Abstract
Quality education in primary schools has become a matter of interest. The sustainable Development Goal number four is centred around quality education to safeguard inclusivity, equitable quality education while promoting lifelong learning opportunities for all. This includes learners from various backgrounds such disadvantaged to advantaged environments. Worldwide countries have set a timeframe for all the learners to have gained knowledge and acquired necessary skills to advance sustainable lifestyles through education for sustainability. This qualitative case study used an interpretive paradigm and social constructivism theory to explore how learners receive quality education for quality life in a non-quality primary school setting in one of the South African provinces. Participants were purposively selected. Data were collected through interviews and observations. Data were thematically analysed and interpreted, thus yielding relevant themes that helped to reveal findings. The findings revealed that the learners received quality education through a project. It assisted the learners to acquire knowledge and skills with planting vegetables, vegetables augmented the National School Nutrition Programme, benefitted stakeholders, raised funds for the school, and attracted donations and later adoption. Challenges were that primary school learners are young to engage fully in activities that would practically afford them the opportunity to gain more knowledge and skills to sustain their lives. This study will provide a conclusion and recommendations in the area of quality education for all.
Presenters
Matlala MakokotlelaSenior Lecturer, Environmental Sustainability/Science and Technology Education, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Vegetable, Garden, Donation, Adoption, Skills, Stakeholders, Background
