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This article analyses factors that inhibit the quality of learning and teaching in one of the provinces of South Africa. The interpretive approach was used together with face-to-face interviews to collect data from five secondary schools. Two participants were interviewed in each school in the OR Tambo Coastal District in the Eastern Cape. Findings revealed that owing to large numbers of learners in the classroom, teachers’ workload is increased. Consequently, it is difficult for teachers to give feedback and provide learners with individual attention. Many under-resourced schools, such as rural schools, still face unacceptably high learner-teacher ratios and large classes in their schools. Teachers had problems in establishing discipline in their classrooms and dealing with the increasing noise level which made it difficult for learners to hear the teacher. It is recommended that School Governing Bodies should hire SGB-paid teachers. The Department of Basic Education should assist the schools with more classrooms. The Department of Education should also provide schools with resources such textbooks, big screens, overhead projectors and microphones in order for teachers to be effective.

The peaceful environment of South African communities witnessed sudden civil unrest that led to the wanton destruction of public and private properties between 9-17 July 2021. The civil unrest which aggravated on daily basis within this period also culminated in massive looting in both KwaZulu-Natal Province and Gauteng Province. During the disturbances, the protestors looted and set many stores and warehouses ablaze. The turmoil was also extended to some schools, with some private and public schools looted and vandalized. Hence, this article aimed to explore the impact of this unrest on schools and to establish how teaching and learning had been affected in these South African institutions. Therefore, in this systematic review, we analysed the impact of political unrest on the education system in South Africa. 139 schools were affected in Kwazulu-Natal, with six schools razed by fire, 30 damaged, and 95 looted. Thus, a total of 139 schools were affected. However, at the time of this article, the degree of damage in 8 other Schools was unknown. It was noted that, of the six schools set ablaze, four were only slightly damaged and two were entirely destroyed. Furniture and other items such as food items the Schools Nutrition Program and offices were destroyed. Doors, windows, and others were also broken. This indicated that learners would be temporarily relocated from the burnt schools to locations where the government provided temporary classrooms for these schools. Conversely, rebuilding the damaged buildings and replacement of stolen school supplies will cost the Department of Basic Education millions of rands.