Bursary scheme as a tool for teacher development in Limpopo Department of Basic Education


  • Raphaahle Jane Segooa, Khashane Stephen Malatji


Bursary scheme policy, bursary scheme manager, bursary holder and dropouts.


This study sought to explore factors that contribute to the LDBE bursary scheme not be fully used as a teachers’ development tool. The disturbing shortfall visible was teachers-bursars’ failure to persist furthering their studies and decided to drop out of their studies. The study was conducted at one district of Mogalakwena. The district comprised of nine Circuits which are further subdivided into three clusters. The study adopted the qualitative methodology and a phenomenological design in exploring their furthering studies lived experience. The study population consisted of 25 teacher-bursars from nine Circuit in Mogalakwena District. Purposive sampling was used to select three teachers in each of three clustered Circuits to make a total sample of nine participants. Data was collected through semi-structured individual interviews. Thematic data analysis approach was employed from identified emergence of similar themes during interviews. The study revealed that besides the current bursars some have dropped. The study further revealed that those who quitted studies were not self-motivated from the onset. They decided to further their studies because of the access to financial support. The study concluded that the LDBE bursary do provide financial assistance to the needy students however usage of it as tool for teacher development need to improve its management. The study recommends that there should be full-fledged workshop specifically emphasizing the bursary policy contract on the bursary by LDBE bursary scheme managers.  The study also recommends that enough funds be disbursed for scheme operations.