# 666. Impact of educational outcomes on earning potential Quantify the impact metrics of selected educational outcomes of a secondary school-based Youth development programme on the economic potential of its beneficiaries.

Category 4: Orphans/ (vulnerable) children/ parenting

# 36. Thirty-year history

Write up the 30-year history of a movement focussed on children's rights; either as a whole or an in-depth look at one of its elements, for example, child-to-child health centres, well-being, (massage and yoga).

# 364.1. Training for behaviour change

Randomised control longitudinal study to measure the impact of training programme & sustainability of behaviour change of teenage parents.       

Keywords: behaviour change, teenage parents, facilitators, comparative study.

# 365. Training tool for foster mums

Develop a training tool for (new) foster mothers. Esp best way to work with troubled children.

# 423. Teaching FAS learners

Study into reasons for and possible interventions into alcohol abuse at a very young age (7 years) at a school near Crossroads. Study appropriate ways to accommodate the high rate of learners with foetal alcohol syndrome in a school near Crossroads.

# 459. TB in families

Sketch the social impact of TB-infected mothers (esp DRTB) on families, children.

# 467.1. Assess programme to enhance mother-infant relationships Study the impact of a Home Visitation programme on mother-infant relationships within the first 1000 days. Consider the Antenatal support, Grief and Loss support or Post-natal support offered.

# 504. Role of Nutrition in schooling

Conduct a literature review on evidence that providing food to children in Primary school supports their learning.

# 506. Level of intervention to improve school outcomes 

How much contact time is needed for underperforming learners to succeed in school? What outcomes can be expected from different levels of support - holiday programme vs after school support vs full-time placement in a functional school?

# 507. Successful school phase transition

National annual assessment shows that outcomes of learners receiving support improve in the foundation phase but drop in later phases. What is needed to maintain the improvement throughout all phases of schooling?

#532. Youth living on the street What factors push and pull youth to live on the street? Is there a generational cycle?
#533. Mothers with babies on the streets Identify effective intervention models to assist mothers living with babies/children on the streets to move from the streets. How to break the generational cycle?
# 576. Youth substance use intervention Assess the impact of the Icelandic family/school-based Planet youth' approach to address youth alcohol abuse in a rural school (George).
# 605. Assess counselling for parents Evaluate a short-term counselling service on parenting challenges. The focus is on care-givers; occasionally teenage children are included.
# 627. Early intervention for boys using substances Evaluate the impact of a holistic early intervention on the use of substances for vulnerable children (9-11-year-old boys).
# 636. Offer youth a route out of gang-life What route to offer youth wanting to leave gangs, drugs. Qualitative study: what works / what not to assist them?
# 643. Orphaned by Xenophobia A qualitative study of children orphaned through Xenophobia: how are they coping, what support do they need?
# 670. Parents’ engagement with school learning processes Examine the extent to which parents engage with and understand their child’s learning processes at a secondary school in Langa. Identify reasons for the parents’ poor engagement and recommendations to better address this.

Category 5: Health / Public health

# 459. TB in families

Sketch the social impact of TB-infected mothers (esp DRTB) on families, children.

# 504. Role of Nutrition in schooling

Conduct a literature review on evidence that providing food to children in Primary school supports their learning.

#530. Health risks arising from flashers Is there evidence that flashers pose a risk to people with photosensitive epilepsy (PSE)? a) compile a literature review on associated hazards; (b) assess the likely exposure to flashing from such devices; (c) make recommendations for a municipal bylaw to limit any health consequences.
# 540. Hypertension in the elderly Determine the levels of Diabetes & Hypertension among beneficiaries of an agency supporting state pensioners. Probe their degree of adherence to nutritional guidelines and reasons for non-adherence, including culture
# 541. HIV in older persons What are the challenges for older persons living with HIV? What implications of this shift and supportive interventions?
# 561. Vaccine hesitancy Explore the concept of vaccine hesitancy and the extent to which it is a barrier for HPV vaccination in South Africa. Human Papillomavirus (HPV)
# 575. Impact of the friendship bench Assess the use of lay 'behavioural change counsellors' to address mental health and suicide risk in George.
# 579. Why continue harmful behaviour? Determine what makes people continue behaviour they know is harmful/damaging to the environment. What needs to happen to take insight to new behaviour?
# 592. Substance use as mental health issue Could an integrated programme for homeless persons (Streetscapes) be regarded a community mental health intervention? How to measure its effectiveness?
# 602. Animal farming methods and human health Analyse the influence of modern animal farming methods, especially factory farming, on human well-being. Consider zoonotic disease; Anti-microbial resistance; mal-/under-nutrition vs obesity.
# 623. Medicine assisted substance use therapies Assess the impact and/or affordability of medicine assisted therapy for people who smoke or use alcohol or drugs problematically.
# 626. Mental health in pregnancy Evaluate the impact of early mental health interventions with pregnant women through a crisis pregnancy counsellor. Consider: coping with depression and suicidal ideation, prevent harming their babies physically/emotionally.
# 627. Early intervention for boys using substances Evaluate the impact of a holistic early intervention on the use of substances for vulnerable children (9-11-year-old boys).
# 630. Impact of PEP Completion and Follow Up Strategy  How has MOSAIC's rigorous PEP (Post Exposure Prophylaxis) Completion and Follow Up Strategy improved PEP completion and benefited survivors assisted at TCCs?
# 632. Mental health impact of sport-based therapy Assess the impact of an innovative rugby-based counselling and holistic support programme on mental health outcomes of at-risk youth. Consider aspects like overall wellbeing; coping skills; behaviour in school; school drop-out rates.
# 635. What impact of climate skill training on COVID-19 resilience? Collect qualitative data to assess the impact of participation in a climate resilience skills course on the students’ resilience to COVID-19 and associated lockdown.
# 646. Substance use and refugees Establish particular triggers for substance use among refugees, the interventions required to address their needs and barriers to access support.
# 659. Menstrual management Investigate how indigent women in the Western Cape manage menstruation. Establish a baseline of knowledge of menstrual cups before intervention to distribute Mcup: the level of awareness, what is known?
# 660. How are Menstrual cups received? Post-distribution of Mcups, establish the extent to which this method is used and the impact of Mcups where used.      UnderExplore why do/don’t recipients of Mcups use them? How do girls & women feel about using it? Do they want to talk about it?
# 661. Distributing Menstrual cups Track what method of distribution/introduction of Menstrual cups works best for specific locations of indigent communities in the Western Cape.
# 662. Mcups as sex education entry point Establish whether the introduction of Menstrual cups can be a useful way into sex education in schools.

Category 6: Information Systems / IT

#324. IT course development Develop training material for accreditation purposes for one of more of the following courses: Graphic Design; Web Development; PC Support; Mobile Application User.
#  599.  Benefits of learning robotics Assess the benefits on children’s development through early exposure to robotics and coding.
# 647. Coding for stokvel platform Complete the coding for a platform to take stokvels into the conventional banking market
# 663. App for tracking Mcup use Design an App and a suitable short survey (4 questions) to continue ongoing and widespread tracking of the recipients of Menstrual cups. Focus on the extent of use of Mcups and their impact.

Category 7: Science & Engineering

# 248. Electronics needed for EVs

Improve electronic systems for use of electric vehicles in local conditions. development of the control and management system for the vehicle and the development of the back end system.

286. Models for conserving bio-diversity

Develop alternative models to manage agricultural use of Renosterveld. What is the cost of conserving bio-diversity of critical areas and how is it shared. Link to local land reform initiatives.

# 352. Mapping to track viability of Brunia

Determine baseline data set for Brunia laevis distribution within the Overberg. Measure population sizes using drones and GIS.

# 354. Fynbos Vulnerability Index

Identify and add new species to the Vulnerability index for sustainable harvesting of fynbos species through a survey of pack sheds; expand the sustainable harvesting field guide.

# 476. Success of alien invasive clearing

Measure impacts of alien invasive clearing across the Agulhas Plain using repeat photography, existing data and drone photos.

# 477. Model harvesting compliance

Develop an automated model to estimate the population size and level of harvesting compliance using monitoring data collected through the ifynbos app.

# 478.  Rehabilitation in afromontane forest Evaluate the rehabilitation efforts and health of an afromontane forest after fire and provide recommendations for further efforts.

# 480. Indicators for climate resilience

Identify suitable indicators for changes in resilience to climate change, self-sufficiency and wellbeing resulting from permaculture / the SEEDing Futures programme.

# 526. ‘Greening’ a humane animal care centre Outline best practice to implement Green Building principles in a humane animal adoption organisation’s new operational centre.       Facilities to include a medical centre, kennels & cattery, grooming & adoption facilities for pets, humane education centre, skills training centre, retail shop.
# 603. Environmental impacts of ‘factory farming Document the environmental impacts of ‘factory farming’ on e.g. climate change, water pollution or loss of biodiversity; or effects conversion of plant calories and proteins.
# 610. Perceived threats to oceans Explore the disparity between the beliefs/understanding of laypeople vs the understanding of experts regarding the biggest current threats for the oceans. Quantify the concerns for the two groups.
# 619. Urbanisation threat to biodiversity Study the pressures that rapid urbanisation and the economic crisis exert on biodiversity and natural heritage in Cape Town, Ward 64. Propose means to preserve nature.

Category 8: Other

# 352. Mapping to track viability of Brunia

Determine baseline data set for Brunia laevis distribution within the Overberg. Measure population sizes using drones and GIS.

# 377. Urban edge: opportunity for crime Case study: fractured spheres of government make room ‘outside the law’ for crime along urban edges.

# 511. Establishing a law clinic

What barriers do residents of Langa experience in access to legal advice? What specific legal needs are most common?

# 516. Early history of Knersvlakte

Study and document the archaeological sites and early history of the Knersvlakte. Whole or specific reserves. Funding may be made available for the study.

# 529. Regulations for rotating flashers Document policies to manage health and light nuisance risks/ limit the installation of flashers in urban areas. What arguments and evidence inform such policy?
# 552. Is Public Participation process constitutional? Does the current Public Participation Process for EIAs meet the constitutional needs of the public? Case study: keeping urban development non-threatening to survival of endangered leopard toads.
# 572. How do movements of/for the unemployed arise? What contexts and conditions give rise to movements of/for the unemployed? Consider political, social, economic, historical contexts?
# 573. Informal work as a bridge into jobs? What proportion of the unemployed in Cape Town who have tried informal work. Why did they stop? What barriers to making it more profitable? What type is considered appealing or not? 
# 578. Criteria for continued programme impact What has to be in place for a Shark education centre visit to have longer-term impact on learners? Develop a ‘tick list’ of requirements for the school and the SEC.
# 584. Impact of spirituality on rehabilitation of homeless persons Determine the impact of spirituality/ spiritual practice / belonging on Drug and Alcohol rehabilitation of homeless persons.
# 585. What motivates support for homeless ministry What motivates someone to support a faith-based rehabilitation and support programme for homeless persons? Consider psychological and demographic trends.
# 586. Laws to keep order without criminalising homelessness What legal framework can balance the need to maintain order on the streets, without criminalising people for being homeless?
# 587. Right to shelter and dignity for homeless What does the constitutional / human right to shelter and dignity require of the City of Cape Town in terms of provision for people who are homeless?
# 590. Substance use as cause for homelessness Study the impact of arrests and fines on substance use; do they act as a deterrent or increase the usage? Is there a causal connection with becoming homeless?
# 601.  Socio-politics of ‘factory farming’ Document socio-political implications of ‘factory farming’. Consider aspects like Control over food supply & its impact on SA land reform targets; OR Energy consumption of the animal agriculture sector
# 604. In/humane farming methods Compile evidence on how factory farming compromises the welfare of farmed animals in Southern Africa.
# 629. Impact of spiritual guidance in training Determine the impacts of including spiritual guidance in the training of farm students. Possible outcomes: finding purpose and direction for their lives, realising that farming is dependent on a Creator.
# 653. Survey literacy activists Develop and conduct the 2021 survey of Funda Leaders (FL - literacy activists) to assess their strategies to adjust to lockdown restrictions and continue their literacy activations; extent to which FLs have engaged with new online resources: on community radio, WhatsApp story bot, video stories on Facebook and reading & lit resources on the website.
# 654. Review TOC for a literacy campaign Review the theory of change (TOC) for a 2021 literacy campaign, drawing on behaviour change theory. Include a literature review, formulate and apply a model of behaviour change, identify appropriate enabling and inhibiting factors and recommendations to refine their targeting.

This table was updated in July 2021

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