There has been a general feeling that hi-tech online education is very important for imparting quality higher education during the pandemic COVID19. However, it’s impact on underprivileged students pursuing higher education are yet to to properly assessed. Does it exclude those children from the fold of quality higher education?
The worldwide spread of COVID-19 has led to a significant disruption in all educational activities across the nation. Educational institutions – and policymakers – have pushed continuously for a technocratic approach and have paid no attention to the possibility of creation of a digital divide within the students, already struggling with class, caste, and gender inequalities. The 'no-child left behind' policy is rendered as a toothless document if the education system of the country fails to provide inclusive learning for its students. Any solution which is not capable of being equitable is bound to create the "un-equals." Moreover, access and effective access to internet are different. In all, certainty, the access to internet practically excludes a significant proportion of the students from participating in the online classes leading to major implications for the non-participating students and causing grave damage for the government's no-child left behind policy.
Dear Rashmi Pramanik thank you very much for your analytical reply highlighting the real major points.
I am a teacher at the Pedagogical University from Ukraine. From my personal experience of teaching during a pandemic, I want to note with confidence that in my distance learning classes, student attendance is 100 percent, regardless of their social status.
Dear Олександр Непша thank you very much for your reply. The scenario varies from place to place. Your situation is remarkably better.
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