Case 1: “We cannot play games or do extracurricular activities such as dancing or swimming.
In addition to research, we used to participate in many activities.
We play basketball, dancing, visiting libraries, and spending time with friends.
All this is no longer possible In distance learning, “said a 16-year-old girl.
Case 2: “We face a lot of trouble and must make a lot of compromise this year.
More effort needs to be done to make the magic online better,” said the parents of the 12-year-old child.
Lucknow: Almost half of school children in Uttar Pradesh did not use any distance learning tool since the closing of the school due to lack of awareness of content learning or resources, as reported by 68% of adolescents and 83% of children in the group aged 5-13 years.
This finding is part of the rapid assessment by UNICEF about learning during the closing of the school given the covid pandemic.
During the study conducted in August-September last year, most parents, adolescents and teachers felt that student learning and overall progress were slower than when they went to school.
At least 84% of respondents said children learned less or less significant while 79% said children were left behind.
More teenagers (56%), compared to children in the base class and junior (41% of the age of 5-13), found using distance learning tools, mainly driven by the US from reading materials, textbooks and youtube.
While 69% of adolescents are registered in government schools have access to distance learning as 38% of children in the age group 5-13 years.
When it comes to private schools, almost a number of teenagers (48%) and junior class children (46%) are found using distance learning material.
Urban-rural divide continues to separate the education state.
This study shows teenagers (71%) and children in 5-13 years (51%) of urban up learning materials used compared to their peers in rural areas where 54% of teenagers and only 39% of children ( 5-13 years) Access to distance learning.
From those who took distance learning, 47% using WhatsApp followed by home visits by the teacher (according to 30% of respondents).
The study also looked at the main challenges facing the family.
While 40% of families say high internet refill costs are caused as obstacles in learning, 31% say giving the device to learn is a challenge.
17% of other respondents said they failed to use distance learning for the desire of school textbooks.
UNICEF’s education specialist to rise, Ritwik Patra, said: “This study shows not many learning that occurred during the period.
This year, with our support, the government launched the Mohalla class concept for better outreach.” This study was conducted at 1,100 respondents including 454 Parents of children aged 5-13 years, 312 teenagers (age group 14-18), and 47 teenagers, 201 government school teachers and 87 marginalization populations, including migrant families.
In its part, the government created the Whatsapp group of teachers who cover more than 90% of schools under the ‘Prna Ki Ki E-Pathshala’ mission created learning content on Diksha and developed a TV program for Telectarshan in Doordarshan.