Abstract
Background: No-fee schools provide access to free schooling to marginalised learners living
in impoverished communities on the Cape Flats. However, these schools continue to
experience challenges, including a lack of resources, learning backlogs and low levels of
academic achievement. These factors are exacerbated by high levels of poverty, crime and gang
violence and adversely affect learners’ psycho-social and academic development. Against this
backdrop, after-school programmes represent one form of intervention to address these issues.
Aim: This study sought to explore the perceptions of various stakeholders involved in an afterschool
programme at a no-fee paying school in the community of Bonteheuwel on the Cape
Flats, including learners, school staff and Non-Profit Organization (NPO) employees. In
particular, this research aimed to gain a deeper understanding of the benefits and challenges of
the programme for the service providers and service users.
Method: A qualitative research approach was employed to understand the participants'
perceptions and lived experiences. A total of 17 participants were interviewed for this study,
including seven learners, five NPO staff and five school personnel. The research was guided
by Bronfenbrenner’s Ecological Systems Theory (1979), and data were analysed using
thematic analysis.
Results: Key findings from this study revealed that after-school programmes have the potential
to be advantageous for learners and offer a variety of benefits, such as feelings of safety and
holistic development that enhance their lives. Findings also revealed that after-school
programmes may experience challenges, such as misalignment between the stakeholders
regarding the programme's goals and objectives, which require consideration by all
stakeholders to ensure learner development.
Conclusion: This study offers valuable insights into perceptions of the benefits and challenges
of an after-school programme in the context of a no-fee paying school in a marginalised
community on the Cape Flats. More importantly, the research allowed participants' voices and
their nuanced experiences to be heard. The study also enhances understanding of how the
various ecological systems are continually at play and offers insight into how child learners,
NPO staff and school personnel perceived and experienced the transactions between these
systems.
Keywords: after-school programmes, no-fee schools, marginalised communities, learner
development