Melaka Action Group for Parents in Education (Magpie) chairman Mak Chee Kin said a better contingency plan was needed as remote learning may not benefit students or their families.
“For health and safety reasons, it may look good if schools are closed. However, working parents may be unprepared to keep their children at home or monitor them as it may interfere with their daily routine,” he told FMT.
Mak also raised concerns about the efficacy of online learning, noting that its limitations are widely believed to outweigh its benefits.
He said although it appears convenient, very few students are disciplined enough for online lessons.
“Technical issues pertaining to connectivity and accessibility to devices are also not 100% resolved,” he said.
He stressed the need for a better plan – one that not only minimises disruption to the education of children but also fosters cooperation between all parties.
“What about providing free masks and compelling students and teachers to wear them at all times?” he said. “We should also prohibit outdoor activities during this period, even after school.”
On Tuesday, education minister Fadhlina Sidek announced that her ministry will activate home-based teaching and learning if the API reading surpasses the 200-point mark.
She said this was based on existing guidelines jointly drawn up with the health, and natural resources and environmental sustainability ministries.
Parent Action Group for Education (PAGE) chairman Noor Azimah Rahim called on all stakeholders to draw lessons from the challenges faced during the Covid-19 pandemic.
“Engagement is key. Passive learning doesn’t work well online; interactive lessons, multimedia tools, and regular feedback, on the other hand, help maintain student interest.
“Mental health also needs attention,” Azimah said, adding that isolation and screen fatigue affects both students and educators.
Case-by-case consideration
Sarawak Teachers’ Union president Kullin Djayang proposed that remote learning be implemented on a case-by-case basis.
“There is no issue if this move is implemented in specific schools, as it depends on the current situation. Each school faces different conditions,” Kullin said.
“However, in rural and interior areas where the air quality may be less affected, physical teaching and learning sessions can continue as usual.”
National Union of the Teaching Profession secretary-general Fouzi Singon noted that while access to digital infrastructure and resources has improved, students’ readiness to move online may vary depending on geographic and socioeconomic factors.
“Urban students may adapt more easily, whereas rural and underprivileged communities may still face challenges,” he said.
Fouzi also highlighted the need to address persistent gaps in equity and issues surrounding access to remote learning tools, especially for students in underserved communities.
“We have to ensure all students, especially those in rural areas or from low-income families, have the tools and connectivity required to learn,” he said.