Rural Learners Research Articles

Rural Education in South Africa: A Critical Reflection on Government Reconstruction and Development Efforts

Rural development strategies in South Africa are not achieving their goals, namely, the reconstruction and restructuring of the living conditions of the majority of people located in rural areas. Although different rural development strategies have been introduced by the African National Congress (ANC) government since it came to power in 1994, the state of provision of education to rural learners remains abysmal. This article provides a critical reflection on state reconstruction and development in South Africa by reviewing the Reconstruction and Development Programme (RDP), Growth, Employment and Redistribution (GEAR) strategy and the Comprehensive Rural Development Programme (CRDP). The article further investigates the impact of the ANC's economi c policy on the provision of education in rural areas. Document analysis as a research method is used to examine and interpret data in order to extract meaning, gain comprehension, and furthermore develop and widen empirical knowledge on the influence of government policies on the provision of education to learners in rural areas. The findings reveal that the government's reconstruction and development policies, backed by neo-liberal thinking, failed to make an impact on reducing past imbalances, and thus failed to address pressing issues in rural areas. Based on the findings, the study calls for the government to take the central role and to ensure that its reconstruction and development policies address what they are intended for.

Factors affecting the initial literacy development of urban and rural learners in the Iganga district, Uganda

The initial motivation for the study was data from the Ministry of Education in Uganda that suggests that in terms of academic performance, urban learners continually outperform rural schools at primary and secondary school levels (Ministry of Education 2002). At present all government examinations are written in English. However, the language in education policy in Uganda differentially stipulates the use English as medium of instruction in urban schools and the use of the mother tongue in rural schools (cf. Kyeyune 2004). Other factors which mitigate against rural learners’ successful academic performance are untrained educators, poor infrastructure and school management practices in rural schools, poverty, lack of supportive academic discourse practices, and a general lack of enthusiasm among rural parents (most of whom have very little formal education) for their children’s education. Using data from observations of selected urban and rural homes and schools in The Iganga district and field notes in the form of diary entries, the study draws on New Literacy Studies (NLS) particularly the notion of literacy as social practice (Street 2001; Gee 2000; Baynham 2000, 2001), to explore the differential effect of urban and rural-based acculturation processes on the initial literacy development of learners. Finally, since 88% of Ugandans live in rural areas (Uganda Bureau of Statistics 2002), the pedagogical implications for primary schools are discussed and suggestions are made on how to establish an inclusive education system.

Improving Malaysian rural learners’ writing skill: A case study

This is a case study approach where three learners and an English teacher from a secondary school were involved. In this study, the effect of teacher's assistance in developing rural learners’ skills in writing had been looked into depth through five-months of observation at one of the rural area schools in Malaysia. Findings showed that these learners improved in terms of vocabularies when the teacher provided interactive approach via writing process approach. Three aspects were identified as important in the writing process which were teacher's questioning, commenting and giving clues technique in improving the learners’ writing skills. In the usual practice, the teacher will drill the learners in writing where the learners are needed to do as many essay writing exercises as possible to prepare them for major examination. These findings thus has called for Malaysian English teachers to reconsider their approach which is more exam-oriented and focused more on the process itself in teaching English language.

The Effect of Teacher's Assistance on Malaysian Rural L Writing Self-efficacy: A Case Study

The purpose of the study is to explore the Malaysian rural learners self-efficacy in writing after assistance given by a teacher. The social cognitive theory aid socio-cultural theory are used as the theoretical framework to pursue the discussion on the effects of teacher’s assistance on learners writing self-efficacy. A case study approach is adopted where three learners and a teacher were chosen from a form four class through purposive sampling. Learnei-s’ Titing self-efficacy is evaluated using a writing self-efficacy scale adapted from Bottomley. Henk and Melnick (1998) and also classroom observation. Wang and Pape (2007) categories were used as guidelines to analyze observation data in order to understand the participants self-efficacy phenomena in their learning to write. Overall, this study places a heavy emphasis on the perceptions and actions of the selected form four learners and teacher through non-participant classroom observations, interviews with each learner and teacher.

A Decade of Rural Research: What have We Learnt about Adult Language, Literacy and Numeracy?

The role of functional literacy, linked to employment, leads to a narrow view of rural learners' need both economically and socially. The drive for individuals to take responsibility for their own learning and development is, indeed, a good thing. However, the burden of guilt felt by those who are unable, or unwilling, to achieve the standards set out in the Skills for Life (DfEE, 2001) strategy, is significant. This deficit model of applied functionality is likely to result in a fracturing of traditional social networks upon which much of rural life is constructed, leading to social fragility. The changing character of the English countryside with its rising population drawn from urban and international migration is striking and certainly challenges the caricature of a white, male, middle-class countryside. With these changes comes a demand for an alternative curriculum which reflects the large number of older learners and the language, literacy and numeracy (LLN) needs of both an established labour market and a new international workforce.

Piaget, Vygotsky, and the Cultural Development of the Notions of Possibility and Necessity: An Experimental Study among Rural South African Learners

I employ the theories of Vygotsky and Piaget in analysing the modes of experimental task performance in order to elaborate on the role that cultural content plays in the development and functioning of the notions of possibility and necessity. I challenge the notion of cognitive lag that has hitherto pervaded explanations of the development of subjects from non-industrialised, diverse socio-cultural settings. A Piagetian experimental task, comprising half circles of contrasting colours, is used in the investigation. One of these half circles, covered with tinfoil, is assumed to be either red or green in colour but not knowable in advance, and it is used as a basis for hypothesising about the possible colour values of circles that could be made from combining this half with the uncovered one. Eighty Venda-speaking learners, 20 learners from each of four grades (Grades 1, 3, 5, and 7), with ages ranging from an average 6.5 years in Grade 1 to 12.5 years in Grade 7, participated in the study. The results reveal that learners, although functioning at the operational level of thinking, employ both concrete-functional and formal-abstract and conceptual modes of thinking at the same time. Thus the concept of possibility is conceptualised as constituting both its concrete, functional form (involving a conception of the possible as the possible-real) and its formal, conceptual form (involving the conception of the possible as a hypothetical state of affairs, disembedded from its concrete context of problem manifestation and involving holding two or more cognitive categories constant during problem solving).

Learning Difficulties In English For Rural Learners

Learning Difficulties In English For Rural Learners

A Case Study on Teacher’s Assistance in Writing Classroom: A Look at the Effects on Rural Learners’ Writing Self-efficacy

Overall, this study aims to explore three rural area learners’ writing self-efficacy after certain amount of assistance given by the teacher. The specific objective is to investigate the effect of the teacher’s assistance on the rural students’ writing self-efficacy. Thus, this study places a heavy emphasis on the perceptions and actions of three Form Four students and a teacher within five-month non-participant classroom observations, and interviews with each of the three students and the teacher after each observation. In order to determine the development of the students’ writing self-efficacy level after assistances were provided, two different techniques were used. Firstly, the learners’ writing self-efficacy was evaluated using writing self-efficacy scale and classroom observation. The writing self-efficacy scale was adapted from Bottomley, Henk & Melnick (1998) which provides the researchers with the descriptive statistics such as mean and overall scores in order to describe the level of the students’ writing self-efficacy. Secondly, this study also adopted classroom observation using the guidelines adapted from Wang & Pape (2007) for analysing self-efficacy to understand the participants’ self-efficacy phenomena in their learning to write. These evidences of the learner’s self-efficacy beliefs were classified into three categories: i) persistence in accomplishing language tasks, ii) self-awareness of English proficiency, iii) willingness to engage in language activities. The findings showed the teacher adopted a writing process approach to teach writing and provided five different assistances via the process. The average and high-efficacy writers increased their writing self-efficacy when the teacher provided direct assistance. Nevertheless, one low self-efficacy writer was found to withdraw from the task and demotivated when direct assistance was provided. The low self-efficacy writer only felt confident to write when written comments were given. The findings imply that learners’ writing self-efficacy changed depending on the assistance given. Thus, it is important for the teacher to consider learners’ writing self-efficacy in teaching writing. In addition, with the combination of qualitative and quantitative methods in analysing self-efficacy, it thus portrayed a more feasible way in exploring a self-efficacy development.

Youth as knowledge producers: Towards changing gendered patterns in rural schools with participatory arts-based approaches to HIV and AIDS

abstract Drawing on work with participatory arts-based approaches and research employed in the collaborative National Research Foundation-funded Youth as Knowledge Producers (YAKP) project (2007) in the rural area of Vulindlela, this article considers how, by paying attention to youth constructions of gender and sexuality, pre-service teachers' interaction with rural learners in the era of HIV and AIDS can be transformed, and arts-based participatory approaches can be used to move towards greater equality of rights for young people in rural areas. Our research findings to date show that arts-based approaches are effective in drawing forward known social expectations, but suggest that working to change or broaden these requires deeper thought. Here through a description, review and analysis of collage field work and some findings on image theatre, I consider how collage (and image theatre) can be used to explore HIV and AIDS issues and gender and identity construction with pre-service teachers and with learners in rural contexts. Some of the challenges to using these methods, and how critical thinking around gender construction and its impact on sexual violence can be enhanced for pre-service teachers and learners in the context of rural schools are also discussed.

Reducing Isolation through Regional Mentors and Learning Communities: A Way to Support Rural Learners

Reinforcing and facilitating learning communities is a strategy that has been used to decrease attrition rates in traditional campus-based programs, and it has been hypothesized that applying principles of learning communities in distance education programs could have similar positive outcomes. To facilitate the development and maintenance of regional learning communities within the Mild/Moderate Distance Degree and Licensure Program at Utah State University, highly successful graduates of the program are employed as mentors within each broadcast locality to engineer regional opportunities for studying and socialization. Program evaluation respondents indicate that mentoring experiences were very helpful as they progressed through the courses and practica. Moreover, graduation rates increased from 53% to 75% since the inception of this approach.

Profiling learners and teachers at remote rural secondary schools: a case study

The academic achievements of learners at remote rural secondary schools in developing countries like Zimbabwe and South Africa tend to be low compared to those who attend urban schools. Acknowledging that numerous factors are likely to influence learners’ academic achievement in general, this study focused on two factors, which have been identified by research as particularly significant, namely the specific profile of the rural school learner, as well as the profile of the teacher teaching at these rural schools. Although our actual investigation was in the form of a case study done at only two remote rural secondary schools in Zimbabwe, we believe that these schools resemble most remote rural secondary schools in developing countries, also in South Africa. Based on our findings, we contend that the poor academic performance of learners at these two remote rural schools can be related to the specific profiles of the learners who attend these schools, as well as the profiles of teachers teaching at these schools. Although our investigation did not reveal significant new insights, it once again emphasised the continuation of the dilemma of bimodal distribution of education opportunities to the detriment of (mainly black) learners in remote rural areas. Until such time that this problem is successfully addressed, it needs to remain on the education agenda.

Knowledge, Attitudes and Beliefs Regarding HIV/AIDS among Adolescents in a Rural Secondary School in the Eastern Cape

This study examined knowledge, attitudes and beliefs regarding HIV/AIDS among adolescents at a rural secondary school in the Eastern Cape, South Africa. Participants comprised of 120 Grade 7 to 9 learners (males =46; females =74; age range 12 to 19 years). A self—report survey was used to gather the data in this study. Data were analysed using descriptive statistics. The findings reveal that there was inadequate general knowledge about HIV and AIDS, its transmission and prevention amongst the group of rural learners in this study. In addition, there are various misconceptions and gaps in learner knowledge. HIV prevention interventions in this rural context may not be having high impact on the knowledge, attitudes and beliefs of learners.

The Socioeconomic Context of Home‐Based Learning by Women in Malaysia

A major goal of Asian distance education is the creation of effective formal and nonformal programs for the benefit of the poor and needy; and the primary place in which distance education usually takes place is the home. This article addresses issues fundamental to the spread of distance education in Asia—factors affecting domestic and social life in urban and rural settings, and the individual's ability to take advantage of ICT‐based distance education and training opportunities. The analysis has been conducted in the context of a study of issues and challenges affecting impoverished, urban women homeworkers in Malaysia, Thailand, and Indonesia. This article discusses the study's findings for Malaysia only, based on data collected at three Malaysian sites—Klang Valley, Ipoh, and Penang. It illustrates the urgent need for urban and rural learners alike to be served by up‐to‐date, ICT‐equipped learning centers (Latchem, 2001). It discusses the extent to which working and learning from home are currently supported by information and communication technologies (ICTs), and it examines deep social problems that impede this support. As a description of the context to which effective distance education methods must adapt, the article builds on the recent account of home schooling in rural Queensland, Australia (Green, 2006). For distance educators, the article indicates that ICT‐based methods can only become a viable supplier of distance education and training to women learners in Malaysia when the social and gender‐related challenges faced by this vulnerable sector of society have been overcome.

Flexibility in adult literacy programmes:Lessons learnt from Botswana

Literacy programmes must be designed with the learners' needs, lifestyle and culture in mind. When assumptions about learners are inaccurate, or when all learners are assumed to be similar, the literacy programme may face challenges that seem insurmountable. Many aspects of the Tswana adult literacy programme in Botswana are based on accurate assumptions about learners who live in villages. However, many pre-literates in Botswana live in rural areas outside of villages. The needs, lifestyle and culture of these pre-literates are different from those of village residents. Aspects of the Tswana literacy programme that work well in villages sometimes prevent the spread of literacy in more rural areas. Some simple programme alterations, which take into account the needs of the more rural learners, have enabled learners in one rural area to become literate. Such programme alterations included, inter alia, the creative use of resources, the inclusion of activities to build pre-literacy skills, adapting to social and cultural norms, taking dialect variation and varying language ability into account, and empowering learners and their school-children to share knowledge with others.

Assessment of Students from Geographically Diverse Rural Areas: Emerging Research from Four Federally Funded Projects

Rural learners represent a diverse and significant part of the student population. Although research shows that the overall percentage and types of students with disabilities are similar in rural and nonrural school districts, greater proportions of rural students live in poverty, which places them at higher risk for disability. This article presents emerging research from four projects funded by the U.S. Office of Special Education Programs that center on assessment and intervention practices for students in geographically diverse rural areas, including child find and developmental screening in Vermont, preparation of rural educational diagnosticians in Texas, teacher self-ratings of assessment-intervention in Wisconsin, and the use of concept-based instruction in the Pacific Northwest.

Understanding high school students' risk behaviors to help reduce the HIV/AIDS epidemic in KwaZulu-Natal, South Africa.

Of 901 rural learners (X age 16.1, SD = 2.4) at 10 randomly selected high schools in KwaZulu-Natal, South Africa, those living with a parent were less likely to drink alcohol (P < 0.0001) or use drugs (P = 0.006). Thirty percent (95% CI 26.9, 33.1) were sexually active, and 53.1% used a condom in the past 30 days. The odds of males being sexually active was 7.27 the likelihood of females (95% CI 5.2, 10.1). Only one-third of male respondents always used condoms. Of sexually active respondents, 46.5% had experienced coercive sex. More males (14.1%) than females (3.6%) smoked cigarettes (P < 0.0001). The odds of males drinking alcohol was 4.5 times that of females (P < 0.0001). Smoking, (OR 2.42, 95% CI 1.32, 4.44) and drinking, (OR 2.67, 95% CI 1.71, 4.19) among learners increased the likelihood of sexual activity. With youth at increasing risk of HIV/AIDS in KwaZulu-Natal, South Africa, interventions to reduce learners' risk behaviors are required.

Attitude, Motivation and Proficiency Levels in ESL: A Case Study Among Indian Urban and Rural Learners

Attitude, Motivation and Proficiency Levels in ESL: A Case Study Among Indian Urban and Rural Learners

Planning Strategies for Cooperative Library Programs for Rural and Distance Learners in West Virginia

ABSTRACT West Virginia faces geographic obstacles and economic problems in providing quality higher eduction to its residents. Marshall University (MU) and Marshall University Graduate College (MUGC) merged on July 1, 1997 and are integrating their library services including those to rural and distance learners. Beyond traditional document delivery, both institutions are focusing on electronic resources and Web access. MU and MUGC are making significant efforts to enhance the electronic infrastructure and have developed strategies to take advantage of the recent merger by combining services.

Distance Learning in Physical Education Teacher Education

Advancing technology carries the promise of allowing rural and nontraditional learners the opportunity to participate in higher education. Students who had no chance to attend classes 15 years ago are registering for and completing college courses in record numbers, although they may never meet their instructors (Finkenberg, 1997; Price, 1996). At-home mothers, 9-to-5 workers, students in rural areas, individuals with disabilities, and even students on college campuses are taking advantage of distance learning (DL). Many institutions of higher education are beginning to offer courses, and in some cases degree programs, through interactive multimedia and Internet access. While these courses and programs are increasing in popularity, computer-based DL is not without its critics. The literature on DL in physical education is sparse. This paper identifies positive and negative aspects of DL and applies these concepts to the physical education profession.

Theorising open learning for researching home school and itinerant settings

In this article Patrick Danaher, Doug Wyer and Leo Bartlett of Central Queensland University, Australia, apply a range of social theoretical perspectives in the open learning field, with particular reference to the remote primary classroom and the itinerant primary classroom. By examining the situation of rural learners and peripatetic learners on the Queensland circuits of the Showmen's Guild of Australasia, the authors are able to probe notions of centre/periphery and mobility/immobility in radical and innovative ways.