Loss of learning space within a legally inclusive education system: institutional responsiveness to mainstreaming of pregnant learners in formal education

Runhare, Tawanda; Vandeyar, Saloshna

doi:10.4314/gab.v9i2.72184

Cited by 16 publications

(18 citation statements)

References 20 publications

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“…Thus, students tend to depend on the teacher for information. Participants only considered distance learning when they are out of school due to expulsion (Runhare, 2010). The other issue with distance learning is that there is need to use computers and internet, and in Zimbabwe these are not easily accessible.…”

Section: Discussionmentioning

confidence: 99%

“…Zimbabwean learners who get pregnant have a right to continue with their education (Runhare, 2010). However research has found that some girls who became pregnant prefer to suspend their schooling or transfer to another school after delivery (Runhare, 2010) because pregnant learners are often treated as bad influences on others and are looked down upon. If distance learning were available, learners who become pregnant could enroll for online education or other formats and continue with their education.…”

Section: Distance Learning In Educationmentioning

confidence: 99%

“…Ensuring wider access to education would be an essential part of continuing to build the country as an independent nation. Runhare (2010) found that most schools in Zimbabwe expel students who misbehave or fall pregnant. These expelled students are not be able to continue with their education, as few schools are willing to accept them.…”

Section: Distance Learning In Educationmentioning

confidence: 99%

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Student perceptions of distance learning at advanced level in Zimbabwe

Gomba

2016

IJRSET

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Thirty-four Zimbabwean Advanced level students at a Catholic run boarding school were surveyed in regards to their perception of having distance education at high school level. The country is experiencing an increase in technology use, resulting in calls for the introduction of online education through distance learning (Bukaliya & Musika, 2011). The purpose of this survey study is to investigate the attitudes and perceptions of high school students in Zimbabwe towards distance learning. Participants completed a 15-item tool with domains in computer, internet, online learning, teachers and overall expectations of online education. The results showed that most of the participants favored the introduction of blended learning at Advanced level as opposed to having online learning. It is the author's recommendation that steps should be made towards training instructors in online teaching, and helping schools introduce blended education into their curriculum. Professional development of teachers should also focus on the training of using computers in the classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Distance Learning In Educationmentioning

confidence: 99%

Section: Distance Learning In Educationmentioning

confidence: 99%

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Student perceptions of distance learning at advanced level in Zimbabwe

Gomba

2016

IJRSET

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“…Studies by Runhare (2010) and Odu, Ayodele and Isola (2015) revealed that it can be difficult for a young mother to return to school because both the school and community fear that young mothers may become a bad influence to other learners in the school. It is against such negative perceptions to teen motherhood that in most of the Sub-Saharan African region, while policies that allow pregnant schoolgirls to either continue with or return to school after giving birth, most of them would rather voluntarily drop out of school due to the stigma attached to teenage pregnancy (Chigona & Chetty, 2008;Runhare, 2010;Runhare & Hwami, 2014). In South Africa, Chigona and Chetty (2008) and Grant and Hallman (2006) observed that a supportive family environment is a key determinant factor for pregnant or parenting schoolgirls' decision to continue with their education.…”

Section: Negative Societal Attitudes and Stigma Towards Pplsmentioning

confidence: 99%

Resilience of Pregnant and Parenting Learners to Pursue Educational Aspirations Within a Stigmatising School Setting in Rural South Africa

Runhare

Kanaga-Majanga

Mathebula

2021

Acad. J. Interdiscip. Stud.

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This study was premised on the increased demand for enrolment of pregnant and parenting learners (PPLs) at ordinary or conventional schools in South Africa due to the democratisation of access to education after the 1994 democratic dispensation. The study investigated how pregnant and parenting schoolgirls were resilient to continue with their educational aspirations at formal schools despite the social challenges that they faced in the school, family and community environments. A qualitative case study design was employed, and for confidentiality of the study participants, a face to face key-participant individual interview was the main data gathering instrument. Purposive and snowball sampling were used to select a total of 8 PPLs, 4 learners from each of the two schools who were either pregnant or had given birth at the time of data gathering to express their coping strategies within a formal school setting. Study results revealed that setting new goals after pregnancy, desire to achieve self-efficacy, strategies against hate language and support from their significant others were key contributors to the resilience for the continued pursuit of the PPLs’ educational aspirations. The main recommendation from the study is for school management teams to help build a safe, child friendly and inclusive social environment among the school-based education duty bearers. Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

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“…There is still a lot to be gained by current South African policy on preventing school dropout and alcohol and tobacco use. Currently, South African policies preventing school dropout include permitting the re-enrolment of pregnant learners (114) and exempting students who do not have the affordability from paying tuition fees (115). National policies on anti-tobacco and alcohol include prohibiting the sale of these substances to minors and increased taxes on cigarettes and alcoholic beverages.…”

Section: Practical Implicationsmentioning

confidence: 99%

Out of school youth

Desai¹

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After students drop out of school, their alcohol use may vary according to the reason for dropping out. In this paper, out of school youth (OSY) are those between 13-20 years old, have not completed their schooling, and have not enrolled in secondary or high school for the current academic year. OSY are at heightened risk of alcohol use. This study examined the relationship between reasons for leaving school and alcohol use, taking into account gender differences. Survey data from 4222 OSY (mean age = 17.4 years, SD = 1.9; males = 59.4%) were analysed using ordinal regression. Leaving school for "not having enough money to pay for school fees" was associated with more alcohol consumption, among females living specifically in rural areas of Gauteng. However, in urban areas of KwaZulu Natal and Mpumalanga, females who left school for the same reason as their rural counterparts were less likely to consume alcohol in the past month. Males were more likely to consume higher levels of alcohol if they reported leaving school due to making someone pregnant, but only when they resided in peri-urban areas. Understanding the relationship between reasons for leaving school and alcohol use may give us insight into the profile of school dropouts at risk for alcohol use. This information is useful for intervention development across the school, home and community.

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Loss of learning space within a legally inclusive education system: institutional responsiveness to mainstreaming of pregnant learners in formal education

Abstract: This

Cited by 16 publications

References 20 publications

Student perceptions of distance learning at advanced level in Zimbabwe

Student perceptions of distance learning at advanced level in Zimbabwe

Resilience of Pregnant and Parenting Learners to Pursue Educational Aspirations Within a Stigmatising School Setting in Rural South Africa

Out of school youth

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