Poor access to water : the experiences of learners and educators within a rural primary school in Jozini, KwaZulu-Natal, South Africa.

Abstract

Water is an indispensable basic human need which is protected by several

provisions within legislation. However, despite extensive legislation access to water

is problematic for many rural schools in South Africa. The achievement of the

Millennium Development Goals and national goals that are time bound are not

possible with the structural barriers that loom. This research study, sketches the

experiences of learners and educators who have been exposed to poor access to

water within a rural primary school in Jozini, KwaZulu-Natal, South Africa. This

research study employs a qualitative research paradigm using a case study method

to provide an in-depth understanding of the schooling context where there is poor

access to water. The main aim was to explore in-depth how the schooling community

is affected and what coping strategies are employed to deal with poor access to

water. The research study was approached using ecological systems and social

justice perspectives.

Findings suggest that the consequences of poor access to water at school level are

numerous and become even more complex when there is a lack of water at

community level. In a compounding manner the consequences have the potential to,

in the long term, have irreversible negative effects on learners and their potential to

access quality education. Furthermore educators and management are placed in an

invidious position to accommodate the challenges associated with poor access to

water at school as part of their everyday teaching routine. Educators are failing to

teach and learners are failing to learn thus the education system is rendered

dysfunctional. The recommendations echo those of the participants who maintain

that the community and the school must have access to water in order to improve

the quality of life of all. Changes at the structural level in terms of how access to

education is defined are a necessity. Co-operative governance, more stringent

monitoring and evaluation of the education system, approaching education from a

child-friendly perspective, adopting a human rights approach to fiscal spending and

the involvement of chapter 9 institutions to ensure social justice are examples of the

structural changes required and are part of the recommendations.