The impact of migration on learning: a case of Mvudi Circuit in Vhembe District Limpopo South Africa

Abstract

The purpose of this study was to investigate the impact of migration on learning in Mvudi Circuit, Vhembe district of Limpopo province. This study identified education as a factor that influences the migration of learners to township schools in Mvudi circuit. The good performance of learners in Mvudi circuit has attracted many learners to migrate from rural areas to Thohoyandou township to get a better education. The study adopted ‘theory triangulation’ through the utilisation of Bronfenbrenner’s Ecological System theory (1989), Lee’s Rural-Urban Migration theory (2007), and Mabogunje’s System Approach theory (1970), as the guiding theoretical frameworks. This study adopted the anti-positivism research paradigm which includes both the interpretivist and constructionist approaches, and the research design that guided this study was phenomenology. The study adopted a qualitative research method because it grants a better opportunity to study the actions, attitudes, behaviors, and intentions of the participants. The population comprised school principals, teachers, learners, and drivers who transport learners. Purposive sampling was used as the sampling strategy in the study. Individual interviews and focus group interviews were used as data collection strategies. The collected data was analysed thematically using a variety of procedures ranging from transcription, checking, and segmentation. Thick descriptions that elaborated on the feelings, attitudes, and experiences of participants were given.