![]() Despite completion of grade nine being compulsory in South Africa, in 2018 only 70% of adolescents aged 16–17 years attained their grade nine certificate, and 90.2% of 19–21 year olds, meaning around 60% of young South Africans effectively drop out of school, with no school-leaving qualification there is considerable variation across provinces, household income quantiles and population groups ( Hartnack, 2017 Hall, 2018 StatsSA, 2019). However, even before the pandemic, school completion rates remained poor with approximately half of a given cohort entering grade 1 projected to not complete grade 12 and attain their National Senior Certificate/“Matric” (similar to a high school diploma), the majority of whom are from poor areas and vulnerable to numerous barriers to education ( Weybright et al., 2017 Hall, 2018 StatsSA, 2019 Runhare et al., 2021). Prior to COVID-19 school closures, South Africa had achieved near universal school enrollment, and secondary school attendance was at 90%, with notable gender parity ( StatsSA, 2019 Shepherd and Mohohlwane, 2021). As with the other negative social and health related impacts that COVID-19 and related restrictions have had, the poorest, most marginalized and vulnerable sectors of society are likely to have been disproportionately affected by the educational impacts of COVID-19 related school closures and educational disruptions. ![]() Addressing structural barriers to educational equity, particularly in the pandemic context, including access of technology and the internet, is urgent.Īdolescence is a challenging phase in life for many reasons, but the COVID-19 pandemic, related lockdowns and school closures, have exacerbated challenges and stress, particularly related to educational attainment ( Favara et al., 2021). Our findings lend support to an emerging evidence base showing that the closure of schools and tertiary institutions, combined with challenging home environments, and a lack of access to appropriate technology, has disproportionately impacted the most vulnerable AGYW, exacerbating pre-existing educational inequalities within the South African education system. ![]() However, despite multiple barriers to continuing education, some AGYW demonstrated educational resilience, enabled by psychosocial and structural support, and resource access. Qualitative narratives included challenges with online learning and studying at home in resource restricted settings, and insufficient support from schools and teachers. Factors associated with educational disruption included low socio-economic status, lack of cell phone access and household food insecurity. More than half of survey participants enrolled in education had been unable to continue with their studies. Following a concurrent triangulation mixed-methods approach, we conducted a cross-sectional survey with 515 AGYW, and qualitative interviews with 50 AGYW. We examined the effects that COVID-19 and lockdowns have had on the educational experiences of adolescent girls and young women (AGYW) aged 15–24, in six districts of South Africa characterized by high rates of HIV, teenage pregnancy and socio-economic hardship. Understanding the impacts of school closures and educational disruptions on female learners in South Africa is critical to inform appropriate, gender-sensitive policies, and programs, to mitigate further exacerbation of educational inequalities. Gender related vulnerabilities and inequalities place female learners at high risk of school disengagement due to COVID-19 disruptions.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |