We appreciate the government’s decision to pilot blended learning -- combining online and offline classes.
That it is being introduced as a pilot rather than imposed across the nation is the prudent decision, and one that experts had long argued for.
We also understand that such a decision was taken amid the global energy crisis, with the aim of reducing pressure on transport and ensuring continuity in education.
This decision shows a government willing to listen to rationale and logic given by experts instead of taking decisions without justification - something we are in dire need of.
It also reflects an understanding of the realities on the ground: Many schools lack the infrastructure to implement online learning effectively, and many students from underprivileged backgrounds remain excluded from digital access.
During the Covid‑19 pandemic, blanket decisions to shift education online exposed deep inequalities. Students without devices or stable internet were left behind, while teachers struggled to adapt without training or resources.
Thus, by piloting blended learning in institutions which are capable instead of rolling it out wholesale, the government is showing that it has learned from those mistakes.
This cautious approach also allows policy-makers to identify challenges, test solutions, and adapt before scaling up if needed. It also ensures that schools with limited means are not burdened with unrealistic expectations.
Our education future depends on innovation that is both ambitious and realistic. By piloting blended learning during times of need, the government has taken a step in the right direction -- balancing progress with prudence, and ensuring that decisions are grounded in the realities of students and schools alike.