In these circumstances it is not surprising that educational outcomes remain relatively poor. For example, a recent international survey found that more than three quarters of children aged nine cannot read for meaning. In some provinces this is as high as 91% in Limpopo and 85% in the Eastern Cape. And of 100 learners that start school, 50-60 will make it to matric, 40-50 will pass matric, and only 14 will go to university.
The right to quality education includes having a school where learners are safe to learn and have the adequate infrastructure and facilities to do so, but our research has found that this is not the reality for many learners in the country
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These included badly maintained buildings that had never been renovated, many of them dating back decades to the apartheid era and even previously. The buildings were hazardous, built with dangerous material such as asbestos and poorly maintained, in some cases putting the safety and security of learners at risk. The buildings were also unhygienic, poorly maintained and in some cases unsafe. Schools that were visited by Amnesty International had overcrowded classrooms without basic equipment and materials such as furniture and textbooks, with lack of security exacerbating the problems of vandalism and burglary.
Children in the lowest income groups are also more likely to walk to school than those in the highest income group. In KwaZulu-Natal alone, where more learners walk to school than in any other province, more than 210,000 pupils walk for more than an hour each way, and 659,000 walk for between 30 minutes and an hour each way.
While the report highlights that South Africa has made significant progress on ensuring the right to education for pupils since the end of apartheid, it has found that access has widened to the point where there is almost universal participation although the numbers of pupils dropping out before completing their basic education. However, in certain key areas as this report highlights, the post-1994 government has failed to meet its own domestic and international legal obligations. Too many schools suffer from poor infrastructure compromising the quality of education available for learners. Amnesty International conducted field research in the Eastern Cape and Gauteng provinces between November 2017 and June 2019 as well as extensive desk research including analysis of publicly available statistical data.
Introduction: The school-based sexuality education programmes in South Africa aim to improve the sexual and reproductive health of school-going adolescents. However, the high rate of unplanned pregnancy and sexually transmitted infections among learners in some schools in rural areas of King Cetshwayo district suggests that the programmes in these schools might not be effective due to certain learner-centred factors.
Method: This qualitative study explored lived experiences of 84 learners from nine public schools in 2020 through focus group interviews. Data was analysed using Interpretative Phenomenological Analysis.
Results: Learner-centred barriers to effective school-based sexuality education identified in this study were attitudes, age disparity, psychological status, peer pressure, socio-economic status, the exploratory attitude of learners, media, lack of role models, previous experiences, socio-economic status, and lack of parental love. These factors could reduce good sexual health. Learner-targeted interventions such as campaigns, using guest professionals, condom distribution, videos, on-site family planning, formal demonstrations, and on-site counselling could address these barriers.
South Africa has a high prevalence of obesity in black female adolescents and a paucity of knowledge regarding contributing dietary practices. The aim of this study was to assess the dietary practices and weight status of male and female adolescents at secondary schools in the Eastern Cape province in urban and rural areas. Sixteen schools and grade 8-12 learners (N = 1360) were randomly selected from three health districts comprising poor disadvantaged communities. A short unquantified food frequency questionnaire was used to collect data on learners' usual eating practices with regards to weekly meal pattern, breakfast consumption, foods taken to school, takeaways, and snacks eaten while watching television (TV). Body mass index measurements were determined for each learner. Prevalence of combined overweight and obesity differed significantly between genders, 9.9% in males versus 36.1% in females (p < 0.001). Significant gender differences were noted regarding eating practices. Females had a higher frequency of eating sugary snacks (p < 0.001) and a lower frequency of eating breakfast (p < 0.01) than males. Females ate significantly more fried fish (p < 0.05), pizza (p < 0.05) fat cakes (fried dough balls) (p < 0.05), hotdogs (p < 0.01), candy (p < 0.001), cake (p < 0.01), and crisps (p < 0.001). Compared to urban areas, the frequency of eating breakfast (p < 0.01) and sugary snacks (p < 0.05) was significantly higher in rural areas. Significantly more learners in urban areas consumed boerewors (beef sausage) rolls (p = 0.027), hamburgers (p = 0.004), and soft drinks (p = 0.019), while more learners in the rural areas consumed cordial (p = 0.001). In conclusion, a high prevalence of combined overweight and obesity was found in black female adolescents and a high prevalence of poor dietary practices was observed, with significant gender and urban-rural differences.
However, worldwide different studies have presented evidence of substance abuse amongst high school learners. For instance, according to the World Drug Report, a survey carried out by the USA government in 2010 amongst grade 10 learners showed a prevalence rate of 1.3% of young people who had ever used heroin.7 A Monitoring the Future survey of drug use and attitudes amongst American 8th, 10th, and 12th graders in 2014 indicates positive news about youth drug use, including: decreasing use of alcohol, cigarettes, and prescription pain relievers; no increase in use of marijuana; decreasing use of inhalants and synthetic drugs, and a general decline over the last two decades in the use of illicit drugs. However, the survey underlined concerns over the high rate of e-cigarette use and easing attitudes around some types of drug use, particularly decreases in perceived harm and disapproval of marijuana use.8 In Canada, a study conducted in 2008 and 2009 amongst grade 10 to 12 learners indicated that 2.3% of these pupils had used heroin and 1.4% had used it once in the past month, whereas it is documented that, in South Africa, the use of heroin amongst age 13 to 22 years was 6.2%. With regard to cannabis (dagga) abuse, a study conducted in Kenya in 2007 revealed that 1.1% of adolescents of age 15 to 17 years had used cannabis. The World Health Organization (WHO) conducted a survey in Zambia amongst grade 7 to 10 learners. Findings showed that cannabis abuse was 35.5% amongst the learners. Meanwhile, from a survey conducted in South Africa in 2008 amongst young people of age 13 to 22 years, the rate of cannabis abuse was 12.7%, whilst in the USA cannabis usage by grade 10 pupils in 2010 was 33.4%.7
The majority of the male (54%, n = 82) and female (72%, n = 129) learners said they did not have friends or colleagues who used substances, and some of the male (25%, n = 35) and female learners (7%, n = 13) confirmed having friends or colleagues who were substance users. Whereas, a few of the male (23%, n = 34) and female (20%, n = 36) students were unsure if they had friends who were substance users.
Of the total respondents, some of the learners, both male (48%, n = 66) and female (47%, n = 85), said substances were not used in their schools, whilst some male (43%, n = 65) and female (29%, n = 53) learners said that substances were used in their schools. Only a few of the male (13%, n = 20) and female (23% n = 42) learners were unsure of substance usage in their schools.
The majority of the learners, male (48%, n = 72) and female (39%, n = 69), attested that substances were easy to obtain in their community villages. Of the learners, 30% (n = 45) males and 31% (n = 55) females said that it was not easy to obtain substances in their communities. Whereas, 21% (n = 32) male and 31% (n = 55) female learner were unsure.
Most of the male (68%, n = 100) and female (66%, n = 115) learners were aware that substance abuse is dangerous to health. Some male (23%, n = 34) and female (26%, n = 45) learners did not know that substance abuse is dangerous to health and a few male (9%, n = 13) and female (7%, n = 13) students were unsure.
This study also revealed that there were more male substance users than females, but the gender differences were small. Similarly, a study carried out in Nigeria by Oshodi, Aina and Onajole noted non-significant statistical gender differences of substance abuse amongst secondary school learners.13 Likewise, Onya and Flisher, as well as Moodley and Matjila, discovered that the prevalence rate of cigarette smoking was higher amongst boys in comparison to girls.3,12 One probable reason given for such difference is that, in most cultures, substance abuse such as cigarette smoking is tolerated amongst males and often not tolerated amongst females, especially in black communities.5
In the current study, the age of debut of substance use for most of the learners falls within the adolescent period. This finding is in line with other findings across the world, including South Africa.3 Various studies have confirmed the adolescent age as the high risk age group for substance use.13 Meanwhile, some of the learners who are using substances fail to quit the habit, possibly due to the addictive nature of substances such as drugs. What is consoling is that all the female students attested to having stopped using substances. be457b7860
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