A Collaborative Approach to Promote Sustainable Learning for Vulnerable Learners in Zimbabwean Rural Secondary Schools

Authors

Nowell Chidakwa University of Johannesburg, South Africa. https://orcid.org/0000-0002-0423-0984
Prosper Lunga North West University, South Africa. https://orcid.org/0000-0001-5659-4766
Fumane Portia Khanare University of the Western Cape, South Africa. https://orcid.org/0000-0002-1707-9179

DOI:

https://doi.org/10.34142/2709-7986.2024.29.2.04

Keywords:

community capitals framework, learner vulnerabilities, rural school, sustainable learning

Abstract

Purpose. Many children who attend rural schools are faced with challenges which make them vulnerable. Vulnerability does not only affect those learners, but it also disrupts the teaching and learning process; that is teachers and other learners and the well-being of people in the community.

Arguably, the responsibility of supporting learners who are vulnerable so that they can attain an education which is sustainable rests in the hands of the entire community.

The purpose of this study was to explore how a collaborative approach utilising community capitals can promote sustainable learning for vulnerable learners in Zimbabwean rural secondary schools. The study used the Community Capitals Framework (CCF) as the analytical framework for the study.

Methodology. The study employed a qualitative methodology using Participatory Action Research (PAR) and Critical Emancipatory Research (CER) paradigms. Data were generated through discussion meetings and photovoice with learners, teachers, and parents from two rural secondary schools in Zimbabwe. Fairclough’s (1992) critical discourse analysis principles and a photovoice methodology were used for data analysis.

Results. Results show that there is a need to develop a good learning environment, community engagement, and untap opportunities in local capitals to support the vulnerable learners, enhancing sustainable learning. The study also stresses the need for a positive relationship and engagement with communities, alongside leveraging all the types of capital in the community, including human capital, cultural capital, built capital, and social capital to mitigate some of the risks that learners may face.

Conclusions. From the study, it is evident that a stakeholder-supported approach and leveraging on community capital is an appropriate way of addressing learner vulnerability and fostering learning in the rural secondary schools in Zimbabwe. The involvement of the community can also be used as a force to encourage the development of an environment conducive to learning that will foster the achievement of the education goals for vulnerable learners.

Downloads

Download data is not yet available.

Author Biographies

Nowell Chidakwa, University of Johannesburg, South Africa.

Ph.D. in Educational Psychology, Postdoctoral Research fellow, University of Johannesburg, Faculty of Education, Department of Educational Psychology, South Africa.

Prosper Lunga, North West University, South Africa.

Ph.D. in Educational Psychology, Postdoctoral Research fellow, North-West University, Faculty of Education, COMBER, Potchefstroom Campus, South Africa.

Fumane Portia Khanare, University of the Western Cape, South Africa.

Ph.D. in Educational Psychology, Associate Professor, University of the Western Cape, Faculty of Education, Department of Educational Psychology, South Africa.

References

Ajoodha, R. (2022). Identifying academically vulnerable learners in first-year science programmes at a South African higher-education institution. South African Computer Journal, 34(2), 120–148. https://doi.org/10.18489/sacj.v34i2.832

Anglin, A.E. (2015). Facilitating community change: The Community Capitals Framework, its relevance to community psychology practice, and its application in a Georgia community. Global Journal of Community Psychology Practice, 6(2), 1–15. http://dx.doi.org/10.7728/0602201504

Chidakwa, N. (2020). An asset-based approach to mitigating learner multiple vulnerabilities in Zimbabwean rural learning ecologies [Unpublished Doctoral Thesis]. University of KwaZulu Natal. https://researchspace.ukzn.ac.za/handle/10413/19225

Chidakwa, N., & Hlalele, D.J. (2021). The paradox of complex systems: managing multiple vulnerabilities in Zimbabwean rural learning ecologies. Vulnerable Children and Youth Studies, 17(3), 259–270. http://dx.doi.org/10.1080/17450128.2021.1925383

Chidarikire, M. (2017). A peer counselling strategy for alleviating drug abuse in Zimbabwean rural learning ecologies [Unpublished doctoral thesis]. University of the Free State.

Chikoko, V., & Khanare, F. P. (2012). School Management Teams’ Conceptualisation of School Assets in Addressing the Needs of Children Orphaned and Made Vulnerable by HIV and AIDS: Evidence from South Africa. Journal of Social Sciences, 32(1), 23–36.

Children’s Commissioner for England (2018). Vulnerability report 2018. https://assets.childrenscommissioner.gov.uk/wpuploads/2018/07/Childrens-Commissioner-Vulnerability-Report-2018-Overview-Document-1.pdf

Chinyoka, K. (2013). Psychosocial Effects of Poverty on the Academic Performance of the Girl Child in Zimbabwe [Unpublished Thesis, University of South Africa]. UnisaIR. http://hdl.handle.net/10500/13066

Crossman, A. (2020, February 2). An overview of qualitative research methods. ThoughtCo. https://www.thoughtco.com/qualitative-research-methods-3026555

Ebersöhn, L. (2016). Schools as enabling systems: how can research findings inform learning and wellbeing in high risk and high need schools (Meeting minutes). Meeting presented at the Centre for the Study of Resilience, University of Pretoria, Pretoria, 1–3 September. Retrieved November 24, 2017, http://www.gdn.int/admin/uploads/editor/files/Liesel%20plenary%20session%20C%202016%2002%2025.pdf.

Ebersöhn, L., & Ferreira, R. (2011). Coping in an HIV/AIDS-dominated context: teachers promoting resilience in schools. Health education research, 26(4), 596–613. https://doi.org/10.1093/her/cyr016

Fairclough, N. (1992). Discourse and social change. Polity Press.

Fairclough, N. (2012). Critical discourse analysis: the critical study of language (3rd ed.). Longman.

Flora, C. B., & Flora, J. L. (2013). Rural Communities: Legacy and Change (4th ed.). Westview Press.

Hlalele, D. (2012). Exploring rural high school learners’ experience of mathematics anxiety in academic settings. South African Journal of Education, 32(3), 267–278. https://doi.org/10.15700/saje.v32n3a623

Hrona, N., Vyshnyk, O., & Pinchuk, I. (2022). Soft Skills Development in Future Primary School Teacher’s Training. Educational Challenges, 27(2), 79–90. https://doi.org/10.34142/2709-7986.2022.27.2.06

Jopling, M., & Vincent, S. (2016). Vulnerable learners: needs and provisions in the primary phase. Primary Review Trust.

Katunga, W., & Lombard, K. (2016). The contribution of social entrepreneurship in meeting the needs of orphans in Mberengwa district in Zimbabwe [Unpublished PhD Thesis]. UNISA.

Kent County Council. (2018). Children, Young People and Education: Kent’s strategy for vulnerable learners (2017–2020). Kent County Council. https://democracy.kent.gov.uk/documents/s83191/Item%2013%20-%20CYPE%20Kents%20Strategy%20for%20Vulnerable%20Learners%202017-2020%20-%20Final%20PL%20Draft%20Dec%202017.pdf.

Lunga, P. (2020). A collaborative framework for enhancing sustainable learning for learners with disruptive behaviour in a rural school context [Unpublished PhD thesis]. University of KwaZulu-Natal. https://researchspace.ukzn.ac.za/handle/10413/19949

Lunga, P., & Chidakwa, N. (2023). Disruptive Behaviour and Vulnerability in Zimbabwean Rural Ecologies: Sustainable-Transformative Approach. In W. Leal Filho, I. R. Abubakar, I. da Silva, R. Pretorius, K. Tarabieh (Eds.), SDGs in Africa and the Middle East Region. Implementing the UN Sustainable Development Goals – Regional Perspectives (pp. 1–21). Springer, Cham. https://doi.org/10.1007/978-3-030-91260-4_10-1

Lunga, P., Koen, M.P., & Mthiyane, N. (2021). School and the community: Managing disruptive learner behaviour in rural learning ecologies. Perspectives in Education, 39(4), 73–88. http://dx.doi.org/10.18820/2519593X/pie.v39.i4.6

Macdonald, C. (2012). Understanding participatory action research: a qualitative research methodology option. Canadian Journal of Action Research, 13(2), 34–50. https://doi.org/10.33524/cjar.v13i2.37

Mackenzie, C., Rogers, W., & Dodds, S. (2014). Introduction. In C. Mackenzie, W. Rogers, & S. Dodds (Eds.), Vulnerability: New essays in ethics and feminist philosophy. Oxford Scholarship Online. http://dx.doi/org:10.1093/acprof:oso/9780199316649.001.0001

Mattiesen, M., Froggatt, K., Owen, E., & Ashton, J. (2014). End-of-life conversations and care: an asset-based model for community engagement. BMJ Supportive & Palliative Care, 4, 306–312. http://dx.doi.org/10.1136/bmjspcare-2013-000516

McLean, J., McNeice, V., & Mittchell, C. (2017). Asset-based approaches in service settings: striking a balance. Glasgow Centre for Population Health.

Motsa, N.D., & Morojele, P.J. (2016). Vulnerability and children’s real-life schooling experiences in Swaziland. Educational Research for Social Change, 5(2), 35–51. https://doi.org/10.17159/2221-4070/2016/v5i2a3

Myende, P. E. (2014). Improving academic performance in a rural school through the use of an asset-based approach a management strategy [Unpublished PhD Thesis]. University of the Free State.

Myende, P.E. (2017). Improvement from within: the asset-based approach and rural school improvement. Journal of Educational Studies, 16(2), 33–50.

Myende, P.E., & Hlalele, D.J. (2018). Framing sustainable rural learning ecologies: a case for strength-based approaches. Africa Education Review, 15(3), 21–37. https://doi.org/10.1080/18146627.2016.1224598

Nel, H. (2018). Community leadership: a comparison between asset-based community led development (ABCD) and the traditional needs-based approach. Development Southern Africa, 35(6), 839–851. https://doi.org/10.1080/0376835X.2018.1502075

Pillay, J. (2018). Early Education of orphans and vulnerable children: a crucial aspect for social justice and African development. Bulletin for Christian Scholarship, 83(1), 1–12. https://doi.org/10.19108/KOERS.83.1.2335

Renkly, S., & Bertolini, K. (2018). Shifting the paradigm from deficit-oriented schools to asset-based models: why leaders need to promote an asset orientation in our schools. Empowering Research for Educators, 2(1), Article 4. https://openprairie.sdstate.edu/ere/vol2/iss1/4

Rippon, S., & South, J. (2017). Promoting asset-based approaches for health and wellbeing: exploring a theory of change and challenges in evaluation. The Health Foundation.

Teise, K. L., & Alexander, G. (2017). Perceptions of teacher education learners at a South African university on the relationship between culture and education: implications for social justice. KOERS – Bulletin for Christian Scholarship, 82(3), 1-13. https://doi.org/10.19108/KOERS.82.3.2334

UNESCO. (2018). One in five learners, adolescents, and youth is out of school [Fact Sheet]. UNESCO Institute for Statistics. http://uis.unesco.org/sites/default/files/

documents/fs48-one-five-learners-adolescents-youth-out-school-2018-en.pdf

Vines, K. (2018). Exploration of engaged practice in cooperative extension and implications for higher education. Journal of Extension, 56(4), Article 24. https://tigerprints.clemson.edu/joe/vol56/iss4/24

Wood, L. (2020). Participatory action learning and action research: theory, practice and process. Routledge. https://doi.org/10.4324/9780429441318

ZIMVAC. (2022). Rural livelihoods assessment report. Zimbabwe Vulnerability Assessment Committee (ZIMVAC).

Downloads

PDF (English)

Published

2024-10-17

How to Cite

Chidakwa, N., Lunga, P., & Khanare, F. P. (2024). A Collaborative Approach to Promote Sustainable Learning for Vulnerable Learners in Zimbabwean Rural Secondary Schools. Educational Challenges, 29(2), 58–79. https://doi.org/10.34142/2709-7986.2024.29.2.04