Can the pandemic catalyse efficient distant and distributed education in India?

I envisage a distant, distributed mode of education which is efficient at teaching and measuring learning. It is of great advantage when applied to cases and countries where there is demand for highly quality educated people – in short, a society striving for more education with only minimal capital and financial resources to deliver them.

Education made Remote: Concerns on Digitally Mediated Education in Pandemic times

The gendered nature of domestic work, most of which falls on women and girls at home, may affect the chances of women students to access their online classes and prepare for assessments and examinations. They may also be negotiating with other family members to access shared gadgets and internet connection and would be affected in case there is selective preference for their elder siblings or male members of the family.

Post-Corona Turmoil in Theological Education

There is a need to broaden the vision – for a theological education without borders – keeping and developing the interconnectedness between nations and cultures. This may point towards finding new ways to merge various world-views, new ways to serve, especially those in needy situations, new ways to even up an increasingly unequal and uneven world. The higher education system for religion studies will have to be more tolerant and inclusive, and this may mean rewriting staunch doctrines.

Education in the time of Corona: Will the system withstand the chaos?

Education is not merely about completing the syllabus in time, or about lecturing on a topic for hours to convey profound bookish knowledge. Gaining experience for life through social interaction and communication is a major component, and this nuanced art of living can only be achieved through classroom learning.

'New’ Directions in Higher Education in India after COVID-19?

It is important to realize that education at all stages is inherently a political process but much more so at higher education stage, where values and ideas are discussed and debated, and the very choice of a course, a research problem or how these are chosen, framed and delivered, is reflective of these ideas and values.