Base university learning policy reforms on Covid-19
What you need to know:
- The pandemic has caused redrafting of policies to include online and blended learning
- Online learning has also caused unique challenges to students with disabilities and those from nomadic communities.
The Covid-19 pandemic has introduced complex model systems, which have played a major role in shaping policy-making in universities’ operations.
Besides revealing the abstractness of Kenya’s university learning policy, guidelines and learning models, it has also affected the administration of the policies and learning systems and uncovered the significant potential universities have for creating innovative and progressive teaching and learning policies and guidelines.
Before Covid-19, it was not possible for universities to change the administration of learning or teaching policies since the management and governance powers of the institutions are under the Ministry of Education and the Commission for University Education (CUE).
But the pandemic has shown us that universities do not have to wait for the ministry to drive simple and immediate policies, especially those that enable learning progress, and can do it.
The pandemic has caused redrafting of policies to include online and blended learning, which has received mixed reactions. Initially, online learning and teaching were assumed to be ineffective by the ministry and CUE but today it is the only option.
Inadequate facilities
Despite challenges like inadequate facilities and equipment and lack of preparedness by staff and students, universities can now offer blended learning.
Blended learning has exposed the gaps in the Education Act, which does not define the role of community, parents, professional groups and other stakeholders in governing educational training in universities.
Conversely, trainers and learners increasingly face challenges, one of the greatest being teaching technical courses online. Courses that require the presence of the learner and the instructor in the same settings should provoke universities to relook at the policy formulation, planning and strategising for teaching them to ensure quality delivery.
Online learning has also caused unique challenges to students with disabilities and those from nomadic communities.
Develop policies
This calls for universities to develop specific policies and guideline to enable them to access learning platforms like the rest — including allowing the specific learner to attend physical classes on campus under safety protocols and setting up equipped learning centres with within their reach.
Most importantly, emphasis has to be made on behaviour and attitude change by learners and instructors towards online learning. Instructors should develop materials that ease teaching and interaction with the learner and are affordable.
The new policies should provide for examination systems that integrate more practical-oriented ways of testing for practical and soft courses, as well as curriculum revision to create programmes that enhance practical engagement to address the competency-based skills acquisition component.
They should empower universities to develop robust structures to support online teaching and learning.
