Exploring the Digital Divide
The Reality of Online Education and Socioeconomic Disparities in India

Introduction

In an era where technology and digital platforms have revolutionized numerous sectors, online education stands as an undeniable forerunner. However, the Covid-19 pandemic has transformed this gradual progression into a rushed transition, exposing the stark disparities within this domain. As educational institutions remain closed due to the ongoing pandemic, the shift from conventional classrooms to digital platforms has become indispensable, despite the numerous challenges involved.

Online Education: A Pandora’s Box of Disparities

A critical challenge in the realm of online learning is the uneven access to basic utilities and infrastructure, such as electricity, internet connections, and devices like computers or smartphones. The digital divide is evident across various parameters, including socioeconomic class, gender, region, or place of residence.

Electricity Access

While the Indian government’s Saubhagya scheme has achieved nearly 99.9% household electrification, the quality of electricity supply and its daily duration can significantly impact digital learning. A 2017-18 nationwide survey by the Ministry of Rural Development revealed that only 16% of Indian households receive one to eight hours of electricity daily, with only 47% receiving more than 12 hours a day.

Device and Internet Accessibility

Although smartphones can somewhat supplement the use of computers for online classes, they prove less efficient for extensive assignments or research. While 24% of Indians own a smartphone, a mere 11% of households possess any type of computer. The National Sample Survey report (2017-18) on education shows that only 24% of Indian households have internet access. In rural areas, where 66% of the Indian population resides, only slightly over 15% of households have internet services. This contrasts with the 42% of urban households with internet access.

Socioeconomic Disparities

The digital divide gets starker when analyzing the data across socioeconomic classes and states. Among the poorest 20% of households, only 2.7% have access to a computer, and 8.9% have internet facilities. In contrast, these proportions rise to 27.6% and 50.5% respectively among the top 20% of households. Furthermore, disparities in computer access range from 4.6% in Bihar to 23.5% in Kerala and 35% in Delhi. For internet access, more than 40% of households have internet in states like Delhi, Kerala, Himachal Pradesh, Haryana, Punjab, and Uttarakhand, while it’s less than 20% in states like Odisha, Andhra Pradesh, Assam, Bihar, Chhattisgarh, Jharkhand, Madhya Pradesh, and West Bengal.

Overcoming the Hurdles of Remote Learning

Merely transitioning to online classrooms does not guarantee effective learning. The essence of education lies in interpersonal interactions among peers and between students and teachers, aspects which digital learning struggles to replicate. Online education, thus, demands higher discipline and initiative from the students. Furthermore, teachers face significant challenges in adapting to this new teaching environment, often lacking digital proficiency and experience with online instruction.

Creating a conducive study environment is essential for effective learning. Unfortunately, not all students have access to a quiet space for studying at home. With only 37% of households in India having a separate room for studying, attending lectures in an undisturbed setting becomes a luxury for many. Moreover, regular online classes come with a financial burden, as students must cover the costs of internet services.

Underinvestment in Digital Infrastructure

Despite central and state government initiatives, the digital infrastructure for remote learning is far from adequate. The 2020-’21 budget allocated by the Ministry of Human Resource Development for digital e-learning saw a decrease from Rs 604 crore in 2019-’20 to Rs 469 crore, indicative of insufficient investment in this crucial sector.

The Covid-19 pandemic has merely exposed the deep-rooted structural imbalances in the digital world, reflecting the disparities between rural and urban areas, genders, and socioeconomic statuses. Expanding online education without addressing the existing digital divide will only widen these gaps, escalating educational inequity.

The Shadow of Private Schools

In this scenario, the role of private schools becomes contentious. The haste with which many private schools organized poorly structured online classes, employing inadequately trained teachers, and pressuring parents for enrollment, raises questions about their intentions. It appears that their primary motive was to collect tuition fees and other charges from parents during the lockdown period. Private schools often fail to adhere to the government-mandated salaries outlined in the Right to Education (RTE) Act, Chapter IV, and Section 23. This negligence intensifies the challenges faced by educators, subsequently impacting the quality of education provided.

The Call for Educational Equity

The government must take significant steps to ensure the comprehensive implementation of the provisions outlined in Article 21-A of the RTE, which addresses the fundamental right to education. It is essential to prioritize disadvantaged students who are more prone to suffering due to these inequalities. Section 12 of the RTE Act highlights the responsibility of schools to reserve 25% of seats for students from socially disadvantaged groups. However, the practical implementation often falls short, with many private schools treating these children unjustly.

Conclusion

The swift shift to online education due to the pandemic has underscored the deep disparities within the Indian education system. The journey towards digital education in India must focus on bridging this digital divide, fostering an inclusive educational environment. Policymakers, educators, and society at large need to acknowledge and address these disparities to ensure equal access to quality education for all.