Reflections on rural education in South Africa MINISTRY OF EDUCATION SOUTH AFRICA

Background  Rural occupation in South Africa directly linked to apartheid and colonial policies of dispossession, resettlement and systematic exclusion from opportunities to improve self;  Lot of rural African/Black communities therefore linked not only to personal poverty but also to condition of land and what you can use it for, a direct legacy of above policies.  Constitute 40% of total population (2001 Census) – mainly very young, the old and women.

Key issues influencing rural education  Poverty: The key most consistent feature in rural communities – more critical for African females and worse in some provinces. Food security and ‘cost of education’ major limiting factors;  High illiteracy levels: Ability of community as a collective to create an environment supportive to educational activity.  Continued under-resourcing of schools – relative to need: work of government underpinned largely by commitment to ‘equal and fair’ treatment unfortunately resulting in little real change for rural schools – still challenges in basics such as water and sanitation as well as electricity.

Key issues influencing rural education  Key personnel for management, governance and delivery of education: EMIS data and related audits continue to show a shortage of qualified and highly skilled personnel to deliver on the outcomes-based curriculum introduced by democratic government and to take complete ownership of governance and management of schools as expected. Major exodus of skilled personnel from rural areas.  Health and well-being of communities: HIV and AIDS and other health concerns more of a concern in rural areas. Recent Education Labour Relations Council study on HIV prevalence shows rural educators having a higher HIV prevalence rate – worse for female educators.

Government Initiatives  Since 1994 there has been remarkable progress overall in access, funding and equity in the schooling system;  Net enrolment rates have improved, funding per learner has increased in real terms, and the schooling system is vastly more equitable in 2005 than it was in 1994.

Government Initiatives  With the introduction of new School Funding norms in 2002, a pro-poor funding strategy was put in place for non-personnel and non- capital expenditure and in 2003 to inform post-provisioning norms, with poorer schools entitled to more educators for same number of learners;  School nutrition for schools serving the poorest communities introduced in 1995 – currently serving 5 million learners in schools: linked to development of local economy and job creation particularly for women, youth and the disabled.  Exemption from fees for the poorest learners – on application;  Ministerial Committee on rural education – key recommendations for strengthening focus on the sector.

Strengthening since Ministerial Committee  Special focus on rural education for unique dedicated intervention without providing fundamentally different education that may ‘ghetto-ise’ education for rural communities.  Approval and funding by Cabinet for two fundamental shifts: declaration of no fee schools for poorest two quintiles; and QIDSUP (Quality Education Development and Uplifment programme) for massive injection of support and resources to rural school, linked to school development plans and strengthened monitoring;  Increased accountability (linked to incentives and sanctions) at all levels of the system particularly at district level;  Insertion of education improvement plans to Integrated Development Plans of local governments – integrated interventions primarily within the social sector and with Local Government

Strengthening since Ministerial Committee  Re-establishing schools as centers of community life and opening them up for use for broader community activities (including food production initiatives);  Focus on Vulnerable Learners beyond their time at schools – Health and Wellness inter- departmental committee involving Department of Health and Social Development established;  Rural Education Forum being established, to include Nelson Mandela Foundation.

Conclusion  Eleven years after democracy, equity for the millions of the rural poor still a major challenge for the SA government (some have called it an illusion! and the legacy of deprivation remains immense); however  Understanding of challenge by government and the commitment to deal with it ‘undoubtable’;  Need to truly listen to the voice of poor rural communities and deal with the problem without creating two countries in one.