Speaker
Mr Thabani Buthelezi
Acting Deputy Director
Dsd
Finding from the rapid assessment of key monitoring indicators of child wellbeing following government’s response to the COVID 19 in South Africa
Ms Anita Mwanda
Research Assistant
University of Johannesburg
Evaluating the psychological, social and developmental implications of Covid-19 on women and children
Biography
Anita is a research assistant at the Centre for Social Development in Africa. She completed her undergraduate studies in Psychology and postgraduate studies in Industrial Sociology at the University of Johannesburg. Anita is currently completing her MA in Sociology at the University of Johannesburg, which is focused on the Sexual and Reproductive Health Rights of homeless women. She is currently part of the team working on the COVID Family Household Study.
Mr Guixiang Cao
Student
Peking University
Digital Divide and Coping strategy of the Rural Elderly: A Qualitative Study based on a Village in northern China
Abstract Narrative
Background and Objectives
With the rapid development of digitization in contemporary China, the elderly digital divide has become an important issue affecting the well-being of aged groups that requires more attention. In the extant research, the elderly are generally perceived as digital refugees due to their underprivileged positions in this digital era, who are in need of assistance from others. However, this kind of study lacks perspective of the elderly’ own subjectivity and tend to downplay the elderly’ perception and coping strategies towards such digital challenges, and ignores their ‘technology of the self’ particularly reflected in Foucauldian ideas. This study therefore aims to understand how aged groups experience and react to digital divide in their specific ways. It showcases the elderly’s own narratives in crafting ‘the self’ and coping strategies they have applied for such self-cultivation. The study concludes with implications for social work intervention for the elderly in face of digital divide in rural China.
Methods
Qualitative research methods are deployed. The researcher conducted the study in a rural village located in Tangshan county, Hebei Province in China. This village is in its dramatically societal transition of modernization, where local elderly residents keep long-term traditional habits but also have to experience and interact with emerging diverse forms of digital devices, and the challenges of digital divide are witnessed. Participant observation and in-depth interviews are used for data collection. Seven interviewees are selected with consideration of various levels of digital literacy (e.g. mastering internet knowledge or not), age groups (e.g. the elderly in their 60s and 70s), and occupational backgrounds (e.g. farmer, peddler). Ground theory approach is adopted for text coding and subsequent analysis.
Findings
Firstly, the elderly has their unique life experiences and understanding of digital divide different from other age groups. The elderly practice their ‘technologies of the self’ in motivations of multiply subjective rationalities: (a) cognitive rationality based on the self-portrait of ‘I am old’, (b) instrumental rationality based on ‘usage’, (c) empirical rationality based on ‘seeing is believing’, (d) and value rationality based on ‘dignity’. Furthermore, the elderly has developed their particular “technologies” by re-constructing the subjectivity in coping with digital challenges. Those “technologies” are (a) transferring of past experience, (b) building mutual support network, (c) creating application scenario, and (d) practicing the step-by-step principle.
Conclusions and Implications
This study has important implications for social work intervention with the elderly digital divide in several aspects. First of all, social workers need to fully understand that digital divide experienced by aged groups in various forms. Social work practitioners should give particular attention to the elderly’ perception and willingness in adapting the digital divide. Secondly, in order to effectively bridge the digital divide, social workers should take into account positive factors of the elderly agency, mitigate negative attitudes of them, and make fully use of those successful experiences from other cases. Finally, social workers should encourage the elderly to develop their own ‘technology of the self’, and help them re-build subjectivity with confidence.
Biography
I am Guixiang Cao,coming from sociology department, Peking University. I am studying for master’s degree in social work. Since I enrolled in graduate school, I have continued to pay attention to the elderly and the difficulties they face in the current era. The concern about the elderly digital divide is inspired by my mentor. With the development of China, the digital divide for the elderly will become an important issue affecting the well-being of the elderly, because I hope to contribute to improving the well-being of the elderly in the current society through my research.
Dr Chinaza Uleanya
Postdoctoral Fellow
University Of South Africa
Comparative perception of factors constituting educational inequality: A case of rural Nigerian and South African universities.
Abstract Narrative
“Inequalities tends to exist and affect different sectors of the society, inclusive of education. There seems to be significant disparity in the form of access with regards to the quality of education received in urban areas in Nigeria and South Africa, though citizens are expected to have right to education. Hence, this study investigated the various forms of inequality and social injustices perpetrated against rural based universities. Quantitative survey method was employed for data collection through the use of a self-designed questionnaire. Nine hundred and thirty-four (934) undergraduates were randomly selected from two rural and two urban based universities in South Africa and Nigeria. The findings show that educational inequalities are experienced by students in rural institutions in various ways ranging from infrastructure, assessment from lecturers, feed backs, malpractices by lecturers, among others. The study recommends that education in rural communities should be well handled and provided to students as their right, not privilege. This can be done through the provision of adequate and appropriate facilities, good lecturer-students relationship, adequate and appropriate trainings of rural based university lecturers, proper monitoring as well as making and implementing of policies that will avert social injustice through educational inequalities. Keywords: educational inequality; social injustice; rural university; undergraduate university student; lecturer-students’ relationship”
Biography
Chinaza Uleanya is a postdoctoral research fellow at the University of South Africa. He completed his doctoral degree at the University of Zululand, South Africa. Prior to this, he had his first and second degrees at the Lagos State University, Nigeria. Chinaza Uleanya has continuously sort to improve his research skills though possible collaborations and learning from established researchers.
Miss Thandi Simelane
Research Assistant
University of Johannesburg
Evaluating the psychological, social and developmental implications of Covid-19 on women and children
Abstract Narrative
Emerging research has shown the significant impact of Covid-19 on individuals, families and communities as a whole, with concerns raised about how the pandemic may have deepened the inequalities in education and gendered responsibilities (Casale & Posel, 2020 :1; Parry & Gordon, 2020 :2-3; Mahaye, 2020 :12). Our digital ethnographic study examining the impact of Covid-19 on individuals families and communities in Gauteng sought to contribute to this emerging body of knowledge. The aim of our study is 1. To understand the impact of the current Covid-19 pandemic on family life and intimate relations in Gauteng and learn how families are living together in this critical moment; 2. To uncover the variety of challenges faced by households across material, occupational and economic differences and 3. To illuminate public health compliance by families over an extended time period, in relation to social distancing measures, and explore how families understand these measures and discuss them within the household. To do this, we invited 21 families (n=46 family members) to participate. We generated in situ data through the use of WhatsApp diary entries, elicited through diary prompts; participants responded by sharing visual, textual and verbal responses. Data was analysed thematically. In this presentation we share findings related to educational, psychological and social implications that the Covid-19 pandemic had on women and their children. Our findings highlights the gendered burden of care; with women assuming the bulk of both household duties as well as financial care for families as well as the widening inequalities in terms of education, with the lack of access to resources and digital technology negatively impacting on learning and school progression.
Biography
Thandi is a part-time research assistant who joined the CSDA in 2020. She completed her BA Honours in Sociology and is currently pursuing a Masters in Sociology at the University of Johannesburg. Her thesis is focused on university students’ experiences of online learning during the COVID pandemic.
She has worked as part of a research team investigating the impact of COVID 19 on families. The project assesses influence on all aspects of the families’ lives ranging from emotions, income, education, relationships and many more. Thandi also assisted with quality control on a qualitative study on the National Minimum Wage. These projects have spiked her interest in research and interventions that address inequalities in communities and the country at large
Ms Rita Sonko-Najjemba
Director
Strategic Analytics
The Role of Real Time Monitoring Data in Enabling Evidence-Driven Social Development Programs that Promote Wellbeing of Children and Families
Abstract Narrative
“While government at different levels and across sectors gathers numerous data on individual services, the siloed approach limits the possibility to know how vulnerable children and families benefit from the basket of social protection services that is available to them through government intervention and the assistance of NPO/ CBOs. The Department of Social Development (DSD), UNICEF and Strategic Analytics and Management (SAM) set out to collaborate in the development and testing of integrated technology; The Real Time Monitoring Tool (RTMT), to enable data gathering and analysis of real time data on the wellbeing of vulnerable children and families. The RTMT is a multi-platform mobile application that enables production of real time data and includes data management and visualization capabilities, which make results of assessments immediately available and usable by community-based care workers such as Child and Youth Care Workers. The RTMT enables capturing data at a household level which includes children’s demographic information and their wellbeing status related to seven domains namely; education, economic strengthening, childcare and protection (including violence and abuse), health, nutrition, HIV/AIDS and psychosocial support. The application enables creation of a care plan for individual children using the data that is gathered and provides a basis for tracking and following up of cases. Following the successful development of the RTMT, field testing and data gathering was undertaken as part of the National Rapid assessment commissioned by DSD and UNICEF to gather data on key monitoring indicators of Child Wellbeing following governments’ response to the COVID-19 in South Africa. Evidence gathered from piloting the RTMT demonstrates high levels of interest in the use of the technology to successfully gather and make use of Real Time data to develop immediate responses to the needs of identified vulnerable children. Across all sites where data was gathered, Community Care Workers including CYCWs, Community Care Givers and Community Health Workers participated in the testing of the RTMT and demonstrated the ease with which data could be collected and made immediately available to inform development of action plans to support vulnerable children and their families. Evidence from the field further demonstrated the value of the RTMT in enhancing integrated responses by Community Workers from different departments such as health and Social Development in supporting vulnerable families. This provided great insights into possible ways that government can make inroads towards digital transformation in the public service to improve services to vulnerable communities. It allows for the integration of social protection systems, stemming from use of a shared platform for gathering data from vulnerable individuals and households and using new technology tools. NOTE: Under this conference track we are interested in showcasing social development policy and practice innovations that have responded to global pandemics such as Covid-19 and HIV/AIDS; major economic crises; population movement; racial injustice and the digital divide. Presenters could consider responses relating to social protection and other innovative social development responses to human insecurity for example, health, mental health, livelihoods and vulnerability. Social development interventions that emerge from the state, civil society, and the private sector, or which draw actors together across different disciplines and sectors are welcomed. ”
Biography
DR RITA SONKO-NAJJEMBA is medical doctor with postgraduate training in Public Health and Health Economics, with specialist skills in program design and evaluations, strategic information management and Program Improvement Science. Dr. Sonko has over 20 years’ experience in implementing, managing and providing technical assistance for health and social development programs. Over the past 17 years, she led implementation of programs focusing on HIV Prevention and management, as well as Care and protection of Orphans and Vulnerable Children. These programs address both social and structural drivers as well as the biomedical interventions in South Africa and several other countries in Southern and East Africa. Her work over the last 15 years included developing and implementing capacity development initiatives aimed at strengthening capacities of program staff and policy makers to improve access, quality and use of strategic information for decision-making. Dr Sonko has led the design and implementation of various national and international program and policy evaluations involving government departments, International and National NGOs as well as community-based organizations. Her recent assignments include work with the South African departments of Social Development, Health and Education, the Global Fund, UNICEF, UNAIDS, WHO, Save the Children, PSI, FHI 360, Social Impact, ICAP, IMA World Health (Corus) and ChildFund International. Dr Sonko is a current member of the South African National Aids Council (SANAC) Strategic Information Technical Task Team that provides guidance and support in implementation of National Strategic Plan for HIV, TB and STIs.
Deniz Yüksel
What Else Can Be Done Against Students’ Future Career Anxiety During Covid-19? A Research on Turkey and African University Students
Abstract Narrative
“Given threats caused by the COVID-19 pandemic, university students’ socialization and career development planning have become critical priorities across university campuses. Particularly, students have deprived of learning experience in the institutional environment within the scope of applied courses. In context, young adults are more anxious about their careers caused by the COVID-19 pandemic. The purpose of this study is to identify the career anxieties of young people and to see the ways to improve themselves during Covid-19 pandemic. In other words, from the thought of “social crises may re-shape humanity’s attitude and behavior”, we will examine the ways in which young people develop themselves in terms of career. The population for this study is the current university regular students from public universities of Turkey and Africa who are unemployed right now. That is why this study employed a purposive sampling technique (non-probability sampling) for sample selection. To meet the objective of this research, students studying only in the third and fourth year (final semester) are taken into consideration for the sample. Preliminary findings of this study will be discussed, including the implementation of participatory appraisal for developing interventions to meet the needs of the youth in this countries. During data collection, a questionnaire composed of questions regarding demographic characteristics and scale of career anxiety (Tsai et al., 2017) will be used. In addition to these, open-ended questions about the ways self-improvement career preparation will be used. A online-based survey will conduct among the targeted population and IBM SPSS software will be used for importing the data from the online survey. As university students should be encouraged to offer one-on-one support online, in the world’s economy that no one actually knows, policymakers should special incentive packages to increase the potentiality of young person. Keywords: Career anxiety, Covid-19 pandemic, Turkey and African university students, young adults’ career”
Ms Monisha Israni
Student
Chaudhary Charan Singh University, Meerut-India
Digital divide jeopardizing the educational outcomes in third world countries- Challenges and opportunities for e-inclusion
Abstract Narrative
” Digital divide is a reflection of a society deeply embedded with socio-economic inequality which transcends itself in the form of ‘digital inequalities’. It can be conceptualized as emerging from the differential access to tangible resources of information technology, as well as digital literacy to engage, understand and efficiently use the technology. In the light of the ongoing COVID-19 pandemic that has provoked the use of digital technologies in providing access education, this paper is a critique of the inequitable access to education among school children by virtue of their social class can be analyzed from the position of conflict theory of educational stratification. The paper attempts to plug the missing gaps in existing body of literature on digital divide in developing countries. It dissects the current scenario of education in India and depicts a picturesque of the political economy of education thereby analyzing the dynamics in the ongoing trend in provision of school education. Conflict theorists perceive that the education system perpetuates the status quo to maintain social inequality by dulling the lower classes. They argue that the education system is sorted along distinct class lines and call this role of education the hidden curriculum. In this light, digital divide will lead to severe impact on education system in low and middle income countries resulting in low learning outcomes, stagnation in academic grades and high school dropout rates. Government schools are not equipped with the requisite infrastructure and technically skilled teachers to provide online learning in comparison to private schools. In response to this scenario, the scope e-inclusion will be explored in this study from the functional theoretical perspective. The current scenario does not provide equal opportunities for all to access education; rather it would play as a powerful means of maintaining power structures to create a docile work force for capitalism. The paper advocates for an e-inclusion policy intervention to transcend education technology from lab to land to bridge the existing digital divide between rich and poor. It offers an illustration of innovative approaches such as using EDUSAT satellite for outreach of education technology to facilitate access to school education in remote locations and low income households. The school closures have widened the learning gap between children from lower and high income groups primarily due to lack of access to digital education on account of limited resources and technical skills of children whose parents are socio –economically deprived and are receiving education from under resourced government schools with teachers have low technical knowhow and administrative support for virtual teaching. The paper closes by arguing that digital inclusion is the roadmap for an equitable education system in third world countries. ”
Biography
Monisha works on international development issues from a human development perspective and has extensive research experience in government, corporate as well as autonomous civil society organisations. A former research fellow at Center for Social Medicine & Community Health, JNU; with post-graduation in development studies from TISS-Mumbai & a graduate from Lady Irwin College, University of Delhi. She has a UGC certification for university lecturership, along with other teaching certifications including B.Ed with specialisation in guidance and counselling, Early Childhood Care & Education & Applied Psychology. Currently, she is specialising in education technology in her second master in education and pursuing her dissertation on the topic “Digital Education Divide-Issues and Challenges for E-inclusion” .
She is an active member of several think-tank bodies including Research and Policy House-Australia, Span International, Indian Health Economics Policy Association and Indian Institute of Population Sciences. Her previous affiliations include the National Institute of Public Cooperation in Child Development-MoWCD, Planning Commission of India, Women Power Connect-Center for Social Research, Ministry of Youth Affairs, Alternative Futures, All India Women’s Education Fund Association, Transparency Market Research.
She has won many laurels for performing arts, and distinguished awards & recognitions for her contributions to Indian society, art and culture. She has also been nominated for an international student exchange programme and a recipient of the platinum jubilee award for community service by the University of Delhi.
As a passionate public policy researcher her interests revolve around international development, inclusive policies for human development in the third world, biopsychosocial childhood studies, nutrition, maternal & child health, affirmative policies for improving health & education indicators for underprivileged children
Ms Kemedi Kgaphola
Assistant Director
National Department of Social Development
Impacts of COVID-19 on Grade 12 Learners Receiving Social Protection Intervention
Abstract Narrative
The spread of COVID-19 sent shockwaves across the globe. The pandemic is a health crisis that quickly escalated to a calamity that affected all aspects of society, much like the HIV/AIDS pandemic, only more widespread. Many countries including South Africa responded by implementing country wide lockdowns and other restrictions to slow the spread of infections. These included shutting down economic and social services, which included schools and institutions of higher learning. This paper explores the effect of the COVID-19 pandemic and the lockdown measures on Grade 12 learners receiving social protection in South Africa. The study provides insights on challenges faced by learners, and how they coped with the changing modes of teaching and learning. In addition, the study shed light on possible impacts of the pandemic on access to social services for Grade 12 learners. The study interviewed 363 Grade 12 learners receiving social protection in the provinces of KwaZulu-Natal, Eastern Cape and Gauteng. In addition, the study conducted in-depth interviews with 15 key informants to ascertain a perspective of impact from those responsible for supporting learners with social and educational necessities. Preliminary findings from the study outline three key issues. Firstly, impact of COVID-19 on Grade 12 learners extends to psychosocial and economic issues emanating from job losses and isolation from peers. Secondly, an unintended impact of lockdown included limited access to resources that learners often access at schools and clinics. These included access to sanitary dignity products from schools and sexual and reproductive health resources from clinics. Thirdly, Grade 12 learners expressed concern regarding their exit examinations, given limited contact time they had with their educators. Online mode of learning was largely not accessible to learners interviewed, which further limited access to education in general. The study also asked Grade 12 learners about their preparedness for tertiary education, and responses were rather grim. More assistance will be required to ensure that the 2020 cohort of Grade 12 pupils receive assistance in securing spaces for tertiary education and adjusting during their first year of study. In addition, programmes to support those that may not succeed in their final examination need to be emphasized.
Biography
Kemedi Kgaphola is an Assistant Director: Programme and Policy Evaluations at the National Department of Social Development (DSD). Before joining the DSD, she worked for the Human Sciences Research Council (HSRC) as a Research Economist and DNA Economics as an Economist. Her extensive experience includes commissioning and undertaking monitoring, evaluation and research (MER) work. Kemedi is a Board Member for the South African Monitoring and Evaluation Association (SAMEA), co-leading on the Emerging Evaluators (EE) Programme, in partnership with United Nations Children’s Fund (UNICEF) South Africa, World Food Programme (WFP) Southern Africa Regional Bureau in Johannesburg (WFP RBJ) and Centre for Learning on Evaluation and Results – Anglophone African (CLEAR-AA). She holds a Master of Management specialising Public Policy from the Wits School of Governance and a B.com Economics Honours Degree from the University of Pretoria.