Bridging the digital divide in government schools, a call for action in the context of NEP 2020

In the era of rapid digital transformation, the emphasis on using digital tools to enhance education is undeniable. However, this shift has also highlighted the glaring disparities in the education system, particularly in government schools. As Ratna Viswanathan, CEO of Reach to Teach, aptly puts it, government schools are often left behind due to the lack of adequate infrastructure, limiting access to the very tools that could revolutionise the learning experience for children.

The National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) both advocate for modern teaching methodologies that incorporate digital access, personalized learning outcomes, and learner autonomy. This progressive vision seeks to empower students by providing them with choices on what to learn and how to learn it. However, the reality in government schools is far from this ideal. 

The struggles of government schools

Experts from the industry believe that one of the primary challenges faced by government schools is the lack of resources, especially when it comes to digital infrastructure. While private institutions increasingly integrate technology into their classrooms, government schools often struggle to provide even the basics. “Many classrooms remain under-equipped, with little or no access to computers, tablets or even reliable internet connections. This digital divide creates a significant gap in learning opportunities, leaving students in these schools at a disadvantage,” Viswanathan explained.

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Additionally, the current education system still places a heavy emphasis on high marks and rote learning, both driven by parents and school authorities. This process-driven focus often sidelines holistic learning and neglects the importance of critical thinking, creativity, and problem-solving. The government’s push to shift from traditional learning methods to those prescribed in the NEP 2020 requires a fundamental change in how both educators and students engage with learning. However, this shift remains a distant goal for many government schools, primarily due to resource constraints.

The need for practical solutions

To address these challenges and make the vision of NEP 2020 a reality in government schools, it is essential to break down the policy into actionable steps. Simply pouring in resources is not enough; the focus must be on using what is available locally and creating a sustainable, scalable model for learning. Community involvement, local partnerships, and leveraging existing infrastructure are key to overcoming resource shortages.

One promising approach is to adapt digital learning platforms to low-resource environments. For example, offline learning tools and mobile-based applications that do not require constant internet access can bridge the gap in areas with poor connectivity. By working with local organizations and educational NGOs, schools can harness these tools to bring digital learning to students who otherwise might never have access to them.

Moreover, experts suggest that collaboration between government bodies, local communities and the private sector can play a pivotal role in this transformation. By creating low-cost digital content that is locally relevant, educational platforms can become more inclusive and effective in engaging students.