Exploring the effects of post provisioning norm policy on learners’ academic performance in rural secondary schools: a case of uMshwathi, Kwazulu-Natal
In this study, the researcher explored the impact of the implementation of the Post Provisioning Norms policy on the academic performance of learners in rural secondary schools. This study utilized both face to face interviews and observation on focus groups to get participant’s views and opinions about the impact of the Post Provisioning Norms on the academic performance of learners in rural secondary schools. The population group consisted of 37 schools. The researcher used convenience sampling to draw a sample of 9 schools, where there was availability of one teacher and one school principal from each school. Analysis showed that the policy was applied on a blanket approach and did not consider the unique nature and history of the rural secondary schools. The result of the study confirmed that Post Provisioning Norms was impacting negatively on learner academic performance in rural secondary schools. The researcher recommended that the Post Provisioning Norms policy be revised to also include the consideration of the unique nature of rural secondary schools, the subjects being offered at such schools and not only the learner numbers. The limitation of the study was that the study was conducted in rural schools only, where there were only African teachers and learners. There is a need for future research on how best the Post Provisioning Norms formula could be improved to achieve satisfactory results for acceptable learner-teacher ratios among all races, especially African schools.
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