Online learning and education for all during and after the Covid-19 epidemic…

Online learning and education for all during and after the Covid-19 epidemic...
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Online learning and education for all during and after the Covid-19 epidemic…

©Varunraj Kalse

As the COVID-19 epidemic disrupted the normal human life-style of people around the world, the visible world has benefited.

Among many institutions schools have shifted their foundations to virtual platforms to run online classes.

As the COVID-19 epidemic disrupted the normal human life-style of people around the world, the visible world has benefited.

Among many institutions schools have shifted their foundations to virtual platforms to run online classes. As a result, to provide for the needs of all levels of education from primary level to university, online education has emerged as an alternative to regular face-to-face classes.

Similarly, various stakeholders such as the government and the private sector are trying their best to help each other by expanding their existing online forums, apps and providing teacher training to use these apps and forums at the right level.

In addition, efforts are being made by both organizations and non-governmental organizations, and edtech companies to support the school system to make a smooth transition in the visible world.

Improving skills and motivating teachers, scheduling stakeholder counseling sessions such as teachers, parents and students are some of the key steps taken by management in the past.

Making an ongoing effort to provide customized teaching and learning materials suitable for online classes is another way to facilitate children’s learning.

The Central Government recently launched the PM platform in VIDYA, with 12 new DTH channels, one for each category to reach all sectors of society.

These efforts have proven to be useful for the vast majority of school-going people.

However, this unique approach to communication also exposed the contradictory facts of Indian society characterized by social inequality in access to resources, which are essential for access to these online classes/platforms.

These digital programs perpetuate the violence of specialized schools in the education system, leading to a digital divide between rural and urban and rich and poor.

This digital divide also affects the work and role of government and non-governmental organizations in the provinces as they face challenges due to the migration of millions of workers to their recent areas.

Both central and federal governments will need to create a roadmap for not only the employment of workers but also the education of their children.

Given the huge disparity in infrastructure in all provinces in terms of the internet and its associated sites, it seems to be a huge undertaking.

In addition, non-governmental organizations that support the underprivileged public health, education, and livelihoods and who work with the government are also facing financial constraints as much of the funding is being spent on the epidemic.

Students and teachers also have their problems while accessing these online forums.

Due to financial constraints, students do not have access to the Internet, and they do not have the technical equipment and laptop, phone or computer or radio and TV.

Those students who have online classrooms face obstacles in terms of the lack of visible space, which applies equally to teachers who have to conduct online classes at home.

There are also barriers in society such as discrimination against girls as they are expected to do household chores instead of going to online classes in the morning.

In rural areas, boys are expected to work on family farms.

In homes where TV and radio are available, it is important that the question of who controls these gadgets is important. Most of the time, girls are not allowed to watch educational programs.

It should be noted here that what is not in all online education matters is a question of equality and equality, the cornerstone of the Indian Constitution.

The focus of the Indian Constitution is to provide equal access to education for all citizens regardless of nationality, class, gender, and religion.

Section 29 (1) provides for equal access to State-owned educational institutions without discrimination on the basis of religious, racial, ethnic, linguistic or any other reasons.

Similarly, the Right to Education Act 2009, authorizes the provision of quality education to all children between the ages of six and 14 years.

However, all government efforts to implement education programs during the epidemic draw attention to the fact that the area of ​​public/private programs, as well as low-cost or low-cost private schools, are not under the government’s online education program.

Even people from disadvantaged communities – whether teachers, students, or parents – are left to fend for themselves while the Government makes arrangements for online learning or plans for an offline resumption of schooling after COVID.

What is shocking is the fact that the government is ignoring the serious facts of social inequality which shows that it is a major barrier to accessing online education.

On the contrary, from politicians to private corporate executives, they are all concerned with completing the syllabus, examining students, and taking tests to enter medical and engineering courses by using online mode quickly, ignoring the concerns and concerns of a marginalized part of society.

Where only 24 % of Indian student families have internet access and in urban areas, 42 % of households have internet compared to 15 % in rural areas, this online education caters to a select few.

In addition, the COVID 19 epidemic has highlighted the growing inequalities in school education in terms of rural-urban, rich and poor, and gender inequality.

There are media reports of low-income private school teachers and principals from across the country who are forced to change their jobs to support themselves and their families.

As many schools are closed due to declining incomes as their students are out of school or relocated due to unemployment and subsequent suffering.

Schools that have been able to navigate such difficulties find it difficult to find resources and encourage their teachers to teach online.

Some of the ideas that emerge from this situation are the gaps to address the needs of students and teachers in the spheres of the social sector under consideration.

All inclusion is a mark of the 2005 National Education Framework and the 2019 National Education Policy Framework.

However, while the issues arising from the epidemic are still being addressed, public sectors are being addressed.

Technology has been identified as a key factor in transforming school education and gaining unprecedented momentum during the epidemic.

It is considered a problem to deal with all the issues related to education / school, which is why it is so quick to transfer classes to the physical world without looking at access to all students.

In a country as diverse as India in terms of region, language, class, class, and gender, as well as socio-economic status.

The school system is also viewed separately from private high and low schools and public schools, creating many challenges in terms of specific educational, psychological and economic needs, class, category, and socio-economic status.

Under these circumstances, there is no co-operative way to reduce disruption to school education that will address these various problems and complexities of great magnitude.

There are some lessons to be learned in countries like Syria, as well as Kenya and other African countries that for reasons such as conflict, refugees and epidemics such as Ebola have been able to provide education for children in difficult times.

Over the years they have developed strategies to keep students’ learning going. There is evidence that in poor children, low-tech means such as radio, television are useful.

In cases where both are also inaccessible, the distribution of paper-based resources is helpful, especially for girls. Because even if there is a radio or TV in the house, he may not get a chance to get it because of the burden of household chores.

Consideration should also be given to the option of distributing additional books and stationery to audio-video lessons.

The experience of tackling the Ebola crisis has helped Sierra Leone prepare a better strategy to deal with the educational disruption caused by Covid.

The country has implemented a program to provide education for its children, including radio broadcasting as well as the distribution of pens, pencils and books to students.

With 80 percent mobile phone penetration, the country is trying to use its profits by building mobile-based educational interventions.

No matter how easily the technology or system is used to provide education for all, some of the children will always be left out in times of crisis due to many causes such as poverty, migration, family problems and so on.

The education system aims to address many of the problems behind Covid. This comes from a new burden on public schools due to the influx of students from low-cost private schools as many of them can no longer afford to pay for education due to financial constraints on the mental and social problems of children from home problems.

All of these difficulties will have a profound effect on children. In view of the above, the government should come forward with a policy perspective on Covid’s response to education.

This should include a plan to address the specific educational and psychological and social needs of children upon return to school and strategies to reduce Covid-related issues related to school management, address emerging learning spaces among children, and teacher training to apply integrated learning principles.

These are programs that specify where you can use basic education and technology solutions that will prepare and prepare the government to deal with any post-Covid disaster such as conflict, natural disaster or pollution.


©Varunraj Kalse

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