Introduction
In late February, as alarm bells rang over the growing spread of the COVID-19 virus, the World Bank set up a multi-faceted global task force to support the country's response and response measures. In just a few weeks, 120 countries have closed schools involving nearly one billion students worldwide who have seen their schools close to various schools for a long time.
In India, the closure of CoVID-19 schools has affected 320 million students, and although the government has recommended immediate switching to "online education", it ignores India's tremendous digital divide. The 2017-18 National Sample Survey found that only 23.8% of Indian households have access to the Internet. In rural households (66% of the population), only 14.9% of the population has access, and in urban homes, only 42% of the population has access. And men are the main users: 16% of women have access to mobile InternetInternet, compared to 36% of men. Youth access is even lower: a recent report states that only 12.5% ​​of students have access to smartphones. Furthermore, most teachers are unsuitable for online education.
Study Hall Educational Foundation's Response
This crisis has been searched for by the Study Hall Educational Foundation (SHEF). But since we have ever taken a holistic procedure to Education crisis response solutions in India covid-19, and SHEF is the educational system that fully prepared to respond quickly to the adverse effects of the coronavirus on vulnerable and disadvantaged people.
A holistic response to whole lives
SHEF teachers have always viewed their students as "complete individuals" and invited them to bring their whole life into the classroom while facing all challenges. When the country went into lockdown for the first time, teachers did their best to connect with their students. It was a difficult task for a quarter of our teachers, whose students were on the wrong side of the digital divide, even though teachers could connect almost half of their students' families with their families via mobile phones. Teachers went to great lengths to help other teachers and alumni, students, and parents locate the rest of their students and eventually connect with about 70% of our students.
"If a kid is brought up in a community, we need empower the community to educate the kid."
After contacting, teachers then spread the word about fear management, dispelling superstitions, requesting caution, and focusing on spreading fear. Then they realized they needed students and families. Many of the students' families had spent their resources, had no preservations, and lacked food. Teachers developed an e-flyer containing government relief measures, helplines, and locations, and personally assisted in providing rations and cooked meals to undocumented families to access relief services.
Use of digital volunteers to teach in a limited environment
Once these basic needs are taken care of, teachers use whatever digital means to teach their students. In Education crisis response solutions in India covid-19 Teachers rallied an army of digital volunteers in these communities to share information about their devices with students without access to any technology. To reach these low-tech learners, teachers used text messages, voice messages, and phone calls. For high-tech students (i.e. those with smartphones), teachers sent long videos and used WhatsApp groups to communicate. To reach the girls, most of whom did not have access to the phone, teachers even asked fathers what they were doing and enlisted their help in educating their daughters. So far, most fathers have responded positively, demonstrating that the crisis could be a great opportunity to build positive relationships with fathers who improve their daughters' education and well-being.
Lessons Learned
Although tragic, disruption to the education system worldwide offers valuable lessons and provides a unique opportunity to rethink curriculum, education, and teaching.
1: Resolve digital distribution. Technology has the potential to improve world-class education and learning outcomes. But to overcome that potential, it must address the digital divide. Digital capabilities, the required infrastructure, and connectivity must reach the most remote and poorest communities. In the information age, access to technology and the Internet is an urgent need.
2: Rebuild the curriculum. While teachers are struggling to learn digital ways to communicate with their students, it is clear that we need to focus on our teaching. Our efforts to educate children are guided by the question, "Who am I and how do I relate to the universe and the other people in it?" This query has become even more acceptable during the crisis, while irrational scientific education and disproportionate attention to facts and information have been reduced.
3: Empower a wider cadre of teachers. This crisis forces teachers to restore their role by transferring information to activate information from shifting to distance learning, providing opportunities from multiple resources, self-learning, and providing customized learning opportunities for diverse needs through high-tech and low-tech resources.
Conclusion
Education crisis response solutions in India covid-19 established very well. India overcomes the education crisis; that is why every student can study through the InternetInternet and their smartphones.
