The perceptions, experiences and expectations of the school communities about the success of comprehensive schools in rural areas

Abstract

The question of which kind of education might be most appropriate to African rural development or the African poor has exercised the minds of stakeholders and the South African government for some time, particularly in the new dispensation. To a large extent, rural areas have been neglected in development policies and, similarly, the rural dimension of basic education issues has been largely overlooked. Basic facts, presented and discussed in this mini – dissertation, highlight this oversight and indicate why it is necessary to attend to rural education as a matter of urgency. The research results affirm that the education of Black people in rural areas was, in most instances, negatively affected by previous White government policies. Insufficient funding also had a negative impact on rural schools in particular, making infrastructural provision in rural areas extremely difficult. The research findings of this study point to the singular conclusion that the great majority of children in poor rural communities are receiving less than is their right in a democratic South Africa. Worse still is the fact that this will have a long term effect on their opportunities for development, their capabilities and their lives. Moreover, the communities in which they live will continue to suffer the debilitating effects of poverty and inequality for as long as these problems remain. There is hope for the future of neglected communities in the rural areas of the Limpopo Province only if the vision/dream to improve the quality of education in rural areas across South Africa were to be realized. The provision of well built and well maintained school buildings and other facilities, coupled with a comprehensive curriculum, is only the beginning of the realization of this dream. Based on these research findings and the implications they have for rural education in the Limpopo province, several recommendations with regard to rural education are presented as a conclusion to this study.