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...
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| Language: | English |
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Taylor & Francis
2016
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| Online Access: | http://www.tandfonline.com/doi/abs/10.1080/18146620802449456 http://hdl.handle.net/11408/1562 |
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| author | Delport, A. Mangwaya, Ezron |
| author_facet | Delport, A. Mangwaya, Ezron |
| author_sort | Delport, A. |
| collection | DSpace |
| description | 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. |
| format | Article |
| id | ir-11408-1562 |
| institution | My University |
| language | English |
| publishDate | 2016 |
| publisher | Taylor & Francis |
| record_format | dspace |
| spelling | ir-11408-15622022-06-27T13:49:06Z Profiling learners and teachers at remote rural secondary schools: a case study Delport, A. Mangwaya, Ezron Learner achievement, learner profile, teacher profile, rural secondary schools 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. 2016-06-13T09:07:20Z 2016-06-13T09:07:20Z 2008 Article 1814-6627 http://www.tandfonline.com/doi/abs/10.1080/18146620802449456 http://hdl.handle.net/11408/1562 en Africa Education Review;Vol. 5, No. 2; p. 220-238 open Taylor & Francis |
| spellingShingle | Learner achievement, learner profile, teacher profile, rural secondary schools Delport, A. Mangwaya, Ezron Profiling learners and teachers at remote rural secondary schools: a case study |
| title | Profiling learners and teachers at remote rural secondary schools: a case study |
| title_full | Profiling learners and teachers at remote rural secondary schools: a case study |
| title_fullStr | Profiling learners and teachers at remote rural secondary schools: a case study |
| title_full_unstemmed | Profiling learners and teachers at remote rural secondary schools: a case study |
| title_short | Profiling learners and teachers at remote rural secondary schools: a case study |
| title_sort | profiling learners and teachers at remote rural secondary schools: a case study |
| topic | Learner achievement, learner profile, teacher profile, rural secondary schools |
| url | http://www.tandfonline.com/doi/abs/10.1080/18146620802449456 http://hdl.handle.net/11408/1562 |
| work_keys_str_mv | AT delporta profilinglearnersandteachersatremoteruralsecondaryschoolsacasestudy AT mangwayaezron profilinglearnersandteachersatremoteruralsecondaryschoolsacasestudy |