The Impact of covid-19 on education essay

The Impact of covid-19 on education essay. The sound of silence is lost amid the din. We haven’t heard anything lately about the National Education Policy, which is no longer fresh. Its first anniversary was celebrated in a low-key manner. There has been some fiddling with statutes and rules, but no structural or conceptual changes have been made, and no funds have been allocated. Nothing has changed in the field of education.

The most intriguing suggestion in the NEP, however, was the merger of anganwadis and elementary schools. This act has the potential to alter Indian education by making available to all children what is currently only available to the wealthy. It would require a large sum of money for infrastructure, as well as cash and preparation to ensure that enough skilled personnel is available. In this regard, the pandemic provided a once-in-a-lifetime chance. During the closure, school and anganwadi facilities might have been renovated, and employees could have been hired and taught online. The chance has now been squandered in the bustle of re-openings.

The epidemic increased the dropout rate and left those who remained with a significant learning loss. The digital divide is just one of many issues that must be addressed. Compensation measures vary greatly between states before and after reopening. There’s no indication of a pan-India plan. The Nipun Bharat initiative, which aims to address basic learning deficiencies, has been postponed rather than accelerated.

Tertiary education is becoming increasingly disorganized. The student makeup of public universities has been reshaped by increased schooling and more reservations. Private universities have developed steadily as a result of a reaction among the privileged: they now account for two-thirds of total enrolment. Beyond a sanctimonious proclamation of the government’s principal responsibility, the NEP ignored this element. Instead, it proposed a new divide between universities based on predetermined teaching and research levels. It followed the government’s example here, as seen by a change in operational control from the UGC to the ministry. Institutions are brought to heel through codes of behavior, imposed curricular and recruitment norms, or even legislation, and research is regulated through programs like impress and imprint.

The demise of the public university system will continue. Who knows how long a few central and even fewer state institutions will be able to hold out. A smattering of respectable private colleges might provide significant instruction to a small segment of the population, alongside a myriad of costly teaching shops. Neither the public education system nor the ability of people to pay fees will allow them to reach the critical mass required for a thriving knowledge order. The research will be severely harmed. All of this will result in an exodus of academic talent to foreign schools.

The procedure is already in progress. Aside from the terrible human toll, such waste of human resources (and the resulting societal turmoil) is bound to stymie economic growth. No one could purchase or manufacture a bright future for their children in that environment. In such a land, no one could have a future.

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