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Teachers’ and parents’ experiences regarding the no-fee policy in a historically disadvantaged school
Author(s)
Brown, Clive Jimmy William
Date Issued
2016
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Many schools in the Western Cape Province of South Africa have opted to change from a
fee-paying school to that of no-fee paying school, due to the small or no income of funding
received annually from learners from poor economic backgrounds. The study aimed to
investigate whether this school fee system was able to successfully address barriers which
the previous system was unable to, and for this reason I addressed the stakeholders who are
involved in the implementation of this no-fee school policy. This study aimed to explore the
experiences of teachers and parents at the no-fee school well after its transition from feepaying.
In summary, the study examined whether the no-fee allocated funds per learner were
able to improve the school performance indicators (school facilities, resources, teacher
complement, pass rates, infrastructure, etc.), since the change took place.
The study applied a qualitative case study methodology to realize its purpose. I used
purposeful sampling to select one newly declared no-fee school. From this school, one
principal, six teachers and four sets of parents were interviewed on their experiences
regarding this policy. Semi-structured interviews and observation with document analysis
were triangulated to collect and enrich the data. The study revealed that this no-fee school
was able to address the needs of the poor in the Lotus River historically disadvantaged
community.
fee-paying school to that of no-fee paying school, due to the small or no income of funding
received annually from learners from poor economic backgrounds. The study aimed to
investigate whether this school fee system was able to successfully address barriers which
the previous system was unable to, and for this reason I addressed the stakeholders who are
involved in the implementation of this no-fee school policy. This study aimed to explore the
experiences of teachers and parents at the no-fee school well after its transition from feepaying.
In summary, the study examined whether the no-fee allocated funds per learner were
able to improve the school performance indicators (school facilities, resources, teacher
complement, pass rates, infrastructure, etc.), since the change took place.
The study applied a qualitative case study methodology to realize its purpose. I used
purposeful sampling to select one newly declared no-fee school. From this school, one
principal, six teachers and four sets of parents were interviewed on their experiences
regarding this policy. Semi-structured interviews and observation with document analysis
were triangulated to collect and enrich the data. The study revealed that this no-fee school
was able to address the needs of the poor in the Lotus River historically disadvantaged
community.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2016.
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