A University of Fort Hare research report led by Dr Siyabulela Christopher Fobosi, a senior researcher from the Faculty of Law, has brought renewed attention to the ongoing challenges in basic education infrastructure across the Eastern Cape.
Focusing on the Amathole West and Joe Gqabi districts, the study found that rural schools continue to face significant infrastructural and resource disparities, which affect teaching, learning, and the realization of the constitutional right to quality education.
Quantitative data were collected through structured questionnaires administered to 250 learners across five schools in each district, complemented by site observations, interviews, and community engagement.
The study highlights that, despite South Africa’s progressive policy frameworks, implementation gaps leave many learners in rural areas at a disadvantage.
Key Findings at a Glance
The research revealed a range of critical issues:
- Policy–Implementation Gap: Compliance with legal and policy frameworks, including Section 29 of the Constitution and the Minimum Uniform Norms and Standards for Public School Infrastructure, remains low. The provincial infrastructure backlog of R82 billion underlines the need for improved implementation, monitoring, and accountability.
- Physical Infrastructure Deficits: Many schools lack basic necessities. Inconsistent water supply, frequent electricity outages, and vandalism disrupt learning and hygiene, while unsafe structures, including those made of mud, asbestos, and makeshift buildings, pose significant health and safety risks. Inadequate sanitation disproportionately affects female learners, contributing to absenteeism and dignity concerns.
- Learning Resources and Digital Access: Only 20% of schools had functional computer labs and 35% had usable libraries, highlighting severe gaps in digital access and learning resources, particularly for rural learners.
- Safety and Security: Insufficient fencing and security infrastructure expose schools to theft and vandalism, compromising the safety of learners and educators.
- Human Infrastructure: Teachers face low morale and burnout due to challenging working conditions, though their resilience often sustains school operations.
- Governance and Systemic Issues: Poor planning, budgeting, and lack of accountability exacerbate inequities, with rural schools often deprioritised.
- Attendance and Access: Infrastructure-related barriers, including long travel distances and unreliable scholar transport, remain major contributors to absenteeism in remote areas.
The research team comprised Ms Zukiswa Mkuzo, who provided administrative management. Dr Adebola Olaborede and Ms Serone Stal led the implementation of the research, overseeing data collection, analysis, and methodological quality assurance. Fieldwork was conducted by Nasiphi Buyeye and Siphokazi Klaas, while postgraduate students Amanda Linda Sinyanya, Naledi Casey Danca, Lamahlubi Mbekeni, and Banathi Sihole supported data analysis and contributed to report writing.
The study also recognised the contributions of multiple stakeholders such as school leaders and educators, learners and parents, the Eastern Cape Department of Education, and community and civil society representatives.
Moving Towards Equitable Education
While challenges are significant, the study also highlights resilience and innovation in some schools. Targeted interventions, teacher dedication, and community involvement have led to measurable improvements in pass rates and learning conditions, even in the face of resource constraints.
Dr Fobosi emphasised: “The resilience shown by educators and learners is commendable, but it should not be the foundation of the system. Sustainable progress requires coordinated effort, investment, and accountability.
A Call to Action
The research concludes that the current state of school infrastructure in parts of the Eastern Cape reflects persistent inequities that require urgent, holistic intervention. It provides a clear roadmap for improvement, calling for strengthened collaboration between education departments, communities, and policymakers to ensure every learner has access to a safe, dignified, and conducive learning environment.
“This research is not about criticism but about contributing evidence-based insights that can inform and improve policy delivery,” said Dr Fobosi. “Education is a transformative force, and for it to reach its full potential, the foundation must be strong, inclusive, and equitable.”