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Samuel Kadungure
Senior Reporter
THE Covid-19 lockdown, in which schools were closed indefinitely presents the nation with its first real test of e-learning systems, as thousands of learners remain out of classroom, implying a massive loss in human capital development with long term economic and social repercussions.
Even before the coronavirus pandemic, schools have been called upon to gradually implement blended tutorials and programmes where learning experiences were a mix of face-to-face and online.
E-Learning is not meant to replace, but complement traditional classroom based education, by perpetuating educational opportunities where traditional learning is impossible due to certain constraints.
With Government enacting restrictions to combat the virus, education proved to be one of the hardest hit sectors — with thousands of learners stuck at homes indefinitely as teachers have no way of delivering content due to lack of proper coordination, inadequate digital hardware, infrastructure and internet connectivity.
This has left parents increasingly anxious about the Covid-19 pandemic impact on their children’s education.
Though the Ministry of Primary and Secondary Education has directed schools to embrace e-learning for at-home educational support to help learners during the lockdown, public schools have initiated virtual tutorials due to resources constraints.
Only well-to-do private schools have migrated to Google Classroom, Moodle or video-conferencing platforms, like Zoom, Google Meet and Microsoft Teams, something that public schools cannot afford due to lack of resources.
At most public schools are reportedly uploading homework on WhatsApp groups without any meaningful feedback and live discussions, leaving many learners frustrated and confused.
The ministry also lacks a monitoring mechanism to assess implementation of the e-learning directive and effectiveness of the e-learning models adopted by schools.
Most teachers need training to realign their conventional teaching style and reform the way they engage with students in the classroom — both offline and online.
The Ministry of Primary and Secondary Education spokesperson, Mr Toungana Ndoro cited e-administration and e-Learning as the two critical ICT interventions that will rescue of the education sector during this pandemic.
“We are taking online lessons and the adoption of technology seriously so that learning continues in spite of the pandemic. Let us adjust to the provision of wholesome education through the use of technology because this pandemic may be with us in the unforeseen future,” said Mr Ndoro.
“We have online lessons that follow the competence based curriculum on our digital platforms. We are in a new norm and with time we expect to harness the best of online lessons,” said Mr Ndoro, adding that teachers need realign their pedagogical skills to new norm.
President of the National Secondary School Heads, Mr Arthur Maphosa, said teachers and head need capacitation to design, implement and upload virtual tutorials and to reform their engagement with learners both offline and online.
He said e-learning comes with discipline, accountability and strong monitoring so that learners do not abuse the facility and peruse immoral material.
“Schools need support to enable all personnel to receive training to embrace the enhanced new digital era that is coming fast in the new norm. Heads need training on supervision through digital means, and teachers on how best they can conduct Google classes; remember public schools have very huge enrolments and it is not easy. Hard work and resources are needed.
“Currently almost zero percent of public schools are on digital learning despite calls to embrace this. Resources are the biggest challenge.
“Schools are currently working on what they have, but honestly the bulk have not started; they have no electricity, solar power and internet facilities, which the digital era requires if learners are to learn from homes.
“This is a massive challenge to schools, ministry and Government. There is no sufficient digital hardware, some schools are so poor they operate with less than 10 computers, some have nothing,” said Mr Maphosa.
Mr Maphosa admitted that WhatsApp lessons are frustrating some learners “as it increases the one way teaching method of just having to tell children, without inviting them to think and discover”.
Online Reporter