Education is fundamental to sustainable development, it is a powerful driver of
development and one of the strongest instruments to reducing poverty and
improving health; it enable peoples to be more productive, to earn a better
living and enjoy a better quality of life, also most importantly it develops a
rational thinking, while also contributing to a country's overall economic
growth. Education is critical for breaking the poverty cycle and its importance
is reflected in the commitments of the Millennium Development Goals (MDGs) and
Education for All (EFA).
In the second week of March, state governments across the country began
shutting down schools and colleges temporarily as a measure to contain the
spread of the novel corona virus it is closed for a month and there is no clue
when they get reopen. This is difficult time for all students in board exam,
nursery school admission, entrance exam of various universities and competitive
examinations, among others, are all held during this period.
As the days pass by with no immediate solution to stop the outbreak of Covid-19,
school and university were closed many countries have implemented localized
closures impacting millions of additional learners. UNESCO is supporting
countries in their efforts to mitigate the immediate impact of school closures,
particularly for more vulnerable and disadvantaged communities, and to
facilitate the continuity of education for all through remote learning. The
UNESCO report estimates that the corona virus pandemic will adversely impact
over 290 million students across 22 countries. The UNESCO estimates that about
32 crores students are affected in India, including those in schools and
It not only effect a system of education but also effect a mental health of the
students , they are preparing for different entrance examination which is going
to held in month of May ,June but got postponed due to novel corona viruses
which directly attack' the students mind.
Impact In School Education
The structure of schooling and learning, including teaching and assessment
methodologies, was the first to be affected by these closures. Only a handful of
private schools could adopt online teaching methods. Their low-income private
and government school counterparts, on the other hand, have completely shut down
for not having access to e-learning solutions. As we before this pandemic there
were no such trending of online classes and our government never promoted this
culture of education they only try to cover up book and class room form of
education because of which this pandemic is the worst time for education.
Impact In Universities
As universities closed down almost overnight, the faculty and the administration
were scrambling to put together some methodology to keep the semester going,
online became the only recourse and all the hesitations were cast aside in a
hurry. The initial weeks were arduous and onerous from both sides – the teachers
and the students. Many instructors who prefer teaching using power-point slides,
found this transition easier to handle.
Others preferred collaborative platforms like MS-Teams (formerly Skype
Professional) or Zoom and many others that were mostly used as video chartrooms
for both social and professional purposes. Others found tablets a good
substitute for the blackboard, so much so that the sellers ran out of stock in
no time. In all this, the internet has been put under tremendous pressure to
provide the necessary bandwidth and much to the credit of its architects, it has
withstood this test.
The inhibition surrounding these platforms may now disappear – although
necessity is the mother of invention, commercial motivation is also a powerful
driver. Indeed, there is now a strong lobby emerging that is advocating online
instruction as a solution to many issues that traditional education is unable to
address. The rationale is very similar to the benefits of distance education
with the added advantage of technology providing easier solutions that didn't
exist a decade ago. So, what seemed like a force majeure in the aftermath of
COVID-19, may actually become a post-covid alternative and challenge the sacred
cows of the (increasingly expensive) university education. There is also a
realistic possibility that the post-Covid education may continue to gain
momentum in an online mode, even after Corona has been vanquished!
Government has come up with e-learning program. Many edu-tech firms have tried
to leverage the occasion by offering free online classes or attractive discounts
on e-learning modules. These measures have been met with overwhelming response
by students with some startups witnessing as high as 25% uptick in e-learning.
Remote learning seems a viable solution to students during this time as they
offer convenient, on -the- go and affordable access to lessons. E-learning also
comes as an interesting and interactive alternative as compared to classroom
teaching. Nevertheless, Covid-19 has prompted experts to rethink the
conventional mode of education.
Digital education appears to be a viable solution to fill in the void for
classroom education for a period of three to four months while minimizing the
chances of any infection to students until classes resume. More importantly, it
has also brought the hitherto peripheral issue of digital education in India to
the centre stage. Going forward, digital education is likely to be integrated
into mainstream education. This will enable inclusive education by facilitating
learning across diverse geographies in India. Moreover, it will provide an
opportunity for educators to come up with customized learning solutions for
A complete revolution in the way we learn today has been brought about by
Technology. Each student gets in contact with a world-class education, which is
not easy to impart by the traditional white chalk and blackboard method of
teaching. This new learning is more interesting, personalized and enjoyable. A
massive open online course (MOOC) is an online course aimed at unlimited
participation and open access via the web.
India is considered to be the biggest market for MOOCs in the world after the
USA. Since the population of India is huge, massive open online course (MOOC) is
said to open gateways for a lot of Indians in terms of bringing an educational
revolution. Online distant learning programs give a great opportunity to avail
high-quality learning with the help of internet connectivity. So many different
ways to define e-learning and the educational approaches that can be taken in
these learning environments, many colleges and extra curriculum activity classes
have started making use of the technology. Through applications such as Zoom,
various colleges especially engineering and designing colleges which makes
imparting of knowledge and learning
Challenged Faced By Students
Unequal Access To Technology Lack of access to technology or fast, reliable internet access can prevent
students in rural areas and from disadvantaged families. Lack of access to
technology or good internet connectivity is an obstacle to continued
learning, especially for students from disadvantaged families.
In response to school closures caused by COVID-19, Universities recommends
the use of distance learning programs and open educational applications and
platforms that schools and teachers can use to reach learners remotely and
limit the disruption of education. To aid in slowing the transmission of
COVID-19, hundreds of libraries have temporarily closed. For students
without internet at home, this increases the difficulty of keeping up with
Student Learning Outcome School closures negatively impact student learning outcomes. Schooling
provides essential learning and when schools close, children and youth are
deprived opportunities for growth and development. The disadvantages are
disproportionate for under-privileged learners who tend to have fewer
educational opportunities beyond school. When schools close, parents are
often asked to facilitate the learning of children at home and can struggle
to perform this task.
This is especially true for parents with limited education and resources.
Student drop-out rates tend to increase as an effect of school closures due
to the challenge of ensuring all students return to school once school
closures ends. This is especially true of protracted closures.
Disadvantaged, at- risk, or homeless children are more likely not to return
to school after the closures are ended, and the effect will often be a
life-long disadvantage from lost opportunities. Schools are also hubs of
social activity and human interaction. When schools are closed, many
children and youth miss out of on social contact that is essential to
learning and development.
Anxiety Among Students
Although the University Grants Commission and many universities have quickly
decided to conduct classes and examinations online, its implementation in
the country is not an easy task. Access to smart phones and the internet is
still very limited. At the same time, it is undeniable that technology can
play a big role in offering alternatives to regular academic activities, so
one effect of this pandemic may well be to bring significant changes in the
traditional education sector in regards with the use of technology as a tool
How administrators and teachers respond to this difficult time will decide
the future. Because of postponing of exam and not clarify their doubts reading
exam students face a mental health issue like anxiety and so on and Ban on
online classes - violates right to education under article 21(A) of Indian
The thought of skipping college and studying from home always sounds excited
untill one consider the longistic. how exciting it feels to take classes at
home spending time with family instead of rushing to college. Due to this
pandemic country goes under the lockdown shifted all education into virtual
mode. government has taking alot of intitative to promote e-learning , this
suddenly sift in virtual mode of education face several challenges.
In a report issued by UNESCO on 21April noted that a half of the total number
of learners some ,8.26million kept out of the classroom by covid-19 does not
have access to household computer and 43% does not have internet connection.
National institutions of mental health and nervo science also discourage online
education of LKG and UKG upto 5th standard was reyling on there reports and
guidelines. With taken in view all these data karantaka government order ban on
online classes class upto 5th. the department of primary and secondary
education issued a government order. the department directed all the school
across the state of all the boards to complete ban on online classes from
nursery to class 5th. It also state that no fees shall be charged for this
purpose many parents and guardians welcome their move, were as some not because
they easily have internet access and their children has all the facilities which
is needed in online classes.
A petition was filed by anumita Sharma and several others seeking to revoke the
decision of ban on online classes in Karnataka High Court, while reading out
interim order Cheif Justice abhay sreenivas oka and branch obessered that
banning on online classes violates the article 21 , 21(A)of Indian constitution.
Article 21 of the Constitution of India states that “No person shall be deprived
of his life or his personal liberty except according to a procedure established
by law.” This right applies to every person and not just to citizens. The words
“life” and “personal liberty” have been interpreted in a wide manner by the
Supreme Court of India. Therefore Article 21 itself is a code of rights that
captures the heart and soul of the Constitution by prioritizing the freedoms of
an individual and protecting them from the might of the State.
We're as artcle 21 (A) in the Constitution of India to provide free and
compulsory education of all children in the age group of six to fourteen years
as a Fundamental Right in such a manner as the State may, by law, determine. The
Right of Children to Free and Compulsory Education (RTE) Act, 2009, which
represents the consequential legislation envisaged under Article21(A), means
that every child has a right to full time elementary education of satisfactory
and equitable quality in a formal school which satisfies certain essential norms
On behalf of the State government pleader Vikram Huilgol told to the court that
state is not denying the righ to education but some advisory need to be prepared
some sought of regulation is required children cannot be allowed to sit before
the screen for eight haur. Reference was made relying upon the NIMHAN's report
which discourages.online education from kindergarten upto 5th and also of Pragyata
Guidelines issued by the Central Government.
“The World Health Organization (WHO) and American Academy of Pediatrics suggest
that screen time should be one hour for children aged 2-5 years and two hours
for others. However, this does not include interactive sessions for social or
pedagogical purposes. This means a child should not watch cartoons for more than
one hour, but he can chat with his grandparents,” said Gen Col Arjun Ray, CEO of
Indus International Schools.
However, the court clarified that school authorities have no right to make
online education compulsory for students or charge any extra fee for the same.
“Our order should not be construed to mean that students who do not opt for
online education should be deprived of their normal education as and when the
schools are able to start education,”
The court added that the state government will have to take steps to ensure that
those students not studying in “elite schools” and those in government schools
were not deprived of education during this pandemic.
The government will have to create infrastructure to give education in such
types of schools during this period, further bench said Guidelines are read
as a whole they does not intent to put an embargo on online learning; epically
when there is a complete ban on opening of school till july 31.
Examine the readiness and choose the most relevant tools: Decide on the use
high-technology and low-technology solutions based on the reliability of local
power supplies, internet connectivity, and digital skills of teachers and
students. This could range through integrated digital learning platforms, video
lessons, MOOCs, to broadcasting through radios and TVs. Ensure inclusion of the
distance learning programs, implement measures to ensure that students including
those with disabilities or from low-income backgrounds have access to distance
learning programs, if only a limited number of them have access to digital
Consider temporarily decentralizing such devices from computer labs to families
and support them with internet connectivity. Protect data privacy and data
security: Assess data security when uploading data or educational resources to
web spaces, as well as when sharing them with other organizations or
Ensure that the use of applications and platforms does not violate students'
data privacy. Prioritize solutions to address psychosocial challenges before
teaching: Mobilize available tools to connect schools, parents, teachers, and
students with each other. Create communities to ensure regular human
interactions, enable social caring measures, and address possible psychosocial
challenges that students may face when they are isolated.
Plan the study
schedule of the distance learning programs organize discussions with
stakeholders to examine the possible duration of school closures and decide
whether the distance learning program should focus on teaching new knowledge or
enhance students' knowledge of prior lessons.
Plan the schedule depending on the situation of the affected zones, level of
studies, needs of student's needs, and availability of parents. Choose the
appropriate learning methodologies based on the status of school closures and
Avoid learning methodologies that require face-to-face
communication. Provide support to teachers and parents on the use of digital
tools organize brief training or orientation sessions for teachers and parents
as well, if monitoring and facilitation are needed. Help teachers to prepare the
basic settings such as solutions to the use of internet data if they are
required to provide live streaming of lessons.
Blend appropriate approaches and limit the number of applications and platforms:
Blend tools or media that are available for most students, both for synchronous
communication and lessons, and for asynchronous learning. Avoid overloading
students and parents by asking them to download and test too many applications
or platforms. Develop distance learning rules and monitor students' learning
process: Define the rules with parents and students on distance learning.
Design formative questions, tests, or exercises to monitor closely students'
learning process. Try to use tools to support submission of students' feedback
and avoid overloading parents by requesting them to scan and send students'
Define the duration of distance learning units based on students'
self-regulation skills: Keep a coherent timing according to the level of the
students' self-regulation and met cognitive abilities especially for live
streaming classes. Preferably, the unit for primary school students should not
be more than 20 minutes and no longer than 40 minutes for secondary school
Create communities and enhance connection: Create communities of teachers,
parents, and school managers to address sense of loneliness or helplessness,
facilitate sharing of experience and discussion on coping strategies when facing
learning difficulties. And UGC give clear guidelines reading exam of all
undergraduate, postgraduate student so that students has a clear vision.