The impact of COVID-19 on education systems across the globe is unprecedented. According to a United Nations report, it is likely that almost 24 million children will not return to school this year. The situation is especially grave in developing countries like India, where around 66% of children attend low-income schools.
Educators in low-income schools lack the expertise, and moreover, the resources to set up effective digital classrooms. Availability of a smartphone during school hours and stable internet connection are major challenges for most students. These factors contribute towards the creation of a learning gap. On reading an article by Dr. Niranjanaradhya, a prominent academic expert who has been working towards delivering equitable quality education in India for the last decade and a half, I learnt that the longer the learning gap for under-resourced children, the greater are the chances of an exit from the education system.
Over five years, I’ve developed a strong bond with our wonderful students at Pune Learns. In May this year, I was determined to continue providing them, not only English classes, but also holistic development exposure that would enable them to utilise their time wisely during the lockdown. To achieve this, in June, I launched the digital program. Transitioning to a virtual model of learning came along with a whole new set of challenges and learnings, ones that contributed towards, not only Pune Learns’ growth, but also my personal growth. Here are some of them –
1. The magic of human connection in a virtual world
During the initial stages of the transition, I was apprehensive about how we would continue delivering learning virtually. During in-person classes, our teaching relied on the unique approach of forming that crucial connection, that special bond with our students. This had enabled us to enhance engagement and in turn boost the grasping power of students. I had my concerns about whether we would be able to recreate this experience online, however, our volunteers and students truly rallied together during these challenging times. Volunteers persistently contacted students to figure out logistics such as smartphone and internet availability. Through immense patience and passion, they helped students get accustomed to the online world and students reciprocated with equal enthusiasm.
It’s heart-warming to see one particular student ask the following question on the WhatsApp group, right after every class – “Bhaiya, when is our next class?”. Nothing makes me happier than seeing our students look forward to class with their ‘didis’ and ‘bhaiyas’. I learnt that a willingness to learn and share is all it takes to stay strongly connected.
2. Engaging curriculum delivery is the key to success
Over the course of the first three weeks, the team and I realized the need to customise curriculum delivery so that it would be better adapted to online teaching. In the absence of a physical workbook, students were easily distracted and bored. Introduction of audio-visual elements such as picture stories, fun cartoons and interactive videos improved their attention span. This also exposed students to technology as a tool for learning. They learnt how to browse YouTube to watch a short cartoon film, use Google to search for meanings of words and access course material and short stories via a PDF reader.
Fast forward to four months later, some of our 11-year-olds are now learning how to fill out a Google Form! Through this experience, I learnt how powerful content creation, delivery and consumption is.
3. A holistic development approach widens horizons for young students
It’s no surprise that students are primarily missing school because they don’t get to meet their friends and attend a sports or an art class. Keeping up with the tradition of hosting enjoyable events for our students, we decided to actively pursue our holistic development activities virtually. Through collaborations with experts, we hosted events on a wide spectrum of topics such as mental health, astronomy, sustainability, storytelling and art. These events strengthened bonds between students and volunteers, expanded the students’ knowledge base and nurtured their hobbies.
We’re currently participating in the ‘Virtual Recovery Program’ of ‘Saturday Art Class’, a Mumbai-based non-profit delivering social and emotional learning skills to young students via art. Seeing our creative students teeming with happiness due to their reunion with art, fills me with joy. This reinforced my belief in boosting quality of learning by striking a balance between academics and extracurriculars.
4. Upskilling brings with it social and career growth
During these uncertain times when unemployment is on the rise and finding a job is a challenge, we decided to enhance the employability of college students and homemakers by developing their English communication skills. Collaborating with ‘Pune City Connect’, a government-affiliated non-profit in the social development space, we launched the ‘Empowered Communication’ program. Seeing students enthusiastically read books and watch movies in English, deliver speeches and build CVs, and apply their learnings from these activities to launch, restart or propel their careers has been an educational journey for us.
I learnt that communication, a skill we often take for granted, should be continuously developed as it plays a crucial role in giving one an upper edge in any sphere of life.
The virtual learning program has played a crucial role in filling the learning gap that students are facing in light of the pandemic. It has fostered teamwork, empathy and reinforced the team’s passion for the cause. Each team member – Pooja, Arzoo, Nishant, Shivani, Ketaki, Pallavi, Dipack, and the volunteers – has exemplified the power of persevering in the face of adversity. It’s only onwards and upwards from here!
– By Tanvi Lolap
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