Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698140699396.pdf (South Africa)
“Ngwana ke sejo wa tlhakanelwa” Drop out concerns • COVID -19 fear/anxiety by parents and learners • Learner pregnancy • Rotation as a means to provide curriculum • Child-headed families due to COVID -19 deaths Learner dropout statistics Learner drop Out rate: 2020-2021 2020 GRADE R Number 760 01 642 02 599 03 681 04 622 05 520 06 543 07 741 08 611 09 546 10 857 11 514 12 360 2021 GRADE Number 01 84 02 43 03 45 04 83 05 110 06 83 07 140 08 151 09 127 10 331 11 161 12 61 Grand Total 7996 Grand Total 1419 CHALLENGES THAT CAUSE LEARNER DROPOUT MANAGEMENT AND PREVENTION PLANS HOW TO BRING THOSE WHO DROPPED OUT BACK TO SCHOOL • • Irregular attendance Isolation and Quarantine ( COVID 19) • Parents keeping their children at home due to anxiety and fear of COVID 19 • An attempt to get some of the learners back to school went in vain.
• Most contacts were not available or • have changed the number of learners who are coming back is improving • High rate of absenteeism due to • A follow up on SAMS record and head counting rotation and platooning Transport challenges Learner pregnancy • • Having lost touch with curriculum • • Abscondment • Poor academic performance • Relocation • Retrenchments • • • Schools communicate with the affected parents and learners through letters and group SMSs/WhatsApp Tribal authorities, local councillors and other stakeholders assist with mobilising the return of learners Learners who have not returned to school – that is, exempted from school attendance – due to comorbidities receive support from schools Those who are not returning to schools because of COVID -19 anxiety, fear and other consternations are encouraged to apply for Home Schooling • • No learner to be left out due to COVID -19 pandemic • Training of ward community structures was conducted on psycho-social support The community development workers are engaged in the profiling of lists of learners still at home and provide basic counselling • • Parents of the roles learners identified are then engaged by PQLT on roles of parents in education of the children • Partitioning of desks • All learners to return to school • Negotiate with stakeholders for concession in terms of social distancing • Provide more classrooms • Provide more educators • Change the PPN model Strong QLTCs • School principals to submit list of drop outs with addresses • Joint venture with all stakeholders • Door to door campaign to lure back the learners • Profiling by the Department of Social Development • School Governing Bodies to be central • Monthly meetings with school principals to check reports on drop out learners • Meetings with tribal leaders to solicit their support in persuading families to return children to schools “Effective districts, better quality” 10