The perversion of school closures in India

Over the past two years, India has earned the dubious distinction of becoming the country with the second longest COVID-19 pandemic-linked school closures in the world – after only Uganda. According to a UN report, this is an estimated 82 weeks, with some intermittent classes in between. Much has been said, written and published about the impact of school closures on learning loss. However, there has been very limited discussion on why – despite scientific evidence to support reopening – Indian states remained reluctant to reopen schools. There is an urgent need to analyze the root causes of school closures in India, draw lessons and guide future policy interventions.

the curse of misinformation

To begin with, one of the biggest reasons for frequent school closures is widespread misinformation. Baseless statements by influencers like ‘the third wave will affect children’ and ‘let’s wait for children to be vaccinated before reopening schools’ were made and circulated on social media by influencers. These scared parents and (incorrectly) linked schools reopening with children’s COVID-19 vaccinations. There were occasional reports of children being hospitalized in different parts of the world on television channels, sensationalizing the matter; While it raised their target rating point (TRP), it harmed the helpless children.

Second, the opinions of a small section of privileged parents and self-declared representatives of their union – often not fully understanding the complexity of the issues – dominate and dominate mainstream discourse. Although surveys indicated that poor and middle-class parents – regardless of part of the country – wanted schools to remain open, they were largely overlooked in decision-making, which appeared in ‘sensational’ newspapers. was also impressed by the reports of TV debate. Many ‘experts-at-everything’ appeared on television channels with the argument that ‘let’s err on the side of caution’, as if epidemiological and scientific evidence had no value. Every time privileged parents or ‘experts in everything’ spoke, they denied children from poor and marginalized backgrounds their opportunity and right to education. Needless to reiterate that, over the past two years, already wide educational inequalities have only widened further.

Third, government response at all levels to misinformation was delayed and arguably inadequate. Although science communication increased over time, it did not match the pace of misinformation. Politicians in most states played in the gallery and used opposition (mostly by a small group of the privileged) to reopen schools as the pretext of delaying school reopenings.

gap to brainstorm

Fourth, the citizens’ lived experience of the second COVID-19 wave in India – in which people had to fend for themselves – undermined the confidence of the average citizen in the government and its institutions. Also, widespread misinformation was not countered by the government and the challenge was compounded by not engaging with stakeholders to gain trust. Evidence informed and COVID-19 data based public communication could have helped. However, during the pandemic, the availability of COVID-19 data in the public domain remained sub-optimal and science communication, almost always, was delayed.

Five, for several months after the initial closure of schools, there was almost no planning and discussion on the need for objective criteria to reopen schools. In early January 2021, India almost declared victory over the COVID-19 pandemic. However, there was little discussion and urgency to reopen schools.

The delay in the reopening of the school has exposed social aspects as well.

First, it is not certain that people with influence and voice will speak on behalf of the poor and the voiceless. Second, the worst impact of school closures has been on children who were already at a disadvantage. Third, learning during the novel coronavirus pandemic (wrongly) equates to completion of the curriculum. Parents are beginning to recognize that learning disadvantages can be addressed by letting their children attend extracurricular classes or through online edtech solutions.

In the Union Budget 2022-23, acknowledging the learning loss due to the pandemic, the government announced the ‘One Class, One TV Channel’ scheme of Pradhan Mantri e-Vidya, or PM e-Vidya, scheme to expand to 12 television channels. proposed under the programme. To “provide complementary learning”, for a total of 200 channels. This has inadvertently ended the learning with the completion of the syllabus. Online and Offline Study (School) surveys of school children in India have shown that TV-based education programs are completely ineffective.

Adopt ‘Perry’

In the coming weeks, schools are expected to reopen for more additional classes/grades in more states; However, it would be unfair to our children if we proceed without adequate measures to ensure that schools start functioning at full capacity. This is possible through Perry’s structured approach to: prepare; to put to work; Rethink and innovate.

Prepare for the continuation of schooling. It is absolutely essential to make the necessary planning and develop a perspective on everyone’s risk of COVID-19. Even when the pandemic is over, cases of COVID-19 will continue to emerge. Sometimes, there may be an increase in coronavirus cases in different settings. Therefore, each state needs to develop a road map, strategy and plan ahead to prevent avoidable disruptions. Objective criteria for school closure – if at all – need to be developed and such decision or decision should be implemented in a decentralized manner at the block or district level. We all need to develop a vision about the impact of COVID-19 on children. For example, in many settings, the risk of hospitalization of children due to dengue, malaria or diarrhea is much higher than for COVID-19. If we don’t close schools for those circumstances, why do we do it for COVID-19?

To engage with key stakeholders including parents and raise awareness about the importance of individualized education and the concept of holistic child development. There is a need for the continued involvement of all key stakeholders – parents, community members, schools, public health experts and local governments – to combat any misinformation in the course of things and get learning on track. Learning (as well as nutritional) loss has been greatest for young children. Although Anganwadi. Pre-nursery and nursery schools in most states and primary schools in many states are still closed, which should be opened immediately and immediately.

Re-imagine every aspect of the school’s functioning, such as better ventilation and blended learning methods. More importantly, there are reports that children from many poor and marginalized communities have already dropped out of schools and cannot return to the education system, ie children are drawn into child labor and other paid and unpaid work. goes. When the school opens, the work will clearly be only halfway. Special initiatives – socio-political engagement and discourse – need to be initiated so that every single child who needs education can return to learning individually. It is also an opportunity to revive school health services in Indian states and to institutionalize regular counseling and mental health services for school-age children, especially adolescents.

To innovate to compensate for learning loss and to make schools a place for holistic child development. Schools are much more than a place to complete the curriculum. A child meeting and interacting with other children in real life and at school contributes to emotional, social, cognitive, communication and language development. There is a lot of focus on compensating for learning loss and the months before the start of the next academic session are being suggested to be used to catch up on the missed lessons. This will be a narrow view and the duration is very short.

Every government needs to formulate a mid to long term plan to compensate for the learning loss, with adequate focus on holistic child development. Strategic and innovative thinking and sustainable solutions are needed.

education as hope

For most of the poor and low and middle income families, quality education is the only hope to break out of the vicious cycle of poverty and think of a brighter future. Widespread educational inequalities now mean that the pandemic has deprived the poor and most vulnerable of society from this opportunity. Frequent school closures and hesitation to reopen educational institutions are symptoms of a deeper flaw in India’s education system as well as a reflection of the value decision makers attached to school education. It is our socio-political responsibility to do whatever is necessary to ensure the safe return of every child in the country to school. It is not a matter of choice, but of what we as a responsible society should do immediately.

Dr. Chandrakant Laharia is a physician-epidemiologist and Founder-Director of the Foundation for People-Centric Health Systems, New Delhi (he acknowledges the input of Professor Jean Dreze in an earlier version of this article).

• Although surveys indicated that poor and middle-class parents – regardless of part of the country – wanted schools to remain open, they were largely overlooked in decision-making.

• Learning during the novel coronavirus pandemic has (wrongly) equated course completion.

• Frequent school closures and hesitation to reopen educational institutions are symptoms of a deeper disease in India’s education system.