An estimated 2 million foreign-born migrants of working age (15-64) were living in South Africa (SA) in 2017. Structural and practical xenophobia has driven asylum-seekers, refugees, and undocumented migrants in SA to abject poverty and misery. The Coronavirus Disease 2019 (COVID-19) containment measures adopted by the SA government through the lockdown of the nation have tremendously deepened the unequal treatment of asylumseekers and refugees in SA. This can be seen through the South African government's lack of consideration of this marginalized population in economic, poverty, and hunger alleviation schemes. Leaving this category of our society out of the national response safety nets may lead to negative coping strategies causing mental health issues and secondary health concerns. An effective response to the socioeconomic challenges imposed by the COVID-19 pandemic should consider the economic and health impact of the pandemic on asylum-seekers, refugees, and undocumented migrants.

This study investigated the insights and current debates on community engagement in higher education institutions with specific reference to the University of the Western Cape (UWC) in South Africa. The article argues that although community engagement seems to present some challenges, it has become an integral part of higher education in South Africa and beyond. The article examines community engagement in higher education institutions and evaluates its contributions based on the research question. The article evaluates community engagement from the perspective of the UWC, community, and students. Data were collected through semi-structured with key informants. In total, 12 participants participated in the interviews. Thematic analysis was used to analyze the data. The results of the study show that community engagement is dependent on institutions’ relationships built between particular communities, which are easily lost if the people involved change. The results also show that community engagement has become a requisite for promotion and policy development. However, it reveals that issues of Memorandum of Understanding (MOU) often take time affecting students and researchers. Moreover, the findings indicate that there is no standard procedure for community engagement as departments, individual lecturers, and students have unique and different interests.