Abstract
The COVID-19 pandemic has had a remarkable effect on education around the world. Many schools had to close due to lockdowns in many countries, which has made online learning necessary (United Nations Educational Scientific Cultural Organisation [UNESCO] 2020). This study aims to highlight the responses of different stakeholders in quintile 5 and quintile 3 schools in the Springs area during the mandated COVID-19 lockdown in 2020. The government holds the view that students' ability to succeed in school is largely dependent on the support they receive from their parents, School Governing Bodies, and other community members. The study also aims to expose the inequalities that were exacerbated by the COVID-19-enforced lockdown in schools in Springs. The study followed a qualitative approach to research. Eight stakeholders were interviewed by the researcher through -in-depth interviews. Additionally, one 2020 matriculant from each school was interviewed to get their opinions on the roles that the stakeholders played. The findings of this study show that the social disparities that already existed were made worse by COVID-19.
Keywords: Online teaching and learning, COVID-19, educational inequalities, lockdown, stakeholders