According to the Report 2020 by ( UNESCO ) United Nations Educational, Scientific and Cultural Organization, for any education system in this pandemic to respond is a big challenge. The schools are closed and parents, teachers, students, and the government are facing a remarkable challenge to ensure learning continuity.
To continue the learning-teaching cycle, online modes of education had been adopted by India and other countries across the world during the global pandemic. However, They are facing some difficulties to practice distance learning due to lack of preparations and infrastructure. Lack of alternatives for classroom instruction for economically weaker slow-incomeudents, as per the report.
The UNESCO report says that the bad policymaking has impacted the education infrastructure of lower-income countries. This contributes to the exclusion of poor students in middle and higher-income countries.
The report said that the income of the country plays an important role in the use of technology in education. As per the report, as compared to 36 % of low-income countries there are 74 % of lower-middle-income countries who use television programs in primary education.
However, including India and other lower and middle-income countries can use television to broadcast programs. In comparison to the reacher countries, the sum is considerably low where the practice of online methods has been 93 percent for primary education and secondary education.
According to the UNESCO report, currently, there is no such method that guarantees the learning for all. Lack of resources and lack of preparedness are certain limitations of online educations.
The UNESCO report further added that as per a survey in the United States there are only 43 % of teachers who are prepared to stimulate remote learning. Just 1 out of 5 said school authorities furnished guidance.
For differently-abled students, online education has been more challenging, as per the report. The GEM report said that children with mild understanding disabilities such as deficit hyperactivity disorder have challenged to work alone in front of a computer.
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The UNESCO report said, during the COVID-19 pandemic, at risk of exclusion nearly 40% of low and lower-middle-income countries have not supported students like the poor, learners with disabilities, living in remote areas, and linguistic minorities.
The UNESCO report further highlighted that by rising social isolation, the risk of marginalized students is also increased to further disengaging from education and leaving school early.