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, Tatenda Thelma Machingauta — Tue, 30 Jan 2024 00:00:00 +0200

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 — Thu, 29 Feb 2024 00:00:00 +0200

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 — Sat, 02 Mar 2024 00:00:00 +0200

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 Thapelo Tsotetsi; Akinlolu Ademola Onaolapo — Wed, 13 Mar 2024 00:00:00 +0200

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, Matobako Sempe — Tue, 02 Apr 2024 00:00:00 +0200

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, Joseph Rwothumio, John Baptist Mpoza — Mon, 08 Apr 2024 00:00:00 +0200

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 , Prem Heeralal , Ntokozo Ndwandwe — Wed, 08 May 2024 00:00:00 +0200

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, George Matto — Thu, 09 May 2024 00:00:00 +0200

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 — Fri, 07 Jun 2024 00:00:00 +0200

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 — Sat, 22 Jun 2024 00:00:00 +0200

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.