Navigating Educational Disruptions: Impact of the COVID-19 Pandemic on Competency-Based Learning and Psycho-Social Well-being in Aspirational Districts of North-East India

Abstract

The COVID-19 pandemic prompted significant disruptions in education, requiring a swift transition from conventional to online learning, particularly in India's rural and aspirational districts. Aligned with the objectives of the National Education Policy (NEP) 2020 and the NIPUN Bharat Mission, this study explores the impact of the pandemic on competency-based learning and the psycho-social well-being of elementary school children. It highlights the preparedness of schools for virtual teaching, the role of parents and community members in supporting online education, and the initiatives undertaken by schools to ensure continuity in learning during the lockdown. The study employed a mixed-methods approach, gathering data from 191 parents and 180 School Management Committee (SMC)/community members across eight aspirational districts in the North-East Region during academic session 2022-23. Key findings reveal that while schools and communities made commendable efforts to facilitate online education, challenges persisted in terms of access to digital devices, internet connectivity, and familiarity with online platforms. Parents expressed concerns about the physical and mental stress of online learning on children, with most favoring face-to-face instruction. Community members emerged as vital contributors, offering diverse forms of assistance, including providing smartphones, conducting awareness campaigns, and fostering collaboration between teachers, parents, and students. Schools, with support from NGOs and religious organizations, implemented initiatives like distributing resources, conducting awareness programs, and ensuring access to academic materials for students lacking digital infrastructure. The findings underscore the significance of shared responsibility among parents, schools, and community stakeholders in overcoming educational challenges during crises. They also emphasize the need for strategic planning to enhance the resilience and inclusivity of the education system for future emergencies.