Factors contributing towards the decline in enrolment of learners in the rural Junior Secondary Schools in the Qumbu District of Education of South Africa
- Authors: Vellem, Mxolosi
- Date: 2015
- Subjects: Rural schools -- Learners -- South Africa School enrolment—Education (Junior secondary) -- South Africa -- Qumbu Rationalisation and re-alignment -- Schools
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1326 , vital:30806
- Description: The purpose of this study was to investigate the factors contributing towards the decline of learners in rural junior secondary schools in the Qumbu Education District in the Eastern Cape, South Africa. This was done because in South Africa before the 1994 elections rural schools were not supported by the apartheid government. Rural areas were disadvantaged in education, in terms of finance. This resulted in poor quality of teaching and learning. Declining numbers of learners in rural schools was occurring in all rural schools. Staffs were alarmed by the declining enrolment of learners in their schools because their schools were affected. Teachers were redeployed to schools where there were sufficient learner numbers. Department of Education due to declining learner numbers in schools introduced rationalisation and re-alignment of schools, meaning closure of some schools with low learner numbers. This led to learners walking long distances to schools. This study was conducted in the Qumbu Education District. It focused on declining numbers of learner enrolment. The literature internationally focused on declining number in enrolment of learners. These learners were afraid of Physical Science (Chemistry side) as a subject. They had taken Chemistry as difficult because of the perceived link with Mathematics. Continentally the literature had alluded to teenage pregnancy, affected and infected learners with HIV/AIDS and human trafficking. In South Africa literature focused on the educational level of parents. Learners with educated parents leave rural schools to study in urban areas because of poor education which is provided in rural areas. Lack of resources in these schools could also be the cause of declining learner numbers in rural junior secondary schools. The study used a quantitative research design to elicit data from the respondents. The respondents in this study were 50 principals of the sampled rural junior secondary schools. Data was collected from 50 participants through the use of a questionnaire; 50 questionnaires were returned and the data which was finally processed was from these 50 questionnaires. The Statistical Package for Social Sciences (SPSS) was used for the analysis of the data. iii The findings of the study revealed that factors such as lack of parental involvement, socio-economic factors, HIV/AIDS - related issues, culture and gender - related issues, lack of resources, teacher and teaching - related issues and the education level of the parents were the contributing factors to the decline in enrolment of learners in rural junior secondary schools in the Qumbu Education District. In the light of the findings, the researcher recommends that more tuition time and the reduction of absenteeism by teachers can help reduce the decline of enrolment in rural junior schools in the Qumbu area. The Department must consider the number of learning areas and not teacher - pupil ratio. The Department should also introduce computer classes, woodwork, bricklaying and other practical skill subjects in these schools. Furthermore there must be resources such as laboratories, libraries and television. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the inaccessibility of schools in deep rural areas, the slow return rate of completed questionnaires and the obtaining of permission to undertake the study.
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- Date Issued: 2015
Exploring Teacher Assessment Practices in The General Education and Training Level in Junior Secondary Schools in Mthatha Education District
- Authors: Xolile, Stwebile
- Date: 2014
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2933 , vital:43116
- Description: This dissertation is a report of the study that was conducted in rural and urban periphery schools of Mthatha City within Mthatha Education District in the Eastern Cape, a province of South Africa. The study explored teacher-assessment practices in two selected junior secondary schools. The utmost purpose was to determine the nature of teacher-assessment practices in these junior secondary schools. This study involved mainly a quantitative research design and later supplemented by qualitative research design. The target population was made up of 63 teachers from both schools. Sampling entailed simple random sampling for quantitative approach and purposeful sampling for qualitative. Instrumentation involved questionnaires and focus group interviews to gather data for these two different research paradigms used. The data was analysed by means of SPSS for quantitative and thematically for qualitative. The results of this study from both instruments were crystallized, and indicated that teachers were grappling with difficulty in strategies and procedures of assessment due to an ever changing curriculum and overload of work. The main findings were: assessment based on content knowledge of learners, negative impact of teacher re-deployment on assessment, stress accumulated by various challenges such as overload of work and frequent curriculum changes as well as lack of data organisation and gathering. The recommendations were: workshops and training programmes on assessment to be provided to teachers; teachers should use various information sources for conducting assessment; more teachers need to be recruited for understaffing and overloading problems as well as pragmatic assessment strategies should be used for learners assessment. Teachers should be included in matters of curriculum changes and be exposed to in-service training. , Thesis (MMED) -- Faculty of Educational Sciences, 2014
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- Date Issued: 2014
Factors leading to the high failure rate of grade 12 learners in the Ngqeleni area: A case study of two schools in the Ngqeleni area of the Libode mega district, Eastern Cape.
- Authors: Maqokolo, Gideon Zitobile
- Date: 2014
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3444 , vital:43390
- Description: The study investigated the factors that lead to the high failure rate of grade 12 learners of the two high schools in the Ngqeleni area of Libode Mega District of the Eastern Cape, South Africa. The study was qualitative in nature; therefore interviews were used as the method of collecting data. Seven SMT members, four parents and four learners were, randomly selected from the two schools in the Ngqeleni area of Libode Mega District. The researcher randomly selected the participants then interviewed them. The researcher used a video recoder as an instrument to record the responses from the participants. To analyse data, the researcher transcribed the interview responses and interpreted them. The main findings of the study showed that the high failure rate was caused by the following factors: over-croweded classes, shortage of teaching and learnin~ materials, lack of parental involvement, teachers' low morale, poor learner discipline, teachers experiencing problems in implementing government policies, work-load and as such teaching becoming stressful. The researcher in his study therefore recommends that the Department of Education plans more workshops for schools to capacitate them. There should be provision for more classrooms and incentives for teachers. , Thesis (MMED) -- Faculty of Educational Sciences, 2019
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- Date Issued: 2014