How E-Learning changed the Education System during Pandemic Covid-19
The world today is now in rescue as the COVID – 19 pandemic has destroyed people’s regular lives worldwide. Schools have now switched their foundation to modern platforms to perform courses online among other institutions.
As a result, online schooling has arisen as an alternative to ordinary face-to – face classes to address the needs of all levels of education from non- primary to university level. Specific partners, including public and private organisations, also seek to support each other to their fullest by creating their own digital web channels, applications and educating teachers to make better use of these apps and platforms.
In fact, the government and non-governmental organizations and edtech firms are making attempts to develop a educational infrastructure in order to allow the virtual environment a seamless transition.
Treating and empowering teachers, coordinating stakeholder committee meetings including staff, parents and students are some of the significant initiatives that have been taken lately by the administration. Another approach to promote the education of children is to make a concerted attempt to provide customized instructional content for online learning courses. Recently the central government unveiled the PM e-VIDYA network with twelve new DTH channels to reach all strata of the society. Such activities have been successful for a large part of the community at college.
This alternate medium, however, has also brought to the fore other enduring realities in Indian culture, which are marked by socioeconomic disparities with regard to the exposure to these online groups / platforms. Such digital projects reinforce elite schools’ control over the education sector, which reinforces a cultural gap between rural and urban, between rich and poor. This digital divide also affects the work and position of the government and the NGOs across the countries as they face problems as the millions of workers have recently migrated to their homelands.
Both central and state governments would have to draw up a road map for the work of workers and their children. Given the wide separation in networks in the Internet and allied facilities across nations, it seems to be an enormous challenge. Non-governmental groups helping and working with policymakers on the disadvantaged parts of society, also face a cash shortage, as much of the funds are diverted to combat the pandemic.
Students and teachers also work their own way on these online sites. The students cannot access the internet, because of financial restrictions, and are deprived of mobile equipment and laptops, or even radio and TV. Students who have equipment for taking part in online courses face obstacles to physical space that often extend to teachers who are expected to take online classes from their homes.
There are social challenges, such as sexism against children, since household occupations are supposed to take place in the morning rather than in electronic classrooms. Boys are also supposed to work in the farming family in rural areas. The question of who is in charge of such devices is relevant in homes where TV and radio are available. Girls are not allowed to attend school programs much of the time.
It must be noted that the issue of freedom and dignity, the central principle of the Constitution of India, is absent from all narratives of online education. The goal of the Constitution of India is that all people, irrespective of caste, ethnicity, gender and religion, be given equal education opportunities.
Unless discrimination is primarily based on ethnicity, sex, caste, language or all of them, Article 29(1) provides for fair access to educational institutions that is established by the State Similarly, the Right to Education Act 2009 requires that all children between the ages of six and 14 receive fair standard education. The government’s attempts to encourage schooling during the pandemic, however, draw attention to the fact that the government’s electronic education program lies beyond the spectrum of public-government education and low-free private schools or inexpensive private schools.
In the process of this on-the-campus post-COVID instruction or planned online resumption, particularly those in marginalized groups, whether it be teachers or students / parents, have been left for themselves. The government’s inability to recognize the clear truths of socioeconomic inequality that continue to be a significant obstacle to online education is worrying.
Rather, from officials to policemen to private businesses, everybody thinks easily about the completion of the program, testing candidates and performing medical and professional entrance exams in electronic format, dismissing the challenges and demands of the disadvantaged market.
Moreover, in terms of rural-urban, wealthy, and disadvantaged and gender segregation, the COVID 19 pandemic has centered on the rising socioeconomic imbalances in the school education system. There are stories in the media on teachers and administrators of low-paying private schools from across the world pushing them to shift jobs to live and to help their families because of the declining salaries of most schools when their students have dropped out of school or moved to their native places due to unemployment or later.
The top rated schools in Faridabad and many other parts of India that have succeeded in facing these tough situations find it difficult to obtain support and improve their teachers’ technological skills. The disparity in meeting the needs of students and teachers belonging to the marginalized classes in society are some of the perspectives from this situation.
The structure for the 2005 national curriculum and the proposed national Education Policy 2019 define inclusiveness. However, the oppressed parts of society remain ignored when discussing the issues posed by this pandemic.
The technology was considered central to school education reform and during this pandemic it gained unparalleled traction. It is seen as a panacea to fix all education/school problems, which is why classes have been moved easily to the virtual world without taking care of the exposure of all students.
The school system is also segregated from elite to low fee schools by stratifying private as well as government institutions in a country as diverse as India in geographical, linguistic, caste, gender, and socioeconomic circumstances, generating a wide range of issues concerning the educational, psychological and financial needs of children, as well as teachers dependent on gender, caste and class.
Under these terms, there is no way to resolve these dynamic and complex multi-dimensional challenges by a systematic solution to the prevention of school disruption.
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