On the 30th of January 2020, Dr Tedros Adhanom Ghebreyesus, the Director-General of the World Health Organization (WHO) declared the outbreak of the coronavirus disease 2019 (COVID-19), a respiratory virus of unknown cause detected in Wuhan, China. But we could not comprehend the issue until the first case of Coronavirus disease was confirmed in Lagos State, Nigeria.

To prevent the spread of COVID 19 in the country, a circular from Federal Ministry of Education has granted approval for the closure of all school for a period of one month commencing from Monday 23rd March 2020. The Coronavirus (COVID-19) outbreak is now causing serious disruptions in education globally.  In Nigeria, the closure of schools affects close to 46 million students throughout the country. The School calendar for the first and second quarter of 2020 has been adversely affected and will not be completed as numbers of confirmed cases continue to rise daily.

In this pandemic, the absence of the infrastructures that we have always relied upon to ensure equitable public education such as schools, textbooks, libraries, laboratories, technology at school, teachers, and classrooms are causing a drastic change in the way schools operate.  While Some are trying to recreate the school setting online using digital tools like Zoom, Hangout meet, Facetime, what’s app etc., others are patiently waiting for things to get back to normal in other to resume the traditional teaching methods.

Even though lately, there has been a struggle in deciding the best tools for educators, schools, teachers and parents, the current crisis is making adaptation to online learning tools compulsory. Recently, schools earlier opened in some countries like South Korea, Israel and France were forced to close again after a spike in COVID-19 cases. Therefore, planning for education in this pandemic requires an approach that considers solutions that will address not only school closures, but also the possibility of future stoppages due to recurring outbreaks and the future of education.

For the first time in Nigeria, it has almost become impossible to teach without technology. To learn, it is now important for students to have a phone or laptop with internet access. Teachers who do not use technology in their classrooms are now in dire need of professional development skills in ICT. Administrators, software developer, and teachers are working hand in hand to create more simple distance education tools but in a country where over 70% can’t afford a two-square meal, unequal access to adequate technical infrastructure to support student’s online learning at home remains a major challenge that teachers face during this period.

The suspension of the traditional mode of assessments as a result of this crisis have made tests unreliable because students at home can easily access to information via the internet. Also, the presence of adults who can assist the students in answering these tests at home is not helping teachers to proper access their students during or after lessons.

Despite these challenges, instead of replacing in-person instruction, online tools can be helpful complements. In the search for a lasting solution, the question on everyone’s mind is which school, mode, and condition of learning will respond better to the current crisis.  Since health security is a top priority during this period, learning in a public school will prove very difficult due to lack of good or no health facilities and also, the outbreak of the disease will be difficult to manage as a result of the large population.  This suggests that well equipped private boarding schools are likely to run smoothly provided students are properly tested before resumption and proper security measures are taken to keep the environment virus free. This approach will prioritize regular testing of visitors and regulated movements in and out of the school environment.   

Now than ever before, private schools have turned to online instruction more than traditional public schools which means that many public schools are currently not in operation. There is a great need for all stakeholders to address the inequities in our education system, allowing more students to access quality education. Political support in a period like could drive the development that we have yearning for in public schools as the current situation is pointing out several weaknesses in our education system. Education determines the future of a nation and cannot be held for too long by the virus.

Teachers need to create stronger bonds with their students. Some digital tools are making teachers passive. Some lessons might not require too much explanation because of the reduced duration of learning sessions. Therefore, directing students to rich online content, providing guidance, and making connections across topics will prove very effective.

Students need to engage in more personal research and turn in assignments when due. This is a period where self-motivation comes in. The pandemic is possibly going to help instill some positive learning habits in many students. Parents need to monitor their students in terms of misuse of their gadgets. Communication between students, teachers, and parents must be clear and guided. Schools should set rules that frown at “outside-school” conversations.

They say disaster brings innovation. As the world is busy searching for a remedy to COVID -19, many ideas, innovations, and suggestions to improve education will spring up from every part of the world. However, we need to properly reflect on these changes and decide which we should be promoting.


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