Covid 19 Impact on The Education of Students of Vulnerable Communities Especially Scheduled Tribes and Scheduled Castes of Jharkhand and Haryana

Aims and Objectives: The aim of the study was to assess the impact of the COVID-19 pandemic on the education of students from vulnerable communities, specifically Scheduled Tribes (STs) and Scheduled Castes (SCs), in Jharkhand and Haryana. The study focused on understanding whether the digital divide has exacerbated educational inequality in the technology-driven post-COVID education scenario, with a particular emphasis on gender disparities.

Methodology: The study used a mixed-methods approach, combining primary and secondary data collection. Primary data was collected through a survey conducted in specific villages within Jharkhand and Haryana, targeting rural areas with significant SC/ST populations. Secondary data was gathered from national surveys such as NSSO, ASER, and UDISE+, along with relevant literature. The sample included approximately 1,296 households across the two states, selected based on SC/ST concentration in rural districts, and further categorized by high, medium, and low concentrations.

Findings:

• Increased Dropout Rates: The pandemic led to higher dropout rates, particularly among marginalized communities in Jharkhand and Haryana.
• Significant Learning Loss: Students experienced substantial learning losses, especially in reading and writing, due to incomplete prerequisite courses and unassessed promotions.
• Low Online Attendance: Approximately 75% of children in Jharkhand did not attend online classes during the lockdown, compared to 14% in Haryana.
• Forgotten Lessons: Students in both states forgot previous lessons and lost essential reading and writing skills.
• Limited Access to Digital Devices: SC children in Haryana faced significant barriers to online learning due to limited access to digital devices.
• Poor Digital Infrastructure: Insufficient digital infrastructure and poor connectivity exacerbated the learning challenges for vulnerable students.
• Lack of Interaction: The absence of face-to-face interaction with teachers and peers posed a significant challenge.
• Language Barriers: Language barriers were particularly challenging for students from ‘Other’ social groups attending English medium private schools in Haryana.
• Impact on Livelihoods: The pandemic-induced livelihood loss led to hunger, debt, and increased educational expenses, especially for migrant families.
• Unpreparedness of Schools: Schools and teachers were largely unprepared for the sudden transition to online teaching, lacking digital skills and adequate training.

Recommendations:

• Address the digital divide by improving access to digital devices and connectivity in rural areas.
• Implement targeted interventions to reduce dropout rates and recover learning losses.
• Provide training and resources to teachers for effective online teaching.
• Enhance digital literacy among students and parents in vulnerable communities.
• Support livelihood recovery for affected families to mitigate the economic impact on education.
• Develop language support programs for students facing language barriers in private schools.