Parliamentary Standing Committee: ‘Learning Loss Receives Critical Level’ – Times of India

New Delhi: “Online education is not real education,” said the Parliamentary Standing Committee on Education, Women, Children, Youth and Sports. The report, “Plans to Reduce Education Gaps … and Plans to Reopen Schools”, recommends a higher vaccination program for all students, teachers and co-workers, develops a mixed approach to physical classes on an alternative day and based on this. Its time experience. The committee submitted its report to Parliament on Friday.

According to the report, about 32 crore students have been disrupted in the Indian education system. Focusing on the impact of the epidemic on school education and the necessary remedial measures, the committee observed that most rural, remote areas lack digital facilities which indicates a huge digital divide and “approximately 0% of the country’s population has no access to internet The quality is bad. ”

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Although the Department of School Education, the Union Ministry of Education, claims that about 85% of students are involved in online classes and the rest of the students are communicating in other ways, “… the ground reality is completely different …,” and that about 0% % Go to government schools where there are no basic infrastructural facilities and they assume that their digital infrastructural facilities will be unrealistic. The report notes that the crisis has exacerbated existing educational inequalities by reducing the opportunities for the most at-risk children, youth and adults. It quoted a statement from the Department of School Education and Literacy, where the secretary submitted that the total closure of educational institutions during the Kovid-1 pandemic epidemic affected about 200 million school children, including 120 million in grades one to five and six to eight and nine. Six crore rupees from class XII. “This has resulted in extensive damage to pedagogy and disrupted students’ routine lives,” the report said.

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Observing that disruption of physical school activities can lead to impaired cognitive ability of students, the lack of digital facilities and “adaptation due to access to technology or their parents’ educational background” have contributed to the loss of education among students in all classes and regions, “the report said. And the loss of learning due to the continuous closure of classes is gaining critical levels.

Noting the need for immediate remedial action, the committee noted that “the loss of more than a full academic year will inevitably impair students’ basic knowledge, especially at school level in mathematics, science and language. The loss of this education is a big deficit and it has the potential to ruin the cognitive abilities of the students. It can have a detrimental effect on poor and rural students, marginalized sections of society and vulnerable sections of society like young women who may be unable to connect to any kind of digital education during an epidemic.

The committee has made a number of recommendations to address the gaps created by academic disruptions and to ensure that the core of education is not compromised. Recommendations include high-speed internet connection for out-of-school children with incentives such as learning materials, digital devices, nutritious food, assessment of learning loss for each student, intensive bridge courses, recorded online courses / comprehensive open online courses in all regional languages ​​for each class, etc. At least one TV set, a desktop computer, big screen with projectors in all schools by the government, private sector facilities for providing digital devices to economically weaker and marginalized students and a credible, fair and transparent system of continuous assessment among others.

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The report of the 328th Parliamentary Standing Committee on Education, Women, Children, Youth and Sports reports “plans to close the education gap caused by school lockdowns, as well as to review online and offline instruction and testing and to reopen schools.”

Observation

* About 320 million children in India have not entered the classroom for more than a year and have already lost one tenth of their entire school

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* The Kovid-1 pandemic epidemic has affected approximately 2 crore school children, of which 12 crore children are in 1st to 5th class and 6 to C to 12 to 12 crore.

* The Ministry’s own sample survey on KV found that only 5 and 0.5 per cent of students use television and radio for online education.

* Only 11.58% of schools across the country have internet access

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* Only .8..8% of students, 2.6..6% of teachers and 2.2.2% of parents find online learning enjoyable

* The UDISE report also indicates that the increased drop-out rate at secondary level (17% boys and 15.1% girls) in 2019-20 will have an adverse effect on school closures and the digital divide on children.

* About 50% of the country does not have access to internet connection and the available quality of connection is poor

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* Only 23% of students had access to devices to attend online classes so the remaining 77% of students were denied access to online classes

* Department of School Education states that a budget of Rs. 1181.31 crore has been allocated to 25 states for digital / online education.


Recommendations


Loss of learning

* Intensive bridge courses and accelerated learning programs

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* Evaluate the results of thematic education

* Recruitment of specialist teachers for extra classes, vacations, personal training

* Constructive evaluation like chatbot evaluation

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Accurate documentation and data collection

* Learning Loss Assessment immediately covers every student across the country

* Comparison of basic reading, writing and mathematical skills results with pre-covid results

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* Bring out school children with incentives like study materials, digital devices, nutritious food

* Comparative study / analysis of the impact of online / digital / distance learning during epidemics

Digital education

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* Recorded online courses / massive open online courses in all regional languages ​​for each class

* An integrated learning management system, a software application for overall administration

* Enhanced and virtual reality education solutions

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Digital Divide

* Ministries / departments should be provided with high speed internet connection and at least one TV set, one desktop computer, big screen with projector in all schools

* Utilize private sector skills and resources through effective collaboration to provide digital devices to economically weaker and marginalized students

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* Provision of internet packs at discounted rates especially for economically backward and marginalized students

Testing and evaluation

* A credible, fair and transparent system of continuous assessment throughout the year

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* Guidelines for internal evaluation, practical, project work

Guide to school reopening during Covid-1UR

* Strong vaccine program for all students, teachers and related staff

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* Classes may be held on alternate days or in two shifts to thin students

* Each school must have at least two oxygen concentrators

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