Mentor’s Comment: UPSC mains have always focused on National Education Policy (2020), and Significance of Primary Education (2016 and 2022).

Did you know that, the Budget Allocation for the FY 2024-25 of ₹ 73,498 cr is the highest ever for the Department of School Education & Literacy. On the other hand, while science and technology have integrated countries, education can generate the need for profit and can widespread use of innovations.

Today’s editorial discusses the major observations from the ASER 2024 Report. This content can be used in Mains answer to present the Digital divide in Rural and Urban Area. Further this content also tells you the Potential of Digital infrastructure and Implementation that India needs to build. 

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Let’s learn!

Why in the News?

According to the recent ACER Survey 2024, India lacks a road map in the field of education that allows the promise of technology to be harnessed for those who need it the most.

What are the Key Highlights given by ASER 2024?

• Academic Observations and Reporting: Since 2006, private school enrollment in rural India has been increasing, plateauing at 30.8% in 2014 and remaining there in 2018.
• • Basic arithmetic abilities in Class 3 have risen to 33.7% in 2024, exceeding both 2022 and 2018 rates. Class 5 reading levels are also up, nearly matching 2018 figures, although private schools have not yet reached their pre-pandemic reading levels.
  • Attendance for both teachers and students in government elementary schools has improved. Several states have pre-primary enrollment rates above 90%.
• Focus on Foundational Literacy and Numeracy: The big push for foundational literacy and numeracy (FLN) under NEP 2020 and the NIPUN Bharat Mission has helped to improve foundational learning through better resources, learning materials, and teacher training which appears to be a major contributor to the improvements noted in the ASER 2024 report.
• Emphasis on Early Childhood Education: NEP 2020’s emphasis on early childhood education is expected to further improve access, as ASER 2024 reported increased enrollment in early childhood education, with almost 80% of children aged 3 to 6 years enrolled in some form of pre-primary education.
• Improved Accessibility and Potential: In 2018, approximately 90% of rural households possessed basic mobile phones, while 36% owned smartphones. By 2022, smartphone ownership in these households increased to over 74%, and further to 84% in 2024, but educational use is limited to 57%.
  • Among children aged 14-16, smartphone ownership rose from 19% to about 31% within a year.
  • Smartphones were mainly used to send texts, worksheets, and videos during the pandemic as a substitute for textbooks. Digital skills from the pandemic remained relevant, and artificial intelligence (AI) generated new interest.
• Reversing Pandemic Losses: The ASER 2024 report suggests a rebound from the learning losses during the COVID-19 pandemic, especially in government schools, where reading and arithmetic skills have reached or exceeded pre-pandemic levels.
  • The improvement in standard III implies that some of its credit can go to the NIPUN Bharat Mission.

What are the present challenges of digital divide in India according to ASER Report 2024?

• Gender Disparity: Boys outpace girls in access, ownership, and smartphone usage, which puts girls at a disadvantage and exacerbates existing inequalities. Even when smartphones are available, girls face systemic barriers that limit their access, such as social norms, parental control, and prioritization of boys’ education.
• Access vs. Usage: While nearly all children between 14 and 16 have access to cell phones, only 57% use smart devices for education-related activities, while about 76% use them for social media.
• Variations Across States: ASER 2024 indicates wide variations in digital literacy across states.
• Digital Literacy Skills: While smartphone access is widespread, structured digital education programs can enhance meaningful use of technology for learning.
  • There is a gender gap in digital skills, with 85.5% of boys and 79.4% of girls reporting that they know how to use a smartphone.
• Smartphone Ownership: There is a gender gap in smartphone ownership, with only 36.2% of boys and 26.9% of girls reporting owning a smartphone.
  • This lack of personal ownership limits access and curtails opportunities for girls to explore and learn independently.

How can technology be leveraged to bridge the digital divide and ensure equitable access to educational resources?

• Targeted distribution of school-owned devices: Schools can monitor device-to-student ratios to decide how each device can best support specific learning activities within the curriculum.
  • Distribution can be based on the individual needs of the student, ensuring that each device is allocated where it can have the most significant impact on learning.
• Embrace pedagogically-led technology integration: Prioritizing integrating technology in a way that enhances the learning experience as a whole can ensure that every student benefits from the transformative potential of digital tools.
  • This includes how educators are trained in technology as a means to achieve equitable learning outcomes.
• Assess Needs and Resources: Survey families to understand current technology access at home and take inventory of existing school technology equipment and infrastructure. Identify areas that need upgrades to support 1:1 device programs.
• Provide Multiple Access Options: Offer devices that students can use at school and take home and create a community technology center with free WiFi, computers, and printers. Partner with community organizations to provide access outside of school

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