The constitution in its Eighty sixth amendment act 2002 inserted Article 21-A in the Constitution of India stating that every child between 6-14 years of Age has the right to get free and elementary compulsory Education . It shall be available to those who desire it and to access further higher education shall be equally accessible on the basis of merit. According to WHO’s reports Corona Virus (COVID-19) is highly infectious disease that are caused by a genesis of different disease which are mostly originated in the country of China. Most people who fall in sick with COVID-19 experience Mild and Moderate symptoms where they recover without special treatment. Most of the population in the whole world worry about that being unemployed for long . But they do not know that every student and every child who were stopped from going schools remain idle and this also cost them the whole bloody year which distracts them and also in the other way demotivates them from studying in the future. So in the layman terms we say that the Education which were once for children the SacroSanct are now remaining idle for them . This Pandemic has affected educational systems worldwide, leading to the near-total closures of schools, universities and colleges. It all happened during 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 coronavirus. As decided always this is a crucial time for the education sector—board examinations, nursery school admissions, entrance tests of various universities and competitive examinations, are all held during this period. As several days passed and there has been no effective solution to this pandemic the closure of Educational Institutions will not only affect the life of Students and continuity learning but also endanger far-reaching economic and social consequences. Take for example, the 285 million young learners in India have gone in reverse way from the Riches to Rags as there is no valuable left for them other than education in this World . Education meant everything for them and to them . As the Pandemic comes into the dreadful effect , now today level schools and colleges have to try a different methods of the teaching and learning whereas handful of private schools and universities have determined the online methods of teaching to their students so that Education should go on as usual besides every hindrance they were to suffer . But in the other part there are some govt schools and private school counter parts have gone to complete shut down as they could not adopt online teaching methods and this made suffer students a lot. The students, in addition to the missed opportunities for learning, no longer have access to healthy meals during this time and are subject to economic and social stress. The pandemic has significantly disrupted the higher education sector as well, which is a critical determinant of a country’s economic future. A large number of Indian students—second only to China—enroll in universities abroad, especially in countries worst affected by the pandemic, the US, UK, Australia and China. But after the Pandemic has touched those countries these students have been debarred from leaving those countries. And , in the long run if this situation persists then there will be a higher expectation in decline in demand for the International higher education is expected. And now as the pandemic has sufficed and the world is going by its the toughest phase but at the same time as the markets were to reopen for the people to stay afloat in the market the goods that were brought for sale afterwards are sold at an higher rate sufficing to the crave needs of that commodity . But nowadays the biggest concern on everybody’s mind is the effect of the disease on the employment rate. Recent graduates in India are fearing withdrawal of job offers from corporates because of the current situation. The Centre for Monitoring Indian Economy’s estimates on unemployment shot up from 8.4% in mid-March to 23% in early April and the urban unemployment rate to 30.9%. As important for to say that the pandemic has transformed the centuries-old, chalk–talk teaching model to one driven by technology. This disruption in the delivery of education is pushing policymakers to figure out how to drive engagement at scale while ensuring inclusive e-learning solutions and tackling the digital divide.
Thus there is Multi planned strategies necessary to build a platform for the resillent ethical education system in the long run.
1. Essential steps are need to be taken to ensure continuity of learning in government schools and universities. Open-source digital learning solutions and Learning Management Software should be adopted so teachers can conduct teaching online. The DIKSHA platform, with reach across all states in India, can be further strengthened to ensure accessibility of learning to the students.
2. Unethical learning solutions, especially for the most vulnerable and marginalized, need to be developed. With a rapid increase of mobile internet users in India, which is expected to reach 85% households by 2024, technology is enabling unlimited access to this type of education even in the remotest parts of the country. This can change the schooling system and increase the effectiveness of learning and teaching, giving students and teachers multiple options to choose from. Many regions have initiated innovative, mobile-based learning models for effective delivery of education, which can be adopted by others.
3. Different ways are required to prepare the higher education sector for the evolving demand-supply trends across the world, particularly those related to the global mobility of students and faculty and improving the quality of and demand for higher studies in India. Further, immediate measures are required to lessen the effects of the pandemic on job offers, internship programs, and research projects.
4. Indian traditional knowledge is well known across the globe for its scientific innovations, values, and benefits to develop sustainable technologies and medicines. The courses on Indian traditional knowledge systems in the fields of yoga, Indian medicines, architecture, hydraulics, ethnobotany, metallurgy and agriculture should be integrated with a present-day mainstream university education to serve the larger cause of humanity.
School closures in response to the COVID-19 pandemic have shed a light on numerous issues affecting access to education, as well as broader socio-economic issues. As of March 12, more than 370 million children and youth are not attending school because of temporary or indefinite country wide school closures mandated by governments in an attempt to slow the spread of COVID-19. As of 29 March, nearly 90% of the world's learners were impacted by closures. Even when school closures are temporary, it carries high social and economic costs. The disruptions they cause affect people across communities, but their impact is more severe for disadvantaged children and their families including interrupted learning, compromised nutrition, childcare problems and consequent economic cost to families who cannot work. This is particularly true for students from disadvantaged backgrounds, who may not have the parental support needed to learn on their own. Working parents are more likely to miss work when schools close in order to take care of their children, incurring wage loss in many instances and negatively impacting productivity. Local school closures place burdens on schools as parents and officials move children to schools that are open.
So as it is decided there has been a long pause to deliver the education to the students in the post pandemic era which gives learners the opportunity to study on and assess their learning skills and to reflect on and consider what is being learnt and how this learning is happening. The students who are graduating this year will find themselves in a very different world from the one they were expecting to graduate into. Within the space of a few months the economy and the job market has changed dramatically and as of now we are unsure when and what it will look like. What will the world need when we come out on the other side of this? Who will be able to step up and take the risks of moving forward in a different world? It would be a great shame that if after the devastation the pandemic has caused globally we return to business as usual without considering how we can do things differently, how we can do things better. Change often happens slowly in large educational institutions because exam deadlines are so tight educators can’t risk trying something new. But now we have the time, and surely it’s our duty as educators to consider how we can make what we do better. There are many different methods that can be used to achieve the principles, the current pause in the ‘normal ’educational practices again offers an opportunity to pause and assess the effectiveness of the methods that are currently being used. Are they fit for purpose? Are they still relevant? The world is changing so much faster than the education sector can respond to and therefore many methods that were once considered relevant no longer serve their purpose. A key question linked to the idea of what methods help underline the principles of education is the question of ‘what’ should be learnt. This is when the wider group of stakeholders come into play. Rather than having a curriculum in place for every subject and forcing every learner, irrespective of their preferences, to go through this hardest process, why not collaborate with the learners to chart a learning journey? Without Principles we are merely making wild guesses. If I were to ask you what you expect from your education, what would you say? Are we getting educated to find answers to questions, to get a job, or for any other reasons? There is the utmost importance of us, as learners, taking ownership of our learning. How can we do that when we are confined to a very strict framework of higher education. I have always felt that, while higher education may have the right intention, it never has had the right principles. What is it trying to achieve? What is being installed in learners? This is a good point to be asking those questions. Imagine you are a learner who has invested considerable time and effort and were graduating into the current job market, what are you equipped with? Are you a person of substance who is at the frontline of your community helping it succeed or are you burdened by academic knowledge and debt? This is the most hardest question that the most analysts are trying hard to answer . But yet the Education is the most underwent part that has to be reviewed by the coming future of the century so that to ensure the World at to be at Good Hands for the Coming Generation.
N Swayam Prakash Pati
Sambalpur University
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