IMPACT OF COVID-19 ON EDUCATION ACROSS THE WORLD

The current worldwide epidemic has wreaked havoc on one of the most important systems:
education. Education is undeniably crucial in contributing to a country’s welfare and an
individual’s growth, but it has been jeopardized by the emergence of Covid -19. It has had a
huge impact on the lives of millions of kids. There have been several severe targets that have
had to be met since the lockdown was implemented. Education was also hampered by the
economic crisis, which reduced its output. According to studies, the epidemic has denied
almost 32 crore students of an education. This is being referred to as a national crisis, with an
increase in unemployment as a result.
In March 2020, a nationwide lockdown was imposed, forcing some schools and colleges to
close, and instructing students to abandon the usual classroom teaching style. This resulted in
an immediate increase in innovation and technology, which the teachers used to finish the
curriculum. However, due to a lack of infrastructure, productivity suffered. Remote learning
was not available in every family; according to the Global internet network research, just
24% of households had a consistent internet connection, while other remote areas remained
unreachable. As a result, the government was forced to ensure that sufficient benefits and
monetary funds were provided.
In extreme circumstances, the fall rate of poverty was recorded at 8% of GDP, resulting in
additional reasons such as unemployed families who couldn’t afford fees and resources being
forced to stop their children’s education due to debts, and so on. Boys were requested to work
as daily wage employees, while girls were assigned to home chores, prompting the
government to ask a series of questions in order to stimulate emergence. The goal was to
create a traditional educational environment using digital technology. To get pupils’
attention, teachers started creating modules, frameworks, and explanations on whiteboards,
like how a classroom is set up.
 IMPACT OF COVID 19 ON PRIMARY EDUCATION IN INDIA

India has one of the world's largest educational systems. There were 1.5 million schools and
247.8 million students in 2018-19. The COVID-19 pandemic and associated school closures
have had a significant impact on school-going students in a variety of ways, as they have on
students in most other countries around the world. Pre-existing problems, such as high-
income inequality, a large proportion of the population from socially disadvantaged groups,
low literacy levels among those in the lower economic strata, and a wide digital divide, have
exacerbated these woes. This brief describes the challenges posed by the pandemic for
children aged 6 to 18 enrolled in government schools. The brief begins with a discussion of
the state of education in India prior to the pandemic. It then investigates the impact of
COVID-19 on school students as well as the government's initiatives to address the
immediate educational challenges. It also provides an outlook for the sector beyond the
pandemic and examines measures that are either being implemented or have already begun.
Other areas of influence include education administration, regulatory mechanisms, and
teacher performance.
 CHALLENGES EMERGING FROM THE PANDEMIC

 Dropouts from high school: Primary school has been severely impacted; many students
have dropped out because their parents believe it is unsafe to send their children to
school; instead, they prefer to have them study outside of school using various apps.

 Increased likelihood of child labor as a result of widespread job loss among casual
laborer’s: Children of returnee migrants may face significant difficulties in continuing
their education. Due to the loss of their livelihood during the extended periods of
lockdown across states, a large number of migrant workers have returned to their home
states. Their children are likely to be cut off from their previous schools and teachers,
potentially forcing them to work as child laborer’s.

 Negative ramifications for socially disadvantaged groups: Students from various

social groups have varying levels of access to education. According to NSS data, the net
attendance rate at secondary level (including higher secondary) for "General" category
students in 2017-18 was 71%, while it was 54% and 60% for Scheduled Tribe (ST) and
Scheduled Caste (SC) students, respectively. Children from vulnerable backgrounds,
including those from marginalized castes, tribes, and religions, are likely to bear a
disproportionately high burden from the pandemic.  According to UNESCO, several
countries' education system responses have failed to take into account learners at risk of
exclusion, such as children with disabilities and linguistic minorities. The breadth and
adaptability of the digital learning initiatives launched in India may determine how the
country fared on this front.

 Vaccination is not currently available: Some parents want to send their children to
school because they believe their education will be harmed, but because vaccination is
still unavailable to them, they do not want to take the risk.
 IMPACT ON COVID19 ON PRIMARY EDUCATION IN UP

The global impact of the COVID-19 pandemic on educational systems has resulted in near-
complete school closures.

To halt the spread of covid-19, most governments around the world have temporarily closed
educational institutions. As of July 27, 2020, approximately 1.725 billion students had been
affected by school closures due to the pandemic.

School closings affect more than just students, teachers, and families. They do, however,
have far-reaching economic and societal implications. School closures in response to the
pandemic have shed light on a number of social and economic issues, such as student debt,
digital learning, food insecurity, and homelessness, as well as access to childcare, health care,
housing, internet, and disability services.

The impact was more severe for disadvantaged children and families, resulting in disrupted
learning, compromised nutrition, childcare issues, and financial costs for families who were
unable to work. Students are less stressed as a result of covering 19 because they do not
attend school and instead learn online.

Socioeconomic vulnerability in Uttar Pradesh is lower than in Bihar, Madhya Pradesh, or

Jharkhand, for example. The vulnerability of those states exceeds 70%, with UP on par with
Telangana in terms of population, family education, and asset deprivation in the household.
The availability of health care in Uttar Pradesh is 97 percent based on a household without
insurance and no easy access to a public health facility, calculated as a proportion of the
house, reported no nearby health care facility. A public hospital or a government-run hospital
is available in every district with a population of at least one lakh people, and hospital bed
availability at the state level is calculated as the number of public and private hospital beds
per thousand people in the state. The survey was based on the NFHS-4 for 2015-16, the
National Health Profile for 2019, and rural health in 2018. Not only has the government of
Uttar Pradesh attempted to develop the state's socioeconomic economy while ignoring quality
healthcare facilities in India.

 No one would have thought that a Covid-19 type virus would come and change
people's way of life without differentiation. Many changes have taken place in our
world due to Covid-19 and it took some time for everyone to adopt the new normal.
The effects of Covid-19 have been everywhere, causing schools and other educational
institutions to close.

 As a first step, most governments have decided to temporarily close schools in UP to

reduce the impact of Covid-19. It was subsequently reopened for a few degrees,
increasing the number of infections, and then closed again.

 Although the schools are closed, students attend their classes through various
educational initiatives such as online classrooms, radio programs. On the other hand,
while it is a good thing, there are many students who did not have the resources to
take online courses who suffer greatly. Many students have a hard time getting the
equipment they need to take online courses.
 Teachers who are knowledgeable about blackboard, chalk, books, and classes are
really new to this digital class, but they are adopting the new methods and treating
them as professionals to help students in their current position in the process.

 On the other hand, many teachers are looking for another job to support their families.

 Educated parents are supportive of their children during the pandemic, but it should
be clear that illiterate people exist, and their sense of helplessness helps their children
with their education.
 Mid-day meal facility also gets affected due to covid during the first and second
wave, many students did not get facility as lockdown due to devastating second wave
 Digital divide also seen in primary colleges of Up as many families cannot afford
smartphones if they have one but due to poor connectivity, no money for internet
access. Many villages of up still do not have proper network connectivity like Ballia,
Subhadra district. This pandemic has not only affected the students but also the Low-
budget institutions and schools, resulting in close-down of the same
 ROLES OF DIGITAL DEVICES IN FACILITATING EDUCATION
AMONG CHILDREN

We at JAIPURIA, understood these problems and did a Social Outreach Program. During
this program we went to a few places to collect smartphones, laptops, tablets, so that they can
be provided to kids whose studies got disrupted due to covid 19. While doing the program we
got to learn a lot of things. Some of the learnings gained by me are as follows:

 This program helped us to understand the problems faced by so many children around us
that we did not know about.
 This program has also helped us to gain skills such as, negotiation skills, persuasion skills
and communication skills.
 It has also helped us to understand the how the digital transformation is necessary for us
and how much it has already affected us.
 We also found out that digital education is also very important in today’s modern time.

There were also a lot of challenges that were faced by us. Some of them were:

 There were not willing to donate because of the fear of this donation drive being a
hoax.
 They were also doubtful to give away their digital devices as they are a big thing.
 Not many people were having digital devices to give away.
 Not many people were able to empathize with the problem that was being faced by so
many children around the world.
 APPEAL STRATEGY

Details of activities planned and conducted: -

On the first day of the Social Outreach Program, December 2, 2021, we went to the Vivek
Khand Gomti Nagar area and spoke with members of the community about the social
initiative undertaken by Jaipuria Institute of Management. We decided to divide into three
teams of two people, three people, and three people.

Three members of the team went to different Vivek Khand neighbourhoods to appeal, three
members went to nearby shops to raise awareness and appeal, and two members went to
different houses to appeal. We had no idea what we were doing on the first day, but we still
managed to collect one mobile phone and some money.

On the second day of the Social Outreach Program, December 5, 2021, we were divided into
three groups once more. Because we had experienced fewer collections than other teams on
the first day, all three groups went to a different area in Vivek Khand this time. We were
divided into three groups of two to three people each. For appealing, all of the groups went in
three different directions. We went door to door in people's homes, shops, and so on to collect
mobile phones and money. We had a good collection of mobile phones and money by the end
of the second day.
On the third day of the Social Outreach Program, December 7, 2021, we were divided into
two groups only because we needed to collect the mobile phones from the owner whom we
had contacted on the second day of SOP. We separated into two groups. One group went to
collect the mobile phones from people who had already been contacted, while the other group
went to various locations in search of more mobile phones. We went to people's homes and
even shops to find something appealing. By the end of the day, we had a good collection of
cell phones. Our three days of hard work, roaming the unknown streets and knocking on the
unknown home's door for a great initiative paid off and helped us to create a beautiful
experience for a lifetime.

CHALLENGES FACED DURING PHASE-I OF CAMPAIGN

 It was a new team for us.

 We were supposed to go out and interact with people amid COVID-19.
 Convincing people was not an easy task.
 Mostly we were getting old, dilapidated devices which were of no use in the future.
 One of the major challenges we faced was that people sent their guards and servants
to answer their doors.
 Sometimes we were just shut out and that was discouraging.
 We had to remember to sanitize and wash our hands after every conversational
exchange.

LEARNINGS FROM PHASE-I OF CAMPAIGN

 It was completely a new learning for us because convincing people for such cause,
felt like an achievement.
 Sometimes old things which are discarded by a person can bring a huge change in
someone’s life.
 Leadership qualities.
 Managerial skills
 Time management
 Improved communication skills
  Negotiation skills
 Operational skills
 Technical skills
 Creating writing skills
 Sales skills
 We learned about the morals and values of education

CHALLENGES FACED DURING PHASE I OF THE CAMPAIGN

1. Many people were uninterested in engaging in conversation with us. They were more
concerned with their own affairs.

2. Because of safety and security concerns, many of the people we spoke with were hesitant
to donate their cell phones and other electronic devices.

3.Many people simply listened to us for the sake of listening. They were uninterested in these
donations and simply apologised!

4. Some people said they would donate any electronic gadgets they have the next day, but
then they didn't pick up the phone when they were called.

5. Many people were hesitant to leave their homes because they mistook us for a personal
seller.

6. Some people were under the impression that we were asking for electrical gadgets to be
donated for our use or to sell after receiving them as donations.
 LEARNINGS

Learning which we all got from the social outreach program (SOP) are:

1. How a team can work together to achieve a common goal in an effective and efficient
manner.

2. How should we pitch our product?

3. How to interact with people who have different mentalities.

4. How do we motivate ourselves to restart after receiving numerous rejections?

5. How to keep everyone in the group motivated.

6. How to persuade others.

7. Request that people give you at least two minutes to express your ideas.

8. How to collaborate with the other teams.

9. We exchange ideas through communication.

10. How to be patient in the face of rejection.

11. Most importantly, we should give our belongings to someone in need.

12. This outreach programme assisted us in breaking the fear of talking to strangers. We
learned how to communicate with people we were meeting for the first time and how to
talk to them.

13. Learning to be a better speaker and how to convince people to help.

 CONCLUSION

As a result, we would like to conclude that we're all very proud of ourselves while
participating in this activity. We are all very fortunate that the Jaipuria Institute of
Management provides us with this opportunity to contribute to society. The social outreach
program instilled in us a sense of social consciousness and our responsibilities to the
betterment of society. It gives us a lot of pleasure when we can generate leads together and
come out on top.

Attendance Sheet

Name 2nd December,2021 5th December,2021 7th December,2021

Somya Agarwal Present Present Present

Muskan Agarwal Present Present Present

Aman Yadav Present Present Present

Gopal Present Present Present

Bhoomika Present Present Present
Disha Present Present Present
Sunidhi Chaudhary Present Present Present

Shubrah Awasthi Present Present Present

Amisha Present Present Present

Pravar Srivastava Present Present Present