数字沟和获得在线教育:来自印度泰米尔纳德邦的新证据
K Jafar1, Kripa Ananthpur1, L Venkatachalam1
1Madras Institute of Development Studies, Chennai, India.
概括
由于COVID-19的流行,泰米尔纳德邦的数字沟更加严重.
科学领域:
- 教育政策 教育政策
- 数字分界线是数字分界线
- 社会经济不平等社会经济不平等
背景情况:
- 在全球范围内,COVID-19大流行需要快速转向在线教育.
- 对数字基础设施的不平等接入扩大了社会经济差距.
- 教育机构在保持学习连续性方面面临前所未有的挑战.
研究的目的:
- 分析泰米尔纳德邦在疫情期间继续教育方面的经验.
- 突出数字沟对学生在线学习机会的影响.
- 评估政府倡议在减轻教育差距方面的有效性.
主要方法:
- 利用了泰米尔纳德州三轮Covid脉冲调查 (2020年10月和2021年8月) 的数据.
- 分析了学生在获得在线教育时面临的挑战.
- 评估政府干预措施对教育包容性的影响.
主要成果:
- 疫情和转向在线学习加剧了数字沟.
- 学生在获得教育的数字资源方面面临重大挑战.
- 政府的举措,如Kalvi TV,在弥合农村和城市数字差距方面表现得很好.
- 通过有针对性的干预措施,教育系统变得更加包容.
结论:
- 数字沟仍然是确保在危机期间提供公平教育的关键挑战.
- 基于证据的政策制定对于解决教育中的社会经济不平等至关重要.
- 有针对性的政府举措可以有效地减轻数字沟的影响,并促进包容性教育.
- 泰米尔纳德州的经验提供了关于在公共卫生紧急情况期间保持教育连续性和福利的见解.
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