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/).

Views: 26
12 Downloads

DOWNLOAD PDF

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.

Alexander, Rachel, Elmi Badenhorst, and Trevor Gibbs. “Intervention Programme: A Supported Learning Programme for Educationally Disadvantaged Students.” Medical Teacher 27, no. 1 (2005): 66–70.

Bunting, Ian. “The Higher Education Landscape under Apartheid.” In Transformation in Higher Education: Global Pressures and Local Realities, 35–52. Springer, 2006.

Cele, Simangele Constance, and Samson Adeoluwa Adewumi. “Funding, Inequalities, and Access: An Amalgam of Challenges in South African Higher Education.” International Journal of Educational Management and Development Studies 5, no. 4 (2024): 1–22.

Chuene, Dayce Makakole, and Florah Moleko Teane. “Resource Inadequacy as a Barrier to Effective Curriculum Implementation by Life Sciences Teachers in South Africa.” South African Journal of Education 44, no. 2 (2024).

Ciscell, Galen, Leslie Foley, Kate Luther, Robin Howe, and Taylor Gjsedal. “Barriers to Accessing Tutoring Services among Students Who Received a Mid-Semester Warning.” Learning Assistance Review 21, no. 2 (2016): 39–54.

DAMOAH, Benjamin, Xolani KHALO, and Bunmi OMODAN. “Disparities in Rural Universities Transformation: A Review from a South African Perspective.” Prizren Social Science Journal 7, no. 3 (2023): 1–10.

Dinçer, Pınar. “Emergency Remote Teaching and Learning behind the Screen: A Case Study on the Perspectives of Freshman ELT Students and Their Instructors.” Anadolu University (Turkey), 2022.

Eden, Joshua Jay, Ramona Prado, and Rosalie Esteban. “Exploring the Lived Experiences of Education Students in the Tara, Basa! Tutoring Program at a Local University.” Journal of Interdisciplinary Perspectives 3, no. 10 (2025): 70–82.

Faroa, Brendon D, Michael Rowe, Anthea Rhoda, and Babatope Adebiyi. “Tutoring for Success: Tutors’ Experiences of a Tutoring Programme in a Health Sciences Faculty.” Perspectives in Education 43, no. 1 (2025): 62–81.

Frade, Nelia. “Guest Editorial: Tutoring and Mentoring.” Journal of Student Affairs in Africa 5, no. 2 (2017).

Gore, Oliver Tafadzwa. “‘ Student Disadvantage’: Key University Stakeholders’ Perspectives in South Africa.” International Journal of Higher Education 10, no. 1 (2021): 214–25.

Howley, Caitlin, Barbara Chavis, and John Kester. “‘ Like Human Beings’: Responsive Relationships and Institutional Flexibility at a Rural Community College.” Journal of Research in Rural Education 28, no. 8 (2013).

Joubert, Yvonne Trijntje, and A Snyman. “Challenges Experienced with Online Tutoring in an ODL Institution.,” 2018.

Mabokela, Reitumetse Obakeng, and Yeukai Angela Mlambo. “Access and Equity and South African Higher Education: A Review of Policies after 20 Years of Democracy.” Comparative Education Review 61, no. 4 (2017): 780–803.

Makhwathana, Rendani Mercy. “Inclusive Education: All Things Considered.” In Handbook of Research on Inclusive and Accessible Education, 345–58. IGI Global Scientific Publishing, 2024.

Maphalala, Mncedisi Christian, and Nhlanhla Mpofu. “Examining First-Year Students’ Experience of Being Tutored: A South African Case Study.” Issues in Educational Research 30, no. 3 (2020): 1025–39.

McCauley, Dani. “Rural Students Need Campus Champions.” About Campus 24, no. 4 (2019): 4–9.

McKay, Tracey Morton. “Do Tutors Matter? Assessing the Impact of Tutors on First-Year Academic Performance at a South African University.” Journal of Student Affairs in Africa 4, no. 1 (2016): 51–62.

Muyambi, Godfrey Chitsauko, and Philip Kwashi Atiso Ahiaku. “Inequalities and Education in South Africa: A Scoping Review.” International Journal of Educational Research Open 8 (2025): 100408.

Mzangwa, Shadrack T, and Yüksel Dede. “The Effects of Higher Education Policy on Transformation in Post-Apartheid South Africa.” Cogent Education 6, no. 1 (January 16, 2019). https://doi.org/10.1080/2331186X.2019.1592737.

Nyathi, Patrick A. “Rethinking Freedom: Challenges Facing Rural Education in Northern KwaZulu Natal, South Africa.” International Journal of Educational Management and Development Studies  6, no. 2 (2025): 1–24.

Okoro, C. S., O. Takawira, and P. Baur. “An Assessment of Tutoring Performance, Challenges, and Support during COVID-19: A Qualitative Study in a South African University.”  Journal of University Teaching and Learning Practice 18, no. 8 (2021): 1–21.

Okoro, Chioma Sylvia, and Nelson Bakali Phiri. “Institutional Influencers and Support for Tutoring in a South African Higher Education Institution,” 2023.

Page, B. J., A., Loots, and D. F. du Toit. “ Perspectives on a South African Tutor/Mentor Program: The Stellenbosch University Experience.” Mentoring & Tutoring: Partnership in Learning 13, no. 1 (2005): 5–21.

Phiri, Nelson Bakali. “Factors Affecting Tutoring Effectiveness in Finance-Related Modules.” University of Johannesburg (South Africa), 2021.

Rheinheimer, D. C., B. Grace-Odeleye, G. E. Francois, and C. Kusorgbor. “Tutoring: A Support Strategy for At-Risk Students.”  Learning Assistance Review 15, no. 1 (2010): 23–34.

Spark, Linda, Danie De Klerk, Tshepiso Maleswena, and Andrew Jones. “Paving the Road to Success: A Framework for Implementing the Success Tutoring Approach .” Journal of Student Affairs in Africa  5, no. 2 (2017): 75–88.

Stephen, M. M. “ The Utilisation of ICT Resources for Teaching and Learning Science in Rural Schools: A Bibliometric Analysis.”  International Journal of Learning, Teaching and Educational Research 23, no. 10 (2024): 676–700.

Subotzky, George. “Enhancing Retention and Success in South Africa.”  International Higher Education 58 (2010).

Underhill, J., and J. McDonald. “Collaborative Tutor Development: Enabling a Transformative Paradigm in a South African University.” Mentoring & Tutoring: Partnership in Learning 18, no. 2 (2010): 91–106.

Wells, R. S., C. A. Manly, S. Kommers, and E. Kimball. “ Narrowed Gaps and Persistent Challenges: Examining Rural-Nonrural Disparities in Postsecondary Outcomes over Time.” American Journal of Education 126, no. 1 (2019): 1–31.

Wertheimer, Leonard. “Library Services to Ethnocultural Minorities: Philosophical and Social Bases and Professional Implications.” Public Libraries 26, no. 3 (1987): 98–102.

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/).

Articles in this Issue

About Journal