Literaturnachweis - Detailanzeige
Autor/in | Motsa, Ncamsile Daphne |
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Titel | COVID-19: Understanding and Responding to the Educational Implications for the Vulnerable Children of Eswatini |
Quelle | In: Perspectives in Education, 39 (2021) 3, S.17-29 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0258-2236 |
DOI | 10.18820/2519593X/pie.v39.i3.3 |
Schlagwörter | COVID-19; Pandemics; School Closing; Access to Education; At Risk Students; Disadvantaged Youth; Children; Poverty; Inclusion; Equal Education; Educational Policy; Government Role; Social Justice; Educational Research; Foreign Countries; Eswatini |
Abstract | 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. (As Provided). |
Anmerkungen | University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |