The Impact of COVID-19 on a Fragile Education System: The Case of South Africa

Soudien, Crain; Reddy, Vijay; Harvey, Jacqueline

doi:10.1007/978-3-030-81500-4_12

Cited by 34 publications

(33 citation statements)

References 26 publications

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“…Learners now require even more assistance to make up lost academic time. This is imperative, particularly in South Africa with its diverse learner population (Soudien et al, 2021).…”

Section: Academic Losses Because Of Interrupted English Language Lear...mentioning

confidence: 99%

How School Closures Affected the Teaching and Learning of English During The COVID-19 Pandemic

Mukhari

Sanders

2023

IJELS

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The forced closure of South African schools left learners with many challenges, especially in language learning. This study aims to explore the perceptions of teachers teaching the same subject to the same grade during the COVID-19 pandemic. The purpose is to analyse learning losses and changes in the scholastic achievement of primary school learners during the COVID-19 pandemic. A qualitative research design was chosen for this study because of its exploratory nature. Semi-structured open-ended interviews rendered data on the teachers’ perceptions of academic losses as a result of the “COVID-19” pandemic. Homogenous purposeful sampling and semi-structured open-ended interviews were used to gather data, which were coded using the induction method to reveal codes, categories and subcategories within participant voices. This study reports on the challenges faced by teachers and learners, which include a lack of parental support, inadequate technological knowledge, and neglect of schoolwork. The findings and their relevance to teaching post-COVID-19 to mitigate academic losses are discussed. The conclusion is that different forms of support are needed to mitigate the negative impact of the COVID-19 pandemic on learners’ scholastic performance.

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“…Learners now require even more assistance to make up lost academic time. This is imperative, particularly in South Africa with its diverse learner population (Soudien et al, 2021).…”

Section: Academic Losses Because Of Interrupted English Language Lear...mentioning

confidence: 99%

How School Closures Affected the Teaching and Learning of English During The COVID-19 Pandemic

Mukhari

Sanders

2023

IJELS

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“…In primary and secondary educational levels examinations was prioritized to examination classes where COVID 19 health protocols must be followed to minimize the spread of the disease [26]. In the case of universities, open book case studies were conducted online with limited time frames of between 4 hours to six hours of exams specifically in South Africa [27].…”

Section: Examination Management During Covid-19 Pandemicmentioning

confidence: 99%

Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Mutanho¹

2023

Higher Education - Reflections From the Field - Volume 2

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The study investigated educational innovations in universities in South Africa and Zimbabwe respectively using a desktop research design. Only peer reviewed journal articles were considered to solicit data on educational innovations and challenges that these institutions faced and examination management online. Thirty-five articles were originally obtained and were reduced to nineteen after filtering them to relevant themes linked to the topic under consideration. The results showed that most of the universities were not utilizing digital tools available to them, and the usage only accelerated during the COVID-19 pandemic. Internet infrastructure, user capability, data bundle cost, erratic power supply, personal electronic devices and home space were among the challenges that hindered smooth running of online teaching. Examinations were difficult to manage under the uncertain conditions. Universities have a lot of work to do to ensure that migration from face-to-face teaching to online platforms sufficiently, effectively, and efficiently take place.

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“…However, scholars report that more research is needed on teachers and ERT during COVID-19 (Crompton et al, 2021a , 2021b ; Zadok-Gurman et al, 2021 ). Empirical evidence has highlighted the mental stress on educators as they navigate limited resources (Soudien et al, 2022 ), isolation from colleagues and students (Trikoilis & Papanastasiou, 2020 ), and learning new educational pedagogy/andragogy and new technologies (Thorn and Vincent-Lancrin, 2022 ). However, it appears that there has not been any published research to examine teacher resilience during ERT from COVID-19 or other emergencies.…”

Section: Introductionmentioning

confidence: 99%

Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States

2023

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The Covid-19 pandemic created the largest global disruption of education in recorded history. This unique qualitative study examined teacher resilience as they taught remotely with technology during the pandemic, and the experiences of teachers with a comparison across a developed country (US) with a developing country (South Africa). Data from a teacher resilience survey was gathered to explore factors of teacher resilience and interview data provided insight into teacher experiences. A grounded coding methodology was used to analyze the content. Within the examination of the extant literature, a Socio-Ecological Technology Integration framework (SETI) was developed and presented as a lens to conceptualize the full extent of all the socio-ecological factors involved in teacher technology integration including those in the school, district, and nationally. The findings reveal that teachers in South African reported less support and resources and greater challenges, yet overall reported themselves as more resilient than teachers in the US. From the findings, six factors emerged that impacted teachers’ experiences during ERT: self-efficacy, growth, motivation, resources, support, and teacher challenges. The major challenges from both countries were: time management, student issues, isolation, anxiety, meeting student needs, technology, and student engagement.

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The Impact of COVID-19 on a Fragile Education System: The Case of South Africa

Cited by 34 publications

References 26 publications

How School Closures Affected the Teaching and Learning of English During The COVID-19 Pandemic

How School Closures Affected the Teaching and Learning of English During The COVID-19 Pandemic

Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States

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