Overview: ACCESS TO INTERNET AND DIGITAL CONVERSION OF CLASSES AND EXAMINATIONS

Profile of the Author: Bhagyashree Chauhan is pursuing BBA.LLB from Symbiosis Law University, Hyderabad. Her primary areas of interest are Constitution, Criminal Law and Socio-Legal issues.

Introduction

The Covid-19 pandemic has brought to light the deep-rooted structural imbalances that exist even in the digital world. The concept of remote learning has raised the issue of access to the internet and electricity. Correspondingly, there is the issue of the availability of proper devices like laptops, computers, or smartphones to access this content on the internet. The government has ignored the economic status of students while taking an over-optimistic view of the availability of adequate student infrastructure.

Current System

To access remote learning platforms, electricity is one of the key components in operating computers and laptops. While 99.9 per cent of rural electrification is available as per the Central Government, the ground reality does not correspond to these statements. [1] Mission Antyodaya, a national survey of villages conducted by the Ministry of Rural Development in 2017-18, found that 16% of Indian households received one to eight hours of electricity daily, 33% received nine to twelve hours, and only 47% received more than 12 hours a day. [2] Although solar chargeable smartphones can be used to watch educational videos, students cannot use them to write lengthy assignments. While 24 per cent of Indians own a smartphone, only 11 per cent of Indians own any type of computer. [3]

The Digital India program provided India with the requisite drive towards digitalization, but it was not entirely successful. According to National Statistical Office reports, only 24 per cent of Indian households have internet facilities. [4] Nearly 66% of the Indian population lives in rural areas, but only slightly more than 15% of them have internet access. In cities, only 8% of households with members between 4-24 years of age have computers with functional internet. The digital divide between class, gender, region, or place of residence is seen in India. There are also inter-state disparities, from 4.6 per cent of people with computer and internet connectivity in Bihar to 23.5 per cent in Kerala and 35 per cent in Delhi. The numbers do not end here. [5]

In India, usability and adaptability were called into question after the Covid-19 pandemic. It can be claimed that accessibility is non-discriminatory, physically accessible, and economically available. Therefore, education should be open to everyone without prejudice, affordability issues, and accessible through ‘new technology’ if suitable. In addition, adaptability requires flexibility to adapt to evolving students’ societal needs, such as eliminating lengthy assignments. The right to education with all physical, social, and cultural rights is subject to progressive realization and state accessibility. However, it seems like the government is sidelining these values when looking at its dismal situation in India. While guidelines have been issued, it has vehemently ignored the prospect of taking appropriate steps to allow students to access information.

While the closure of educational institutions was a required step to stop the spread of Covid-19, it must be recognized that since education is a human right, in times of crisis, the nation should take all the steps necessary to ensure its availability. Expanding online education would drive the digital have-nots to the periphery of the education system with the current digital divide. Once again, this will demonstrate all the advantages of just the haves, which is contradictory to the spirit of democracy. [6] Technology has the potential to achieve universal quality education and improve learning outcomes. This can, however, be achieved only when a proper digital infrastructure exists. Hence, the first step should be to build a better organized digital infrastructure that is free from any digital divide and no longer treated as a luxury. [7]

Conclusion

Academic research has now finally been decontextualized and there has been a decline in the emphasis on truth. This will be a paradigm shift in the education system where the curriculum focuses on the realities of students. Not only will it make them literate, but it can also teach them curiosity, empathy, and resilience. The significant lesson will be the role of culture in education. If raising a child requires a household, we must motivate the household to teach the child. The education system can be strengthened by embracing a more decentralized, democratic, and community-based approach. This pandemic can help break the shackles of education from obsolete curriculum and excessive focus on knowledge transfer.

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FAQs

Q1. Should the trend of online mode of education continue in India after the Covid-19 pandemic?

A1. The statistical data shows that it is arbitrary to decide whether the use of technology in pursuing education is a boon or a bane, but according to the conditions faced by students residing in rural areas, either the government should provide adequate facilities as promised in the digital India scheme or stop this mode of learning as it a hindrance towards child’s overall development.

References

[1] Ravi Nair, Doubtful Claim (India, 29 March 2019) <https://frontline.thehindu.com/the-nation/article26509087.ece> accessed on 18/4/2021 at 10:43 PM.

[2] Protiva Kundu, ‘Indian education can’t go online – only 8% of homes with young members have a computer with net link’ (Scroll 5 May 2020) <Indian education can’t go online – only 8% of homes with school children have computer with net link (scroll.in)> accessed on 18/4/2021 at 10:43 PM.

[3] Ibid.

[4] Varun B. Krishnan, 24% of Indians have a smartphone, says Pew study (8 February 2019) <https://www.thehindu.com/news/national/24-pc-of-indians-have-a-smartphone/article26212864.ece> accessed on 18/4/2021 at 10:43 PM.

[5] Sneha Alexander, Vishnu Padmanabhan, The curious case of electrification in India amid discom blackouts (11 March 2019) <https://www.livemint.com/elections/lok-sabha-elections/the-curious-case-of-electrification-in-india-amid-power-discom-blackouts-1552257301715.html> accessed on 18/4/2021 at 10:43 PM.

[6] Key Indicators of Household Social Consumption on Education in India, (Ministry of Statistics and Programme Implementation) (July 2017 to June 2018) <http://mospi.nic.in/sites/default/files/publication_reports/KI_Education_75th_Final.pdf> accessed on 18/4/2021 at 10:43 PM.

[7] CESCR General Comment No. 13: The Right to Education (Art. 13), Office of the High Commissioner for Human Rights <https://www.refworld.org/pdfid/4538838c22.pdf> accessed on 18/4/2021 at 10:43 PM.