COVID-19 disruptions and education in South Africa: Two years of evidence

Gabrielle Wills and Servaas van der Berg ()

Development Southern Africa, 2024, vol. 41, issue 2, 446-465

Abstract: 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.

Date: 2024
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DOI: 10.1080/0376835X.2024.2311711

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