Class Struggle for Students

The Economic Times     20th February 2021     Save    
QEP Pocket Notes

Context: India needs a strategy to overcome the learning deficiencies induced by school closures during Covid.

Steps taken for providing Blended Learning: Based on (DCVTS-4) -

  • Live online classes taught by school teachers (63%),
  • Providing recorded lectures or online educational/learning videos by teachers (69%),
  • Provision of learning materials to students (68%),
  • Assessing them through homework, assignments or projects (73%)

The Extent of the Educational Disruption: Based on Delhi Coronavirus Telephone Survey Wave 4 (DCVTS-4)

  • Delayed enrolment: About 8% of the children, a majority of whom were 6 or 7, were unable to enrol due to schools being closed.
    • Due to concerns about their admission once the schools are reopened: whether they should be promoted to the next grade based on ‘no-detention’ policy articulated in the Right to Education Act.
  • Lack of educational inputs from the school: Even in a relatively prosperous region like Delhi-NCR (National Capital Region), about 18% of children received no educational inputs from the school.
    • Socio-economic inequalities aggravated this:
      • 12% did not have access either to the resources provided by the school or private tuitions.
      • 47% of the poorest children were left out from receiving any inputs from school like live online classes, recorded lectures etc.
  • Digital inequality: due to lack of access to a device (Substantial inequality in access to online learning)
    • Urban children (75%) and those from rich households (71%) were more likely to have participated in remote learning than rural children (55%) and from poor households (55%).

Way forward: For addressing the learning crisis.

  • Short term measures:
    • Provide intensive remedial classes as the schools reopen: particularly for children in the 6-14 age group, to gain mastery over age-appropriate foundational skills such as reading and arithmetic.
    • Intensive focus on foundational skills:  to bridge inequalities in pre-pandemic schools.
  • Long term measures:
    • Ensure ‘learning for all’: According to Annual Status of Education Report (ASER) surveys, a significant proportion of children lack basic reading and arithmetic skills.
    • Improve learning outcomes: through intensive interventions done by the educational NGO Pratham and by starting with intensive programmes designed to create a level playing field.
    • Increase educational expenditure.
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