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Impact of coronavirus on education in India Essay

Impact of coronavirus on education in India Essay

School closures due to Covid affected children disproportionately because not all children had the opportunities, means or access to learning during the pandemic.

Impact of coronavirus on education in India Essay

• The closure of schools for lakhs of students is not just a temporary interruption in their education, but a sudden end to it.

• Education should be the most important part of the reconstruction plans of all governments to make free education accessible to every child around the world.

Human Rights Watch said in a report released today that governments should take immediate steps to compensate for the loss of children’s education due to the unprecedented disruption caused by the Kovid-19 pandemic. This report from Human Rights Watch is accompanied by an interactive feature that explores the deepening of common barriers to education during the pandemic.
Elin Martinez, Senior Education Researcher at Human Rights Watch, said: “With millions of children denied education during the pandemic, it is time to strengthen the right to education by rebuilding a better and more just and robust education system. The aim should not only be to restore the pre-pandemic conditions, but to address the loopholes in the system that have left the school doors open to all children for a long time.”

Human Rights Watch interviewed more than 470 students, parents and teachers in 60 countries between April 2020 and April 2021.

A mother of seven in Lagos, Nigeria, whose source of income dried up because the university she was a sweeper was closed in the pandemic, told Human Rights Watch: “Their teacher gave me a big phone call to study online. Asked to buy [smartphone]. I don’t have money to feed my family and I’m struggling with everyday expenses. How can I afford phone and internet?”

As of May 2021, schools were completely closed in 26 countries and schools were only partially open – either in certain locations or only for certain classes – in 55 countries. According to UNESCO, the education of about 90 percent of school going children around the world has been disrupted by the pandemic.

Human Rights Watch said the closure of schools for millions of students is not just a temporary interruption in their education, but a sudden end to it. Children have started working, married, become parents, are disillusioned with education, have assumed they will not be able to resume studies or are older than their country. be deprived of free or compulsory education assured under the laws of

Even students who have returned or will return to their classes, evidence suggests that they will continue to feel the effects of learning losses during the pandemic for many years to come.

Many children’s learning impairments have been caused by pre-existing problems: according to UN figures, one in five children was already out of school before the spread of Kovid-19. The closure of schools due to Kovid has particularly hurt students from groups who faced discrimination and exclusion in pre-pandemic education.

These students include: children living in or on the threshold of poverty; handicapped children; children from ethnic and racial minority groups of a country; girls from countries with gender inequality; lesbian, gay, bisexual and transgender (LGBT) children; Children from rural areas or areas affected by armed conflict; and displaced, refugees, migrants and children seeking asylum.

“Governments have had solid evidence for years showing them which groups of children are most likely to be affected educationally during school closures, yet these children continue to study,” Martinez said. I have faced some of the biggest hurdles. Merely reopening schools will not make up for the loss, nor will it ensure that all children return to school.”

Human Rights Watch found that during the pandemic, schools were not fully prepared to provide distance education to all students equally. This is because of the failure of governments to address discrimination and inequalities in their education systems, or to ensure basic government services such as cheap, smooth electricity to homes, or to provide affordable internet access.

Children from low-income families were more likely to be discouraged from studying online because they could not afford enough devices or internet. Historically, schools with fewer resources, whose students already faced significant educational barriers, faced particular difficulties in teaching their students in the face of digital limitations. The education system has often failed to provide digital literacy training for students and teachers to ensure that students and teachers can use these technologies safely and with confidence.

Human Rights Watch said that education should be the most important part of the reconstruction plans of all governments. The government must address both the impact of the pandemic on children’s education and the problems that already exist. In light of the enormous financial pressure the pandemic has placed on national economies, governments must protect and prioritize the funding of public education.

Human Rights Watch said governments should

Immediately follow through on our commitments made in 2015 under the United Nations Sustainable Development Goals guaranteeing access to inclusive quality primary and secondary education for all children by 30. They should put full emphasis on the return of children most at risk of missing out or facing obstacles to return to school.

Governments and schools should analyze who dropped out and who returned, and ensure that school return programs trace all dropouts, as well as provide them with financial and social facilities. School return program campaigns should have a wide reach and welcome all children and youth who were already out of the education system before the schools closed.

All governments and their supporting donors and international parties must be determined to strengthen inclusive public education systems. Building a robust system requires adequate investment and equitable distribution of resources, prompt removal of discriminatory policies and practices, plans to implement the right to education for millions of students, and affordable, affordable access to all students. Provide reliable and accessible internet service.

Martinez said, “Children’s education has been taken away in an effort to protect everyone’s life from the corona virus. In order to compensate for the sacrifice of children’s interests, governments must finally rise to this challenge and all of the world’s Free education should be made available to the children immediately.”

Decades of slow but steady progress in educating more children around the world came to a sudden halt in 2020. According to UNESCO, as of April, 140 million students in more than 190 countries were thrown out of their pre-primary, primary and secondary schools in an unprecedented manner to prevent the spread of the novel coronavirus. Later, in some countries, schools were reopened or opened to some students, while in other places there has been no direct return of students to schools. During school closures, in most countries, education was provided either online or by other remote methods, but there is a huge gap in its success and quality. Several issues including access to the Internet, connectivity, accessibility, physical preparation, training of teachers and home conditions largely affected the viability of distance education.

Human Rights Watch found similar trends and patterns across countries, but did not draw generalized conclusions about the pandemic’s impact on education and other child rights across countries. Overall, people were interviewed in these 60 countries: Armenia, Australia, Bangladesh, Belgium, Brazil, Burkina Faso, Cambodia, Cameroon, Canada, Central African Republic, Chile, China, Costa Rica, Croatia, Democratic Republic of Congo, Denmark , Ecuador, Finland, France, Germany, Ghana, Greece, Guatemala, India, Indonesia, Iran, Iraq, Israel, Italy, Japan, Jordan, Kazakhstan, Kenya, Kyrgyzstan, Lebanon, Madagascar, Mexico, Morocco, Nepal, Netherlands, New Zealand , Nigeria, Papua New Guinea, Pakistan, Poland, Russia, Serbia, South Africa, South Korea, Spain, Sudan, Sweden, Switzerland, Syria, Thailand, Uganda, United Kingdom, United States, Venezuela and Zambia.

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Aslam Mathakiya

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