Managing the Covid-19 pandemic in South African Schools: turning challenge into opportunity

Abstract

This article reports on challenges faced today by the South African schooling system due to the Covid-19 pandemic, with the emphasis on the public school system. Its aim is to show the extent and nature of these challenges and how they exacerbate existing challenges and impact the quality of post-matric study and tertiary education. A number of specific challenges are focused on such as large class sizes, physical distancing requirements, and the use of online and digital learning platforms to facilitate education, and how this style of teaching and training is not practical for most of the South African school population. The discrepancy between the real situation in schools and the applicability of Covid-19 protocols is also examined. In addition, I discuss the problems posed by the schooling time that has been lost, the effect of curriculum trimming, and the long-term price post-Grade 12 study and tertiary teaching and learning may have to pay. Finally, looking through a positive, future-oriented lens, I endeavour to place the overall situation in South African education in perspective.

Risks and opportunities for children's well-being in resource-constrained multigenerational households during COVID-19: Implications for school psychology interventions

“…Moreover, as in this study, space proximity with confinement to an overcrowded house may have triggered adult stress responses ( Mashaphu et al, 2021 ; Russell et al, 2020 ). Children are at risk of psychological maladjustment when parents cannot attend to children's physical, emotional and schooling needs ( Maree, 2021 ; Thibodeau-Nielsen et al, 2021 ).…”

Perceived Vulnerability to Disease and the Relationship with Teacher Satisfaction in South Africa during COVID-19: The Serial Role of Burnout, Role Conflict, and Ambiguity

“…Furthermore, in the context of the return to conventional teaching during the pandemic, as was the case in South Africa, teachers would still have to contend with new job demands that include fear of contracting the virus, using personal protective equipment at school, and monitoring adherence to prevention measures among students [ 13 , 23 , 24 ]. Many public schools in South Africa do not have the infrastructure to implement COVID-19 prevention measures (e.g., proper sanitisation facilities, running water) [ 46 , 47 , 48 ]. Hence, the demands of the job may not be matched by the presence of resources that could facilitate coping.…”

Developing a Model for Crises Containment Management in South African Schools

“…Various informants expressed their frustration with school learners or the school system for not being Covid-19 compliant. Covid-19 had a tremendous effect on the well-being of South African educators, support staff, and school learners (Dube, 2020;Maree, 2021;Pillay, 2021;Spaull & Van der Berg, 2020;Western Cape Government, 2021). Covid-19 impacts on education have demonstrated that there is a need to humanise education (Parahakaran et al, 2021).…”