PROBLEM 1: SCHOOL PROBLEM
Many schools in my rural home in Hurungwe District, near Kariba have very low Ordinary level pass rates (ranging from 5% and 8%). The unavailability of resources and utilities found in urban areas such as electricity and local transport (taxis) contributes to this very apoling statistics. As a result learners have to travel very long distances (25km on average) to go to school on foot. When given homework, the learners have to write during daylight (at school) because they hardly study because of the unavailability of electricity, and besides they will be very exhausted. AIMS OF THE RESEARCH PROJECT
This research project is aimed at investigating the effect of Proximity of schools
Unavailability of services and utilities such as taxis and electricity, to the Ordinary level pass rate in my home area. JUSTIFICATION OF PROBLEM
Statistics reveal that in Zimbabwean rural areas, learners have to walk an average of 15km to school because there are few secondary schools. This means the learners have to wake up very early (4 am) to start their journey to school as there is no transport to ferry them to school. In my home area, Kapiri Secondary school is approximately 12km from the homestead. When the learners arrive at school they will be very tired, and can hardly concentrate because of lack of adequate sleep and the long distance they cover. After school, the learners have to do extracurricular activities, and then they write their homework while at school. They then return home and have to do household chores before going to bed. The learners have to put up with this life for the four years of their secondary education. The most pathetic thing is that when they sit for their examinations only 8% of them pass and the remainder fails.
According to a research paper entitled “School Proximity and Child Labor Evidence from Rural Tanzania” by Florence Kondylis (2006), there is a negative correlation between proximity of schools to school attendance and consequently, the academic attainment. This research was done in Tanzania in primary schools. This was supported by Siddiqui, F. and Patrinos, H.A. (1995). Furthermore, the research results showed that the zeal and interest of the learners drop, resulting in child labour and other antisocial behaviours.
According to a case study by Wisdom Moyo (2013) in Insiza District, Tshazi Secondary School is the only school that offers secondary education in the Thandanani cluster of schools. Its feeder area comprises of seven primary schools. This therefore suggests the high possibility of long distances which some learners travel on a daily basis on their way to and from school. Walking over long distances might lead to late coming at school and at home after school in evening. Fatigue and hunger might lead to drowsiness during learning as a result of walking over long distances. Children from rich families would usually cycle to school. This puts them at the advantage of arriving at school early without having lost any considerable amount of energy. Moyo also found out that most learners that walk long distances to school are out performed by those who travel less distances to school.
The problem of unavailability of electricity in most rural areas affects the pass rate. The learners in rural schools have to rely on candlelight and kerosene for their study, which have negative effects on health. These lamps also could start fires when the learners fall asleep in the study process. Oyadonghan. J. C and Eke. F. M (2011) carried out research on rural Universities in Nigeria and proved that poor performances of learners in information Technology was partly caused by unavailability of electricity. WHAT OTHER SOURCES SAY ABOUT THE PROBLEM
The Marist International Solidarity Foundation (FMSI) (2011) suggested for Zimbabwean government to extend the roles of Basic Education Assistance Module (BEAM) to raise...
Please join StudyMode to read the full document