On 11 March 2020, the World Health Organization upgraded the outbreak of COVID-19 to pandemic status. On 15 March 2020, the South African president declared a national state of disaster under the Disaster Management Act of 2002. On 26 March 2020, national lockdown, which included measures stipulated in guidelines for education in emergencies, was implemented in South Africa. The presidential declaration and subsequent lockdown came at a time when some of the universities in South Africa were already struggling either to commence the academic year, or to make up for time lost due to persistent student protests relating to several student demands. However, disaster management now entailed that all schools and institutions of higher education were forced to close immediately for extended periods, necessitating alternative ways of ensuring access to education. The qualitative case study presented in this article sought to document the intervention strategies developed by two universities located in remote parts of Eastern Cape Province to deliver education during the COVID-19 restrictions. A second aim was an examination of the challenges experienced by the two institutions' largely rural student population. The authors collected data using a questionnaire completed by 15 educators and 30 students from the two universities. They also analysed official communications documents from the universities addressed to lecturers and students. The results indicate that access to online teaching and learning platforms and resources for students from poor rural communities in South Africa is challenging, and that there are gross inequalities in educational outcomes for learners from different socioeconomic backgrounds. This affects the future plans of higher education institutions to provide teaching and learning through online-based platforms. The authors conclude their article by providing recommendations to support online learning in rural areas, which has the potential to expand higher education access post-COVID-19.
"The purpose of the paper is to argue for the need to reconfigure the training of Bachelor of Education Degree student teachers as a strategy to empower them in dealing with the changed reality in secondary schools. The purpose is achieved by looking at the relevancy of the education or training offered to undergraduate teacher trainee students at universities in Eastern Cape Province of South Africa regarding learner behavioural problems being experienced in secondary schools. The paper was guided by a situated learning theory. The paper adopted a qualitative approach and a case study design. The study purposively selected 3 universities, 9 lecturers and 15 teacher trainees as participants. Data were collected through use of interviews and focus group discussions. Thematic frames were used to analyse data that were discussed concurrently with the findings. The study established a mismatch between how the teachers’ training and actual reality in schools as a challenge that needs to be addressed. The implication drawn is that failure to move with speed to reconfigure the training of initial teacher education increases frustration and tension between teachers and learners. The paper concludes that the current way of training of teachers lacks reality of how teacher trainees should deal with learner behavioural problems in schools. Universities should redesign an initial teacher education programme that capacitates teacher trainees to handle and speak to the current generation of secondary school learners."
The purpose of the study was to examine the challenges of remote learning that were faced by students in four rural institutions of higher learning amid the COVID-19 pandemic. It is well documented that in South Africa as well as globally, the COVID-19 pandemic has disrupted the teaching and learning in higher institutions of education. A call was made by the Department of Higher Education and Training that mandated universities to adopt remote learning to save the academic year. That call was a blanket statement that did not consider the context of different universities, given the inequalities that existed prior to the outbreak of COVID-19 between the historically disadvantaged universities and the well-established ones. The study adopted a qualitative approach that made use of a desktop research methodology, as well as the media (Television, radio and newspapers), and social media as sources of data gathering to document the challenges. One of the key findings was that some students studying at rural institutions of higher learning experienced challenges of limited skills as well as the convenience of and access to technology and other tools of trade. The paper concludes that such students were proposing that, ‘we are together but not together”. The root of such grievance is that they were grossly affected by the geographical and historical position of the universities they were enrolled at and the situation was deepened and exposed by the COVID-19 pandemic. The paper recommends the equal redistribution of resources especially to previously disadvantaged Black universities. The paper further recommends that the Department of Education introduce online learning to students from as early as high school so that there will be continuity and ease in remoting learning.
In this study, we aimed to explore the extent of the digital divide at three quintile 1 secondary schools in Sedibeng West, Gauteng, South Africa. The rapid diffusion of information and communication technology (ICT) has changed the education sector along with others in societies around the globe. Technology, and, in particular, the internet, has affected, for instance, the ways in which learners communicate with teachers, learn, and work. With the advent of the internet, teaching and learning is no longer confined to classrooms. However, the digital divide, exposed by the closing of schools because of Covid-19 has now become more apparent. We collected data from 48 teachers and 3 school principals through focus group discussions and in-depth face-to-face interviews, respectively. We conclude that the three schools whose principals we interviewed, suffer from the inadequacy of ICT that creates digital, information, and knowledge divides between schools of different quintiles. Furthermore, these schools cannot run online classes during school closures related to Covid-19. We recommend training teachers and learners on how to use technology in teaching and learning since this would help to overcome difficulties during the Covid-19 pandemic.
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