The rural gap: Farm labourers’ potential to extend the educator’s hand

Page 56

Volume ①December 2011 South African Rural Educator

The rural gap: Farm labourers’ potential to extend the

educator’s hand Dr Stanley Adendorff

Cape Peninsula University of Technology (CPUT)

PO Box 237, Eerste River, 7103

[email protected]

Paul Ortell

HHO Skills Development and Training

[email protected]

Abstract

The home environment is considered and expected to be an extension of learning that occurs inside the

formal classroom. As such, parents need to be empowered to create an atmosphere at home that

stimulates learning.

This article reports some of the findings of a research study which investigated the factors that affect

the scholastic achievement of rural farm children. The study also investigated initiatives on 126 farms in

the Western Cape, South Africa, to improve the quality of life of farm labourers and their families.

The research comprised several phases: A literature review was undertaken to ascertain the nature and

extent of factors that adversely impact on farm children’s schooling. Subsequently, a series of face-to-

face, semi-structured interviews were conducted with farm owners, managers and farm labourers.

The study revealed that low education levels of farm labourers seem to impact adversely on the

workers’ ability to assist their children in a sustainable way. The study also showed that training

initiatives stimulated the farm workers to become increasingly involved in their children’s education.

1 Introduction

After many years of neglect, dating back prior to 1948, the plight and status of farm labourers have

apparently not changed significantly (O’Keefe 2005, p. 1).

Charity and education begin at home – but is this the case in the home of the farm labourer? In this

article, the authors explore and analyse adverse factors that most farm children encounter in their

immediate home environments and in the greater farming community on a daily basis. These factors

hamper farm children’s educational progress, thus increasing their social, economic and educational

vulnerability.

mailto:[email protected]

mailto:[email protected]

Page 57


This research investigated the factors that affect the scholastic achievement of rural farm children. In

addition, the research investigated initiatives and training programmes on wine and fruit farms in the

Western Cape, South Africa, to improve the quality of life of farm labourers and their families.

Examples of such initiatives are:

Life skills programmes;

Adult Basic Education and Training (ABET) programmes;

IT training;

Educational support to children;

Improved housing and health conditions; and

Economic empowerment.

In essence, these initiatives relate to what it means to extend the educator’s hand.

2 What it means to ‘extend the educator’s hand’

The home environment is considered to be and is expected to be an extension of whatever learning

occurs inside the formal classroom, not hampering or interfering with children's scholastic or academic

progress and achievement. For this to occur, certain structures need to be in place, namely: a secure

environment to ensure the child’s continued psychological, social and material well-being. For

example, children need regular and healthy meals, supervision to ensure that homework is done

regularly, ample time for studying and parents with sufficient basic education to support them.

In addition, reading material at home facilitates and enhances reading skills by exposing children to the

written word. Furthermore, it would be to the children’s advantage to be able to communicate with

parents in a manner that would help them to become good first language communicators.

If one or more of these aforementioned factors is missing or dysfunctional, it would result in the child’s

academic achievement being jeopardised.

These essential elements are often taken for granted in the urban schools in middle class and affluent

school districts. However, very often these support systems and mechanisms are either missing or very

limited in rural farm areas, complicating the task of the rural teacher.

3 Research questions

The research questions focus on the conditions, circumstances and environment in which the farm

children find themselves: Why is the farm child at risk educationally? Which factors exist that may

increase the educational vulnerability of the farm child? What can be done to alleviate, counter or

minimize such factors?

It is important for us to state at this stage that what constitutes rural and urban areas in South Africa is

often fluid, since movement of residents between these areas "makes such definitions all the more

difficult" (Nelson Mandela Foundation, 2005, p. x).

Page 58


4 Literature review: factors increasing the vulnerability of the farm child

We initially undertook a review of the literature to ascertain the nature and extent of factors that

adversely impact on farm children’s schooling. This review enabled us to obtain a holistic picture of the

extent and nature of the problems facing the farm workers and their children and how these problems

relate to scholastic progress of the latter. The literature review deals with related factors that may

increase the vulnerability of farm children, such as home environment, the inability of the parents to

stimulate their children meaningfully and the influence of the greater farming community.

The literature gives ample evidence of problems related to the socio-economic, health, housing, tenure

security and the educational position of farm labourers and their families (Murray & van Walbeek,

2007, Prince, 2004, London, 2000; O’Keeffe, 2005; Brown-Luthango, 2006, Hartwig, 2004, Nelson

Mandela Foundation, 2005; Shabodien, 2006).

Researchers also frequently comment on "the [in] security and vulnerability of farm workers..."

(Brown-Luthango 2006, p. 2). O’Keeffe (2005, p. 1) reported that "between 1993 and 2004 a total of

942,303 people [farm labourers] were evicted, whereas ..., from 1984 to 1993, 737,114 people were

evicted."

Twelve years ago, London (2000, p. 199) reported an array of factors that contributed to the

vulnerability of the farm workers and their families in South Africa, namely poverty (Machete, 2004, p.

1), poor sanitation, lack of or limited electricity, very low wages, and low educational levels. London

(2000, p. 1999) notes that even though these tough conditions and hardships that many farmers have

to endure "may not apply to the whole of South Africa ..., it is clear that such conditions are not

uncommon". It seems that not much has changed since 1994. A report by Brown-Luthango (2006, p. 1)

states that "the living and working conditions of workers and seasonal woman workers in particular are

dismal as they face insecurity, low wages, unsafe working conditions, food insecurity and appalling

housing conditions". Ndlela (2006, p. 1) writes that "farm labourers are usually allocated a status of

inferiority within the general tenure and development of South Africa". In a similar vein, Kassier et al

(2003, p. 7) refer to farm workers as the "lowest paid and marginalised workers" in the Republic of

South Africa.

In 2007, the monthly income of 55% of (mostly rural) households nationally varied between R1 and

R1000 (Statistics South Africa 2007). "The poverty of education in rural areas is integrally linked to

inadequate employment, infrastructure, nutrition and health, rest, exercise and entertainment of the

rural poor and vulnerable groups in rural areas" (Nelson Mandela Foundation, 2005, p. 132). Prince

(2004, p. 11) states that there is "much evidence to suggest that farm school children are exploited".

As recently as the 1980s, farmers could instruct farm children to work on their farms, thus preventing

them from attending school. Although this practice is illegal, it is still prevalent on some farms.

Farm labourers account for close to 50% of the rural population. They are considered to be vulnerable

with respect to "income, health status, household nutrition, security and education" (Health Roadmap,

2008, p. 17).

Page 59


Nutrition plays a crucial role in the development of the child. According to the Health Roadmap (2008,

p. 4), poor nutrition inhibits physical and cognitive development of young children, and children

exposed to such conditions are prone to severe infections caused by low resistance. This source also

states that "levels of malnutrition are significantly and consistently associated with socio-demographic

parameters such as monthly household income, weekly expenditure on food, employment status ...,

and hunger risk classification" (Health Roadmap, 2008, p. 15).

Prince (2004) reports on young children’s exposure to pesticides both prenatally and after birth. She

also refers to statistics that show that about 150 instances of acute pesticide poisoning are reported to

health authorities in South Africa every year.

Substance abuse and violence contribute to social and other problems in the lives of rural citizens.

London (2000, p. 199) reports that the "pervasive effects of excessive alcohol consumption ... pose

substantial public health challenges". Violence is common among workers and there have also been

cases of violence between farmers and workers (Siso 2004, p. 1).

Access to schooling appears very problematic for rural children. Prince (2004, p.11) reports that a large

number of farm children have "limited, or no, direct access to educational facilities". Often farm

children have to travel long distances to state schools or farm schools on neighbouring farms.

The factors that stifle the education of rural children are not unique to South Africa. A study by

Munsaka (2008, p. 64) of rural education in Zambia showed that similar factors contribute to rural

learner attrition, namely:

no role models;

the view that education is not worthwhile to pursue;

negative peer influences;

lack of parental involvement in the educational progress of their children; and

low socio-economic status.

5 Empirical research

The literature review was followed by empirical research. To improve the construct validity, the

researchers collected and analysed both quantitative and qualitative data.

The quantitative research entailed a survey of wine and fruit farms in the Western Cape. 126

questionnaires were completed and returned. Questionnaires consisted mainly of open-ended

questions with ample space for comments.

The questionnaires were followed up with a series of personal interviews with one respondent from

management and one respondent from the labour force, on each of the 126 farms. The interviews with

farmers, managers and labourers were conducted separately to support the validity of the information

gathered.

Page 60


The personal interviews were conducted to create opportunities for the researchers to gauge

sentiments, and to uncover tendencies, concerns and the attitudes of farm workers. Data collected

from these interviews and focus groups were recorded, transcribed, analysed and interpreted.

6 Discussion of findings

6.1 Overview

The total area of farms participating in this study amounted to 15 267 hectares, and the total number

of permanent farm labourers involved was 2577, 1529 men and 1048 women. Approximately 1148 of

these labourers reside on the farms where they work, 363 live on neighbouring farms and the rest live

elsewhere. The totals given to us as to how many labourers live in the nearest towns, were

estimations.

These labourer numbers vary during peak seasons. An estimated 3416 seasonal labourers are

employed on the participating farms annually. These labourers usually come from the immediate

environment or neighbouring farms. In some cases, however, they come as far as Atlantis, Calvinia,

Transkei and the Karoo. Accommodation is provided for them in hostels, houses and flats on the farms.

Information regarding wages and salaries was shared voluntarily and is used only for research

purposes. The only way to verify these amounts was to interview the labourers as well. The average

minimum wage was found to be R1734 per month, and the average maximum wage R2800 per month,

which is significantly higher than the 2007 Census figure of R1000 or less, mentioned earlier.

6.2 Economic empowerment projects

On 13 (10.32%) of the participating farms there are successful economic empowerment projects

through which labourers benefit financially. Economic empowerment projects have also been

established on 26 (20.63%) of the farms, from which labourers do not benefit yet. In addition, a further

17 (13.49%) of the farms are investigating the possibility and viability of such empowerment projects.

In these cases negotiations with farm labourers are on-going. On 22 farms (17.46%) no such projects

are planned, the main reason being financial constraints as a result of the current economic climate.

Table 1 below summarises the results:

Page 61


Economic empowerment projects Number of farms Percentage

Successful projects running 13 10.32%

Projects established, but labourers do not benefit yet

26 20.63%

In the process of investigating the viability of a project

17 13.49%

No such projects are planned 70 55.56%

TOTAL 126 100%

Table 1: Economic empowerment projects on participating farms

The farm labourers benefit from these economic empowerment projects in the sense that they

become active partners and joint shareholders. This gives them a sense of achievement and boosts

morale. This sense of achievement is further enhanced with the introduction of training programmes

which motivate farm labourers to play an increasingly active role in the education of their own

children.

6.3 AgriSETA programmes

Farmers pay a skills development levy as part of their income tax. The levy is forwarded to the

Agricultural SETA (Skills Education Training Authorities in South Africa). AgriSETA offers a wide range of

training programmes for farm workers. Farmers are encouraged to use accredited service providers for

these programmes.

Farmers must submit annual reports of their training progammes to AgriSETA if they want to claim the

levy back. Our research found that about half of the participating farms submit annual reports (62

farms; 49.21 %), whereas the others (64 farms; 50.59 %) do not. See Table 2 for the details. Reasons

for not submitting annual reports include a lack of information and the impression that reporting is the

duty of the labour consultants.

Training reports to AGRISETA Number of farms Percentage

Submit reports 62 49.21%

No reports submitted 64 50.79%

TOTAL 126 100%

Table 2: Number of training reports submitted to the AgriSETA

On 75 (59.52 %) of the respondent farms only work-related training occurs. Of these 75 farms, 59.52 %

of the farm owners and managers are unaware of the AgriSETA Skills Development Programme. As a

result, they do not access it to ensure that they meet the needs and competencies as these arise. The

training on these farms is mainly in-house.

Page 62


6.4 Life skills training

Accredited life skills training take place on 68 farms (53.97 %). Farm owners and managers on these

farms were adamant that the accredited programmes develop competencies required by labourers.

They also gave the assurance that the training sessions are attended on a regular basis.

58 (46.03 %) of the participating farms do not have an accredited Life Skills Development Programme

in place. Farm owners and managers on these farms do not consider this type of training programme

to be important or relevant in terms of work-related skills development.

This attitude is attributed to a lack of knowledge or related information regarding training and support

organisations that provide guidance on how to address the needs of labourers. Producers seem not to

realise that life skills training is as important as work-related training and that the former affects not

only social conditions, but is also closely related to the building of self-esteem and self-worth of

labourers. Labourers with positive attitudes could lead to increased productivity.

6.5 Adult Basic Education and Training (ABET)

Results show that there is some involvement of farm labourers in ABET programmes being offered on

farms or in close proximity to the farms. There are ABET programmes in place on 34 farms (26.98 %).

Farm labourers on 17 (13.49 %) of the participating farms can read and write. There appears to be an

increase of farm labourers who complete their secondary schooling.

On 53 (42.06 %) of the farms in this study, farm labourers are aware of ABET, but there is an apparent

lack of interest. Some of the older labourers do not seem to see the need for enrolling in ABET classes

since there are no monetary incentives or promotion positions linked to it.

We found that ABET training may succeed provided the following conditions exist:

training occurs within working hours (farm labourers are evidently too tired or unmotivated to

attend classes after hours);

classes are presented by the church and religion is used as motivator;

a cash incentive exists; and

the training is facilitated by someone from that community.

6.6 Information technology (IT) skills

47 (37.3 %) of the farms offer some form of IT skills development training. Farmers find it difficult to

maintain a high level of interest, since these classes take place after hours. Labourers are very tired

after a full day of physical labour and seem demotivated. Furthermore, they apparently fail to see the

need to participate in this kind of learning as it is not coupled with promotion possibilities or additional

financial benefits.

Page 63


6.7 Accommodation

A safe and secure dwelling, water, electricity and sanitation ensure the well-being of the family and

help to create a homely atmosphere conducive to learning. We thus specifically focused on the

provision of accommodation (Table 3), provision of electricity, and home ownership on the

participating farms.

Labourers’ accommodation Number of farms Percentage

At least some form of accommodation 111 88.10%

Labourers responsible for maintaining their homes

102 80.95%

Flush toilets inside accommodation 104 82.96%

Electricity inside living quarters 111 88.10%

Free accommodation on farms 83 74.80%

Subsidised accommodation 28 25.20%

Encouraged to become home-owners 64 50.79%

Table 3: Labourers’ accommodation on the 126 participating farms

We found that 111 (88.1 %) of the participating farms provided some form of accommodation to the

labourers. On 102 (80.95 %) of the farms the owners themselves are responsible for maintaining the

houses. Of these farms, 82 (69%) have flush toilets. The remainder still use pit latrines.

Electricity in farm housing is a standard feature on 111 (88.1%) of the farms, and on 83 (74.8 %) of

these the electricity is provided ‘free’ of charge, as a fringe benefit. The other 28 (25.2%) are

subsidised and make use of pre-paid electricity.

Home ownership contributes greatly to labourers’ sense of worth and security. On 64 (50.79 %) of the

farms, farmers are already encouraging farm labourers to become home owners. In contrast, 62

(49.21%) do not give labourers the necessary financial and other support to assist them to become

home owners. From what we could establish, the non-contributors were also not considering this as a

viable option for the future.

6.8 Financial assistance to children

Efforts to financially assist their farm labourers’ children (Table 4) give a sense that farmers and

producers care about the educational well-being and achievement of these children.

Page 64


Financial aid by farmers Number of farms Percentage

Farms assist primary school learners 64 50.79%

Farms offer bursaries for secondary and tertiary education

75 59.52%

Farms are aware of SAWIT bursaries 30 23.80%

Table 4: Financial assistance to labourers on 126 participating farms

In an effort to establish what opportunities existed for children of farm labourers, we asked farmers

and producers in what ways support was given. Results reveal a limited degree of support.

Of the participating farms, 64 (50.79 %) gave financial assistance to primary school learners, and 34

(26.98 %) made bursaries available for secondary and tertiary education. Other support was given in

the following ways:

payment of school fees for the following year if the learner was successful;

interest-free loans for school fees and or school uniforms; or

financial support for the purchase of textbooks and stationery.

One farmer also financed the salary of an additional teacher at some of the schools to ensure

manageable learner-teacher ratios.

Tertiary education in this context did not necessarily imply studying at a university; it also referred to

colleges and learnerships at accredited educational institutions. Support for tertiary education includes

encouragement from an early age by means of ‘free’ school fees for gifted children, and making

information regarding bursaries and opportunities available, should children wish to further their

studies. Support also includes assistance with bursary applications. Only 30 (23.8 %) of the farmers and

producers were aware that SAWIT (South African Wine Industry Trust, Stellenbosch, South Africa), the

Department of Agriculture and local universities make bursaries available for children of farm

labourers to pursue tertiary studies.

6.9 Health care

The investigation was also aimed at determining to what extent farmers and managers met the

physiological and health needs of farm labourers, as well as the extent of substance abuse (Table 5).

On 96 (76.19 %) of the farms, labourers were aware of HIV/Aids, TB (tuberculosis) and STIs (sexually

transmitted infections). On 62 (49.21 %) of the farms, farm labourers attended information sessions on

HIV/Aids in 2008. According to the farmers, managers and labourers on 111 (88.1 %) of the farms,

alcohol was abused over weekends with concomitant drunkenness, social dislocation and violence. On

41 farms (32.54 %), labourers received counselling and training on drug and alcohol abuse. Farm

labourers were asked how they got hold of alcohol supplies. According to them, alcoholic beverages

were bought from shebeens on neighbouring farms, townships or at liquor stores.

Page 65


Farm labourers’ health information Number of farms Percentage

HIV/AIDS, TB and STI awareness on farms 96 76.19%

Health information sessions attended 62 49.21%

Alcohol abuse recorded 111 88.10%

Labourers received counselling on health issues

41 32.54%

Awareness of foetal alcohol syndrome 59 46.83%

Table 5: Health-related information on 126 participating farms

Apart from alcohol abuse, the following drugs were the most frequently abused: tik

(methamphetamine), dagga (cannabis) and mandrax.

On 59 (46.83%) of the 126 farms there was an awareness of foetal alcohol syndrome (FAS) and farm

labourers interviewed indicated that they knew where to seek help. The prevalence of FAS on farms

needs to be researched in depth to determine the nature and extent of the problems, and the

challenges this condition poses. Programmes and structures to improve the lives of those affected

need to developed and implemented.

6.10 Educational support at home

The description that follows is based on the qualitative data that was generated during the personal

interviews. Upon investigating the educational milieu, we observed that little happens at home in an

educational sense. Interviews with parents of farm children revealed, either that these parents were

not able to help their children, or seemed to be apathetic to the educational and social needs of their

children. After a hard day’s work the parents were generally too tired to give attention to their

children. In the afternoons after school the learners were often left on their own at home without

adequate supervision, because the parents worked from early morning until late in the afternoon. The

learners consequently had to fend for themselves.

Often learners did not display the necessary discipline to work on their own with nobody to supervise

them while they did their homework or assignments. This led to assignments not completed, which, in

turn, led to confrontation with the educators, creating disciplinary problems. As a result, learners

became despondent. They started doubting their own abilities and lost confidence. There seemed to

be no motivation to perform or to excel academically. As the parents were not able to motivate the

child, both the parents and the child tended to fall into a state of self-pity and self-doubt.

On some farms we found the opposite, namely that there were vital structures in place. The farm

owner made provision for the learner to work and study in an environment conducive to healthy

holistic development. This resulted in a more focused learner, someone who wanted to succeed. These

farms had resources that were of great help to the learner. On these farms learners had access to

libraries for extra reading, a luxury they did not have at home, because there was no extra money for

Page 66


newspapers, books or other literature. The only requirement is that parents should encourage their

children to access and frequent these facilities.

6.11 Parental involvement

Parental involvement generally seemed to motivate learners to excel in their studies. Education levels

of farm labourers were evidently not very high and this fact seemed to adversely affect the workers’

ability to assist their children in a sustainable way. Working late hours, limited parental control, lack of

parental guidance, and lack of, or limited, meaningful engagement with their children in creative

educational activities seemed to be some of the major factors contributing towards a poor educational

milieu. All these accumulating factors trapped parents in a vicious cycle of poverty that severely limited

their ability to actively and continually sustain their children’s mental, emotional and social growth.

7 Conclusion

Many farm children grow up in extremely negative environments and participate in negative activities,

which lead to drug abuse, alcohol abuse and teenage pregnancies.

Training courses presented on farm clusters stimulate the farm labourers to become more involved in

their children’s education. However, much depends on the facilitators’ ability to motivate labourers

and to make them aware of the vital role that they play in the upbringing of their children.

The researchers observed on the participating farms that skills development programmes stimulated

discussion between parents and children and empowered parents to create an atmosphere at home

that stimulated learning. They indeed extend the educator's hand.

Unfortunately these training programmes are still far and few between. There are still too many farms

on which nothing constructive is done to train and educate farm labourers. Much closer cooperation

between the Departments of Education and Agriculture, as well as civil society and private sector

initiatives, are needed to improve this situation.

8 Acknowledgements

The authors of this article acknowledge the support of RUDNET (Rural Development Network) for this

research. The Executive Director, Mr Leslie Fillis, has given permission to the authors to use the data

and results in this article.

9 References

Brown-Luthango, M. (2006). Rotten fruits 2: South African farm workers pay a high price for profits.

Women on farms project (WFP). Stellenbosch.

Department of Health. (2008). Combating malnutrition in South Africa. Input paper for Health

Roadmap. Retrieved August 10, 2011 from

Page 67


http://www.dbsa.org/Research/Documents/South%20Africa%20Nutrition_%20input%20paper_roadm

ap.pdf.

Hartwig, R.A. (2004). Farm worker housing in South Africa: an evaluation of an off-farm housing

project. Article submitted in partial fulfillment of a Masters Degree in Development. University of the

Free State, Bloemfontein.

Kassier, E., Cherry, M., Du Toit, I., Aihoon, K. and Le Clus, K. (2003). Advice and assistance in the

process of assessing applications for the ministerial determination to pay prescribed minimum wages

in the farm worker sector. Report issued by the Department of Labour. Pretoria.

London, L. (2000). Alcohol consumption amongst South African farm workers: a challenge for post-

apartheid health sector transformation. Drug and alcohol Dependence, 59, 199-206.

Machete, C.L. (2004). Agriculture and poverty in South Africa: Can agriculture reduce poverty? Paper

presented at the Overcoming Underdevelopment Conference held in Pretoria, 28 – 29 October 2004.

Pretoria: University of Pretoria.

Munsaka, E. (2008). The influence of family and community on school dropout among rural

adolescents in Zambia. Department of Psychology: University of Cape Town.

Murray, J & Walbeek. (2007). Impact of the Sectorial Determination for Farm Workers on theSouth

African Sugar Industry: Case Study of the KwaZulu-Natal North and South Coasts. Agrekon, 46(1): 116 -

134.

Ndlela, B. (2006). Farm dwellers are also citizens: aspirations of equity in municipality attention. AFRA

News, 60.

Nelson Mandela Foundation. (2005). Emerging voices: a report on education in South African rural

communities. HSRC: Cape Town.

O’Keeffe, P. (2005). South Africa: nearly one million farmworkers evicted since 1993.

Retrieved April 08, 2010 from World Socialist Website, www.wsws.org

Prince, C. (2004). Conditions on farms: A draft paper. Unit for Social Research . Directorate Research &

Population Development. Cape Town: Western Cape Government

Shabodien, F. (2006). Livelihoods struggles of women farm workers in South Africa. Women on Farms

Project, Stellenbosch. Labour Bulletin, 23 June.

Siso, G.S. (2004). South Africa: farm violence, enough is enough. New African, April 1.