There is global anxiety on what the future holds for humanity post-COVID-19, particularly in respect to education in the economy, to ease the effects of the coronavirus pandemic, the world has been embracing technological innovations. Face-to-face interactions are being replaced by virtual interactions to limit the total disruption to many sectors.
Distance learning programmes and open educational application such as; digital learning platforms, video lessons, massive open online courses (MCOs) are being adopted by schools and teachers to reach learners, students remotely.
Similarly, the success of these platforms hinges heavily on the use of high-technology or low-technology solutions, which are based on the reliability of local power supply, internet connectivity and digital skills of teachers, students, parents, and caretakers.
But, every student cannot afford this. Students from low-income communities will be left out and unable to access learning during this period. Although, many states have started airing school lessons on radio and television.
With over 50% of Nigerians living in abject poverty, a lot of students do not have access to radio or television, coupled with the issue of erratic power supply. Such students also have no internet nor educational technology resources, a situation which is creating a gap in their academic progress for as long as this pandemic persists.
This learning crisis is widening the social gap instead of narrowing them as a lot of Nigerian student are now being at the disadvantage during this pandemic. Subsequently, this gap will show up as weak skills in the workforce, thereby making it less likely for this category of young people to get well paid jobs; thereby championing courses that are not noble just to make ends meet and creating nuisance in the society.