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

2. 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.

3. 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.

4. 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.

5. 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.

6. 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 16 000 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.

7. 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

8. 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.

9. 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.