CURRENT IMPACT OF COVID 19 ON EDUCATION IN INDIA
Dr. Ashish Kumar Rai
Abstract:
Educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures in a classroom. Although many academic units have also started blended learning, still a lot of them are stuck with old procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire world. Around 35 crore learners stopped to move schools/colleges/University and all educational activities halted in India. The outbreak of COVID- 19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms with technologies, which have not been used before The World Health Organization declared it as a pandemic. This situation challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. Many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely too online teaching–learning. The article includes the importance of online learning and Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of e-learning modes in the time of crisis. This Research paper also put some light on the growth of EdTech Start- ups during the time of pandemic and natural disasters and includes suggestions for academic institutions of how to deal with challenges associated with online learning. The Research paper will attempt an analysis of Origin of Covid-19, its impact on education, Role and importance of Internet during covid-19, internet barring in Kashmir, and more importantly this paper will through a shift of light to the important scenarios of Covid-19.
Keynotes: Orgin of covid-19, positive and negative impact of covid on education, internet connectivity in J@K, Life of Private University Professor.
