On entering this research although I was aware of the challenges in rural education, I had no experience of conducting rural education research. This research and the overarching IFGI project not only gave me the opportunity to develop an appreciation of the very unique challenges associated with rural education research, but it also made me much more aware of the extent of challenges facing young (mainly African) rural children in as far as accessing quality schooling; I was made acutely aware of the social, physical, and psychological challenges that rural children face. Many learners in rural areas face overcrowded classrooms, a shortage of teachers, and a lack of basic resources such as running water and electricity, nevermind the trouble and dangers of having to travel great distances to their schools.

I enjoyed this research and the journey of learning immensely. I travelled to the young man’s home and school to observe, to interact with him and his family and to speak to his teachers and tutors. The research was emotionally draining and yet positively uplifting as well; I witnessed how funding for this adolescent learner through IFGI not only allowed him to escape the challenges of trying to access quality schooling as a rural based child but also how he began to improve academically. It gave me a profound sense of working for social justice. However, the transition to a well functioning boarding school for this young man was not easy; the emotional and psychological effects on him were profound especially at the beginning of his transition into the boarding school environment. The limitations of the funding grant meant that mainly school and boarding fees could be covered but that additional expenses like clothing and other aspects could not – although these may seem like luxury items from a psychological perspective, they may be considered necessary accoutrements for an adolescent from a poor rural background to ‘fit in’. These are some of the aspects that require further exploration in interventions such as this one.

A limitation of this study is that it is one case study of one adolescent male learner. This means that the study’s setting and findings cannot be easily generalised. However, after having immersed myself in this study for more than two years, I am of the view that despite the many challenges, well-functioning boarding schools play an important role in allowing young disadvantaged rural children the opportunity to access quality education in South Africa.

Now that the project is being administered by the not-for-profit Investing for Innovation (NPC), (but still funded by IFGI in the USA), I am hopeful that there will be increased funding from South African foundations and individual donors as well, which will enable more wrap-around support for additional children.

Ms. Taryn Bennett
Lecturer in Childhood Education
Faculty of Education

Telephone: 011 559 5212
E-mail: taryn@uj.ac.za
Website: www.uj.ac.za
Office: University of Johannesburg