completion

hopscotch is one of the oldest, most universal children’s games and has many variations around the world. in South africa, it goes by many names, including: Blokke, eensbeentjie, uguni, haasie, Bhoriki, klippie and u-qxa. The basis of the game of hopscotch is a pathway of numbered blocks. While the pathway may seem straightforward, players are presented with obstacles along the way, requiring them to hop on one leg, jump large gaps, or begin again. This is not unlike the school journey from grades 1 to 12 – particularly for South african learners, who must face many obstacles on the road to school completion. often, the odds are stacked against them from the start. The realities of covid-19 have widened the gaps that learners must overcome on their pathway through school. But there are ways we can support them to gain a foothold, withstand disruptions, and stay on course.

many learners face ongoing disruptions to their education – at school, at home, and in their neighbourhoods. covid-19 school closures, together with the economic shocks of lockdown, have worsened the impact of these disruptions. now, learners whose ‘hopscotch’ to school completion was already unsteady must jump even greater obstacles

at the end of 2019, South africa’s Department of

Basic education was celebrating. eighty-one percent (81%) of learners who wrote the national matric exams had passed.43 But this upbeat response to the end-of-year results masked a much harsher reality: four out of 10 learners who started school 12 years earlier had likely dropped out before even reaching matric.44 When 2019’s matric results were released, few could have predicted the new disruptions and challenges that 2020 would bring.

For many South african learners, crisis is nothing new. School closures, absent teachers, crumbling infrastructure, and struggles to catch up to the curriculum have kept them from schooling before. However, Covid-19 has deepened the cracks in our schooling system and further unsteadied learners’ already challenging journey to completing matric. So what does a ‘new normal’ mean for South africa’s schooling system, when the ‘old normal’ was already governed by frequent disruptions to learners?

now, more than ever, we must build resilience in our schooling system, by strengthening networks of support around learners. as learners continue their ‘hopscotch’ to school completion, we must find ways to bridge the gaps and steady the journey, so that young people stay in, and succeed at, school.