The United Nations Educational, Scientific and Cultural Organization (UNESCO) recently published the Global Education Monitoring Report, 2020. The report underlines the magnification of disparities in educational systems worldwide due to the ongoing Covid-19 pandemic.
Global Findings
In April 2020, during the peak of school lockdowns, approximately 91% of students globally were unable to attend school physically. It was found that about 40% of low and lower-middle-income countries did not extend support to students who were at risk of exclusion amid this crisis, which includes impoverished students, linguistic minorities, and learners with disabilities.
Various education systems opted for distance learning solutions as a temporary replacement for physical classroom instruction. Unfortunately, these methods offered less effective substitutes for classroom learning. Lower-income countries largely employed radio and television for virtual learning. Around 55% of low-income, 73% of lower-middle-income, and 93% of upper-middle-income countries adopted online learning platforms for primary and secondary education.
To confront this situation, 17% of low and middle-income countries are contemplating hiring more teachers. Simultaneously, 22% are considering increasing classroom hours, and 68% plan to introduce remedial classes once schools reopen.
India Specific Findings
India has leveraged a combination of radio, TV, and online platforms to maintain educational continuity during the pandemic. However, this approach also presents various challenges.
Challenges
Governments have increasingly turned to technology to bridge the gap resulting from school closures. However, a digital divide constrains this shift, as not all students and teachers possess the requisite internet access, equipment, skills, or conducive working conditions to effectively utilize these platforms.
School closures have interrupted support mechanisms for several disadvantaged students. Resources for blind and deaf students are often not available outside of educational institutions. Children with learning disabilities or those on the autism spectrum may struggle with independent work using a computer or cope with the abrupt disruption of regular school routines.
Impoverished students who rely on schools for free meals or sanitary napkins have also faced difficulties. The cancellation of examinations in many countries, including India, may lead to assessments being based on teachers’ subjective judgements of students, which could be influenced by stereotypes.
Higher drop-out rates are another concern, recalling the Ebola epidemic in Africa, post which many older girls never re-enrolled in school.
Way Forward
Teachers who are unfamiliar with technology have been forced to adapt rapidly. Many proficient at planning and teaching in a traditional classroom must now re-learn for an online setting. Online classrooms have brought forward issues of classroom management, necessitating methods for managing remote classes and students online.
Schools need to consider planning and conducting online assessments and evaluations seriously. School readiness for online teaching is crucial, and schools are at varying stages in this journey. As parents fret about having the appropriate hardware and set-up at home, school managements and teachers are grappling with more significant and pressing issues.