Reaching the unreached

Ravindra Kumar Mishra

(The writer is former Chief Consultant, MHRD, GOI. He can be reached at rkmishrajee@gmail.com)

When the pandemic began gathering pace in the month of March-April, the schools were forced to shut. The prolonged closure of schools has mandated a shift from classroom teaching to online learning. Availability, accessibility, affordability and agony of students and teachers are inappropriately considered. This has been revealed by recently published two surveys, one cnducted by National Council of Educational Research and Training (NCERT), the apex institute of GOI and other by The Remote Learning Reachability report, issued by UNICEF.

According to the NCERT's survey in which 34,000 students, parents, teachers and school principals from Kendriya Vidyalayas, Navodyaya Vidyalas and CBSE affiliated schools participated, 27 per cent students do not have access to smartphones or laptops to attend online classes, while 28 per cent students and parents believe intermittent or lack of electricity as one of the major concerns impeding teaching-learning.

The survey has pointed out that lack of knowledge of using devices for effective educational purposes and teachers not being well-versed with online teaching methodologies, caused obstruction in the learning process.

It has been disclosed that 36 per cent students are using textbooks or other books that are available to them. Majority of students and teachers are using smart phones, and laptop is the second most favoured option. Radio and television are least used devices. About half of the students are using textbooks, though e-textbooks are available on NCERT and DIKSHA websites. This may be because of paucity of devices with students and teachers, lack of awareness or because students are used to studying printed copies.

Mathematics and science are difficult to learn via online, said majority of the stakeholders. A few respondents expressed that social science and language is difficult to grasp in online mode.

The Ministry of Education has formulated students learning enhancement guidelines in alignment to the survey report.

In between UNICEF report divulges serious concerns by saying that just 24 per cent of Indian households have internet connections to access e-education, and there is a large rural-urban and gender divide that is likely to widen the learning gap across high, middle and low-income families.

The inconvenience and deprivation of students may neutralize the learning enhancement efforts of several years and create a vertical learning division among the indigent, economically weak, less fortunate and fortunate.

Although, several initiatives are put in place through digital and audio visuals platforms, multiple pathways and outreach strategies should be called for to improve the digital divide and use of learning materials by students and teachers.

SCERTs (State Councils of Educational Research and Training) pronounced as academic authority under RTE Act 2009, should assess their reach in order to expand access to all children and imparting training teachers not only to conduct online classes but to enable students learn remotely also. There are more than ten lakh primary, upper primary and secondary schools besides one District Institute of Education and Training in each district in the country where SCERTs' role is of pivotal importance to enhance learning of students.

Limitations in access to digital education are challenge to plug the learning break. It necessitates multi-pronged approach, involving parents, management committees, panchayati raj institutions, education system, academicians and experts in convergence with relevant departments and institutions. They should advise for expanding access to education, practices to be adapted and adopted on reopening of schools, harnessing optimum digital dividend and to withstand future crises.