Abstract
COVID-19 has been a game changer, it pushed the inequality in schools further. It has plunged South African schools further into crisis, exposing how the country’s education system continues to be shaped by the legacy of apartheid. Among others, access to appropriate teaching and learning digital infrastructure is a social justice issue and one of the important factors in improving the quality of teaching and learning is access to digital infrastructure. It is now clear that schools need flexible and resilient education systems as we face unpredictable futures. These digital infrastructures must not only be accessible but used effectively as well. Central to this paper is the argument that the lack of digital infrastructure is an injustice in the South African system of education and it hampers the quality of education and influences learner’s choice. Pertinent literature was visited to capture the essence of continued learning during these unprecedented times. In doing so qualitatively this paper investigated the influence of digital infrastructure on learner’s choice of school in seven selected schools in the District of Tshwane West (D15) located in Soshanguve area in South Africa. The study found that there is insufficient digital infrastructure. Parents and learners therefore choose to attend schools that have better e-resources. The study concluded that the Department of Education should ensure that adequate support and services are provided to the schools, and that an effective system of distributing e-resources is in place. Furthermore, principals need to take responsibility for raising funds and developing their schools.
Presenters
Prof Sylvia SepengAssociate Professor, Educational Leadership and Management, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Social Justice, Digital Infrastructure, Learners, School Choice
