Navigating through COVID-19 Pandemic Period in Implementing Quality Teaching and Learning for Higher Education Programmes: A Document Analysis Study

Charity Ngoatle (), Tebogo M. Mothiba and Modikana A. Ngoepe
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Charity Ngoatle: Department of Nursing Sciences, University of Limpopo, Polokwane 0727, South Africa
Tebogo M. Mothiba: Faculty of Health Sciences, University of Limpopo, Polokwane 0727, South Africa
Modikana A. Ngoepe: Quality Assurance Unit, University of Limpopo, Polokwane 0727, South Africa

IJERPH, 2022, vol. 19, issue 17, 1-8

Abstract: Background: The COVID-19 pandemic worldwide, has caused a swift change in the higher education system giving way to a rise in instituting multimodal teaching and learning approaches. These approaches have demonstrated an inadequate capacity for multimodal teaching, particularly through online instruction by many institutions. The Department of Higher Education in South Africa did its utmost best to equip the institutions with the required resources to continue with the provision of education. Methods: A descriptive qualitative research design was followed in the study. The study data source included the South African government’s COVID-19 regulations relating to higher education and training. The purposive sampling method was used to select (8) several government documents relating to the regulation of COVID-19 in higher education and training institutions Document analysis technique was used to collect data from the COVID-19 pandemic regulation documents. Results: the study showed that most HEIs in South Africa adhere to safety measures, ensure business continuity in teaching and learning, continued with the distribution of National Student Financial Aid Scheme (NSFAS) allowances as allocated by the government, and followed procedures for returning certain categories of students on campuses during the COVID-19 pandemic. Conclusions: The study has evaluated the support for quality higher education teaching and learning during the pandemic period in South Africa. The study, therefore, recommends the continuing of online teaching as part of blended learning so that institutions could always be ready should situations like this occurs again in the future and above be in sync with digital transformation.

Keywords: COVID-19; COVID-19 pandemic; quality; teaching and learning; higher education programmes; document analysis (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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