COVID-19 has led to educators going through the process of redefining education.
For the first time in history, the national exams were cancelled (Ujian Pencapaian Sekolah Rendah and Pentaksiran Tingkatan 3) or delayed (Sijil Pelajaran Malaysia). Schools are in session but from home. Digital education is ideal, especially if it is hybrid. While our preparation can be pushed and rushed, our readiness cannot.
Teachers, parents and students struggle to cope with the new culture of learning online. Most older children pick up IT skills quickly and get adjusted to the online classroom easily. But the Year One pupils last year were only in school for a few months.
Now they are in Year Two with the expectation that they have mastered reading, writing and arithmetic. A new batch of Year One pupils is entering school for the first time online this year. How can this transition be eased?
Adjustments to the mode of delivery is crucial so that lessons can be delivered to all levels of students to meet their specific needs.
Do families have the right equipment, such as tablets, laptops or computers? Can they afford to buy a computer, a smartphone or have access to the Internet?
Education is for all, which means every student should be able to receive quality education regardless of their background. How can we be sure of that?
If there is one smartphone, can we assume the phone can be used by the child? What if there is more than one child? How can they attend classes scheduled concurrently?
How can we deliver education to all students without putting too much pressure on the teachers, who need to prepare and upload materials, teach and monitor some 50 students online.
At times, these teachers are also assigned to teach face-to-face in school to SPM and Sijil Tinggi Persekolahan Malaysia students. Can the tasks be delegated or spread out? So much has been said about teachers overwhelmed with tasks.
Teachers need the support and understanding from their families, superiors, students, parents and the general public. We need to give teachers the space for them to breathe so that they can better manage their work stress.
One of the answers may already be in front of us. It is great to see that TV Pendidikan is back. However, we might be underutilising TV Pendidikan, and its platform.
The ubiquitous television may be the equaliser that we and the students need. Open up the channels, and have one for every level, from preschool to Upper Six.
Then, let our teachers into the studios and conduct the classes for every subject. These "episodes" can be repeated over the 24-hour period so that the students can view the classes repeatedly if needed.
It will be cost-effective, and we will be generating content that is available for everyone anytime, anywhere. Most importantly, we are teaching students to be responsible learners to accomplish the expected learning outcomes that are set for them at their own pace.
How can we help low-income parents in ensuring quality education for their children? Perhaps another initiative by the government would be to provide one computer for each household, and unlimited subsidised Internet data for education during school hours.
Tthe government can do its part to assist and provide what is needed by the students and their families. Education for all involves the whole village. Therefore, the corporate world should play their part too.
We are so intent to be a digitally competent nation, but we can't afford to leave anyone behind. Thus, our common goal should be education for all.
The writer is a counselor educator at the Educational Psychology and Counseling Department, Kulliyyah of Education, IIUM and a crisis counselor volunteer/executive committee of Perkama International