A report on a research study presented to The Department of Social Work,
School of Human and Community Development,
Faculty of Humanities, University of the Witwatersrand,
in partial fulfilment of the requirements of the degree,
Masters of Arts in Social Development, 2016 / Prior to 1994, education in South Africa was formally and legally segregated according to race. The post-1994 democratic government had the task of implementing educational policies to promote and facilitate equal access in the educational sector. Twenty-one years later, the expectation is that every citizen should be enjoying equal access, regardless of their socio-economic conditions. However, this is not the case, as most people are still excluded in the education sector by one factor or another.
This study attempts to understand the factors that contribute to the slow transformation and access of rural learners to institutions of higher learning. Ten Grade 12 learners, consisting of five males and five females from the Vhembe District in Limpopo, were interviewed for the study. A qualitative research method was used with data collected using in-depth interviews supported by a question guide, to facilitate a discussion with the participants. From the findings of the research, three themes emerged, which participants indicated were constraints in accessing institutions of higher learning. These included educational factors, economic factors and socio-cultural factors. The research found that these factors cannot be treated in isolation from one another. This is supported by General Systems Theory, which argues that everything is connected to everything else (Dawson, 2006). Therefore, in addressing the issue of access to institutions of higher learning, improving the quality of school teachers will not automatically lead to access, as factors such as poverty and unemployment will still be prevalent. Thus, a broader more purposeful approach to social reform, as well as more comprehensive and equitable strategies of redistribution of wealth and income are required, to empower disadvantaged communities to access institutions of higher learning in South Africa. / GR2017
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/21923 |
| Date | January 2016 |
| Creators | Munaka, Phathutshedzo |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | Online resource (vii, 100 leaves + appendices), application/pdf |
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