Water is an indispensable basic human need which is protected by several
provisions within legislation. However, despite extensive legislation access to water
is problematic for many rural schools in South Africa. The achievement of the
Millennium Development Goals and national goals that are time bound are not
possible with the structural barriers that loom. This research study, sketches the
experiences of learners and educators who have been exposed to poor access to
water within a rural primary school in Jozini, KwaZulu-Natal, South Africa. This
research study employs a qualitative research paradigm using a case study method
to provide an in-depth understanding of the schooling context where there is poor
access to water. The main aim was to explore in-depth how the schooling community
is affected and what coping strategies are employed to deal with poor access to
water. The research study was approached using ecological systems and social
justice perspectives.
Findings suggest that the consequences of poor access to water at school level are
numerous and become even more complex when there is a lack of water at
community level. In a compounding manner the consequences have the potential to,
in the long term, have irreversible negative effects on learners and their potential to
access quality education. Furthermore educators and management are placed in an
invidious position to accommodate the challenges associated with poor access to
water at school as part of their everyday teaching routine. Educators are failing to
teach and learners are failing to learn thus the education system is rendered
dysfunctional. The recommendations echo those of the participants who maintain
that the community and the school must have access to water in order to improve
the quality of life of all. Changes at the structural level in terms of how access to
education is defined are a necessity. Co-operative governance, more stringent
monitoring and evaluation of the education system, approaching education from a
child-friendly perspective, adopting a human rights approach to fiscal spending and
the involvement of chapter 9 institutions to ensure social justice are examples of the
structural changes required and are part of the recommendations. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/2748 |
| Date | January 2010 |
| Creators | Devnarain, Bhanumathi. |
| Contributors | Matthias, Carmel Rose. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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