It seems that the Nepal government now needs to reconsider online classes and their effectiveness as a primary strategy. This system, introduced with a city-centric focus, could be a promising experiment and a new dimension for a country like Nepal, which is entering the digital age.
While it is certainly not a bad idea to move forward with this plan, the current information and communication infrastructure in Nepal raises concerns about whether all Nepalis are fully benefiting from it. Even now, in some rural areas of Nepal, television, radio, and mobile networks have not reached adequately.
At such a time, the effectiveness of the ‘virtual education’ promoted by the central and state governments is questionable. It seems that only a few students in urban areas are benefiting from it, which warrants serious consideration.
How can we ensure convenient internet access in areas where people have to wait for three hours just to make a phone call? In some places, where people still use Tuki lights, imagining access to television seems unrealistic.
In this situation, when the focus is on the capital and state centers, is it relevant to debate television and online classes? More than 60% of the students studying in cities are from rural areas.
Not only students, but some rural schools and their teachers have never even seen computers. Additionally, most students have returned home due to the lockdown caused by COVID-19, depriving them of access to online education.
Given these circumstances, the ‘virtual education’ proposed by the central and state governments seems effective only for a few urban students. This is something that needs careful consideration.
As a person connected to the field of information technology, working day and night to advance IT in the country, I feel a sense of inadequacy when I see online education failing to be effective considering the varied situations across different parts of the country.
Moreover, hearing constant news and updates about online classes has created a psychological impact on parents, schools, teachers, and students in rural areas.
