With the ongoing high number of daily Covid-19 infections in the country, it is reasonable for us to worry about the reopening of schools in stages from Oct 3.
This is especially so when children are not covered under the immunisation programme. Calls for a postponement on the reopening of schools are not without merit.
Nonetheless, it is imperative that if schools were to remain closed and lessons continue online, efforts must be put in place to help the "lost generation" — the disoriented generational cohort — which is a direct result of the pandemic. Those considered part of the lost generation in terms of education include pre-school, schooling (primary and secondary) and tertiary education cohorts, the most affected by the pandemic.
One concern is that the pandemic has created a cohort who cannot read, write and count. Preschoolers are deprived of social skills development due to online learning, which has resulted in a lack of human interaction outside their homes. They have difficulty reading, writing and counting. Online learning has also made it hard for teachers to inculcate adab (good manners) and good values into these children. The same problems are faced by primary and secondary schoolchildren. Without proper social interaction with their peers and adults, the inculcation of adab and good values will merely focus on the theoretical aspect.
We may see the future filled with socially awkward young adults who lack good manners.
Therefore, teaching and learning innovations have been introduced to facilitate the necessary change in the learning environment. Teachers have been encouraged to use the "cybergogical" approach, that is to encourage learners to engage in an online environment.
The lessons are designed to be based on the "peeragogical" method within an environment that encourages co-learning and co-creating. Using the "heutagogical" strategy, teachers will encourage students to be more self-directed in learning.
"Gamification" is another way to attract students' attention during online classes. This is done by engaging and enhancing learning activities with interactive games. Although these approaches are well and good, there must be a reality check vis-à-vis implementation and delivery. Are teachers equipped with the necessary know-how to implement them?
We must not ignore the reality that students from the Bottom 40 families and those living in remote areas may not be as fortunate as their peers in the cities or from well-to-do families.
Many do not have access to the necessary infrastructure and "infostructure" to access online learning. They make up the bulk of the lost generation that the country needs to prepare for.
When it comes to science-based subjects, teaching and learning need to involve a hands-on approach. These are not just theoretical subjects because students need to do experiments in laboratories.
Centuries ago, the Father of Chemistry, Jabir ibn Hayyan, wrote: "The most essential in chemistry is that you should perform practical work and conduct experiments, for he who performs neither practical work nor conducts experiments will never attain the least degree of mastery."
We will have a cohort who will lack competency in the sciences. This is a real challenge for this cohort of science students who can't get their hands dirty in laboratories due to the pandemic.
Learning science online is only a temporary measure. It should not be the solution to the current situation as it impedes the physical learning experience required for students.
One shudders to think of a future when we have science and engineering graduates who do not have the competency to qualify them as scientists and engineers.
We must not lose sight of the emerging lost generation. When putting together a recovery plan for the country, let us not forget to address this issue.
The children are the future of the country. If we fail to prepare a plan for them, then we will fail to prepare them for the future.
The writer is Director, Centre for Science and Environment Studies, Institute of Islamic Understanding Malaysia (IKIM)
The views expressed in this article are the author's own and do not necessarily reflect those of the New Straits Times