The impact of access to post-secondry education information on "rural origin" students' access to higher education: A case of three schools in Ntabamhlophe, Kwazule-Natal

Abstract

Inequalities in recruitment, enrolment and throughput rates in higher education among different socioeconomic classes in the democratic South Africa have remained challenging to reduce. Unpacking spatial differences in access to post-secondary education information can strengthen initiatives aimed at reducing such inequalities. Research on access to and success at postsecondary education has based the vulnerability of students from disadvantaged backgrounds heavily on financial constraints. Neglecting the issue of information or Higher Education knowledge which plays a very important role in decision making. It is a challenge for people from disadvantaged backgrounds to find their way through the inexplicable labyrinth of academic forms, financial aid applications, faculty handbooks and prospectuses. Even in Higher Education people have access to formal and informal resources of information. The formal resources which include guidance counsellors, college training in Advanced Placement (AP) courses (in the case of USA), college handbooks and university open days are readily available at wealthier schools than the poorer ones. It is however the informal knowledge networks that really matter in preparing for Higher Education application and admission. This article argues that the lack of exposure to useable post-secondary education information in rural based prospective students results in uninformed and underprepared learners about prospects and possibilities of educational options and opportunities. Hence later on they take longer to complete or even drop out.

(Non)fungibility of socio-cultural capital for rural-based students in South African universities

“…27 These sub-optimum teaching and learning conditions have been blamed for low levels of digital literacy, linguistic constraints, lack of career guidance and information asymmetry, and low career and academic aspirations. 28,29,30 In this reasoning, the NDP: Vision 2030 alludes to the schism that exists in the basic education system, where some learners, even though they achieved university admission, emerge qualitatively unprepared. This http://www.td-sa.net Open Access…”

“…Despite the transformational efforts engendered by the postapartheid government, rural schools still possess hurdles for student participants. 27,29,36 The universalisation of policy and curriculum engendered under C2005 and CAPS have had problematic consequences for rural schools. 37,38 The mistake of attempting to equalise educational outputs without transforming the schooling context was never going to work.…”

“…According to Bozalek and Boughey where rural schools are adversely affected by remoteness, isolation, low socio-economic status of communities and low education of parents. 27,29,39 These contextual challenges negatively impact the supply chain of human and physical capital of rural schools -where rural schools have inferior infrastructure and teaching staff compared to their urban counterparts. In addition, communal engagement is weakened by the educational competencies of parents.…”

“…34 In addition, students receive less or no post-school and career guidance, 27 and with learners having no siblings in HEIs, learners are demotivated to exert themselves in schooling with hopes of achieving post-school educational benefits. 29 Consequently, rural learners have challenges aspiring, accessing or succeeding in tertiary education compared to their urban counterparts. 27,29,40 http://www.td-sa.net Open Access…”

“…29 Consequently, rural learners have challenges aspiring, accessing or succeeding in tertiary education compared to their urban counterparts. 27,29,40 http://www.td-sa.net Open Access…”