Policies

Quality Education for Rural Areas

Context and Issue

In Limpopo Province, rural schools face significant challenges with under-developed infrastructure and low-quality education, as over 28% fall within the lowest quintile of public schools. A notable issue is the inadequate subject knowledge and pedagogical skills among South African teachers, leading to a dropout rate of 43.9% before matriculation. Early identification of at-risk learners is crucial to prevent further academic decline and dropout rates in secondary school.

Solution

This two-year project aimed to enhance the quality of education in 30 rural primary schools, benefiting approximately 18,000 children. The primary focus was on improving learners' communication, language, and literacy skills. Teacher training sessions cover various aspects, including reintegrating out-of-school children, supporting struggling learners, implementing the curriculum effectively, and monitoring student progress. All school staff, including managers and subject teachers, underwent training to enhance learners' language skills. Additionally, language activities and classroom resources were provided to facilitate effective teaching. Teacher and School Management Committees were briefed on identifying and addressing at-risk learners to mitigate dropout rates in secondary school. Clear literacy training standards were established and monitored across the 30 schools.

Impact

The project exceeded expectations by reenrolling 1,721 out-of-school children and achieving an average literacy improvement of 15.2 points. Notably, 90% of Foundation Phase teachers and 62% of Intermediate Phase teachers implemented trained methodologies effectively. The project's success prompted the RF Foundation Board to authorize its expansion to 45 additional schools, indicating the sustainability of project efforts. External assessments validated student learning achievements, underscoring the project's positive impact on educational outcomes.

Analysis

It is crucial to understand the local context and dynamics, especially related to the language and existing capacity of the education system.