The impact of malaria on Foundation Phase teaching and learning

Abstract

This dissertation explores the impact of malaria on Foundation Phase learners and educators in Vhembe. Malaria is prevalent in three South African provinces, Kwazulu-Natal, Mpumalanga and Limpopo. The Limpopo province has the highest number of malaria cases. Malaria is transmitted by mosquitoes, in South Africa the An.merus and An. arabiensis, with the latter being the primary vectors. Continuous exposure to malaria infections will impact the academic performance of children. Especially in those communities where socio-economic issues, such as poverty, inadequate housing and unemployment exist, as well as weak public healthcare systems. This study was situated in an interpretive paradigm and a qualitative approach, using a case study, was followed. Data was collected by conducting interviews with principals and educators. The results indicated that principals and educators believed that parents were the most knowledgeable about malaria. There was consensus that the Department of Health promoted malaria awareness and the local clinic was the first point of contact for treatment. Schools were not involved in malaria education, except for accommodating annual healthcare visits. The empirical research findings provide evidence to show that teaching and learning continues at schools even when learners or educators are absent. Parents were responsible for the care of their children as well as for ‘catchup’ lessons. Collaboration between the Limpopo Department of Health, the Department of Basic Education officials, principals, educators, parents, and healthcare workers must be strengthened. Existing curriculum topics should be used to further advance malaria awareness. The lack of internet connectivity, efficient public transport and bad roads present a major challenge for the community in accessing healthcare services.