The dropout of foundation phase learners who experience barriers to learning in an inclusive school in the Amajuba District, KwaZulu-Natal

Abstract

The implementation of inclusive education in South Africa faces several challenges, including addressing the dropout of learners experiencing barriers to learning. Since learner dropout at an early age in the foundation phase is a challenge for schools, a qualitative research methodology following a case study design was used in this study to explore factors contributing to the dropout of foundation phase learners. The purpose of this study was to identify and investigate the various factors contributing to the rate at which foundation phase learners experiencing learning difficulties in the Amajuba District of KwaZulu-Natal (KZN) dropout. A qualitative research approach using face-to-face and group interviews and observation to collect data was used because learner dropout is a behavioural pattern in society that can be better understood using this approach. The sampling of the study was made up of six foundation phase teachers, six parents, two Heads of Department (HoD) and the principal in one primary school. Based on the findings of this study, what emerged persuasively is that, in addition to the impact of the school and environmental factors, the role of parents in the education of their children and the home environment are highlighted as important factors affecting learner dropout. Recommendations were made that schools pursue strategies to ensure parents’ involvement, combat bullying, reduce class size and continue professional development for teachers. Finally, the study concluded that the parents’ illiteracy, negligence, teacher and learner absenteeism, child-headed families, poverty, child abuse and bullying are factors that cause the dropout of foundation phase learners.