The role of learning communities in addressing primary school dropout: an exploratory study of a learning community in a low-income primary school in cape town,south africa.
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Date
2025
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University of the Western Cape
Abstract
This research responds to an identified concern in the literature that primary school dropout may be a relatively understudied phenomenon requiring due attention. Accordingly, this research undertaking explored the present role of learning communities in addressing voluntary withdrawal or dropout in a low-income primary school educational context in post-apartheid South Africa. This research is important especially in a country where, for the majority of South African learners, educational inequality continues to prevail across postapartheid educational landscapes. Within an interpretive paradigm, and as a qualitative case study, the underpinnings of Epstein’s model pertaining to school, home and community partnerships have been explored to broadly guide this research undertaking, and participant perception was invited through semi-structured interviews. Key findings draw attention to possible collaborative solutions to the unrelenting problem of voluntary learner withdrawal in low- income primary school educational contexts. Most notably, key findings suggest that the formation of educational communities comprising educators, parents and caregivers, and the learners themselves potentially has a high social and educational value towards the success of learners. Findings also draw attention to the value of an extended educational community in which district officials and community organizations, for example, could contribute towards authentic lifelong learning strategies towards educator and learner success.
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Keywords
Primary School Learner Dropout, Voluntary Withdrawal, Learner Success, Low socio- economic Educational Contexts, Learning Communities