COVID-19 and Education in India: Impact on Access, Inclusion and Learning

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Satvinderpal Kaur (Panjab University, Chandigarh) Pradeep Kumar Choudhury (Jawaharlal Nehru University, New Delhi)

COVID-19 and Education in India

Impact on Access, Inclusion and Learning

Satvinderpal Kaur (Panjab University, Chandigarh), Pradeep Kumar Choudhury (Jawaharlal Nehru University, New Delhi)

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English

Routledge India
30 April 2025

Educational strategies & policy; Organisation & management of education; Open learning, home learning, distance education; Infectious & contagious diseases

Written from an interdisciplinary lens, this book presents a nuanced and contextual understanding of how COVID-19 (re)shapes the education sector in India, a country that got its new education policy at the peak of the pandemic to revamp and restructure its educational landscape.

This volume discusses three crucial issues connecting the COVID-19 pandemic and education in India – learning and opportunity losses in the COVID-19 pandemic; access, inclusivity, and the idea of education in the online pedagogy market; and the neo-liberal agenda of education and the pandemic. It problematises the state’s response to the educational inequality crisis which the pandemic has laid bare. With both theoretical and data evidence, this book outlines the important strategies and plans needed to minimise the long-term cascading effect of the pandemic on human capital development in developing countries, and more specifically in India.

Readers will find this compellingly written volume engaging and interesting as it offers new micro-level insights on the threat of the pandemic on education and outlines a few pragmatic policy options to address them. This book would be useful to students, teachers, researchers, and public policy analysts working in the field of Education, Economics, Psychology, Development Studies, Social Work, Sociology and anyone with an interest in education and development discourse, particularly in the context of crises and emergencies. It would also find a place in the reading material of policymakers, professionals and leaders from government and non-government organisations engaged in looking at education and learning inequalities.

Edited by: Satvinderpal Kaur (Panjab University Chandigarh), Pradeep Kumar Choudhury (Jawaharlal Nehru University, New Delhi)
Imprint: Routledge India
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 560g
ISBN: 9781032609751
ISBN 10: 1032609753
Pages: 196
Publication Date: 30 April 2025
Audience: College/higher education , Professional and scholarly , Further / Higher Education , Undergraduate
Format: Hardback
Publisher's Status: Active

Satvinderpal Kaur is presently working as a professor and chairperson in the Department of Education, Panjab University Chandigarh. She is also a coordinator at the Centre for Academic Leadership and Educational Management, Panjab University. Her areas of teaching and research centre around pedagogic studies, educational policies and contemporary concerns of equity and quality in education, studies on exclusion versus inclusion with reference to minority groups such as Muslims, women, rural inhabitants, slum dwellers, tribal women, and other marginalized sections of the society. Pradeep Kumar Choudhury is an assistant professor of economics at Zakir Husain Centre for Educational Studies, School of Social Sciences, Jawaharlal Nehru University (JNU), New Delhi, India. In 2023–24, he was a Research Fellow at Harvard University, USA where he continues as an Affiliate Associate. Pradeep was the recipient of China-India Visiting Scholar Fellow of the Ashoka University in 2021–22. His research spans the field of education economics, including K-12 and post-secondary. His research spans the field of development economics, with a focus on education. In his work, he focuses on the measurement and explanation of educational and learning inequalities, its interaction with climate, technology, and early life decisions. His co-edited volume titled Contextualising Educational Studies in India: Research, Policy and Practices was published by Routledge in 2021.

Reviews for COVID-19 and Education in India: Impact on Access, Inclusion and Learning

The educational havoc wrought by the Covid pandemic was nowhere more catastrophic than in India. With schools shuttered for 18 months, even the paltry substitute of 'online learning' remained inaccessible to many youngsters. Elites, their families largely insulated from any ill effects, are now eager to forget and move on. For their part, tech corporations peddle spurious forms of techno-solutionism trialled during the school closures. This volume from Satvinderpal Kaur and Pradeep Kumar Choudhury reminds us of the scale of the educational disaster triggered by COVID-19 and the enduring damage inflicted on India's most vulnerable citizens. Their work would make it harder to forget the consequences of this tragedy, inform efforts to remedy its effects and help ensure that educational authorities are better prepared to handle the next pandemic. Edward Vickers, UNESCO Chair on Education for Peace, Social Justice and Global Citizenship, Kyushu University (Japan) This volume brings together an interdisciplinary perspective on the impact of the COVID-19 pandemic on education in India. The papers provide macro and micro analyses of the multiple educational crises at all levels through the pandemic years and beyond. Overall, the volume offers insight into how the pandemic served the interests of a state distanced from the educational needs of marginalised students, and business groups keen to exploit the market for online and digital technologies in the name of efficiency. The authors argue that these factors shifted the very imagination of education in a democratic country and what is necessary to reclaim a vision of education for equity and social justice. The volume is an important contribution to scholarship on the impact of the COVID-19 pandemic on education in India and is a valuable resource for students, researchers and those engaged in advocacy. Nandini Manjrekar, Professor, School of Education, Tata Institute of Social Sciences, Mumbai (India)