Rural schools and educational technology: A case study of rural schools in the Molopo district, Mafikeng

Abstract

This article examines the position and conditions of rural schools around Mafikeng (North-West Province, South Africa) with relation to the Technology Learning Area – a core component of Curriculum 2005. Technology Education (TE) has been undergirded by the launching of the Science and Technology Campaign by the national Ministry of Education at the introductory phase of Curriculum 2005. Given the well-known limitations on the capacity of rural schools to engage meaningfully and productively with both technological and science education, this pilot study investigates the pre-planning and strategising by relevant stakeholders. The article also focuses on the career aspirations of learners, and career guidance and expectations on the part of the teaching staff and parents, with reference to the acquisition of competencies in the Technology Learning Area by learners. Financial contributions by rural communities to school funds and security provisions for these schools which, it is envisaged, will house instructional materials for TE, are confronted and analysed.