The Covid-19 epidemic and primary school education I, II, III
24 August 2021
INTRODUCTION
This brief sets out the timeline of school attendance due to lockdown restrictions, and access, or the lack of it, of learners to schools, in particular contact time and the learning process. For most learners in Quantile 1 to 3 schools, learning is heavily dependent on contact time, itself affected by restriction of movement.
LOCKDOWN AND LOSS OF CONTACT TIME
In March 2020, President Cyril Ramaphosa declared a state of emergency under the Disaster Management Act and promulgated lockdown regulations which have ranged from level 5 to level 1, with the latter being the least restrictive. The rationale for the lockdown which entailed, amongst other things, restriction of movement and closing of the economy was to curb the spread of the coronavirus (Covid-19) and provide the health system with an opportunity to study the virus and learn how to contain it. Initially, the country was placed on lockdown level 5, which included the closing down of schools.[2] During level 5, access to contact learning was zero.
The impact of covid-19 in general has been an adverse impact on the economy, loss of jobs, and illness and fatalities.[3]
THE LIMITED RETURN TO SCHOOL: MAY TO AUGUST 2020
On 1 May 2020, lockdown level 4 commenced, then on 1 June 2020, the country moved to lockdown level 3, then on 18 August 2020, the country went on lockdown level 2.[4] During lockdown level 3, schools gradually resumed on 8 June 2021, with Grades 7 and 12 returning to school 2 or 3 days per week.[5] During the implementation of this phase, fatalities and infections in schools and resulted in schools closing again on Monday 27 July to 24 August 2020.
SAVING THE SCHOOL YEAR
By 31 August 2020, all grades were back in school for contact learning. The Minister of Basic Education, Angie Motshekga,[6] announced a programme to save the school year. Schools were required to open from 31 August to 15 December 2020. Implementation was subject to Covid-19 protocol: sanitising, social distancing and wearing of masks. Unfortunately, this did not prevent infections in schools.[7] In total, learners had 156 days in the 2020 year with the fourth term beginning on 2 November to 15 December 2020. The normal length of the school year is 180 days.
NEW PROBLEMS IN 2021
The second wave of the infection of the coronavirus hit the country in December,[8] and the country returned to lockdown level 3 until January 2021. Schools reopened on 15 February 2021, and functioned on a phased-in rotational basis of 2-3 days per week from then until May. A directive was released by the Minister in May 2021 that all learners could return to school five 5 days per week. On 27 June 2021, the President announced a level 4 lockdown due to increased cases of infection in the third wave which resulted in schools closing on 30 June instead of 9 July 2021. The minister issued a directive subsequent that states that schools would reopen on 19 July 2021 instead of 26 July 2021.[9]
CONCLUSION
There are two reasons for a new long-term remote learning strategy: the first is the unpredictability of the virus and its ability to cause infections, and the second is its impact on how it affects loss of contact time especially in Quantile 1 to 3 schools. In total, on 1 June 2021, the minister has reported in parliament that schools have lost 60% of contact learning since the beginning of the epidemic.[10]
[1]Schools in South Africa are group according to wealth and therefore the government provides a subsidy based on this. Quantile 1 to 3 are the poorest no-fee schools, i.e. schools where parents do not pay for schools. Oftentimes this means, these children emanate from poor households. This context is important to understand the argument in this brief. See the National Norms and Standards for School Funding. See also https://pmg.org.za/committee-meeting/30934/ . Some challenges that these no-fee paying schools are facing may overlap with Quantile 4 and 5. This brief focusses on the challenges Quantile 1 to 3 in so far as they relate to their socio-economic circumstances.
[2] https://www.gov.za/about-sa/school-calendar
[3] https://www.wilsoncenter.org/publication/impact-covid-19-south-africa
[4] For an explanation of the alert levels and their restriction, see https://www.gov.za/covid-19/about/about-alert-system.
[5]We will discuss remote-learning interventions in the third brief.
[6] https://www.sanews.gov.za/south-africa/dbe-gazettes-new-regulations-schools-reopening
[7] https://reliefweb.int/report/south-africa/unicef-south-africa-covid-19-situation-report-no-7-01-31-august-2020
[8] https://reliefweb.int/report/south-africa/unicef-south-africa-covid-19-situation-report-no-10-01-30-november-2020
[9] https://www.iol.co.za/news/politics/minister-remains-firm-all-primary-school-learners-to-return-to-school-on-july-26-ee86f07e-b87e-43f0-95f8-b3f679b8fd16
[10] https://pmg.org.za/committee-meeting/33121/
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THE COVID-19 EPIDEMIC AND PRIMARY SCHOOL EDUCATION II – THE IMPACT ON LEARNING OUTCOMES
INTRODUCTION
In this brief, we consider the impact of school closures since the inception of the Covid-19 epidemic on learning outcomes, and the possibility of a different approach to dealing with the virus, taking into cognisance the roll out of the vaccine.
IMPACT ON LEARNING OUTCOMES
The Minister of Basic Education has reported to Parliament on the impact of the epidemic on learning outcomes, and the need to return students to school.[2] But perhaps a different approach is required. Contact has subjected students and teachers to high risks. There were Covid-19 related fatalities in schools in 2020,[3] and quite a few in 2021.
There are three learning outcome loss factors to consider: the syllabus was not completed, fewer learning outcomes were achieved in 2020, and that Quantile 1 to 3 schools suffer more because of the lack of learner resources and background. On 1 June 2021, the Minister of Education made a presentation on school preparedness for the third wave and highlighted the following on loss of learning outcomes: 54% loss in contact time and 75% learning loss; loss of contact time occurred because of total closure, some grades were closed and rotational attendance; loss of learning occurred because of psychosocial effects, forgetting and less effective teaching.[4] In primary schools, the learning gains have dropped by 54%. The data that is not available is on personal effects on learners who cannot attend school due to illness in times when learning is continuing. This data shows that the impact of these school closures will have long-term effects and in curbing it, we cannot be solely rely on curbing the virus. The priority should be on the ability to provide remote learning for this educational sector for the next two years as the country slowly recovers.
VACCINATION OF TEACHERS
Vaccination of teachers is already under way and is a priority.[5] On 9 July 2021, the Department of Education has recorded that 437 386 educators and staff above 40 have been vaccinated with J&J, but the target was 582, 564 hence the deadline had to be extended to 14 July 2021.[6] Notwithstanding challenges of vaccine hesitancy, this means by the time school reopen on 19 July 2021, all teachers and staff should be vaccinated.
Vaccination of learners is yet to begin. Vaccinating teachers will provide them with the sense of health security in order to support continued teaching. Waiting for their vaccination to be complete for a return to school may be the best option. But, if vaccination does not provide adequate protection against new strains of the virus, we are back to school closure again in future.[7]
Assuming infection leads to a low percentage of fatalities in children, most will be reasonably safe, although increasing contagiousness of successive strains is a concern. The position of children with co-morbidities like asthma requires special consideration. It cannot be said with certainty that the worst is over, or will be over once we have vaccinated most or all teachers.
FUTURE PLANS
The Department of Education and Secretary General of the United Nations have rightfully referred to the loss in contact learning as a generational catastrophe. Combating it with remote learning would ensure a basis of learning that is not dependant on physical contact.[8]
[1]Schools in South Africa are group according to wealth and therefore the government provides a subsidy based on this. Quantile 1 to 3 are the poorest no-fee schools, i.e. schools where parents do not pay for schools. Oftentimes this means, these children emanate from poor households. This context is important to understand the argument in this brief. See the National Norms and Standards for School Funding. See also https://pmg.org.za/committee-meeting/30934/ . Some challenges that these no-fee paying schools are facing may overlap with Quantile 4 and 5. This brief focusses on the challenges Quantile 1 to 3 in so far as they relate to their socio-economic circumstances.
[2] https://pmg.org.za/committee-meeting/33121/
[3]Engzell, Per, Arun Frey, and Mark D. Verhagen. "Learning loss due to school closures during the COVID-19 pandemic." Proceedings of the National Academy of Sciences 118.17 (2021). https://www.news24.com/parent/learn/learning-difficulties/children-are-lacking-vital-foundations-local-survey-reveals-concerning-data-20210510
[4]https://pmg.org.za/committee-meeting/33121/ Also See the presentation on https://static.pmg.org.za/210601Consolidated_STATUS_OF_SCHOOL_PREPAREDNESS_FOR_A_POSSIBLE_COVID-19_3rd_....pdf
[5]On the week of 7 June 2021, vaccination of teachers above 40 was due to commence, see https://www.sanews.gov.za/south-africa/teacher-vaccination-101;
[6] https://www.gov.za/speeches/basic-education-extends-vaccination-programme-deadline-9-jul-2021-0000
[7]See in other countries where the vaccine did not provide protection against new strains of the virus https://www.bbc.com/news/health-55659820 and studies on the J&J vaccine https://www.reuters.com/business/healthcare-pharmaceuticals/booster-may-be-needed-jj-shot-delta-variant-spreads-some-experts-already-taking-2021-06-25/ see associated risks and efficacy against delta variant https://www.jnj.com/positive-new-data-for-johnson-johnson-single-shot-covid-19-vaccine-on-activity-against-delta-variant-and-long-lasting-durability-of-response
[8] See submissions in parliament. 210601 Consolidated status of school preparedness for a possible covid-19.
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THE COVID-19 EPIDEMIC AND PRIMARY SCHOOL EDUCATION III – REMOTE LEARNING
INTRODUCTION
Unfortunately, schools have lost 60% of contact learning time, especially in Quantile 1 to 3 schools.[1] The virus is unpredictable. The Department of Basic Education has developed an approach to school attendance in accordance with the general lockdown levels. It has found that there is differences between schools, creating a lack of uniformity in contact teaching time. While it is willing to put some areas on alert level 1 and 2 and accept learners on a full-time basis, other areas are hot spots, varying from wave to wave.[2]
The World Health Organisation (WHO) says that infection amongst children is not yet fully understood and that infections amongst teenagers seems serious and may have long-term effects.[3] Individual students are missing school time due to actual illness or the need to quarantine after contact with a carrier. We need a programme that will keep students up to date during their quarantine.
REMOTE LEARNING
Some quantile 4 and 5 (i.e. fee- paying) schools have implemented remote learning mechanisms that include Google Classrooms, Zoom and Microsoft MS Teams classroom and they often use other less formal mechanisms like emails to share homework and other activities. But quantile 1 to 3 schools have not been able to implement such an approach for reasons of poverty, and inability to access electronic devices and the internet. Some families have lost their income and have had to rely on grants, and some schools in quantile 4 had to be reclassified into the lower quantiles of no-fee paying schools. This is indicative of the impact of Covid-19 on household income and accessibility of education.[4]
POLICY DIRECTIONS
The budget for basic education should move in the direction of ensuring efficient remote primary school learning at least for the next two years. The opportunity was missed last year, but it can still be achieved for quantile 1 to 3 schools. The lesson to be learned from quantiles 4 and 5 schools is that remote learning is resource intensive. For quantile 1 to 3 schools, a budget needs to be available for electronic devices with documents uploaded to them and with the capacity to download from the internet.
The government has adopted a brilliant programme that requires simple coordination with the contact learning. This programme is broadcast on SABC TV channels and 13 radio channels.[5] But it operates in isolation from the contact programme, and it has lost participation from learners. It is commendable, but it requires supporting resources and curriculum planning. It should be treated as complementary to contact learning. It should be supplemented by delivery of resources to students at home to minimise contact at schools or collection at schools and it must be monitored along with Covid-19 protocols.
CONCLUSION
This long-term approach to an originally short-term goal would minimise the risk of contracting the virus. The effects of Covid-19 will impact us for many years to come.[6] Whilst it is recognised that there are important budgetary and logistical issues for the national and provincial Departments if this approach is to be followed, the impact on Quantile 1 to 3 schools is severe, long-term and must not beunderestimated.
By Mihloti Basil Sherinda, Legal Researcher, HSF, 24 August 2021
[1] https://pmg.org.za/committee-meeting/33121/
[2] Ibid.
[3] https://www.who.int/news-room/q-a-detail/coronavirus-disease-covid-19-schools
[4] https://pmg.org.za/committee-meeting/30934/
[5] Please take note that the programme has been strictly implemented since alert level 2 in September 2021. It is recommended that the programme must be prioritised for future learning.
[6] https://www.news24.com/news24/southafrica/news/schools-will-only-recover-from-covid-19-effects-in-2030-basic-education-department-says-20210421
