Partnership to Promote School Governance and Academic Experience: Integration of Remote Learning in the Context of the COVID-19 Pandemic in the Umkhanyakude District

Autor/inn/en	Ntuli, B. A.; Mncube, D. W.; Mkhasibe, G. M.
Titel	Partnership to Promote School Governance and Academic Experience: Integration of Remote Learning in the Context of the COVID-19 Pandemic in the Umkhanyakude District
Quelle	In: South African Journal of Education, 43 (2023) 1, Artikel 2023 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ntuli, B. A.) ORCID (Mncube, D. W.) ORCID (Mkhasibe, G. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Distance Education; COVID-19; Pandemics; School Closing; Governance; Partnerships in Education; Parent School Relationship; Educational Technology; Technology Integration; Technological Literacy; Access to Computers; Parent Attitudes; Parent Influence; Barriers; Parent Role; South Africa + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulpartnerschaft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Unterrichtsmedien; Technisches Wissen; Elternverhalten; Parental role; Elternrolle; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Despite high hopes that schools are institutions of integrity and are properly governed, very few have demonstrated this with distinction. With this article we argue that good governance depends on the partnership between schools and parents in times of emergency. The theoretical framework from Epstein's theory of overlapping spheres of influence was used to alarm stakeholders to guard against overlapping one's roles during an emergency. In the study reported on here we used a qualitative research method, which allows data to be collected using semi-structured interviews and focus-group discussions as research instruments. The data were collected from stakeholders of school governing bodies (SGBs) and school management teams (SMTs) through WhatsApp and Zoom meetings. Thematic analysis was used to analyse qualitative data. The research findings reveal, among other problems, that most parents are digital immigrants who refuse to participate in virtual platforms for fear of endorsing remote learning, and that poor teaching and learning is due to a lack of access to digital technology, data, and poor connectivity. We recommend that parents should support remote learning for learners to achieve quality education beyond the Coronavirus disease (COVID-19) pandemic. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01