COVID-19, A Lesson for South Africa - Public Health Assignment Help

Assignment Task

Introduction

Since the spread of Covid-19, countries around the world took a broader public health and social measures, including closure of schools to prevent the spread. School boards across the country are using different measure to reduce the spread of Covid-19. This essay will critically discuss the approaches and practices brought by the South Africa, Uganda and Namibia two countries of my choice In regard to the response of covid-19.

To do this, the essay will unpack impact of covid-19 aligned to socio-economic factor, a political factor, and a social and technology factor influencing educational landscape of South African and two other countries. The essay will also look at the lesson learned associated with the response of the department of education towards the pandemic. In response to covid-19, the South African government introduced state of disaster in terms of the Disaster Management Act, whereby the President introduced lockdown.

After the declaration of state of disaster by President Cyril Ramaphosa, an interministerial media briefing on coronavirus intervention was held. Following the President’s announcement the Minister Angie Motshega urgently convened a meeting of the Council of Education Ministers (CEM).(reference). The meeting was about the practical implications of the President about extraordinary interventions to curb the spread of coronavirus outbreak. Since the number of cases were rising rapidly, it was decided by the ministers that urgent steps were needed to contain the spread. Schools in particular were identified as one of the biggest threats in terms of transmission.

They considered that closing schools should take place as soon as possible. For practices the usage of masks, sanitizer and social distancing was introduced in all three countries.

Socio-economic factor

The coronavirus resulted in many parents losing their jobs which led to parents not being able to afford buy data and additional resources to remote learning. Other people live in areas that have poor network connectivity or no network coverage at all. Social distancing was introduced in schools whereby learners were going to school in few groups which delays the syllabus to be completed on time.

Wearing of masks and sanitizing was also introduced in the school premises whereby the department of education hired Education Assistants to assist schools with screening the learners before entering the school premises. To promote sanitation and hand washing, some schools have set up tippy-taps, made out of three supporting metallic poles on which a reusable plastic bottle with water and soap hangs.

Also, a foot lever for releasing water. In the meantime, according to Absalom, schools that have not yet met hygiene and safety measures such as water provision, sanitation, screening provision and disinfection remain closed.(reference). Consider using natural ventilation (i.e., opening windows if possible and if it is safe to do so) to increase dilution of indoor air by outdoor air when environmental conditions and building requirements allow. Ensuring of adequate ventilation and increase total airflow supply to occupied spaces, if possible.

Beyond COVID-19, a lesson for South Africa and many other countries is the role that teachers play in co-creating a digital learning environment. For technology to be adopted in schools, the school leadership and teachers play an important role in the sustainable use of any educational technology. Indeed, teachers are best placed to adapt lesson plans to suit the child’s home environment. For some, online devices may be readily accessible, while others will need to receive printed materials or tune into radio or TV lessons. Having a range of options is critical in a country like South Africa, where there are enormous variations in income and access to resources.

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