Ramifications of COVID-19 on the future of higher education.

In recent years our world has never witnessed such a profound impact, that precipitated a calamity which catalyzed an unimaginable global catastrophe, further ushering in a "new normal" phenomenon. None of us, in our wildest imagination, would have predicted a stealth new virus awaited mankind, as we ushered in a new year. Most, if not all us, acknowledge that 2020 might remain etched in our memories, as arguably, one of the most disruptive, unpredictable, hugely unprecedented year in this decade, precipitated by the now infamous, novel corona virus.

Several months after the unwelcome 'pathogen' disrupted our world, the 'new normal' has certainly become not only a catch phrase, but a reality, forcing us to quickly adapt to an unseen predator, wrecking havoc, reminiscent of scenes from a fictional movie, only this time around it is a reality. We may have to resign to the fact that it may not be fully known how this virus suddenly entered our world, but what we now know is that our world and its systems will never be the same again.

The ramifications of COVID-19 have been felt globally and might continue to be witnessed until such a time when this pandemic has been subdued whether scientifically or otherwise. That we must allow to be a discussion for another day. One of the phenomenon that was exacerbated by the global pandemic was the unprecedented model shift from the traditional physical learning (face to face or person to person) to online, remote, virtual or e-learning. The higher education industry had been experimenting with different modes of curriculum delivery for a few years, including a blended learning delivery approach.

When it became apparent this was the "new normal", higher education institutions were left with only one option, to quickly migrate their diverse clientele, learners or students to an online curriculum anchored in a learning management system. We will not be able to delve into the similarities or differences between online, remote, distant, virtual or e-learning curriculum delivery models, but we will concentrate on the future of higher education institutions post COVID-19.

For almost 2 decades in higher education, my earlier teaching experiences, began with the green or black boards, where the tools of trade were chalk and one or two erasers (dusters). As technological innovation began to permeate lecture theaters (halls), albeit at a very slow pace, there was a deliberate move towards white boards, where the tools of trade became non-permanent markers and at least one eraser. This was complemented with the slides from an overhead projector that was a heavy load to carry from one lecture theatre to another. Thereafter the more adventurous and technologically savvy experimented with the hugely popular power-point presentations, that enabled use of in-class video illustrations a possibility. It was not long before the Smart boards appeared. The rest is now history, but not without controversies and resistance. All these were attempts at supporting a learner centered curriculum.

One institution that was and continues to be at the fore-front of learner centered pedagogy utilizing the learning management portal is Riara University (https://www.riarauniversity.ac.ke/). From its onset, the University management spared no costs at equipping all lecture theaters with state of the art facilities, internet hot spot enablement, that supported a learner centered pedagogy. The faculty were provided with the new laptops and fully empowered through faculty development initiatives, including seminars and workshops facilitated by eLearning Africa - Africa's Home for Ideas, Innovation and Sustainable Solutions for Education, Training and Skills Development since 2005 (for more information feel free to check out their website https://icwe-secretariat.com/elearning-africa/registration.php) This deliberate focus was instrumental in enabling Riara University transition from physical to fully online lectures with minimal disruption (https://www.youtube.com/watch?v=LOn4MTuxsCM)

Going forward, it is imperative that all stakeholders carefully access the ramifications of COVID-19 on the future of higher education. Traditional models in higher education may have just been rendered obsolete by the global pandemic. Besides the abrupt, yet unplanned financial commitments, that majority of the higher institutions have had to quickly include into their budgetary allocations to cater for emergency needs, outsourcing of learning management portals be they outsourced or open source, faculty capacity building, learner engagement & support. There is also an underlying growing concern about the under-utilized state of art lecture theatres and other facilities that continue to remain empty. The question that remains begging for answers is, how long can this state of affairs or status quo be maintained? The crux of the matter remains the over dependence on tuition fees by higher education institutions. This model has suddenly become untenable given the global unforeseen challenges of COVID-19, with respect to ongoing travel restrictions, emerging virus strains, and who knows what is coming next.

The truth is, we are learning every day that we may not be in control of our world any more. As a result, it may require a 360 degree paradigm shift on how higher educational institutions are managed, going forward. Secondly, there is a need to reflect and re-examine the relevancy of the current curriculum on offer with a view to fine tuning it, incorporating or as the case may be totally over hauling it, taking into consideration the emerging needs and skills sets of learners that are critically needed to navigate the "new normal" work from home or remote work environment. Thirdly, higher education institutions must, sooner that later, craft new revenue generation strategies, in an attempt at securing their future. Fourth, the time has come for a rethink or re-engineering of new collaborations, partnerships and in some cases acquisitions never witnessed before in the higher education industry. Fifth, higher education institutions management may need to sooner than later make very difficult decisions regarding the empty lecture theatres, halls of residence, buildings and huge tracks of land that continue to lie idle or remain under-utilized, for the past few months. Failure to which they will fall into disrepair and end up in a deplorable condition, especially since maintaining them may require financial resources, which maybe in short supply for a majority of these institutions. Last but certainly not the least, there is a growing need to critically access the long term efficacy of online, remote, distant, virtual or e-learning curriculum delivery models, on non traditional, technical, practical oriented science based undergraduate and post graduate courses. Ultimately, the lessons from ongoing research on best practice and learning outcomes will be key going forward. Only time will tell, but for now it remains "business unusual" as we all try to come to terms with the "new normal".

" Every conceivable circumstance, disappointment, obstacle, adversity, failure, defeat, heartache, disadvantage, inability, disequilibrium, has an equal or even greater chance of equilibrium bearing seeds of limitless opportunities and possibilities." - JohnG. Theuri