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Public libraries are established to promote literacy, cultural heritage, and the dissemination of information. Due to the Covid-19 pandemic, public libraries across the globe had to close their physical spaces and change their service models. This qualitative study investigated information provision by a public library in the Limpopo Province, South Africa, during the national public health restrictions to determine what means were applied to sustain service provision. The paper reports on ways used by the library to provide information to users at the time. Data were collected from the chief librarian and four librarians using face-to-face interviews and one focus group. The data were thematically analysed. Findings indicated that no services were offered to users during the time of the Covid-19 restrictions. The paper recommends the digital literacy training of users, the use of free databases, and the introduction of online library services. [ABSTRACT FROM AUTHOR]

This paper argues that the COVID-19 pandemic can and should be understood as a form of creative destruction (Schumpeter's gale), at a hyper level owing to its biological/medical dimension. Therefore, the critical response to such a hyper force is to rethink how institutions administer Public Policy in South Africa (Path Dependency), most importantly economic development planning institutions and Covid-19 responses, in the form of 'The Economic Reconstruction and Recovery Plan'. It's the contention of this paper that the reason why Covid-19 continues to impact the South African government's economic planning ethos is anchored in its developmental orientation, particularly how constitutional legalism has impaired economic development planning. This could impart be due to the unaddressed influences of the initial waves of Law and Development post-1994. The South African experience with the initial waves of Law and Development were muted owing to the problematic nature of the 1994 transition which sought peace at all costs without necessary addressing substantive economic development reform considerations. Therefore, using the policy experiences of Covid-19 and Lee's, General Theory of Law and Development, particularly the aspects of Development and State Capacity and Political Will, a revision of the South African Constitution will be called on, principally chapter's 2 and 6 (Bill of Rights) and (Province). [ABSTRACT FROM AUTHOR]

The current paper explores crosslinguistic and multimodal health communication strategies employed by the South African government during the COVID-19 pandemic in 2020-2022. Some governments used multiple languages, yet in most cases, English monolingualism was a predominant form of communication. This paper utilised a multimodal critical discourse analysis to explore public health communication by government officials in South Africa and by members of the National Coronavirus Command Council mandated to combat the spread of COVID-19 in South Africa. The paper interrogates how this language and messaging limited or enabled linguistic equity and social justice. The paper concludes that in a country such as South Africa, for any government's initiative to promote linguistic and social justice, it ought to be 'languaged' and messaged through the linguistic repertoires that the majority of its citizens understand; if not, it is doomed to fail as was the case with the South African government's COVID-19 communication strategies. [ABSTRACT FROM AUTHOR]

The implementation of lockdown measures as a response to the spread of COVID-19 has increased the vulnerability of households to several human security issues. Using a desktop systematic review approach, the paper attempts an explanation of violence and unrest from the theoretical lens of the frustration-aggression theory. It discusses violence as a form of agency in South Africa and contextualises contemporary experiences in terms of the COVID-19 pandemic and the July 2021 protest, as well as the implication of such violence for the South African socio-political and economic sphere going forward. The paper argues that while South African history is bedevilled by violence, the vulnerability of the people due to the impact of the COVID-19 pandemic provided a breeding ground for frustration and the eventual violent unrest in many parts of South Africa. Therefore, the extensive looting of malls, warehouses, and distributors that greeted the July 2021 protest was only a product of South Africa's historical inequality and worsening state of affairs. The paper concludes that the unrest was mainly triggered by structural and historical socio-economic configurations rooted in extreme poverty and wide economic inequality. That becomes apparent in unemployment, deprivations, physical hardships, a failing or collapsing state, and state institutions and services underlined by neo-patrimonial practices and political failures, thereby leading to violence as a response. [ABSTRACT FROM AUTHOR]

The devastation of the Covid-19 pandemic on society raised the question of how best to gauge society's psychological adaptation to continually evolving global disruptor events, such as Covid-19. This paper aims to illustrate the use of different approaches to monitor society's psychological response to Covid-19, in order to argue for a more comprehensive, multi-model, approach. The results from different approaches are presented in two studies employing measures of mental disorders and mental distress, respectively, using South African samples for demonstration. The first study presents findings from repeat administration of measures of common mental disorders (major depressive and generalized anxiety disorders) across three consecutive years, while the second study presents findings from mood response profiles (measured with the Brunel Mood Scale) collected across five time points during the Covid-19 pandemic. Both studies showed that the Covid-19 pandemic was temporally associated with adverse mental health outcomes across the mental health continuum, and that mental health profiles were associated with both time since onset of Covid-19 and subsequent wave occurrence. Elevated prevalence of common mental disorders, as well as fluctuating patterns of mood response profiles, are discussed against the context of Covid-19. The paper concludes that a multi-modal approach, for instance measuring specific mental disorders as well as more general mental distress, is crucial to comprehensively understand society's psychological adaptation to major disruptor events, and guide health sector responses. The paper serves as a reminder to continue to observe mental health more inclusively to appropriately respond to the psychological needs of communities. Plain Language Summary: Measuring mental health across Covid-19 waves The impact of Covid-19 on mental health raised the question of how can we best measure how society adapts, psychologically, to major events that disrupt life. This article looked at two specific ways to measure and monitor society's psychological response to Covid-19. The first study looked at the prevalence of mental disorders, and the second looked at levels of mental distress. Both studies used South African samples to demonstrate this. The first study presented data from a repeat administration of scales that identify depressive and anxiety disorders, completed across three consecutive years. The second study presented findings from mood response profiles (measured with the Brunel Mood Scale) collected across five time points during the Covid-19 pandemic. The results showed that the pandemic was associated with adverse mental health outcomes—across the mental health continuum—and that mental health profiles were associated with both time since the start of Covid-19 and fluctuated with the subsequent waves across the pandemic time-line. This article demonstrated the importance of using a multi-modal approach to fully understand society's psychological response to major life disruptions. It also acted as reminder to monitor mental health continuously to be able to respond to the psychological needs of communities. [ABSTRACT FROM AUTHOR]

In 1994, the African National Congress (ANC)-ledgovernment implemented a Reconstruction and Development Programme (RDP) program that entailed providing South Africans with stable and regular electricity supplies. Government through the state president declared COVID-19 a pandemic in 2019. Institutions of higher education resorted to introduce online teaching and learning as a method of ensuring that section 27(1) (a) (b) of the Constitution of the republic of South Africa was executed. Load shedding brought numerous challenges in the education settings in the institutions of higher learning. The crisis led to institutional economy and disrupted academic performance at institutions of higher learning. The purpose of this paper is to examine whether load shedding can be regarded as a pandemic post COVID-19. Access the impact of load shedding at institutions of higher learning. Therefore, this is a conceptual paper and it relied on existing data for analysis and interpretation. The paper recommends that institution of higher learning should invest in alternative sources of energy, and develop an effective communication strategy. [ABSTRACT FROM AUTHOR]

Background: The COVID‐19 pandemic necessitated that speech–language therapists (SLTs) make a radical change to provide services to their clients safely via telepractice. For many practitioners, telepractice was an unfamiliar mode of practice that had to be implemented under emergency conditions. Limited literature on SLTs' experiences of implementing telepractice in the Global South during this time is available. Aims: To explore the experiences of South African SLTs (N = 45) who implemented telepractice services during the COVID‐19 pandemic. Methods & Procedures: SLTs across the country were invited via professional bodies to participate in an online qualitative survey distributed in 2021. Data were analysed using thematic analysis principles. Outcomes & Results: We describe participants' reports of their current telepractices, discuss their perspectives on accessibility to telepractice for SLTs, clients and caregivers, and working with specific diagnoses, and consider the support needs of SLTs to enhance telepractice services. Most participants work in private practice or school settings with primarily paediatric caseloads. They reported telepractice as a positive experience and felt it was effective, although they judged that some clients were not well served by telepractice. SLTs felt underprepared for the rapid switch to telepractice and the flexibility required, especially given the limited availability of guidelines given the pandemic crisis. Greater preparation is required for telepractice sessions and more attention needs to be paid to supporting caregiver involvement online. Conclusions & Implications: Telepractice involves various barriers and facilitators, many of which seem common across Global North and South contexts. Support is required to enhance current telepractices in terms of computer literacy, technical education, different telepractice methods and caregiver coaching. Our findings have the potential to enable the development of support, training and guidelines to improve SLTs' confidence in providing telepractice whilst delivering quality services in an accessible and safe manner. WHAT THIS PAPER ADDS: What is already known on the subject: Many SLTs had to transition quickly to telepractice service provision during COVID‐19, with limited existing guidelines and support. Although there is some literature available on SLTs' experiences of implementing telepractice in the Global North, perspectives from the Global South during this time are limited. It is important to understand experiences, barriers and facilitators to telepractice provision to provide tailored support to practitioners. What this paper adds to existing knowledge: Telepractice provides a viable alternative to in‐person therapy for specific clients and contexts. Telepractice presents both benefits and barriers for effective clinical practice across Global North and South contexts. Greater preparation is required for telepractice sessions and more attention needs to be paid to enhancing caregiver involvement online, especially since many practitioners are likely to continue offering telepractice services post‐pandemic. What are the potential or actual clinical implications of this work?: Clinicians felt underprepared for the rapid switch from service delivery mode to telepractice. Greater support, training and guidelines for students and practitioners are required to enhance current practices and ensure practitioners are equipped to provide effective telepractice in the future. In particular, support should cover technological aspects, caregiver coaching and online assessment options, especially for paediatric clients. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic catapulted higher education institutions to shifting their teaching, learning and assessment practices. Universities globally were abruptly forced to close their doors and adapt to digital learning platforms with the intention of meeting students' learning needs. In a University of Technology (UoT) context such as the Durban University of Technology (DUT) in South Africa, the university had to relook the way it interacted and engaged with students. Writing centres at universities in South Africa have evolved and have led to the development of opportunities for collaborative learning underpinned by humanistic principles and interconnectivity in teaching, thinking and learning. Traditionally in the writing centre, students grow and develop in an informal way by face-to-face interactions in a physical space with tutors, peers and writing practitioners. However, as a result of the Covid-19 pandemic, the writing centre has shifted to virtual learning platforms in order to continue creating inclusive and flexible learning spaces to foster criticality and academic and social resiliency in students. This paper explored how the writing centre as a vibrant community of practice (CoP), with the use of digital platforms initiated innovative tutoring techniques to contribute to creating a safe, enabling learning environment for students during these uncertainties. Paulo Freire's idea of a Humanising Pedagogy (1970) and Lave and Wenger's (1991) concept of communities of practice were used to gain insights into the contextual dynamics that shape a writing centre's practice as the centre conceptualises how to respond to the 'new normal' in higher education. This paper asked a fundamental question about learning approaches and what is most valuable, particularly during the Covid-19 pandemic. Data collection included written reflections from eight writing centre tutors from one writing centre site and surveys with 20 student users. This enabled an understanding of their perceptions and experiences of using the writing centre remotely, within a qualitative, exploratory inquiry. The findings revealed that the writing centre acknowledges the socio-economic difficulties faced by students and sees the value of CoP and a humanistic approach in its work in assisting students in coping with challenges and the realities that currently confront them. It found that tutors are central to contributing to transformative, multi-modal learning, and the writing centre can serve as a vehicle for promoting and sustaining inclusive learning environments and new ways of supporting students during uncertain times such as the pandemic. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic brought about restrictions on physical interactions, which in many ways changed how we live and work. Due to these restrictions, writing centres at universities and other educational institutions around the world had to transition from traditional ways of supporting students to online or remote methods. To save the academic year, Wits University's teaching and learning and other student support programmes, including the Wits School of Education Writing Centre (WSoE WC), were compelled to adopt Emergency Remote Teaching and Learning (ERTL). Transitioning to ERTL meant reimagining student support in an online mode. This paper explores how the WSoE WC transitioned from face-to-face student consultations to offering online academic literacy support and development. The paper highlights the adaptation process in the transition, particularly how the WSoE WC dealt with the varying complexities accompanying ERTL. The main question guiding this exploration is: How did the WSoE WC negotiate the move to online academic literacy support and development during the Covid-19 pandemic? Data were collected through semi-structured interviews with the director of the WSoE WC, who steered the adoption of the online mode and the peer tutors who worked directly with students online. The findings show that transitioning to the online mode during ERTL was difficult and complex. However, collective and individual agency enabled continued student academic literacy support despite disruption and change. This paper contributes to the ongoing conversation around the role of writing centres at universities in South Africa and beyond, particularly during disruptions. [ABSTRACT FROM AUTHOR]

The paper focuses on the determinants of MICE tourism recovery post the COVID-19 pandemic. Using the case of South Africa, empirical data were collected by way of in-depth interviews with 19 key stakeholders in the MICE sector. The study findings reveal five key determinants of the recovery, (1) change in focus of geographical markets, (2) varied recovery of the different economic industries, (3) limited airline access and connectivity, (4) destination image and (5) level of confidence of MICE attendees to travel. The paper's theoretical significance lies in its timely contribution to studies on MICE tourism recovery and resilience, focusing on the developing nations' context. Further, the findings of the study, which delineate the recovery process of MICE events post-COVID-19 provide insights into building a resilient MICE sector. [ABSTRACT FROM AUTHOR]

The coronavirus (COVID-19) pandemic has brought myriad challenges to South African public schools based in rural areas. The recurring concern is that those challenges might negatively impact the performance and progress of learners in rural areas. This should be understood within the context that most schools in rural areas are characterised by a lack of resources, such as modern technological resources. This paper aimed to find ways to enhance teaching practices during and after the COVID-19 crisis in a rural context. The objectives of the paper were to discover the impact of COVID-19 on learning and teaching practices and recommend ways to enhance such practices during and after the pandemic. Weiner's Attribution Theory of motivation and emotion was used to identify and address the underlying factors that may contribute to a learner's academic success and how they act or behave in certain ways towards the teaching practices. Methodologically, the study adopted a qualitative approach, and the purposive sampling technique was employed to draw data from participants through interviews and observations. The collected data was analyzed through thematic content analysis. The study found that psychosocial factors such as lack of positive mindset towards the curriculum, lack of motivation, family challenges, environmental challenges, and anxiety disorders such as generalized anxiety disorder (GAD), panic disorder and phobias caused by covid 19 pandemic, affect the cognition of learners and hinder the learning process. Therefore, it is recommended that the Department of Basic Education (DBE) consider implementing some psychological assessment programmes as a way to prepare learners and teachers for learning and teaching. [ABSTRACT FROM AUTHOR]

The coronavirus disease (COVID-19) pandemic had devastating effects globally. No one was spared including the homeless people who had no permanent housing or shelter but had to observe various restriction interventions introduced by the government to curb the spread of the virus. Methodologically, this paper used literature review research approach by sourcing relevant scholarly works in the subject area; reviewed and applied them to showcase and address the plight of the homeless people during the COVID-19 pandemic in South Africa. The overall objective was to establish whether the homeless were offered adequate assistance or not, considering that the pandemic outbreak exacerbated their vulnerability. The paper found that it is the responsibility of the government, especially the local government, to provide protection for this group but did not meet expectations. Hence, the homeless were negatively affected by the virus due to insufficient care. The paper also found that various local governments in South Africa deployed and utilised anti-homeless by-laws to criminalise homelessness and even deprived some of the homeless the right to shelter by either evicting them where they sought refuge or on the land where they built shacks. The paper found that the court was the last hope of this vulnerable group that used judicial pronouncements to protect them from being left destitute. [ABSTRACT FROM AUTHOR]

The primary objective of this research paper was to investigate the determinants of poverty in South Africa in the aftermath of the Covid-19 pandemic. To accomplish this, the study employed data from STATS SA collected in 2021, calculating the poverty status of households based on the national poverty line and generating a binary variable comprising two categories: poor and non-poor. The research employed descriptive, cross-tabulation analysis and binary logistic regression models to ascertain the associations between selected independent variables (gender, age, household size, population group income, and province) and the dependent variable (poverty status). The findings demonstrated that 62% of the households surveyed were living below the upper-bound poverty line, with 49% classified as poor based on the lower-bound poverty line. Furthermore, the regression analysis revealed that gender, age, and income were significant predictors of poverty status, with females, younger household heads, and those with lower incomes being more likely to be poor. The paper concludes with a set of recommendations for the South African government to mitigate poverty, such as investing in education and skills development, promoting job creation, expanding social protection programs, and enhancing access to fundamental services such as water and sanitation. [ABSTRACT FROM AUTHOR]

This paper examined the brutal tactics used by security forces in the early days of the COVID-19 lockdown in South Africa. Key questions raised relate to the philosophical (dis)connectedness of their actions. The paper posits that the way in which some police and soldiers conducted themselves in black communities is reminiscent of colonial-apartheid hermeneutics. Their conduct, devoid of Ubuntu, relegates the culprits to "mere symbols with no substance," in a deeply conditioned state of mental subjugation. Though black, the culprits remain largely unAfrikan in thought. The paper concludes that training for security forces needs to inculcate philosophies of Afrikanism. Furthermore, the paper highlights key lessons to be embraced. Recommendations made include the professionalisation of the security forces, enabling public dialogue, and bringing the culprits to book faster to restore the image of the country, the government, and the security agencies. This paper used a qualitative desktop design that applied inductive analyses. [ABSTRACT FROM AUTHOR]

Migration to South Africa is motivated by the pursuit of employment, safety, and improved living conditions. However, immigrants encounter significant challenges, such as restricted access to essential services, which were exacerbated by the COVID-19 pandemic. This paper investigates the impact of the COVID-19 pandemic on Malawian immigrants in South Africa, addressing the lack of attention given to this immigrant population by highlighting their vulnerabilities. Using a qualitative exploratory and descriptive approach, in-depth interviews were conducted with 24 Malawi immigrants who were over 18 years old and had established residency in South Africa before the onset of the COVID-19 pandemic. Five key stakeholders were also interviewed for additional perspectives and to ensure triangulation and improve data reliability. The interviews were transcribed verbatim and analyzed using thematic analysis strategies and coding with Nvivo12 software. The study highlighted the exacerbated struggles of Malawian immigrants in South Africa amid the COVID-19 pandemic, uncovering systemic discrimination in healthcare, marked by longer wait times and reluctance from health workers to treat undocumented immigrants. The study also revealed a dire security situation, with immigrants living in high-crime areas and feeling particularly targeted due to their foreign status, a situation worsened by the pandemic's economic effects. Additionally, the economic downturn induced by COVID-19 significantly impacted employment opportunities, with many immigrants facing prolonged unemployment and job losses, especially in sectors where they traditionally found work. The detailed accounts of participants highlight not only the multifaceted challenges imposed by the pandemic but also the critical need for inclusive policies and support systems that ensure healthcare access, safety, and economic resilience for immigrants, particularly during global health emergencies. Future research should focus on effective interventions for socioeconomic integration and well-being, particularly for immigrants from other African countries. [ABSTRACT FROM AUTHOR]

Due to the widespread occurrence of mental disorders among adolescents, there is globally a recognised need to assess the mental well-being of higher education students. Those in extended programmes, dealing with self-esteem and capability challenges intensified by peer and institutional attitudes, might face heightened susceptibility to mental health issues. Moreover, research suggests that the 2020 COVID-19 pandemic likely worsened students' mental health difficulties. This study aimed to assess the prevalence of mental health issues among students in a South African university's extended curriculum programme in 2022 while exploring potential gender differences. Furthermore, by comparing these findings to a 2017 study, it sought to assess the COVID-19 pandemic's potential impact on the mental health of extended programme students. Paper-based questionnaires evaluated depression, anxiety, and stress symptoms among first-year extended programme students in 2017 (pre-COVID, n = 208) and in 2022 (within the pandemic, post-lockdown, n = 202). The results showed consistently high levels of mental health issues for both cohorts, with no statistically significant difference between the cohorts. However, female students in the 2022 cohort faced notably more mental health challenges than their male peers. Universities should enhance mental health education and awareness campaigns and explore new counselling methods to assist the growing number of students in need of support. Further research ought to investigate the factors behind the heightened mental health issues, especially among female students. [ABSTRACT FROM AUTHOR]

According to the World Bank, South Africa is the most unequal society in the world. It follows that teaching philosophy takes on a unique character in this country. During the initial COVID-19 outbreak, all universities were compelled to move online, entailing that the teaching of philosophy also moved online. However, because of their socio-economic realities, students faced many barriers, and this served to further marginalise already marginalised students. The university campus provides structural support to many of these students that they do not have at home-computer labs, internet access, and residences. With campuses shutting down and learning to move online, many (if not most) of our students faced significant challenges. This paper explores the challenges encountered during this time through empirical research. Five interviews were conducted with philosophy lecturers, and the data was analysed using Atlas.ti. This article therefore provides empirical insight into the challenges faced by philosophy lecturers as they taught philosophy during a pandemic in the "most unequal society in the world". [ABSTRACT FROM AUTHOR]

This paper provides an overview of learning losses and altered schooling patterns in South Africa during the COVID-19 pandemic (2020–2021). Five major trends emerge from a review of the evidence. These include significant learning losses (38–118% of a year of learning), widened learning inequality, lowered grade repetition rates, increased secondary school enrolments and an unprecedented rise in candidates writing and passing the National Senior Certificate (NSC) examination. School completion significantly increased in 2021 and 2022, spurred by COVID-19 adjusted assessment and promotion practices in Grades 10 and 11. Larger numbers of youth also achieved a NSC pass or Bachelor's pass enabling access to university. With twin pandemic shocks of learning losses and secondary school enrolment increases, remediating losses and realigning progression rules to effective assessment practices should be prioritised. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic in South Africa has negatively affected the lives of many individuals and families. Undocumented migrants were not an exception to this challenge. Despite encountering a number of challenges such as unemployment and being excluded from the welfare services of the country, undocumented migrants also battled with the impact of the COVID-19 pandemic which forced them to develop survival strategies. It is from this background that this, study sought to explore survival strategies of undocumented migrants post COVID-19 lockdown in South Africa. The study used a qualitative approach wherein Musina was used as a case study. Ten migrant youth were purposively and conveniently selected to participate in this study. Data was collected through face-to-face semistructured interviews and analysed thematically through Thematic Content Analysis (TCA). Resilience theory was used to guide this study. Findings, conclusions and recommendations are provided in this paper. [ABSTRACT FROM AUTHOR]

Introduction: As higher education institutions (HEIs) moved from in-person to online learning during the COVID-19 pandemic, various challenges were presented. Using a large online survey conducted during the pandemic, this paper investigates the impact of COVID-19 on learning and institutional support offered to students in HEIs in South Africa. Methods: The study utilized a closed-ended questionnaire on a data-free online platform. The study sample included South African youth aged 18-35 years who were enrolled for some type of educational training or in higher education institutions (including private colleges). Data was benchmarked to the 2019 estimates of the youth population in educational institutions. Descriptive statistics are presented. Results: Among the 7011 student participants, the main challenges experienced during lockdown were loss of study time (57.9%), insufficient money for essential personal items for studying (55.8%), loss of social contact (42.2%) and insufficient money for food (40.1%). Overall, 47.0% of students reported having free access to the internet, 49.5% used personal internet or paid for internet access and 3.5% indicated having no access to internet. The majority rated their institution's eLearning portal as good or excellent, and 23.4% thought their eLearning portal was of poor quality. Significantly fewer (38.1%) technical and vocational education and training (TVET) college students indicated that their institution provided the capacity to conduct virtual learning compared to those enrolled at other types of institutions. Almost two thirds of students (66.2%) from TVET colleges experienced difficulty in communicating with their institutions. Half of the students (49.9%) reported that they had a suitable place to study during lockdown, while 78.6% had regular access to electricity during lockdown. Significantly more TVET and University of Technology students received transport to return home and fee refunds. Conclusion: While it was encouraging that most HEIs had capacity for online learning and made provision of internet access for students, it was concerning that students who are enrolled at TVET colleges faced more learning challenges during the lockdown. This highlights the inequality in learning support at different types of institutions, and that effective support from HEIs to students during the COVID-19 pandemic was not fully implemented. [ABSTRACT FROM AUTHOR]

This paper applies the rule of law test to emergency regulations adopted to combat a national disaster in South Africa. A declaration of a national state of disaster, such as a pandemic, triggers emergency powers which enable the executive to mitigate the disaster, assist and protect the public, provide relief, and protect property. However, emergency powers provide a pretext for the executive to limit constitutional rights and to curtail the enjoyment of freedoms. These unprecedented powers also pose a risk of arbitrary exercise of public power, which can only be prevented if the promulgation, administration and enforcement of emergency regulations conform to the principles of legality, rationality and proportionality. These principles are understood as tenets of the rule of law in South Africa. They require a strong commitment to respect, protect and promote human rights at a time when they are most vulnerable to violation by the State. Given the role of the judiciary in the maintenance of the rule of law, and the litigation against the emergency regulations adopted in response to the outbreak of the COVID-19 pandemic, this paper also discusses the ensuing case law to illustrate the practical application of the rule of law test to a national disaster. [ABSTRACT FROM AUTHOR]

The use of anointed products such as anointing oil and anointing water within the broader Pentecostal movement in world Christianity has been documented in previous studies. Traditionally, the demand for these products is based on the quest to receive healing and deliverance from sicknesses, barrenness, witchcraft, and so forth. The products are also used to access job placement, promotion, a house, a car, and other material possessions. This paper worked within African Pentecostal spirituality of experience to explore the use of anointed products during Covid-19 lockdown. Regardless of many perceptions and misconceptions about the anointed products, they were used as a point of contact during the Covid-19 lockdown. The paper used Apostle Mohlala Ministries in Cape Town, South Africa as a case study to explore the use of these products during Covid-19 lockdown. The argument in this paper is that these products were used as a substitute for spiritual service during the Covid-19 lockdown. In other words, anointed products became a point of contact when members of these ministries could not meet physically during the Covid-19 lockdown. This changes how Pentecostal scholars study anointed products within the broader Pentecostal movement. Despite their challenges such as commercialization and other abuses, anointed products become a point of contact in Pentecostal spirituality of experience. For the believers that could not attend church during the Covid-19 lockdown, anointed products became a medium to connect spiritually. [ABSTRACT FROM AUTHOR]

Scheduled or routine childhood vaccinations are known for their effectiveness in eradicating fear for many life-threatening and disabling diseases and saving lives globally. This paper is aimed at assessing determinants of parents taking their children for scheduled vaccinations during the COVID-19 pandemic in South Africa. Data used for this paper were obtained from the Human Sciences Research Council's (HSRC) COVID-19 Online Survey titled "One Year Later Survey", which was conducted between 25 June and 11 October 2021 in South Africa. Multivariate logistic regression analysis was performed to achieve this study goal. Findings showed that just over half of parents (56.7%) reported taking their children for scheduled vaccinations across the country. Males were significantly less likely (aOR = 0.53 95% CI [0.45–0.61], p < 0.001) to have taken their children for scheduled vaccinations than females. Parents' experiences and views were among key determinants of parents having taken their children for scheduled vaccinations in South Africa. Parents who had never taken influenza (flu) vaccines were significantly less likely (aOR = 0.33 [0.28–039], p < 0.001) to have taken their children for scheduled vaccinations than those who had taken flu vaccines. Parents who did not know anyone who had personally experienced serious side effects to any vaccine were significantly less likely (aOR = 0.77 [0.66–0.90], p = 0.001) to have taken their children for scheduled vaccinations than those who knew anyone who had experienced them. Parents who did not think vaccines were a good way to protect communities from disease were significantly less likely (aOR = 0.50 [0.33–0.77], p = 0.001) to have taken their children for scheduled vaccinations than those who thought vaccines were a good way to protect communities from disease. These findings are of significance especially during the time when the country is still struggling to reach a substantial proportion of its population vaccinated for COVID-19. Thus, these findings may be relevant in determining parents' intentions to have their children receive the South African Department of Health recommended vaccines for their respective age group. [ABSTRACT FROM AUTHOR]

In South Africa, the politicisation of COVID-19 widened structural fissures, unearthed underlying inequalities, and exposed the 'rainbow nation' fallacy. The pandemic highlighted the struggles faced by marginalised households whose income streams were wiped out during lockdown. Public unrest emerged in townships and manifested as food protests, which undermined the perception of South Africa as a food secure country. Whilst the state and mainstream media dismissed these protests as criminal incidences, a contextualised analysis exposes the desperation of certain groups' experiences of hunger and disillusionment in Black South African townships. Framing 'food as political', this paper interrogates the weaponisation of food by the government, which violently used state security forces to subdue marginalised populations. The paper draws on Dambudzo Marechera's 1978 novella House of Hunger to condemn the gendered and militarised state response to 'starving black bodies.' It exposes the ruthlessness of how the state worked with mainstream media to protect corporate capital and foreign investments in the name of 'security' and 'wellbeing,' and explores the ultimate 'logic' of food protests in South African urban areas. In conclusion, the paper argues that the mainstream media hyper-visualised Black bodies as unruly, criminal, and therefore disposable, in order to dismiss their human right to food. [ABSTRACT FROM AUTHOR]

It is no doubt that the outbreak of the novel coronavirus caught the world including South Africa, off-guard. This statement refers in particular, to the fact that the outbreak of the pandemic firstly exposed the level of unpreparedness of government and its different departments, including the private sector to deal with unforeseen outbreaks like the coronavirus which leads to COVID-19. This is a typical example of systemic problems within the government and the private sector. Secondly and most importantly, this outbreak exposed the level of inequality between schools in rural areas and those in townships and affluent parts of the country which are mostly habited by black middle class and white people. The purpose of this paper is to investigate the systemic challenges and the emotional impact of this virus on the learners and their parents; the learners and their teachers, and to venture into the policymaking and implementation terrain of the Department of Basic education with a specific focus on how the DBE responded to the outbreak. Furthermore, this paper makes a case out of the emerging case by case approach of the government and the DBE in dealing with the threats which are posed by this pandemic to communities and schools. The researchers hold the view that this paper will expose the levels of inequality between schools in different parts of the country and advocate for a culture of foresight in the education management system; a culture that acknowledges that schools, like communities and business entities, are vulnerable and susceptible to external forces that may have long-lasting effects on their functionality. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic in 2020 forced South African Universities to switch to online learning, which has ramifications on equity and epistemic justice especially for preservice teachers based in rural areas. This paper used the Technology Acceptance Model (TAM) to study the factors that preservice teachers consider important for their continued use of online learning during and post Covid-19 crisis. The paper, immersed in the quantitative paradigm utilised a survey design, where a questionnaire was used to collect data from 154 preservice teachers in the commerce stream. The Structural Equation Modelling (SEM) was used to analyse the data. The results showed that the hypothesized model explained 76.7% of the variance in preservice teachers' continuous intention to use online learning during and post the Covid-19 pandemic. Statistically significant factors with influence on preservice teachers' continuous intention to use online learning were perceived resources, perceived usefulness, behavioural intention, and perceived enjoyment. The study recommends that universities should provide rural based students with resources to enable online learning while also providing as much learning material as possible on their learning management system. [ABSTRACT FROM AUTHOR]

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Background: Child hunger has long-term and short-term consequences, as starving children are at risk of many forms of malnutrition, including wasting, stunting, obesity and micronutrient deficiencies. The purpose of this paper is to show that the child hunger and socio-economic inequality in South Africa increased during her COVID-19 pandemic due to various lockdown regulations that have affected the economic status of the population.Methods: This paper uses the National Income Dynamics Study-Coronavirus Rapid Mobile Survey (NIDS-CRAM WAVES 1-5) collected in South Africa during the intense COVID-19 pandemic of 2020 to assess the socioeconomic impacts of child hunger rated inequalities. First, child hunger was determined by a composite index calculated by the authors. Descriptive statistics were then shown for the investigated variables in a multiple logistic regression model to identify significant risk factors of child hunger. Additionally, the decomposable Erreygers' concentration index was used to measure socioeconomic inequalities on child hunger in South Africa during the Covid-19 pandemic.Results: The overall burden of child hunger rates varied among the five waves (1-5). With proportions of adult respondents indicated that a child had gone hungry in the past 7 days: wave 1 (19.00%), wave 2 (13.76%), wave 3 (18.60%), wave 4 (15, 68%), wave 5 (15.30%). Child hunger burden was highest in the first wave and lowest in the second wave. The hunger burden was highest among children living in urban areas than among children living in rural areas. Access to electricity, access to water, respondent education, respondent gender, household size, and respondent age were significant determinants of adult reported child hunger. All the concentrated indices of the adult reported child hunger across households were negative in waves 1-5, suggesting that children from poor households were hungry. The intensity of the pro-poor inequalities also increased during the study period. To better understand what drove socioeconomic inequalites, in this study we analyzed the decomposed Erreygers Normalized Concentration Indices (ENCI). Across all five waves, results showed that race, socioeconomic status and type of housing were important factors in determining the burden of hunger among children in South Africa.Conclusion: This study described the burden of adult reported child hunger and associated socioeconomic inequalities during the Covid-19 pandemic. The increasing prevalence of adult reported child hunger, especially among urban children, and the observed poverty inequality necessitate multisectoral pandemic shock interventions now and in the future, especially for urban households. [ABSTRACT FROM AUTHOR]

This paper analysed the impact of interest rate and exchange rate volatility on banking sector stock returns in South Africa considering the Covid-19 pandemic. This paper employed daily secondary data for the period 01 January 2011 - 19 August 2021. The OLS and GARCH approaches were utilized to analyse the relationship between the variables. The results indicate that the interest rates have a positive and significant relationship with bank stock returns as four out of five banks showed positive coefficients in the OLS estimator. Moreover, a high foreign exchange rate leads to a negative bank stock returns as the coefficients from the OLS estimator were negative. The ARCH and GARCH models' results indicate that bank stock returns are determined by their past volatility. The study has managerial implications for the banking sector because interest rate and exchange rate volatility increase the risks associated with the returns, implying that banks should consider various hedging strategies in mitigating these risks. Therefore, banks should consider various hedging strategies while the investors could attentively consider monetary policies during the investment decision process. [ABSTRACT FROM AUTHOR]

Purpose: While there is broad consensus about the importance of e-learning technologies to successful teaching and learning, many youths in Higher Education, especially in developing countries are struggling with e-learning. The purpose of this paper is to identify the challenges associated with the transition into digital learning by Higher Education Institutions in South Africa and the possibilities that such transition offers in the Fourth Industrial Revolution (4IR) era. Method: The paper is an exploration of publicly available data and literature about the adoption and implementation of digital learning in South Africa's historically disadvantaged higher education institutions. Findings: The review of the literature revealed that many higher education institutions (HEIs) in developing countries are yet to have a full grasp of digital learning and students in such institutions seem to be struggling with this new normal. Now that the world battles to recover from the socio-economic devastation of the COVID-19 pandemic, the higher education sector in Africa is expected to rethink how teaching and learning are delivered to comply with the new normal brought by COVID-19 and the Fourth Industrial Revolution (4IR). Recommendation: There is an urgent need for Open and Distance Learning (ODL) based institutions with already developed e-learning policies to partner with the conventional universities towards developing policies, programmes and practices that are 4IR compliant. [ABSTRACT FROM AUTHOR]

Purpose: The coronavirus disease 2019 (COVID-19)-induced declining economic prospects and accompanying economic shocks present socioeconomic vulnerabilities for developing economies at the tranches of poverty, unemployment and minimal social security. South Africa is one of the countries that have the most precarious societies in developing nations due to the triple challenges of unemployment, poverty and inequality. As such, this paper investigates the impact of the pandemic on South African livelihoods. Design/methodology/approach: This paper uses secondary data obtained from the National Income Dynamics Study – Coronavirus Rapid Mobile Survey (NIDS-CRAM) Wave 1 dataset to analyse the impact of COVID-19 on South African livelihoods. Findings: The findings reveal that COVID-19 amplified the country's poor and vulnerable population's socioeconomic conditions because of the stringent Level 5 lockdown regulations that barred low-income households from making a livelihood. It further revealed that low-income households, who are the least educated, Black African, female and marginalized, were disproportionally socioeconomically affected by losing the main household income. Research limitations/implications: The research is limited in that it used secondary quantitative data that relied on a telephonic survey during the COVID-19 lockdown period. Practical implications: This study offers a policy suggestion that increasing social grants during the pandemic will not have any significant impact on the livelihoods of many South Africans unless distributional inequalities are reduced. Social implications: The government needs to develop welfarist policies to protect the most vulnerable in society to limit the socioeconomic impact of pandemics and take proactive policy measures to reduce unemployment and income inequalities in the country. Originality/value: The paper contributes to understanding the precarious nature of low-income households. [ABSTRACT FROM AUTHOR]

The aftermath of COVID changed how students learn, mainly moving to a distance learning model. The research reported in this paper investigated the organizational and individual factors that influence the preference for continuing with distance / online learning post-COVID. Partial least squares structural equation modeling was applied to a model developed for this research, based on data from 452 students from residential universities in South Africa. The key results reveal an overall reluctance to continue with distance learning. This is despite the technological and faculty support offered to university students and how distance learning fits their learning styles. This is likely due to student living conditions and their perception of low institutional concern. On the other hand, faculty support has a more substantial impact on continuance, compared with a generally negative perception of support from the universities. The research underscores the importance of addressing student reluctance to continue with distance learning by improving institutional support and tailoring learning styles. The research enhances our understanding of crucial factors influencing students' preference for distance/online learning post-COVID. It also underscores the pedagogical shifts brought about by the pandemic, particularly highlighting the changing roles of faculty support and the impact on students' living conditions. [ABSTRACT FROM AUTHOR]

South Africa shared with the world the warning of a new strain of SARS-CoV2, Omicron, in November 2021. As a result, many high-income countries (HICs) instituted complete travel bans on persons leaving South Africa and other neighbouring countries. These bans were unnecessary from a scientific standpoint, and they ran counter to the International Health Regulations. In short, South Africa was penalized for sharing data. Data sharing during pandemics is commonly justified by appeals to solidarity. In this paper, we argue that solidarity is, at best, an aspirational ideal to work toward but that it cannot ground an obligation to share data. Instead, low-and-middle income countries (LIMCs) should be guided by the principle of reciprocity, which states that we ought to return good for good received. Reciprocity is necessarily a conditional principle. LMICs, we argue, should only share data during future pandemics on the condition that HICs provide enforceable assurances that the benefits of data sharing will be equitably distributed and that LMICs won't be penalized for sharing information. [ABSTRACT FROM AUTHOR]

In this paper, we explored how vulnerable, immunocompromised groups and caregivers of the elderly experienced and perceived the onset of the Covid-19 pandemic in South Africa. Semi-structured interviews were conducted remotely between the 5th andthe 18th of April 2020 in the three South African provinces hardest hit by Covid-19, namely Gauteng, KwaZulu-Natal and the Western Cape. In total, 60 qualitative key informant interviews and one focus group discussion were conducted. Study participants expressed concerns for elderly people and people with underlying health conditions because of their increased vulnerability to Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2). People living with HIV expressed an increased fear of infection following the advent of the Covid-19 pandemic in South Africa. The sidelining of healthcare services and stock-outs of medication proved to be an added concern in particular for vulnerable and immunocompromised groups. Overall, the data suggest that the fear of infection is ubiquitous for people who live in unstable environments such as overcrowded townships and informal settlements. Given the increased fears of infection brought on by the Covid-19 pandemic, the mental health of vulnerable communities and those caring for them becomes an added burden for people living in unstable environments. [ABSTRACT FROM AUTHOR]

Purpose: The COVID-19 pandemic has rapidly accelerated a shift to remote working for previously office-based employees in South Africa, impacting employee outcomes such as well-being. The remote work trend is expected to continue even post the pandemic, necessitating for organizational understanding of the factors impacting employee well-being. Using the Job Demands–Resources model as the theoretical framework, this study aims to understand the role of job demands and resources as predictors of employee well-being in the pandemic context. Design/methodology/approach: A self-administered online survey questionnaire was used to gather quantitative data about remote workers' (n = 204) perceptions of specifically identified demands, resources and employee well-being. Descriptive statistics, Pearson's correlation and moderated hierarchical regression were used to analyse the data. Findings: This study found that job demands in the form of work–home conflict were associated with reduced employee well-being. Resources, namely, job autonomy, effective communication and social support were associated with increased employee well-being. Job autonomy was positively correlated to remote work frequency, and gender had a significant positive association to work–home conflict. Social support was found to moderate the relationship between work–home conflict and employee well-being. Findings suggest that organizations looking to enhance the well-being of their remote workforce should implement policies and practices that reduce the demands and increase the resources of their employees. The significant association of gender to work–home conflict suggests that greater interventions are required particularly for women. This study advances knowledge on the role of demands and resources as predictors of employee well-being of remote workforces during COVID-19 and beyond. Originality/value: This paper provides insight on employee well-being during COVID-19 remote work. Further, the findings suggest that organizations looking to enhance the well-being of their remote workforce should implement policies and practices that reduce the demands and increase the resources of their employees. The significant association of gender to work–home conflict suggests that greater interventions are required particularly for women. To the best of the authors' knowledge, this is the first study carried out to explore the employee well-being during COVID-19 pandemic and will be beneficial to stakeholders for understanding the factors impacting employee well-being. [ABSTRACT FROM AUTHOR]

This paper presents the results of a systematic review of literature, reported in research journals, on the experiences of higher educational institutions regarding teaching, learning, and assessment during the Covid-19 pandemic. Different studies related to the Covid-19 pandemic have been conducted within the South African context, but there has not been a systematic review of these studies highlighting the lessons learned, how these lessons have affected education in higher education institutions (HEIs), and how these lessons can inform future planning. This study aims to summarise literature on teaching, learning and assessment in higher education institutions and to conceptualise possible guidelines for future planning. An analysis of 52 research articles revealed 7 implications for the lessons learnt from the pandemic for future teaching, learning and assessment (TLA) in South African HEIs (realisation of the affordances of technology for TLA, institutional changes related to online TLA during the pandemic, students' experiences related to TLA, lecturer's experiences related to TLA, the need for care, assessment related matters, approaches to teaching, learning and assessment) and several recommendations for how these lessons can be leveraged to help HEIs to prepare effectively for future catastrophic disruptions to education in South African HEIs. The discussion shows the digital divide that exists within the South African population and other contextual challenges faced by higher education institutions during the pandemic, and the different sacrifices by both institutions and students to survive the pandemic. Overall, the findings of this review provide valuable guidance for HEIs and stakeholders involved in TLA, offering insights on how to integrate the lessons learned from the pandemic into their future planning and strategies. [ABSTRACT FROM AUTHOR]

The lockdown the South African government implemented in 2020 to contain the COVID-19 pandemic resulted in school closures. During this time, and also when learners were allowed to attend school again, the focus was on the physical health and safety of the learners. However, in the process, schools might have neglected the psycho-social and mental well-being of learners, which is a state in which learners are able to manage stress and function optimally. This paper reports on a study that investigated teachers' views on how learners' psycho-social and mental well-being was affected by the COVID-19 pandemic. This qualitative study used semi-structured interviews to gather data from 17 teachers from five schools in two districts of the North-West Province in South Africa. The school mental health theoretical framework was used for the study because of its focus on the psycho-social mental health of learners and the role of institutions in supporting mental health. The findings indicate that learners experienced a higher level of emotional distress during the lockdown. This was caused by an increase in fear, stress, anxiety, uncertainty, frustration, anger and aggression during the pandemic. Although learners from all the schools were negatively affected by COVID-19, learners from low-income schools that had limited access to resources were affected more due to the limited professional psycho-social support they received. This highlights the need for Education Departments to build the capacity of all South African schools to address the emotional and psycho-social well-being of their learners. It is vital that schools commit themselves to enabling learners to develop a high level of resilience and antifragility at all times, not just during major crises such as the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has presented a new wave of health, infrastructure and built environment challenges and opportunities. The COVID-19 pandemic induced environment presents a divide between the "new and old normal" with policy and planning implications for health, transport and general socio-economic growth and development. Multiple and complex nuanced transport matters cascade all geographic scales and pervade all sectors of the economy. The extent to which existing transport systems capacities are resilient, adaptive, and optimized for complete disaster planning, management and sustainability is questioned. This paper critically reviews how the COVID-19 pandemic has stretched the resilience and adaptive transport systems capacities in South Africa. A critical question interrogated is whether on-going policy and planning interventions constitute imperfect or perfect attempts at closing COVID -19 policy and planning emergent gaps. The paper makes use of South Africa as a case study, referencing the Disaster Management Act (No. 57 of 2002) and logical Disaster Management Act: Regulations relating to COVID-19 (Government Notice 318 of 2020), 1 1 As amended from time to time i.e., Disaster Management Act, 2002 (Act No. 57 of 2002), having declared a national state of disaster published by Government Notice No 313 of 15 March 2020, and extended by Government Notices Nos 646 of 5 June 2020. 765 of 13 July 2020, 889 of 15 August 2020, 995 of 14 September 2020, 1090 of 14 October 2020, 1225 of 14 November 2020 and 1341 of 11 December 2020, No. R. 15 of 13 January 2021 and No. R69 of 1 February 2021. with specific reference to the transport sector lockdown regulations in unravelling policy and planning implications. Drawing from the complex systems adaptive theory (CSAT), sustainability theory (ST), innovation theory (IT), transitions theory (TT), thematic COVID -19 transport planning and policy adaptation, mitigation measures in the South African transportation sector are discussed. Emergent lessons with respect to developing and advancing a new generation of resilient, adaptive, and optimized transport proof infrastructure and services including revising transport and related policies that navigates through various waves and cycles of induced pandemic and shocks is suggested. • The transport divide between the "new and old normal" planning and policy regimes. • COVID-19 transport complexities, challenges, and tensions in policy (re)formulation. • Questions whether policy and planning interventions constitute (im)perfect attempts at closing COVID -19 emergent gaps. • Emergent lessons for resilient, adaptive, and optimized transport proof COVID -19 infrastructure and services are suggested. [ABSTRACT FROM AUTHOR]

South Africa has one of the highest reported rates of youth unemployment coupled with poverty and inequality in the world. These challenges have recently been worsened by the impact of the Covid-19 crisis on the economy. Unemployment rates have remained stubbornly high in the country and have been a consistent concern for government and policymakers. In light of the South African Economic Reconstruction and Recovery Plan, the purpose of this paper is to analyse South African youth employment recovery in the post-Covid-19 economy. In particular, this paper analyses the potential role of education and training in the recovery of youth employment. Document analysis and a critical literature review were conducted to address the objective of this paper. In the research that informed this paper, firstly, a Google search was conducted to obtain relevant documents and publications on the South African Economic Reconstruction and Recovery Plan. Secondly, a comprehensive literature search across 10 scholarly databases was conducted to obtain relevant recently published articles. Documents and scholarly articles were analysed through thematic analysis. The results indicate that Covid-19 has contributed to the overall surge in job losses. However, the impact of the pandemic on youth unemployment itself is minimal, as youth unemployment was already high in the pre-Covid-19 economy. Further results show that addressing youth unemployment largely depends on economic growth. In particular, "appropriate" education and training, as part of the recovery plan, can play a key role in economic growth stimulation and job creation. These results call for collaborative efforts from different stakeholders, not only to implement programmes and policies that contribute to economic growth, but also to develop an education system that addresses the labour market needs. [ABSTRACT FROM AUTHOR]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Growing numbers of children of all ages grow up in out-of-home care institutions due to personal and socioecological risk variables that destabilized their families of origin. In the aftermath of the COVID-19 pandemic which disrupted lives and development, there is particular interest in how children who grow up in out-of-home care institutions cope and develop. This paper reports the findings of a study that sought to document anchors of resilience in children who resided in a care institution run by a non-governmental, church-based welfare organization in one of the central provinces of South Africa. In line with recent developments in childcare, the organization mainly functions via smaller child and youth group homes across the province (compared to bigger children's homes in the past). In our qualitative, phenomenological study, we used the participatory, child-friendly, and less intrusive draw-and-write technique to generate data. We asked the 20 participating children of one of these group homes to make drawings that mirror their lives, and to write paragraphs in which they described their drawings. All were school-going children in care, aged from 12 to 19. There were 11 girls and 9 boys in the study, and one of these identified as "other." The grades ranged from 7 to 12 and they spoke African languages, namely Afrikaans, Sesotho, Setswana and IsiXhosa. We used inductive content analysis to process the data, and the findings indicate that, notwithstanding personal and socioecological risks during and after the COVID-19 pandemic, the resilience of the participants was anchored by a number of universal personal strengths as well as socioecological resources. [ABSTRACT FROM AUTHOR]

The effect of the Coronavirus (Covid-19) outbreak on the tourism sector has caused significant disruption to the global economy. The number of international tourist arrivals deteriorated by 80% between March and December 2020. The tourism industry is the main focal source of employment, foreign exchange earnings and government revenue for many developed and developing countries. The Covid-19 pandemic disrupted tourism entrepreneurship causing a plunge in tourism income and global gross domestic product (GDP). South Africa was one of the most infected countries in the world. This caused countries such as Japan, United Kingdom, European Union, the United States of America, France, Germany, Canada and Netherlands to halt flights to South Africa. This paper aimed to discuss the impact of the Covid-19 crisis on tourism entrepreneurs globally. This was imperative to assess as tourism is one of the major industries that has been severely impacted by the Covid-19 crisis and government regulations, and the tourism sector accounts for 80% of the global economy. A secondary data method was used to analyse the effect of the Covid-19 crisis on the tourism industry. This limited the researcher due to the unavailability of essential data for further statistical analysis. The main findings of the study suggested that the Covid-19 pandemic instigated a significant decline in the global GDP, transportation industry and hospitality industry. These findings will further assist when facing challenges in the tourism sector and providing strategies for future recommendations. [ABSTRACT FROM AUTHOR]

What is the impact of COVID-19 on South Africa? This paper envisages to assist researchers in battling of the COVID-19 pandemic focusing on South Africa. This paper focuses on the spread of the disease by applying heatmap retrieval of hotspot areas, and spatial analysis is carried out using the Moran index. For capturing spatial autocorrelation between the provinces of South Africa, the adjacent as well as the geographical distance measures are used as weight matrix for both absolute and relative counts. Furthermore, generalized logistic growth curve modelling is used for prediction of the COVID-19 spread. We expect this data-driven modelling to provide some insights into hotspot identification and timeous action controlling the spread of the virus. [ABSTRACT FROM AUTHOR]

In South Africa, Municipal Service Partnerships (MSPs) have been in existence afore the global breakout of COVID-19 Pandemic as an essential mechanism to expand and accelerate municipal service delivery in the local government sphere. However, once the National Lockdown (NL) was put in place by the state president Cyril Ramaphosa on the 26 of March 2020, many South African municipalities were and still are pushed to look for assistance from their partners in the private sector in order to help with addressing the challenges, imposed by the pandemic, especially, service delivery backlogs. Municipalities are entering into service contracts with the private sector for the provision of basic services that are deemed essential in terms of the National Lockdown Regulations (NLRs). In curbing the spread of the virus in the communities, municipalities extended their effort by commonly cooperating with private partners. For instance, most municipalities went to an extend of collaborating with private partners and other government agencies like Rand Water for the provision of water and water tanks at different schools and communities across the provinces and Personal Protective Equipment (PPE), namely masks and hand sanitisers. Methodologically, this is a conceptual paper that is embedded from secondary data. The secondary data was analysed through the Critical Discourse Analysis (CDA) approach. The article argues that South African municipalities and their MSPs are faced with huge challenges more than ever. It also argues that private partners have been long-standing with a commitment to serve communities on behalf of the government and that now includes partnering with the government in the fight against the COVID-19 pandemic. The call by President Ramaphosa has been noted for increased partnerships, solidarity, collaboration and the sharing of knowledge and experience to fight the pandemic, poverty, service delivery backlogs and social injustice. The paper concludes by offering feasible solutions to curb the challenges, faced by MSPs and service delivery backlogs. [ABSTRACT FROM AUTHOR]

This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references for integrating VL in teaching of science practicals in the rural school context. A systematic review method was adopted in this paper to explore articles that focus on Virtual Labs and the use of Virtual labs in teaching and learning. However, the aim of this paper is to provide science teachers in rural schools and education policy makers with a better understanding of the constraints and the benefits of using VL technology in mediating learning of science practical experiments and encourage teachers to adopt the use of VL as technology for conducting science practical experiments. In addition, this paper also addresses the possible factors that may affect learners' learning of science practical experiments using VL technology in rural school educational settings, giving educational policy makers and curriculum developers enlightenment as to the effective integration of VL technology in science education. We conclude by providing suggestions and recommendations on the use of VL in teaching and learning of science practical experiments in rural schools beyond COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The coronavirus disease has created an unconventional thought process since it gained pandemic status in March 2020. The pandemic has forced the world to make fundamental changes to how humans live, work, play and conduct businesses, as well as changed the norms in policymaking and sectors such as health and education. The world has gravitated towards advanced technology and an unavoidable embrace of the 4thIR as digital solutions are rising to save the day. Before the pandemic, scholars argued the pros and cons of the fourth industrial revolution. The oft-quoted statement is that the 4thIR is a force for disruption, and a threat to the livelihood of people as humans are being replaced with machines. However, with the current effect of COVID-19, the 4thIR has helped to navigate the unprecedented challenge that has hit the globe. Taking South Africa as a focal study and employing various literature sources, the paper expanded the debate on harnessing the 4thIR in the context of the new COVID-19 pandemic. The paper reviewed the 4thIR pre-COVID in South Africa, the furthering of 4thIR since the inception of the pandemic, and concluded with a forecast on the future of 4thIR adoption in post-COVID South Africa. [ABSTRACT FROM AUTHOR]

In this paper we examine evidence from a study of continuing professional teacher development (CPTD), in a selected rural school cluster in South Africa. The paper seeks to achieve two objectives namely, to determine the nature of such CPTD during the pandemic of COVID-19, and to record the form the CPTD takes during the COVID-19 pandemic and to assess critically whether it is enabling teachers to handle crises such as COVID-19 in transformative ways. Even without any immediate crisis such as COVID-19, schools in rural contexts are confronted with multiple contextual factors that negatively affect the attainment of quality education. The advent of COVID-19 has compounded such challenges. In South Africa, empirical evidence on the voices of teachers, school principals and circuit management in rural contexts, regarding ways to enhance teacher practice through CPTD, remains sparse. Through a qualitative multiple case study involving four schools in one circuit, the study generated data through interviews with the circuit manager and each of the four school principals as well as focus group discussions with all teachers in each school. Findings show that CPTD in the four schools was largely transmissive, involving workshops, the 'cascading' of information, and restricted application of coaching and mentoring. There was no evidence of transformative CPTD, in which teachers would be [ABSTRACT FROM AUTHOR]

This paper aims to explore the developments and contemporary debates in relation to rurality and sustainable learning in the midst of the Corona Virus disease (COVID-19) in rural South African schools. The argument in this paper is that provision of remote learning, trimmed curricular and the use of rotational and staggered approaches during pandemics such as COVID-19 (and future pandemics) must not be seen as a panacea for all problems facing rural schools. To a certain extent, these measures perpetuate marginalisation and exclusion of many learners in these schools. The disruption is categorised as being one of unprecedented proportions. From a social critique perspective our position is that the solution to rural schools lies in an urgent completion, implementation and realisation of the policy of all Uniform Norms and Standards for Public School Infrastructure as enacted in 2013. [ABSTRACT FROM AUTHOR]

Notwithstanding its level of socio-economic development, health failure is a threat to any country. Globally, the Covid-19 pandemic is believed to be the greatest threat to the existentiality of humanity since the end of World War II. The level of global interconnectivity also made it the most destructive to human existence. The accelerating growth of the pandemic in South Africa has devastated effects on its economy and cuttingly intensified prior socio-economic challenges and inadvertently, presented South Africa with an unseen and formidable enemy that does not know the differences between South African Black, Coloured, Indian or White. The study used a qualitative research approach, underpinned by the rationality for South Africa, to embrace innovative diplomacy as a means to an end for its health safety and security amidst the Covid-19 pandemic. The paper argued that South Africa must innovatively engage the acceptable global mechanisms and other health security measures with focus on its commitment to the goals of its national interests, while strengthening the efficiency of its health initiatives through better-quality governance where both local and international investors are allowed to participate actively in state socio-economic activities that respond to the safety and health security of the emotionalized publics. Thus, in a globalised system of innovation, South Africa needs to see the innovation environment as a steady pipeline of its domestic ability to control the negative effect of Covid-19 on its national health security. The paper concludes that South Africa must begin to invest, modify, and localise the biotechnology industry, and thus serving as a source of employment for the teaming unemployed South Africans. [ABSTRACT FROM AUTHOR]