By Maszlee Malik
IN the last article, we spoke about the problem of the home-based teaching and learning (PDPR). The truth is that most Malaysians are still unable to implement home-based online teaching and learning due Internet access and device ownership issues.
This reality is based on a study conducted by the Education Ministry (MOE) itself. Unfortunately, the study results are not a turning point for the MOE to be dynamic and improve the situation by considering the opinions of experts.
Nevertheless, the MOE should turn to the second and third techniques proposed by the OECD, i.e., through the distribution of notes, manuals, worksheets and maximum use of TV and radio.
In addition, MOE cannot rely on Education TV “Didik TV” alone, which has been passed to a private company to manage it. The MOE also has to work with RTM to create a Government-owned Education TV and Radio.
These education TVs and radios must be fully coordinated in the home-based teaching and learning system.
It should be noted that the learning pedagogy amid the pandemic should also be changed. The education curriculum should also be modified. Students should be equipped with the skills and knowledge gained through education, TV, and radio.
The MOE needs to provide a more open opportunity for many publishing houses to produce education TV programmes as many of them are more likely to cease operations. They need to work with the Education Resources and Technology Division (BSTP), owned by the MOE.
Thus, the module distribution techniques, TV, and education radio are the fundamentals. In contrast, any school that can conduct online can do it as a different approach.
However, at the national level, all educators need to focus on four of their significant roles during the implementation of home-based teaching and learning such as:
- Preparation of notes distribution modules;
- Answering student’s questions via mobile phone;
- Checking student’s exercises and;
- Interacting with parents through the appropriate and effective medium.
Moving forward
In conclusion, the MOE needs to re-evaluate the decision to resume the online approach on a larger scale as may only cause learning dropouts to continue to occur, especially among poor and rural students.
Managing an online class also makes the educator’s tasks very difficult to the extent that some are forced to find a river and climb a hill to obtain Internet access.
In addition, the MOE should also begin to discuss with the JPNs and relevant PPDs, especially in Sabah and Sarawak, about the schools in the rural areas.
Currently, the children in the rural areas receive the worst impact of the pandemic. Not only are they denied from following the online learning because of poor or no Internet access, the schools too are closed for them to learn.
Surprisingly, schools in those places are closed even though they are within the green zone without any COVID-19 cases, and few hundred miles away from affected/infected areas.
It is more unfortunate that the schools with fewer students in the rural areas are located merely at the front of the longhouses or residential houses.
However, they cannot operate as Putrajaya decides the blanket closure of the schools throughout the nation, based on cases in the red zones located about a hundred miles away from them. They are the most affected and left behind compared to the rest.
Pass the power/autonomy of teaching to the school to determine the best approach to managing home-based teaching and learning and not burden educators with online class reporting.
In today’s harsh and critical situation, non-conventional approaches are needed to save the children’s education. We cannot take the future of children’s education lightly. Our stubbornness to not listen to expert advice and continue using a failed approach will only put our country’s and people’s future in shambles. – July 10, 2021.
Maszlee Malik is a former Education Minister and MP for Simpang Renggam.
The views expressed are solely of the author and do not necessarily reflect those of Focus Malaysia.
