Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

Abstract

Worldwide, COVID-19 has affected the most deprived communities the hardest and exposed many systemic inequalities, leaving nations vulnerable and destitute. The need for quality education, while heeding to international mandates, including enacting the sustainable development goals (SDG), has become more apparent in promoting equitable and inclusive education for all, which remains a challenge in South Africa with its inherited inequalities. The purpose of this study was to understand how the COVID-19 challenge refocused the commitment of five principals from rural schools in two education districts of the Northern Cape province of South Africa to address resurfaced historic inequalities, including digital access and fluency to attain an equitable learning environment. Semi-structured emailed interviews were conducted with the participants. A thematic analysis of their experiences of the pandemic through the lens of flexible learning theory, revealed that teachers and learners often experienced discrimination-related stress, especially with virtual learning approaches, as schools often cannot offer remote services to advance learning. Furthermore, the participants voiced their uncompromising commitment to inclusion while engaging teachers and learners in identifying possible problems and proposing solutions post-COVID-19. Though the current crisis seems to have perpetuated and deepened existing inequalities in disadvantaged rural South African schools, some school principals are hopeful that as the reality has now been laid bare, it may prompt more urgent action. The paper recommends that school principals and teachers will have to refocus teaching practices towards flexible, inclusively delivered teaching through working collaboratively across disciplines so that they build their personal resilience and advance their technological skills to meet the demands of remote and online learning during a pandemic and beyond.

Intensified inequities: Young people's experiences of Covid‐19 and school closures in Uganda

“…Studies on the predicted and already visible impact of Covid‐19 on education in SSA (Sub‐Saharan Africa) reveal how inequities that affected children and their families prior to the pandemic have intensified during and after school closures (e.g. Alam & Tiwari, 2021 ; de Klerk & Palmer, 2021 ; Edwards, 2021 ; Save the Children International, 2021 ; UNICEF, 2021 ). This work has provided us with important insights on the many challenges in children's and young people's lives resulting from school closures.…”

The impact of remote learning on the social and emotional needs of students with exceptionalities

“…The development of a theory constructed from the results of qualitative data collected and analysed from a group of responders, otherwise known as grounded theory, best supported the research conducted (Terrell, 2016). Klerk and Palmer (2021) also used this methodology when conducting research during the Covid-19 pandemic. Klerk and Palmer's (2021) study is relevant to my research because, just as in my own study, it also involved interviews, teacher participants, and information about stress related to remote learning.…”

“…Klerk and Palmer (2021) also used this methodology when conducting research during the Covid-19 pandemic. Klerk and Palmer's (2021) study is relevant to my research because, just as in my own study, it also involved interviews, teacher participants, and information about stress related to remote learning.…”

“…One study in South Africa only discussed the need to reset educational priorities during the Covid-19 pandemic toward equitable learning opportunities through inclusion. This study addressed students and teachers and showed that they often experienced discrimination-related stress while using virtual learning approaches, as schools did not offer access to remote learning (Klerk & Palmer, 2021). The climate of remote learning has been identified as negative for many learners who were living in isolation and began experiencing exacerbated mental health problems and behaviors (Karasmanaki & Tsantopoulos, 2020).…”

COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

“…There should be specialised assistance and due consideration for special needs children within a more fluid teaching and learning situation (Gyuviyska & Tsankov, 2020). De Klerk and Palmer (2021) argue that in this flexible space, special care should be taken to also adapt approaches and tools for learners with special education needs. An important part of support beyond the narrow understanding of education is making sure that children have nutritional meals.…”