COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini

Authors

  • Ncamsile Daphne Motsa University of Kwazulu-Natal, South Africa

DOI:

https://doi.org/10.18820/2519593X/pie.v39.i3.3

Keywords:

COVID-19, Intersectionality, Schools, Social justice, Vulnerable children, Eswatinie

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. 

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Published

2021-09-16

How to Cite

Motsa, N. D. (2021). COVID-19: Understanding and responding to the educational implications for the vulnerable children of Eswatini. Perspectives in Education, 39(3), 17-29. https://doi.org/10.18820/2519593X/pie.v39.i3.3

Issue

Section

Research articles