Teaching Beyond the Curriculum

Abstract

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In scholarly discourse, there exist numerous effective methodologies for teachers to educate their students, often derived from contributions of renowned educationists and their pedagogical theories. However, these are primarily applicable to students who possess literacy skills. The true challenge arose when instructors were tasked with adapting their instructional approaches in vocational training settings and cater to illiterate artisans, when Covid-19 hit us globally. A significant shift in research-informed learning was observed, as the provision of practical work to craftspeople, came to an abrupt halt, due to the inability to convene in person. In response to this technological shift, I undertook a thorough reevaluation and redesigning of my curriculum, exploring practical alternatives, with one notable approach being the utilization of digital methods. Given that majority of individuals had access to smartphones and reasonably stable internet connections, methodologies such as prerecorded lectures and video tutorials became an instant hit utilizing popular social media platforms. This approach garnered significant interest and participation as many went viral. The newfound engagement instilled a sense of excitement among students and younger artisans, who embraced their role as disseminators of knowledge; gaining recognition within their communities, reaching wider audiences, and expanding its impact. Joint teaching endeavors transcended boundaries of traditional classroom settings, exemplifying transformation of artisans into information-literate. Amalgamation of “simple teaching” and ” basic digital literacy” achieved resounding success while imparting transferable craft and online banking skills; empowering to think critically, navigating an evolving future, and confronting forthcoming complexities with confidence.