COVID-19, and Sustainable Development Goals: A Comparative Analysis of Zimbabwe and South Africa

This study sought to investigate the impact of COVID-19 on the achievement of Sustainable Development Goals with a direct focus on poverty (goal one), taking Zimbabwe as a case study and comparing it to South Africa. The neoclassical economic theory of poverty was used in the analysis. The study used a literature review approach where document and conceptual analyses were conducted. The information gathered from the secondary sources of data which include several peer-reviewed journals on the neoclassical economics, reports and even newspaper articles indicated that poverty would rise because of the COVID-19 pandemic in Zimbabwe and South Africa. This will be more prevalent among the low-income earners and those who are already in the poverty bracket. The conclusion is that the rise in poverty will negatively impact the attainment of SDGs. Therefore, governments in various countries, especially in developing nations, should avail grants for the poor, the low-income earners whose income has been disrupted by the pandemic and to come up with strong mechanisms to bail out businesses, especially small businesses who have challenges to cope with the crisis.

COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa?

The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.