IT IMPACT ON EDUCATION DURING CORONA PANDEMICS

IMPACT ON EDUCATION

1. M.H.A.C NAGBANI JAMMU PRESENTATION ON IT IMPACT ON EDUCATION SYSTEM DURING THE CORONA PANDEMICS PREPARED BY :- MANYTA GUPTA CLASS:- 9 TH “F”

2. OBJECTIVE The coronavirus outbreak has created havoc in the lives of students as school closure due to the COVID-19 pandemic has shifted the whole education system online. According to  UNESCO , by the end of April 2020,186 countries have implemented nationwide closures, affecting about 73.8% of the total enrolled learners. Social distancing is the most essential preventive measure in curbing community transmission and flattening the curve and hence practical-physical schooling has, as a result,  been shut. All students have been affected. Online learning cannot substitute the immersive experience of school education. As one understands and believes, a student’s  overall psycho-social development takes place in the school. The overall development consists of social and challenging environments, engagement, communication, group work, value education, and play and relaxation time with peers. They learn and grow through the cycle of fun, play, art, music, sports and knowledge. While school closures might be necessary, it is important to take stock of its impact on students. There is a difference in knowing what we can do and what we must do; today we can create a massive opportunity for education if we do substantial work for strengthening public education in India. The question is: Are we doing enough, the right way? Students are now feeling demotivated and insecure and some are oblivious of what they are losing on. We are witnessing the biggest wave of sadness, confusion and anxiety amongst our youth and as several are battling their moods and fears, the most do not know how to operate a smart phone! The negative effects of COVID-19 can be seen in many ways the pandemic has had its impact on student life.

3. IT IMPACT OF COVID-19 ON EDUCATION OF STUDENTS IN POVERTY I ndia has been one of the hardest-hit countries by COVID-19. Beyond the staggering impact on human life, COVID-19 has greatly disrupted access to education in India, with  247 million primary and secondary school students  out of school. While school systems in India and across the world have made efforts to reach students at home through various means, recent  estimates  of the impact on learning and socio-emotional well-being suggest that the poorest children will be hurt the most by the pandemic-related school closures. Indeed, school closures have compelled education systems to quickly devise and apply different modes of remote learning such as radio, TV, and various other types of online tools. But access to this education technology (ed tech) differs across and within countries—with students in high-income countries and communities much  more likely to have access  to online, virtual schooling than their peers in low- and middle-income countries and communities. Thus, an important question is to what extent will student learning and progression in school, especially among primary-school-aged children in low- and middle-income settings, be affected by the global school closures? Further, how will the COVID-19 school closures cause inequality in learning among girls and boys, among poor and affluent children, and across communities and countries of varying income levels?

4. What is the way forward? To answer these questions, we conducted a household survey in February of this year in a southern city of India—Chennai in the state of Tamil Nadu—with financial support from the Asian Development Bank and in collaboration with J-PAL-India. Chennai is the largest urban center in Tamil Nadu and is India’s sixth most populous city. Due to Chennai’s dense population, families typically have several nearby private and government school options, which provide a ripe setting to explore how the use of ed tech differed between different types of schools—both prior to and during the COVID-19 pandemic. Additionally, India offers a fertile environment for this study’s data collection as a leader in large-scale education reform and ed-tech application among developing countries. The diversity in its large population offers useful lessons applicable to many different contexts. Our goal was to get a better picture of primary school-aged children’s daily educational experiences during the COVID-19 school closures, and especially how students and teachers are using ed tech. We were particularly interested in understanding how these learning experiences may differ among children from low- and high-income households and between children attending private and government (publicly funded) schools.

5. OUR SURVEY FINDINGS Alarmingly, 1 in 5 children in our sample were enrolled in schools that do not offer any remote instruction during the school closures, and even among the children whose schools had begun remote instruction, only slightly more than half attended all the classes.

6. If schools reopen in future, the following should be monitored: Effectiveness of symptoms-reporting, monitoring, rapid testing and tracing of suspected cases The effects of policies and measures on educational objectives and learning outcomes The effects of policies and measures on health and well-being of children, siblings, staff, parents and other family members The trend in school dropouts after lifting the restrictions The number of cases in children and staff in the school, and frequency of school-based outbreaks in the local administrative area and the country. Assessment of impact of remote teaching on learning outcomes. Based on what is learned from this monitoring, further modifications should be made to continue to provide children and staff with the safest environment possible. Today, we need more genuine public aid and government investments towards literacy provisions, enhanced teaching courses with extensive training programs and a unified teaching method involving conventional and technology-driven education which will make students familiar with the digital modern world and help them be eligible for the existing and future work cultures. India rigorously needs to grow its assets in the technological department to avoid literacy loss and maintain the positive returns of online schooling, enhancing the quality of its students and their efficacy. This can be the dawn before a brighter future, it all depends on when do we want to wake up? ActionAid Association has been helping in children from the families worst hit by the pandemic.