Despite educational legislation and school reforms to promote improved performance and quality
education, underperformance among secondary school learners is still the norm in the rural schools of
KwaZulu-Natal (KZN). This dissertation investigates the problem of learner underachievement by means
of a literature study and an empirical inquiry. The former provides an overview of the provisions for and
problems of rural schooling in both an international and local context and it is followed by a discussion of
learner assessment and learner achievement in the South African education system, with specific
reference to KZN's schooling system and the problem of learner underachievement. The empirical
inquiry investigates the experience of learner achievement in four rural schools in KZN and makes use of
qualitative data gathered during individual and focus group interviews conducted with a small sample of
underachieving learners and their parents, educators and school managers. Based on these findings,
recommendations for improvement are made. / Comparative Education / M.A. (Comparative Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/3374 |
| Date | 11 1900 |
| Creators | Dala, Ndwamato James |
| Contributors | Lemmer, Eleanor M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiii, 114 leaves) |
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