Improving school-based support towards access and success of rural learners

Abstract

Rural learners encounter various barriers to learning some of which are context-specific challenges that impede accessibility of opportunities to learn and attainment of educational success. To address these impediments effectively, schools are mandated to establish and maintain functional support teams dedicated to employ specific intervention strategies. The sustainability of these teams relies on the support from all educational stakeholders. The study explored the effects of school-based support in education and how its improvement could influence access to education and success of rural learners. A qualitative approach and instrumental case study design were used. Participants’ lived experiences were explored in their naturally occurring environment, i.e., schools and district office. Field notes, open-ended questionnaires, focus group and individual interviews were used to collect data. 35 individuals were sampled (15 teachers who were members of school-based support teams, 5 district-based support team members, 5 principals and 10 members of school-governing bodies). 5 focus group interviews (1 per school) with 6 participants and 5 individual interviews with district-based support teams were conducted. Questionnaires were completed by all participants. Pseudonyms were used for confidentiality and anonymity. Findings reveal that 3 out of 5 schools did not have functional support teams. Results highlighted the effects of resources, teachers’ skills and capabilities and time constraints in effective implementation of support strategies. The study recommends strengthening collaboration and engagement with educational stakeholders, teacher capacitation and adequate resource allocation. Similar studies with large sample, using different methods and focusing on existing support interventions are recommended. The study proposes a school-based support strategy that focuses on 5 pillars of support, which are teacher development; parental, community and stakeholder involvement; resource mobilisation; policy alignment; and monitoring and evaluation to improve school-based support and promote access to opportunities to learn and success in education.