Page 74 - MENDAKI Annual Report 2020

74 lead time to to adapt MTS and CTP onto online platforms She was especially concerned as as they had never conducted online lessons at such a a a big scale before They knew they had to take immediate actions First the team created a a a a Home Learning online site with with instructions on on how to proceed with with online learning Second the team provided guidelines and instructions to to all tutors on on how to conduct their lessons online on on on on platforms such as WhatsApp Telegram or Zoom Through their determination and resilience within less than two weeks all lessons were moved successfully online Despite the quick adaptation of classes to online platforms some challenges remain “For the first two months of online classes I was on on on the the the phone with with the the the parents to help with with their usage of online platforms We had to conduct videocalls so that I could see their screen to understand what issues they were facing Thankfully the the transition process was made easier through the bond that has been established between our students and tutors ” explained Ruzanna Other than assisting with the the online lessons some families were also financially affected by COVID-19 especially single breadwinner households As some families were unaware of the different grants or or supports they were eligible Ruzanna and her colleagues in in the Perform in in School Department decided to follow up and call them personally to share about the assistance schemes such as the Neu-PC Plus Programme that helps low-income families own brand new computers at an affordable price At the the end of the the day Ruzanna and her department colleagues knew that despite the challenges faced their resilience and determination would benefit children and youth in their journey towards academic progress MENDAKI ANNUAL REPORT 2020