COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini
In a bid to contain the spread and infection rate of COVID-19, Eswatini closed all its schools on 17 March 2020, and for a year they remained closed. Despite education being the only viable means towards a better future, the closing of schools set-off to heighten prevailing educational disparities t...
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| Format: | Article |
| Language: | English |
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University of the Free State
2021-09-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/5249 |
| _version_ | 1797265694848450560 |
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| author | Ncamsile Daphne Motsa |
| author_facet | Ncamsile Daphne Motsa |
| author_sort | Ncamsile Daphne Motsa |
| collection | DOAJ |
| description | In a bid to contain the spread and infection rate of COVID-19, Eswatini closed all its schools on 17 March 2020, and for a year they remained closed. Despite education being the only viable means towards a better future, the closing of schools set-off to heighten prevailing educational disparities towards academic access, experience and achievement for the vulnerable children of the country. Adopting intersectionality as a theoretical framework, the paper seeks to analyse the educational effects of COVID-19 on the vulnerable children of Eswatini. The aim is to identify and discuss how educational systems and processes amidst the COVID-19 era sought to amplify the already compounded, complex and dominant educational disparities for children affected by vulnerability. A systematic literature review was conducted to understand child poverty and vulnerability in Eswatini schools and the implications of the COVID-19 school restrictions on the vulnerable children. Strategies to minimise the adverse effects of the pandemic on inclusive and equitable schooling for the vulnerable children have been suggested.
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| first_indexed | 2024-03-08T04:42:16Z |
| format | Article |
| id | doaj.art-ca18071628a64b289fb4857c48641de4 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T00:48:52Z |
| publishDate | 2021-09-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-ca18071628a64b289fb4857c48641de42024-03-11T23:05:22ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2021-09-01393COVID-19: Understanding and responding to the educational implications for the vulnerable children of EswatiniNcamsile Daphne Motsa0University of Kwazulu-Natal, South AfricaIn a bid to contain the spread and infection rate of COVID-19, Eswatini closed all its schools on 17 March 2020, and for a year they remained closed. Despite education being the only viable means towards a better future, the closing of schools set-off to heighten prevailing educational disparities towards academic access, experience and achievement for the vulnerable children of the country. Adopting intersectionality as a theoretical framework, the paper seeks to analyse the educational effects of COVID-19 on the vulnerable children of Eswatini. The aim is to identify and discuss how educational systems and processes amidst the COVID-19 era sought to amplify the already compounded, complex and dominant educational disparities for children affected by vulnerability. A systematic literature review was conducted to understand child poverty and vulnerability in Eswatini schools and the implications of the COVID-19 school restrictions on the vulnerable children. Strategies to minimise the adverse effects of the pandemic on inclusive and equitable schooling for the vulnerable children have been suggested. http://journals.ufs.ac.za/index.php/pie/article/view/5249COVID-19IntersectionalitySchoolsSocial justiceVulnerable childrenEswatinie |
| spellingShingle | Ncamsile Daphne Motsa COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini Perspectives in Education COVID-19 Intersectionality Schools Social justice Vulnerable children Eswatinie |
| title | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
| title_full | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
| title_fullStr | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
| title_full_unstemmed | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
| title_short | COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini |
| title_sort | covid 19 understanding and responding to the educational implications for the vulnerable children of eswatini |
| topic | COVID-19 Intersectionality Schools Social justice Vulnerable children Eswatinie |
| url | http://journals.ufs.ac.za/index.php/pie/article/view/5249 |
| work_keys_str_mv | AT ncamsiledaphnemotsa covid19understandingandrespondingtotheeducationalimplicationsforthevulnerablechildrenofeswatini |