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Abstract
With the emergence of COVID-19 this brought about changes in teaching and learning worldwide. In most parts of the world including South Africa students were sent home in March 2020 and learning was moved to an online virtual learning environment. In the process, the government implemented various stringent measures to flatten the curve of new infections, reduce death and strengthen the ability of the public health system to deal with the pandemic. This column draws from the capabilities approach to examine how such restrictions and policies interact with human rights and advanced or limited the implementation of the curriculum during the onset of COVID-19. The paper suggests ways of balancing curriculum implementation in online and contact contexts and how respect for human rights could be enhanced during pandemics.
Highlights
Most activities in South Africa were undeniably brought to a halt by the COVID-19 pandemic
The first case of COVID-19 in South Africa was announced on 5 March 2020 and by 15 March the number had risen to 51, with 13 new cases from the previous day
It was at that point that the President of South Africa, Cyril Ramaphosa, declared a national state of disaster according to the Disaster Management Act 52 of 2002
Summary
Most activities in South Africa were undeniably brought to a halt by the COVID-19 pandemic. 1 In the process, the government implemented various stringent measures to flatten the curve of new infections, reduce death, and strengthen the ability of the public health system to deal with the pandemic. CURRICULUM IMPLEMENTATION announcement of the first case of Coronavirus, the government utilised the CRSA to set up a National Command Council made up of cabinet ministers, and restricted certain rights necessary for preventing the transmission of COVID-19 and ‘flattening the curve.’. 11 There is issue of providing equitable learning spaces for all, including students from disadvantaged backgrounds For this reason, we attempt to provide a brief examination of the institutional and social forces that influence curriculum implementation at primary, secondary and tertiary levels. We suggest that with the development of capabilities at the centre of curriculum implementation, students should be able to flourish, even in the context of the pandemic.[12]
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