A Reflective Study on the Impact of Covid-19 Pandemic on Curriculum Delivery in Secondary Schools in Vhembe West District, Limpopo Province, South Africa

Abstract

This study explored the impact of the Covid-19 pandemic on curriculum delivery in secondary schools in Vhembe West District, Limpopo Province. It focused on teaching, learning, and assessment in secondary schools during Covid-19. To achieve its objectives, the researcher used a qualitative research approach. Purposive sampling was used to select participants for data collection. A total of ten secondary school teachers took part in interviews, along with five departmental heads and five curriculum advisors. Teachers were selected to share their views and experiences on how Covid-19 affected their teaching and learning. Departmental heads were included due to their responsibility of ensuring effective curriculum delivery in schools, while curriculum advisors were interviewed as they monitor and support curriculum implementation. Participants were audio-recorded, and the qualitative data was analysed. The findings reveal that Covid-19 challenges were multifaceted, affecting teachers and departmental heads emotionally, professionally, and socially as they navigated an uncertain and unprecedented educational landscape. The study recommends equitable access to digital resources, continuous teacher training in digital literacy, and the adoption of blended learning. The government should invest in digital infrastructure and integrate mobile devices into teaching. Support systems for teachers and learners should be strengthened, and community partnerships are fostered to sustain education during crises.