NURSING EDUCATION

SEMINAR TOPIC ON ‘IMPACT OF SOCIAL,

ECONOMICAL, POLITICAL AND TECHNOLOGICAL
CHANGES ON EDUCATION. CHANGES IN
PROFESSIONAL EDUCATION.’

SUBMITTED BY

MS. GOPIKA S
KIMS COLLEGE OF
NURSING
 EDUCATION
The word education is derived from Latin word “educare”. Which means “leads out‟.
This derivation connotes growth from the within. The idea of education is not merely to
impart knowledge to the pupil in some subjects but to develop in him those habits and
attitudes with which he may successfully face the future.

DEFINITION
Mahatma Gandhi “Education is the all-round drawing out of the best in child and man
body, mind and spirit.”
Dewey “education is the development of all those capacities in the individual which
will enable him to control his environment and fulfill hi possibilities.”
Redden and Ryan have defined education “as the deliberate and systematic
influence exerted by the mature person upon the immature through instruction, discipline and
harmonies development of all the powers of human being- physical, social, intellectual,
aesthetic and spiritual according to their essential hierarchy, by and for their individual and
social uses and directed toward the union of the educand with his creator as the final end.”

EFFECTS OF SOCIAL CHANGES IN EDUCATION ‘

Social change refers to an alteration in the social order of a society. It may refer to the notion
of social progress or socio-cultural evolution, the philosophical idea that society moves
forward by dialectical or evolutionary means. It may refer to a paradigmatic change in the
socio-economic structure, for instance a shift away from feudalism and towards capitalism..

SOCIAL CHANGES INFLUENCING EDUCATION

• Culture means refinement of feelings and education means knowledge of literature.

• Education is a means and culture are the end.

• Earlier in the man making education the head saw the meaning of information, the head saw
its righteousness and use within the boundaries of morality and the hand ignored the heart;
it has ignored the fact that students are a subject matter of immense significance both for the
presence and future of their country.

• Higher education in science and technology, which majority of the students opt tries to
equip them for materialistic development, which is mistaken for progresses.
• Nowadays youth stretch themselves to the limit of themselves beyond the limit to extent of
disturbing their mental poise and affecting the psychological wellbeing due to which
values are forsaken and the interpersonal relation breakdown.
• The youth have become the victims of over vaulting metirilatistic ambition and
 unknowingly have accelerated the pace for their life. The result is gastric neurosis, mental
disorder and behavioral problem
• Unfortunately, the meaning of higher education generally these days teaching the youth to
live by machines and gadgets and not by the universal human like, nonviolence, love and
compassion.
• The young man wants to be always busy with their business and industry, which can
multiply their money. Leisure and social get together are generally neglected.
• The present way of thinking, behavior and life is changing so adversely, machines like
computer and internet have so advanced that we cannot wait any longer for natural proves
to redeem the youth from the commercialized way of functioning and artificial way of
living.
• Education ways the key onto the alleviation of all social ills. Society engages itself in many
activities.
• Education is a power and pervasive agent for around development, individual and social
transformation. Sarvapalli Dr. Radhakrishnan said “the three things- vital dynamism,
intellectual efficiency and spiritual direction together constitute the proper aim of
education”.
• Moral and spiritual training is an essential part of education. A balanced development of
mind and body in harmony with the spirit is the key to the enrichment of personality.

CULTURAL CHANGE

UNESCO Report on Education Culture and Values

A UNESCO report on education for the 21st century Entitled 'Learning the Treasure
Within' also pleads for An education which is "rooted to culture and committed to progress”.
UNESCO identified this decade as the International Decade for a Culture of Peace
and Nonviolence for the Children of the World (2001-2010). A Culture of peace will be
achieved when citizens of the World understand global problems, have the skill to Resolve
conflicts and struggle for justice, nonviolence and live by international standards of human
rights and equity.
Culture of peace is a set of values, attitudes, traditions and modes of behavior and ways of
life based on:
• Respect for life, ending of violence and promotion and practice of nonviolence
through education, dialogue and cooperation.
• Full respect for the principles of sovereignty, territorial integrity and political
independence of states.
• Full respect for and promotion of all human rights and fundamental freedom.
 • Commitment to peaceful settlement of conflicts.
• Efforts to meet the developmental and environmental needs of present and future
generations.

• Respect for and promotion of the equal rights of and opportunities for women and
men.
• Respect for and promotion of the rights of everyone to freedom of expression, opinion
and information.
• Adherence to the principles of freedom, justice, democracy, tolerance, solidarity,
cooperation, pluralism, cultural diversity, dialogue and understanding at all levels of
society and among nations and fostered by an enabling national and international
environment conducive to peace.
The Manifesto-2000 commits the individual to practice a culture of peace in everyday
life. It is a commitment by each person who signs it to follow the six principles of the
Culture of Peace in his or her daily life, family, work and community: respect all life,
reject violence, share with others, listen to understand, preserve the planet ad rediscover
solidarity.

IMPACT OF SOCIAL CHANGE IN EDUCATION

• Education provides knowledge, training and skills as well as inculcates new thoughts and
attitudes among the young. Many of the old superstitious beliefs and absolute values
which prevent progress, through Education can be changed in the favor of enlightened
ideas.
• The basic scheme of education was designed as an instrument of social change. In its goals
and methods, we discover all the necessary components of a dynamic plan to change
society.
• Earlier days, the reform movements such as Brahma Semaj, Arya Semaj, Ramakrishna
Mission and Christian Missionaries worked as the instruments to bring social change and
indeed they proved most effective. The products of the schools and colleges have on the
whole proved to change the mindset of people.
• There is inter-dependent relationship between education and social change. On the one
hand it brings change in social conditions. On the other hand, it is influenced by social
change, which means social change helps spreading education.
• Education follows social change. It has its place before and after social change First
come social changes and then teaching process is changed according to those social
changes. Education system changes according to the needs of society.
INSTRUMENT OF SOCIAL CHANGE
Education as an instrument of social change means how education helps people to bring
social change.Education changes the outlook and the tradition approach towards social and
economic problems. It sharpens the skills and knowledge of the children.

Technical education helps in the process of industrialization which results in vast changes
in society. Education not only preserves the cultural traditions i.e., customs, traditions and
values etc. of the society but also transmits them to the next generation.
It also motivates the children to adopt new pattern in order to remain dynamic and forward
looking. Education fulfils the needs of the society and propagates such ideas which promote
social changes in all fields of life. Educational institutions under the control of different
cultural groups reflect the values of those groups which support and control education. In this
situation, teachers impart specific values, aspirations and attitudes to the children.

EDUCATION AS A SOCIAL FUNCTION

1. Socialization
The most important function of education is socialization. The people have no
knowledge about the culture of their society. They must learn them and they must learn the
way which their society is functioning. Hence, the children as they grow up must be
introduced into the culture which they are going to face.

2. Development of Personality
Education plays an important role in the development of personality. The object of
education, as said Durkheim “is to awaken and develop in the child those physical,
intellectual and moral states which are required of him both by his society as a whole and by
the milieu for which he is specially designed”. Education helps the development of the
qualities of an individual, such as physical, mental and emotional make-up as well as his
temperament and character.

3. Social Control
Education plays a vital role in regulating individual behavior through transmitting a
way of life and communicating ideas and values to the new generations. Education in a broad
sense”, as says Bottom ore, “From infancy to adulthood, is thus a vital means of social
control”. Formal education in modern societies communicate ideas and values which play a
part in regulating behavior. The new generations are instructed to observe the social norms,
the violation of which may invite punishment.
 4. Social Integration
Education, by imparting values, also integrates people into the broader society. The
curriculum of the school, its ‘extra-curricular’ activities and the informal relationship among
students and teachers communicate certain values and social skills such as cooperation or
team-spirit, obedience, fair play.
ECONOMIC FACTORS AND EDUCAITON
FUNDING FOR EDUCATION
The university grants commission has no funds of its own. It receives both plan and
non-plan grants from the central government, through the ministry of human resource
development to carry out the responsibility assigned to it by law. The UGC also has a variety
of programs under which financial assistance is available for promoting carrier advancement
and research.

INVESTMENT IN EDUCATION
Investment in education is of vital significance especially in the developing countries
for enriching the quality of human life which in turn can promote economic development.
Funding from the government resources is trying up in the context of new economic and
industrial policies which call for privatization and a decrease role for the government in higher
education. Hence there is a need to look for more funding from other sources and devising
innovative strategy for attracting this fund. The universities and technical institutions have to
be prepared to market and offer their strength to earn the enhanced funding.

STRATEGIES OF RESOURCE MOBILIZATION

There are especially two strategies for resource management i.e. increasing the avenues and
reducing cost. University can succeed in increasing revenue by offering some of the following
services.
• Consultancy
• Research and development services
• Short term specialized courses
• Technology transfer
• Running continuing education courses.
• Developing workshop
• Corpus fund
• Utilization of available resources
PRIVATIZATION IN HIGHER EDUCATION
There is a problem in providing adequate funds by the central and state government
for the higher and professional education and in opening new professional colleges to meet
the growing demands of the increasing number of aspirant boys and girls. The only alternate
available before the government was to allow the entry of private trust, corporate houses and
individuals to set up ‘self-financing institutions’ to provide education as also qualified man
power. The decision by the government of India to allow entry of private enterprises to set up

self-financing institutions help the central and state government to share the burden of ever-
growing demand for admissions into colleges and professional courses.

The higher education in India continues to be in a financial crisis, with escalating cost
and increasing need of the system, on the one hand, and declining resources, on the other,
despite large investments made on higher education.

ISSUES RELATED TO PRIVATIZATION OF HIGHER EDUCATION

Admission based on capitation fee that amounted to commercialization of education.
Thus, self-financing higher education institutions have become a place where money power
replaced the merit of the students. This has violated the basic concept of equity as has been
enshrined in the Indian Constitution.
Another important issue is related to the quality of these self-financed or private
institutions. But there is a contradiction in the opinion of different people regarding the
concept of quality. There are few who believe that increased fees will lead to better quality
because when the people pay for educations ask for quality.
Privatization of higher education will have its adverse effects upon future
employment opportunities. The people who are spending thousands and lakhs on rupees to
get a degree of a particular profession will definitely exercise their influence on money in
securing employment. It is happening now and will continue in future too due to deterioration
of values of life.

INVESTMENT IN EDUCATION
Education, most crucial investment in human development, is an instrument for
developing an economically prosperous society and for ensuring equality and social justice.
A holistic view was taken in 1986, when the national policy on education (NPE) visualized
education as a dynamic, cumulative, life long process, providing diversity of learning
opportunities to all segments of societies. The Prime Ministers Special Action Plan (SAP) has
stressed the need for expansion and improvement of social infrastructure in the field of
education.
The government has accorded high priority to education, the main facts of which are:

• Total eradication of illiteracy.

• Gradually increases the governmental and non-governmental spending on education
to 6% of GDP
• Implementation of the constitutional provision of making primary education free and
compulsory to Vth standard.
• Move towards equal access to and opportunity to educational standards up to the
school living stage.
• Improve the equality of education at all levels from primary schools to universities.

POLITICAL CHANGES IN EDUCATION

IMPACT IN EDUCATION
1. Sarva Shiksha Abhiyan
2. National Policy on Education
3. District Primary Education Program
4. Pradhan Manthri Adarsh Gram yojana
5. Midday Meal Program

1. Sarva shiksha abhiyan

About the Scheme Sarva Shiksha Abhiyan (SSA) is Government of India's flagship
Program for achievement of Universalization of Elementary Education (UEE) in a time
bound manner, as mandated by 86th amendment to the Constitution of India making free and
compulsory Education to the Children of 6-14 years age group, a Fundamental Right.
Ministry of Human Resource Development (MHRD), Government of India (GOI) anchors
the SSA Programme. The SSA has been operational since 2000-2001.

Aims
Infrastructure
• Open new schools in habitations which do not have schooling facilities
• Strengthen existing school infrastructure through provision of additional class rooms,
toilets, drinking water
• Human Resource s
• Provision of additional teachers
• Strengthening capacity of existing teachers by training, developing teaching-learning
materials Strengthening of the academic support structure at a cluster, block and
district level
 Quality Improvement
• Provision of quality elementary education including life skills
• Special focus on girl's education and children with special needs
• Provide computer education to bridge the digital divide

Objective
Objective of the Scheme SSA’s core objective is to attain UEE in the Country. Its
overall goals include universal access and retention, bridging of gender and social category
gaps in education and enhancement of learning levels of Children. These objectives are met
with specific interventions, that are aligned to the legally mandated norms and standards and
free entitlements mandated by the Right to Education Act, 2009 and the Model Rules issued
from time to time.

Interventions
To achieve the objective of UEE, the scheme has recommended few interventions
that are broadly grouped into four major categories. The approach, components and related
interventions suggested thereof and the norms for financial support offered by the scheme are
detailed in this segment of the manual. In case of any doubt or need of further clarification,
Scheme Framework, which carries comprehensive information on these interventions may be
referred to for taking final decision.

2. National policy of education

National educational policy 2020

Education Policy lays particular emphasis on the development of the creative potential of
each individual. It is based on the principle that education must develop not only cognitive
capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher- order’
cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and
emotional capacities and dispositions.

The teacher must be at the center of the fundamental reforms in the education
system. The new education policy must help re-establish teachers, at all levels, as
the most respected and essential members of our society, because they truly shape
our next generation of citizens. It must do everything to empower teachers and
help them to do their job as effectively as possible. The new education policy
must help recruit the very best and brightest to enter the teaching profession at all
levels, by ensuring livelihood, respect, dignity, and autonomy, while also
instilling in the system basic methods of quality control and accountability.
Previous Policies
The implementation of previous policies on education has focused largely on issues of
access and equity. The unfinished agenda of the National Policy on Education 1986, modified
in 1992 (NPE 1986/92), is appropriately dealt with in this Policy. A major development since
the last Policy of 1986/92 has been the Right of Children to Free and Compulsory Education
Act 2009 which laid down legal underpinnings for achieving universal elementary education.

Principles
The fundamental principles that will guide both the education system at large, as well
as the individual institutions within it are:
• Recognizing, identifying, and fostering the unique capabilities of each student, by
sensitizing teachers as well as parents to promote each student’s holistic development
in both academic and non-academic spheres.
• According the highest priority to achieving Foundational Literacy and Numeracy by
all students by Grade 3
• Flexibility, so that learners have the ability to choose their learning trajectories and
programs, and thereby choose their own paths in life according to their talents and
interests.
• No hard separations between arts and sciences, between curricular and extra-
curricular activities, between vocational and academic streams, etc. in order to
eliminate harmful hierarchies among, and silos between different areas of learning.
• Multidisciplinary and a holistic education across the sciences, social sciences, arts,
humanities, and sports for a multidisciplinary world in order to ensure the unity and
integrity of all knowledge.
• Emphasis on conceptual understanding rather than rote learning and learning-for-
exams;
• Creativity and critical thinking to encourage logical decision-making and innovation.
• Ethics and human & Constitutional values like empathy, respect for others,
cleanliness, courtesy, democratic spirit, spirit of service, respect for public property,
scientific temper, liberty, responsibility, pluralism, equality, and justice.
• Promoting multilingualism and the power of language in teaching and learning;
 • Life skills such as communication, cooperation, teamwork, and resilience;
• Focus on regular formative assessment for learning rather than the summative
assessment that encourages today’s ‘coaching culture’.
• Extensive use of technology in teaching and learning, removing language barriers,
increasing access for Diving students, and educational planning and management.
• Respect for diversity and respect for the local context in all curriculum, pedagogy,
and policy, always keeping in mind that education is a concurrent subject.
• Full equity and inclusion as the cornerstone of all educational decisions to ensure that
all students are able to thrive in the education system.
• Synergy in curriculum across all levels of education from early childhood care and
education to school education to higher education.
• Teachers and faculty as the heart of the learning process – their recruitment,
continuous professional development, positive working environments and service
conditions.
• A ‘light but tight’ regulatory framework to ensure integrity, transparency, and
resource efficiency of the educational system through audit and public disclosure
while encouraging innovation and out-of-the-box ideas through autonomy, good
governance, and empowerment.
• Outstanding research as a requisite for outstanding education and development.
• Continuous review of progress based on sustained research and regular assessment by
educational experts; National Education Policy 2020 6
• A rootedness and pride in India, and its rich, diverse, ancient and modern culture and
knowledge systems and traditions.
• Education is a public service; access to quality education must be considered a basic
right of every child.
• Substantial investment in a strong, vibrant public education system as well as the
encouragement and facilitation of true philanthropic private and community
participation.

3. District primary education Programme

This Programme is came under the national educational policy of education in1986
(updated in 1992) District Primary Education Programme (DPEP) was launched in 1994 as a
major initiative to revitalize the primary education system and to achieve the objective of
universalization of primary education. DPEP adopts a holistic approach to universalize
access, retention and improve learning achievement and to reduce disparities among social
groups. Adopting an “area specific approach” with district as the unit, of planning, the key
strategies of the Programme have been to retain the sensitivity to local conditions and
ensuring full participation of the community. It also seeks to strengthen the capacity of
national, state and district institutions and organization, for planning, management and
professional support in the field of primary education.
DPEP is based on the principle of “additionally” and is structured to fill in the
existing gaps by providing inputs over and above the provisions made under central and state
sector schemes for primary education. The state governments are required to at least maintain
expenditure in real terms at base year level.

The basic objectives of DPEP are:

1. To provide all children access to primary education through either the formal or non-
formal stream.
2. To reduce differences in enrolment, drop-out rates and learning achievement among gender
and weaker section groups to less than five percent.
3. To reduce overall primary dropout rates for all children to less than 10 percent.
4. To rise the average achievement rate by 25 percent by measured baseline level and
ensuring achievement of basic literacy and numeracy competencies and minimum of 40
percent achievement in other competencies by all primary education children.
The bulk of the funds for DPEP came from international bodies such as the UNICEF,
ODA (UK), SIDA (Sweden), Netherlands etc. The first phase of the Programme was
launched in 42 districts in the states of Assam, Haryana, Karnataka, Kerala, Maharashtra,
Tamil Nadu and Madhya Pradesh. Later the Programme was launched in 80 districts of
Orissa, Himachal Pradesh, Andhra Pradesh, UP, West Bengal and Gujarat. The impact
studies of the first phase projects are very positive.

Mid-day meal Programme

The Midday Meal Scheme is a school meal Programme in India designed to better
the nutritional standing of school-age children nationwide. The Programme supplies free
lunches on working days for children in primary and upper primary classes in government,
government aided, local body, Education Guarantee Scheme, and alternate innovative
education centers, supported under Sarva Shiksha Abhiyan, and National Child Labor Project
schools run by the ministry of labor Serving 120 million children in over 1.27 million schools
and Education Guarantee Scheme centers, the Midday Meal Scheme is the largest of its kind
in the world.

Implementation models

• Decentralized model( COOK FROM LOCAL AREA , ECONOMICAL)

This is the most widespread practice. In the decentralized model, meals are cooked on-
site by local cooks and helpers or self-help groups. This system has the advantage of being
able to serve local cuisine, providing jobs in the area, and minimizing waste. It also allows
for better monitoring (e.g., by parents and teachers).
In the absence of adequate infrastructure (such as kitchen sheds, utensils etc.), it can lead
to accidents and maintaining hygiene can be difficult. In 2004, 87 children died when the
thatched roof of a classroom was ignited by sparks from a cooking fire. In 2011, a child died
after succumbing to burn injuries she sustained after accidentally falling into a cooking
vessel.

• Centralized model(COOK FROM OUTSIDE,EXPENSIVE, COMMON IN URBAN AREA )

In the centralized model, an external organization cooks and delivers the meal to schools,
mostly through public-private partnerships. Centralized kitchens are seen more in urban
areas, where density of schools is high so that transporting food is a financially viable option.
Advantages of centralized kitchens include ensuring better hygienic as large scale cooking is
done through largely automated processes. Various NGOs such as the Nalabothu Foundation,
Akshaya Patra Foundation, Shakti Foundation, Naandi Foundation, and Jay Gee
Humanitarian Society provide midday meals

• International assistance(BY OTHER WORLD FAMOUS ORGANISATIONS )

International voluntary and charity organizations have assisted. Church World
Service has provided milk powder to Delhi and Madras Municipal Corporation; CARE has
provided corn soya meal, Bulgur wheat, and vegetable oils; and UNICEF has provided high
proteins foods and educational support In 1982, 'Food for Learning' was launched with
assistance from the Food and Agriculture Organization (FAO). Initially the Programme was
aimed at scheduled caste and scheduled tribe girls. In 1983, the federal Department of
Education prepared a scheme under the auspices of the World Food Programme to supply
meals to 13.6 million scheduled caste girls and 10.09 million scheduled tribe girls in classes
one to five in 15 states and three union territories. The value of the food itself was $163.27
million per year. Labor, facilities, and transportation costs were to be paid by the state
governments. The reaction among the states and union territories was mixed. Many states
were interested, but some were concerned about their ability to afford it if the FAO support
were to be withdrawn

IMPACT OF TECHNOLOGICAL CHANGES IN EDUCATION

EDUCATION TECHNOLOGY
Educational technology is a system in education in which machines, materials, media,
men and methods are interrelated and work together for the fulfillment of specific educational
objectives. Technology explosion has yielded several new machines, materials and media
which have great potential for use in the educational enterprise

DEFINITION
Education technology refers to the development of set systemic methods, practical
knowledge for the designing, operating and testing in schools. -B C Mathis
Educational technology is a rational problem solving approach to education, away of
thinking skeptically and systematically about learning and teaching – Derel Rowntree
NATURE AND CHARACTERISTICS OF EDUCATIONAL TECHNOLOGY
• It is the application of scientific principle of education.
• It lays stress as development of method and technology for effective teaching.
• It stresses the organization of learning situation for effective realization of goal of
education.
• It emphasizes the designing and measuring instrument for testing learning outcomes.
• Involves input, output and process, aspect of education.
• It is not confined to use of electronic media in education, it includes system approach
also.
• It is an important media of communication.
• It is not taken a synonym to audio visual aid in education.
• It is very comprehensive term and is not to be viewed in terms of its part or process. It
includes instructional teaching technology, programmed learning, micro teaching and
system analysis.
SCOPE OF EDUCATION TECHNOLOGY
Scope of educational technology is wide as education itself.it scope ranges from the
concrete educational process to the most abstract and subtle ones. It includes the use of hard
ware and software and system analysis in various educational operations

FUNCTIONS OF EDUCATION TECHNOLOGY

• Identification of educational goals and objectives of the community.
• Developing appropriate curriculum for the achievement of stipulated goals.
• Developing suitable teaching learning materials.
• Analyzing the process of teaching learning materials.
• Selecting and developing proper teaching learning strategies for obtaining optimum
results.

• Developing and selecting appropriate audio-visual aids.

• Utilizing effectively the hardware and software media.
• Providing essential feedback and control through evaluation.
• Preparing teachers in the new technology of teaching.

CONTRIBUTION OF EDUCATIONAL TECHNOLOGY

Educational technology has great potential for improving teaching learning process:

◻ Individualized instructions: educational technology was very helpful in the

individualizing instruction by enabling us to make use of self-instructional
programs.
◻ Improvement in quality of teaching: educational technology assist in the
improvement of teaching learning process by enabling us to use more varied,
rich and motivational programs through TV and other media.
◻ Meeting the problem of mass education: educational technology help in
using programs developed by expert for a large population of students with the
use of computer and TV.
◻ Equalizing educational opportunity: educational technology assist us in
making efforts for equalizing educational opportunities irrespective of
economic, social and geographical status of the learners.
◻ Providing continuing education: TV lessons and self-instructional
programmed material sent to the leaners or to in-service personal and
vocational workers help them to keep themselves to latest material.
 CHANGES IN PROFESSIONAL EDUCATION
TECHNOLOGICAL CHANGES INFLUENCES EDUCATION
• Knowledge sharing.
• Technology as a teaching aid.
• Technology has made student life easy.
• Information storage.
• Information accessibility.
• Technology has eliminated space and time constraints.
• Mutual impact.

Knowledge sharing
Knowledge sharing is a means used to educate individuals within a community. As it
is believed that the sharing of knowledge turns isolated information or experiences into
something valuable and is a critical determinant for a community to confer sustainable
capacity

Technology as teaching aid

As advances in technology drive globalization and digital transformation, teachers can

help students acquire the necessary skills to succeed in the careers of the future.it is important
is technology in education. The COVID-19 pandemic is quickly demonstrating why online
education should be a vital part of teaching and learning. By integrating technology into
existing curricula, as opposed to using it solely as a crisis-management tool, teachers can
harness online learning as a powerful educational tool.
The effective use of digital learning tools in classrooms can increase student
engagement, help teachers improve their lesson plans, and facilitate personalized learning. It
also helps students build essential 21st-century skills.

Technology has made student life easy

Virtual classrooms, video, augmented reality (AR), robots, and other technology tools
can not only make class more lively, they can also create more inclusive learning
environments that foster collaboration and inquisitiveness and enable teachers to collect data
on student performance.

Information storage
The education process has moved fast forward in order to match all the standards of
the progressing society, increasing the involvement of digitalization. Schools and universities
are eager to provide their students with the latest IT technologies, which appeared to be
obligatory during the pandemic situation with all the classes held online. This transition
requests a large data flow, which has to be well-stored.
Eventually, due to the pandemic situation, the IT administrators in the whole
education sector have become the silent heroes of the study process, as all the classes,
seminars and lectures had to be transformed to the online format. But this is not the first IT
challenge faced in this sphere; on the contrary, it revealed an even greater need for reliable
data storage.

Information accessibility
Educational materials and technologies are “accessible” to people with disabilities if
they are able to “acquire the same information, engage in the same interactions, and enjoy the
same services” as people who do not have disabilities.
If learning materials are not accessible to learners, then learners' abilities won't be
accessible to educators. Education should be challenging for all learners. If it wasn't, there
would be little incentive for students to continuously develop their skills and abilities any
further than necessary.

Technology has eliminated space and time constraints

The advent of technology in educational field has made the process of learning and
knowledge sharing more interactive. The greatest impact of technology on education

ONLINE EDUCATION
Online instruction is the most common and recent form of what is generically turned
distance education, which includes satellite courses, computer-based programs, and video
instruction, educational television, correspondence or home study courses. The emphasizes is
to provide opportunities to students who are unable to attend the classes at the traditional,
centralized class rooms because of schedule or physical problems or unavailability of desired
course. It makes use of available media. Online education thus represents a learning domain
which is distinct from other technology-based delivery systems. It offers a unique learning
mode which is place and time independent and provides for many to many communications.

VIRTUAL UNIVERSITY
A virtual university impacts education through virtual classes sometimes augmented with
video and supplemented with a couple of face to face meetings. The distinguished features of
virtual university are:
 • It is the university in abstract with global coverage, where as a physical has to be
located at a city.
• It imparts education asynchronously in multiple modes of delivery.
• Its education process follows from a course ware that can be media rich in its
presentation.

• It provides better attention to each individual student.

• It provides better collaborative learning environments.
• Its education process is learner centric as against faculty centric of face to face
classes.

IMPACT OF COVID 19 IN EDUCATION

Impact of COVID-19 on education system

In order to control the spread of the novel coronavirus, state governments started the
closure of schools and colleges across the country. It was somewhere announced in the
second week of March as a temporary measure to avoid the crowd. Initially, for a month
closure of schools was announced by the government but gradually the time of closure was
extended and it is uncertain when they will reopen. During this period, there are various
activities take place which are very crucial such as competitive exams and entrance tests of
various universities, board examination and semester examinations in universities, nursery
school admissions as well as admission process in universities. In order to stop the outbreak
of COVID-19, no immediate solution is found out. In India, the closure of school and
university will not only have a short-term impact on the continuity of learning of young
learners but it will have a large effect on the economic growth of the country as well as
having large effect on the society.

Impact of COVID-19 on Schools

In order to raise the skills, best public policy tool available is going to school. School
is a place where children can have fun and raise social awareness and social skills. The main
motive of going school or being in school is that it enhances the ability of the child. Spending
a relatively short period of time in school increases skills and ability. On the other side
missing the school or not attending the school will have negative effect on the skill growth
the closure of the schools has affected the structure of learning and schooling. Firstly, it
affected the teaching and assessment methodologies. Online teaching methods are adopted by
the few private schools that are handful in taking online classes. In those schools children are
taking classes online. On the other side low-income private and government schools have
complete closure and not having the access to e-learning solution. It is disrupting the learning
of students. Parents are facing various issues because of the change in teaching methodology.

Impact of COVID-19 on Higher Education

The shutdown of universities has also affected the student’s learning in universities.
In order to ensure the continuity in institutes and universities, one immediate measure is
essential. To conduct the class smoothly, online teaching methodology is adopted. Learning
management software and open-source digital learning solutions are adopted by the
universities to run online classes. Higher education is a critical determinant of the economic
future of the country and higher education sector has significantly affected by the pandemic
as well. Many students from India enroll in universities abroad. Due to the global closure of
the institutes and universities, it is expected that it will reduce the demand for the
international higher education.

Impacts COVID-19 on online classes on Parents

In order to maintain the attendance or not missing out too much, children are forced to
continue their education at home and generally have not been sent out from the home to play.
Bjork Lund and Salvanes (2011) described that major inputs into a child’s learning is
provided by the families as these are treated as a central to education. Parents are facing
issues in understanding the new methodology of teaching. Some parents are not very techno
friendly. Thus, they are not able to guide their ward to take classes online. Connectivity of
internet is also a big challenge in front of all teachers, students and parents. Many
disturbances have to face due to the poor connectivity.

BIBILOGRAPHY
◼ Pramilaa.R, Nursing Communication and Educational technology, Its edition, New
Delhi: jaypee Brothers medical publishers (p) Ltd; 2010. 291&222
◼ Sudha. R, Nursing Education Principles and Concepts, Ist edition, new Delhi; jaypee
medical publications(p) Ltd: 2016
◼ Park. K, parks’ textbook of preventive and social medicine, 25th edition, pune; M/s
banarsidas bhanot publishers; 2019;718-719
◼ Slide share - https://www.slideshare.net/vishnuvm10/impact-of-
socialeconomicalpolitical-and-technological-changes-on-education
◼ Slide share- https://www.slideshare.net/julietorejenes/professional-education-
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