The impact of household poverty on learners’ academic performance at a Cape Winelands school.
| dc.contributor.advisor | Davids, Nuraan | en_ZA |
| dc.contributor.author | October, Wade | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. | en_ZA |
| dc.date.accessioned | 2023-07-28T08:05:55Z | |
| dc.date.accessioned | 2024-01-08T11:18:08Z | |
| dc.date.available | 2023-07-28T08:05:55Z | |
| dc.date.available | 2024-01-08T11:18:08Z | |
| dc.date.issued | 2023-12 | |
| dc.description | Thesis (MEd)--Stellenbosch University, 2023. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: This study aimed to explore the impact of household poverty on the learner’s academic performance at a Cape Winelands school. Employing a qualitative, phenomenological case study design, the objectives of the study were to understand how the National Norms and Standards for School Funding (NNSSF) policy (DBE, 2006) is implemented in rural schools; gain insights into the academic challenges experienced by learners in a rural context; and explore the dynamics of the rural school and the learners within their communities.The data for this study was constructed from a purposively selected sample of six learners, two teachers and six parents/guardians of the learners from a primary school. In addition to conducting focus group interviews with the six learners and semi-structured interviews with the teachers and parents/guardians, the data from these interviews were analysed in conjunction with the NNSSF policy (DBE, 2006). Academic performance, household poverty and the rate of poverty in South Africa cannot be divorced from its political histories, such as the Bantu Education Act and the segregation in terms of the Group Areas Act. These policies affected the livelihoods of many parents post-1994. This resulted in many inequalities in terms of employment and educational regress in terms of the current population groups. Within this research, parents' unemployment is strongly linked to their lack of education. In many instances, both parents were unemployed and illiterate, and a culture of poverty developed within these households. This study differentiates itself from other studies on poverty as it focuses on household poverty, which aligns with the manifestation of family dynamics. The learners are put in the middle, and all negative effects of family dynamics influence the development of those learners within the school. The school seems to be the safest place for these learners, although many are driven away from school due to ill-discipline within the classroom. They often drop out and become part of many social problems within the community. This study found that most parents are unlikely to help their children due to their low levels of literacy. This study recognised that it is imperative to note that schools in rural communities continue to face tremendous challenges ranging from overcrowded, rundown classrooms, and low access to technological resources. At the centre of this, redress is the NNSSF policy (DBE, 2006), which is expected to address the past injustices in terms of inequality, but as is evident from this study, fails to achieve its stated objectives. In turn, implementation of the NNSSF policy seems to be neglected in rural schools. Teachers do not know about the NNSSF policy and how it affects their teaching at the school. This study found that the lack of teachers, resources, and classroom space impacts learners' academic performance to such an extent that they cannot read or write according to their grade level. Learners are being left behind, and no additional academic attention is given to those learners within the classroom. The learners' builds up an academic backlog, increasing as the learners move from grade to grade. Teachers become demotivated within the school and overloaded with tasks other than educating learners. The rural school must be seen as a community-based school. The school should manifest itself within the community as a place of excellence where learning and teaching prosper. This can only be done with the support of the parents at the school. The school's leadership should take cognisance of the community's diversity and form private partnerships to generate some additional income. This will also allow the school to become self-sufficient and function independently. This study also encourages a framework for rural schools to be drafted to allow for integration within the different communities. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om die impak van huishoudelike armoede op die leerder se akademiese prestasie by 'n Kaapse Wynland-skool te ondersoek. Die studie het 'n kwalitatiewe, fenomenologiese gevallestudie-ontwerp gebruik. Die doelwitte van die studie was om te verstaan hoe die NNSSF-beleid in landelike skole geïmplementeer word; om die akademiese uitdagings van leerders in ‘n landelike konteks beter te verstaan; en om die dinamika van die plattelandse skool en die leerders binne hul gemeenskappe te verstaan. Die data vir hierdie studie is saamgestel uit 'n doelbewus-geselekteerde steekproef van ses leerders, twee onderwysers en ses ouers/voogde van die leerders van 'n laerskool. Benewens die voer van fokusgroeponderhoude met die ses leerders en semi-gestruktureerde onderhoude met die onderwysers en ouers/voogde, is die data uit hierdie onderhoude met inagneming van die NNSSF-beleid (DBO, 2006) ontleed. Akademiese prestasie, huishoudelike armoede en die tempo van armoede in Suid-Afrika kan nie geskei word van sy politieke geskiedenis soos die Wet op Bantoe-onderwys en die segregasie ingevolge die groepsgebiedewet nie. Hierdie beleid het die lewensbestaan van baie ouers na 1994 beïnvloed. Dit het gelei tot baie ongelykhede ten opsigte van indiensneming en opvoedkundige terugval in terme van die huidige bevolkingsgroepe. Binne hierdie navorsing hou die werkloosheid van ouers sterk verband met hul gebrek aan onderwys wat hulle verwerf het. In baie gevalle is albei ouers werkloos en ongeletterd dat 'n kultuur van armoede binne hierdie huishoudings ontwikkel.Hierdie studie onderskei homself, van ander studies oor armoede, aangesien dit fokus op huishoudelike armoede wat aansluit by die manifestasie van die gesinsdinamika. Die leerders word in die middel geplaas en alle negatiewe gevolge van gesinsdinamika beïnvloed die ontwikkeling van daardie leerders binne die skool. Die skool blyk die veiligste plek vir hierdie leerders te wees, hoewel baie van hierdie leerders weens swak dissipline binne die klaskamer van die skool weggejaag word, val hulle uit en word deel van baie sosiale probleme binne die gemeenskap. Beleidsimplementering ingevolge die NNSSF-beleid (DBO, 2006) blyk by die plattelandse skool afgeskeep te word. Onderwysers weet nie van die NNSSF-beleid (DBO, 2006) en hoe dit hul onderrig by die skool beïnvloed nie. Hierdie studie het bevind dat as gevolg van die gebrek aan onderwysers, hulpbronne en klaskamerruimte die akademiese prestasie van leerders tot so 'n mate beïnvloed dat hulle nie in ooreenstemming met hul graadvlak kan lees of skryf nie. Leerders word agtergelaat en geen bykomende akademiese aandag word aan daardie leerders binne die klaskamer gegee nie. Die leerders bou akademies 'n agterstand op wat toeneem namate die leerders van graad tot graad beweeg. Onderwysers word binne die skool gedemotiveer en oorlaai met ander take as om leerders op te voed. Dit is noodsaaklik dat die plattelandse skool as 'n gemeenskapsbasisskool gesien word. Die skool moet binne die gemeenskap manifesteer om 'n plek van uitnemendheid te wees waar leer en onderrig voorspoedig is. Dit kan slegs gedoen word met die ondersteuning van die ouers by die skool. Die leierskap van die skool moet kennis neem van die diversiteit van die gemeenskap en privaat vennootskappe vorm om 'n ekstra inkomste te genereer. Dit sal die skool ook in staat stel om selfonderhoudend te word en op sy eie te funksioneer. Hierdie studie moedig ook aan dat 'n raamwerk vir landelike skole opgestel word om integrasie binne die verskillende gemeenskappe moontlik te maak. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | xi, 118 pages : illustrations | |
| dc.identifier.uri | https://scholar.sun.ac.za/handle/10019.1/128791 | |
| dc.language.iso | en | |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject.lcsh | Rural poor | en_ZA |
| dc.subject.lcsh | Poverty | en_ZA |
| dc.subject.lcsh | Academic achievement -- South Africa -- Western Cape | en_ZA |
| dc.subject.lcsh | South Africa -- Cape of Good Hope | en_ZA |
| dc.subject.lcsh | South Africa. South African Schools Act, 1996 | en_ZA |
| dc.subject.lcsh | Education -- South Africa | en_ZA |
| dc.subject.lcsh | Schools -- South Africa | en_ZA |
| dc.subject.lcsh | South Africa. Department of Education | en_ZA |
| dc.subject.name | UCTD | |
| dc.title | The impact of household poverty on learners’ academic performance at a Cape Winelands school. | en_ZA |
| dc.type | Thesis | en_ZA |
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