Chapter 5 Impact of the Intervention on Learner Perceptions and Travel Behaviour
5.5 The Effects of the Intervention on School Participation
predictors in the model. In part, the limitations of the model can be explained by an unequal distribution of travel modes and the predominance of walking as a primary mode. Even though the model does little to explain the importance of the variables used in this study, it is suggested that a similar exercise would be valuable in a larger evaluation. Thus, the findings from this section should provide further justification for the use of this methodology with a study of a much larger scale.
school is closed, the learners do attend school and that they are mostly on time when they come to school (Interview with Principal A: November 22, 2005). While the educators agree with the principal that absenteeism is not a problem in the school, they do feel that tardiness is a problem. One teacher even suggested that the timing of the local bus plays a role in the tardiness of learners (Interview with Teacher 2A:
February 7, 2006).
With respect to the situation in School B, the qualitative data gathered during the school staff interviews indicate that absenteeism and tardiness are both a problem at the school. The principal noted that tardiness to school is the main problem
associated with learner travel to his school (Interview with Principal B: December 5, 2005). Both educators interviewed for the study agreed with this statement and added that absenteeism is also a problem and is related to the weather, the condition of the roads and the fear of robbery on the way to school. Thus, according to the qualitative accounts gathered, absenteeism (contrary to the results of the surveys) appears to be a bigger problem for School B while late-coming to school occurs in both schools as a result of problems encountered on the way to school. On the whole, then, while a quantifiable impact of the intervention on absenteeism and tardiness has not been reported by the learners themselves, the fact that improved safety and reduced travel time has been attributed to the intervention does lend support to the qualitative accounts provided by the educators and principals.
5.5.2 The trip to school and learner well-being
Another important component of school participation is the well-being of learners and their ability to concentrate once they arrive at school. As suggested in the HSRC's report, Emerging Voices, the long distances that are walked by primary and secondary school learners in rural areas often result in an impaired ability to concentrate during school hours (HSRC, 2005: 47). Thus, in addition to the high cost of travel to school in terms of time and money, a difficult journey to school also results in a reduced state of well-being for learners.
Evidence of these well documented effects of long travel times on learner well-being is also found in several interviews from the schools participating in this study. A teacher from School B, for instance, noted that the main problem with learner travel to the school is that the students are tired, hungry and sometimes wet
when they arrive in the mornings (Interview with Teacher IB: February 6,2006).
Intuitively, such a state affects the ability of learners to make the most of the school day. A similar observation was reported by an educator from School A who noted that by the time learners arrive at school they are already tired from their journey (Interview with Teacher lA: February 7, 2006). Again, the implication of these reports is that long travel times compromise the attainment of a quality education for learners that live far from their schools. Combined with the perception of learners that walking is not a safe way to travel to school, this discovery demonstrates that walking long distances adversely affects the well-being of learners at school. As such, the ability of the transport intervention to noticeably reduce travel times and provide alternatives to walking for some learners demonstrates another significant impact of the intervention.
5.5.3 Improvements in the provision of learner transport
A final indication of the effectiveness of School A's intervention is found in the dynamic nature of learner transport in the school. The evidence in this regard shows that the learner transport situation is improving in School A while staying about the same or becoming worse for School B. This finding is based on the perceptions of the educators and administrators interviewed and suggests that the intervention has had a positive effect on the school overall.
The principal of School A explained that, since he began working at the school, the availability of taxis serving the area near the school has improved steadily.
This improvement has resulted in increased access to taxis for the teachers and to taxis and buses for the learners (Interview with Principal A: November 22,2005).
Presumably, the arrangement between the school and the taxi associations and the school and the bus company has also contributed to an improvement in the effective use of public transport by learners and educators at the school. A teacher from the school confirmed this hypothesis by adding that learner transport has improved in the school because learners are now using taxis and buses instead of private vans as in the past (Interview with Teacher 2A: February 7,2006). Thus, the educators at School A are able to report an improvement in the transport of learners to school as a result of the increased use of buses and taxis in place of private vehicles.
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Learner transport to School B, on the other hand, appears to be worsening overall. The principal of this school, however, estimated that the situation is staying the same, but qualified the remark by explaining that public transport remains practically "non-existent" for learners (Interview with Principal B: December 5, 2005). Both the participating teachers from the school agreed that the situation is definitely worsening. One teacher explained that the situation of learner transport is worsening and that it is becoming increasingly difficult for staff members to arrange transport from Verulam (Interview with Teacher 2B: February 6,2006). Thus, the fact that "taxi wars" and disputes over routes have affected the ability of the
community and the school to arrange transport for its staff and its learners provides a possible explanation for the steady decline of transport to the school. Most
importantly, the perception of the educators in this school is that the transportation available to learners is not improving in any way.