Abstract
COVID-19 has impacted education negatively following the government lockdown in March 2020 to contain the spread of COVID-19. Schools were required to make a shift to remote learning which proved to be impossible for many learners due to socio-economic circumstances and lack of planning, resources and infrastructure to accommodate online learning. Quality education that promotes equitable and inclusive education for all is a necessity that has become more apparent, and the need was further magnified by COVID-19. Quality education remains a challenge in South Africa because of its inherited inequalities. The purpose of this study was to understand how principals promote equity and inclusion in the Mopani District secondary schools during COVID-19. Data were collected through semi-structured emailed questionnaires. Themes were identified when analysing and interpreting the data. It is hoped that this study has highlighted the challenges experienced in rural schools during COVID-19 and the recommendations these school leaders have shared will help to alleviate the problems being experienced in terms of providing equitable and inclusive education for all during and after COVID-19. Though the present crisis appears to have disseminated and heightened current inequalities in the poor rural schools in South Africa, most school leaders are optimistic that because the reality is now exposed, it may prompt more immediate intervention by the Government of South Africa and related departments.