A video of the Delhi government’s Director of Education addressing school students in their classroom, telling them to “attempt every question even if it means just copying out the question again”, has raised eyebrows and become a subject of public disdain. Later, on being queried, a senior member of the Education Department clarified that the official’s statement should not be “misinterpreted” and that it is part of an attempt to encourage students in “a very bad year” as lots of them have lost out on their writing practice, and that the official was trying to tell students to “not be disheartened, not worry about the CBSE or anyone else, and just write”.
However, no clarification can justify the statement which was made. It was negative and discouraging for teachers who made Herculean efforts to complete the syllabus and also for the hardworking students who, despite the lockdown, used all available digital tools to study.
The year-long lockdown has been a matter of deep worry for one and all, especially for students, parents, teachers, administrators and law makers. A large number of questions were raised in both the Houses of Parliament during the current session about the impact of the lockdown on education and students. For instance, Ram Nath Thakur, asked a Starred Question (No.117) on 11.2.2021 in the Rajya Sabha to Ramesh Pohkriyal Nishank, Minister for Education, about the closure of schools due to COVID-19 and the action taken by the government to compensate for the loss of study hours. There were also questions in the Lok Sabha by Prathap Simha and Tejasvi Surya (SQ No.81 on 8.2.21) regarding online education. The minister informed the Parliament that education being a concurrent subject, his Ministry had taken a whole range of initiatives in the best spirit of cooperative federalism to mitigate the impact of COVID-19. Instructions were issued to the States and UTs from time to time for ensuring continued education with quality and equity.
The National Council of Educational Research and Training (NCERT) conducted a survey in July 2020 with the help of Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS) and the CBSE (Central Board of Secondary Education) to understand the scenario of online learning among school students including girls and the children of migrant workers amid the COVID-19 pandemic. The NCERT prepared an ‘Alternative Academic Calendar’ and Students’ Learning Enhancement Guidelines. The guidelines suggest models for the following three types of scenarios to ensure that no student is deprived of the reach to education during the pandemic: learning enhancement for students without digital devices, learning enhancement for students with limited accessibility to digital devices, and learning enhancement for students with digital devices.
Further, a multi-pronged approach has been adopted by leveraging technology to reach the students. Digital Infrastructure for Knowledge Sharing Digital infrastructure for Knowledge Sharing (DIKSHA), Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), SWAYAM PRABHA (32 TV channels), MANODARPAN for psychosocial support to students, teachers and families for mental health and emotional wellbeing, PRAGYATA (Plan, Review, Arrange, Guide, Yak (Talk), Assign, Track and Appreciate), etc. have been put to good effect. Guidelines on digital education, e-textbooks using e-pathshalas web portal and mobile apps for Android, iOS and Windows are being used by schools, colleges and universities to provide learning facilities. Where internet facility is not available, SWAYAM PRABHA—one class, one TV channel—is being used to impart education. Besides, community radio stations and a podcast called Shiksha Vani by the CBSE are also being used effectively in remote areas where online classes are difficult. The Ministry is also implementing Samagra Shiksha, under which a number of initiatives for the promotion of education are being taken viz., opening of schools in the neighborhood to make access easier.
To a question in the Rajya Sabha (USQ No.1177 on 11.02.2021) by Elamaram Kareem on the reduction in syllabus by the CBSE, the Minister replied that the CBSE has rationalised the syllabi for major subjects of classes IX-XII only for the purpose of summative examinations 2021 as a one-time temporary measure to mitigate the effect of school lockdown. The CBSE has reduced the syllabi by 30% for the purposes of the 2021 Board examinations for classes X and XII. The concept of ‘Fail’ has also been done away with and replaced by ‘Essential Repeat’ with effect from the 2020 Board exams.
To a question by Sanjay Singh (USQ No.1164 on 11.2.2021), the Minister replied that online classes are being conducted at schools by employing various digital tools. Various efforts have been made for the creation of a digital infrastructure which would not only be helpful in the current circumstances but would also be a valuable asset for online learning in the future. The steps taken by all the states are in the report, India Report Digital Education June 2020. Learning programmes were also started in the form of offline learning tools – radio, community radio and CBSE podcasts, toll free numbers, missed call and SMS-based requests for audio content, localised radio content for edutainment, etc. The mediums of TV and radio have been used for students who do not have digital means, besides the learning enhancement and online education guidelines which were issued on 19 August 2020 for the benefit of all stakeholders.
Responding to the question of Derek O’ Brien (USQ 1145 on 11.2.2021) in the Rajya Sabha about displaced migrant workers’ school-going children, the Minister replied that his ministry issued guidelines to all the states and UTs for the identification, smooth admission and continued education of migrant children on 13.07.2020. States have been asked to identify and enrol all children of migrant workers without any procedural hassles and maintain a database of the migrant children admitted. The Minister said that he had a series of meetings with the states/UTs where he reiterated the whole range of measures, outlined above, that have been taken to meet the challenges. Also, during the pandemic period, mid-day meals in the form of food security allowance/dry ration have been provided to students at the elementary level.
A comprehensive initiative, PM e-VIDYA, has been launched for infusing technology with equity. This overarching initiative covers in its ambit DIKSHA, Swayam Prabha, comprising of 32 dedicated channels, of which 12 channels are “one class, one TV channel”, e-content for Open School, extensive use of radio, community radio and podcasts, and e-content for visually and hearing-impaired students. DIKSHA has 1,65,204 pieces of e-content and during the pandemic period between March to October 2020, it had over 5000 million page hits and over 450 million QR scans for the e-content of textbooks. Hundreds of videos on maths and science prepared by the teachers of JNV and KVS have also been uploaded on DIKSHA. There were 70 crore total learning sessions as on 18 October 2020. Under the Vidya Daan scheme, teachers, private bodies and experts contributed 38,206 contents, of which 29,069 have been approved and are available to students. Open Virtual Labs (Olabs) too were tied up with to facilitate practicals for senior students. E-comic books were released to continue learning joyfully and imbibe critical thinking skills. Measures were also instituted to address the issues of cyber safety and prevent cyber bullying.
Under online MOOCs, there were 92 courses and 1.5 crore students enrolled, On Air-Shiksha Vani, DAISY (Digitally Accessible Information System) by NIOS for the differently-abled, e-Pathshala, National Repository of Open Educational Resources (NROER) to develop e-content and energise books, telecast through TV channels, e-learning portals, webinars, chat groups, distribution of books and other digital initiatives. Besides, states also managed the critical task of providing digital education at the doorsteps of the students. Social media tools like WhatsApp groups, YouTube channels, Google Meet, Skype, e-learning portals, TV, radio, etc., were used to the hilt. A total of Rs 5784.05 crores was allocated under Samagra Shiksha alone to mitigate the effects of COVID-19 during the current fiscal year. An online course for 42 lakh school teachers has been launched too, wherein 16 lakh teachers were trained as on 22 October 2020 and 17 crores courses conducted on the DIKSHA platform.
My conversations with the Education Ministers of states like Arunachal Pradesh, Sikkim, Manipur, Karnataka, Uttarakhand and Rajasthan and with the senior officials of many states have made it emphatically clear that in areas of poor connectivity, other available means were put to use effectively with the willing cooperation of the community. To everyone’s delight, the attendance percentage was higher than the usual school attendance. This proves beyond any manner of doubt that despite the pandemic, our students and their parents, the teachers, the line departments and the community made wholehearted and sustained efforts to learn and impart education, thanks to India’s fast expanding digital architecture. Our students are well-equipped mentally and emotionally to write the Board exams.
Thus, the talk of ‘copy the questions’ is absurd and undermines the self-esteem and ability of our students and the honest efforts made by the teachers to impart education. In the hoary tradition of India, meditation, concentration and self-study occupy preeminent place. Eklavya’s story is more apt and inspirational in these pandemic times. Our students have faced the challenges of the pandemic with grit, determination and great perseverance, made full and proper use of digital tools and they will surely come off with flying colours in the exams. Exams are like festivals—let us celebrate them instead of fearing them.
The author is former Additional Secretary, Lok Sabha, and a scholar of comparative governments and politics. The views expressed are personal.
