Dreams Deferred: Considering Non-Academic Factors in Identifying At-Risk Students

This awkward time post-pandemic has left South African institutions with the results of the various stages of adoption of "emergency remote teaching" and other online learning modes as a primary mode of delivering education.

The transition has been challenging.

The South African context presents unique challenges for offering online tuition, including the typical demographic profile of South African learners, their access to technology, and other non-academic challenges.

This post will explore these challenges, their impact on student engagement, and potential solutions to overcome them.

Typical Demographic Profile of South African Learners

South African learners come from diverse backgrounds, with varying levels of access to technology and resources.

According to Statistics South Africa, approximately 51.1% of South Africans have access to the internet, with a significant divide between urban and rural areas.

This means that many learners, particularly those in rural areas, may not have access to the technology required for online learning or may have limited access.

Challenges of Access

Access to technology is one of many challenges facing South African learners.

Many learners face other non-academic challenges, including poverty, lack of infrastructure, and inadequate support systems. The Post-Covid era has exacerbated these challenges, with many learners experiencing increased stress and anxiety levels due to social isolation and economic hardship.

Impact on Student Engagement

These challenges can have a significant impact on student engagement.

Learners who do not have access to technology or who face other non-academic challenges may need help to keep up with the demands of online learning. They may also experience feelings of isolation and disconnection from their peers and instructors, which can further hinder their engagement.

Non-academic Risk Factors

Offering online tuition in South Africa presents unique challenges, particularly regarding access and other non-academic challenges.

In addition to the challenges of access to technology and resources, South African learners who live in informal settlements face many other non-academic challenges that can affect their engagement and success in online learning.

These challenges include poverty, crime, and gender-based violence.

According to Statistics South Africa, the poverty rate in South Africa increased from 55.8% in 2015 to 64.7% in 2020. This means that many South African learners, particularly those living in informal settlements, may need access to basic needs such as food, water, and electricity.

Have you considered that the student that is not participating in your lecture might not have had a meal today?

These learners may also be more vulnerable to crime and gender-based violence.

Crime is a significant issue in South Africa, with high violent and property crime rates. In 2020/21, there were 1.5 million contact crime incidents, including murder, attempted murder, assault, and robbery. Gender-based violence is also a significant concern, with one in four women in South Africa reporting experiencing violence by an intimate partner.

In light of these challenges, institutions need to show empathy and understanding towards South African learners who may be studying in informal settlements.

This can include providing emotional and mental health support and resources and referrals for learners who may be experiencing poverty, crime, or gender-based violence. Institutions can also work with local organisations and community leaders to better understand the challenges faced by learners in informal settlements and develop solutions tailored to their specific needs.

It is also important for institutions to recognise the intersectional nature of these challenges, particularly in relation to gender.

Women and girls in South Africa are disproportionately affected by poverty, crime, and gender-based violence and may face additional barriers to accessing education and resources. The same principles apply to pregnant female students or those with young children in their care. Academic schedules, support and resources accommodating this reality are often overlooked.

Institutions can address these inequalities by developing targeted programmes and support services designed to meet the needs of women and girls in informal settlements.

Offering online tuition in the South African context requires institutions to be sensitive to the unique challenges faced by learners studying in informal settlements.

Are We Considering Solutions?

Despite these challenges, there are solutions that institutions can employ to support South African learners in online learning environments.

One solution is to provide learners with access to technology and resources through the institution or partnerships with community organisations. This is a requirement of the programme's accreditation and one that regulators like the Council on Higher Education (CHE) monitor closely to ensure compliance with requirements around access.

Another solution is to provide learners with academic and emotional support through virtual counselling services or peer-to-peer mentoring programmes.

Institutions can also consider alternative assessment methods, such as project-based assessments, that allow learners to demonstrate their knowledge and skills in a more flexible and accessible way.

A forward-thinking Private Higher Education Institution I worked with in the early 2000s included a box filled with a personalised welcome letter, tutorial notes, printed copies of the study guide(s) and a few other branded trinkets, including a pencil bag, ruler and pencils.

Now, this might sound like a "typical marketing hack" that companies would deploy to get branded merchandise into the hand of the consumer... But consider for a moment that some students are first generations - the first in their families to access Higher Ed.

These recipients not only value the thought that went into the compilation of "everything you might need to get started" in a box, but these students also wear your institution's branded shirt as a flag and take pride in their affiliation with your brand.

By showing empathy and understanding towards these learners and by developing targeted programmes and support services tailored to their specific needs, institutions can help create a more inclusive and equitable learning environment for all learners.

And if nothing else. Be kind.