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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Bibliographic Details
Published inPerspectives in education Vol. 39; no. 3; pp. 17 - 29
Main Author Motsa, Ncamsile Daphne
Format Journal Article
LanguageEnglish
Published University of the Free State 01.09.2021
University of the Free State Faculty of Education
Subjects
Access to Education
At Risk Students
Children
COVID-19
Disadvantaged Youth
Educational Policy
Educational Research
Equal Education
Eswatini
Eswatinie
Foreign Countries
Government Role
Inclusion
Intersectionality
Pandemics
Poverty
School Closing
Schools
Social Justice
Vulnerable children
Eswatini
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Summary: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.
ISSN:0258-2236
2519-593X
DOI:10.18820/2519593X/pie.v39.i3.3