Chapter -1

Introduction
AND OBJECTIVES
 introduction
The coronavirus (COVID-19) is a pandemic disease that
affected the education system of different income level
countries. The United Nations Education, Scientific, and
Cultural Organization (UNESCO) has been recognized that
the coronavirus pandemic outbreak has impacted the
education system of the world .A lot of pandemics have
occurred in human history, and affected human life, education
system, and economic development in the world . The World
Health Organization (WHO) on March 11, 2020, has officially
announced that coronavirus (COVID-19) is a pandemic after
it covers 114 countries in 3 months and infects more than
118,000 people in the world. According to (Medical News
Today, 2020), the researchers believe that coronavirus spread
exponentially and many countries were locked in their
education system, and enforced their people strict quarantine
to control the spread of this highly contagious disease. The
governments focused on fulfilling equipment, organizing
medical institutions, and laboratory centres, identification of
the virus, training health workers, and creating awareness for
their people education has been the pillar of development of
every country, so education is principal to the development
and growth of all countries. The education system has been
affected by several challenges ranging from changes in the
education curriculum to closing down the education system
due to widespread pandemic diseases .
As UNESCO reported that 87% of the world’s student
population was affected by COVID-19 school closures.
UNESCO launched distance learning practices and reaching
students who are most at risk. According to the UNESCO,
over 1.5 billion students in 195 countries were affected by
COVID-19 pandemic school closures. In studied that
COVID-19 impacted not only the overall economy and our
day to day life, but also emotional, mental, and physical
health, also, losses in national and international business, poor
cash flow in the market, locked national and international
traveling; moreover, disruption of the celebration of cultural,
and festive events, stress among the population, the closures
of hotels, restaurants, religious, and entertainment places . In
many developing countries the economic shock has come
first, as governments have locked down their economies to
reduce the speed of infection. As a result, developing
countries are suffering their greatest economic decline and
closures of their education and transportation system .
Distance learning solutions are containing platforms,
educational applications, and resources that aimed to help
parents, students, and teachers. Digital learning management
systems, massive open online course platforms, and self-
directed learning content . However, due to lack of internet
connectivity, information technology, educational materials,
and digital technology skill distance learning is difficult for
teachers, students, and families in developing countries .
Some developing countries deliver classes through radio,
television, and online platforms. However, the poorest
families and students have not radio, television, and other
devices to access the resources and to learn at their home. So,
some developing countries provided resources such as
textbooks, radios, equipment, and study guides to the poorest
students .

In the wake of COVID-19 pandemic situation and due to the

lockdowns imposed, conduction of online classes at college
and university levels became mandatory by the educational
boards. Covid-19 brought out a drastic change in the
educational system not only in India but rather in the entire
world. Universities across India as well as around the globe
moved to the virtual classes suspending physical classrooms.
Learning is context and situation-specific. On-line learning
provides a material based educational experience, which
means that although it can be a material-rich and stimulating
learning situation, it can also be a socially impoverished and
lonely learning as well. According to a survey conducted by
Deepika Nambiar, the student’s survey had items assessing
two dimensions: online v/s classroom mode and personal
factors during online classes. The results of the survey showed
that 87.1% of the students reported that they preferred
classroom teaching methods more than online teaching
mode,12.9% preferred online classes.
Some major consequences to mention are-
1. In particular, the COVID-19 crisis has meant limited or no
education, or falling further behind their peers for many who
already experienced barriers in accessing education – children
with disabilities, students in remote locations, children of
migrant workers, refugees and asylum seekers or those whose
families have lost their source of livelihood and incomes. This
could force many children to discontinue their studies even
after normal situations.
2. A decrease in the share of international students may, in
turn, have severe repercussions on the funding model of some
higher education institutions where international students pay
higher tuition fees than domestic ones.
3. Students were deprived of practical knowledge and as a
result they will have to face consequences when everything
turns normal.
4. The closure of schools has disrupted the midday meal
scheme for the majority of children who are enrolled in this
scheme. Due to the lockdown and disruptions associated with
the COVID-19 outbreak, many states and union territories
have had to stop this initiative; thereby depriving children of
what, for some, may be the only nutritious meal of their day.
This meal serves as a huge incentive for children from many
homes to attend school.
5. Unemployment has increased since the outbreak of
coronavirus. A large number of people lost their jobs.
These are some few to ponder upon. The education sector
in India is an ever-growing entity. India has been one of the
largest sectors in the world when it comes to higher education.
Though online and distance courses have been there for a long
time, introduction of the online mode of taking classes in
comparison to the traditional face to face classroom approach
in universities and colleges have been considered only in the
last few years.
Higher education in India is currently restricted by lack of
clarity when it comes to regulating online channels such as
Zoom, Google Meet, Microsoft teams, etc. for education.
Teachers and students comfort with online class design,
structure, level of interaction between students and faculty,
the quality and amount of class content, technical support, and
overall experience with online class delivery impact the
overall teaching and learning experience and determine the
ultimate success or failure of online mode of education. Thus,
awareness needs to be increased focusing on the convenience
and accessibility aspect in order to increase the adoption of
online channels by students and teachers. Frustration with
class structure and design may translate into a poor learning
outcome for students. Improving the quality of online classes
with the help of various service providers, along with support
from different colleges and universities can help in making
online mode of education more effective and easily acceptable
all over India. More research and study should be done in
order to provide a better design and methodology in the online
sector, one that is accessible for all without putting financial
burden on students and teachers should be the main criteria.
Online mode of higher education is still in the early stage of
development in India, therefore having clarity about the
problems experienced and the expectations of students and
teachers will help to plan out effective and structured
strategies for taking online classes.
 Objectives
The objective of conducting a minor project on the impact of
Covid-19 on education includes :
1. Understanding the extent of disruptions caused by the
pandemic on various levels of education.
2. Analyzing the effectiveness of remote learning methods
implemented during the pandemic.
3. Investigating the disparities in access to education
exacerbated by COVID-19, particularly among marginalized
communities.
4. Identifying the long-term implications of the pandemic on
educational systems and student outcomes.
5. Proposing strategies and recommendations for mitigating
the negative effects of COVID-19 on education and fostering
resilience in the face of future crises.
6. Assessing the shift from traditional classroom learning to
online education platforms during the pandemic and
evaluating its effectiveness.
7. Examining the socio-economic factors influencing students'
access to remote learning tools and resources during COVID-
19.
8. Investigating the psychological impact of prolonged school
closures and remote learning on students' academic
performance and mental well-being.
9. Analyzing the challenges faced by educators in adapting to
remote teaching methods and exploring innovative solutions
developed in response.
10. Exploring the digital divide among students and educators
and its implications for educational equity and inclusivity
during the pandemic.
11. Assessing the impact of COVID-19 on enrollment rates,
dropout rates, and academic achievement across different
demographic groups.
12. Examining the role of government policies and initiatives
in mitigating the impact of COVID-19 on education and
supporting schools, students, and educators.
13. Identifying successful case studies or best practices from
various regions or countries in managing the educational
challenges posed by the pandemic.
14. Predicting potential long-term changes in educational
practices, curriculum delivery, and assessment methods as a
result of lessons learned from the COVID-19 experience.
15. Offering recommendations for building resilience in
educational systems and fostering preparedness for future
crises based on the findings of the study.
 Chapter – 2
 Literature review
 SWOT ANALYSIS

LITERATURE REVIEW

The Impact of Covid-19 on the Education System

Thanks to various online platforms, the way educators provide
high-quality education is changing dramatically (Tadesse &
Muluve, 2020). The use of these platforms has become a
necessity in the past couple of years due to the restriction on
physical gatherings imposed owing to the Covid-19 pandemic.
Most countries have had to close schools, training institutes,
and higher education institutions due to lockdown and social
separation measures enforced in reaction to the Covid-19
outbreak (Preeti, 2020). According to Tadesse and Muluve
(2020), the instructional machine and educators have
embraced “Education in Emergency” through unique online
systems. However, the troubles that educators and newcomers
encounter, consisting of online learning, faraway training, and
persevering with training, have grown to be a technique for
this tremendous international pandemic (Adams et al., 2018).
In the dearth of choices, switching from conventional face-to-
face training to online training is unique for newcomers and
educators. They are being pressured to evolve into a machine
they are unprepared for. Hence, this section will be
enlightened through two (2) sub-sections which are the impact
on the education environment and the impact on the educators
and learners.
2.1.1. The Impact on the Education Environment
Learners, parents, and educators worldwide have felt the
unanticipated rippling impact of the Covid-19 pandemic as
schools have been shuttered to deal with this global medical
emergency. While governments, frontline workers, and health
authorities fight to contain the spread, educational institutions
work to maintain a high standard of education for everyone
during these challenging times (Krishnan et al., 2020). They
added that numerous students have experienced psychological
and emotional anguish and have been unable to interact
successfully at home or in a living space. Concerned
authorities and many families opted for different strategies to
give their children a better experience during this challenging
time. Due to school closures and strict containment measures,
more families have relied on technology and digital solutions
to keep children engaged in learning, entertained, and
connected to the outside world. However, not all children
possess the necessary knowledge, skills, and resources to stay
safe online (Siti Nurshahidah et al., 2020).
Nevertheless, the use of technology for educational purposes
became the new norm and projected several modifications in
academic provision. The closing of educational institutions
has resulted in several changes to their system, most notably
in teaching and learning. As stated by Preeti (2020) it affected
the learning and schooling structures and teaching and
evaluation practices. She also cited that the closure of
institutions had affected learners’ learning. One urgent action
is necessary to maintain continuation in institutions and
universities. The use of digital learning tools and platforms
became one such action and many educational institutes
started using them. Colleges and universities started
continuing to provide education by means of learning
management software and using open-source as a digital
learning solution to operate online classrooms. It was an
important step as higher education is vital in determining the
country’s economic destiny, and the epidemic has heavily
impacted the industry (Mohamed et al., 2022).
2.1.2. The Impact on Educators and Learners
Movement restrictions not only impacted the learning of
learners, but also affected the measurement of their learning.
The lockdown brought changes to the lesson delivery
mechanism as well as assessment and evaluation. Numerous
examinations and evaluations have been canceled or
postponed due to educational institution closures (Mohammad
Izzamil et al., 2021). Many colleges and universities have
transitioned from conventional classrooms to online
classrooms and from offline to online examinations by
utilising online assessment tools (Chung et al., 2020).
However, online evaluation tools can have drawbacks. There
are various measuring inaccuracies associated with online
evaluation tools compared to conventional measurement (Bibi
Noraini & Jihan, 2020). However, assessment and evaluation
are important as they are an integral part of education that
measures learning outcomes. Moreover, it gives valid records
for employees to compare candidates while recruiting
graduates. Burgess and Sievertsen (2020) showed that
companies utilise educational credentials such as grade point
averages and degree categories to evaluate candidates. Thus,
the lockdown affected how fresh graduates are placed in the
job market.
New graduates’ matching efficiency (the matching between
the fresh graduates with the target market of job
specifications) is declining as disturbances in candidates’
outcomes increase, resulting in increased employment
separation rates and slower earning growth. According
to Preeti (2020), this is both personally and societally
expensive. Additionally, it is difficult to supervise how
learners take online courses and to guarantee that they are not
cheating on online tests (Basilaia & Kvavadze, 2020). Adding
to the point, online laboratory examinations, practical exams,
and performance testing are not feasible. Learners who do not
have access to the internet may have difficulties with tests and
evaluations (Sahu, 2020). According to Osman (2020),
assessing and evaluating learners’ performance in online
learning is challenging for both educators and learners, mainly
when teaching practicum and technical competence, and
assessing practical skills is challenging. Learners’ assessments
are conducted online, with educators, learners, and parents
experiencing trial and error, ambiguity, and misunderstanding.
Conducting online assessments takes a variety of forms,
depending on the educator’s convenience and skill and the
learners’ compatibility. According to Tadesse and Muluve
(2020), many schools and institutions have yet to develop
effective methods to prevent plagiarism, owing to the
enormous student population.
2.2. E-Learning
According to Shahzad et al. (2021), technology such as
artificial intelligence has transformed conventional education
into contemporary learning. Thus, E-learning is a broader
word that encompasses technology-based learning through
websites, learning portals, video conferencing, YouTube,
mobile applications, and a plethora of other free blended
learning websites. However, the effectiveness of any
information system is contingent upon the system’s
users (Almaiah et al., 2020). Currently, via the internet, E-
learning is boosting students’ knowledge and the academic
staff’s, as well as professional and industry people’s
abilities (Adams et al., 2018). Thus, in the context of an E-
learning system, learners’ acceptance of E-learning is seen as
a critical factor in determining success. This section will be
expanded to a wider view through two (2) sub-sections which
are E-learning in higher education and the pros and cons of E-
learning to educators and learners.
E-Learning in Higher Education
Most institutions of higher education offer online courses to
students on and off campus. This is true for education
providers in Malaysia where the government invests heavily
in higher education. According to a news source, Malaysian
institutions, colleges, and polytechnics are using Massive
Open Online Courses (MOOCS) to facilitate online teaching
and learning. Radha et al. (2020) stated that the online
education industry is predicted to increase at a 16.4 percent
annual rate between 2016 and 2023. They stated that with the
exponential rise of the internet, university teaching and
learning paradigms would shift in the next decade to fifteen
years. Though virtual education is a common topic of
discussion, users’ use and acceptance of E-learning is a
challenge for every educational institution, established or
developing, in any country. According to Almaiah et al.
(2020), developed nations are likely to have less anxiety about
their learners’ desire to embrace and utilise the E-learning
system since necessary progressive steps have already been
achieved as stated by Almaiah et al. (2020). The problems
associated with implementing E-learning systems in
underdeveloped nations remain a reality owing to the
developing countries’ digital divide (Almaiah et al., 2020).

The Benefits and Challenges of E-Learning to Educators

and Learners
E-learning enables educators to achieve a greater degree of
coverage to properly transmit their message to their target
listeners (Ab Wahab & Mohamad, 2022). This guarantees that
all learners get the same kind of instruction while using this
form of instruction. However, E-learning has not yet gained
equal status in different regions, mainly due to challenges in
its practical usage. Despite the popularity of online education,
many population segments deliberately avoid it, mainly
because of a misleading image (Doucet et al., 2020).
According to Krishnan et al. (2020), despite the growing
popularity of online courses, most students choose
conventional classroom instruction. In comparison to online
education, physical classroom instruction is more natural, and
students have the chance to argue, think, and discuss with
their classmates and professors. They concluded in their
results that face-to-face instruction is critical for practical
learning since E-learning may encounter unanticipated
technological difficulties at any moment. In addition to that,
E-learning is always reliant on a stable internet connection
with a high-bandwidth connection. It is not always successful,
owing to a lack of connection and severe energy scarcity. E-
learning is poorer in rural regions than in metropolitan ones,
due to a lack of infrastructure required for online courses,
which results in students being unable to attend virtual
classrooms (Mohammad Izzamil et al., 2021). However, E-
learning is more pronounced these days due to the pandemic
and many countries are trying out to adopt it to ensure
continuity of learning.
E-learning platforms were critical throughout this pandemic,
assisting schools and colleges in facilitating student learning
when universities and schools were closed (Subedi et al.,
2020). While adjusting to new changes, assessing and
assisting staff and student preparedness is necessary. Learners
with a fixed mentality have difficulty adapting and adjusting,
but learners who have a growth mindset readily adapt to a
new learning environment. There is no one-size-fits-all
methodology for online learning due to the diversity of
disciplines and their associated demands. Diverse disciplines
and age groups need distinct methods for online
education (Doucet et al., 2020). Additionally, online
education enables physically challenged students to study
more freely in a virtual setting that requires less
mobility (Basilaia & Kvavadze, 2020).
SWOT ANALYSIS
SWOT (strengths, weaknesses, opportunities, and
threats) analysis is a framework used to evaluate
a company's competitive position and to develop
strategic planning. SWOT analysis assesses internal
and external factors, as well as current and future
potential.
A SWOT analysis is designed to facilitate a realistic,
fact-based, data-driven look at the strengths and
weaknesses of an organization, initiatives, or within its
industry. The organization needs to keep the analysis
accurate by avoiding pre-conceived beliefs or gray
areas and instead focusing on real-life contexts.
Companies should use it as a guide and not necessarily
as a prescription.
KEY TAKEAWAYS
 SWOT analysis is a strategic planning technique
that provides assessment tools.
 Identifying core strengths, weaknesses,
opportunities, and threats leads to fact-based
analysis, fresh perspectives, and new ideas.
 A SWOT analysis pulls information internal
sources (strengths of weaknesses of the specific
company) as well as external forces that may have
uncontrollable impacts to decisions (opportunities
and threats).
 SWOT analysis works best when diverse groups or
voices within an organization are free to provide
realistic data points rather than prescribed
messaging.
 Findings of a SWOT analysis are often synthesized
to support a single objective or decision that a
company is facing.
 SWOT ANALYSIS ON IMPACT OF COVID 19
ON EDUCATION
1. STRENGTHS:
a. Covid-19 helps to redefine the role of the educator in
the classroom. This may mean that the role of educators
will need to move towards facilitating young people’s
development as contributing members of society.
b. Covid-19 has taught us life skills needed for the
future skills, and those skills include creativity,
communication and collaboration, alongside empathy
and emotional intelligence; and being able to work
across demographic lines of differences to harness the
power of the collective through effective teamwork.
c. Covid-19 helps to unlock technology to deliver
education by using available and up-coming
technological tools to create content for remote learning
for students in all sectors.
d. In some countries, Cambodia for example, E-Learning
was not recognized prior to Covid-19 pandemic. Now the
Ministry of Education, Youths, and Sports start to
recognize E-Learning, at least for the time being.
e. Teams often become more solid and steadfast when
they are experiencing a crisis.
f. Educational programs are filled with employees who
are deeply committed to the work of international
education.
g. Schools may turn this crisis into advantage by
establishing strong partnerships within the community.
h. This crisis helps to promote a diverse and vibrant
student body and campus community through virtual
world.
i. Educators start to become good with teaching remotely
by using technology such as synchronous meeting, and
many other classroom platforms such as Telegram,
Zoom and Schoology.
j. With many schools closing, learning materials are
shared in a more effective way as educators can upload
various types of documents, e-books, videos, and others
in their virtual classes. BELTEI International
University promotes virtual classes through Telegram,
Zoom Meeting, and Schoology.
k. By going for E-Learning, educators are able to
produce students’ performance report fairly easily with
their finger tips such as students’ punctuality,
presence, assignment completion, quality, and test
results. It’s also fairly easy to monitor students’
activities which always remain on social media
platform and well recorded.
l. Through social media platforms, educators connect
with students as individual learners. Students know
that their lecturers or teachers are interested in them
as individual learners.
m. By switching from traditional education to E-
Learning, parents’ role is gaining momentum as they
have to get involved with teachers and school in helping
their children learn.
2. WEAKNESSES:
 a. There is a lack of appropriate travel insurance for
individuals or faculty led groups.
b. There is uncertainty about how to handle a global
issue of this scale when it comes to students who are
stranded, being quarantined, etc.
c. The world has weak or non-existent crisis management
infrastructure in place.
d. Most educational institutions are not included in
decision making during a crisis or having no authority to
influence decisions being made by the government.
e. There is a decline in enrollment due to changing
demographics and increased competition in some
countries.
f. Lower than expected student-success outcomes
become apparent, including student learning, retention
and completion as many educational institutions are not
yet fully ready for E-learning.
g. Some parents lack the skills and knowledge to help
their children learn from home.
h. Students’ learning assessment is moved online thus
will likely have a large measurement error than usual.
i. There is a lack of a brand and strategic marketing and
communications strategy.
j. The engagement is uneven through technology
across students, campus and community – both within
and across.
k. There are inadequate resources for facilities,
equipment and recruitment and retention of quality
staff.
3. OPPORTUNITIES:
a. We have students who have returned home from
studying abroad unexpectedly and are prime candidates
for local re-entry program. This creates an
opportunity to focus (or re-focus) on re-entry, including
the support of mental health professionals (not only for
our students and faculty, but for administrators too).
b. We have students eager to go abroad to study, and
that is impossible right now or in the near future. This
creates an opportunity for local
educational institutions to thoughtfully consider the
design of new educational program and curriculum that
meet their needs and demands.
c. We have students who are potentially being
placed on lock down abroad, or required to work from
home under certain circumstances, allowing us to
expand our virtual programming and to be creative in
teaching approaches, including the employment of deep
compassion.
d. We have staff who are working virtually,
unexpectedly, who have an opportunity to learn new
skills around virtual teams and communication.
e. There is a growing public interest in educational value
and transparent pricing.
f. Partnerships are expanding and engagement
opportunities within communities.
g. Non-traditional market (E-learning) is expanding.
h. Students develop socio-emotional skills and learn
more about how to contribute to society as citizens.

4. THREATS:
a. Some educational institutions are shutting down due to
financial losses.
b. Some other educational institutions have to spend
money on unexpected additional consulting, refunds, etc.
c. Some students are disillusioned and may hesitate to
register to study again.
d. Global partners may fear working with local
educational institutions.
e. Fear of closure of international education exchange
departments and/or staff layoffs has become apparent.
f. There is a significant increase of regional and online
competition for students.
g. Investment in higher education in many countries has
become stagnant.
h. There is a sharp decrease of family buying power and
high rate of unmet financial need, thus it may result in
their children suspending their study.
i. Higher education’s current role in society is less
valued while expectations are rising.
j. Dropout rates are very high at many universities.
k. Some students have fewer opportunities for learning
at home due to distractions.
l. For many young learners, their time out of school may
present economic burdens for parents who may face
challenges finding prolonged childcare.
 CHAPTER – 3
ANALYSIS OF THE
DATA
 ANALYSIS OF DATA
Data Representation and Interpretation The data collection was done
through a structured questionnaire. The designed questionnaire had
two parts.
• The first part focused on the data related to demographic
characteristics of the respondents: this covered gender, age, education.
• The second part of the questionnaire measures the model variables.
3.1.1 A total of 36 respondents were collected in this study and the
gender classification was as under:

GENDER-36 Responses
MALE
FEMALE
• From the above pie-chart it is clearly visible that males are more
than females i.e. 55% in the total respondents.
3.1.2 The Age and Qualification of the respondents us shown under
via pie charts:

AGE – 36 Responses
UNDER 20
21 TO 30
ABOVE 30
• It is clear from the information given in this pie chart that the most
popular age range taking this survey was “Under 20” years old
comprising of 53% of the total respondents, the other ranges did take
the survey however “Under 20” was by far the most popular category,
this shows the age range in which the Impact of pandemic on
Education in this survey applies to.
QUALIFICATION- 36 Responses

HIGH SCHOOL
UNDERGRADUATE
POST GRADUATE
OTHER
• The maximum no. of qualification of people lie in the “Under-
Graduate” section , 47.2% while “High School”, “Post-Graduate” and
“Other” qualification of people are close to each other in group.
3.1.3 Following are the model variable collected in this survey for the
study

1) WERE YOU FAMILIAR WITH THE CONCEPT OF

ONLINE CLASSES?

36 Responses

YES
NO
Most of the people in the survey conducted were familiar with the
concept of online classes i.e. 75% while the rest 25% were all new to
this online teaching system.
 2) DID YOU HAD PROPER FACILITES TO JOIN
ONLINE CLASSES ?
36 Responses

YES
NO
• Most of the people had facilities like mobile phone or laptop for
joining online classes i.e. 86.1% while the other 13.9% troubled
getting any means to have facilities to attend online classes.
3)HOW WAS THE TEACHING/ LEARNING
EXPERIENCE COMPARED TO BEFORE ?
36 Responses

COMPLETELY DIFFERENT
SIMILAR
SLIGHTLY DIFFERENT
• Here 55.6% people have Completely different experience as they
have never been into online mode of teaching
• 19.4% people find online teaching to be similar with offline as they
have been thorough with the concept of it.
• While 25% people found it to have a slightly different experience.

MAJOR FINDINGS
Major Findings Basic statistical methods are applied for data analysis,
like frequency and percentages of replies in favour and against online
education to understand how Covid -19 has affected education. After
evaluating, organizing, tabulation and interpreting data, the
conclusions are carried away. Roughly, 55.6% people have
completely different experience in online classes as they have never
been into online mode of teaching, according to 25% it was similar to
offline mode and 19.4% told that they had a slightly different
experience. While roughly 41.7% of the total respondents are not sure
whether they are happy or not of the current concept of online classes,
the other 33.3% feel it much better than offline classes and the rest
25% are not happy with this concept. By this it can be drawn out that,
most respondents face completely different experience and they are
not even sure of going back to offline mode as both way of teaching
i.e. online and offline has their own pros and cons.

Discussions and Suggestions

• India should develop creative strategies to ensure that all children

must have sustainable access to learning during pandemic Covid-19.
The Indian policies must include various individuals from diverse
backgrounds including remote regions, marginalised and minority
groups for effective delivery.
• Immediate measures are required to lessen the effects of the
pandemic on job offers, internship programs, and research projects.
• Many online learning platforms offer multiple programmes on the
same subjects with different levels of certifications, methodology and
assessment parameters. So, the quality of programmes may differ
across different online learning platforms. Therefore, establishment of
quality assurance mechanisms and quality benchmark for online
learning programmes must be developed and offered by Higher
Education Institutions (HEIs) in India keeping in view of rapid
growth of the online learning platforms.
• Across the globe, Indian traditional knowledge is well known for its
scientific innovations, values and benefits to develop sustainable
technologies and medicines and this knowledge systems in different
fields should be integrated with a present-day mainstream higher
education system.
• Govt and educational institutes should plan to continue the
educational activities maintaining social distancing. 30-40% students
and teachers may attend schools/colleges in two shifts per day to carry
on educational activities by obeying guidelines for Covid-19.
• At current times, access to technology and internet is an urgent
requirement. So, the digital capabilities and the required infrastructure
must reach to the remotest and poorest communities to facilitate the
students to continue their education during the pandemics. There is a
need to deploy public funds to fix the internet gap and ensure that
students continue to learn digitally. The state governments/private
organisations should come up with ideas to address this issue of
digital education.
• Some significant issues associated with distance learning strategies
like the availability and access to digital devices with internet
connectivity, the need for safe learning spaces, creating capabilities
for teachers, families and students to operate and navigate digital
devices, and engaging lesson plans for disabled students and other
marginalised groups should be addressed by Govt. and the
stakeholders.

Conclusion
COVID-19 has impacted immensely to the education sector of India.
Though it has created many challenges, various opportunities are also
evolved. The Indian Govt. and different stakeholders of education
have explored the possibility of Open and Distance learning (ODL)
by adopting different digital technologies to cope up with the present
crisis of COVID-19. India is not fully equipped to make education
reach all corners of the nation via digital platforms. The students who
aren’t privileged like the others will suffer due to the present choice of
digital platforms. But universities and the government of India are
relentlessly trying to come up with a solution to resolve this problem.
The priority should be to utilise digital technology to create an
advantageous position for millions of young students in India. It is
need of the hour for the educational institutions to strengthen their
knowledge and Information Technology infrastructure to be ready for
facing COVID-19 like situations. Even if the COVID-19 crisis
stretches longer, there is an urgent need to take efforts on maximum
utilisation of online platforms so that students not only complete their
degree in this academic year but also to get ready for the future digital
oriented environment. The concept of “work from home” has greater
relevance in such pandemic situation to reduce spread of COVID-19.
India should develop creative strategies to ensure that all children
must have sustainable access to learning during pandemic COVID-19.
The Indian policies must include various individuals from diverse
backgrounds including remote regions, marginalised and minority
groups for effective delivery of education. As online practice is
benefitting the students immensely, it should be continued after the
lockdown. Further detailed statistical study may be undertaken to
explore the impact of COVID-19 on education system of India.

BIBLIOGRAPHY
(April 14, 2020 ). The Hindu.

Covid-19 Educational Disruption and Response.

(2020). Wikipedia. (June 11, 2020).

The Hindu. (June 8, 2020).

The Indian Express.

The Hindustan Times. (June 24, 2020).

UNESCO. (2020). Covid-19 Educational Disruption

and Response.

ANNEXURE
1. Copy of blank Questionnaire:

Personal Details –
• Name:
• Mobile Number:
• Address:
• Occupation:
• Age:

Please select an appropriate option for the asked question

1) Were you familiar with the concept of online Classes?

• Yes
• No

2) Did you had the proper facilities to join the online classes?
• Yes
• No

3) How was the teaching/learning experience compared to

before?
• Completely Different
• Similar
• Slightly Different

SUGGESTIONS AND RECOMMENDATIONS

 If the Covid-19 pandemic continues, new techniques will
be required for academic assessment. The academic
evaluation of the students can be completed by assessing
their assignments online. Quizzes and small projects are
a good way to start.

 Teachers and students should be trained to utilize new

online teaching processes which make use of the latest
technology.

 Education institutes should provide financial aid to

needy students who cannot afford internet services for
online classes so that they can stay at home during a
pandemic.

 To mitigate the effects of the pandemic on employment

offers, internship programs, and research initiatives,
immediate action is essential
1. STRENGTHS:
a. Covid-19 helps to redefine
the role of the educator in the
classroom. This may mean
that the role of educators will
need to move towards
facilitating young people’s
development as contributing
members of society.
b. Covid-19 has taught us
life skills needed for the
future skills, and those skills
include creativity,
communication and
collaboration, alongside
empathy and
emotional intelligence; and
being able to work across
demographic lines of
differences to harness the
power of the collective
through effective teamwork.
c. Covid-19 helps to unlock
technology to deliver
education by using available
and
up-coming technological tools
to create content for remote
learning for students in
all sectors.
d. In some countries,
Cambodia for example, E-
Learning was not recognized
prior to
Covid-19 pandemic. Now the
Ministry of Education,
Youths, and Sports start to
recognize E-Learning, at least
for the time being.
e. Teams often become more
solid and steadfast when they
are experiencing a crisis.
f. Educational programs are
filled with employees who are
deeply committed to the
work of international
education.
g. Schools may turn this
crisis into advantage by
establishing strong
partnerships
within the community.
h. This crisis helps to
promote a diverse and
vibrant student body and
campus
community through virtual
world.
i. Educators start to become
good with teaching remotely
by using technology such
as synchronous meeting, and
many other classroom
platforms such as Telegram,
Zoom and Schoology.
!
2!
j. With many schools
closing, learning materials are
shared in a more effective way
as educators can upload
various types of documents, e-
books, videos, and others in
their virtual classes. BELTEI
International University
promotes virtual classes
through Telegram, Zoom
Meeting, and Schoology.
k. By going for E-Learning,
educators are able to produce
students’ performance
report fairly easily with their
finger tips such as students’
punctuality, presence,
assignment completion,
quality, and test results. It’s
also fairly easy to monitor
students’ activities which
always remain on social
media platform and well
recorded.
l. Through social media
platforms, educators connect
with students as individual
learners. Students know that
their lecturers or teachers are
interested in them as
individual learners.
m. By switching from
traditional education to E-
Learning, parents’ role is
gaining
momentum as they have to get
involved with teachers and
school in helping their
children learn.
2. WEAKNESSES:
a. There is a lack of
appropriate travel insurance
for individuals or faculty led
groups.
b. There is uncertainty about
how to handle a global issue of
this scale when it comes
to students who are stranded,
being quarantined, etc.
c. The world has weak or
non-existent crisis
management infrastructure in
place.
d. Most educational
institutions are not included in
decision making during a crisis
or
having no authority to
influence decisions being
made by the government.
e. There is a decline in
enrollment due to changing
demographics and increased
competition in some countries.
f. Lower than expected
student-success outcomes
become apparent, including
student
learning, retention and
completion as many
educational institutions are not
yet fully
ready for E-learning.
g. Some parents lack the
skills and knowledge to help
their children learn from home.
h. Students’ learning
assessment is moved online
thus will likely have a large
measurement error than usual.
i. There is a lack of a brand
and strategic marketing and
communications strategy.
j. The engagement is
uneven through technology
across students, campus and
community – both within and
across.
k. There are inadequate
resources for facilities,
equipment and recruitment
and
retention of quality staff.
1. STRENGTHS:
a. Covid-19 helps to redefine
the role of the educator in the
classroom. This may mean
that the role of educators will
need to move towards
facilitating young people’s
development as contributing
members of society.
b. Covid-19 has taught us
life skills needed for the
future skills, and those skills
include creativity,
communication and
collaboration, alongside
empathy and
emotional intelligence; and
being able to work across
demographic lines of
differences to harness the
power of the collective
through effective teamwork.
c. Covid-19 helps to unlock
technology to deliver
education by using available
and
up-coming technological tools
to create content for remote
learning for students in
all sectors.
d. In some countries,
Cambodia for example, E-
Learning was not recognized
prior to
Covid-19 pandemic. Now the
Ministry of Education,
Youths, and Sports start to
recognize E-Learning, at least
for the time being.
e. Teams often become more
solid and steadfast when they
are experiencing a crisis.
f. Educational programs are
filled with employees who are
deeply committed to the
work of international
education.
g. Schools may turn this
crisis into advantage by
establishing strong
partnerships
within the community.
h. This crisis helps to
promote a diverse and
vibrant student body and
campus
community through virtual
world.
i. Educators start to become
good with teaching remotely
by using technology such
as synchronous meeting, and
many other classroom
platforms such as Telegram,
Zoom and Schoology.
!
2!
j. With many schools
closing, learning materials are
shared in a more effective way
as educators can upload
various types of documents, e-
books, videos, and others in
their virtual classes. BELTEI
International University
promotes virtual classes
through Telegram, Zoom
Meeting, and Schoology.
k. By going for E-Learning,
educators are able to produce
students’ performance
report fairly easily with their
finger tips such as students’
punctuality, presence,
assignment completion,
quality, and test results. It’s
also fairly easy to monitor
students’ activities which
always remain on social
media platform and well
recorded.
l. Through social media
platforms, educators connect
with students as individual
learners. Students know that
their lecturers or teachers are
interested in them as
individual learners.
m. By switching from
traditional education to E-
Learning, parents’ role is
gaining
momentum as they have to get
involved with teachers and
school in helping their
children learn.
2. WEAKNESSES:
a. There is a lack of
appropriate travel insurance
for individuals or faculty led
groups.
b. There is uncertainty about
how to handle a global issue of
this scale when it comes
to students who are stranded,
being quarantined, etc.
c. The world has weak or
non-existent crisis
management infrastructure in
place.
d. Most educational
institutions are not included in
decision making during a crisis
or
having no authority to
influence decisions being
made by the government.
e. There is a decline in
enrollment due to changing
demographics and increased
competition in some countries.
f. Lower than expected
student-success outcomes
become apparent, including
student
learning, retention and
completion as many
educational institutions are not
yet fully
ready for E-learning.
g. Some parents lack the
skills and knowledge to help
their children learn from home.
h. Students’ learning
assessment is moved online
thus will likely have a large
measurement error than usual.
i. There is a lack of a brand
and strategic marketing and
communications strategy.
j. The engagement is
uneven through technology
across students, campus and
community – both within and
across.
k. There are inadequate
resources for facilities,
equipment and recruitment
and
retention of quality staff.
1. STRENGTHS:
a. Covid-19 helps to redefine
the role of the educator in the
classroom. This may mean
that the role of educators will
need to move towards
facilitating young people’s
development as contributing
members of society.
b. Covid-19 has taught us
life skills needed for the
future skills, and those skills
include creativity,
communication and
collaboration, alongside
empathy and
emotional intelligence; and
being able to work across
demographic lines of
differences to harness the
power of the collective
through effective teamwork.
c. Covid-19 helps to unlock
technology to deliver
education by using available
and
up-coming technological tools
to create content for remote
learning for students in
all sectors.
d. In some countries,
Cambodia for example, E-
Learning was not recognized
prior to
Covid-19 pandemic. Now the
Ministry of Education,
Youths, and Sports start to
recognize E-Learning, at least
for the time being.
e. Teams often become more
solid and steadfast when they
are experiencing a crisis.
f. Educational programs are
filled with employees who are
deeply committed to the
work of international
education.
g. Schools may turn this
crisis into advantage by
establishing strong
partnerships
within the community.
h. This crisis helps to
promote a diverse and
vibrant student body and
campus
community through virtual
world.
i. Educators start to become
good with teaching remotely
by using technology such
as synchronous meeting, and
many other classroom
platforms such as Telegram,
Zoom and Schoology.
!
2!
j. With many schools
closing, learning materials are
shared in a more effective way
as educators can upload
various types of documents, e-
books, videos, and others in
their virtual classes. BELTEI
International University
promotes virtual classes
through Telegram, Zoom
Meeting, and Schoology.
k. By going for E-Learning,
educators are able to produce
students’ performance
report fairly easily with their
finger tips such as students’
punctuality, presence,
assignment completion,
quality, and test results. It’s
also fairly easy to monitor
students’ activities which
always remain on social
media platform and well
recorded.
l. Through social media
platforms, educators connect
with students as individual
learners. Students know that
their lecturers or teachers are
interested in them as
individual learners.
m. By switching from
traditional education to E-
Learning, parents’ role is
gaining
momentum as they have to get
involved with teachers and
school in helping their
children learn.
2. WEAKNESSES:
a. There is a lack of
appropriate travel insurance
for individuals or faculty led
groups.
b. There is uncertainty about
how to handle a global issue of
this scale when it comes
to students who are stranded,
being quarantined, etc.
c. The world has weak or
non-existent crisis
management infrastructure in
place.
d. Most educational
institutions are not included in
decision making during a crisis
or
having no authority to
influence decisions being
made by the government.
e. There is a decline in
enrollment due to changing
demographics and increased
competition in some countries.
f. Lower than expected
student-success outcomes
become apparent, including
student
learning, retention and
completion as many
educational institutions are not
yet fully
ready for E-learning.
g. Some parents lack the
skills and knowledge to help
their children learn from home.
h. Students’ learning
assessment is moved online
thus will likely have a large
measurement error than usual.
i. There is a lack of a brand
and strategic marketing and
communications strategy.
j. The engagement is
uneven through technology
across students, campus and
community – both within and
across.
k. There are inadequate
resources for facilities,
equipment and recruitment
and
retention of quality staff.
Hour Vannak
April 20, 2020
[email protected]

SWOT Analysis of Covid-19

on Education
Hour Vannak
April 20, 2020
[email protected]
SWOT Analysis of Covid-19
on Education
Hour Vannak
April 20, 2020
[email protected]

SWOT Analysis of Covid-19

on Education
Hour Vannak
April 20, 2020
[email protected]

SWOT Analysis of Covid-19

on Education
Hour Vannak
April 20, 2020
[email protected]

SWOT Analysis of Covid-19

on Education
Hour Vannak
April 20, 2020
[email protected]

SWOT Analysis of Covid-19

on EducatioSWOT ANALYSIS ON IMAPCT
OF COVID 19 ON EDUCATION