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African researchers and the rural school issues in South Africa: A predatory culture

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dc.contributor.author Dichaba, Mpho
dc.contributor.author Ndandani M
dc.date.accessioned 2016-10-07T12:05:42Z
dc.date.available 2016-10-07T12:05:42Z
dc.date.issued 2013
dc.identifier.citation Dichaba MM and Ndandani M (2013) African researchers and the rural school issues in South Africa: A predatory culture. Mediterranean Journal of Social Sciences 4(14) en
dc.identifier.issn 2039-9340
dc.identifier.uri http://hdl.handle.net/10500/21622
dc.description.abstract One of the mandates of Comprehensive Rural Development Programme (CRDP) in South Africa is to ensure that all schools and health facilities have access to basic infrastructure such as water and electricity by 2014. Our academic researchers have not researched much about how rural schools that do not have infrastructure have been managing to achieve school education outcomes. When wind-storms occur (sometimes accompanied by rains) learners coming from the same rural regions of our country do not go to school to avoid the risk of having their classroom roofs and walls collapsing on them. Our statistics show an entry of rural mud-walled schools, especially in the Eastern Cape Province in 2011. This paper confronts these challenges of South Africa’s rural schools in 2012 and 12 years (k-12) in the future of our rural schools and their learners. en
dc.language.iso en en
dc.publisher MCSER Publishing en
dc.subject Rural schools en
dc.subject annual national assessment en
dc.subject feasible partnerships en
dc.subject African researchers en
dc.title African researchers and the rural school issues in South Africa: A predatory culture en
dc.type Article en
dc.description.department ABET and Youth Development en


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