Strategies Employed by Schools for Curriculum Continuity in the wake of Covid-19: A Case of schools in Ekurhuleni North District of South African department of Education

Abstract

Curriculum continuity enables fluidity of content thereby stimulating learners, and subsequently enhancing overall performance. The investigation was influenced by the adoption of varying strategies by schools in Ekurhuleni North District of Gauteng Province in South Africa during covid-19 induced hard lockdowns. This study investigated the Strategies Employed by Schools on Curriculum Continuity in the wake of Covid-19. A Case of schools in Ekurhuleni North District of South African department of Education. Based on the contrasting nature of previous findings, five research questions emerged with an aim to examine the Strategies Employed by Schools on Curriculum Continuity in the wake of Covid-19 within Ekurhuleni North District of South African department of Education. A number of frameworks have been put in place by many countries. For example, the Chinese Ministry of Education has launched the “disrupted classes and undisrupted Learning” initiative, providing flexible online learning to over 270 million students from their homes. The primary purpose of this initiative was to ensure curriculum continuity. In Afghanistan, the Ministries of Education and Health launched a hygiene good practices awareness campaign through schools, television, and social media platforms for schools to practice hygiene when children attend schools. The same applies to Russia, Moscow city and Moscow who moved to a free regime of school attendance. These testimonies showed that the pandemic has affected school curriculums for most jurisdictions