UMT Education Review <p style="text-align: justify;">UMT Education Review is an open-access, double-blind peer-reviewed International journal published biannually by the Department of Education, University of Management and Technology. UER has a broad focus related to education development and change, especially occurring in the 21st century in the developing world.</p> en-US <div class="panel panel-default copyright"> <div class="panel-body"><a href="" rel="license"><img src="" alt="Creative Commons License"></a> <p>This work is licensed under a <a href="" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> <p style="text-align: justify;"><em>UER </em>follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the <a href="">Creative Commons Attribution 4.0 International</a>&nbsp;(<a href="">CC-BY 4.0</a>) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.</p> <p>Copyright (c) The Authors</p> </div> </div> (Editor UER, Prof. Dr. Rizwan Akram) (Safia Iqbal) Tue, 24 Oct 2023 05:58:28 +0000 OJS 60 Exploring the Problems of Limited School Resources in Rural Schools and Curriculum Management <p class="HEADING1Unnumbered" style="text-align: justify; line-height: normal; margin: 0in 0in 6.0pt 0in;"><span class="eop"><span style="font-size: 12.0pt; font-family: 'Times New Roman',serif; color: windowtext; font-weight: normal;">Various scholars have demonstrated the intricate and diverse nature of social disparities in South Africa. These inequalities are evident in dividing schools into urban and rural settings and distinguishing between well-equipped and inadequately equipped institutions. This division significantly impacts learners' performance across the nation's schools. Of particular disadvantage are rural schools, which grapple with constrained resources. This scarcity poses challenges for stakeholders involved in curriculum management and effective delivery within these schools. The legacy of apartheid has further compounded the hurdles faced in curriculum management within rural schools. The lingering imbalances from that era remain primarily unresolved, evident in the deficient resourcing and infrastructure prevalent in many rural schools. This study embraced an interpretivist perspective to gain insight into the experiences of 40 school principals from rural educational institutions in KwaZulu-Natal and Limpopo. Employing semi-structured interviews, researchers analysed audio recordings through thematic analysis. The findings disclosed a pronounced need for more clarity in curriculum management as a principal impediment to efficiently handling resources and sustaining infrastructure. Moreover, the study uncovered a novel social phenomenon of collusion between principals and suppliers, which detrimentally impacts the education system by restricting access to quality and sufficient resources. Thus, the study proposes that school principals adopt pragmatic and transparent strategies in resource management. It further advocates for implementing suitable oversight mechanisms to ensure accountability and effective infrastructure utilisation in curriculum execution.</span></span></p> Dumisani Wilfred Mncube, Oluwatoyin Ayodele Ajani, Thandi Ngema, Rachel Gugu Mkhasibe Copyright (c) 2023 UMT Education Review Tue, 24 Oct 2023 05:56:04 +0000