The overall aim of the intervention is to reduce the travel times and walking distances of the learners who attend the school. Mbongiseni Samuel Ntuli, for their incredible support and assistance in conceptualizing the research.
Introduction
- Definitions
- Special needs passengers
- Learner transport
- Learner transport interventions
- Learner Transport in South Africa
- The cost of transport
- A lack of policy coordination
- Learner Travel in KwaZulu-Natal and Greater eThekwini
- The state of learner travel in the province
- Lack of an integrated approach to learner transport
- The Present Study
- The rationale
- Objectives and research questions
- The study area
- Outline of the dissertation
Given these unfavorable pupil travel statistics compared to other provinces, a review of the current approach to pupil transport in KwaZulu-Natal is warranted. Several research gaps have been identified regarding transport patterns in South Africa and the needs of disadvantaged segments of the population (students, pupils, women and the very poor).
Conceptualising Learner Transport
- A Rights-based Approach to Learner Transport
- A rights based approach to development
- Social exclusion, human rights and transport
- Children's right to a basic education
- Applications of the rights-based approach to learner transport
- Learner Transport and Transportation Policy Planning
- Trends in international transport policy and planning
- A "developmental approach" to transport
- Post-1994 Legislation in South Africa
- White Paper on National Transport Policy
- Moving South Africa- The Action Agenda
- National Land Transport Transition Act (Act 22 of 2000)
- National Rural Transport Strategy
- Transport Literature and Legislation and the Rights of Learners
- Conclusion
However, the potential of the rights-based approach to become both a conceptual and practical framework is obvious. The Commission's findings in this case have had some significance for a rights-based approach to student transport.
Methodology
- Transport and Accessibility Models
- Human capital model
- Accessibility planning
- Evaluating transport interventions: existing limitations
- Impact Evaluation
- Types of Data
- The use of quantitative and qualitative data
- The use of primary data
- Data Collection and Analysis
- Selection of schools and the identification of the intervention
- Selection of participants
- Limitations of the selection process
- Methods of data collection
- Limitations of the data
- Data analysis
As indicated below, the primary use of the data obtained from questionnaires and informants is the. As such, these recommendations also inform the evaluation of the transport intervention in this report. The aim of an impact evaluation is an accurate and reliable assessment of the effectiveness of a given intervention.
Thus, primary data, as used in the present study, usually forms the core of. The selection of the counterfactual school (School B) in this study was based on a proven methodology used in impact assessment. Condition of access roads Sawdust and gravel Sawdust and gravel (see photos in Appendix 2).
Findings- Access to Transport and Travel Modes
- Physical Access to Public Transport
- Demographic characteristics of the treatment and control school
- Distances travelled by learners
- The availability of public transport
- The condition of the roads
- Transport for School Staff Members
- Modes of Transport Selected by Learners
- Primary modes oftransport
- Multi-modal travel patterns
- Controlling for distance
- Conclusion
In school A, 16.9% of students surveyed listed the availability of transportation near their home as the most important problem. Similarly, in school B only 12.2% of students indicated that the availability of transport near their home was their biggest problem. A broad analysis of the main modes of transport used by students in both schools shows that students in School A (the treatment group) use motorized public transport in the form of buses and taxis more than their counterparts in School B (counterfactual group).
As a whole, public transport is used by 19.4% of the learners in School A as a primary means of travel to school. The final question of the student survey sought to understand public transportation options in the two schools. Staff members interviewed at the schools were relatively aware of the means of transport used by learners.
Impact of the Intervention on Learner Perceptions and Travel Behaviour
Time Spent Travelling to School
In the table above, it is particularly interesting to note that the largest percentage of all surveyed students in both schools travel to school from 30 minutes to one hour. If we take into account the distances students travel to school, we can see a slightly different situation regarding travel time. In this regard, it seems likely that the intervention contributed to a reduction in the time spent traveling to school for students living the furthest away.
An unexpected finding from this analysis is the number of students from school B who live more than 10 kilometers from the school and still travel less than 30 minutes. Students reported to travel that students in Students on time to school Walk to School A that School B that. Staff members' perceptions of the amount of time spent by students traveling to school support this conclusion.
The Cost of Travel to School
- Cost of travel to school and the effect of modal choice
- Cost of travel to school and distance
On the whole, the students who go to school A spend more money on trips to school. A cross-tabulation between mode of travel and cost reveals that the majority of students who travel to school in a private car report paying a fee of some kind. As the data suggests, the majority of pupils in the aided school who choose to pay for transport are able to travel to school for less than R5 (the median is between R2-R5).
Another finding regarding the costs of transportation to school B is that they are related to the choice of travel mode. The relationship between the distance traveled to school and the cost of transportation is said to be an important factor in students' decision to use public transportation in both schools. Similarly, this analysis shows that the intervention effectively reduces the cost per kilometer of travel to School A and motivates students and their families to use public transport.
The Safety of the Trip to SchooL
It is significant that the majority of pupils in school A and all pupils in school B pay less than RlO to travel this distance. Conversely, it can be assumed that the decision by all students in school B who live more than 10 kilometers from the school to either walk or pay to drive in a private car is an indication of the lack of affordability of public transport for the students. in that school. In school B, 44.5% of students thought their primary mode of transport was safe and 52.1% described their secondary modes of travel as safe.
Given the perceptions of students in both schools that traveling by bus and taxi are the safest modes of travel, an analysis of safety perceptions by educators is required in order to provide an overview of student responses. Some of the school staff members who were interviewed described the potential dangers associated with walking and traveling in private cars. As such, the existence of these types of relationships in one or both of the participating schools in this study should be seen as a dangerous trend.
Reported Problems with Learner Travel
An explanation for the high number of students who chose this problem may come from the observation that 16.2% of students in this group expressed that the waiting time for transportation is too long. A brief analysis of the students' perceptions has therefore shown that travel time and safety are the two biggest complaints about travel to schools both in general and across modal and distance groups. As such, the ability of the transport intervention in School A to reduce travel time for students traveling long distances and the
The regression presented above lists the variables hypothesized to have an effect on the reported safety of the journey to school. As the results of the regression show, there is no clear indication that the variance in student-reported safety is explained by any of the independent variables listed in the model. In part, the model's limitations can be explained by an uneven distribution of travel modes and the preponderance of walking as the primary form of transport.
The Effects of the Intervention on School Participation
- Absenteeism and tardiness
- The trip to school and learner well-being
Regarding the situation in School B, the qualitative data collected during the school staff interviews indicate that absenteeism and tardiness are both a problem at the school. For example, a teacher from School B noted that the biggest problem with learner trips to school is that the students are tired, hungry and sometimes wet. Intuitively, such a condition affects the ability of learners to make the most of the school day.
A final indication of the effectiveness of School A's intervention is found in the dynamic nature of student transportation in the school. This finding is based on the perceptions of the teachers and school leaders interviewed and suggests that the intervention had a positive effect on the school in general. A teacher at the school confirmed this hypothesis by adding that student transportation at school has improved as students now use taxis and buses instead of private vans as in the past (Interview with teacher 2A: February 7, 2006).
Conclusion
However, the principal of this school estimated that the situation remains the same, but qualified the comment by explaining that public transport remains practically "non-existent" for learners (Interview with Principal B: 5 December 2005). One teacher explained that the learner transport situation is worsening and that it is becoming increasingly difficult for staff to arrange transport from Verulam (Interview with Teacher 2B: 6 February 2006). Thus, the fact that "taxi wars" and disputes over routes the ability of the.
Conclusions and Recommendations
- Embracing a Rights Based Approach to Programming, Monitoring and
- Implications for Policy
- Positive or negative rights for learners?
- Employing cost-benefit analyses
- A case for targeted learner transport subsidies?
- Learner transport and the taxi recapitalisation process
- Designing Future Evaluations
- Randomisation and "scaling- up"
- Adapting the present study
- Conclusion
34;Impact Evaluation: A Note on Concepts and Methods." Network for Poverty Reduction and Economic Management - The World Bank. 34;A Call for Radical Restructuring of South Africa's Minibus Taxi Industry." An article for the M(Eng) degree in. 34;Forgotten Schools: Right to Primary Education for Farm Children in South Africa." Human Rights Watch Reports.
Living standard measurement study working document no. 34; A Rights-Based Approach to Development: Concepts and Principles.". 34; The KwaZulu-Natal Rural Mobility Project: Final Recommendations." Report prepared for KZN Department of Transport. 34; Rural Transport and Access to Education in Developing Countries: Policy Issues.” Journal of Transport Geography.
As a researcher, he/she must submit a copy of written permission from the Department to the Head of the relevant institution before any research is undertaken in a departmental institution. Attached is the list of schools where she/he has received permission to conduct research. Mr. Mike Rogan has been granted special permission to conduct his/her research during official contact hours, as it is believed that their presence will not disrupt educational programs.
If education programs are interrupted, he/she must therefore conduct his/her research during non-official contacts. No school is expected to participate in the research during the fourth school term, as this is the critical period for schools to focus on their examinations.
How long does it take you to get to school - including total travel time, walking and time spent waiting for transport? Please do not answer this question if you walk all the way to school every day). Do you have friends or know of other students at this school who cannot come to school every day because transport is not available or expensive?.
Do you have friends or know other students at this school who sometimes arrive late to school due to transportation or distance issues?. Do you have friends or know other students at this school who cannot come to school every day because the distance is too far? Do you sometimes use more than one type of public transport to get to school?
