UNESCO
Education in pandemic

Like all other countries, India has also emphasized more on the online learning method during the pandemic period to ensure undisrupted education.
The Coronavirus outbreak has given us sufficient opportunity to rethink our education system, said by the Director of Global Education Monitoring Department.

Due to the ongoing pandemic, the government of several countries has promoted exclusion. On Tuesday, the Director urged all the nations to facilitate inclusion in education.

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The International education body explained distance learning during the coronavirus outbreak is ‘imperfect options for classroom teaching ’ for the impoverished students. Rethinking the prospect of education is all the more significant following the Covid-19 pandemic, which further enlarged and put the limelight on unevenness. Failure to act will impede the advancement of societies, UNESCO director-general Audrey Azoulay asserted.
To increase to the challenges of our time, a move towards more comprehensive education is essential, Azoulay said.

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India is also one of the nations, who adopted the virtual teaching method in the prevailing coronavirus situation. Limited vigilance has been paid to the inclusion of all students, UNESCO asserted with reference to India, adding that relying on the academic year structure, schools’ temporary shut down have disturbed school calendars, teacher training and licensing schedules, and annual exams.

Education strategies differ in emphasis on inclusion In India, inclusive exercises are found in association with early intervention for specially-abled children. Tamil Nadu state opened a State Resource Centre for Inclusive Education. Andhra Pradesh and Maharashtra states organized transport for children and their parents. Bihar state ensured the articulation of parents of learners with disabilities on school management councils, the UNESCO told with a citation with some Indian methods.

However, the worldwide body has made substantial actions to broaden the rural school network since the 2009 Right to Education Act, which expected primary schools to be placed no more than 1 km from a child’s resident. However, development was attained by increasing the number of small schools with insufficient infrastructure, resulting in a continuous process of rationalizing education resource diffusion, it added further.

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Stepping further, taking all the children, irrespective of diversity can’t be accomplished in a single day. But these adverse conditions have shown us that if we put our minds, we can overcome, added the Director.

However, it implied that the battle was too big for any education network to respond effectively. And the requirement for closing schools has put phenomenal disruptions on governments, teachers, students, and parents intending to ensure education continuity without a halt.

 

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