Across emerging and
industrialized nations, the pandemic that has shuttered economies around the
world has also devastated education systems. Some 1.5 billion students — nearly
90 percent of all primary, secondary, and tertiary learners worldwide — are no
longer able to go to school physically. The effect has been dramatic and
disruptive as educators scramble to put in place workable, short-term solutions
for remote teaching and learning, particularly in emerging markets where
students and schools face additional funding and infrastructure-related
challenges.
While each level of education
faces its unique challenges, it is the higher education segment which may
eventually trigger a learning revolution by necessity. Universities are
distinguishing in that their students are both mature enough to manage online
job rigors and technically savvy enough to access new platforms. The real
problem lies with the organizations they have registered to. Will conventional
universities focused on a campus adapt by selecting the best technologies and
strategies to educate and engage their students? The unfolding successes and
defeats will give us all a clearer understanding of what's possible.
Video-conferencing tools such as
Zoom and Webinars are throwing a lifeline on universities right now. However,
lecturers are still struggling to maintain the same depth of engagement with
the students in a classroom setting that they could have. We need to find solutions
— and quickly — to prevent a dip in the standard of the education we offer.
Online educational platforms like Coursera, an IFC client with a global reach,
can play a valuable role by leveraging their online program design experience,
software platform preference, and digital marketing to create the best content
with or for traditional players.
Despite the online sector only
comprising a tiny fraction of the global higher education market of $2.2
trillion — less than 2%, according to market research company HolonIQ — the
industry is ripe for disruption. Since of COVID-19, students' demand for online
services would undoubtedly increase. Just before the pandemic, decreases in
enrolment for campus-based programs and related rises in the use of their online
courses were seen by many universities. For COVID-19 we are seeing how
disruptors of yesterday will become the lifeguards of today. Although
traditional institutions once considered online education as a threat, they
have come to rescue them.
Recent months have seen the
adoption of online solutions unprecedented. Educators are introducing a 'first
aid' approach in the short term by transitioning completely from in-person to
remote teaching, a change that was forced upon them by abrupt compulsory
closures of campuses. Yet they soon understand that remote learning in the long
road is just a baby step experiment to providing online education that has been
developed as such, including successful student engagement strategies and
teacher preparation. Some of the collaborations that have sparked off between
universities, online educational firms and technology providers can continue
beyond the pandemic.
This will fashion a long overdue
and welcome reconstruction of our educational systems as difficult and frustrating
a period as it is. In a way, the pandemic has been a great leveller, offering a
clearer understanding of the shortcomings and limitations in our existing
education systems to all stakeholders (educators, learners, policy-makers and
society at large) in developed and developing countries. It has underscored how
indispensable it is for our populations to be digitally literate to function
and progress in a world in which social distancing, greater digitalization of
services and more digitally-centered communications may increasingly become the
norm. More importantly, COVID-19 causes us to question deep-rooted conceptions
of when, where, and how we deliver education, the position of universities and
colleges, the importance of lifelong learning, and the distinction we draw
between conventional and non-traditional learners.
This pandemic has also made
people realize how dependent on so-called low-skilled workers we are to
maintain our lives. It's these staff who are on the front lines through
shutdowns, lockdowns, curfews, working several shifts to ensure production and
provide for our basic needs. Automation will start eating into these workers
over time. Although services will always be provided by low-skilled workers,
higher skill levels will be required for most new jobs. In this rapidly
changing world being able to reskill and upskill is not only a necessity but an
economic imperative.
COVID-19 has struck our education system and shaken it to
its core like a lightning bolt. Just as the First Industrial Revolution forged
the education system of today, we can expect to emerge from COVID-19 with a new
kind of educational model.
Prakash Kumar, Founder, Tech and Taught
