Open AccessPandemic, policy, and pedagogy: analyzing the tripartite role of covid 19 pandemics, national education policy 2020, and pedagogical innovations vis-a-vis educational implications
Author(s) -
Aditi Aditi,
Deepa Idnani
Publication year - 2021
Publication title -
ijhi (international journal of humanities and innovation)
Language(s) - English
Resource type - Journals
ISSN - 2614-6169
DOI - 10.33750/ijhi.v4i3.121
Subject(s) - pandemic , context (archaeology) , government (linguistics) , political science , covid-19 , closure (psychology) , public relations , setback , shock (circulatory) , economic growth , sociology , economics , medicine , law , geography , linguistics , philosophy , disease , archaeology , pathology , infectious disease (medical specialty)
The paper draws interlinkages between three factors, i.e., COVID 19 pandemic, the release of National Education Policy (NEP), 2020 by the Government of India, and the need for pedagogical changes and innovations concerning their educational implications the Indian context. The paper argues that COVID 19 pandemic has been a major setback for the ailing academic infrastructure in India. The immediate outcome might cause the severity of the pandemic and the increasing cases of infections across the nation, and the closure of schools and other educational institutions. However, to overcome further educational losses and compromises, the schools and colleges alternatively moved to online modes haphazardly. Initially, this push from the government came as a shock to many teachers and learners, bearing in mind the circumstances and ground realities in India, wherein this sudden ‘top-down’ transition appeared more as an imposition. Ever since this transition happened, everyone has been trying to adapt to this new ‘normal. Despite the relentless working of stakeholders at various levels owing to these unprecedented times, the situation does not look inspiring. Though NEP 2020 was envisioned as a sigh of relief and a major game-changer in metamorphosing the educational system in India, it is inept in addressing the immediate challenges posed by the pandemic, and there is a long way to go in its effective implementation. Therefore, policymakers and researchers have to deal with the compounded challenges. The most critical one can assess and address the learning gaps induced due to the ongoing pandemic. This paper attempts to look into the dynamics of the major debates emerging as a result of the anxieties and upheavals posed by the COVID 19 pandemic; the response of various stakeholders such as administrators, policymakers, teachers, educators, learners etc. The pedagogical implications for the teachers and educators due to these uncertain circumstances derive insights and strategies that will help make the educational system more resilient, resource-rich, and prepared to tackle future crises.