The COVID-19 outbreak and the subsequent lockdown resulted in the closure of schools nationwide. As a result, the Indian school system shifted away from traditional classrooms to a digital platform.
This shift has costed many their dreams and aspirations. Since the initial phase of online classes a number of issues have arisen and a number of initiative have been introduced to curb these issues. But the reality hits different on ground Zero. Online classes have been called out on being bias and discriminatory . Government with schemes like PRAGYATA are trying to bandage this situation. Now that concerns of online education have went silent . Lets revisit some prominent issues and struggles of daily hardship , physical and psychological that this online mode of teaching brings.
In a survey conducted it was found out of 733 children (253 boys and 480 girls) in classes VII and VIII, 202 (28%) had no phone. 277 (38%) had smartphones and 114 (16%) had other phones. Almost 95% of the 277 cases where families had a smartphone, the device belonged to a male member and that meant it was not always accessible to children, this being truer for girls than for boys. A higher percentage of boys (36%) had access to smart phones as compared to girls (28%).
The survey tells us harsh reality but what is even obvious yet disappointing. At ever so loss is the girl child. Who is found to be burdened by households chores and other work, hence no devices and added burden seem to be apparent cause of distress. Girls also rarely tend to have any control over their time. This restricts their opportunities to even view TV channels when educational programmes are being telecast. A number of state governments have started transmitting educational programmes through TV in response to schools being closed to curb the spread of coronavirus.
Worldwide, 200 million more men than women have access to the internet, and women are 21% less likely to have a mobile, according to a study on gender and access to technology.
The situation is more alarming for the girls as it points towards increased dropout rates and early marriages. According to Census 2011, the district Shravasti in Uttar Pradesh has the sixth-lowest female literacy rate in India, with 25.5% of girls aged 10-17 already married.
In a press release from UNICEF, South Asia, Jim Ackers, the regional education adviser was quoted saying, “We are concerned that prolonged school closures could hit girls and the most vulnerable, including those with disabilities, the hardest. Girls are often obliged to take care of household chores and look after siblings.”
Only a handful number of fortunate children are availing online education as only 24% households in India possess smartphones and 11.5% of the households, that have children of between the ages of 5 and 18, have a computer with an internet connection.
In the past, two bold initiatives to help digital education in the future: NOFN — National Optical Fibre Network (Now called Bharat Network) to connect all 2,50,000 panchayats at the cost of over Rs 40,000 crore and the National Knowledge Network (NKN). The NOFN is still not completely operational, after almost eight years. However, it has reached many rural areas telecom operators did not want to serve due to lack of profitability. The Universal Service Obligation (USO) fund was used to build NOFN.
What makes the experience of online education so different yet shared between children, it is the misery of life. Children belonging to the rural parts of India lack resources and actual help. The urban sector being resourceful but still cannot curb the psychological stress of virtual classes. Rights even though obligatory seem to find their support from social status and resources.
