Written by Zipho Xego
Despite the political symbolism of equity and redress in post-apartheid education, structural inequalities continue to shape the education landscape of rural communities in the Eastern Cape. As Anthony Lemon's (2004) study on education in the Eastern Cape highlights, South Africa’s post-1994 education system has failed to deliver on its promises of true equity. The government's adoption of market-driven reforms and commodification of education, inherited from the National Party’s early 1990s policies, has continued to perpetuate disparities between rural and urban, particularly for resource-poor predominately rural schools. Lemon’s findings mirror the challenges faced by the rural Cwebe community where I conduct fieldwork and here access to higher education remains elusive for many high school students.
Structural inequalities in rural education
The structural inequalities affecting education in rural South Africa are striking. Through my interviews and observation in Cwebe I have found that many of the schools are underfunded, classrooms are overcrowded, and teachers are often underpaid. This leaves students in rural areas ill-equipped to compete with their urban peers. Rural schools like Cwebe often lack access to necessary technologies and educational resources which creates an environment where students feel left behind and struggle to navigate an education system that was supposed to bring equity. One barrier is limited internet access and equipment for online applications to university which also tend to be unreliable. But most households do not have computers, and thus students lack the tools to navigate a largely online university application process. Students of Cwebe are not exposed to the same level of career counselling or mentorship that exists in urban and suburban schools, many students go through high school unaware of what careers might be out there for them, let alone how they could actually start on a path leading to higher education. Information is a major facilitator in the University application process. The Grade 12 path to university is still uncertain for most matriculants from Cwebe. This information vacuum is one of the largest problems in Cwebe. Students pass grade 12 with good marks but do not proceed to university because they have no knowledge of application processes. Most students in Cwebe do not even know programmes of study which might interest them or align with their career aspirations.
Community-led initiative
In response to these challenges, I initiated a community-led programme to support Grade 12 students in Cwebe with their university applications. During the June school holidays, I and several friends from Mthatha held a workshop at a local primary school, helping students fill out their applications and providing guidance on the complex process. I had already arranged with the local primary school to lend us space to meet in a central space. This for me was a way of also showing the community that help is not too distant from them as I also showed others how to go about filling in those applications. This was to foster long-term impact and ensure that even when I am not there next year, they remember what to do. In the long run, just having their friends and community members around to help with online university applications could mean a lot for these students. More importantly, the collective enables stretching beyond just pure knowledge transfer to moral and emotional support to students struggling through what can be overwhelming or unclear paths. To our surprise, the turnout was much more than we expected as 23 students showed up. Most of these students matriculated in the previous years and only 6 were still in school. This was also due to the fact that some students were attending winter schools as it was during the week. However, there was a plea for us to arrange another time for these applications as people really showed appreciation and gratitude for this gesture. This was also informed by the observation made during the collection of the ethnographic data that showcased that very few people in the area pursued higher education. Those that have managed to also alluded to having gotten help from their family members who reside in the city or people that helped them.
Figure 1: Students and Zipho reviewing university applications in Cwebe (Taken: June 2024)
This initiative emphasises the power of community collaboration in addressing the systemic barriers to education. Through initiating a pooling of resources and knowledge, communities can create a culture of solidarity and ensure that students have the support they need to pursue their academic dreams. The workshop not only provided practical assistance with applications but also offered emotional and moral support to students who felt overwhelmed by the whole process.
Addressing financial barriers: beyond applications
While navigating the university application process is a significant hurdle for rural students, financial constraints often present an even more formidable barrier. Tuition fees, accommodation costs, and other related expenses make higher education unaffordable for many students, even if they gain admission to university. For families in Cwebe, where poverty is a daily reality, the idea of taking on debt to fund education is a daunting prospect. Recognising this, our community initiative extended beyond assisting with applications to include helping students apply for financial aid. Most students in Cwebe rely on government support schemes like the National Student Financial Aid Scheme (NSFAS) or scholarships and bursaries to fund their studies.
The ripple effect of success
The ripple effects of these community endeavors are much greater and exceed the reach beyond just students. When a student from Cwebe is successful in gaining their university entrance it inspires the entire community. This further opposes the notion that rural students do not dream of pursuing higher education and if provided with appropriate support, they too can accomplish academic or career goals. Such a confidence boost is potentially life-changing, making them very keen to succeed academically and go on to help other kids in their village.
If South Africa is to truly equalise education, targeted interventions must be made in rural areas like Cwebe. This requires increased investment in rural education infrastructure, including expanding broadband access and improving school facilities. Additionally, providing effective career counselling and mentoring schemes will help rural students make informed decisions about their futures. As Anthony Lemon’s research emphasises, class—not race—has become the primary determinant of educational opportunity in post-apartheid South Africa. For the country to realise the promise of equality, we must address these systemic issues, ensuring that students from all backgrounds have an equal chance to succeed. By fostering a culture of collaboration and support, rural communities can play a crucial role in breaking down the barriers to higher education, helping the next generation of students to thrive.
References:
Lemon, A. (2004). Redressing School Inequalities in the Eastern Cape, South Africa. Journal of Southern African Studies, 30(2), 269–290. https://doi.org/10.1080/0305707042000215392
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