The impact of inequality and COVID-19 on education and career planning for South African children of rural and low-socioeconomic backgrounds

Abstract

Background: South African youth in poor and rural communities have faced serious challenges, and the coronavirus disease 2019 (COVID-19) has worsened their situation. The odds are stacked against them as they try to obtain an education, and eventually a career. Many students struggle to complete their studies amidst the pressure of the pandemic, and concerns over career possibilities weigh heavily on their shoulders.Objectives: The need for this research is to highlight the challenges faced by youth within the education system. It is also to explore the failings of the South African government and its education sector.Method: A brief overview of the current and historical literature was conducted. Relevant literature was reviewed and critically analysed.Results: Eight major themes emerged from the literature surveyed. These included access to education, difficulties faced by girls, racism, infrastructure problems in poor and rural schools, child-headed households, education during COVID-19, food security and the absence of career guidance in low-income schools.Conclusion: In light of South Africa’s difficult history, and the fact that it is 27 years after the fall of apartheid, the state of South Africa’s education system is not conducive to education and promoting career development in young people. More attention needs to be given to education in poorer communities, and government needs to be held accountable.

Teacher Evaluation of a Self-Directed Career Guidance Intervention for South African Secondary School Learners Amidst Severe COVID-19 Restrictions

“…In particular, research findings indicate that LO teachers are not effectively trained in administering career guidance and face significant time constraints when it comes to addressing all the components of the LO curriculum ( Maree, 2013 ; Smit et al, 2015 ). Thus, when it comes to career development, learners in many low-resourced schools are not being properly supported ( Pillay, 2021 ). The CGP was initiated with the social justice imperative of providing career guidance and support to Grade 9 learners in resource constrained communities with their career planning and subject choice ( Naidoo et al, 2019 ; Rabie et al, 2021 ).…”

“…A further consequence was the direct impact on traditional career guidance and counseling offered at schools as part of the Life Orientation curriculum. Pillay (2021 , p. 5) describes the subject Life Orientation as the “bridge to career guidance” that should not be underestimated given its importance in helping learners with possible career paths and development opportunities.…”

Navigating Education in the Context of COVID-19 Lockdowns and School Closures: Challenges and Resilience Among Adolescent Girls and Young Women in South Africa

“…National Household Survey data shows that only 22% of South African households have a computer, 10% of households have an internet connection, and amongst learners at no-fee schools (the poorest 75%), less than half of children in a given class have a computer with internet access (StatsSA, 2019;Gustafsson and Nuga, 2020;Spaull and Van der Berg, 2020). These figures bring to light the reality that online learning is not a feasible solution for most South African students (StatsSA, 2019;Pillay, 2021). Additionally, the South African government's efforts to roll-out accessible virtual learning for students across the country through television and radio programs were not only poorly coordinated and publicized, and not always relevant to the curriculum, but are likely to have been inaccessible to the poorest households who own neither a television nor radio 6 (Gustafsson and Nuga, 2020;Hoadley, 2020).…”

“…Disparities have increased yet further. Well-resourced schools have been able to adapt to teaching and learning through online platforms relatively effectively and efficiently; students at these schools are likely to be from more affluent families and have access to technology such as smartphones, tablets and personal computers connected to the internet (Pillay, 2021). Data shows that amongst South African learners in no-fee schools (accommodating upwards of 66% of the country's learners), one in five has access to a computer, compared to learners in feepaying schools, of whom around half have a computer (Reddy et al, 2020;Timm, 2021).…”

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

“…The primary, secondary, and tertiary education system in South Africa has always had to deal with major challenges such as the large numbers of learners in classrooms, inadequate learner support material, lack of clean water, insufficient and unhygienic ‘bathroom’ facilities, poor quality of teaching, and inadequate support, especially in disadvantaged communities (Pillay, 2021). During my own research over the years (Maree, 2011, 2020; Maree et al, 2006; Maree & Molepo, 2007), I have often encountered a sense of demotivation, feeling traumatised, and even hopelessness among many teachers, parents, and learners in disadvantaged environments, in particular where extreme poverty, under-resourced schools, and fragmented families severely limit learners’ chances of succeeding in their tertiary studies and eventually of achieving success in their later career lives.…”