Schooling as an Essential Activity – Implications of Ignoring Schooling
iasparliament
December 18, 2020
What is the issue?
Amidst the various ups and downs, lockdowns and unlocks during the pandemic, one (near) constant feature has been the closure of schools.
It is crucial now to realize that ignoring schooling would have long-term implications.
What is the current scenario?
In the recent past, there have been big rallies, protests, social and religious festivities (on a reduced scale though).
Besides these are crowded markets, busy roads and almost every activity.
There have been some attempts such as conduct of entrance tests and optional attendance by some pupils in.
But barring these, schools have remained shut and out of reach for most.
Various states have attempted to reopen schools, with limited successes due to the resurgence of the virus.
The recent attempts will also face obstacles, possibly lead to a rise in local infections, and other disruptions.
How different have the approaches been?
In the 9 months since March 2020, human interaction in the real world has become a scare resource.
Different societies have chosen to act differently in this respect.
The European model has been to keep schools running as much as possible, with great innovations.
Denmark and Norway opened schools early in April/May in a staggered manner, and this did not lead to a second or third wave of infection.
In the UK and Germany, schools reopened in August/September, and it was not smooth sailing for them.
Some schools had to be closed temporarily while some (in Germany) adopted mass testing.
The UK opted for a second nationwide lockdown in the first week of November but announced its resolve to keep schools open.
In all, several countries in Europe, essentially, chose schools over non-essential business.
What does this signify?
The incidence of infection, the school support systems and budgetary burdens are different.
However, the above examples should not be dismissed on the ground that these were developed countries.
It can be argued that they are developed because they consider schooling to be an essential activity.
They are doing their utmost to see students do not lose out.
In fact, the UK’s education minister made it clear that “continuity of education is a national priority.”
The government was threatening to take action against a local council which had ordered closure of schools.
What are the challenges in India’s case?
There are several factors, apart from intent, that makes keeping schools open so hard in India.
For example, average distance travelled by a student and the density of student population in any school are high.
This makes it difficult to safeguard against the spread of the infection.
Schools can bring in changes in terms of class arrangements, staggered lunch hours, reduction in physical sports, limited social interactions and year-group bubbles.
But they cannot control what happens outside their premises.
On the other hand, more than these logistical factors, there are some key issues that need attention.
What are the long-term changes needed?
Decentralisation - The school system needs more decentralisation both in terms of governance and planning.
Not all decisions need to be taken at the national or state level.
Local councils or districts could have chosen to stay open, depending on the spread of the disease, their local needs and capabilities.
Social needs - Inequality in educational capability has been exacerbated due to the closure of institutions during the pandemic.
So once schools across the country reopen, it cannot be simply teaching as usual.
Schools need to reassess the needs of their pupils and do utmost to attend to these.
Teaching methods - Teaching practices at schools have a sizeable impact on a student’s social capital.
There are differences between the vertical method and the horizontal method.
In the former, the teacher lectures and students take notes and ask questions.
In the latter, students work in groups and ask questions to each other and the teacher.
It is learnt that in societies where the horizontal method is predominant, generalised levels of trust in the society are likely to be higher.
Students under the vertical system are also likely to have lower assessments (belief) of the value of cooperation.
Essentially, trust and cooperation affect the long-term growth of an economy.
In India, the method is more inclined towards the vertical method, where online classes are viewed as close substitutes of classroom experience.
What is the way forward?
Reopening schools could have contributed to some increase in infection numbers as well.
But then all activities have produced such an outcome.
Several scholarly studies show that schooling and education determine long-run development and growth.
It is high time that India treats schools as part of the essential sector and prioritises teachers and school workers too in the vaccination strategies.
