Paper No. - 15
Mass Communication and Media Studies
Name :- Dharti makwana
Batch :- 2019-2021
Semester :- M.A. Sem-4
Roll No. :- 5
Enrollment No. :- 2069108420200024
Submitted :- Smt. S.B.Gardi Department of English, MKBU.
Email :- dharteemakwana789@gmail.com
Paper :- Mass Communication and Media Studies
Topic :-TV as a medium of education during Pandemic
TV as a medium of education during Pandemic
INTRODUCTION
The COVID-19 pandemic has been one of the biggest disruptions to education the world has ever known, affecting more than 90% of the world student’s population. Many countries turned to online based distance education to ensure that learning never stops. Countries around the world have responded to coronavirus (COVID19) driven school closures by adopting remote learning approaches, with many deploying online learning programs. However, online learning has exposed deep digital divides between and within countries, including high-income. The situation is far worse for lower resource environments in middle- and- low-income people with Internet penetration rates typically less than 50% and a large share of students without devices to enable online learning at home.
Low- and middle-income countries have been using education television since the 1950s including interactive television lessons more recently. The World Bank’s EdTech team has catalogued examples of education television being used by countries during COVID-19 and has developed a rapid response guidance note on using educational television programming during school closures.
OBJECTIVE OF THE ASSESSMENT
The overall objective of this study is to analyze the Impact of COVID-19 on Indian Education System. In particular, this study will examine:
How the Indian education system is facing the Impact of COVID-19, and highlighting the role played by teachers and students through online education.
How the positive impact helpful to student, parents and school teachers in the scenario of the online education
How to reduce the negative impact of COVID-19 on students for their smooth education.
METHODOLOGY
Data and information presented in the study are collected from various reports and articles published by national and international agencies on impact of COVID-19 pandemic. Information is also collected from various authentic websites. Some journals are also referred to, relating to the impact of COVID-19 on the educational system.
PURPOSE OF THE STUDY
All systems have strengths and weaknesses. Maximizing strengths and minimizing weaknesses in order not to miss the opportunity to move forward should be the goal. The main purpose of the study is to analyze the impact of COVID-19 on the Indian education system. It covers the impact of COVID-19 on rural and urban students, Higher education Institutions.
REPORT OF UNESCO: TELEVISION IN THE TIME OF COVID19
However, some 826 million students (50%) kept out of classrooms by the pandemic do not have access to a computer at home, according to a recent study by the UNESCO Institute of Statistics (UIS) and the Teacher Task Force. Around 706 million students lack internet access and 56 million live in areas not covered by mobile networks. Many countries had to quickly find effective solutions and television and radio have proven to be a good alternative in a context where online learning is not possible. UNESCO and the European Broadcasting Union (EBU) organised a virtual workshop on Wednesday 27 May inviting representatives from national broadcasters to present the programmes and innovations put in place as well as discuss the lessons learned on the use of radio and television-based distance learning.
BEGINNING OF TELEVISION IN THE INDIA
Television first came to India [named as ‘Doordarshan’ (DD)] on Sept 15, 1959 as the National Television Network of India. The first telecast started on Sept 15, 1959 in New Delhi. After a gap of about 13 years, a second television station was established in Bombay in 1972 and by 1975 there were five more television stations at Srinagar (Kashmir), Amritsar (Punjab), Calcutta, Madras and Lucknow. For many years the transmission was mainly in black & white. Television industry got the necessary boost in the eighties when Doordarshan introduced colour TV during the 1982 Asian Games dcast/history/historyoftele.htm). The second phase of growth was witnessed in the early nineties and during the Gulf War, when foreign channels like CNN, Star TV and domestic channels such as Zee TV and Sun TV started broadcasting satellite signals.
This changed the scenario and the people got the opportunity to watch regional, national and international programmes. Starting with 41 sets in 1962 and one channel (Audience Research unit, 1991) at present TV in India covers more than 70 million homes giving a viewing population of more than 400 million individuals through more than 100 channels. Easy accessibility of relevant technology, variety of programmes and increased hours of transmission are main reasons for rapid expansion of TV systems in India.
EDUCATIONAL PROJECTS IN INDIA:
In India, since the inception of TV networks, television has been perceived as an efficient force of education and development. With its large audience it has attracted educators as being an efficient tool for imparting education to primary, secondary and university level students. Some of the major educational television projects are discussed as hereunder:
Secondary School television project (1961)
This project was designed for the secondary school students of Delhi. With an aim to improve the standard of teaching in view of shortage of laboratories, space, equipment and dearth of qualified teachers in Delhi this project started on experimental basis in October 1961 for teaching of Physics, Chemistry, English and Hindi for students of Class XI. The lectures were syllabus-based and were telecasted in school hours as a part and parcel of school activities. According to Paul (1968) ‘by and large, the television schools did somewhat better in the test then did the non-television schools’.
Delhi Agriculture Television (DATV) Project (Krishi Darshan) (1966)
The project named Krishi Darshan was initiated on January 26, 1966 for communicating agricultural information to the farmers on an experimental basis for the 80 selected villages of Union territory of Delhi through Community viewing of television and further discussions among themselves. Experiment was successful and there was substantial gain in the information regarding agricultural practices. (IGNOU, 2000)
Satellite Instructional Television Experiment (SITE) (1975)
This project, one of the largest techno-social experiments in human communication, was commissioned for the villagers and their Primary School going children of selected 2330 villages in six states of India. It started on August 1, 1975 for a period of one year in six states Rajasthan, Karnataka, Orissa, Bihar, Andhra Pradesh and Madhya Pradesh. The main objectives of this experiment, were to study the process of existing rural communications, the role of television as new medium of education, and the process of change brought about by the community television in the rural structure with following two type of telecast:
Developmental education programmes in the area of agriculture and allied subjects, health, family planning and social education, which were telecast in the evening for community viewing.
The school programmes of 22 ½ minutes duration each in Hindi, Kannada, Oriya and Telugu were telecast on each school day for rural primary school children of 5-12 years age group to make the children realize the importance of science in their day to day life. A SITE experiment showed that the new technology made it possible to reach a number of people in the remotest areas. The role of television was appreciated and it was accepted in rural primary schools as an educational force (IGNOU, 2000).
Post-SITE project (1977)
The target group for this post SITE project was the villagers of Rajasthan. This was a SITE continuity project and was initiated in March 1977 when a terrestrial transmitter was commissioned at Jaipur. The main objectives of SITE continuity project were to:
Familiarize the rural masses with the improved and scientific know how about farming, the use of fertilizers and the maintenance of health and hygiene
Bring about national and emotional integration
Make rural children aware of the importance of education and a healthy environment. This project was also successful.
Indian National Satellite project (INSAT) (1982)
The prime objective of the INSAT project was aimed at making the rural masses aware of the latest developments in the areas of agricultural productivity, health and hygiene. It was initially targeted at villagers and their school going Children of selected villages in Orissa, Andhra Pradesh, Bihar, Gujrat, Maharashtra and Uttar Pradesh. As a part of the INSAT of Education project, ETV broadcasts were inaugurated and continued through terrestrial transmission from 15 August 1982 in Orissa and Andhra Pradesh. Later, other states namely Bihar, Gujrat, Maharashtra and Uttar Pradesh were covered under INSAT service using INSAT-1B in June 1983. In each state, a cluster of 3-4 districts were selected on the basis of backwardness of the area, availability of suitable developmental infrastructure and utilization of existing production facilities. Besides developmental programmes for community viewing, educational programmes (ETV) for two different age groups of school children (5-8 years and 9-11 years) are telecast daily.
A capsule of 45 minutes duration consisting of two separate programmes - one for the lower age group and the other for the upper age group - were telecast regularly. Each programme runs for a duration of 20 minutes with five minutes change over time from one age group to the other. As of today, these ETV programmes are offered in five languages- Oriya, Telugu, Marathi, Gujarati and Hindi- for a large population of primary school children. Programmes telecast in Hindi are being received in all Hindi- speaking states in the northern belt (IGNOU, 2000).
UGC-Higher Education Television Project (HETV) (1984)
University students were the beneficiaries of this project. The University Grants Commission in collaboration with INSAT started an educational television project, popularly known as ‘Country wide Classroom’ on August 15, 1984 with the aim to update, upgrade and enrich the quality of education while extending their reach. Under this programme, a one-hour programme in English on a variety of subjects is presented with the objective of general enrichment for undergraduates, educated public and the teachers as well. An inter-university Consortium for Education Communication (CEC) along with a chain of about 20 audio-visual media Mass Communication Research Centres were set up by the UGC at different institutions in the country, to ascertain high quality of programming for this project. Besides producing programmes at these centers, some programmes are imported from other countries, and are edited to suit the requirements of the Indian students. This project is very popular among students, teachers and other learners.
IGNOU-Doordarshan Telecast (1991)
The IGNOU-Doordarshan telecast programmes, designed mainly for Distance learners started in May 1991. Initially they were telecast on Monday, Wednesday and Friday from 6.30 to 7.00 A.M through the national network of Doordarshan with an aim to provide tele-counselling to students of open universities in remote areas. Owing to the encouraging response from viewers, the frequency of this project was increased to five days a week. This programme is very popular. Gyan-Darshan Educational Channel (2000) Ministry of Human Resource Development, Information & Broadcasting, Prasar Bharti and IGNOU launched Gyan Darshan (GD) jointly on 26th January 2000 as the exclusive Educational TV Channel of India. IGNOU was given the responsibility to be the nodal agency for uplinking/ transmission. It started out as a two-hour daily test transmission channel for students of open and conventional Universities. This duration was increased in February to nine hours a day.
The time slot transmission was further increased due to good response upto 16-hours by 1st June and by 1st November it turned out to be 19 hours channel. Within one year of its launching, 26th January 2001, it became a non-stop daily 24 hours transmission channel for educational programmes. “The programming constitutes 23 hrs of indigenous programmes sourced from partner institutions and one hour of foreign programmes. Transmission of 12 hrs each for curriculum based and enrichment programmes is being made. The programmes of IGNOU CIET-NCERT including NOS are telecast for four hours each, IIT programmes for three hours, CEC-UGC programmes for two and a half hours and one hour each for TTTI and Adult Education.” (IGNOU Profile –2002) The signal for Gyan Darshan transmission are uplinked from the Earth Station (augmented as one plus one system for redundancy) set up at IGNOU HQs New Delhi, and downlinked all over the country through INSAT 3C on C Band Transponder. Although Gyan Darshan has made its presence felt in all Open Universities and most of the prominent conventional Universities /schools, it still has the potential to reach to the door steps of learners through cable TV networks. At present Gyan Darshan through the cable transmission covers about 90% in Kerala, most parts of Tamil Nadu, a few pockets in the North East, Nashik, Ahmedabad and Pune. AsiaNet has been providing it free of cost in Kerala. Efforts are being made to make Gyan Darshan available through terrestrial transmission.
OBSERVATIONS AND RECOMMENDATIONS TO REDUCE NEGATIVE IMPACTS:
This pandemic has revealed some of the major loopholes in the Indian education system. The closure of schools has made a severe impact on marginalized students. One of the critical trends that can be followed is the need to have a combined approach to online learning with increase in investment on the upgrading of the technology infrastructure of educational institutions. Stress needs to be given to training the teachers. All higher education institutes now are aware of the importance of technology and should take serious measures to conduct technology-driven education through the learning management system. It is recommended that educational institutions should use technology in all aspects. This pandemic shows the partnership between technology and education is going to stay forever. One more suggestion is that education Institutes can divide the courses into conventional teaching and online teaching, it will help in inculcating the technology into the classrooms. Online teaching will increase digital literacy among teachers and students which will increase their exposure and learning and making them more employable for the digital world-leading thereby contributing to social sustainability.
CONCLUSION
COVID-19 has impacted immensely the education sector of India. Though it has created many challenges, various opportunities are also evolved. The Indian Govt. and different stakeholders of education have explored the possibility of Open and Distance learning by adopting different digital technologies to cope up with the present crisis of COVID-19. India is not fully equipped to make education reach all corners of the nation via digital platforms. The students who aren’t privileged like the others will suffer due to the present choice of digital platforms. The priority should be to utilize digital technology to create an advantageous position for millions of young students in India. It is need of the hour for the educational institutions to strengthen their knowledge and Information Technology infrastructure to be ready for facing COVID-19 like situations.
We believe that in order for television to be truly educational, two conditions must be fulfilled: firstly, teachers must remain with their students or be available to answer any questions (this implies being physically present); and secondly, viewers should be able to ‘‘read’’ television, i.e. be able to tell fic- tion from reality and differentiate between an imaginary story and a real one. Parents should not just make an effort to watch television with their children, they should also show confidence in their own capacity to influence them. Similarly, teachers need to be convinced that it is possible to work on values through the medium of television contents, rather than viewing televi- sion as their enemy. To this end, schools should dedicate both time and space within their curricula to working on the values conveyed by television.
REFERENCE:
SAMANIEGO, CONCEPCIO´ N MEDRANO, and ALEJANDRA CORTE´S PASCUAL. THE TEACHING AND LEARNING OF VALUES THROUGH TELEVISION CONCEPCIO´N MEDRANO SAMANIE. Review of Education , 2007.
Vyas, R V, et al. Educational Television in India. Turkish Online Journal of Distance Education-TOJDE, Oct. 2002.
Rawal, Mukesh. An Analysis of COVID-19 Impacts On Indian Education System. Educational Resurgence Journal, Vol. 2, 5 Jan. 2005.
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