One of the most affected sectors as a result of the pandemic is the educational sector. The initial lockdown which was largely unprepared for by many countries threatened the education of millions of people across the globe.
The short-medium term solution in the face of the crisis for some countries was to embark on remote learning, distance education and online learning platforms, and the World Bank in a report as early as April 2020 documented no fewer than thirty-six countries with different offline and online platforms that were useful in the education of their different population.
In Kenya for instance, the Kenya Education Cloud, an online portal for submission of content for evaluation, curation and approval intended for basic, secondary and tertiary education was a useful resource material; and Edu TV, which was an initiative of the Ministry of Education (MoE) of Kenya in collaboration with Kenya Institute of Curriculum Development (KICD) and Kenya Broadcasting Corporation (KBC) was also deployed to provide educational learning via free to air TV channels (World Bank).
Likewise, India had the National Repository of Open Educational Resources (NROER), DIKSHA and Swayam for educating its populace, and were largely effective in engaging a good number of the population during the pandemic.
What is paramount in the use of these offline and online technologies for education in these countries is government championing of the process in collaboration with stakeholders. We saw these governments steering the process of deployment of these remote learning technologies, and government agencies were actively involved in ensuring that a good number of its population were productively engaged during the lockdown.
It is important to also point out that some of these programmes which were deployed by these countries were already existing in those countries, but were only better harnessed at the time of lockdown and pandemic.
What can we say of technology use in education in Nigeria, especially as it has to do with a national policy that mainstream remote learning tools in our education system?
It has been all about rhetoric over the years with no genuine and practicable step to integrate technology in our system of education, which will not only serve as a tool of knowledge, but also equipping the younger generation with IT skills for the future (which is now).
This is what we intend to achieve with Code 3 at SING Nigeria, and we are determined to have this as a national policy in our education.
In the coming days, we will detail what the Code-3 project is about, the solution that SING Nigeria is bringing onboard, especially as it has to do with how we can make learning easier within underserved communities with the aid of technology, which will serve to address the widening digital divide and skills gap occasioned by the outbreak of Covid-19 and neglect of authorities.
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