Interdisciplinary Journal of Rural and Community Studies

The dynamics of foster care in the Kingdom of Eswatini: Benefits, challenges, and strategies for effective foster parenting

Phumuzani Mpofu — 2024-01-30

The study investigated the experience and challenges faced by children raised by foster parents in the Kingdom of Eswatini. It employed a Participatory Action Research (PAR) design guided by a transformative paradigm, which was fitting as it necessitated the direct participation of those being researched in the data generation process. A sample size of 15 participants was conveniently selected from the target population. Two research instruments, focus group discussions and interviews, were used to collect data, as they enabled the researchers to gather meaningful information through the participants' lived experiences. The Cultural History Activity Theory (CHAT) served as the theoretical framework for the study. The findings indicated that foster children experienced improved living standards, received attention to their emotional needs, enjoyed safety, and had access to care at the foster home. However, challenges such as adaptation issues, psychological difficulties, family disruption, and reintegration were prevalent among children in foster homes. Strategies identified from the study included training, assessment, reintegration, establishment of a legal framework, and assistance. The study concludes that while children raised in foster care often have better living standards, they may develop a dependency syndrome, making it challenging for them to adapt to life after ageing out of foster care.

Affordability of electricity to rural consumers in Tanzania: An elephant in the room?

Bikolimana Giliadi Muhihi — 2024-02-29

Affordability of electricity in rural areas has received negligible concern, yet with equivocal information. Thus, this paper extrapolates this disregarded aspect by raising empirical debates on the affordability of electricity connection and consumption while also predicting the factors of domestic electrical appliances among rural consumers. Affordability of electricity connection was measured by a catastrophic approach through the index of utility Price Income Ratio (PIR) at a threshold of 10%. Consumption affordability was estimated through PIR at a 5% share of household income, coupled with a monthly basic electricity consumption of 30 kWh per household. A multiple regression model was adopted to determine electrical appliance ownership in the household. The paper reveals that electricity connection was not affordable to consumers in the lowest income quintile (61.76%), who spent up to 33% of their income. On consumption, electricity was affordable as consumers spent no more than 5% of their household income. Moreover, the paper explains that electricity affordability and the desire for wellbeing motivate consumers to use domestic electrical appliances. Measuring the affordability of energy has a paucity in the energy literature. Thus, the paper provides insight into the present debate regarding affordability measures. Although the paper uniquely uncovers the affordability of electricity connection and consumption as prime factors for policy consideration, energy policy should also consider that affordability does not end at connection; rather, it extends to consumption. Energy policy must prioritise free technical services for rural power connection and subsidise consumption costs for the economically disadvantaged.

Rural tourism in South Africa: A local economic development strategy

Takalani Ramukumba — 2024-03-02

This study aims to assess the potential of rural tourism as a strategy for local economic development in three rural villages in the Thulamela Local Municipality, which falls under the Vhembe District Municipality in the Limpopo province of South Africa. Rural tourism is considered a promising industry for rural development and a popular approach to local economic growth. Sustainable rural tourism is recognised as a crucial component of rural development and is particularly important in developing nations, such as South Africa, where substantial rural populations and limited economic activity exist. The study utilised a qualitative research approach, drawing on an exploratory design and interpretive paradigm. A purposive sampling technique was adopted to select participants. Focus group discussions were conducted with the participants, and content analysis was used to analyse the collected data. The study indicates that rural tourism could effectively promote local economic growth in the three rural villages by providing residents with employment opportunities, thereby reducing poverty rates in rural areas. However, challenges remain, including the lack of funding to support small tourism businesses and the need for human capital development in local communities. The study recommends a gradual approach to knowledge and skills development within local communities to support the business aspects of rural tourism development, as well as the provision of funding assistance.

A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa

Cias T Tsotetsi — 2024-03-13

In this empirical study, we explore the challenges faced by lecturers at a rurally located university in South Africa as they try to balance the demands of research and teaching. Universities in rural areas play a crucial role in providing higher education access to underprivileged communities and promoting regional development. Our study is based on role theory, which emphasises the intended and unintended purposes of lecturer roles in society. Through a qualitative study of six lecturers, we examine the various issues they encounter when managing research and teaching commitments. We adopt a case study design within an interpretive paradigm. Semi-structured interviews were conducted with six new lecturers from the university to understand their personal experiences and perspectives on the tension between research and teaching, as well as the potential consequences for their research productivity. We use thematic analysis to analyse the collected data. The findings reveal that the participants at the university struggle to balance the demands of research and teaching, encountering various challenges in the process. These challenges include a lack of funding for research, limited research resources and facilities, and an overwhelming teaching workload. Based on the findings, the study suggests solutions and strategies to guide university administrators, policymakers, and lecturers in navigating this challenging landscape and fostering a supportive environment that values research and teaching contributions. This study contributes to the knowledge by proposing a model that lecturers can follow to balance their work roles.

Mathematics discourse in instruction during functions lessons in grade 10 rural classrooms

Hlamulo Wiseman Mbhiza — 2024-04-02

Despite the global significance of functions in mathematics education, there has been limited research on how South African rural teachers address specific mathematical concepts related to functions. This qualitative multiple case study, conducted within a post-structural paradigm, delved into the discourses of Grade 10 teachers during functions lessons in rural classrooms. The study focused on the teaching of mathematical concepts related to functions and involved five mathematics teachers from rural school sites in Acornhoek, Mpumalanga Province, South Africa. These teachers were selected based on their experience in teaching mathematics. The research employed semi-structured interviews, unstructured classroom observations, and Video-Stimulated Recall Interviews with all five teachers. By narrowing the focus to one teacher's lesson, this paper analyses the presentation of functions concepts using the Mathematical Discourse in Instruction (MDI) framework. The study revealed that clear teaching materials and learner-engaging instructional methods enable meaningful engagement and concept internalisation. Through the visible use of the components of the MDI framework, the teacher successfully engaged learners, clarified misconceptions, and encouraged learners' participation, ultimately enhancing the coherence and understanding of mathematical concepts related to functions in the Grade 10 classroom.

Wealth and learning achievement of pupils in primary schools in Uganda: Implications for government economic empowerment programs

Ronald Kyagulanyi — 2024-04-08

This paper examines the possession of family wealth and its impact on the academic achievement of primary school students in Eastern Uganda. A correlational survey design was employed to analyse UWEZO secondary data collected from eight districts in the eastern region of Uganda, encompassing 6,302 children and 6,031 families. Descriptive statistics and Pearson chi-square tests were employed for data analysis. The findings indicate that socio-economic factors positively influence children's literacy and numeracy achievements. Families possessing solar lighting, mobile phones, tables, chairs, textbooks, and a reliable source of water demonstrated higher proficiency in literacy and numeracy skills. It is likely that children in households with these possessions were able to engage in private study at home, given the conducive study environment, well-lit rooms, essential furniture, and access to textbooks. Furthermore, these children were more likely to receive additional tutoring after school and had access to the internet through mobile phones and computers, allowing them to access crucial educational information. Based on these findings, we recommend that the government provide sustainable livelihood options for struggling families.

Navigating the road home: Challenges hindering the reintegration of street children with their families in Harare, Zimbabwe

Mugove Kudenga — 2024-05-08

The reintegration of street children with their families in Harare, Zimbabwe, is a significant social issue that is characterised by numerous challenges. Therefore, this research paper aims to identify the challenges that hinder the successful reintegration of street children with their families in Harare, using the bioecological model as a theoretical lens. A qualitative research approach, underpinned by a phenomenological research design, was employed with a purposefully selected sample of ten social development officers who are directly involved in working with street children. Data was obtained through semi-structured interviews conducted with the social development officers. The data was analysed using thematic analysis. The findings revealed various challenges, such as rejection and discrimination, economic hardship, disintegrated family structures, and lack of trust. Based on the findings, the study recommends the need to strengthen and expand support services that offer counselling, mediation, and practical assistance to families and children to ensure an effective reintegration process. Additionally, the study recommends the implementation of programmes that focus on poverty alleviation and economic empowerment for families. Moreover, social development officers should be capacitated with dispute resolution and cognitive restructuring skills to change the thinking patterns of members of the original families. Developing and prioritising sensitisation programmes to raise awareness about the issues faced by reintegrated street children and their families is also recommended.

Socio-cultural practices and improved cooking stove technology choices among agro-pastoral communities in Arumeru District, Tanzania

Luka Njau — 2024-05-09

This study assessed the socio-cultural factors influencing the choice of improved cooking stove technology among agro-pastoral communities in Arumeru District, Arusha region. The study used a cross-sectional research design and was conducted in four villages. Two categories of respondents were involved in the study. The first category consisted of 37 participants interviewed as Key Informants (KIs) and through focus group discussions (FGDs). The second category who responded to the questionnaire involved 92 respondents who had benefited from the alternative cooking energy technologies programme. Both qualitative and quantitative data were collected, with a greater emphasis on qualitative data. Content analysis was used to analyse the qualitative data, while the quantitative data were analysed using Statistical Package for Social Sciences (SPSS) computer software. The study found the persistence of certain socio-cultural practices that encourage the use of traditional three-stone stoves over improved stoves. These practices include preferences for food cooked using traditional three-stone stoves and the tradition of formally handing over the traditional cooking stoves to a newly married woman in the household, among others. It is concluded that while some community members consider these practices positive and valuable, they largely contribute to high biomass consumption and, therefore, the likelihood of environmental degradation. It is recommended that serious sensitisation and training programmes, among other recommendations detailed in this study, be conducted.

Transforming pedagogical frontiers- harnessing the potential of school libraries as catalysts for teacher professional development: Reflections from six rural schools

Lulama Mdodana-Zide — 2024-06-07

Generally, school libraries serve the purpose of promoting a culture of reading among users and creating environments that foster literacy. They achieve this by offering reading materials that are relevant and appealing to individuals of all ages. School libraries play a crucial role in facilitating quality teaching and learning, thereby positively impacting student achievement. Recognising the influential role of educators in shaping students' learning experiences and the specific challenges faced by those in rural settings, this qualitative case study research investigates the potential of school libraries as centres for teacher professional support, aiming to improve instructional practices. The study reflects on the experiences of three primary and three secondary schools purposefully selected from a South African rural education district. Through the use of Google Forms and semi-structured interviews, the data revealed that school libraries serve as dynamic hubs that foster professional growth among teachers, enhance lesson preparation, promote learner engagement, create learner-centred environments, and address resource disparities. The research concludes that incorporating school libraries as vibrant professional hubs in rural educational settings is essential for advancing teacher pedagogy, ultimately contributing to a more inclusive and effective learning environment. Therefore, the study advocates for the prioritisation of school library availability to enhance overall teacher pedagogy in rural educational landscapes.

Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

John Olayemi Okunlola — 2024-06-22

Educational stakeholders are concerned about the functionality of secondary education, as many secondary school graduates, particularly in rural areas, lack basic skills for work and daily life. Therefore, this study investigated the contributions of policy, access, and resource factors to the functionality of secondary education in rural communities of Southwestern Nigeria. The study was conducted within a positivist paradigm and employed a descriptive survey design. A multi-stage sampling technique was used to select 600 secondary school graduates for the study. Two hypotheses were formulated and tested. Four research instruments, namely the Secondary School Graduate Aptitude Test (SSGAT), Policy Factor Questionnaire (PFQ), Secondary School Graduate Access Questionnaire (SSGAQ), and Resource Factor Questionnaire (RFTQ), were utilised with reliability coefficients of 0.715, 0.733, 0.753, and 0.853, respectively. Data were analysed using inferential statistics such as multiple regression. The policy, access, and resource factors made significant joint contributions to the functionality of secondary education (F (3, 597) = 266.740; Adjusted R2 = 0.571) and accounted for 57.1 percent of its variance. The policy factor (?= 0.451) and resource factor (?=0.374) made relative contributions to the functionality of secondary education, while the access factor (?= 0.084) did not. The study suggests that urgently addressing policy and resource issues is critical for restoring the functionality of secondary education and improving access to it in rural areas.

The need for skills development among SMTEs in Mnquma Municipality, South Africa

Siyabonga Mxunyelwa — 2024-07-18

This study aims to examine the impact of educational qualifications and skills development on the managerial competencies and performance of Small and Medium Tourism Enterprises (SMTEs) in Mnquma Municipality, Eastern Cape, South Africa. The research design employed in this study is descriptive, and a total of 64 SMTE owners and managers were selected through purposive sampling. The data collection process involved the use of self-administered questionnaires, which included items on demographic information and insights into training and skills development initiatives. The findings of the study indicate that 51.7% of the respondents hold a diploma or degree, while only 8.6% possess postgraduate qualifications, suggesting the existence of a potential gap in advanced managerial skills. A significant majority of the respondents (77.6%) agree that training workshops, seminars, and conferences are beneficial for enhancing managerial competencies. However, the study also reveals that there are barriers preventing access to these opportunities, as indicated by 22.4% of respondents who were undecided or disagreed on their value. Overall, the study emphasises the importance of tailored training programs that address the specific needs of SMTE managers in rural areas. Enhanced skills development is crucial for enhancing the operational efficiency and sustainability of SMTEs, thereby contributing to broader economic growth. In conclusion, investing in skills development initiatives can significantly enhance the performance and sustainability of SMTEs in Mnquma Municipality, thus fostering economic growth and development in the region. This study provides valuable insights for policymakers and stakeholders seeking to support the small business sector in rural areas.

Review of community development initiatives for poverty reduction in Southern Africa

Malose Moses Tjale — 2024-08-07

There is a growing global recognition that community development has the potential to enhance the socio-economic status of resource-constrained rural communities. Many countries have established community development initiatives in rural areas to reduce poverty and improve social investment. However, numerous challenges hinder the implementation of community development initiatives that contribute to poverty reduction in most of Southern Africa. The United Nations Sustainable Development Goals (SDGs), particularly Goal 1, mandates all countries to end all forms of poverty by the year 2030. One approach to achieving this goal is to devise and implement sustainable community development initiatives. This review paper presents some best practices for how community development initiatives could reduce poverty in Southern Africa. The literature collected from government reports, accredited journal articles, and other credible scientific writings from 2000 to 2022 was reviewed to triangulate sources of information and understand the state of community development initiatives. Several challenges were found to impede progress in poverty reduction and negatively impact sustainable community development. The effectiveness and sustainability of poverty reduction strategies implemented by countries in Southern Africa vary widely from country to country and within the country itself. The study provides recommendations and best practice models implemented within rural communities in Southern Africa.

Enhancing service delivery via Work-Integrated Learning (WIL) at uMzimkhulu Local Municipality, South Africa

Sikhona Cornelius Nkosi — 2024-07-30

Municipalities in South Africa face numerous challenges that hinder efficient service delivery. One of these challenges is the lack of implementation of required services, leading to citizen dissatisfaction and protest actions. This study aims to investigate methods for improving service delivery in public institutions in South Africa through the implementation of work-integrated learning (WIL) programmes. Data for this study was collected from the uMzimkhulu local municipality in KwaZulu-Natal, specifically from the Harry Gwala District. A total of 56 participants took part in the study, including 28 WIL students and 28 mentors. This ensured representation from all departments within the municipality. Two separate sets of questionnaires were used to collect data from these two groups. Data analysis was performed using the Statistics Packaging for Social Sciences (SPSS) version 27. The study identified several challenges that currently hinder the effective implementation of WIL programmes within the municipality. As a result, it is recommended that the municipality provide training for WIL students and establish efficient monitoring and evaluation processes for the WIL programmes. Additionally, the municipality should involve students in WIL programmes in matters related to progressive initiatives and provide further support to enhance their ability to handle client services. It is also advised that the municipality prioritise the development of facilities and resources for WIL students to fully engage them in their work.

Small rural tourism businesses’ experience of the COVID-19 Tourism Relief Fund: A case of Coffee Bay

Tshepiso Jonathan Setokoe — 2024-08-14

The rapid spread of the coronavirus (COVID-19) has brought economies around the world to a complete halt. Given the restrictive measures implemented by governments to mitigate the damage caused by the virus, many sectors of the economy have been severely affected, with tourism being one of the hardest hit. This article aims to explore and evaluate the experiences of small tourism businesses operating on the outskirts in relation to the Tourism Relief Fund provided by the South African government during the COVID-19 pandemic. Drawing from an interpretive research paradigm, the study adopted a qualitative approach, using semi-structured interviews to gather data. The resulting data was then analysed using NVivo version 12, which generated a comprehensive observation report. The findings indicated that the South African government made concerted efforts to assist tourism businesses in surviving the worst humanitarian crisis of the 21st century. However, the findings also revealed numerous shortcomings that confirmed existing literature, particularly with regard to unconstitutional qualifying criteria. Furthermore, the study found that businesses, especially informal ones that cater to tourists and provide employment, were frustrated by their ineligibility for the Tourism Relief Fund due to qualifying criteria such as registration. In conclusion, the study recommends that the government and policymakers implement more flexible transformation policies, especially during times of crisis.

Stakeholder dynamics and territorial disputes in nature reserves management: A case of Cwebe community, Eastern Cape, South Africa

James Donald Nyamahono — 2024-09-10

Nature reserves are important ideational spaces where global goals on environmental conservation can be achieved. However, their management is complex and challenging when multiple stakeholders claim ownership and control. This study was centered on this debate and explored stakeholder dynamics and territorial disputes around nature reserves, with a focus on Mhlanganisweni and eLalini Villages situated adjacent to Cwebe Nature Reserve (used interchangeably with 'the Nature Reserve') in South Africa. The aim was to understand the dynamics of the relationship between local communities and the Nature Reserve management, and to investigate how these factors contribute to territorial disputes and their consequences. Qualitative data was collected from women, youth, the elderly, and traditional authorities on one hand, and the management of the Nature Reserve on the other. The study found complex stakeholder relationships among stakeholders, with local communities frequently losing out in territorial disputes. This outcome is evident from the territorial disputes that arise over exclusion in decision-making, natural resource exploitation, and conservation policies within and around the Nature Reserve. The study recommends the implementation of a more inclusive conservation framework that acknowledges the perspectives of multiple stakeholders.

Gender differences in banana productivity in Tanzania

Hildo Ladislaus Mrema — 2024-10-04

Banana is one of the key crops produced by farmers in Tanzania. The productivity of bananas among smallholder farmers is very low. One of the core reasons for this lower agricultural productivity in Tanzania is gender inequality in production. This study aimed to establish gender productivity differences in banana production in Tanzania. The study used panel data and a correlated random effects (CRE) model to determine these differences. It finds a 19% difference in banana productivity in favour of male managers, highlighting their (plot managers') characteristics, input use, and banana plot characteristics. The area of banana cultivation by zones, namely Lake, Northern, Southern Highlands, and Eastern zones, was found to increase banana productivity. The use of organic fertiliser and receiving government extension services have a positive influence on banana productivity. On the other hand, being a female manager, an increase in banana plot area, and an increase in the usage of pesticides have a detrimental effect on banana productivity. The findings of this study suggest the need for proper banana plot management, farmer training on skills such as the timing and amount of inputs that can be applied to banana plots sustainably, and the availability of extension services to all plot managers, regardless of their gender. Additionally, the study advocates for the sustainable use of pesticides by adopting good agricultural practices like Integrated Pest Management (IPM) and using appropriate planting materials that are disease-resistant.

Exploring multifaceted impacts of El Niño driven drought on child-headed rural learners' well-being in drought-prone Chivi, Zimbabwe

Munyaradzi Chidarikire — 2024-10-07

The El Niño phenomenon has led to an increased frequency and intensity of droughts, posing significant challenges for rural communities in sub-Saharan Africa. This qualitative case study examines the multifaceted impacts of El Niño-driven drought on the wellbeing of child-headed households and their educational outcomes in the drought-prone Chivi district of Zimbabwe. The current study aimed to understand how El Niño-induced drought affects the physical, emotional, and socioeconomic wellbeing of child-headed rural learners and how these impacts influence their educational experiences and outcomes. The central research question is: How do El Niño-driven droughts affect the wellbeing and educational trajectories of child-headed households in the Chivi district of Zimbabwe? This study adopted a qualitative research paradigm and a case study design. Fifteen participants were selected using purposive sampling, including young learners from child-headed households and adult community members. Data were collected through two focus group discussions, one with the young learners and another with the adult participants. The data were analysed using thematic analysis. The study found that El Niño-driven droughts exacerbate the vulnerabilities of child-headed households, leading to food insecurity, water scarcity, increased household responsibilities, and mental health challenges. These factors significantly undermine the learners' ability to engage in and succeed in their educational pursuits. The study recommends the implementation of targeted interventions, such as school-based feeding programmes and psychosocial support, to mitigate the adverse impacts of drought on child-headed rural learners.

Qualitative exploration of self-assessment in natural science: Grade 6 learners' experiences in rural Kwa-Zulu Natal classrooms

Preya Pillay — 2024-10-17

Self-assessment, a crucial metacognitive skill for self-regulated learning, is vital for academic growth, especially in challenging subjects like Natural Science. However, its implementation and effectiveness in rural South African primary schools remain underexplored. This study investigates Grade 6 learners' experiences of self-assessment in Natural Science at two rural schools in KwaZulu-Natal, South Africa. Employing a qualitative multiple case study design, the research utilised semi-structured interviews and classroom observations with twelve purposively selected Grade 6 learners. The study reveals that while learners generally perceive self-assessment positively, they struggle with effective implementation due to a superficial understanding and difficulties in objective self-evaluation. The rural context presents significant challenges, particularly the lack of practical science equipment, which hinders learners' ability to engage in hands-on experiments and accurately assess their understanding. Furthermore, traditional knowledge and cultural values sometimes conflict with the scientific methods taught in schools, creating confusion in the self-assessment process. These findings indicate that effective self-assessment in rural Natural Science education is impeded by both institutional factors (resource limitations, inadequate teaching methods) and personal challenges (lack of confidence, cultural conflicts). Recommendations include developing context-specific, age-appropriate self-assessment tools, implementing strategies to bridge traditional and scientific knowledge, and creating innovative approaches to maximise limited resources in rural schools. This study contributes to the understanding of self-assessment practices in resource-constrained rural environments and offers insights for enhancing its effectiveness in similar contexts, addressing a gap in the existing literature on rural education and self-assessment in developing countries.

A participatory lens to enhance collaborative learning among university students in rural South Africa

Bunmi Isaiah Omodan — 2024-10-22

Collaborative learning has been recognised as a highly effective approach to enhancing critical thinking, problem-solving, and overall academic performance. However, rural university students face unique challenges that may hinder their participation and engagement in collaborative learning activities. This gap may subsequently affect their learning effectiveness, leading to poor academic performance. Therefore, this study explores the challenges faced by rurally located university students in collaborative learning and strategies to enhance their participation. The study is underpinned by social learning theory and framed within a transformative paradigm using a qualitative research approach. Participatory Research was employed as a research design to provide inclusive opportunities for participants to be actively involved in the process of finding solutions to their problems. Focus group discussions were conducted to elicit information from 10 randomly selected rural university students enrolled in a particular module at a selected university in the Eastern Cape province. Thematic analysis was utilised to analyse the data. The results indicate that the main challenges faced by rural university students in collaborative learning include limited access to resources and technology, conflicting time schedules, and the unavailability of students. In contrast, providing adequate access to resources and technology, along with social and institutional support, is essential for enhancing collaborative learning among students in rural universities. In conclusion, promoting collaborative learning among rural university students requires universities to invest in adequate resources, implement flexible learning schedules, and create supportive learning environments.