ISRRT_COVID-19_book

Embarking on on-line teaching and learning necessitated that certain things be in place. The
first point of concern was whether the students and staff were capable of going on-line, did
they have the devices and internet connectivity to go on-line? In South Africa, there is a large
divide within socio-economic communities where students reside, which necessitated a
rollout of electronic devices and internet connectivity for students alongside corporate
entities and procurement processes. This was a mammoth task but was done over a three
month roll out period, ensuring all students would have access to the online platforms and
other computer systems. Some quick training of both staff and students was undertaken as
the on-line teaching and learning facilities were rolled-out. Level five restrictions meant that
everyone was at home. Decisions to have senior students back in the clinical training
platforms was a very contentious issue. Some people felt that the students needed to be
experiencing the management of the COVID-19 pandemic first hand, while others were
strongly concerned that the students should not be subjected to the risk of contracting the
virus. The shift from face-to-face teaching to on-line programs, was not welcome by all right
away. However, as soon as it became evident that the pandemic might be with us for a longer
time, the attitudes of both staff and students gradually changed.
Being in middle management between university / students and staff.
Communication between all stakeholders was crucial. This had to change from office phones
and contact sessions during lectures to cell phone and email communication. Channels of
communication had to be maintained. University management had to wait for the
announcements to be made by the state president and the national minister on higher
education and training. They would pronounce the university’s stance and decision on things
like, which groups of students can be allowed back into the clinical training platforms as well
as the residences. To this point we would like to highlight that we appreciated the fact that
my institution, was somehow prepared in facilitating communication amongst both staff
members and students. The institution had developed an Escalation Policy, which forces
people from all categories to follow the recommended channels of communication.
Having to deal with parents’ questions and concerns.
Parents’ concerns were closely related to those of the students, but what came out very
strongly was the finances. Study and tuition fees were paid to the higher education
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