The data indicates that the socio-economic conditions of the learners had negative effects on the teaching and learning situation in the schools. All three participating schools in this research seemed to have similar contextual factors that were different from their urban schools. The ex- tent of poverty could be witnessed by the fact that some learners did not even have school uni- forms. During some of my visits to the school I noted that most learners were not in their proper school uniform. School shoes were not worn and the learners wore jerseys of different coloured and designs; clearly, those were not part of the school uniform. A few of the learners had school bags to carry books to school; most used plastic bags. This suggested that the socio-economic situation at their homes was not favourable. Most parents worked as farm labourers and few could afford to buy proper school uniform for their children.
The schools had extremely low learner enrolment which hardly increased over the years. The learners walked long distances from the neighbouring farms and this may have contributed to
67 high level of absenteeism. They ultimately dropped out in the second term. I also checked class attendance registers and I noted that some learners take long breaks but some come back to school at a later stage. Some learners come back the following year. This is evidence that there are gaps in the provision of teaching and learning. There process of curriculum provision is in- consistent.
The data indicates that there was a lack of parental involvement in the education of their chil- dren. This is despite the fact that parents are essential stakeholders in ensuring the quality of ed-
ucation in
schools.Whenparentstakeinitiativeintheeducationoftheirchildren,childrenperformbetter(Ndlovu, 2011). However, the level of illiteracy among the parents in the community played a negative role in the continuation of learning at home.When parents have formal education, they are usual- ly able to support their children with their homework at home. However, in the context of this study, it seemed that the rural farm school educators did not receive the support they deserved from the parents. When Mrs Xulu, the Principal of School A was asked how the family back- ground of the learners affected teaching and learning, this is what she had to say:
“The school is far from households and homes; learners walk long distances to school.
They come to school tired and they cannot concentrate. Most parents are labourers in the farm. They have low level of education and they do not involve themselves in the educa- tion of their children.”(Mrs Xulu, Principal of School A).
The views expressed by Mrs Xulu above were also shared by Mrs Yellow, the Principal of School B when she confirmed that parental involvement in her school was minimal. Such a lack of support from the parents was believed to be associated with low level of literacy. This is what she had to say:
“Parents are farm workers. Most are illiterate and they do not involve themselves in the education of their children.”(Mrs Yellow, Principal of School B).
Similar views were expressed by Mr Zulu when he said that parental support was lacking and that such lack of support was going to negatively affect teaching and learning situation. This is how Mr Zulu put it:
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“Parents are not employed. They rely on imaliyeqolo [social grant]. They can’t afford but we always expect them to support us when we go for educational excursions. They are unable to support the school. Teaching and learning is affected by the type of parents we have. The circuit manager proposed that the school must be closed and learners taken to another school. Parents refused and defended that the school must continue.”(Mr Zu- lu, Principal of School C).
The data has indicated that due to long distances that the learners travelled to and from the school, there was a need for leaner transport that is provided by the provincial Department of Transport. For instance, Mrs Xulu indicated that in School A, learners walked long distances to school although there is transport that was provided for by the Department of Education. This is how Mrs Xulu put it:
“Another challenge is that the departmental transport helps us but some learners stay in the scattered neighbouring farms which are not in the route of the school bus. Seven learners from the farm over the hill are brought by their farm owner with a car every morning. Some learners walk long distances even Grade R and Grade One.”(Mrs Xulu, Principal of School A).
Mrs Yellow, the Principal of School B indicated that their application for transport support to the department of Transport had not yet been successful. Her belief was that if learners could be transported to and from school, the problem of them walking long distances would be solved once and for all. Emphasising the need for learner transport, this is what she had to say:
”We applied long time ago,but we did not get any response from the Department of Edu- cation. We need to make a follow up.”(Mrs Yellow, Principal of School B).
The above extract indicates that the problems of learner transport had not been solved by the De- partment of Transport for rural schools on the outskirts where learners stay far from school. The school was experiencing continued learner transport problem as some learners walked long dis- tances under unsafe places and in various weather conditions. This scenario contributed to them coming to school tired.
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