{"id":131197,"date":"2020-05-25T21:41:34","date_gmt":"2020-05-25T16:11:34","guid":{"rendered":"https:\/\/thepubliceconomist.com\/?p=131197"},"modified":"2020-05-25T21:41:37","modified_gmt":"2020-05-25T16:11:37","slug":"covid19-and-the-great-education-divide-2020","status":"publish","type":"post","link":"https:\/\/thepubliceconomist.com\/?p=131197","title":{"rendered":"COVID19 AND THE GREAT EDUCATION DIVIDE 2020"},"content":{"rendered":"\n

With the tiny virus that has brought\neveryone to a standstill, nobody knows the way out of it. Hence, we all are\nwaiting for the \u2018magic bullet\u2019 to fight against the time. The million-dollar\nquestion of \u2018Who will cure Covid-19?<\/strong>\u2019 has brought the world to a stop.\nAlthough various countries are finding strategic ways to exit from the halt,\nthere has been another plague that can change the world in the future. When the\npandemic struck, the first decision was to shut down all schools in the\ncountry, shifting the mode of education from offline to online. This is the\ntime when the actual divide between privileged and under-privileged and the\nwide gap between private schools and government\/low-income schools came into\nlight. The digital movement in education magnified the inequity that already\nexisted in our education system. The National Sample Survey of 2017-18\nreported that only 23.8% of Indian households had access to Internet connection\ncomprising of only 14.9% of rural households and 42% of urban households<\/strong>.\nThis urban-rural divide due to online teaching is surely a non-starter for most\nchildren. <\/p>\n\n\n\n

PROBLEMS<\/em><\/strong> <\/em>
\n
\nAlong with access to proper\nfunctioning schools, even accessibility to mobile networks and the internet\nbecome a class marker for lakhs of children. It is easy for private and\ninternational schools to send homework and conduct classes through smartphone\napps.  They don\u2019t face problems such as\npoor telephone density, low access to computers and mobiles, and limited\ninternet. Strong infrastructure and advanced technology have helped such\nschools to learn and innovate even amidst a global health crisis.
\nReality bites when low\ngovernment\/low-income schools try to keep pace with online education despite\ninadequate access to the internet, mobile phone, and computers. They are\nalready struggling to survive on basic food and shelter with learning as no\nlonger a priority. Even though \u2018Bharat Padhe Online\u2019  strives to\ndisseminate information on digital education, there are millions of poor\nhouseholds who are unaware of the movement. Such households either don\u2019t have\nsmartphones or have only one used by all the members. The rural and marginal\ncommunities also face difficulties in understanding the online content of\nschool education. According to the Telecom Regulatory Authority, 78% of\nIndia\u2019s population has mobile phones, but telephone density is only around 57%\nin rural areas.<\/strong> Such a number is not conducive to virtual classrooms. But\nin villages like Kanjapani of Madhya Pradesh and rural pockets of Odisha, with\nno internet accessibility, even owning a smartphone doesn\u2019t assure a ticket to\neducation. A lot of people don\u2019t even have enough money to recharge their data\npacks or SIM card. The divide widens as one goes deeper into the interior of\nthe country. Since the migrants are rushing back to their villages, there’s a\nsense of fear that many children will drop out of school after the lockdown is\nover.
\n
\n<\/p>\n\n\n\n

LESSONS<\/em><\/strong><\/em><\/strong><\/p>\n\n\n\n


\nStates are trying to create their\nlocal models for the provision of digital education. The Human Resource\nDevelopment Ministry is working on communication of lessons through radio and\ntelevision, apart from promoting online content on apps such as e-Pathshala and\nDiksha. The disruption to the education system offers lessons and a unique\nopportunity to reorient education, pedagogy, and curriculum. <\/p>\n\n\n\n

1. Tackle the digital divide: <\/em><\/em><\/p>\n\n\n\n

Along with gender, race, and other\ndivides, it is now a digital divide that we also have to manage. Despite a huge\npromotion for Digital India, there exists an abnormal gap as schools shift\ntowards virtual classrooms. Technology has an immense potential to achieve\nuniversal quality education, which improves learning outcomes. But to unleash\nthis potential, we have to enable that affordable and qualitative networks, and\nthe internet reaches the remotest and poorest communities. A public-private\npartnership can work to provide the interiors with such an infrastructure.\nBroadband connections for the rural population can diminish the gap in network\nand internet connectivity. We have to treat the smartphones and internet as a\npublic utility and not view it as a luxury. <\/p>\n\n\n\n

2. ReOrient Curriculum:<\/em> <\/p>\n\n\n\n

Other than Maths, Science, and\nEnglish, we need to focus on lessons of core democratic values, equality and\ncultivate creative, resilient, and flexible thinking. We need to rethink on\nempathy and our responsibility towards the society and nature. The development\nof social and political consciousness by students should be an important goal\nof education. There is a new urgency for developing a symbiotic relationship\nwith the environment, and teachers should focus on imbibing the significance of\nthe sustainability of nature amidst this crisis.
\n
\n<\/p>\n\n\n\n

3. Empowering a wide group of\nteachers: <\/em><\/p>\n\n\n\n

Teachers have to shift from\ntransferring information to enabling learning. The remote teaching provides\nthem with ample opportunities to teach differently, and learn their ways to\nteach through high tech and low tech resources. This crisis has taught the\nimportance of community engagement in education, which requires a decentralized\nand democratic community-based approach. \nThe hiring of local teachers (lower class and female representation) can\nincrease the teacher\u2019s accountability to the children\u2019s lives. It is important for teachers to reach those low tech\nstudents deprived of technology through voice and text messages and phone\ncalls. Empowering the range of teachers from urban to rural areas can improve\nthe education system. Since they are personally involved with the families,\nthey can spread accurate information about the crisis, advocating caution, and\ndiffusing panic.
\n
\n<\/p>\n\n\n\n

 The digital divide has picked out an\nendemic problem of the \u2018achievement gap<\/strong>\u2019 between privileged and\nunderprivileged children. Along with poverty, hunger, and inability to pay\nbills, the grim reality of unable to gain \u2018free and appropriate education\u2019 is\nquite immoral. As the problems get worse, it is crucial to address this\ndistress as fast as a vaccine for the virus.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Reality bites when low government\/low-income schools try to keep pace with online education despite inadequate access to the internet, mobile phone, and computers. They are already struggling to survive on basic food and shelter with learning as no longer a priority.<\/p>\n","protected":false},"author":30,"featured_media":131198,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_mo_disable_npp":"","footnotes":""},"categories":[272,3],"tags":[304,306],"class_list":["post-131197","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","category-indian-economy","tag-covid19","tag-economic-impact-pf-covid19"],"yoast_head":"\nCOVID19 AND THE GREAT EDUCATION DIVIDE 2020 - The Public Economist<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/thepubliceconomist.com\/?p=131197\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"COVID19 AND THE GREAT EDUCATION DIVIDE 2020 - The Public Economist\" \/>\n<meta property=\"og:description\" content=\"Reality bites when low government\/low-income schools try to keep pace with online education despite inadequate access to the internet, mobile phone, and computers. 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