COVID-19 could be the mega maleficent of the 21st century with almost all countries shutting schools and universities to break the chain of transmission. However, the education of our children and youth has to continue because staying idle is contrary to the constitutional foundation of civil societies.
Online pedagogy is starting to flourish. In becoming a new normal, online or digital teaching is a viable alternative to conventional face-to-face teaching and learning.
The truth is, teaching online isn't easy, but it can be done and can be rewarding. Increasing numbers of people are using their time during the Movement Control Order (MCO) to build new skillsets, with an upsurge in enrolments in online learning on platforms such as FutureLearn, edX and Coursera.
Admittedly, it comes with many challenges. First, the teachers need to identify the needs, audience, resources and digital infrastructure in order to support their delivery. On the other side, the recipients must be well-equipped to receive the teaching.
For instance, the indigenous and poor children. Not everyone can afford to have a computer or a smartphone. Some Orang Asli settlements are without Internet connections, so online teaching is the improbable solution.
The digital divide must be addressed. The assumption that everybody is digitally literate because they have a computer or mobile phone is counterproductive. And not all courses are fit to be taught online.
No doubt , students majoring in academic fields, such as languages, mathematics, history and philosophy gain sufficient theoretical knowledge via online teaching and learning.
However, it is not the case with science, engineering and vocational subjects, which require labs and practical work.
For example, how do you teach welding online and to what extent are you sure the students will get the hands-on competence to do it after the online instruction? What about automotive, chemistry, electrical wiring, or even fashion design classes?
For these courses, if we pass the students without real competence, we sacrifice the quality of education.
For hands-on courses, a blended approach should be taken.
That's why the recent announcement by a senior minister that postgraduate students will be allowed to return to universities to conduct research and lab work is lauded. This is what university's facilities are for — to equip students with the skills to advance knowledge, especially in the Fourth Industrial Revolution era.
I hope it is extended to other skills-based undergraduate and diploma programmes in universities, polytechnics, and colleges.
A neighbouring country has just announced that it would allow polytechnic and undergraduate students to continue attending lectures and tutorials online. Students from a skills institution will rotate weekly between online and on-campus lessons. They will return primarily for practical and lab sessions.
Of course, the MCO regulations must be observed strictly even if students return to schools and universities. It is suggested that only Year 6, Form 3, Form 5 and Form 6 students be allowed to return.
Whether university or polytechnic, only students registering for hands-on lab courses should be allowed in. Even at a laboratory or a workshop, no more than 10 students would be allowed at any given time. Temperature monitoring, wearing of face masks, hand-sanitising and social distancing must be strictly observed.
Even with Covid-19, the quality of education cannot be compromised.
A pandemic is short-term, but our children's education is a long-term endeavour. Therefore, the steps taken by our government must be supported to break the chain of transmission quickly while maintaining the competence of our students.
The writer is a professor at the
Technical and Vocational Education Faculty, Universiti Pendidikan Sultan Idris
The views expressed in this article are the author's own and do not necessarily reflect those of the New Straits Times