Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 73
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 73
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Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
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Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
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Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
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Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 74
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 74
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Warning (512): Unable to emit headers. Headers sent in file=/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php line=853 [CORE/src/Http/ResponseEmitter.php, line 48]
Code Context
            if (Configure::read('debug')) {

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    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-trace').style.display = (document.getElementById('cakeErr67edbde3e857a-trace').style.display == 'none' ? '' : 'none');"><b>Notice</b> (8)</a>: Undefined variable: urlPrefix [<b>APP/Template/Layout/printlayout.ctp</b>, line <b>8</b>]<div id="cakeErr67edbde3e857a-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-code').style.display = (document.getElementById('cakeErr67edbde3e857a-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-context').style.display = (document.getElementById('cakeErr67edbde3e857a-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr67edbde3e857a-code" class="cake-code-dump" style="display: none;"><code><span style="color: #000000"><span style="color: #0000BB"></span><span style="color: #007700">&lt;</span><span style="color: #0000BB">head</span><span style="color: #007700">&gt;
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		&#039;title&#039; =&gt; &#039;कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;,
		&#039;subheading&#039; =&gt; null,
		&#039;description&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span style=&quot;font-size:16px&quot;&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
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	&#039;metaKeywords&#039; =&gt; &#039;&#039;,
	&#039;metaDesc&#039; =&gt; &#039;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव. हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot; title=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot; title=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
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	&#039;id&#039; =&gt; (int) 63179,
	&#039;title&#039; =&gt; &#039;कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;,
	&#039;subheading&#039; =&gt; null,
	&#039;description&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span style=&quot;font-size:16px&quot;&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
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$metaTitle = &#039;चर्चा में.... | कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;
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$metaDesc = &#039;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव. हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने...&#039;
$disp = &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot; title=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot; title=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;&#039;
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                <strong>कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.</strong></h1>
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                <p><strong>शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव.</strong> हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने <span style="color:#c0392b">डिजिटल गैप</span><span style="color:#f1c40f"> </span>को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.</p>

<p>ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.<br />
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&nbsp;कम थे.<br />
<strong><span style="color:#c0392b">&quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;</span></strong> (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.<br />
<em>लेकिन ऐसा क्यों हुआ</em>? &nbsp;इसके पीछे की प्रमुख वजह <em>महामारी के कारण अभिभावकों की जेब पर आया संकट है</em>. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.</p>

<p><br />
<span style="color:#e74c3c"><span>ऐसे स्कुल जिनके पास कम्प्यूटर हैं-</span></span></p>

<p><br />
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.<br />
<strong>स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है</strong>. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.</p>

<p><img alt="" src="/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png" style="height:574px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</em></p>

<p><em>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</em></p>

<blockquote>
<ul>
	<li>केरल (93.41%)</li>
	<li>छत्तीसगढ़ (85.34%)</li>
	<li>तमिलनाडू (78.06%)</li>
	<li>गुजरात (75.36%)</li>
</ul>
</blockquote>

<p><br />
इसी समय काल में असम के पास&nbsp;कंप्यूटर सुविधा के मामले&nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-</p>

<blockquote>
<ul>
	<li>मेघालय (13.27%)</li>
	<li>मध्यप्रदेश (13.28%)</li>
	<li>पश्चिम बंगाल ( 13.66%)</li>
	<li>बिहार (13.83%)</li>
</ul>
</blockquote>

<p>&nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.<br />
अग्रणी पांच राज्य-</p>

<blockquote>
<ol>
	<li>दिल्ली (100%)</li>
	<li>पंजाब (98.78%)</li>
	<li>केरल (96.03%)</li>
	<li>गुजरात (92.45%)</li>
	<li>छत्तीसगढ़ (80.45%)</li>
</ol>
</blockquote>

<p>वो राज्य जो पीछे रह गए-&nbsp;</p>

<blockquote>
<ol>
	<li>असम (13.73%)</li>
	<li>बिहार (14.09%)</li>
	<li>मेघालय (14.34%)</li>
	<li>पश्चिम बंगाल (15.7%)</li>
	<li>मध्यप्रदेश (16.32%)</li>
</ol>
</blockquote>

<p>&nbsp;</p>

<p><img alt="" src="/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png" style="height:596px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em><br />
<strong>---</strong></p>

<hr />
<p>&nbsp;</p>

<p>किसी स्कूल&nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.<br />
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.<br />
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.</p>

<p>वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &nbsp;पांच अग्रणी राज्य-</p>

<blockquote>
<ol>
	<li>केरल (87.84%)</li>
	<li>दिल्ली (85.69%)</li>
	<li>गुजरात (70.76%)</li>
	<li>पंजाब (48.96%)</li>
	<li>हरियाणा (42.92%)</li>
</ol>
</blockquote>

<p>ऐसे पांच राज्य जहाँ इन्टरनेट&nbsp;फैसिलिटी कम है. (वर्ष 2019-20)</p>

<blockquote>
<ol>
	<li>त्रिपुरा ( 3.85%)</li>
	<li>मेघालय (3.88%)</li>
	<li>असम (5.82%)</li>
	<li>ओडिशा (6.46%)</li>
	<li>मिजोरम (7.19%)</li>
</ol>
</blockquote>

<p><img alt="" src="/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png" style="height:788px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em></p>

<p>---</p>

<p>वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&nbsp;फैसिलिटी में सुधार किया है.<br />
<span style="color:#c0392b"><strong>पांच अग्रणी राज्य</strong>-</span>&nbsp;</p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>पंजाब (94.26%)</li>
	<li>केरल (89.01%)</li>
	<li>दिल्ली (87.15%)</li>
	<li>गुजरात (75.23%)</li>
	<li>हरियाणा (44.37%)</li>
</ol>
</blockquote>

<p><span style="color:#e74c3c"><strong>पांच पिछड़े राज्य-</strong></span></p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>मेघालय (3.85%)</li>
	<li>त्रिपुरा (5.55%)</li>
	<li>असम (6.45%)</li>
	<li>ओडिशा (7.26%)</li>
	<li>बिहार (8.94%)&nbsp;</li>
</ol>
</blockquote>

<p><span style="color:#c0392b">ध्यान&nbsp;रहे!</span> &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;<a href="/upload/files/Udise%2B%202020-21%281%29.pdf" title="/upload/files/Udise%2B%202020-21%281%29.pdf"> रिपोर्ट </a>स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप<a href="https://udiseplus.gov.in/#/home" title="https://udiseplus.gov.in/#/home"> यहाँ </a>दर्ज करवा सकते हैं.</p>

<p><strong><em>References</em></strong></p>

<p>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</p>

<p>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</p>

<p>India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&nbsp;<a href="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&nbsp;<a href="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf">here</a>, and&nbsp;<a href="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&nbsp;<a href="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>,&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>&nbsp;and&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a></p>

<p>Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&nbsp;<a href="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html">here</a>,&nbsp;<a href="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&nbsp;<a href="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf">click here</a>&nbsp;to access&nbsp;&nbsp;</p>

<p>ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf">here</a>&nbsp;to access</p>

<p>Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&rsquo;Souza, Mihir Desai, and others, released in September 2020, please&nbsp;<a href="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>Parents anguished by loss of basic skills &amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&nbsp;<a href="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Kindly&nbsp;<a href="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf">click here</a>&nbsp;to access the main report &#39;Cries of Anguish&#39; by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf">click here</a>&nbsp;to access the summary report by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf">click here</a>&nbsp;to access the summary report by NCEE in Hindi. &nbsp;</p>

<p>Stop targeting &amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&nbsp;<a href="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf">here</a>&nbsp;(English version),&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf">here</a>&nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students</p>

<p>National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf">here</a>&nbsp;to access</p>

<p>NCEE questions Govt.&#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>As schools re-open, address language &amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&nbsp;<a href="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Report: &ldquo;A Future at Stake &ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&nbsp;<a href="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&nbsp;<a href="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&nbsp;<a href="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html">click here</a>&nbsp;to access&nbsp;</p>

<p>Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&nbsp;<a href="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools">click here</a>&nbsp;to access<br />
&nbsp;</p>

<p><strong>Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak</strong></p>

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    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-trace').style.display = (document.getElementById('cakeErr67edbde3e857a-trace').style.display == 'none' ? '' : 'none');"><b>Notice</b> (8)</a>: Undefined variable: urlPrefix [<b>APP/Template/Layout/printlayout.ctp</b>, line <b>8</b>]<div id="cakeErr67edbde3e857a-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-code').style.display = (document.getElementById('cakeErr67edbde3e857a-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-context').style.display = (document.getElementById('cakeErr67edbde3e857a-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr67edbde3e857a-code" class="cake-code-dump" style="display: none;"><code><span style="color: #000000"><span style="color: #0000BB"></span><span style="color: #007700">&lt;</span><span style="color: #0000BB">head</span><span style="color: #007700">&gt;
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		&#039;title&#039; =&gt; &#039;कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;,
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		&#039;description&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span style=&quot;font-size:16px&quot;&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
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	&#039;metaKeywords&#039; =&gt; &#039;&#039;,
	&#039;metaDesc&#039; =&gt; &#039;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव. हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot; title=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot; title=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;&#039;,
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	&#039;id&#039; =&gt; (int) 63179,
	&#039;title&#039; =&gt; &#039;कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;,
	&#039;subheading&#039; =&gt; null,
	&#039;description&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span style=&quot;font-size:16px&quot;&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
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$metaTitle = &#039;चर्चा में.... | कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;
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$metaDesc = &#039;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव. हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने...&#039;
$disp = &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot; title=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot; title=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;&#039;
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                <strong>कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.</strong></h1>
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                <p><strong>शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव.</strong> हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने <span style="color:#c0392b">डिजिटल गैप</span><span style="color:#f1c40f"> </span>को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.</p>

<p>ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.<br />
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&nbsp;कम थे.<br />
<strong><span style="color:#c0392b">&quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;</span></strong> (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.<br />
<em>लेकिन ऐसा क्यों हुआ</em>? &nbsp;इसके पीछे की प्रमुख वजह <em>महामारी के कारण अभिभावकों की जेब पर आया संकट है</em>. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.</p>

<p><br />
<span style="color:#e74c3c"><span>ऐसे स्कुल जिनके पास कम्प्यूटर हैं-</span></span></p>

<p><br />
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.<br />
<strong>स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है</strong>. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.</p>

<p><img alt="" src="/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png" style="height:574px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</em></p>

<p><em>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</em></p>

<blockquote>
<ul>
	<li>केरल (93.41%)</li>
	<li>छत्तीसगढ़ (85.34%)</li>
	<li>तमिलनाडू (78.06%)</li>
	<li>गुजरात (75.36%)</li>
</ul>
</blockquote>

<p><br />
इसी समय काल में असम के पास&nbsp;कंप्यूटर सुविधा के मामले&nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-</p>

<blockquote>
<ul>
	<li>मेघालय (13.27%)</li>
	<li>मध्यप्रदेश (13.28%)</li>
	<li>पश्चिम बंगाल ( 13.66%)</li>
	<li>बिहार (13.83%)</li>
</ul>
</blockquote>

<p>&nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.<br />
अग्रणी पांच राज्य-</p>

<blockquote>
<ol>
	<li>दिल्ली (100%)</li>
	<li>पंजाब (98.78%)</li>
	<li>केरल (96.03%)</li>
	<li>गुजरात (92.45%)</li>
	<li>छत्तीसगढ़ (80.45%)</li>
</ol>
</blockquote>

<p>वो राज्य जो पीछे रह गए-&nbsp;</p>

<blockquote>
<ol>
	<li>असम (13.73%)</li>
	<li>बिहार (14.09%)</li>
	<li>मेघालय (14.34%)</li>
	<li>पश्चिम बंगाल (15.7%)</li>
	<li>मध्यप्रदेश (16.32%)</li>
</ol>
</blockquote>

<p>&nbsp;</p>

<p><img alt="" src="/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png" style="height:596px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em><br />
<strong>---</strong></p>

<hr />
<p>&nbsp;</p>

<p>किसी स्कूल&nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.<br />
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.<br />
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.</p>

<p>वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &nbsp;पांच अग्रणी राज्य-</p>

<blockquote>
<ol>
	<li>केरल (87.84%)</li>
	<li>दिल्ली (85.69%)</li>
	<li>गुजरात (70.76%)</li>
	<li>पंजाब (48.96%)</li>
	<li>हरियाणा (42.92%)</li>
</ol>
</blockquote>

<p>ऐसे पांच राज्य जहाँ इन्टरनेट&nbsp;फैसिलिटी कम है. (वर्ष 2019-20)</p>

<blockquote>
<ol>
	<li>त्रिपुरा ( 3.85%)</li>
	<li>मेघालय (3.88%)</li>
	<li>असम (5.82%)</li>
	<li>ओडिशा (6.46%)</li>
	<li>मिजोरम (7.19%)</li>
</ol>
</blockquote>

<p><img alt="" src="/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png" style="height:788px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em></p>

<p>---</p>

<p>वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&nbsp;फैसिलिटी में सुधार किया है.<br />
<span style="color:#c0392b"><strong>पांच अग्रणी राज्य</strong>-</span>&nbsp;</p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>पंजाब (94.26%)</li>
	<li>केरल (89.01%)</li>
	<li>दिल्ली (87.15%)</li>
	<li>गुजरात (75.23%)</li>
	<li>हरियाणा (44.37%)</li>
</ol>
</blockquote>

<p><span style="color:#e74c3c"><strong>पांच पिछड़े राज्य-</strong></span></p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>मेघालय (3.85%)</li>
	<li>त्रिपुरा (5.55%)</li>
	<li>असम (6.45%)</li>
	<li>ओडिशा (7.26%)</li>
	<li>बिहार (8.94%)&nbsp;</li>
</ol>
</blockquote>

<p><span style="color:#c0392b">ध्यान&nbsp;रहे!</span> &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;<a href="/upload/files/Udise%2B%202020-21%281%29.pdf" title="/upload/files/Udise%2B%202020-21%281%29.pdf"> रिपोर्ट </a>स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप<a href="https://udiseplus.gov.in/#/home" title="https://udiseplus.gov.in/#/home"> यहाँ </a>दर्ज करवा सकते हैं.</p>

<p><strong><em>References</em></strong></p>

<p>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</p>

<p>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</p>

<p>India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&nbsp;<a href="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&nbsp;<a href="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf">here</a>, and&nbsp;<a href="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&nbsp;<a href="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>,&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>&nbsp;and&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a></p>

<p>Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&nbsp;<a href="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html">here</a>,&nbsp;<a href="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&nbsp;<a href="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf">click here</a>&nbsp;to access&nbsp;&nbsp;</p>

<p>ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf">here</a>&nbsp;to access</p>

<p>Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&rsquo;Souza, Mihir Desai, and others, released in September 2020, please&nbsp;<a href="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>Parents anguished by loss of basic skills &amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&nbsp;<a href="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Kindly&nbsp;<a href="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf">click here</a>&nbsp;to access the main report &#39;Cries of Anguish&#39; by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf">click here</a>&nbsp;to access the summary report by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf">click here</a>&nbsp;to access the summary report by NCEE in Hindi. &nbsp;</p>

<p>Stop targeting &amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&nbsp;<a href="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf">here</a>&nbsp;(English version),&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf">here</a>&nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students</p>

<p>National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf">here</a>&nbsp;to access</p>

<p>NCEE questions Govt.&#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>As schools re-open, address language &amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&nbsp;<a href="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Report: &ldquo;A Future at Stake &ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&nbsp;<a href="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&nbsp;<a href="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&nbsp;<a href="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html">click here</a>&nbsp;to access&nbsp;</p>

<p>Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&nbsp;<a href="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools">click here</a>&nbsp;to access<br />
&nbsp;</p>

<p><strong>Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak</strong></p>

<hr />
<p>&nbsp;</p>               </font>
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    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-trace').style.display = (document.getElementById('cakeErr67edbde3e857a-trace').style.display == 'none' ? '' : 'none');"><b>Notice</b> (8)</a>: Undefined variable: urlPrefix [<b>APP/Template/Layout/printlayout.ctp</b>, line <b>8</b>]<div id="cakeErr67edbde3e857a-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-code').style.display = (document.getElementById('cakeErr67edbde3e857a-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr67edbde3e857a-context').style.display = (document.getElementById('cakeErr67edbde3e857a-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr67edbde3e857a-code" class="cake-code-dump" style="display: none;"><code><span style="color: #000000"><span style="color: #0000BB"></span><span style="color: #007700">&lt;</span><span style="color: #0000BB">head</span><span style="color: #007700">&gt;
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$dataForView = [
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		&#039;title&#039; =&gt; &#039;कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;,
		&#039;subheading&#039; =&gt; null,
		&#039;description&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span style=&quot;font-size:16px&quot;&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
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	&#039;disp&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot; title=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot; title=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
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	&#039;id&#039; =&gt; (int) 63179,
	&#039;title&#039; =&gt; &#039;कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;,
	&#039;subheading&#039; =&gt; null,
	&#039;description&#039; =&gt; &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span style=&quot;font-size:16px&quot;&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
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$metaTitle = &#039;चर्चा में.... | कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.&#039;
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$metaDesc = &#039;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव. हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने...&#039;
$disp = &#039;&lt;p&gt;&lt;strong&gt;शिक्षा के क्षेत्र में भी देखा जा रहा&amp;nbsp;है कोरोना महामारी का प्रभाव.&lt;/strong&gt; हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&amp;nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने &lt;span style=&quot;color:#c0392b&quot;&gt;डिजिटल गैप&lt;/span&gt;&lt;span style=&quot;color:#f1c40f&quot;&gt; &lt;/span&gt;को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&amp;nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.&lt;/p&gt;

&lt;p&gt;ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.&lt;br /&gt;
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&amp;nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&amp;nbsp;कम थे.&lt;br /&gt;
&lt;strong&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;&amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;/span&gt;&lt;/strong&gt; (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&amp;nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.&lt;br /&gt;
&lt;em&gt;लेकिन ऐसा क्यों हुआ&lt;/em&gt;? &amp;nbsp;इसके पीछे की प्रमुख वजह &lt;em&gt;महामारी के कारण अभिभावकों की जेब पर आया संकट है&lt;/em&gt;. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;span&gt;ऐसे स्कुल जिनके पास कम्प्यूटर हैं-&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;br /&gt;
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.&lt;br /&gt;
&lt;strong&gt;स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है&lt;/strong&gt;. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&amp;nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png&quot; style=&quot;height:574px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/em&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;केरल (93.41%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (85.34%)&lt;/li&gt;
	&lt;li&gt;तमिलनाडू (78.06%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.36%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;br /&gt;
इसी समय काल में असम के पास&amp;nbsp;कंप्यूटर सुविधा के मामले&amp;nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ul&gt;
	&lt;li&gt;मेघालय (13.27%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (13.28%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल ( 13.66%)&lt;/li&gt;
	&lt;li&gt;बिहार (13.83%)&lt;/li&gt;
&lt;/ul&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.&lt;br /&gt;
अग्रणी पांच राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;दिल्ली (100%)&lt;/li&gt;
	&lt;li&gt;पंजाब (98.78%)&lt;/li&gt;
	&lt;li&gt;केरल (96.03%)&lt;/li&gt;
	&lt;li&gt;गुजरात (92.45%)&lt;/li&gt;
	&lt;li&gt;छत्तीसगढ़ (80.45%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;वो राज्य जो पीछे रह गए-&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;असम (13.73%)&lt;/li&gt;
	&lt;li&gt;बिहार (14.09%)&lt;/li&gt;
	&lt;li&gt;मेघालय (14.34%)&lt;/li&gt;
	&lt;li&gt;पश्चिम बंगाल (15.7%)&lt;/li&gt;
	&lt;li&gt;मध्यप्रदेश (16.32%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png&quot; style=&quot;height:596px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;br /&gt;
&lt;strong&gt;---&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;किसी स्कूल&amp;nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.&lt;br /&gt;
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.&lt;br /&gt;
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.&lt;/p&gt;

&lt;p&gt;वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &amp;nbsp;पांच अग्रणी राज्य-&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;केरल (87.84%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (85.69%)&lt;/li&gt;
	&lt;li&gt;गुजरात (70.76%)&lt;/li&gt;
	&lt;li&gt;पंजाब (48.96%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (42.92%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;ऐसे पांच राज्य जहाँ इन्टरनेट&amp;nbsp;फैसिलिटी कम है. (वर्ष 2019-20)&lt;/p&gt;

&lt;blockquote&gt;
&lt;ol&gt;
	&lt;li&gt;त्रिपुरा ( 3.85%)&lt;/li&gt;
	&lt;li&gt;मेघालय (3.88%)&lt;/li&gt;
	&lt;li&gt;असम (5.82%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (6.46%)&lt;/li&gt;
	&lt;li&gt;मिजोरम (7.19%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;img alt=&quot;&quot; src=&quot;/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png&quot; style=&quot;height:788px; width:1000px&quot; /&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Note:&amp;nbsp;&lt;/strong&gt;Please&amp;nbsp;&lt;a href=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot; title=&quot;https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;amp;ouid=112233925171588304692&amp;amp;rtpof=true&amp;amp;sd=true&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the data in a spreadsheet format&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;&lt;em&gt;&lt;strong&gt;Source:&amp;nbsp;&lt;/strong&gt;Same as above&lt;/em&gt;&lt;/p&gt;

&lt;p&gt;---&lt;/p&gt;

&lt;p&gt;वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&amp;nbsp;फैसिलिटी में सुधार किया है.&lt;br /&gt;
&lt;span style=&quot;color:#c0392b&quot;&gt;&lt;strong&gt;पांच अग्रणी राज्य&lt;/strong&gt;-&lt;/span&gt;&amp;nbsp;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;पंजाब (94.26%)&lt;/li&gt;
	&lt;li&gt;केरल (89.01%)&lt;/li&gt;
	&lt;li&gt;दिल्ली (87.15%)&lt;/li&gt;
	&lt;li&gt;गुजरात (75.23%)&lt;/li&gt;
	&lt;li&gt;हरियाणा (44.37%)&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#e74c3c&quot;&gt;&lt;strong&gt;पांच पिछड़े राज्य-&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;

&lt;blockquote&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

&lt;ol&gt;
	&lt;li&gt;मेघालय (3.85%)&lt;/li&gt;
	&lt;li&gt;त्रिपुरा (5.55%)&lt;/li&gt;
	&lt;li&gt;असम (6.45%)&lt;/li&gt;
	&lt;li&gt;ओडिशा (7.26%)&lt;/li&gt;
	&lt;li&gt;बिहार (8.94%)&amp;nbsp;&lt;/li&gt;
&lt;/ol&gt;
&lt;/blockquote&gt;

&lt;p&gt;&lt;span style=&quot;color:#c0392b&quot;&gt;ध्यान&amp;nbsp;रहे!&lt;/span&gt; &amp;quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&amp;quot;&lt;a href=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot; title=&quot;/upload/files/Udise%2B%202020-21%281%29.pdf&quot;&gt; रिपोर्ट &lt;/a&gt;स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप&lt;a href=&quot;https://udiseplus.gov.in/#/home&quot; title=&quot;https://udiseplus.gov.in/#/home&quot;&gt; यहाँ &lt;/a&gt;दर्ज करवा सकते हैं.&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;&lt;em&gt;References&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot; title=&quot;https://im4change.org/upload/files/Udise%2B%202020-21.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot; title=&quot;https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot; title=&quot;https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/household%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot; title=&quot;https://im4change.org/upload/files/additional%20household%20tables.pdf&quot;&gt;here&lt;/a&gt;, and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot; title=&quot;https://im4change.org/upload/files/school%20survey%20major%20findings.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot; title=&quot;https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot; title=&quot;https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot; title=&quot;https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete&quot;&gt;here&lt;/a&gt;&lt;/p&gt;

&lt;p&gt;Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot; title=&quot;https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot; title=&quot;https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot; title=&quot;https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot; title=&quot;https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/nationalfindings%281%29.pdf&quot;&gt;here&lt;/a&gt;,&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020nationalppt.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot; title=&quot;https://im4change.org/upload/files/aser2020fullreport.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&amp;rsquo;Souza, Mihir Desai, and others, released in September 2020, please&amp;nbsp;&lt;a href=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot; title=&quot;https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Parents anguished by loss of basic skills &amp;amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot; title=&quot;https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Kindly&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the main report &amp;#39;Cries of Anguish&amp;#39; by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot; title=&quot;https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in English;&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot; title=&quot;https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access the summary report by NCEE in Hindi. &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Stop targeting &amp;amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(English version),&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot; title=&quot;https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students&lt;/p&gt;

&lt;p&gt;National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot; title=&quot;https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot; title=&quot;https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&lt;/p&gt;

&lt;p&gt;NCEE questions Govt.&amp;#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot; title=&quot;https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot; title=&quot;https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot; title=&quot;https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html&quot;&gt;here&lt;/a&gt;&amp;nbsp;and&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot; title=&quot;https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf&quot;&gt;here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;As schools re-open, address language &amp;amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot; title=&quot;https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access &amp;nbsp;&lt;/p&gt;

&lt;p&gt;Report: &amp;ldquo;A Future at Stake &amp;ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot; title=&quot;https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot; title=&quot;https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&amp;nbsp;&lt;a href=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot; title=&quot;https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&amp;nbsp;&lt;/p&gt;

&lt;p&gt;Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&amp;nbsp;&lt;a href=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot; title=&quot;https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools&quot;&gt;click here&lt;/a&gt;&amp;nbsp;to access&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;

&lt;p&gt;&lt;strong&gt;Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak&lt;/strong&gt;&lt;/p&gt;

&lt;hr /&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;&#039;
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                <strong>कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.</strong></h1>
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                <p><strong>शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव.</strong> हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने <span style="color:#c0392b">डिजिटल गैप</span><span style="color:#f1c40f"> </span>को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.</p>

<p>ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.<br />
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&nbsp;कम थे.<br />
<strong><span style="color:#c0392b">&quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;</span></strong> (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.<br />
<em>लेकिन ऐसा क्यों हुआ</em>? &nbsp;इसके पीछे की प्रमुख वजह <em>महामारी के कारण अभिभावकों की जेब पर आया संकट है</em>. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.</p>

<p><br />
<span style="color:#e74c3c"><span>ऐसे स्कुल जिनके पास कम्प्यूटर हैं-</span></span></p>

<p><br />
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.<br />
<strong>स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है</strong>. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.</p>

<p><img alt="" src="/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png" style="height:574px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</em></p>

<p><em>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</em></p>

<blockquote>
<ul>
	<li>केरल (93.41%)</li>
	<li>छत्तीसगढ़ (85.34%)</li>
	<li>तमिलनाडू (78.06%)</li>
	<li>गुजरात (75.36%)</li>
</ul>
</blockquote>

<p><br />
इसी समय काल में असम के पास&nbsp;कंप्यूटर सुविधा के मामले&nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-</p>

<blockquote>
<ul>
	<li>मेघालय (13.27%)</li>
	<li>मध्यप्रदेश (13.28%)</li>
	<li>पश्चिम बंगाल ( 13.66%)</li>
	<li>बिहार (13.83%)</li>
</ul>
</blockquote>

<p>&nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.<br />
अग्रणी पांच राज्य-</p>

<blockquote>
<ol>
	<li>दिल्ली (100%)</li>
	<li>पंजाब (98.78%)</li>
	<li>केरल (96.03%)</li>
	<li>गुजरात (92.45%)</li>
	<li>छत्तीसगढ़ (80.45%)</li>
</ol>
</blockquote>

<p>वो राज्य जो पीछे रह गए-&nbsp;</p>

<blockquote>
<ol>
	<li>असम (13.73%)</li>
	<li>बिहार (14.09%)</li>
	<li>मेघालय (14.34%)</li>
	<li>पश्चिम बंगाल (15.7%)</li>
	<li>मध्यप्रदेश (16.32%)</li>
</ol>
</blockquote>

<p>&nbsp;</p>

<p><img alt="" src="/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png" style="height:596px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em><br />
<strong>---</strong></p>

<hr />
<p>&nbsp;</p>

<p>किसी स्कूल&nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.<br />
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.<br />
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.</p>

<p>वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &nbsp;पांच अग्रणी राज्य-</p>

<blockquote>
<ol>
	<li>केरल (87.84%)</li>
	<li>दिल्ली (85.69%)</li>
	<li>गुजरात (70.76%)</li>
	<li>पंजाब (48.96%)</li>
	<li>हरियाणा (42.92%)</li>
</ol>
</blockquote>

<p>ऐसे पांच राज्य जहाँ इन्टरनेट&nbsp;फैसिलिटी कम है. (वर्ष 2019-20)</p>

<blockquote>
<ol>
	<li>त्रिपुरा ( 3.85%)</li>
	<li>मेघालय (3.88%)</li>
	<li>असम (5.82%)</li>
	<li>ओडिशा (6.46%)</li>
	<li>मिजोरम (7.19%)</li>
</ol>
</blockquote>

<p><img alt="" src="/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png" style="height:788px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em></p>

<p>---</p>

<p>वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&nbsp;फैसिलिटी में सुधार किया है.<br />
<span style="color:#c0392b"><strong>पांच अग्रणी राज्य</strong>-</span>&nbsp;</p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>पंजाब (94.26%)</li>
	<li>केरल (89.01%)</li>
	<li>दिल्ली (87.15%)</li>
	<li>गुजरात (75.23%)</li>
	<li>हरियाणा (44.37%)</li>
</ol>
</blockquote>

<p><span style="color:#e74c3c"><strong>पांच पिछड़े राज्य-</strong></span></p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>मेघालय (3.85%)</li>
	<li>त्रिपुरा (5.55%)</li>
	<li>असम (6.45%)</li>
	<li>ओडिशा (7.26%)</li>
	<li>बिहार (8.94%)&nbsp;</li>
</ol>
</blockquote>

<p><span style="color:#c0392b">ध्यान&nbsp;रहे!</span> &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;<a href="/upload/files/Udise%2B%202020-21%281%29.pdf" title="/upload/files/Udise%2B%202020-21%281%29.pdf"> रिपोर्ट </a>स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप<a href="https://udiseplus.gov.in/#/home" title="https://udiseplus.gov.in/#/home"> यहाँ </a>दर्ज करवा सकते हैं.</p>

<p><strong><em>References</em></strong></p>

<p>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</p>

<p>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</p>

<p>India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&nbsp;<a href="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&nbsp;<a href="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf">here</a>, and&nbsp;<a href="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&nbsp;<a href="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>,&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>&nbsp;and&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a></p>

<p>Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&nbsp;<a href="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html">here</a>,&nbsp;<a href="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&nbsp;<a href="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf">click here</a>&nbsp;to access&nbsp;&nbsp;</p>

<p>ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf">here</a>&nbsp;to access</p>

<p>Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&rsquo;Souza, Mihir Desai, and others, released in September 2020, please&nbsp;<a href="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>Parents anguished by loss of basic skills &amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&nbsp;<a href="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Kindly&nbsp;<a href="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf">click here</a>&nbsp;to access the main report &#39;Cries of Anguish&#39; by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf">click here</a>&nbsp;to access the summary report by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf">click here</a>&nbsp;to access the summary report by NCEE in Hindi. &nbsp;</p>

<p>Stop targeting &amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&nbsp;<a href="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf">here</a>&nbsp;(English version),&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf">here</a>&nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students</p>

<p>National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf">here</a>&nbsp;to access</p>

<p>NCEE questions Govt.&#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>As schools re-open, address language &amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&nbsp;<a href="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Report: &ldquo;A Future at Stake &ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&nbsp;<a href="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&nbsp;<a href="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&nbsp;<a href="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html">click here</a>&nbsp;to access&nbsp;</p>

<p>Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&nbsp;<a href="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools">click here</a>&nbsp;to access<br />
&nbsp;</p>

<p><strong>Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak</strong></p>

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		'id' => (int) 63179,
		'title' => 'कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.',
		'subheading' => null,
		'description' => '<p><strong>शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव.</strong> हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने <span style="color:#c0392b">डिजिटल गैप</span><span style="color:#f1c40f"> </span>को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.</p>

<p>ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.<br />
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&nbsp;कम थे.<br />
<strong><span style="color:#c0392b">&quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;</span></strong> (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.<br />
<em>लेकिन ऐसा क्यों हुआ</em>? &nbsp;इसके पीछे की प्रमुख वजह <em>महामारी के कारण अभिभावकों की जेब पर आया संकट है</em>. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.</p>

<p><br />
<span style="color:#e74c3c"><span style="font-size:16px">ऐसे स्कुल जिनके पास कम्प्यूटर हैं-</span></span></p>

<p><br />
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.<br />
<strong>स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है</strong>. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.</p>

<p><img alt="" src="/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png" style="height:574px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</em></p>

<p><em>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</em></p>

<blockquote>
<ul>
	<li>केरल (93.41%)</li>
	<li>छत्तीसगढ़ (85.34%)</li>
	<li>तमिलनाडू (78.06%)</li>
	<li>गुजरात (75.36%)</li>
</ul>
</blockquote>

<p><br />
इसी समय काल में असम के पास&nbsp;कंप्यूटर सुविधा के मामले&nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-</p>

<blockquote>
<ul>
	<li>मेघालय (13.27%)</li>
	<li>मध्यप्रदेश (13.28%)</li>
	<li>पश्चिम बंगाल ( 13.66%)</li>
	<li>बिहार (13.83%)</li>
</ul>
</blockquote>

<p>&nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.<br />
अग्रणी पांच राज्य-</p>

<blockquote>
<ol>
	<li>दिल्ली (100%)</li>
	<li>पंजाब (98.78%)</li>
	<li>केरल (96.03%)</li>
	<li>गुजरात (92.45%)</li>
	<li>छत्तीसगढ़ (80.45%)</li>
</ol>
</blockquote>

<p>वो राज्य जो पीछे रह गए-&nbsp;</p>

<blockquote>
<ol>
	<li>असम (13.73%)</li>
	<li>बिहार (14.09%)</li>
	<li>मेघालय (14.34%)</li>
	<li>पश्चिम बंगाल (15.7%)</li>
	<li>मध्यप्रदेश (16.32%)</li>
</ol>
</blockquote>

<p>&nbsp;</p>

<p><img alt="" src="/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png" style="height:596px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em><br />
<strong>---</strong></p>

<hr />
<p>&nbsp;</p>

<p>किसी स्कूल&nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.<br />
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.<br />
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.</p>

<p>वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &nbsp;पांच अग्रणी राज्य-</p>

<blockquote>
<ol>
	<li>केरल (87.84%)</li>
	<li>दिल्ली (85.69%)</li>
	<li>गुजरात (70.76%)</li>
	<li>पंजाब (48.96%)</li>
	<li>हरियाणा (42.92%)</li>
</ol>
</blockquote>

<p>ऐसे पांच राज्य जहाँ इन्टरनेट&nbsp;फैसिलिटी कम है. (वर्ष 2019-20)</p>

<blockquote>
<ol>
	<li>त्रिपुरा ( 3.85%)</li>
	<li>मेघालय (3.88%)</li>
	<li>असम (5.82%)</li>
	<li>ओडिशा (6.46%)</li>
	<li>मिजोरम (7.19%)</li>
</ol>
</blockquote>

<p><img alt="" src="/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png" style="height:788px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em></p>

<p>---</p>

<p>वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&nbsp;फैसिलिटी में सुधार किया है.<br />
<span style="color:#c0392b"><strong>पांच अग्रणी राज्य</strong>-</span>&nbsp;</p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>पंजाब (94.26%)</li>
	<li>केरल (89.01%)</li>
	<li>दिल्ली (87.15%)</li>
	<li>गुजरात (75.23%)</li>
	<li>हरियाणा (44.37%)</li>
</ol>
</blockquote>

<p><span style="color:#e74c3c"><strong>पांच पिछड़े राज्य-</strong></span></p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>मेघालय (3.85%)</li>
	<li>त्रिपुरा (5.55%)</li>
	<li>असम (6.45%)</li>
	<li>ओडिशा (7.26%)</li>
	<li>बिहार (8.94%)&nbsp;</li>
</ol>
</blockquote>

<p><span style="color:#c0392b">ध्यान&nbsp;रहे!</span> &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;<a href="/upload/files/Udise%2B%202020-21%281%29.pdf"> रिपोर्ट </a>स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप<a href="https://udiseplus.gov.in/#/home"> यहाँ </a>दर्ज करवा सकते हैं.</p>

<p><strong><em>References</em></strong></p>

<p>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</p>

<p>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</p>

<p>India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&nbsp;<a href="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&nbsp;<a href="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf">here</a>, and&nbsp;<a href="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&nbsp;<a href="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>,&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>&nbsp;and&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a></p>

<p>Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&nbsp;<a href="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html">here</a>,&nbsp;<a href="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&nbsp;<a href="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf">click here</a>&nbsp;to access&nbsp;&nbsp;</p>

<p>ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf">here</a>&nbsp;to access</p>

<p>Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&rsquo;Souza, Mihir Desai, and others, released in September 2020, please&nbsp;<a href="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>Parents anguished by loss of basic skills &amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&nbsp;<a href="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Kindly&nbsp;<a href="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf">click here</a>&nbsp;to access the main report &#39;Cries of Anguish&#39; by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf">click here</a>&nbsp;to access the summary report by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf">click here</a>&nbsp;to access the summary report by NCEE in Hindi. &nbsp;</p>

<p>Stop targeting &amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&nbsp;<a href="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf">here</a>&nbsp;(English version),&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf">here</a>&nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students</p>

<p>National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf">here</a>&nbsp;to access</p>

<p>NCEE questions Govt.&#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>As schools re-open, address language &amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&nbsp;<a href="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Report: &ldquo;A Future at Stake &ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&nbsp;<a href="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&nbsp;<a href="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&nbsp;<a href="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html">click here</a>&nbsp;to access&nbsp;</p>

<p>Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&nbsp;<a href="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools">click here</a>&nbsp;to access<br />
&nbsp;</p>

<p><strong>Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak</strong></p>

<hr />
<p>&nbsp;</p>
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	'metaTitle' => 'चर्चा में.... | कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.',
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	'metaDesc' => 'शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव. हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने...',
	'disp' => '<p><strong>शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव.</strong> हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने <span style="color:#c0392b">डिजिटल गैप</span><span style="color:#f1c40f"> </span>को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.</p>

<p>ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.<br />
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&nbsp;कम थे.<br />
<strong><span style="color:#c0392b">&quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;</span></strong> (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.<br />
<em>लेकिन ऐसा क्यों हुआ</em>? &nbsp;इसके पीछे की प्रमुख वजह <em>महामारी के कारण अभिभावकों की जेब पर आया संकट है</em>. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.</p>

<p><br />
<span style="color:#e74c3c"><span>ऐसे स्कुल जिनके पास कम्प्यूटर हैं-</span></span></p>

<p><br />
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.<br />
<strong>स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है</strong>. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.</p>

<p><img alt="" src="/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png" style="height:574px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</em></p>

<p><em>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</em></p>

<blockquote>
<ul>
	<li>केरल (93.41%)</li>
	<li>छत्तीसगढ़ (85.34%)</li>
	<li>तमिलनाडू (78.06%)</li>
	<li>गुजरात (75.36%)</li>
</ul>
</blockquote>

<p><br />
इसी समय काल में असम के पास&nbsp;कंप्यूटर सुविधा के मामले&nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-</p>

<blockquote>
<ul>
	<li>मेघालय (13.27%)</li>
	<li>मध्यप्रदेश (13.28%)</li>
	<li>पश्चिम बंगाल ( 13.66%)</li>
	<li>बिहार (13.83%)</li>
</ul>
</blockquote>

<p>&nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.<br />
अग्रणी पांच राज्य-</p>

<blockquote>
<ol>
	<li>दिल्ली (100%)</li>
	<li>पंजाब (98.78%)</li>
	<li>केरल (96.03%)</li>
	<li>गुजरात (92.45%)</li>
	<li>छत्तीसगढ़ (80.45%)</li>
</ol>
</blockquote>

<p>वो राज्य जो पीछे रह गए-&nbsp;</p>

<blockquote>
<ol>
	<li>असम (13.73%)</li>
	<li>बिहार (14.09%)</li>
	<li>मेघालय (14.34%)</li>
	<li>पश्चिम बंगाल (15.7%)</li>
	<li>मध्यप्रदेश (16.32%)</li>
</ol>
</blockquote>

<p>&nbsp;</p>

<p><img alt="" src="/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png" style="height:596px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em><br />
<strong>---</strong></p>

<hr />
<p>&nbsp;</p>

<p>किसी स्कूल&nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.<br />
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.<br />
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.</p>

<p>वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &nbsp;पांच अग्रणी राज्य-</p>

<blockquote>
<ol>
	<li>केरल (87.84%)</li>
	<li>दिल्ली (85.69%)</li>
	<li>गुजरात (70.76%)</li>
	<li>पंजाब (48.96%)</li>
	<li>हरियाणा (42.92%)</li>
</ol>
</blockquote>

<p>ऐसे पांच राज्य जहाँ इन्टरनेट&nbsp;फैसिलिटी कम है. (वर्ष 2019-20)</p>

<blockquote>
<ol>
	<li>त्रिपुरा ( 3.85%)</li>
	<li>मेघालय (3.88%)</li>
	<li>असम (5.82%)</li>
	<li>ओडिशा (6.46%)</li>
	<li>मिजोरम (7.19%)</li>
</ol>
</blockquote>

<p><img alt="" src="/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png" style="height:788px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em></p>

<p>---</p>

<p>वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&nbsp;फैसिलिटी में सुधार किया है.<br />
<span style="color:#c0392b"><strong>पांच अग्रणी राज्य</strong>-</span>&nbsp;</p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>पंजाब (94.26%)</li>
	<li>केरल (89.01%)</li>
	<li>दिल्ली (87.15%)</li>
	<li>गुजरात (75.23%)</li>
	<li>हरियाणा (44.37%)</li>
</ol>
</blockquote>

<p><span style="color:#e74c3c"><strong>पांच पिछड़े राज्य-</strong></span></p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>मेघालय (3.85%)</li>
	<li>त्रिपुरा (5.55%)</li>
	<li>असम (6.45%)</li>
	<li>ओडिशा (7.26%)</li>
	<li>बिहार (8.94%)&nbsp;</li>
</ol>
</blockquote>

<p><span style="color:#c0392b">ध्यान&nbsp;रहे!</span> &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;<a href="/upload/files/Udise%2B%202020-21%281%29.pdf" title="/upload/files/Udise%2B%202020-21%281%29.pdf"> रिपोर्ट </a>स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप<a href="https://udiseplus.gov.in/#/home" title="https://udiseplus.gov.in/#/home"> यहाँ </a>दर्ज करवा सकते हैं.</p>

<p><strong><em>References</em></strong></p>

<p>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</p>

<p>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</p>

<p>India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&nbsp;<a href="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&nbsp;<a href="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf">here</a>, and&nbsp;<a href="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&nbsp;<a href="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>,&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>&nbsp;and&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a></p>

<p>Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&nbsp;<a href="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html">here</a>,&nbsp;<a href="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&nbsp;<a href="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf">click here</a>&nbsp;to access&nbsp;&nbsp;</p>

<p>ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf">here</a>&nbsp;to access</p>

<p>Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&rsquo;Souza, Mihir Desai, and others, released in September 2020, please&nbsp;<a href="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>Parents anguished by loss of basic skills &amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&nbsp;<a href="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Kindly&nbsp;<a href="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf">click here</a>&nbsp;to access the main report &#39;Cries of Anguish&#39; by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf">click here</a>&nbsp;to access the summary report by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf">click here</a>&nbsp;to access the summary report by NCEE in Hindi. &nbsp;</p>

<p>Stop targeting &amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&nbsp;<a href="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf">here</a>&nbsp;(English version),&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf">here</a>&nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students</p>

<p>National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf">here</a>&nbsp;to access</p>

<p>NCEE questions Govt.&#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>As schools re-open, address language &amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&nbsp;<a href="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Report: &ldquo;A Future at Stake &ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&nbsp;<a href="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&nbsp;<a href="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&nbsp;<a href="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html">click here</a>&nbsp;to access&nbsp;</p>

<p>Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&nbsp;<a href="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools">click here</a>&nbsp;to access<br />
&nbsp;</p>

<p><strong>Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak</strong></p>

<hr />
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	'title' => 'कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.',
	'subheading' => null,
	'description' => '<p><strong>शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव.</strong> हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने <span style="color:#c0392b">डिजिटल गैप</span><span style="color:#f1c40f"> </span>को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.</p>

<p>ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.<br />
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&nbsp;कम थे.<br />
<strong><span style="color:#c0392b">&quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;</span></strong> (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.<br />
<em>लेकिन ऐसा क्यों हुआ</em>? &nbsp;इसके पीछे की प्रमुख वजह <em>महामारी के कारण अभिभावकों की जेब पर आया संकट है</em>. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.</p>

<p><br />
<span style="color:#e74c3c"><span style="font-size:16px">ऐसे स्कुल जिनके पास कम्प्यूटर हैं-</span></span></p>

<p><br />
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.<br />
<strong>स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है</strong>. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.</p>

<p><img alt="" src="/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png" style="height:574px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</em></p>

<p><em>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</em></p>

<blockquote>
<ul>
	<li>केरल (93.41%)</li>
	<li>छत्तीसगढ़ (85.34%)</li>
	<li>तमिलनाडू (78.06%)</li>
	<li>गुजरात (75.36%)</li>
</ul>
</blockquote>

<p><br />
इसी समय काल में असम के पास&nbsp;कंप्यूटर सुविधा के मामले&nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-</p>

<blockquote>
<ul>
	<li>मेघालय (13.27%)</li>
	<li>मध्यप्रदेश (13.28%)</li>
	<li>पश्चिम बंगाल ( 13.66%)</li>
	<li>बिहार (13.83%)</li>
</ul>
</blockquote>

<p>&nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.<br />
अग्रणी पांच राज्य-</p>

<blockquote>
<ol>
	<li>दिल्ली (100%)</li>
	<li>पंजाब (98.78%)</li>
	<li>केरल (96.03%)</li>
	<li>गुजरात (92.45%)</li>
	<li>छत्तीसगढ़ (80.45%)</li>
</ol>
</blockquote>

<p>वो राज्य जो पीछे रह गए-&nbsp;</p>

<blockquote>
<ol>
	<li>असम (13.73%)</li>
	<li>बिहार (14.09%)</li>
	<li>मेघालय (14.34%)</li>
	<li>पश्चिम बंगाल (15.7%)</li>
	<li>मध्यप्रदेश (16.32%)</li>
</ol>
</blockquote>

<p>&nbsp;</p>

<p><img alt="" src="/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png" style="height:596px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em><br />
<strong>---</strong></p>

<hr />
<p>&nbsp;</p>

<p>किसी स्कूल&nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.<br />
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.<br />
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.</p>

<p>वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &nbsp;पांच अग्रणी राज्य-</p>

<blockquote>
<ol>
	<li>केरल (87.84%)</li>
	<li>दिल्ली (85.69%)</li>
	<li>गुजरात (70.76%)</li>
	<li>पंजाब (48.96%)</li>
	<li>हरियाणा (42.92%)</li>
</ol>
</blockquote>

<p>ऐसे पांच राज्य जहाँ इन्टरनेट&nbsp;फैसिलिटी कम है. (वर्ष 2019-20)</p>

<blockquote>
<ol>
	<li>त्रिपुरा ( 3.85%)</li>
	<li>मेघालय (3.88%)</li>
	<li>असम (5.82%)</li>
	<li>ओडिशा (6.46%)</li>
	<li>मिजोरम (7.19%)</li>
</ol>
</blockquote>

<p><img alt="" src="/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png" style="height:788px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em></p>

<p>---</p>

<p>वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&nbsp;फैसिलिटी में सुधार किया है.<br />
<span style="color:#c0392b"><strong>पांच अग्रणी राज्य</strong>-</span>&nbsp;</p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>पंजाब (94.26%)</li>
	<li>केरल (89.01%)</li>
	<li>दिल्ली (87.15%)</li>
	<li>गुजरात (75.23%)</li>
	<li>हरियाणा (44.37%)</li>
</ol>
</blockquote>

<p><span style="color:#e74c3c"><strong>पांच पिछड़े राज्य-</strong></span></p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>मेघालय (3.85%)</li>
	<li>त्रिपुरा (5.55%)</li>
	<li>असम (6.45%)</li>
	<li>ओडिशा (7.26%)</li>
	<li>बिहार (8.94%)&nbsp;</li>
</ol>
</blockquote>

<p><span style="color:#c0392b">ध्यान&nbsp;रहे!</span> &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;<a href="/upload/files/Udise%2B%202020-21%281%29.pdf"> रिपोर्ट </a>स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप<a href="https://udiseplus.gov.in/#/home"> यहाँ </a>दर्ज करवा सकते हैं.</p>

<p><strong><em>References</em></strong></p>

<p>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</p>

<p>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</p>

<p>India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&nbsp;<a href="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&nbsp;<a href="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf">here</a>, and&nbsp;<a href="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&nbsp;<a href="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>,&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>&nbsp;and&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a></p>

<p>Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&nbsp;<a href="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html">here</a>,&nbsp;<a href="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&nbsp;<a href="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf">click here</a>&nbsp;to access&nbsp;&nbsp;</p>

<p>ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf">here</a>&nbsp;to access</p>

<p>Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&rsquo;Souza, Mihir Desai, and others, released in September 2020, please&nbsp;<a href="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>Parents anguished by loss of basic skills &amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&nbsp;<a href="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Kindly&nbsp;<a href="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf">click here</a>&nbsp;to access the main report &#39;Cries of Anguish&#39; by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf">click here</a>&nbsp;to access the summary report by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf">click here</a>&nbsp;to access the summary report by NCEE in Hindi. &nbsp;</p>

<p>Stop targeting &amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&nbsp;<a href="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf">here</a>&nbsp;(English version),&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf">here</a>&nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students</p>

<p>National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf">here</a>&nbsp;to access</p>

<p>NCEE questions Govt.&#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>As schools re-open, address language &amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&nbsp;<a href="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Report: &ldquo;A Future at Stake &ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&nbsp;<a href="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&nbsp;<a href="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&nbsp;<a href="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html">click here</a>&nbsp;to access&nbsp;</p>

<p>Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&nbsp;<a href="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools">click here</a>&nbsp;to access<br />
&nbsp;</p>

<p><strong>Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak</strong></p>

<hr />
<p>&nbsp;</p>
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$metaTitle = 'चर्चा में.... | कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.'
$metaKeywords = ''
$metaDesc = 'शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव. हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने...'
$disp = '<p><strong>शिक्षा के क्षेत्र में भी देखा जा रहा&nbsp;है कोरोना महामारी का प्रभाव.</strong> हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल&nbsp;के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने <span style="color:#c0392b">डिजिटल गैप</span><span style="color:#f1c40f"> </span>को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक&nbsp;पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया.</p>

<p>ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे.<br />
इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था.&nbsp;क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले&nbsp;कम थे.<br />
<strong><span style="color:#c0392b">&quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;</span></strong> (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी&nbsp;ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है.<br />
<em>लेकिन ऐसा क्यों हुआ</em>? &nbsp;इसके पीछे की प्रमुख वजह <em>महामारी के कारण अभिभावकों की जेब पर आया संकट है</em>. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है.</p>

<p><br />
<span style="color:#e74c3c"><span>ऐसे स्कुल जिनके पास कम्प्यूटर हैं-</span></span></p>

<p><br />
वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी.<br />
<strong>स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है</strong>. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास&nbsp;कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी.</p>

<p><img alt="" src="/upload/images/Chart%201%20Proportion%20of%20schools%20by%20all%20management%20with%20computer%20facility%202019-20%20and%202020-21%283%29.png" style="height:574px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</em></p>

<p><em>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</em></p>

<blockquote>
<ul>
	<li>केरल (93.41%)</li>
	<li>छत्तीसगढ़ (85.34%)</li>
	<li>तमिलनाडू (78.06%)</li>
	<li>गुजरात (75.36%)</li>
</ul>
</blockquote>

<p><br />
इसी समय काल में असम के पास&nbsp;कंप्यूटर सुविधा के मामले&nbsp;निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे-</p>

<blockquote>
<ul>
	<li>मेघालय (13.27%)</li>
	<li>मध्यप्रदेश (13.28%)</li>
	<li>पश्चिम बंगाल ( 13.66%)</li>
	<li>बिहार (13.83%)</li>
</ul>
</blockquote>

<p>&nbsp;वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है.<br />
अग्रणी पांच राज्य-</p>

<blockquote>
<ol>
	<li>दिल्ली (100%)</li>
	<li>पंजाब (98.78%)</li>
	<li>केरल (96.03%)</li>
	<li>गुजरात (92.45%)</li>
	<li>छत्तीसगढ़ (80.45%)</li>
</ol>
</blockquote>

<p>वो राज्य जो पीछे रह गए-&nbsp;</p>

<blockquote>
<ol>
	<li>असम (13.73%)</li>
	<li>बिहार (14.09%)</li>
	<li>मेघालय (14.34%)</li>
	<li>पश्चिम बंगाल (15.7%)</li>
	<li>मध्यप्रदेश (16.32%)</li>
</ol>
</blockquote>

<p>&nbsp;</p>

<p><img alt="" src="/upload/images/Chart%202%20Proportion%20of%20schools%20by%20all%20management%20with%20functional%20computer%20facility%202019-20%20and%202020-21%281%29.png" style="height:596px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em><br />
<strong>---</strong></p>

<hr />
<p>&nbsp;</p>

<p>किसी स्कूल&nbsp;के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot; के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई.<br />
11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी.<br />
वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई.</p>

<p>वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले &nbsp;पांच अग्रणी राज्य-</p>

<blockquote>
<ol>
	<li>केरल (87.84%)</li>
	<li>दिल्ली (85.69%)</li>
	<li>गुजरात (70.76%)</li>
	<li>पंजाब (48.96%)</li>
	<li>हरियाणा (42.92%)</li>
</ol>
</blockquote>

<p>ऐसे पांच राज्य जहाँ इन्टरनेट&nbsp;फैसिलिटी कम है. (वर्ष 2019-20)</p>

<blockquote>
<ol>
	<li>त्रिपुरा ( 3.85%)</li>
	<li>मेघालय (3.88%)</li>
	<li>असम (5.82%)</li>
	<li>ओडिशा (6.46%)</li>
	<li>मिजोरम (7.19%)</li>
</ol>
</blockquote>

<p><img alt="" src="/upload/images/Chart%203%20Proportion%20of%20schools%20by%20all%20management%20with%20internet%20facility%202019-20%20and%202020-21%282%29.png" style="height:788px; width:1000px" /></p>

<p><em><strong>Note:&nbsp;</strong>Please&nbsp;<a href="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true" title="https://docs.google.com/spreadsheets/d/1HUMFy0BHJs84lA4AfVUAAsFElPpKBcR9/edit?usp=sharing&amp;ouid=112233925171588304692&amp;rtpof=true&amp;sd=true">click here</a>&nbsp;to access the data in a spreadsheet format</em></p>

<p><em><strong>Source:&nbsp;</strong>Same as above</em></p>

<p>---</p>

<p>वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट&nbsp;फैसिलिटी में सुधार किया है.<br />
<span style="color:#c0392b"><strong>पांच अग्रणी राज्य</strong>-</span>&nbsp;</p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>पंजाब (94.26%)</li>
	<li>केरल (89.01%)</li>
	<li>दिल्ली (87.15%)</li>
	<li>गुजरात (75.23%)</li>
	<li>हरियाणा (44.37%)</li>
</ol>
</blockquote>

<p><span style="color:#e74c3c"><strong>पांच पिछड़े राज्य-</strong></span></p>

<blockquote>
<p>&nbsp;</p>

<ol>
	<li>मेघालय (3.85%)</li>
	<li>त्रिपुरा (5.55%)</li>
	<li>असम (6.45%)</li>
	<li>ओडिशा (7.26%)</li>
	<li>बिहार (8.94%)&nbsp;</li>
</ol>
</blockquote>

<p><span style="color:#c0392b">ध्यान&nbsp;रहे!</span> &quot;शिक्षा के लिए एकीकृत जिला सूचना प्रणाली&quot;<a href="/upload/files/Udise%2B%202020-21%281%29.pdf" title="/upload/files/Udise%2B%202020-21%281%29.pdf"> रिपोर्ट </a>स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप<a href="https://udiseplus.gov.in/#/home" title="https://udiseplus.gov.in/#/home"> यहाँ </a>दर्ज करवा सकते हैं.</p>

<p><strong><em>References</em></strong></p>

<p>Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf" title="https://im4change.org/upload/files/Udise%2B%202020-21.pdf">click here</a>&nbsp;to access</p>

<p>Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please&nbsp;<a href="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf" title="https://im4change.org/upload/files/UDISE%2B2019_20_Booklet.pdf">click here</a>&nbsp;to access</p>

<p>India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click&nbsp;<a href="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf" title="https://im4change.org/upload/files/India%20Needs%20To%20Learn-A%20Case%20for%20Keeping%20Schools%20Open.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click&nbsp;<a href="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf" title="https://im4change.org/upload/files/ASER%202021%20Full%20Report%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf" title="https://im4change.org/upload/files/pressrelease_aser2021_english_final1%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf" title="https://im4change.org/upload/files/Main%20findings%20nationalppt%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf" title="https://im4change.org/upload/files/household%20major%20findings.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf" title="https://im4change.org/upload/files/additional%20household%20tables.pdf">here</a>, and&nbsp;<a href="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf" title="https://im4change.org/upload/files/school%20survey%20major%20findings.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click&nbsp;<a href="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf" title="https://im4change.org/upload/files/2021%20State%20of%20the%20Education%20Report%20for%20India%20No%20Teachers%20No%20Class.pdf">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>,&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a>,&nbsp;<a href="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class" title="https://en.unesco.org/news/unesco-launches-2021-state-education-report-india-no-teacher-no-class">here</a>&nbsp;and&nbsp;<a href="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete" title="https://www.tatatrusts.org/insights/survey-reports/no-teacher-no-class-state-of-the-education-report-for-india-2021-released-by-unesco-with-cete">here</a></p>

<p>Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click&nbsp;<a href="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html" title="https://im4change.org/news-alerts-57/why-is-it-difficult-for-children-from-underprivileged-sections-of-the-society-to-get-their-lessons-online-read-this-new-report.html">here</a>,&nbsp;<a href="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html" title="https://im4change.org/latest-news-updates/school-survey-discloses-the-dark-underbelly-of-online-education-during-school-closures.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf" title="https://im4change.org/upload/files/LOCKED-OUT-Emergency-Report-on-School-Education-6-Sept-2021.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please&nbsp;<a href="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf" title="https://im4change.org/upload/files/Report%20on%20rapid%20assessment%20of%20learning%20during%20school%20closures%20in%20context%20of%20COVID-19.pdf">click here</a>&nbsp;to access&nbsp;&nbsp;</p>

<p>ASER 2020 Wave-1 for rural areas, released in October, 2020, please click&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf" title="https://im4change.org/upload/files/aser2020nationalpressrelease_english.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf" title="https://im4change.org/upload/files/nationalfindings%281%29.pdf">here</a>,&nbsp;<a href="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf" title="https://im4change.org/upload/files/aser2020nationalppt.pdf">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf" title="https://im4change.org/upload/files/aser2020fullreport.pdf">here</a>&nbsp;to access</p>

<p>Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D&rsquo;Souza, Mihir Desai, and others, released in September 2020, please&nbsp;<a href="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf" title="https://www.im4change.org/upload/files/pucl%20lockdown%20series%20-%20education.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>Parents anguished by loss of basic skills &amp; deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please&nbsp;<a href="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html" title="https://im4change.org/latest-news-updates/parents-anguished-by-loss-of-basic-skills-deep-socio-emotional-stress-amongst-children-reveals-new-ncee-report.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Kindly&nbsp;<a href="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf" title="https://im4change.org/upload/files/NCEE-Survey-Report-Cries-of-Anguish-March-22.pdf">click here</a>&nbsp;to access the main report &#39;Cries of Anguish&#39; by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf" title="https://im4change.org/upload/files/Cries%20of%20Anguish%20-%20Report%20Summary%20-%20English.pdf">click here</a>&nbsp;to access the summary report by NCEE in English;&nbsp;</p>

<p>Please&nbsp;<a href="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf" title="https://im4change.org/upload/files/%E0%A4%B5%E0%A5%87%E0%A4%A6%E0%A4%A8%E0%A4%BE%20%E0%A4%95%E0%A4%BE%20%E0%A4%B5%E0%A4%BF%E0%A4%B2%E0%A4%BE%E0%A4%AA%20-%20%E0%A4%B8%E0%A4%BE%E0%A4%B0%E0%A4%BE%E0%A4%82%E0%A4%B6.pdf">click here</a>&nbsp;to access the summary report by NCEE in Hindi. &nbsp;</p>

<p>Stop targeting &amp; excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click&nbsp;<a href="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html" title="https://im4change.org/latest-news-updates/stop-targeting-excluding-hijab-wearing-muslim-women-students-because-it-affects-their-rte-states-ncee.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_English.pdf">here</a>&nbsp;(English version),&nbsp;<a href="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf" title="https://im4change.org/upload/files/NCEE%20Statement_Hijab_Hindi.pdf">here</a>&nbsp;(Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students</p>

<p>National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html" title="https://im4change.org/latest-news-updates/national-coalition-on-the-education-emergency-releases-policy-trackers-on-state-education-finances-and-school-opening-status.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf" title="https://im4change.org/upload/files/Policy%20Trackers%20Press%20Release%20-%2029%20Jan%2022.pdf">here</a>&nbsp;to access</p>

<p>NCEE questions Govt.&#39;s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html" title="https://im4change.org/latest-news-updates/ncee-questions-govt-s-reluctance-in-opening-schools-despite-the-lifting-of-curfew-in-bengaluru.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf" title="https://im4change.org/upload/files/Open%20Schools%20Press%20Release%20-%2022%20Jan%20%281%29.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click&nbsp;<a href="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html" title="https://im4change.org/latest-news-updates/schools-must-be-the-last-to-close-and-the-first-to-open-recommends-ncee-to-the-govt.html">here</a>&nbsp;and&nbsp;<a href="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf" title="https://im4change.org/upload/files/Press%20Release%20-%20Schools%20must%20be%20the%20last%20to%20be%20closed%20January%204%2C%202022%20NCEE.pdf">here</a>&nbsp;to access&nbsp;</p>

<p>As schools re-open, address language &amp; mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please&nbsp;<a href="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html" title="https://im4change.org/latest-news-updates/as-schools-re-open-address-language-mathematics-competences-at-different-grades-asks-ncee.html">click here</a>&nbsp;to access &nbsp;</p>

<p>Report: &ldquo;A Future at Stake &ndash; Guidelines and Principles to Resume and Renew Education (2021), NCEE, please&nbsp;<a href="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf" title="https://im4change.org/upload/files/A%20Future%20at%20Stake%20-%20National%20Coalition%20on%20the%20Education%20Emergency.pdf">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please&nbsp;<a href="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html" title="https://im4change.org/news-alerts-57/real-wage-rates-of-the-rural-workers-hardly-increased-during-the-past-6-years.html">click here</a>&nbsp;to access&nbsp;</p>

<p>News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please&nbsp;<a href="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html" title="https://im4change.org/news-alerts-57/several-studies-but-one-lesson-poorly-planned-covid-19-induced-lockdown-hurt-the-poor-the-most.html">click here</a>&nbsp;to access&nbsp;</p>

<p>Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please&nbsp;<a href="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools" title="https://news.careers360.com/education-ministry-must-explain-why-udise-plus-coverage-has-shrunk-49000-schools">click here</a>&nbsp;to access<br />
&nbsp;</p>

<p><strong>Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak</strong></p>

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कोरोना महामारी का शिक्षा के क्षेत्र में प्रभाव.

शिक्षा के क्षेत्र में भी देखा जा रहा है कोरोना महामारी का प्रभाव. हाल में आयी कई रिपोर्टों के मुताबिक बच्चों के सीखने, पढ़ने लिखने की क्षमता सहित गणितीय कौशल में कमी देखी जा रही है. जिसका प्रमुख कारण शिक्षा देने का नया माध्यम यानी ऑनलाइन माध्यम है. क्योंकि महामारी से बचाव के लिए तालाबंदी को एक ढाल के रूप में लागू किया गया. जिसके कारण शिक्षा देने के लिए ऑनलाइन माध्यम को ही सबसे ज्यादा वरीयता दी गई. शिक्षा देने के इस माध्यम ने डिजिटल गैप को जन्म दिया. विद्यार्थियों की सामाजिक और आर्थिक पृष्ठभूमि के कारण कई विद्यार्थियों के लिए यह गैप और गहरा हो गया. ऑनलाइन माध्यम में दी जा रही शिक्षा के लिए सबसे ज्यादा जरूरत आईटी उपकरणों की होती है. यह जानना रोचक होगा कि क्या सभी स्कूलों, शिक्षकों और विद्यार्थियों के पास सुसंचालित उपकरण थे. इस दौरान कई शिक्षकों ने यह शिकायत की कि उन्हें विद्यार्थियों तक पहुँचने के लिए खुद के आईटी उपकरण और डाटा पैक का प्रयोग करना पड़ता था. क्योंकि स्कूलों में पर्याप्त उपकरण नहीं थे. और अगर थे भी तो उनमें से सुचारू रूप से चलने वाले कम थे. "शिक्षा के लिए एकीकृत जिला सूचना प्रणाली" (UDISE+) के अनुसार निजी स्कूलों के पास सरकारी स्कूलों के तुलना में बेहतर आईटी ढांचा है. इसके बावजूद अभिभावकों ने अपने बच्चों को निजी स्कूलों की जगह सरकारी स्कूलों में दाखिला करवाया. आकड़ों के मुताबिक सरकारी स्कूलों में दाखिल कुल छात्रों की संख्या 13,09,31,634 से बढ़कर वर्ष 2019-20 से 2020-21 के दौरान 13,49,04,560 हो गई. वहीं दूसरी ओर निजी स्कूलों में दाखिल छात्रों की संख्या में गिरावट आई है. लेकिन ऐसा क्यों हुआ?  इसके पीछे की प्रमुख वजह महामारी के कारण अभिभावकों की जेब पर आया संकट है. कमाई में आई यह गिरावट शहरी और ग्रामीण दोनों जगहों पर देखी जा रही है.ग्रामीण कृषक मजदूर (पुरुष) की दैनिक कमाई को देखें तो आँध्रप्रदेश, बिहार,गुजरात,हरियाणा,हिमाचल प्रदेश केरल, मेघालय, पंजाब,तमिलनाडु,त्रिपुरा और पश्चिम बंगाल में वर्ष 2020-21 के दौरान कोई बढ़ोतरी नहीं हुए है. ऐसे स्कुल जिनके पास कम्प्यूटर हैं- वर्ष 2020-21 तक केवल 41.25% स्कूलों के पास ही कंप्यूटरसुविधा उपलब्ध थी. यहाँ सरकारी स्कुल मार खा जाते हैं. 32.54% सरकारी स्कूलों के पास ही कम्प्यूटर सुविधा थी. वहीं निजी स्कूलें इस मामले में सरकारी स्कूलों की तुलना में थोड़ी बेहतर थी. 64.04% निजी स्कूलें कम्प्यूटर से सुशोभित थी. स्कूलों में कम्प्यूटर की उपलब्धता के मामले में दिल्ली शिखर पर है. वर्ष 19-20 के दौरान दिल्ली के 94.97% स्कूलों के पास कंप्यूटर सुविधा थी. अन्य राज्य जिनके पास कम्प्यूटर सुविधा बेहतर थी. Note: Please click here to access the data in a spreadsheet format Source: Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please click here to access Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please click here to access केरल (93.41%) छत्तीसगढ़ (85.34%) तमिलनाडू (78.06%) गुजरात (75.36%) इसी समय काल में असम के पास कंप्यूटर सुविधा के मामले निराशाजनक प्रदर्शन रहा. केवल 12.7% स्कूलों के पास ही कम्प्यूटर सुविधा उपलब्ध थी. अन्य ऐसे राज्य जो कम्प्यूटर के मामले में पिछड़े थे- मेघालय (13.27%) मध्यप्रदेश (13.28%) पश्चिम बंगाल ( 13.66%) बिहार (13.83%)  वर्ष 2020-21 के दौरान कई राज्यों ने कम्प्यूटर के मामले में अपनी स्थिति में सुधार किया है. अग्रणी पांच राज्य- दिल्ली (100%) पंजाब (98.78%) केरल (96.03%) गुजरात (92.45%) छत्तीसगढ़ (80.45%) वो राज्य जो पीछे रह गए-  असम (13.73%) बिहार (14.09%) मेघालय (14.34%) पश्चिम बंगाल (15.7%) मध्यप्रदेश (16.32%)   Note: Please click here to access the data in a spreadsheet format Source: Same as above ---   किसी स्कूल के पास सुसंचालित कम्प्यूटर सुविधा होने के बावजूद छात्रों तक शिक्षा नहीं पहुंच पाएगी क्योंकि डिजिटल उपकरणों के माध्यम से शिक्षा प्रदान करने के लिए इंटरनेट पहली आवश्यकता है. "शिक्षा के लिए एकीकृत जिला सूचना प्रणाली" के आंकड़ों के अनुसार वर्ष 19-20 में 20% स्कूलों के पास ही इन्टरनेट की पहुँच थी.जो बढ़कर वर्ष 2020-21 में 24.51% तक हो गई. 11.58% सरकारी स्कूलें ऐसे थे जिनके पास इंटरनेट सुविधा उपलब्ध थी. हालांकि निजी स्कूलें इस मामले में आगे थी 50.16% निजी स्कूलों में इंटरनेट सुविधा थी. वहीं वर्ष 2020-21 में यह संख्या बढ़कर सरकारी स्कूलों के सन्दर्भ में 13.64% और निजी स्कूलों के सन्दर्भ में 52.96% हो गई. वर्ष 19-20 में स्कूलों में इन्टरनेट सुविधा वाले  पांच अग्रणी राज्य- केरल (87.84%) दिल्ली (85.69%) गुजरात (70.76%) पंजाब (48.96%) हरियाणा (42.92%) ऐसे पांच राज्य जहाँ इन्टरनेट फैसिलिटी कम है. (वर्ष 2019-20) त्रिपुरा ( 3.85%) मेघालय (3.88%) असम (5.82%) ओडिशा (6.46%) मिजोरम (7.19%) Note: Please click here to access the data in a spreadsheet format Source: Same as above --- वर्ष 2020-21 के दौरान कई राज्यों ने स्कूलों में इन्टरनेट फैसिलिटी में सुधार किया है. पांच अग्रणी राज्य-    पंजाब (94.26%) केरल (89.01%) दिल्ली (87.15%) गुजरात (75.23%) हरियाणा (44.37%) पांच पिछड़े राज्य-   मेघालय (3.85%) त्रिपुरा (5.55%) असम (6.45%) ओडिशा (7.26%) बिहार (8.94%)  ध्यान रहे! "शिक्षा के लिए एकीकृत जिला सूचना प्रणाली" रिपोर्ट स्कूलों द्वारा भेजे गए आंकड़ो पर बनी है. आंकड़ो की पूरी सत्यता नहीं की गई है. कोई त्रुटि हो तो आप यहाँ दर्ज करवा सकते हैं. References Unified District Information System for Education Plus (UDISE+) 2020-21 report, Department of School Education and Literacy, Ministry of Education, please click here to access Unified District Information System for Education Plus (UDISE+) 2019-20 report, Department of School Education and Literacy, Ministry of Education, please click here to access India Needs To Learn -- A Case for Keeping Schools Open, released in January 2022, jointly prepared by Boston Consulting Group (BCG) and Teach for India in collaboration with various NGOs and CSOs, please click here to access  Sixteenth Annual Status of Education Report (Rural) 2021, released on 17th November, 2021, please click here, here, here, here, here, and here to access  2021 State of the Education Report for India: No Teacher, No Class, released in October, 2021, prepared by UNESCO New Delhi office in collaboration with Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS) in Mumbai, please click here, here, here, here and here Locked Out: Emergency Report on School Education, released on 6th September, 2021, please click here, here and here to access  Rapid assessment of learning during school closures in the context of COVID-19, released in May, 2021, prepared by UNICEF India Country Office, please click here to access   ASER 2020 Wave-1 for rural areas, released in October, 2020, please click here, here, here and here to access Broken Slates and Blank Screens: Education Under Lockdown, authored by Simantini Dhuru with the help of others from PUCL (Maharashtra), including Meena Gopal, Lara Jesani, Chayanika Shah, Sandhya Gokhale, John D’Souza, Mihir Desai, and others, released in September 2020, please click here to access  Parents anguished by loss of basic skills & deep socio-emotional stress amongst children, reveals new NCEE report, Press statement by the National Coalition on the Education Emergency (NCEE) dated March 17, 2022, please click here to access   Kindly click here to access the main report 'Cries of Anguish' by NCEE in English;  Please click here to access the summary report by NCEE in English;  Please click here to access the summary report by NCEE in Hindi.   Stop targeting & excluding hijab wearing muslim women students because it affects their RTE, states NCEE, Press statement by the National Coalition on the Education Emergency (NCEE) dated February 21, 2022, kindly click here and here (English version), here (Hindi version) to access the press statement by the National Coalition on the Education Emergency on the targeting and exclusion of hijab wearing muslim women students National Coalition on the Education Emergency releases Policy Trackers on State Education Finances and School Opening Status, Press release by the National Coalition on the Education Emergency (NCEE) dated January 29, 2022, please click here and here to access NCEE questions Govt.'s reluctance in opening schools despite the lifting of curfew in Bengaluru, Press release by National Coalition on the Education Emergency (NCEE) dated January 22, 2022, please click here and here to access  Schools must be the last to close and the first to open, suggests NCEE to the govt., Press release by National Coalition on the Education Emergency (NCEE) dated January 4, 2022, please click here and here to access  As schools re-open, address language & mathematics competences at different grades, adopting a socio-emotional development approach, suggests NCEE, Press release by National Coalition on the Education Emergency dated 2nd November, 2021, please click here to access   Report: “A Future at Stake – Guidelines and Principles to Resume and Renew Education (2021), NCEE, please click here to access  News alert: Real wage rates of the rural workers hardly increased during the last 6 years, Inclusive Media for Change, Published on Mar 11, 2022, please click here to access  News alert: Several studies but one conclusion -- poorly planned COVID-19 induced national lockdown hurt the poor the most, Inclusive Media for Change, Published on Jul 7, 2021, please click here to access  Education ministry must explain why 49,000 schools dropped out of UDISE Plus -AC Mehta, Careers360.com, 14 March, 2022, please click here to access   Image Courtesy: Inclusive Media for Change/ Shambhu Ghatak