How resource constraints affect tutoring in under-resourced institutions: A case of rural institutions

Norless Zibele Nodangala ORCID iD 

Issue: Vol. 7 No.6  2026 Article 7 pp. 1507 – 1517
DOI: https://doi.org/10.38159/ehass.2026767 Published online 14th July 2026

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The purpose of the study is to explore the intersection of socioeconomic challenges and the resource limitations faced by tutoring programs in underprivileged institutions. It aims to analyze how critical factors—such as funding, access to educational materials, and the availability of qualified tutoring personnel—significantly impact the efficiency and effectiveness of tutoring initiatives.  The methodology used was qualitative; the study assessed the outcomes of tutoring in challenging environments and offered a comprehensive overview of best practices and areas for improvement. The paper highlighted that tutoring programs in disadvantaged South African institutions continue to reflect apartheid-era inequalities, despite post-apartheid reforms. It discussed the unique circumstances of rural universities, where socioeconomic concerns are compounded by geographical isolation and limited access to resources. The study recommends a set of strategies designed to enhance the impact of tutoring initiatives and outlines additional resources and support mechanisms needed to help bridge the educational gap. The paper emphasizes the relevance of the Republic of South Africa’s constitutional provisions and other legislation aimed at alleviating historical disparities in the education system. The study not only addresses these critical issues but also contributes to scholarship by providing a framework for understanding the intersection of policy and practice in higher education. It highlights the role of educational institutions as catalysts for change and offers insights into how they can adopt inclusive strategies to foster diversity and equity. This contribution to scholarship serves as a vital resource for future research and policy formulation in South African higher education.

Keywords: Resource, Constraints, Tutoring, Rural, Institution, Inequalities.

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Norless Zibele Nodangala (LLM) (C. Laude) (PhD Candidate) is currently a Public Law Lecturer, Chairperson: Teaching and Learning: School of Law Secretary: Advisory Board: Faculty of Law, Humanities, and Social Sciences at the Walter Sisulu University, South Africa.  He is a legal professional based in South Africa, currently pursuing a PhD in Law at the University of the Free State, having earned both my Master of Laws (LLM) and Bachelor of Laws (LLB) degrees at Walter Sisulu University. In addition to his academic pursuits, he has gained practical experience in the hospitality and financial sectors. His research interests focus on human rights and social justice, with a particular emphasis on the Marikana tragedy and the role of commissions of inquiry in socio-economic transformation

Nodangala, Norless Zibele. “How resource constraints affect tutoring in under-resourced institutions: A case of rural institutions.” E-Journal of Humanities, Arts and Social Sciences 7, no.5 (2026): 1507 – 1517.  https://doi.org/10.38159/ehass.2026767

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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