Abstract
Franchising, a business concept that originated in the United States of America (USA), is a
system of doing business via contracts through which the franchiser shares a system of
knowledge, intellectual property and trade secrets in return for fees and royalties. Social
franchising, on the other hand, utilises the same principles and format to achieve social
benefits. Social franchising has been associated with, among others, the health services and
education. Health services such as Marie Stopes International make use of social franchising
to increase their services by engaging existing private providers to deliver high quality sexual
reproductive health services in underserved areas. In education, social franchising can be seen
as a quick fix to national problems regarding education. The purpose of this study was to
qualitatively analyse facilitators’ perceptions of social franchising in education through the
provision of supplementary lessons and its potential to improve students’ performance. The
sample of the study comprised facilitators actively involved in the facilitation of lessons to
supplement existing knowledge/impart new learning methodologies in mathematics, science
and languages for school-going learners. An interview schedule was developed and
participants were interviewed at the site of delivery during the period when students were on
recess. From a content analysis of the transcripts of the interviews four themes, namely,
challenges, opportunities, motivation and sustainability emerged. It is recommended that
there should be greater parental as well as university involvement in the provision of
supplementary tuition for learners. Existing schools with adequate resources should also be
considered as possible venues for supplementary tuition.
Keywords
Details
| Other ID | JA92VB83VP |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | June 1, 2017 |
| Published in Issue | Year 2017 Volume: 9 Issue: 2 |