COVID-19's global lockdown has affected many industries across the world - and one of the most heavily hit industries is the education sector. Schools are congested areas, with hundreds, maybe thousands of students congregating daily to learn, study, and participate, and even though COVID-19 does not have a significant detrimental effect on that age demographic, many of these students have the potential to return home and infect their older loved ones.
So how has the Tertiary Education industry been forced to adapt to the complete absence of physical teaching? How have teachers continued to teach and students continued to learn in the midst of a global outbreak?
Video-conferencing tools such as Zoom necessary for the employment of Digital Teaching have been available for several years now, but it is only the advent of COVID-19 where Digital Teaching has been heavily employed. Teachers and lecturers alike are forced to use video conferencing tools like Zoom, WebEx, Microsoft Team, to engage students face-to-face, distribute information and assignments en masse, and continue their education even while COVID-19 confines everyone to their homes.
However, many teachers have reported themselves unable or unwilling to adapt to Digital teachings. Some older educators have expressed difficulty using IT, while others are simply unused to this new platform. Other education institutes are simply not equipped/prepared for it.
E-learning platforms has been a long-accepted part of education curriculum for many years, allowing for students to learn at their own pace and supplement their own knowledge on their own time. COVID-19 has turned what is otherwise a present but niche part of education curriculum into a key part of home-based learning.
This is the beginning of another new journey for Educational Institutions and post-COVID-19 These challenges should be expanded and re-looked at:
For this period, the content will include the managing and implementing of the Pandemic Influenza plans. Perhaps you'd like to check out our latest blended learning in view of the COVID-19 Outbreak Restrictions?
| Business Continuity Management [BCM-5000] | Crisis Management [CM-5000] | Crisis Communication [CC-5000] |
| IT Disaster Recovery [DRP-5000] | ISO22301 BCMS Lead Audit [BCM-8530] |
The next section applied to Singaporean and Singapore permanent residents. Click button "Government Funding Available" to find out more about the funding that is available from the Singapore government. This include the CITREP+, SkillsFuture Credit and UTAP.
Goh, M. H. (2016). A Manager’s Guide to Implement Your Infectious Disease Business Continuity Plan, 2nd Edition. GMH Pte Ltd.