International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue III, March 2020 | ISSN 2454–6186

Challenges Facing Learning at Rural Schools: A Review of Related Literature

Elock Emvula Shikalepo
 Centre for Open and Lifelong Learning, Namibia University of Science and Technology, Namibia

Abstract: – The standard of education at most rural schools worldwide has been reported as low, owing to the geography of the rural areas and the rural-based dynamics which conflicted with learning endeavours. The purpose of this study was to review literatures related to the challenges and difficulties that faced learning at rural schools, and explain the intensity to which these challenges influenced learning at rural schools. The aim was to make necessary recommendations on how the challenges can be dealt with so that they do not continue to deteriorate learning at rural schools.Different sources of literatures were reviewed, and data was analysed thematically and discussed within the context of learning at rural areas, which was the focus of the study.
The study found out that learning at rural schools was characterised by numerous challenges. Impoverished and malnourished conditions of learners in rural environments were a result of poor families who were often unemployed and unable to provide basic necessities for their families.Malnourished learners failed to grasp the learning contents due to lack of concentration. In addition, minimum parental involvement in learning alongside low value attached to education by rural parents and guardians, resulted in low learners’ enrolment and high drop-out rates among rural schools, which then compromised the quality of learning. The shortage of resources, as diverse as human resources, buildings and learning aids also compromised the quality of learning at rural schools. School authorities should implement the necessary measures to minimise the detrimental effects of these challenges on learning at rural schools, to enable learners to learn optimally with improved school performance.

Keywords: Learning, learners, rural, rural areas, rural schools

I. BACKGROUND OF THE STUDY

The Victorian Auditor-General Report (2013), reveals that the provision of quality and accessible education to rural communities is a worldwide challenge. Despite this challenge, scholars have argued that limited research has been attempted in the areas of education in rural settings thus far (Gandara, Gutierrez & O’Hara 2001; Milanowski, Longwell-Grice, Saffold, Jones, Schomisch. & Odden, 2009; Wallin, 2009). In Canada, there is a relative lack of research within rural educational contexts (Wallin, 2009). In the United States of America, more than 30% of schools are in rural areas, yet only less than 6% of research conducted makes reference to rural schools (Hardre, 2008). This necessitate a need for research focusing on rural settings to address this research gap.