untitled - g.f.g.c umbrella

Government of Karnataka

DEPARTMENT OF COLLEGIATE EDUCATION

GOVERNMENT RAMNARAYAN CHELLARAM

COLLEGE OF COMMERCE & MANAGEMENT [NAAC Reaccredited Grade : `B']

Race Course Road, Bengaluru - 560 001.

INTERNAL QUALITY ASSURANCE CELL

IMPACT OF COVID-19 ON EDUCATION,

SOCIO-CULTURAL ENVIRONMENTAND

INTERNATIONAL RELATIONS A Peer Reviewed Edited Book

IMPACT OF COVID-19 ON EDUCATION, SOCIO-CULTURAL ENVIRONMENT

AND INTERNATIONAL RELATIONS: Published by the Editorial Committee under the Chief Patronship

of Dr. Chandrashekara B., Principal, Government Ramnarayan Chellaram College of Commerce &

Management, Race Course Road, Bengaluru - 560001 in August 2021. (For Private Circulation Only). Pages :

250 + iv

Copies : 400

Copyright : © GRCCMB, Bengaluru

Editorial Board

Chief Patron

Dr. Chandrashekara B., Principal

Patron

Dr. Prahlad Chowdri G., Associate Professor of Commerce & IQAC Coordinator

Chief Editor

Dr. Nataraja D. K., Associate Professor & Head of the Department of Kannada

Members

Dr. Muneer Ahmed K.B., Associate Professor of Urdu

Prof. Rukmini K., Assistant Professor of Commerce

Dr. Bharathi A., Assistant Professor of Commerce

Dr. N.S. Shobha, Assistant Professor of Commerce

Dr. Bhagyalakshmi Bai K., Assistant Professor of Commerce

Dr. G. Nagaraja, Assistant Professor of Commerce

Prof. Govindappa Y., Assistant Professor of Commerce

Prof. Chandan V., Assistant Professor of Tourism Administration

ISBN:978-93-5407-330-4

Printed at:

M/s. Creative Graphics

Sultanpet Main Road, Bengaluru- 560 053.

Ph : 22370262, 98860 54808

E-mail : [email protected]

NOTE: The authors of the papers are solely responsible for technical content of the papers and views with

references cited therein.

mailto:[email protected]

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Covid-19 on Education, Socio-cultural Environment and International Relations

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(qÁ. ©. ZÀAzÀæ±ÉÃRgÀ)

Impact of

The pandemic Covid-19 has suddenly changed the way we live and impacted

almost every sector of economy as well socio-cultural patterns across the

world. People and governments around the world have taken many measures

services, socio-cultural behaviors, etc from time to time. Government

Ramnarayan Chellaram College of Commerce and Management, Bengaluru

is a premier institution of higher education has initiated to publish the impact

of Covid-19 in the form of Peer Reviewed ISBN Numbered Edited Book.

The response is overwhelming and chapter contributions were received

reviewers, editorial board members, principal and other staff of the college

for helping and guiding me in bringing out this edited book.

(Dr. D. K. Nataraja)

CONTENTS

1. COVID 19 AND EMERGENCE OF LAW TO REGULATE PANDEMIC: ISSUES AND CHALLENGES

DR. MUKTA VERMA ..... 1

2 CHALLENGES OF BLENDED LEARNING IN HIGHER EDUCATION DURING COVID-19 WITH

REFERENCE TO MANGALURU B. S. ANUPA BALIGA ..... 7

3. A STUDY ON COVID-19 AND ITS IMPACT ON THE EDUCATIONAL INSTITUTIONS WITH SPECIAL

REFERENCE TO MANGALURU CITY SHAILA KAMATH ..... 14

4. CHALLENGES FACED BY TEACHING COMMUNITY AND OVERCOMING THE SAME IN INDIA

IN VIEW OF COVID-19

MRS. SHAZIA ANJUM, MRS. THASEEN KAUSER & DR. P. V. RAVINDRA ..... 22

5. REVISITING HIGHER EDUCATION IN THE NEW NORMAL SHASHIKALA K. ..... 25

6. “COVID-19 AND ITS IMPACT ON PUBLIC SECTORS AND STUDENT’S EDUCATION IN INDIA”

BHARATHI S. N. ..... 30

7. IMPACT OF THE COVID-19 ON ACADEMIC LIBRARY SYSTEM AND SERVICES

NIRMALA C. ..... 38

8. ON-LINE EDUCATION-THE CHANGE AND CHALLENGE PROF. SUJA S. B. ..... 43

9. PÉÆÃ«qï-19 ÀAzÀ sÀðzÀ°è zsÁ«ÄðPÀ ¸ÁA ÀÌøwPÀ DZÀgÀuÉUÀ¼À ÁèzÀ ¹ÜvÀåAvÀgÀUÀ¼ÀÄ¥ÉÆæ. ZÀ®ÄªÀgÁdÄ ..... 49

10. EFFTECT OF YOGIC PRACTICE ON COGNTIVE VARIABLES OF SPORTS WOMEN IN

MANGALORE UNIVERSITY MOHANA KUMARA ..... 52

11 THE EFFECT OF SPORTSMEN PARTICIPATION ON EMOTIONALINTELEGENCE AMONG PG LEVEL

STUDENT OF MANGALORE UNIVERSITY SHIVANNA R. ..... 54

12. IMPACT OF COVID-19 ON MENTAL HEALTH OF STUDENTS OF HIGHER EDUCATION IN

BENGALURU URBAN DISTRICT: AN EMPIRICAL STUDY DR. PRAKASH M. ..... 56

13. PÉÆÃ«qï-19¤AzÀ d£À ÁªÀiÁ£ÀågÀ ªÉÊAiÀÄÄQÛPÀ ªÀÄvÀÄÛ ¸ÁªÀiÁfPÀ fÃªÀ£ÀzÀ°è DzÀ §zÀ ÁªÀuÉUÀ¼ÀÄgÀ²ä J£ï. ..... 62

14. GLOBAL SOCIO-ECONOMIC IMPACT OF COVID -19 AND THE ROLE OF INDIA ON THE

INTERNATIONAL RELATIONS B. SHIVA KUMAR ..... 66

15. “ATTITUDE OF HIGHER EDUCATION TEACHERS TOWARDS ONLINE TEACHING

DURING COVID 19 - IN BANGALORE REGION” MS. YASMEEN TAJ ..... 70

16. IMPACT OF COVID ON HIGHER EDUCATION IN INDIA PROF. Y. GOVINDAPPA ..... 75

17. THE BULL CART WHEEL MODEL FOR COMMUNITY - BASED TOURISM:

ENVISIONING A SHIFT-GEAR IN THE WAKE OF COVID-19 PROF. CHANDAN V. ..... 79

18. AN IMPACT OF PANDEMIC COVID-19 ON RESIDENTIAL PROPERTY RENTALS:

A SURVEY IN SELECT AREA OF BENGALURU CITY DR. AJAZ AHMED KHAN ..... 85

19. CHALLENGES FACED BY TEACHING COMMUNITY AND OVERCOMING THE SAME IN INDIA

IN VIEW OF COVID-19 RUKMINI K. ..... 91

20. A CONCEPTUAL STUDY ON STRESS AMONG FRONT-LINE WORKERS IN HOSPITALS DURING

COVID-19 PANDEMIC PERIOD. SMT. SUSHMA R. ..... 95

21. PSYCHOLOGICAL AND SOCIOLOGICAL IMPACT OF COVID-19 ON STUDENT’S LIFE AND THE

WAY FORWARD TINA CHERRY & MARY PAUL P. ..... 101

1ISBN : 978-93-5407-330-4 Govt. R.C. College of Commerce & Management, Bengaluru

Impact of Covid-19 on Education, Socio-cultural Environment and International Relations

COVID 19 AND EMERGENCE OF LAW TO REGULATE PANDEMIC:ISSUES AND CHALLENGES

Dr. Mukta Verma Assistant Professor, Faculty of Law,

University of Allahabad, Prayagraj, U.P. [email protected]

AbstractCovid 19 has affected the social, economic and political

life of people across the globe. Covid 19 pandemic wasdeclared by World Health Organization in 2020. Covid 19 hasaffected the respiratory system of human beings and lots ofpeople died all around the globe due to acute respiratorysyndrome and in lack of health or medical facilities. Protection,control and regulation of health is governed by IndianConstitution under Article-21 (Right to Life), 39(a), 39, 47.Centre and State has power to make rules and regulationsunder Article-246 to control pandemic under Central and StateList, Concurrent list. Epidemic Act 1897, National DisasterManagement Act, 2005. Bills presented in parliament; NationalHealth Bill 2009, the Public Health (Prevention, Control, andManagement of Epidemics, Bio-Terrorism, and Disasters) Bill,2017 and several regulations, notices, and guidelines issuedduring the COVID-19 pandemic has posed various challengesto Central Government and state Governments to regulatehuman rights violations, public health law. There is a need ofstrict public health laws to regulate health of people duringpandemic in India and at international level. Lots of familieshave suffered a drastic loss of their family members. PatientRights, contractual rights, , labour laws, Quarantine laws,Indian Penal Code, Criminal Procedure Code etc. should beamended to manage and regulate any kind of pandemic.People, judiciary, Government and Executive should worktogether to implement laws in proper manner.

Keywords: pandemic, COVID-19, Constitution

IntroductionThe deadly tiny virus of COVID-19 has lost the life of

people at large level across the world. Millions of people havelost their lives, millions of people has lost their family memberswho will not come again in their life to love, care, nourish andmotivate. This COVID-19 pandemic has changed the life ofchildren who lost their father, a wife who lost her husband,a sister who lost her brother and the entire families of thisglobe who have lost their mother, father, brother, sister etc.

This pandemic has affected the fundamental rights of peoplein every sphere of life. Billions of people were forced to livein their home. Several people were forced to live quarantine.During pandemic the human rights of people has violatedfrom every aspect of life. People were forced to live inisolation; they were not allowed to do work in industry,children were not allowed to go school due to risk of infection.People lost their job and were dying due to hunger andpoverty. There are various issues related to COVID-19 whichneed to tackle and the laws which are working to protectCOVID-19.

Covid-10 and Its effect on Human and Others“Novel Coronavirus SARS-CoV-2 is a deadly virus which

affect the respiratory system of human being and after theoutbreak of COVID-19 in human body it affects the entirebiological system of human body. It creates serious type ofpneumonia. Post COVID- 19 patient takes too much time torecover. According to World Health Organization (W.H.O.) thenovel Corona virus was leaked from virological laboratorywhich is situated at Wuhan, China. After the outbreak ofCOVID-19 in China; the pandemic was declared by W.H.O. on11 March 2020. It is contagious disease which spread fromChina to entire world with in a short period of span.”1 Themedical and health emergency system of Developing as wellas Developed countries were collapsed and millions of peopledied due to lack of medical and health care infrastructure andfacilities; for example-Italy, U.S.A., England, Philippines, SouthAfrica, India, Indonesia etc. This pandemic has affectedglobal economy of world. This pandemic has posed seriouschallenges to Government, Law and executive. During thispandemic no one thought about the consequences ofpandemic which has left the broken home, homeless, hungry,jobless, helpless people, lacking medical care facilities etc.According to W.H.O. two waves of pandemic due to Corona

1Gowd KK, Veerababu D, Reddy VR, COVID-19 and the legislativeresponse in India: The need for a comprehensive health care law.JPublic Affairs. 2021;e2669. https://doi.org/10.1002/pa.2669 retrievedfrom https://onlinelibrary.wiley.com/doi/10.1002/pa.2669 visited on15 August 2021.

2Govt. R.C. College of Commerce & Management, Bengaluru ISBN : 978-93-5407-330-4


virus outbreak has been over; now third wave is predicted byMedical Practitioner in the month of September or October2021. It is therefore desirable that Government of Central andState should work together to protect the life of people.

Constitutional Provisions to Protect Covid - 19“To protect the health of people is the utmost duty of

a State. Right to health is the fundamental right of everyone.It is the basic human right which should be protected by Statein all circumstances of life. “Indian Constitution is the supremedocument which establishes fundamental rights of citizen anddirective principles of state policies to state. The IndianConstitution is the longest written or codified constitution ofthe world. It has 448 articles, 12 schedules and 22 parts. Thepreamble of Indian Constitution establishes the equality,fraternity, justice and liberty among citizens. The IndianConstitution establishes India as a sovereign, socialist, secular,democratic, republic country. Indian Constitution ensures thesocial, economic and political conditions of people by protectedtheir fundamental right and obliges state to make policies toraise the living standard of people. There is a provision offundamental duties in Indian Constitution which cast someduties on citizen to protect the environment, liberty andfraternity etc. in the country.”2

The constitutional provisions to protect COVID-19 canbe divided in following points:

1. “Fundamental Rights of people (Part-III of IndianConstitution): (Article-14, 15, 19, 25-28, 32).

Article-14: It establishes equality among people.

Article-19: It ensures freedom of speech andexpression. It is not an absolute right. It can besuspended and restricted under certain conditions.Example-defamation, if fraternity and integrity ofcountry is violated.

Article-19(1)(a): Freedom of speech and expressionis ensured.

Article-19(2): restrictions on freedom of speechand expression if their can be threat to security,integrity, sovereignty and friendly relation withother country, public order, contempt of court,defamation, morality.

Article-21: Right to life; an umbrella right to makelife meaningful. It includes all the essential rightswhich are needed to enjoy life with dignity. Itincludes bundles of rights for example: right tohealth, right to fresh air, right to food, right to getmedical and health facilities, right to getemployment, right to education, water, movement,wages, equality, justice, liberty etc.

Article-32: Constitutional remedies; in case ofviolation of fundamental rights any one approachto judiciary.

It is the duty of Central, State, Union territories andGram panchayat, municipalities to protect the health ofpeople.

2. Directive Principles of State Policies (Part-IV of IndianConstitution) (Article-39, 41, 42, 43, 47, 49): It obligesState and Central Government to make policies to protecthealth and living standard etc. of people:

Article-39(a): It cast duty on state to make policieswhich can protect livelihood of people. The stateshould ensure and secure the adequate means oflivelihood of people.

Article-39(e): It is the duty of State to protecthealth and strength of worker, men, women andtender age of children should not be abused dueto any lacking conditions of life.

Article-41: It obliges state to ensure publicassistance in case of unemployment, old age,sickness and disablement etc.

Article-42: It obliges state to make such type ofpolicies which can protect the health of the infantand mother and provide maternity benefit.

Article-47: It obliges State to make such kind ofpolicies which can raise the level of nutrition ofpeople and living standard of people by improvingtheir public health.

3. Emergency provisions: President of India can proclaimthe national emergency in country under Article-352,359, 356, 360 in case of armed rebellion, constitutionalfailure in a state, financial emergency. There are noprovisions of health emergency in Indian Constitution;as India faced during health emergency COVID-19pandemic lockdown. It is a gap of law which should befulfilled to tackle the problems of pandemic or healthemergency in country.

2 Gowd KK, Veerababu D, Reddy VR, COVID-19 and the legislativeresponse in India: The need for a comprehensive health care law.JPublic Affairs. 2021;e2669. https://doi.org/10.1002/pa.2669 retrievedfrom https://onlinelibrary.wiley.com/doi/10.1002/pa.2669 visited on15 August 2021.



Article-352: Proclamation of Emergency by ThePresident of India.

Article-356: on the recommendation of primeminister and its council; The President of Indiamay proclaim national emergency in case of failureof constitutional machinery in a State.

Article-360: Provision to Financial emergency.

4. Union List, State list and Concurrent list:

Article-246, Seventh schedule of Indian Constitutionhas three lists, the Union list, State list and Concurrentlist. Both the Centre and State government can makelaws to protect the health of people. India has 28 statesand 8 union territories. The powers, duties andjurisdiction of Union, State and union territories hasbeen defined separately under Article-246, seventhschedule of Indian Constitution. The State and Unionare free to make the legislation on the subject whichcome under their concerned respective list. The parliamenthas powers to make laws on 97 items under union list;state has power to make laws for the 62 items which aredefine under State list. Parliament and State governmentboth can make laws on the 52 items of concurrent list.If there is a question of supremacy to make law onconcurrent list; Union or Parliament has priority to makelaws on those concerned items. Union and stategovernment both have power to make laws related tohealth of people. The item public health comes under allthe three list; union, state and concurrent list thereforeunion, state and union territories can make laws toprotect public health and related issues for example-health care facilities, sanitation, hygiene, availability ofhospitals, quarantine, dispensaries, curfew, opening ofschool and colleges, dispensaries etc. under number-28,81 of Union list the issues of marine hospitals, medicalinstitution are framed.

Artile-246, Entry-26 and 29 of the IndianConstitution: The Union and State governmenthas power to make laws to protect health ofmedical practitioner, restriction on movement ofpeople from one state to another to prevent spreadof contagious disease to animals and humanbeing.”3

Legislative Measures to Control and ProtectCovid-191. “The Epidemic Act, 1897 (EDA):

This Act is 125 years old Act. It was enacted duringBritish colonial era to protect the outbreak of bubonicplague in Mumbai. This is the main Union Legislation ofIndia to protect epidemic. It was implemented to preventthe outbreak of Cholera (1910), Spanish Flu (1918-20),Smallpox (1974), Swine Flu (2014), Nipha Virus (2018). Itis clearly defined in EDA that people must obey theguidelines of executive in grave and emergencies. It hasfour sections. Section-2A of the Act has provision forUnion Government to make laws and do necessaryactions to prevent disease at port of entry and exit. Itdoes not regulate Airways etc. Section-2 of the Act hasprovision for state government to make laws to preventdisease in a state. Therefore, if any state government isassured that existing laws are insufficient to preventoutbreak of pandemic, they may make new laws forexample: movement of travellers can be restricted,quarantine etc. work can be increased. Section-3 of theAct empowers that no legal proceeding can be doneagainst any authority who worked in good faith underDMA to prevent outbreak of pandemic.”4

2. “Disaster Management Act, 2005 and National DisasterManagement Guidelines, 2008:

It has 79 sections. It has provision to establish theNational Disaster Management Authority (NDMA), StateDisaster Management Authority (SDMA), DistrictDisaster Management Authority (DDMA). It empowersthe government to take measures, impose penalties andpunish the culprit. Presently NDMA deals the biologicaldisasters and health emergencies. Under section-51-60of the DMA if any one violates the provisions of DMAhe can be convicted for one year jail or fine or both theoffences.

3. National Health Bill, 2009: it could not pass becauseof objection of many states. They stated that healthcome under the state list. The drafted bill had variousprovision for example: the establishment of NationalPublic Health Board. It suggested that state, union anddistrict government should work together to protecthealth of people. Redressal and communication shouldbe established in case of violation of rights.




4. The Public Health (Prevention, Control, and Managementof Epidemics, Bio-Terrorism, and Disasters) Bill, 2017:This bill could not pass. State government again objectedon the subject of health. It come under state list so stategovernment should work to protect health of people. Itsuggested provision of testing, isolation, pandemic,social distancing etc.”5

5. “Indian Penal Code:

i. Section-271: disobedience to quarantine laws mayimpose penalties or imprisonment or both.

ii. Section-269: if any one doe’s negligent acts tospread infection of disease in that conditions culpritcan be punished with fine or imprisonment.

iii. Section-188- imprisonment for a term of one monthto six months.

6. Criminal Procedure Code: Section-144: it restricts thegathering and impose a curfew.

7. Essential Commodities Act: Section-3

8. Essential Services Act: Schedule-1"6

9. “Ministry of Health and Family Welfare

The Ministry of Health and Family Welfare is a centralInstitution which issues direction to the ministries of Centraland State government. Under section-2 of Epidemic DiseaseAct, 2005 the union and state government are issuingguidelines for Prevention of COVID-19. The Secretary ofMinistry of Health and Family Affairs is continuously doingpress release for preventive measures taken by government.

On 11 March, 2020 the Prime Minister Narendra Modifrom the recommendation of high-level Group of Ministers;declared that MoHFW will issue directions to state and unionterritories to prevent outbreak of COVID-19 under theprovisions of Epidemic Act, 1897. Section-69 of the DisasterManagement Act, 2005 was came into enforced and thepowers of Home Secretary, the National Executive Committeewere transferred to the Secretary of (MoHFM) Ministry ofHome and Family Welfare. Under the Disaster ManagementAct, 2005 the administrative setup was established to preventeffect of disaster. On 14 March, 2020 the central governmentdeclared COVID-19 as disaster and issue notification forassistance through State Disaster Response Fund (SDRF); it

is established under Disaster Management Act. 7

According to Ruth Levush the guidelines and guidanceissued in 2020 by Ministry of Health and Family Welfare areas follows:

1. “To protect the spread of COVID-19 from the passengerscoming from China, Democratic Republic of Korea,France, Germany, Spain, Italy, Iran for airport screeningis essential at airport etc.

2. Social distancing should be maintained.

3. Quarantine of passengers should be there in theirrespective state.

4. Discharge policy should be made for confirm cases ofNCOVID-19.

5. Guidelines should be made for clinical management ofsuspected/confirmed cases of novel corona virus.

6. Guidelines for use of mask, quarantine, home quarantine,surveillance, collection and transportation of sample ofpatient.

Different State and union territories of India have issuedregulatory and advisories to prevent COVID-19 which are asfollows:

The Delhi Epidemic Diseases, COVID-19Regulations, 2020

Karnataka is the first State to issue regulations tothe Epidemic Disease Act to prevent outbreak ofCOVID-19

The Maharashtra Epidemic Diseases COVID-19Regulations, 2020

Punjab Epidemic Diseases, COVID-19 Regulations,2020

The Himachal Pradesh Epidemic Disease (COVID-19) Regulations, 2020"8

Issues and Challenges to Control Covid-191. Right to Life: During lockdown, quarantine, isolation,

treatment, testing and death of patient; the fundamentalright to people has been violated.

i. Patient rights: several patients died due tounavailability of medical facilities and RTPCR testreport.

4 Ibid.5 Ibid.6 Shivangi Bajpai, Law related to COVID-19 in India, retrieved fromhttps://www.lloydlawcollege.edu.in/blog/law-related-covid-19-india.htmlvisited on 15 August 2021.

7 Ruth Levush, FALQs: India’s Government Response to COVID-19(Novel Coronavirus) retrieved from https://blogs.loc.gov/law/2020/03/falqs-indias-government-response-to-covid-19-novel-coronavirus/visited on 15 August 2021.\8 Ibid.



ii. Right to privacy on Arogya Setu App: severalissues of breach of privacy are involved for theuse of Arogya setu app.

2. Human Rights: human rights of people are violated atlarge level during pandemic. People do not get sufficientamount of food, shelter, movement and medical facilitiesetc. following are the examples of human rights violation:

Patient died due to non-operating OPD: onlyCOVID-19 patients were treated and admitted duringpandemic. The patient of heart attack, asthma etc.died due to unavailability of medical facilities.

Domestic Violence: women and children wereharassed and domestic violence were at extremeduring lockdown.

Rights of children: overall development of childrengot affected.

Contractual rights: lots of people lost their jobwho were working in organised and unorganisedsectors.

Labour laws: Several migrant workers lost theirlive in pandemic; during movement to their nativeplace, in search of shelter and food etc. labourwho are working in unorganized sector lose theirjob. Minimum wages, shelter and job should beprovided to labour in case of pandemic.

International Organizations and Covenant to ProtectCovid-191. World Health Organizations

The WHO works for the entire world. WHO suggestedthat state government should strengthened thecommunity surveillance, quarantine facilities, isolationwards, adequate PPEs, trained manpower, rapid responseteams for management of COVID-19 effectively? It issuesadvisories from time to time to protect the health ofpeople.

2. Universal Declaration of Human Rights, 1948: It declaresthe health as one of the fundamental and basic humanrights; which should be protected by state.

3. International Covenant on Civil and Political Rights: Itprotects civil and political right of people by ensuringhealth of people.

4. International Covenant on Economic, Social and CulturalRights: It ensures the right of people and empowerthem so they can enjoy their economic, social andcultural rights.

International Perspectives on Covid-19Different countries have made national public health

laws to prevent COVID-19 effects.

1. “Canada: Public Health Emergency of Canada Act, 2006has been enacted in Canada. It ensures health measuresand emergency preparedness and response. In Canadaat Federal level the Public Health Emergency is primarilyresponsible for the promotion of health, prevention andcontrol of chronic diseases, prevention and control ofinfectious diseases and preparation. The control ofinfectious diseases, and preparation and response topublic health. The public health Emergency Act and TheQuarantine Act has responsibility to ensure health ofpeople. These Acts have sanction of Federal level.

2. Australia: The National Health Security Act, 2007 ensuresthe framework and different processes for preventionand control of pandemic. This Act protect nationalhealth emergency in Australia.

3. England: The Public Health (Control of Disease Act) wasenacted in 1984 in England to protect health of peopleagainst any disease. It works through surveillance andaction to control disease in England.

4. Singapore: The Infectious Disease Act (IDA) wasenacted in Singapore to strengthened the issues ofhealth emergencies and prevent epidemic of SARS in2003. Singapore has enacted a temporary law named theCOVID-19 (Temporary Measures) Act, 2020 (CTMA) tosolve medical and health emergencies caused due toCOVID 19.

5. United State of America (USA): The Corona VirusPreparedness and Response SupplementalAppropriations Act, 2020 was enacted in 2020 to meetthe demand of medical health emergencies and ensureshealth issues of public which raised due to outbreak ofCOVID-19 pandemic. It provides fund for research anddevelopment required to develop vaccines, therapeuticsand diagnostic purposes.

6. France: The Emergency response against COVID-19Pandemic in France was the enactment of COVID-19Epidemic Act (2020290). It was enacted on 23 March2020. It was enacted to control the epidemic and healthissues arose due to COVID-19. The new Act L3131-12CSP of the French Constitution, defines the emergencyin following words, the State of health emergency canbe declared.... in the event of a health disasterendangering by its nature and gravity, the health of the



population of country.

7. Japan: Due to outbreak of COVID-19 in Japan; theGovernment of Japan passed Health Emergencyprovisions in Country on 07 April, 2020. The NewInfluenza Special Measures Act was revised to sort outthe challenges of COVID-19 in Japan.”9

Preventive Measures to Control Covid-191. Vaccination should be done to all aged of people

irrespective of their illness, age, social and economicconditions.

2. Medical facilities should be provided to all peopleirrespective of their social, economic level.

3. Advanced research should be done and research anddevelopment institute should work in collaboration withmedical and health care institutions.

4. Government at panchayat, municipal and centre, statelevel should work to protect the health of people.

5. People should follow the guidelines issued by Ministryof Health and Family Welfare.

6. People should maintain social distancing, wear mask,use sanitizer, do vaccination, co-operate to governmentand authority to prevent outbreak of COVID-19.

ConclusionThere is a need to strengthen the Disaster Management

Act, 2005 and Epidemic Act, 1897. Right to health should beincluded in Indian Constitution. There should be a clearjurisdiction of central, state and union territories to make lawsfor the protection of health of people and medical facilities.National Public Health Act should be enacted which candefine the definitions of various disease, role and protectionof medical and health care workers, medical facilities, testing,

surveillance etc. National Health Emergency should be includedin Indian Constitution to overcome the outbreak of anypandemic or epidemic in future. It is the duty of people toenjoy their fundamental rights with fundamental duties toovercome the tragedies of COVID-19 pandemic.

ReferencesShivangi Bajpai, Law related to COVID-19 in India,retrieved from https://www.lloydlawcollege.edu.in/blog/law-related-covid-19-india.html visited on 15 August 2021.

Gowd KK, Veerababu D, Reddy VR, COVID-19 and thelegislative response in India: The need for acomprehensive health care law. JPublic Affairs.2021;e2669. https://doi.org/10.1002/pa.2669 retrieved fromhttps://onlinelibrary.wiley.com/doi/10.1002/pa.2669 visitedon 15 August 2021.

Ruth Levush, FALQs: India’s Government Response toCOVID-19 (Novel Coronavirus) retrieved from https://blogs.loc.gov/law/2020/03/falqs-indias-government-response-to-covid-19-novel-coronavirus/ visited on 15August 2021.

Vegeshwari deshwal, Covid-19: Laws related toquarantine in India, retrieved from https://timesofindia.indiatimes.com/blogs/legally-speaking/covid-19-law-related-to-quarantine-in-india/ visited on 15August 2021.

Anand Grover, Bill of Health examining the interventionsof health, law and Biotechnology and Bioethics COVID-19 in India: Lockdown, Legal Challenges, and DisparateImpacts retrieved from https://blog.petrieflom.law.harvard.edu/2020/05/18/india-global-responses-covid19/ visited on 15 August 2021.




AbstractThe Covid-19 pandemic has made a severe impact on

Higher Education. The educational institutions were forced toshut down due to the COVID-19 pandemic; sooner couldresume via digital mode of teaching and learning. Nevertheless,it was possible for the educational institutions to replace face-to-face learning with online learning, it has exposed manyinadequacies like adaption to new pedagogical mode ofteaching-learning, lack of access to digital learning, inadequateinternet, lack of infrastructure, self-learning and so on. Blendedlearning is another approach to education during the pandemicsituation which combines online learning and opportunitiesfor interaction through traditional classroom methods. It mayrequire measures like maintaining social distance, followinghygiene protocol and even food safety becomes essentialduring this pandemic. This paper examines the challengesfaced by the higher educational institutions in impartingknowledge and reduces health risk. The information for thisstudy has been collected through a questionnaire usingconvenience sampling method and secondary data has beenobtained by referring e-journals and other literatures. Highereducation institutions need to strengthen the practice ofbeing more responsive to the learning needs of the learners.The pandemic has also offered opportunities to upgrade theeducation system and the institutions which quickly getadapted to the new normal will be able to sustain and performbetter.

Keywords: COVID-19, Higher Education, Blended learning,Challenges, Digital mode of teaching

IntroductionCOVID-19 pandemic has changed the lifestyle and

brought about revolutionary changes in many areas. Theglobal pandemic is causing a massive impact on educationalsector. The educational institutions including schools, collegesand universities had to stop face to face education and switchto online mode without any prior experience. Educationalinstitutions are witnessing a transition stage, where traditional

CHALLENGES OF BLENDED LEARNING IN HIGHER EDUCATIONDURING COVID-19 WITH REFERENCE TO MANGALURU

B. S. Anupa BaligaAssistant Professor, Besant Women’s College, Mangaluru, Karnataka, India


chalk and talk is changed to online teaching and learning.This change has led to many challenges and has created newopportunities that technology offers in this digital era.

Higher education has to face challenges during thepandemic like academicians cannot travel abroad to attendvarious conferences, activities like student exchangeprogrammes, internship, training and project work has to takean alternative form of online mode. Some activities cannot beconducted online and will have to be discontinued temporarily.The challenges posed by COVID-19 pandemic may have to beconverted into opportunity to the extent possible throughsuitable planning.

Review of LiteratureBordoloi Ritimoni et al.(2021) have observed in their

study that open education has widened the scope of learningunlike conventional education. During Covid-19 lockdown theextensive use of open educational resources, massive openonline courses, social media and meeting apps have enabledthe people to receive necessary educational inputs and skills.Blended learning is going to have a big impact in theeducational sector.

Naik Lakshman Girisha et al. (2021) have indicated intheir study that the major drawbacks for conducting onlinesessions are lack of facilities, infrastructure, technical toolsand internet access. The suggestions provided in the studyare to improve the current online teaching methods to reachmany students and improve the quality of teaching andlearning experience.

Toquero Mae Cathy (2020) in the research article presentsthe opportunities like integrate environment and health coursesin the curriculum, strengthen environmental policies andhygiene practices, online mental health and medical servicesand so on to respond to the educational problems that ariseduring COVID-19 pandemic.

Badre Pallavi (2020) has emphasized in the study aboutthe revolution in education system during COVID-19 pandemic



and has discussed the benefits and challenges of blendedlearning in higher education. A model to implement blendedlearning in higher education has been suggested in the study.

Alsarayreh, R. (2020) in the study reveals the level ofuse of blended learning was medium among the studyparticipants. In the case of science subject, a preferablelearning strategy could be a well-designed blended learningwith the benefits of e-learning and traditional learningconsidering practical training as well.

Several studies have been done to consider the viewsof the students and teachers with regard to the issue ofconducting online classes, very few studies are being doneto understand the challenges of blended learning – acombination of online and traditional interactive sessions.This study attempts to consider the effective mode of teachingduring pandemic.

Need for the studyThe spread of COVID-19 pandemic has significantly

disrupted the education sector posing serious challenges tothe system of higher education as well. Nevertheless,significant progress has been made to continue educationthrough online platforms, in order to have an exposure tointeractive sessions, hands-on practical sessions and toenhance knowledge blended learning is of significance. Anattempt has been made to examine the challenges of blendedlearning in higher education. The present study examines theease with which the Standard Operating Procedure can beundertaken to conduct offline classes, when required, duringthe pandemic.

Objectives of the studyTo understand the perception of lecturers towards theuse of online/blended mode of learning.

To examine the challenges of blended learning in highereducation during pandemic.

To give suggestions to make learning more effectiveduring pandemic.

Research DesignThe data for the study has been collected through

primary and secondary data. Primary data is collected from therespondents of Mangaluru city through an online surveyusing structured questionnaire. The data is collected from asample of 90 respondents, the respondents being lecturersselected through convenience sampling method. To arrive at

findings and conclusion, descriptive statistical tool, that ispercentage is being used. Secondary data has been obtainedthrough web searches, e-journals and other literature.

Limitations of the studyThe study is confined to Mangaluru city and thereforethe result may not be large enough to generalize.

Perception of lecturers towards blended learning isconsidered. There might be challenges faced by thelearners while learning through blended approach whichhas not been focused in the study.

Time constraint is another limitation of the study.

Blended LearningIn this era of digital technology, various online teaching

tools have been effective in offering significant benefits andproviding an opportunity to overcome the hurdles causeddue to closure of institutions during the pandemic. Onlineclasses offer a new experience of learning using digitalplatforms like Google Meet, Zoom, Cisco WebEx and MicrosoftTeams etc. It develops the ability to learn and use varioustools and applications. Learners can enhance knowledgethrough online courses like Swayam, NPTEL, Diksha, e-PGpathshala, the initiatives of Government of India and HRDMinistry. Online learning has even led to many inadequaciesand challenges like technical glitches, complexity in use andlack of interaction thereby causing stress.

Blended learning helps to overcome few of the challengesposed by online learning like lack of interaction, inability toteach in depth and so on. It is a blend of the best oftraditional learning system with modern technologicaldevelopment, making education more dynamic. Traditionallearning system may require measure like maintaining socialdistance, following hygiene protocol and even food safetybecomes essential while online education enables the studentsto gain knowledge at ease by interacting with the instructor,attending webinars. Learners can access the resources anytimeand from anywhere. It is a self-directed and flexible way oflearning.

Some of the advantages of blended learning are:In blended learning, online information can be accessedwhen needed at their own pace and time while offlinelearning helps to develop discipline and better relationbetween the learner and educator.

Offline activities give the learners an exposure for extra-curricular and hands-on activities and online learning



enables to access wide range of information.

Blended learning is less expensive and accessible to awide range of learners and thus improves quality ofeducation.

It provides for a comprehensive understanding of thesubject through learner-centric courses like MOOCS andSWAYAM.

It creates self-motivation and a sense of responsibilityto learn.

The main disadvantages of blended learning are technicalglitch, lack of technical skills, health issues and lack ofresources for the interaction.

Data Analysis and InterpretationChart 1: Chart showing the Gender considered for the study

InterpretationFrom the above chart we can observe that out of the

total respondents, 87% of the respondents are female and13% of them are male.

Chart 2: Chart showing the age group of the respondents:

InterpretationThe above chart shows that the majority of the

respondents (46%) are between the age group 30 to 40, 27%

of the respondents are between the age group of 40 to 50,while 17% are 50 and above and 10% respondents are below30 years.

Chart 3: Chart showing the programmes to which therespondents belong to:

Interpretation:

It can be seen from the chart that majority of therespondents that is 77% teach undergraduate students while23% of the respondents are the faculty of post graduateprogramme.

Chart 4: Chart showing the mode of teaching preferredduring pandemic:

Interpretation:In the above chart it is seen that 48 respondents (53.4%)

prefer to use blended mode of teaching during pandemic, 24respondents (26.6%) opt online mode of teaching while 18respondents (20%) prefer offline mode of teaching duringpandemic.



Chart 5: Chart showing the effective online platforms inteaching:

InterpretationIn the above chart, 73% of the respondents consider

google meet as an effective online teaching platform. 16.67%of the respondents prefer zoom platform for teaching whilefew (10%) consider other mode like recorded videos, studymaterial, power point presentation and use teachmint onlineplatform.

Chart 6: Chart showing the challenges faced in onlineteaching:

Interpretation73.33% of the respondents consider technical issues

and lack of in-person interaction with learners as the challengesfaced by them while teaching online. Challenges like inabilityto teach in depth and distractions are faced by 40% of therespondents. Online mode of teaching affects the health (eyestrain) is opined by 26.67% of the respondents as the challengefaced by them. Few respondents (6.67%) are of the opinionthat low level of digital competence is one of the challengesfaced by them.

Chart 7: Chart showing the effective way to enhanceknowledge:

Interpretation:53.33% respondents are of the opinion that sessions on

clearing the doubts relating to the subject through offlinemode will enhance the knowledge of the learners. Interactionthrough google classroom is yet another way to enhanceknowledge as referred by 50% of the respondents while46.67% of the respondents are of the opinion that by enrollingto SWAYAM and MOOC courses, knowledge can be enhanced.33.33% of the respondents consider attending webinars, onlineworkshops and conferences can enhance knowledge, whereas16.67% of the respondents are of the opinion that emails,WhatsApp interaction enhances the knowledge of the learners.

Chart 8: Chart showing the convenience in arranging themeasures for offline classes at times:

Interpretation:In the above chart it is seen that majority of the

respondents 73.33% find it always convenient to arrangehand sanitizers at entrance and common places. 56.67% of therespondents consider it sometimes convenient to arrangeisolation of entry and exit line on the floor maintainingdistance while in the campus and regular health check-up.While 10% of the respondents are of the perception thatisolation of entry and exit line on the floor, will always beinconvenient to maintain distance among learners in thecampus.



Chart 9: Chart showing the perception of respondents towardsblended learning to enhance knowledge of learners:

InterpretationMajority of the respondents that is 46.67% are of the

opinion that blended learning develops self-learning skills ofthe learners, while the perception of 40% of the respondentsare blended learning motivates the learners towards learningand improves the learner’s ability to understand the subject.Accessing different learning resources enhances knowledgethrough blended learning is the opinion of 33.33% of therespondents.

Chart 10: Chart showing opportunities available to developthrough blended learning:

InterpretationFrom the above chart it can be seen that 63.33% of the

respondents consider enrolling for short term online coursesas an opportunity available to develop through blendedlearning. 60% of the respondents perceive that attendinginternational, national webinars, workshops, symposiums arethe opportunities to develop one-self. 40% of the respondentsare of the opinion that the opportunities to develop areaccess to e-material, e-journal and 36% of the respondents

consider undertaking interdisciplinary online courses as oneof the opportunities.

Chart 11: Chart showing the extent of satisfaction with theapproach of blended learning:

Interpretation:57% of the respondents are satisfied with the approach

of blended learning, while 13% of the respondents are extremelysatisfied with the same. 30% of the respondents are neutralin their opinion.

Findings:Majority of the respondents for the study that is 87%are female.

46% of the respondents are between the age group 30to 40 years, while 27% of the respondents are between40 to 50 age group.

77% of the respondents belong to the undergraduateprogramme while 23% of them belong to post graduateprogramme.

Among the respondents, 53.40% prefer to use blendedmode of teaching during pandemic, 26.6% opt for onlinemode of teaching, while 20% of the respondents preferoffline mode.

Google meet online platform is being preferred by 73%of the respondents, 16.67% of the respondents preferzoom platform while others opt recorded video, studymaterials, power point presentation and use teachmintonline platform.

73.33% of the respondents are of the opinion that thetechnical issues, lack of in-person interaction withlearners are the challenges faced by them while usingonline mode. 26.67% of the respondents say it affectshealth (eye strain) and 40% of the respondents considerinability to teach in depth and distractions are amongthe challenges faced while using online mode.



Among the ways to enhance knowledge, 53.33% of therespondents opt doubt clearing sessions in offline mode.50% of the respondents prefer google classroominteraction and enrolling for SWAYAM and MOOCcourses are the effective ways to enhance knowledge asconsidered by 46.67% of the respondents.

Majority of the respondents 73.33% find it alwaysconvenient to arrange hand sanitizers at entrance andcommon places. 56.67% of the respondents consider itsometimes convenient to arrange isolation of entry andexit line on the floor maintaining distance while in thecampus and regular health check-up. While 10% of therespondents are of the perception that isolation of entryand exit line on the floor to maintain distance amonglearners in the campus will be always inconvenient.

46.67% of the respondents are of the opinion thatblended learning develops self-learning skills of thelearners, while the perception of 40% of the respondentsare blended learning motivates the learners towardslearning and improves the learner’s ability to understandthe subject. Accessing different learning resourcesenhances knowledge through blended learning is theopinion of 33.33% of the respondents.

Majority (63.33%) of the respondents consider enrollingfor short term online courses as an opportunity availableto develop through blended learning. 60% of therespondents perceive that attending international,national webinars, workshops, symposiums are theopportunities to develop one-self.

Most of the respondents (57%) are satisfied with theapproach of blended learning, while 13% of therespondents are extremely satisfied with the same.

SuggestionsLack of interaction is one of the challenges of onlinelearning, which can be overcome by conducting virtualinteractive sessions using video meeting applications,conducting discussion forums, question and answersessions. With sufficient training to adopt thetechnology, interactive sessions may be conducted atease to provide online education. Offline sessions canbe conducted as well, following the safety protocolswhich would assist in understanding the behavior of thelearners towards learning.

There should be more live interaction between theeducator and learner. Learners need to be livelier online

which can be facilitated by considering the feedback ofthe students and ensuring that they regularly attend theclasses.

Unique assignments can be given to the learner touphold their interest relative to the conventional way.

Regular breaks during online sessions might aid toovercome the strain on eye and reduce stress levelamong the learners and educators. Distraction can bereduced by finding a suitable place to teach and learn.

Health and safety protocols need to be followed foroffline classes through sanitization of the classroomsregularly and sanitizers to be kept at entry and commonplaces. Learners must be insisted to follow safetyguidelines for offline classes.

Effects on Internship programs, project works and joboffers can be reduced through online mode and if offlineactivities are essential need to adhere to the safetynorms.

Rapid growth of online learning provides theopportunities for the learners to enhance their knowledgethrough online courses. Hence learners need to beencouraged to develop through self-learning.

Awareness can be created among the learners about thedigital library for accessing e-materials.

Conclusion:Covid-19 pandemic has affected all the sectors of life

and has enabled many to define new norms and opportunitiesto progress. Higher education being one among the sectorhas switched to online learning. But it cannot go too long asit has its own challenges like technical glitches, learners needto interact to clarify doubts and so on. Offline classes duringpandemic calls for following measures to maintain StandardOperating Procedure. Likewise, knowledge can be enhancedthrough online courses and sessions as well, which motivatesself-learning. In the pandemic situation, systematic integrationof technology in teaching and learning and blended learningapproach can be considered as an opportunity to upgradehigher education system.

References1. Bordoloi, R., Das, P., & Das, K. (2021). Perception towards

online/blended learning at the time of Covid-19 pandemic:an academic analytics in the Indian context. AsianAssociation of Open Universities Journal.

2. Naik, G. L., Deshpande, M., Shivananda, D. C., Ajey, C.



P., & Manjunath Patel, G. C. (2021). Online Teaching andLearning of Higher Education in India during COVID-19Emergency Lockdown. Pedagogical Research, 6(1).

3. Toquero, C. M. (2020). Challenges and opportunities forhigher education amid the COVID-19 pandemic: ThePhilippine context. Pedagogical Research, 5(4).

4. Badre, P. (2020). Blended Learning a New Normal inHigher Education. COVID–19: Crisis, Effects, Challengesand Innovations, 152.

5. Alsarayreh, R. (2020). Using blended learning duringCOVID-19: The perceptions of school teachers in Jordan.Cypriot Journal of Educational Sciences, 15(6), 1544-1556.

6. Gope, P. C., Gope, D., & Gope, A. (2021). Higher Educationin India: Challenges and Opportunities of the COVID-19Pandemic. Asian Journal of Distance Education, 16(1),54-73.

7. Ramola, R. C. (2021). Challenges and opportunities forhigher education amid COVID-19 pandemic. InternationalJournal of Computer Engineering in Research Trends,8(2), 29-32.

8. Karma, I., Darma, I. K., & Santiana, I. (2021). BlendedLearning is an Educational Innovation and SolutionDuring the COVID-19 Pandemic. International researchjournal of engineering, IT & scientific research.



AbstractCoronavirus disease (COVID-19) is an infectious disease

caused by a newly discovered coronavirus. Most peopleinfected with the COVID-19 virus will experience mild tomoderate respiratory illness and recover without requiringspecial treatment. It is a disease which spreads speedily andis life challenging. In order to prevent deadly diseaseGovernment of India took various preventive measures likeclosure of all educational institutions, Janta Curfew, lockdownand so on. Students, schools, colleges and universities havebeen deeply impacted. Lockdown has caused severe issuessuch as breakdown in regular lectures, postponement ofexams etc. which will lead to the shorter time period in nextacademic year. Teaching is moving online, on an untested andunprecedented scale. Student assessments are also movingonline, with a lot of trial and error and uncertainty foreveryone. There was also a positive impact which could takethe education system and its methods a step higher. Thepandemic has opened gates to innovative methods oftransmission of knowledge across the globe. Focusing on theprevailing situation, the study highlights the Impact of COVID-19 on educational institutions in Mangaluru city. Further itthrows light on the challenges faced by educational institutionsdue to COVID-19 Pandemic. The study is being carried outthrough primary and secondary sources which involvequestionnaire as a primary data collection tool and e-journalsand other literatures as secondary source.

Keywords: COVID-19, Lockdown, Educational Institutions,Uncertainty, Innovative methods.

I. Introduction:

COVID-19 is the disease caused by a new coronaviruscalled SARS-CoV-2. World Health Organisation (WHO) firstcame across this new virus on 31 December 2019, followinga report of a cluster of cases of ‘viral pneumonia’ in Wuhan,People’s Republic of China. The virus is transmitted throughdirect contact with respiratory droplets of an infected person(generated through coughing and sneezing), and touching

A STUDY ON COVID-19 AND ITS IMPACT ON THE EDUCATIONALINSTITUTIONS WITH SPECIAL REFERENCE TO MANGALURU CITY

Shaila KamathAssistant Professor, Besant Women’s College, Mangaluru, Karnataka, India

[email protected]

surfaces contaminated with the virus. The COVID-19 virusmay survive on surfaces for several hours, but simpledisinfectants can kill it. Symptoms can include fever, coughand shortness of breath. In more severe cases, infection cancause pneumonia or breathing difficulties. The Covid-19 impactwas everywhere, which resulted in the closure of all activities.Usually the schools and colleges complete the academic yearin the month of March/April. Same had to follow but due tothe spread and increase of corona virus the central and stategovernment decided to take various measures in order tobreak the chain of spread of the disease. Government decidedto close the schools, colleges and universities. As a resultcancellation and rescheduling of the dates of the exams tookplace. Though schools are closed, students are attendingtheir classes through various education initiatives like onlineclassrooms, radio programs.

II. Literature Review

Subedi et al., 2020 states that E learning opportunitiesand tools has helped schools and colleges to continue witheducation even during the closure of schools and colleges.Therefore e learning tools did not allow the education of thestudents to discontinue with their studies.

Murgatrotd, 2020 is of the opinion that economicallybackward students cannot afford with the online learningdevices and even internet connectivity is the major problemfaced during the classes, which is difficult for the educationalinstitutions to continue with the classes and engage all thestudents in the class. These problems will not allow theinstitution to get 100% attendance from the students and theycannot engage the students continuously.

Doucet et al., 2020 states that online learning has helpedthe teachers and students to develop innovative ways andbecome more creative unlike the traditional face to facelearning.

III. Objectives of the study

1. To study the positive and negative impact of



COVID-19 on Educational Institutions inMangaluru city.

2. To analyse the challenges faced by the EducationalInstitutions due to COVID-19 Pandemic.

3. To provide suggestions based on the findings ofthe study.

IV. Scope of the study:

The study is undertaken in the area of Mangaluru citywith the sample size of 100 respondents.

V. Research Methodology

The study is carried out through primary and secondarysource of data.

Primary source: The study is undertaken with thehelp of a structured questionnaire which is a datacollection tool where the Google form was sent tothe head of the institution of various schools,colleges and universities of Mangaluru city. It wasalso done through telephonic interviews.

Secondary source: The study is carried out byreferring various e-journals, sites and otherliteratures.

VI. Limitations of the study:

Time constraint

Information could not be collected in depth due tothe busy schedule of the heads of the institution.

No face to face interaction with the head ofinstitution and it had to be carried out throughGoogle forms and telephone.

VII. Impact on Educational Institutions

Negative Impact

COVID-19 has impacted in a very tremendousmanner on the Educational Institutions where theschools, colleges and universities were closed dueto the increase and spread of the disease. Thisforced the Educational Institutions to carry out theclasses through online mode for which the teacherswere unprepared and were lacking the requiredskills and knowledge to carry it. It had a lack ofpersonal interaction between a teacher and student.

Educational Institutions were lacking theinfrastructure required to carry out the classesthrough online and even the internet connectivitywas the major issue. Due to the Pandemic, the

enrolment rate of the students decreased as therewere restrictions in the cross border movement ofthe students. This reduced the admission of thestudents for the next academic year. Covid-19 alsoresulted in the dropouts of many students. Theycould not continue with the education due tofinancial problems and even health problems in thefamily. This resulted in a negative impact on theinstitution were they couldn’t collect the fees andhad to bear huge losses. Educational Institutionshad to conduct the examination online which wasmore of a trial and error basis. Even the assessmentwas done online which involved huge expensesfor the Educational Institutions. They had aresponsibility to provide necessary training to thestaffs in order to carry out the task systematically.Certain activities like sports, NSS and role playshad completely stopped due to COVID-19 whichhad impacted lot on the institutions.

Many institutions did not have enough income asa result they couldn’t meet the expenses of theeducation. They could not pay the salary of thestaff and few institutions paid half salary to thestaffs. They had so much of financial crisis thatsustaining was a difficult task. They had to incurhuge expenses on the internet connections to beprovided to the staffs where installation of WIFIwas a necessity. Due to the dropouts and decreasein the admissions, many institutions faced theproblem of workload. Many lecturers wereretrenched from jobs as there was no workload.There was no job security to the staffs due toCOVID-19 Pandemic. Educational Institutions evenlost few dedicated and committed staffs due toCOVID-19. Schools had reduced the content in thecurriculum as to make the online teachingconvenient. Colleges and universities faceddifficulty in handling the practical papers and itwas not possible to handle the practical of certaincourses which had to be carried out in laboratories.Companies did not allow the students to take upinternship and projects due to Covid-19 as theywere not encouraged to meet them face to face andcarryout the study. Placements also did not takeplace as companies did not have income and theywere retrenching their existing staffs and there wasno campus recruitment due to COVID-19.



Positive Impact:

Blended learning was an important impact due toCOVID-19. It is the combination of both online andoffline learning. Staffs could carry out their teachingonline and students could be asked to clarifydoubts through offline teaching. Practical subjectscould be explained theoretically through onlineand the practical could be carried out throughtraditional teaching either in classroom orlaboratories which reduced the pressure on thestaff.

Learning Management Systems is a technologybased transformation which helps the teachers tobe more effective. They gain mastery in onlineteaching and can save time as the paper work willbe reduced. They can even distribute the coursecontent just as sending an email. So this helps thestaff to reduce the time in the content distribution.It is the centralised platform where the staffs canorganise educational materials and track studentprogress. There is a great opportunity for schools,colleges and universities to improve the quality oflearning material as blended learning pushes tofind new ways to design and deliver quality contentas Learning Management Systems brings moreopenness and transparency in academics. Facultymembers/teachers can deliver online courses toeven students from competing institutions.Collaborations between faculties/ teachers acrossthe nation can take place where they can benefitfrom each other.

Due to lockdown, faculties/teachers could registerfor short term courses, interdisciplinary coursesoffered through online i.e., Massive Open OnlineCourses (MOOC). They could attend Internationaland National webinars, Faculty DevelopmentPrograms, workshops, symposiums which helpsthem increase and gain knowledge through onlineplatforms without visiting the places physically.They could attend and present papers atInternational and National level which helps themto enhance skills and knowledge. Many staffscould enrol for Research and carry out the workeasily as they get access to various e-journals anddigital libraries. When the staffs of the schools,colleges and universities develop, they contributeto the overall development of the Educational

Institutions.

VIII. Challenges faced by the Educational Institutions due toCOVID-19 Pandemic:

COVID-19 is the disease which spreads rapidly fromperson to person within a short span of time. ThereforeGovernment of India announced lockdown as aprecautionary measure. This resulted in the closure ofschools, colleges and universities. Education could havestopped completely but due to the advancement intechnology, distance education did not allow the stoppageof education. But for the Educational Institution it wasa challenge to transform suddenly from traditionalteaching to online mode of teaching. Teachers/Lecturerslacked the skills and knowledge to handle the classes.They were confused as to how to take up the classesand manage the schedule and curriculum. It was achallenge for the institutions to provide training to thestaffs and provide them necessary infrastructure tocarry out the online classes. Educational Institutionshave to convince the students to get admitted to theschools/colleges so that they sustain in the community.As people face huge financial problem it is up to theinstitutions to persuade the students to join by providingthem concessions in the fee payment. As dropoutsincrease due to the COVID-19 pandemic, it is the dutyof the educational institutions to find out the reasonand motivate the students to join back.

Internet connectivity is a huge challenge faced in thecountry like India so necessary steps have to be takenby the Educational Institutions to solve the networkissue and get easy access. Internet data is very costlyas it will not be affordable by many staffs to take up theonline classes. Many institutions lack the necessaryinfrastructure and electronic devices to carry out thevirtual classes. Most of the institutions pay half salaryand do not pay adequate salary to the staff so it is thechallenge on them to motivate and persuade the staffsto carry out the online classes. Educational institutionshave to incur high fixed costs which cannot be waivedoff. They cannot have personal interaction with thestudents so it is not possible to find out the problemsfaced by the students in the day to day life. Whenblended learning was imposed, it is a challenge on theinstitution to see that some simple precautions likemaintaining physical distancing, wearing a mask andusing sanitizers are followed.



IX. Data Analysis and Interpretation:

Chart 1: Chart showing the Gender that was included for thestudy:

Interpretation:The study is undertaken with 55% of males and 45% of

females for the study.

Chart 2: Chart showing whether Heads of the Institution wasfrom Schools, Colleges or Universities.

Interpretation:From the above chart it is noticed that 20% of the Head

of the Institution were from schools, 70% were from Collegesand 10% were from Universities.

Chart 3: Chart showing whether communication betweenstaffs and students worked during the Pandemic.

Interpretation:It is seen in the above chart that 70% of the respondents

stated that there was communication between staff andstudents to a great extent during the Pandemic, 20% statedthat communication between staff and students were to someextent and 10% stated that the communication between staffand students was very little.

Chart 4: Chart showing whether certain activities has beencompletely stopped and will resume only after the end ofpandemic.

Interpretation:In the above chart it is seen that 70% of the respondents

stated that the activities did not completely stop as interactionwas carried out through online and students were assignedtasks but 30%of the respondents stated that they could notcarry out any activities of sports, NSS and so on.

Chart 5: Chart showing whether the pandemic has impactedon the student enrolment and dropout rates compared to theacademic year before COVID-19 Pandemic.

Interpretation:In the above chart it is observed that 40% of the

respondents are of the opinion that the enrolment rate hasincreased, 50% of the respondents are of the opinion that ithas decreased and 10% of the respondents are of the opinionthat there is no changes in the enrolment rate of the studentsdue to COVID-19 Pandemic. It is also observed that 60% of



the respondents are of the opinion that the dropout rates areincreased, 20% each of the respondents are of the opinionthat the dropouts are decreased and same level accordingly.

Chart 6: Chart showing the extent to which pandemic hasimpacted on the institution regarding income (fees).

InterpretationIn the above chart it is observed that 80% of the

respondent’s state that Covid-19 Pandemic has impacted onthe income to high extent, 15% of the respondents are of theopinion that the impact is moderate and 5% state that impactis low.

Chart 7: Chart showing the extent to which the COVID-19Pandemic has impacted on the Institutional expenses.

InterpretationIn the above chart it is seen that 60% of the respondents

state that the education expenses have increased, 30% of therespondents stated that the expenses are of the same leveland 10% of the respondents stated that the expenses havedecreased. 20% of the respondents stated that the salary costhas been increased, 30% of the respondents stated that salarycost had no changes and 50% of the respondents have statedthat the salary cost had decreased. 75% of the respondentsstate that infrastructure cost increased due to pandemic, 20%

respondents stated that the infrastructure cost remained sameand 05% respondents stated that the infrastructure costdecreased during pandemic. 80% of the respondents statedthat staff training cost increased due to pandemic, 10% eachof the respondents stated that the training cost remainedsame and decreased accordingly. 70% of the respondentsstated that there was increase in the operating cost, 20%ofthe respondents stated that the operating cost has no changesand 10%of the respondents stated that the operating cost hasdecreased.

Chart 8: Chart showing the impact of COVID-19 on thefollowing aspects of Educational Institutions

Interpretation From the above chart it is clear that 5% of the

respondents state that the salary provided for staff is increased,50% of the respondents state that the salary is at same leveland 45% of the respondents state that the salary provided tostaff is decreased compared to the academic year beforeCOVID-19 Pandemic. 10% of the respondent’s state that thestaffs are secured on the job, 40% of the respondents statethat no changes on the job security of the staffs and 50% ofthe respondents state that their staffs had to leave the jobdue to COVID-19 pandemic effects. 10% of the respondentsstate that the workload has increased in the organisation dueto pandemic, 40% of the respondents stated that the workloadremained same and 50% of the respondents stated that theworkload decreased due to the COVID-19 Pandemic.80% ofthe respondents stated that the curriculum remained same and20% of the respondents stated that they decreased the contentin curriculum. 40% each of the respondents are of the opinionthat internship opportunity has been increased and decreasedaccordingly. 20% of the respondents stated that theplacements remained same and 80% of the respondents are of



the opinion that the opportunities for placements decreased.60% of the respondents are of the opinion that the enrolmentrate of their staffs for research have been increased, 20% eachof the respondents state that the there is no changes and ithas decreased accordingly.

Chart 9: Chart showing the development of the following dueto pandemic.

Interpretation:70% of the respondents stated that use of LMS has

increased in their institution, 05% stated that it is used insame level and 25% stated that they did not make use of LMSduring pandemic. 90% of the respondents stated that therewas increase in online learning and 10% stated that it remainedsame. 90% of the respondents stated that use of openeducation resources have increased and 10% stated that itremained at same level. 90% of the respondents stated thatthere is increase in digital communication infrastructure tocommunicate with students and 10% stated that it remainedat the same level.

Chart 10: Chart showing whether Covid-19 Pandemic led torecruitment of different skilled staffs.

Interpretation:40% of the respondents stated that COVID-19 Pandemic

led to recruitment of different skilled staffs and 60% statedthat they did not recruit skilled staffs.

Chart 11: Chart showing whether the institution carried outonline or offline examination to the students

Interpretation:95% of the respondents state that the examination was

conducted online for the students and 5% respondents statedthat they could not carry out the examinations online andthey called the students for offline examination on shift basis.

Chart 12: Chart showing the evaluation of the COVID-19Pandemic crisis management at the institutions.

Interpretation:From the above chart it is clear that 50% of the

respondents are of the opinion that Pandemic crisismanagement was very good in their institution, 30% of therespondents stated that it was good, 10% each of therespondents stated that the pandemic crisis management wasadequate and inadequate accordingly.

X. Findings:The study is undertaken with 55% of males and 45% offemales for the study

20% of the head of the institution were from schools,70% were from Colleges and 10% were from Universities.

Majority of the respondents stated that there wascommunication between staff and students to a greatextent during the pandemic. They contacted the studentsthrough online platforms and telephonic calls.

l Majority of the respondents stated that the activitiesdid not completely stop as interaction was carried outthrough online and students were assigned tasks and



they tried their best to carry out the activities andinvolve large number of students but few of therespondents could not carry out any activities of Sports,NSS and so on due to network issues and lack ofinterest in organising and attending.

Majority of the respondents state that the enrolmentrate has decreased compared to the academic year beforeCOVID-19 pandemic and even the dropouts haveincreased due to the financial problems and low incomerate.

Majority of the respondents are of the opinion that theincome in the form of fees has decreased as manystudents are not able to pay fees due to financialproblems and many students discontinued studies dueto financial problems and health issues.

Majority of the respondents stated that the educationexpenses have increased as they have to teach usingWIFI and Internet data which is costlier.

Majority of the respondents stated that the salary costhas reduced as most of them paid half salary to theirstaff and few of them did not pay anything and promisedto pay once the situation gets better.

Majority of the respondents stated that the infrastructurecost has been increased as they spent on WIFIinstallation, provided teaching tools to the staff. Eventhe electricity charges have been increased due to theexcessive use of digital devices for conducting onlineclasses.

Majority of the respondents are of the opinion that theyhave spent huge amount on training their staffs.

Large number of respondents is of the opinion that theoperating cost has been increased due to pandemic.

Majority of the respondents stated that many staffs hadto leave the job due to the workload issues. Newrecruitments were done due to the death of existingstaffs.

Few respondents said that internship has increased asmany companies allowed students to carry out thestudy online and few respondents said that it hasdecreased as the companies did not allow students tovisit the company.

Majority of the respondents stated that the placementshave affected due to the pandemic. No companiesrecruited the students.

Majority of the respondents stated that their staffs have

enrolled for research in large numbers as they haveenough time and they can access the materials onlinebut few stated that their staffs could not enrol forresearch as they are busy preparing for online classesand preparing materials and notes for class.

Majority of the respondents stated that use of LMS,online learning and use of open education resourceshas increased in their institution.

Majority of the respondents stated that they conductedinternals and class test through online.

XI. SuggestionsEducational Institutions should convince and motivatethe students to join the particular course by revising thesyllabus and adding more interesting and challengingcontents so that they can increase the enrolment rate.

Government should provide funds to the privateinstitutions so that they can assist the financiallybackward students by providing them concession andcan pay salary to the staffs.

Educational institutions should pay salary to their staffas they can meet their expenses during the pandemicsituation and also providing them motivation to adaptnew form of teaching through online.

Educational Institutions should have some tie up withthe internet providers so that the cost of the internetconnections can be reduced.

XII. ConclusionCOVID-19 Pandemic has affected the country as a whole.

It has changed the lives of the people to a very great extent.Due to pandemic Government had announced lockdownthroughout India in view to safeguard the lives of the people.It led to the closure of schools, colleges and universitieswhich impacted the educational institutions both positivelyand negatively. Due to pandemic, educational institutionsclosed but technology did not let the education system toend. We should be grateful to the technological advancementsas the educational system could continue as normal. Issuesrelating to the changed situation, connectivity of internet andsupply of electricity are a few of the various challenges beingexperienced in this current lockdown period. However, everycloud has a silver lining and there are a few opportunities thatcan be gained from this new normal which can benefit thestudent and the teacher in the long run.



References:1. Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., Shah, J.

M. (2020). Impact of e-learning during COVID-19pandemic among nurshing students and teachers ofNepal. International Journal of Science and HealthcareResearch, 5(3), 9.

2. Murgatrotd, S. (2020, March). COVID-19 and onlinelearning, Alberta, Canada. doi:10.13140/RG.2.2.31132.8512.

3. Doucet, A., Netolicky, D., Timmers, K., Tuscano, F. J.(2020). Thinking about pedagogy in an unfoldingpandemic (An Independent Report on Approaches toDistance Learning during COVID-19 School Closure).Work of Education International and UNESCO. https://issuu.com/educationinternational/docs/2020_research_covid-19_eng

4. Toquero, C. M. (2020). Challenges and opportunities forhigher education amid the COVID-19 pandemic: ThePhilippine context. Pedagogical Research, 5(4).

5. Gupta, A., & Goplani, M. (2020). Impact of COVID-19 onEducational Institution in India. Purakala Journal U(CARE Listed), 31(21).

6. Jena, P. K. (2020). Impact of pandemic COVID-19 oneducation in India. International journal of currentresearch (IJCR), 12.

7. Tarkar, P. (2020). Impact of COVID-19 pandemic oneducation system. International Journal of AdvancedScience and Technology, 29(9s), 3812-3814.

8. Mohapatra, A. K. (2020). Impact of COVID-19 on highereducation. Journal of Management and Public Policy,11(2), 4-6.

9. Jacob, O. N., Abigeal, I., & Lydia, A. E. (2020). Impact ofCOVID-19 on the higher institutions development inNigeria. Electronic Research Journal of Social Sciencesand Humanities, 2(2), 126-135.

10. Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19pandemic on higher education and research. IndianJournal of Human Development, 14(2), 340-343.



AbstractThis study is critique and exploratory in nature. It is

focussed on the challenges faced by the teaching communityin purview of the on-going pandemic which has brought theentire world institutions to refrain themselves from performingtheir work in their respective institutions but forcing them tocarry on their work from their home, posing them a very bigchallenge in managing their professional & personal workfrom one platform. The main challenge they are facing is work-life–balance and discharging their duties & responsibilitiestowards both professional & personal commitmentssuccessfully with full dedication.

Keywords: Teaching Community, Pandemic Covid – 19, work-life-balance, duties & responsibilities.

IntroductionTeaching Profession is considered as the noblest

profession amongst all the other as it is the creator of all theother professions. It is a challenge for a teacher to groom andnurture the life of the students, in this course they comeacross a variety of students with different personalities,mould them and help them to acquire knowledge . In thisregard a teacher faces challenges generally in normal workingconditions but it has further added unique challenges to theteaching community due to Covid-19 which has changed theteaching methodology from offline to online classes. It hasalso disturbed their normal life as they are performing theirtasks from their home keeping them on their toes to managetheir professional & personal tasks simultaneously creatingstress, anxiety and anger at times among these teacherscreating problems in their personal life.

Objectives1. To study the problems faced by the teachers taking

online classes due to Covid-19.

CHALLENGES FACED BY TEACHING COMMUNITY ANDOVERCOMING THE SAME IN INDIA IN VIEW OF COVID-19

Mrs. Shazia AnjumResearch Scholar, University of Mysore

Mrs. Thaseen KauserResearch Scholar, University of Mysore

Dr. P. V. RavindraProfessor / Guide, Department of Management, Al-Ameen Research Foundation, Bengaluru

2. To study the impact of personal and professional lifework balance.

3. To study the steps taken to overcome the problemsfaced.

Challenges Faced by the Teachers1. Teachers face challenges in delivering the education

digitally :Many teachers find it difficult to adopt newways of teaching which not only include making lessonplans , power point presentations, teachers are obligedto develop creative initiatives to overcome the limitationsof virtual teaching, the teachers have to come with oneanother in helping to develop new methods of onlineteaching.

2. There is no proper space available to take classes athomes: This is one of the important issues in a countrylike India where teachers do not come from affluentfamilies, small houses sparing separate place to takemay not be easy.

3. No cooperation from family members: specially in middleclass joint families it may be difficult to get cooperationamong family members.

4. Lack of financial support: the family member may notgive financial assistance or not in the position providefinancial support to the teacher to buy devices to takeclasses if a teacher belong to local school which are notpaying much remuneration

5. No match between personal and professional timing:clash of personal work time with professional create aclashed in family resulting in family fights

2. Keeping students engaged and motivated: Keepingstudents engaged in virtual class is a challenging taskas they are not in the classroom at the same timedistracted by a number of variables at home, alsoovercome bullying from the students and maintain



discipline.

3. Network/Technical issues: network connectivity poses agreat challenge especially in remote areas where there isno access to network or poor network availability. Thereare places where teachers have no option but to visitstudents personally to provide education

5. Level of understanding: The main motto of teachers isto make sure that the students’ education does notsuffer and understand the subject that has been taught.It is easy to study a level of understanding in face toface communication, it’s difficult to understand andanalyse in case of online classes.

5. Double work: Online classes have doubled the work ofteachers to prepare notes, power point presentations,paper work to maintain record of activities and analysethe performance of students by various techniques.

6. Completion of syllabus: One more challenge they arefacing is relating to completion of portion due tolimitation of number of classes and the duration andtiming of the classes. They are left with no option tocomplete the assigned syllabus within the limited numberof classes.

7. Meetings: Educational institutions do call for meetingsto keep a track of the activities of the teachers and atthe same time to know the problems faced by them andprobably provide solutions to the extent they can.Sometimes these meetings are scheduled by the headsafter the classes or during weekends resulting inadjusting their personal commitments.

8. Maintenance of Records: The Teachers need to maintainthe records such as the question papers of the testconducted, assignments, attendance, marks list etc.,

9. Administration Work: Covid – 19 has addedadministration work to teachers other than their regularwork like keeping a track of fee collection for which theteachers are doing tele calling work in order to ensurethe students clear their fees. They are entrusted with thejob of doing calls for admissions by giving them database which in turn has increased their work.

10. Remuneration: Some of the educational Institutions arenot paying full salary due to covid – 19 though nodoubt they are collecting the full fees from the studentseither late or early but the teachers are not sure whetherthey will get their deferred salary or not.

11. Frustration: Online classes have resulted in frustration

among the teachers as they are not able to dischargetheir professional work due to the above said challengesand for this they are compromising on their personal lifeby pulling out their family time to fulfil their professionaltasks. Moreover, their salaries are not sufficient enoughto meet their commitments which in turn made theteachers get more frustrated.

Ways to overcome the challenges:1. Training: the teachers must be given training in

conducting online classes.

2. Counselling: Counselling must be done to familymembers especially for middle and low income families.

3. Financial Support form the management: The managementmust provide financial support to its teaching staff.

4. Meetings: The educational institutions need to keep themeetings within the working timings only including thematter of importance and to be discussed precisely.

5. Records: The educational institution need to minimizethe work of teachers by making the work of maintainingattendance, assignments and test papers to be handedover to the academic service provider like net craft, Zeeetc.,

6. Administration work: It can be handed over to the officeadministration department as they will be having lessoffice work as they are at home and not in office to bein direct contact with neither the higher ups nor thestudents, in this way they can make use of these staffmembers.

7. Remuneration: The educational institutions must makesure that they pay them reasonably, at the same timemaking arrangements to provide technical support andexpenses to meet online classes.

8. Motivating: it must be the job of the institution tomotivate the employee by appreciating the work andproviding the necessary support in terms of money.

Suggestions1. The Teachers and students should help each other by

understanding the situation and allowing each other todischarge their respective duties and responsibilitieseffectively.

2. The students should also be responsible enough tounderstand the situation of the teachers and should beattentive during the classes so that the efforts ofteachers do not go in vain.



3. The teachers should draw the lines between theirpersonal and professional working hours and try not tomerge them and also seek the assistance from theirfamily members.

4. There must be cooperation from family membersespecially for female teachers in carrying on their task asthey are pressured with family and work life .

5. The educational institutions should also take necessarysteps in minimizing their workload by providing theassistance of non teaching staff in carrying onadministrative work.

ConclusionIt is clear that all the stakeholders that are the educational

institutions, teachers, family members teachers, students andtheir parents should collaboratively help each other toovercome this situation of covid – 19 by understanding eachother’s problem and helping each other in providing a suitable

platform for discharging their duties & responsibilitiespeacefully.

References1. Ali Raza, work life balance of women in education

sector: a case study of naoshoro feroze and Mirpurkhas,march 2019, international case study journal 6(2)27

2. Sumatra Pokhrel, Roshan Chhetri, literature review onimpact on Covid-19 Pandemic on teaching and learning,First published in January 19, 2021,https//doi.org/101177/234763112098481

3. Putu Rahayu Ujianti, challenges faced by Teachers InRemote Areas During Pandemic Covid-19, january 2021DOI:10.2991/asseh.k.210322.073, conference:5thinternational conference on Early childhood Education(ICECE 2020)

Coderz>Blog> challenges teaches when teaching online



AbstractAll sectors worldwide including education have been

devastated by the impact of covid 19 pandemic. As weapproach the new normal in the post covid era there is a needto revisit education in a new normal. There is need to shiftfrom traditional way of learning to modern way So we mustrelook to the education and reinvest ourself to the newdynamic scenario. In this paper an attempt is made to reconsiderhigher education in the new era of human history. For the lastdecade, higher education has faced considerable headwinds.COVID-19 has created severe short-term financial andoperational challenges for higher education institutions, andaccelerated the impact of external demographic, financial,technological, and political trends on the higher educationsector. Higher education leaders remain steadfast in theircommitment to their organizations’ core missions even in theface of these severe challenges. However, now is the time forhigher education institutions to reconsider their valuepropositions and operating models if they are committed tosuccessfully and sustainably delivering their mission in theyears to come. In these uncertain times, discerning “what isnext” for the higher education sector will likely requirecalculated speculation and some risk-taking. Our work hasallowed us to identify ideas and principles that we hope willhelp higher education institutions navigate the uncertaintyahead. The COVID-19 pandemic is set to change the worldsooner than we know. The way our governments, institutions,organizations, and people think and function, will radicallychange – perhaps for the long term.

Among many economic sectors, the higher educationsector is undergoing a tectonic shift right now. What severalfuturists and education technologists have been forecastingfor long is now happening.

IntroductionCovid-19 has made it obvious that, today we have to

depend on digital infrastructure rather than physicalinfrastructure. There are so many Institutions which have a

REVISITING HIGHER EDUCATION IN THE NEW NORMAL

Shashikala K.Assistant Professor of Commerce, Government First Grade College Bantwal, Dakshina Kannada Dist.

Mobile: 9901645373, E-mail: [email protected]

very good infrastructure but have failed today because theyare not able to compete digitally. Of course over a period oftime these Institutions will be able enhance them digitally.Covid-19 has made it clear to us that, today it is not justenough if Institutions are having good campuses and learnedfaculty. It’s also equally important that they are technologysavvy too. It is a very sad part to know that there are certainB schools which are not able to conduct even a singlewebinar at this point of time, because of lack of technologicaladvancement. While the government schools and colleges allover the country are doing tremendously well. Thus it is notthe infrastructure that matters, but it is digital knowledge thatmatters at the present situation .Today digitalization in teachinghas become a vital part of teaching learning. Unless we adaptto any one of the modes of online teaching, being a teacherwe will not be able to do justice to our students. There wasa time when all the B schools used to make it compulsory forstudents to possess a laptop/tab or it was provided by theinstitution itself. But unfortunately because of the increase incompetition, in order to compete with other B-schools, theseinstitutes started reducing fees and not making it compulsoryto buy laptops. But fortunately most of the colleges today,with the intention of paperless offices are involved indigitization, thus the assignments, attendance, record keepingall these things used to happen in computers than in papers.Even before the start of this covid-19 most of the Professorsare making use of Google classroom, Canvas for taking upclasses and submission of assignments and so on. Swayamis also one of the initiatives taken in this direction. It’s notjust because of covid-19 that we are moving towardsdigitalization, but we can say that we have already taken astep towards digitalization and covid-19 has made itcompulsory for all of us to opt for it. Online teaching is notnew to the students most of the students are taking up onlinecourses through Swayam and many other digital modes.

Pandemic has resulted in drastic changes in the entireeconomy. Academics is not away from it. This situation hascreated opportunities as well as challenges to the academicians



The opportunities available to the teachers are:a) Creative Thinking: Every teacher has started thinking

innovatively, in order to make their classes interestingand informative

b) Technology savvy: This made every teacher to be awareof technological tools available. There was a time, whereteachers used to read or listen to things to update theirknowledge in a subject. But today they also think interms of technology used in it.

c) Learning Environment: In this present scenario, teachersare learning from their colleagues, children and friends.Thus, we can say that this has created a learningenvironment.

The Challenges faced are:It’s very clear that today teachers need to be well-

versed in online teaching. Moreover it’s not just enough if theteachers teach the subject, it’s equally important to tell thepracticability of the subjects. Thus, it’s going to be achallenging task for the teachers to learn and understand theappropriate technology that would be suitable for them toteach their respective subject. Bonding with students is reallyimpossible, especially with the new batch of students whowould be admitted in the coming academic year. When thereis no bonding, assessment and evaluation is also going to bea rigorous exercise.

Teachers will be engaging in live classes as a result it’svery important that they need to have concrete conceptualframework. Because, previously the topics they covered wouldreach only 60-100 students, but today it’s going to be availableglobally. Thus, there is opportunity as well as challenges tothe teachers. The main challenge teachers need to imbibeSkills among students which will encourage them to beentrepreneurs. Industry Institute Partnership is also one ofthe good initiatives at this point of time. Others aspectsinclude:

a) Network Problem: The internet facility even in urbanareas is very poor, though the leading telecommunicationbrands boost the speed of the network, we cannotnegate the fact that it is very slow.

b) Class control: It’s very difficult to make every studentto listen and understand

c) Practical Subjects: It’s hard to teach practical’s online.

The education system has three very importantcomponents. These are admission, imparting education, and

examination. A good education system can only be evolvedwhere excellence is obtained in all three subsystems.

The present pandemic has resulted in variousinnovations in the education sector. Most of these innovationsare revolving around digitisation. One of the sectors tocompletely change its functioning is the education sector.

The education sector can be categorized from primaryeducation to higher education. Changes have taken place atall levels, but these changes are mostly around classroomengagements. Schools, colleges, and universities have movedfrom physical classes to online classes. In many subjects,these classes have become very successful also.

But there is much concern regarding admission andexamination subsystems of the education system. Someexperiments in the education sector need to be permanentlypart of the system.

Flexibility in India education systemOne important change which is to be a permanent

feature of the Indian education system is flexibility. Most ofthe courses offered by any Indian University have a singleentry and single exit opportunity.

Pandemic told us about uncertainty in life. Therefore,the higher education system needs to be more flexible, wheremultiple entries and multiple exit opportunities are possible.The second important change is to be around educationopportunities for working professionals.

Examination system in IndiaThere are some areas of concern also. The examination

subsystem requires more attention. The final examinationrequires proctoring. Edtech solutions are developing variousAI-based solutions for better proctoring in online examinations.

But no such solution is as close to as physicalexaminations. This allows revisiting the evaluation systembased on the final written examination. Assessment of studentsin a class should be a regular process. It will also help inbetter learning.

Competitive admission processThe admission process in India is highly competitive. It

creates so much pressure on the child that affects the actuallearning process. Students have become more objective tocrack a particular entrance examination.



Since pandemic has disrupted the routine coachingindustry and most of the students are studying at their home.It should be another game-changer for the Indian educationsector, where dependence on coaching can be minimized.

If we revisit the process of entrance examination whichcan check the holistic personality of students for a particularprogramme rather than just checking some tricks to solveobjective type questions. To assess a large number ofapplicants, we prefer objective assessment, but it has manydrawbacks.

There is always a trade-off when we deal with a largenumber of applicants. Can we think of admissions to UGcourses based on class 12th performance across thedisciplines? Maybe it is time to work on these points.

In a country like India, this situation is really an issueof concern. Few of the strategies that could be adopted toovercome present problems are:

1. It’s not the time to think about one individual;rather it’s time to think as an Indian. In India amajor problem is the unequal distribution of wealth.Government should take a count of people whosetotal income is more than 100 crores. If theserichest people are able to contribute at least 1% oftheir income towards the purchase of a tab for thestudents studying in government schools, we cansurely overcome this problem to a greater extent.

2. Companies like reliance can think of manufacturingeducational tabs at lower cost. This will also resultin an improved economy.

3. Network in rural areas is also a major problem. 50%of the rural population is using the technology, butthe major problem is poor network. Mobile networkcompanies in India, rather than thinking aboutmaking profit at the moment, should think aboutexpanding their business, by making networksavailable in rural areas.

4. If each one of us thinks selflessly in terms ofdeveloped India, We can achieve a lot many thingseven during this pandemic.

The Government, Corporate sector as well as NGOs aredoing lot many things to overcome present problem. But onecannot negate the fact that the educational sector is muchaffected as a result of covid-19. Most of the parents are of theopinion that schools and colleges should not be reopened,

but at the same time education should go on. But at same timeit’s not right to risk the life of future India. Online classes arethe only solution available to the education sector as of now.However once the things are near to normal, reopening canbe thought of, but on batch wise. Shift system is the bestsolution; by dividing students into 3 batches may be 9 to 12,12 to 3 and 3 to 6. The number of students in campus can beminimized. Internals, assignment and viva voice can be doneon an online basis. Even certain competitions like debate,dance, singing, could also be conducted online. Educationalsystem can be made on an annual system. Gone are thosedays, when students were dependent on teachers to getinformation. Today, information is available from varioussources, so today the role of teacher is not just teaching butmaking students competent to face future challenges.

As responsibility teachers we can think of conductingfollowing programs:

1. Ensure that most of the students would enroll inSwayam classes so that they would get enhancedknowledge in their area of interest.

2. Preparation of Google forms to conduct quiz, surveyfor research paper and also for collection ofinformation for administrative purpose.

3. Sharing materials, giving assignment test andevaluating through Google classrooms.

4. After the reopening of colleges may be onlinemode planning to conduct interactive sessions byindustrialists who are also our alumnus. Alumni arethe best means of bridging the gap betweenIndustry and Institution.

5. Most importantly mentally insisting confidence inthe minds of the students.

We academicians can also do SWOT analysis in orderto understand how this pandemic can be converted into anopportunity and thereby overcome the present problems.First of all one need to understand what are their strengths,weaknesses, opportunities and threats. At present stage weare all well versed in technology and thereby work from homecan be easily implemented. Major weakness is, though we arewell versed in technology, availability of network. We haveample opportunities available in terms of information, spirit oflearning, knowledge and so on. The threat is that the studentsat present use technology for all unwanted means. As a resultof online classes the students might misuse the mobile phonesor the laptops given by their parents. Mental Health and eye



sight issue is also a matter of concern. Even the faculty is notaway from these problems, taking up regular classes is mucheasier than online classes. Taking one hour online classes isequivalent to engaging 3 hours of regular classes. Keeping allthese aspects in mind one should develop the best strategyto overcome threats as well as weakness and make use of thestrengths and opportunities.

Online education is not sustainable in this pandemicsituation especially for countries like India This is because ofthe deeper digital divide existing in Indian rural and urbanmarket. The technological penetration is pervasive in theurban market. The internet connectivity, speed and affordabilityhave made the urban market digitally sound. In contrast, thepoor connectivity and non-affordability have made the ruralmarket deprived of most technologically enabled services.The online educational services are no exception.

Further we must understand, unlike other countries, inIndia the parents believe that too much usage of mobilephones is very harmful to their children. Thus majority of theparents today are opposing online teaching. Indian parentsare not comfortable in allowing their children to use mobilephones independently. Thereby, online teaching has resultedin additional burden on the working parents. Children below10 years are not capable of downloading videos, uploadingworksheets and so on. Ultimately it has resulted in burdeningthe parents. Further, the parents are also not well versed intechnological advancement. In such cases online classes aregoing to stress parents themselves and also might createnegativity in the minds of the children. On the other hand ,they may have to allow their children to work independentlywhich might again create stress in the minds of parents sinceit is not our culture.

Our education system is such that students enjoycoming to colleges or schools speaking to their friends as wellas teachers though they have a hectic schedule. Good socialinteraction makes them overcome their stress, while socialdistancing has deprived the students from speaking with theirfriends and teachers who motivate them. As a result onlineteaching is going to be a monotonous task resulting in stressfor the children. Unlike the traditional teaching method wherethe students had a lot of other activities to get involved, theonline teaching has restricted learning confining to the gadgetsused..

Teachers are the most affected party in online teaching.It is also a very tedious task for the teachers who were used

to engaging live classes rather than online classes. A goodteacher may not be able to engage good online classesbecause of being conscious of being judged and many otherreasons. Online teaching involves more work than the regularclasses. Today in fact most of the teachers are paid either halfof their salary or even less than that. It is very important thatthe teachers are required to be made tech savvy and motivatedto do online teaching.

For better future of Commerce, Management andeconomics students few of the aspects that could beconsidered are: small diploma courses could be started inGST, soft skills enhancement, SAP and so on. Interactivesessions with the Industrialist could be arranged and activitiescould be focused on strengthening the Industry Institutionrelationship thereby instilling confidence in the minds ofstudents.

Major challenges faced by students of rural IndiaThe global pandemic has taken a colossal hit on all the

sectors of the economy. While it has been slightly easier forprofessionals to adopt work from home as a new normal andcontinue business as usual, the times have been challengingfor the education system around the world that majorlyrevolved around classroom learning.

The government has recommended moving to onlinelearning as a stop-gap arrangement to evade any disruptionsin academic calendars. Technology and smart classrooms arenot only transforming education in highly paid private schools,but it is gradually making inroads in government schools.Consequently, e-learning is now the way to transform theeducation sector. It is showing a positive transformation andschools and colleges in rural areas are also adapting totechnology day by day. It is motivating to see that even TierIII and rural areas are stepping up to transform traditionaleducation into a digitally-enhanced process.

While the benefits of online learning are manifold, thereare still many roadblocks in the way ahead towards makingeducation an entirely digital (online) phenomenon.

When it comes to Online Education or E-Learning, ruralpopulation is not completely equipped with utilities like fastinternet, uninterrupted power supply and electronic devices.There have been improvements regarding basic infrastructuralfacilities but many rural areas in India are still grappling withthese challenges to make education completely digital oronline.



Some of the major challenges that can be enlistedin this context are:1. Digital Literacy and Infrastructural Support

These are prominent hurdles that come in the way ofenabling online education in the rural regions of India. Thoughthe power and network infrastructure have improved leapsand bounds in the remote areas of the country, there is stilla room for improvement. Teachers and students in villages arebecoming more accepting towards digital means of learning,but the infrastructural facilities there have not developed fullyto become at par with what online learning require. Steadyflow of electricity and lack of high speed internet still posemajor problems for the rural population.

2. Limited availability of technological devices

While we look at the domain of digital learning, it isimperative to consider the availability of the right devices toevery student for accessing digital content. Not a lot ofpeople in rural India have access to personal laptops orcomputers, and phone screens are not conducive to longlearning hours. Also, data packs and their costs can be a bigdeterrent both for teachers as well as learners, especially forlive classes. Many students either don’t have personal laptops/smartphones or they are available for a limited time. Hence,the learning remains restricted with the limited availability oftechnological devices.

3. Lack of Familiarity with Digital Technology

While Smart Classrooms and Digital Learning havealready made a way in urban educational setups, some ruralcountries still rely on traditional teaching methods for theirlessons. Therefore, shifting from traditional pedagogicalmethods to the digital one cannot happen overnight. Teachersas well as students require proper training and more user-friendly platforms to make them familiar with digital technologyso that they can be comfortable teaching/learning using these

4. Shortage of Teachers

Shortage of teachers or the poor teacher-to-studentratio in villages pose another challenge towards making learningentirely digital in such areas. To make complete digitization ofeducation in rural areas, this ratio needs to be improved anda large number of skilled and well-trained teachers are requiredso that each and every student receives complete attentioneven during an online class. While the contemporary onlineclassroom solutions are designed to facilitate engagementand intuitiveness among students towards learning, a teacher’sguidance and attention remain indispensable for learners.

ConclusionWith the Covid-19 putting a halt on classroom learning

sessions, online learning has paved a new way to retainnormalcy for students and teachers. It is heartening to seethat not only urban educational institutes, but the state-runschools in rural areas have also gone digital and resorted toonline classes to avert academic losses. Although, not everyvillage and town in India is infrastructurally developed tosustain online education, it is motivating to see many ruralschools and colleges adapting completely e-learning duringthese times. Also, many affordable and low-bandwidth e-learning solutions are coming up with multi-lingual platform tofacilitate easy and convenient online learning classes in ruralIndia.

In the last few years, we have observed substantialchanges in rural India regarding education, infrastructure andother facilities. With the continuous support from governmentand innovations coming up in digital technology, onlinelearning will be made affordable and accessible.

Disruption is coming for higher education. Even thebest universities are going to have to change rapidly. Otherwise,they’re going to be overtaken rapidly Previously, whenhigher education institutions thought of digital transformationit was to achieve greater access, global reach, personalisedinstruction and rapid improvements in pedagogical practices.Now, with no on campus students for extended periods, riskmitigation will become an equally important driver of digitaltransformation—both now and into the futureCOVID-19represents a once-in-a-generation opportunity for the sector.Turning the crisis into an opportunity will require a degree ofchange at the institutional level—breakups, mergers andclosures of faculties—that few will want to embark on until itis too late. And it will require a significant change in what areconsidered the “job requirements” for university leadership(Devinney and Dowling 2020).Arguably, COVID-19 should/could be a catalyst for change, but that does not guaranteeit will happen. The pandemic has awakened and enabledopportunities for exploration and change around teaching/learning innovation.

References1 https://www.thehindu.com/education/the-new-normal/

article31490906.ece2. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7869944/3. https://www.thehindu.com/education/the-new-normal/

article31490906.ece4. https://elearningindustry.com/how-will-covid-19-impact-

future-of-educational-learning-sector



AbstractCoronaviruses are known as a large family of viruses

which can cause illnesses from the common cold to severediseases. Recently, a novel coronavirus, 2019-nCOV has beenreported in China and then spread to other parts of the world.The pandemic spread of Novel Coronavirus, also known asCOVID-19, has significantly disrupted every aspects of humanlife, including Agriculture, business sector, education sector,industries, public health and world economy. In Agriculturalfield, Supply-chain distortion of farm produce owing to thelockdown over COVID-19 has hurt both farmers andconsumers. Farmers are dumping their produce because ofthe absence of cold storage facilities and decreased prices. InBusiness sector, the actions of leaders will surely depend onhow businesses are organized, how power within them isdistributed, and on the views that exist. But profit levelsuddenly decreased, because manufacturing priority, stockspurchasing, marketing availability is dropped to some lowerlevel due to this pandemic. The Indian economy was alreadyfacing serious structural issues and facing a downturn, whichprobably have receded to the background with the moreserious threat of the pandemic. The impact of economicslowdown is widespread because almost every sector isdependent on trade and global supply chains. This has led toa supply shock, reduction in output, employment and demand.In education sector, there is a need of fastest restructurationor re-orientation of the current education system. Socialdistancing and restrictive movement policies have significantlydisturbed traditional educational practices. Reopening ofschools after relaxation of restriction is another challenge withmany new standard operating procedures put in place. Endof the month march 2020 recorded the spread of COVID-19pandemic to over 185 countries and resulted in closure ofover 95 percent of all schools, colleges and universitiesimpacting close to approx. 350 million students. The spread ofthe epidemic was so speedy and quick that there were hardlyany plans for transition to online teaching or learning fromhigher education systems offline classes and no one couldanticipate the associated potential risks and opportunities

“COVID-19 AND ITS IMPACT ON PUBLIC SECTORS ANDSTUDENT’S EDUCATION IN INDIA”

Bharathi S. N.Assistant Professor of Mathematics, Government First Grade College, Kadugodi, Bengaluru


that a sudden change could bring in the sector.

Keywords : Disrupt, Distortion, Dump, Anticipate, NovelPandemic and Severe.

I. Introduction

COVID-2019 is the virus, which have killed so manypeople in the world. It was first appeared in China and thenspread to the whole world and majority countries were affectedby this virus. Almost all nations have been affected due tothe direct and the indirect effects of the virus and lives ofmillions of people have been changed, in many cases almostirrecoverably. The impact of coronavirus pandemic has beenlargely disruptive in terms of economic activity as well as aloss of human lives worldwide and presents an unprecedentedchallenge to public health, food systems and the world ofwork. Millions of enterprises face an existential threat . Nearlyhalf of the world’s 3.3 billion global workforce are at risk oflosing their livelihoods. Informal economy workers areparticularly vulnerable because the majority lack socialprotection and access to quality health care and have lostaccess to productive assets. Millions of agricultural workers– waged and self-employed – while feeding the world, regularlyface high levels of working poverty, malnutrition and poorhealth, and suffer from a lack of safety and labour protectionas well as other types of abuse. Here are some of the sectorseffected by COVID 19.

Food and Agriculture : Pandemic in India disruptedfood markets which forced consumers to alter their consumptionpatterns. Consumers prioritized what they wanted and whatthey really needed. Since agriculture is the backbone of thecountry and a part of the government announced essentialcategory, the impact is likely to be low on both primaryagricultural production and usage of agro-inputs.

With increasing number of lifestyle diseases and patient’sinclination towards curative nutrition & prescribed vitaminand mineral supplements, there’s a substantial growth noticedin this particular area where the Indian primary research ofInterlink mentors that 63 % of nutraceuticals products are



catered through pharmacists based on generated prescriptions.The nutritional supplements are at rise in order to compensatewith an individual’s hectic lifestyle, rising awareness amongpeople, focusing on preventive healthcare and the outflow ofinternet penetration. By 2022, the nutraceutical market in Indiawill be worth $8.5 billion and accounting for 3% of the globalmarket share fuelling it to be a lucrative market to tap in nowand in future.

Pharmaceuticals : There has been a recent rise in theprices of raw materials imported from China due to thepandemic. Generic drugs are the most impacted due to heavyreliance on imports, disrupted supply-chain, and labourunavailability in the industry, caused by social distancing.Simultaneously, the pharmaceutical industry is strugglingbecause of the government-imposed bans on the export ofcritical drugs, equipment and PPE kits to ensure sufficientquantities for the country.

The Covid disruption has handicapped the global marketextensively resulting to numerous challenges in supply chainof lot of essentials, but an upsurge in the healthcare sectorsignificantly to the Pharma Industry. According to the IQVIA’s2019 Global Use of Medicine 2019 report, the amount ofmoney spent on buying medicines across the world willexceed $1.4 trillion by the end of 2021. The pandemic hasbrought about a revolutionary changing experience to thehealthcare industry, right from the population freaking onhealth & wellness related understandings, Life scienceorganizations involving end-consumers in trials & drugdesigns, companies inevitably relying on the latest innovationsin pharmaceuticals to create new digitally-driven medicalsolutions world, building rehabilitation centers & yoga as amatter of fact. The new developments are embracingpersonalized focus in healthcare while reforming and reshapingthe industry to a new beginning altogether. Pharma industryvoices say the steep increase in Covid-19 cases had caughteveryone unawares. Last year, too, remdesivir and oxygenhad, for instance, fallen short. But companies upped theirproduction and kept buffer stocks to deal with another steepincrease in demand. Nothing, though, prepared them for whatwas to come, they say. The requirement for remdesivirincreased so sharply, that companies now make about threelakh vials a day - which used to be their monthly productionlate last year. It is a complex product that takes a month tomake and has a short shelf-life, the veteran adds, optimisticthat supply bottlenecks would ease later this month ascapacities are expected to touch 80-90 lakh vials a month.

E-Commerce: E-commerce is a blooming industry andit’s footprints in the Pharma world is creating an attractiverevenue stream since sometime. E-pharmacy received a greatmotivation in this current pandemic while ensuring patientsreceived their medication despite lockdown. The rapid internetpenetration creating awareness about health programs andservices, online registration process covering functional areaslike patient care, lab services, work based documentation &information exchange, medical records, online registrationsand appointments, payments, diagnostic reports viewingonline, online blood availability, tracking, approval processingfor drugs, clinical trials, medical devices, vaccines, etc. isconstantly growing leaving the E-commerce sector at unrest.

Industries : Restrictions on the movement of peopleand goods have impacted workforce capacity and disruptedsupply chain, bringing economic activity to an almost stand-still. This is adding to their financial burden and making itdifficult to pay interest and EMI against loans and salaries.Economic uncertainties are forcing businesses to reduce costsand consider deferring long-term capex plans.

COVID-19 put an immediate halt to many businessactivities across the globe, as several countries had shutdown their ports, airports and domestic transportation whileimposing nation-wide lockdowns, leading to a disturbance inbusiness and civil life. The lockdown in India impactedmanufacturing activities across the globe. India took specialmeasures to control the spread by imposing one of thelongest lockdowns in the world, to cushion the scarceavailability of healthcare resources. The enormity of thelockdown affected manufacturing activities and supply chainsalike, disrupting the overall economy.

Impact of the First and Second WaveIndia’s manufacturing sector had gone through various

phases of development in recent times. The sector contributesto approximately 16-17% of the GDP and provides employmentto almost 20% of the country’s workforce. During the firstwave of the pandemic, lockdown-imposed restrictions on themovement of goods and people severely impacted workforcecapacity and disrupted supply chains, bringing nearly allmanufacturing activity to a stand-still.

The manufacturing industry was affected in severalways due to the pandemic leading to low-scale operations,and eventually, a negative impact on production volumes.Over a period, this adversely affected the turnover andrevenue.



The IIP also fell to a negative growth of 9.6% indicatingthat core manufacturing activity also suffered setbacksresulting from the first and the second wave.

While India recovered fairly from the first wave, thesecond wave has hit the country the hardest in terms offatalities. The second wave has led to further State-imposedlockdowns, impacting the economy while putting severalrestrictions in place on key businesses. This was followed bya slowdown in labor-intensive industries involvingmanufacturing, real estate, construction and infrastructure,on account of the reduced labor availability during thisperiod. With learnings from the first wave, the country usedits experience to combat the effects of the second wave.Strategic lockdowns and easing up of the same have helpednumerous States curb the spread of infection while providingthe industry with considerable regulatory initiative to restorenormalcy. With proactive measures, the country is slowly andsteadily fighting against the insurgent second wave.

The complete lockdown and partial lockdowns had bothdemand-side and supply-side impacts on themanufacturing sector. On the supply side, the limitedmovement of goods, services and personnel affectedthe production network.

The downturn in economic activity and the overallslowdown in production caused employment loss. Thesesupply impacts were further compounded due to thedemand-side facing issues such as reduced disposableincome, savings, and increased uncertainties.

Education: End of the month march 2020 recorded thespread of COVID-19 pandemic to over 185 countries andresulted in closure of over 95 percent of all schools, collegesand universities impacting close to approx. 350 millionstudents. The primary rolling stock of this sector - thestudent being forced to remain in their homes to spare the risk

of possible infection and death due to the virus, if the schoolsand colleges were to run during the pandemic. This hascaused almost all schools and colleges to reach out to theonline route for running the day’s scheduled classes viawebcams and smartphones. Entrance tests of severaluniversities and many competitive examinations are held insuch a crucial period that is affecting education system badly.Here I am giving more priority for Education Sector.

II. Literature Review

In order to understand the Impact of Covid19 on publicareas, student’s education sector in India and the challengesand opportunities that can be gained from it a search ofliterature to find useful information. The internet (and GoogleScholar) was used as a resource for acquiring research papershaving a connection with the objectives of this paper. TheCovid-19 pandemic is a social and an economic crisis just asmuch as it is a health one – its repercussions, severe and far-reaching are being felt across the world. From school closuresto devastated industries and millions of jobs lost – the socialand economic costs of the pandemic are many and varied.Covid-19 is threatening to widen inequalities everywhere,undermine progress on global poverty and clean energy, andmore. Effect of the pandemic on students, teachers andinstitutions, Effect of the pandemic on educational policydecisions by the Government, Challenges and opportunitiespresented by Covid 19, e-learning, online learning and distancelearning solutions for delivery of education, possible difficultiesin delivering educational content by the teacher, possibledifficulties in receiving and understanding the educationalcontent delivered by the teacher, possible difficulties inconducting exams via online route in a honest and fair wayduring the pandemic and so on.

In the wake of the virus it was considered dangerous forschools, restaurants, meeting halls, cinemas, theaters andother places with heavy human presence to stay open andthus a general quaranting order was enforced in cities andtowns in the affected countries. Schools were closed andchildren were asked to stay in their homes, for their health. Itis clear that the behavior that is generally observed today -people refusing to obey social distancing norms, peoplerefusing to wear masks/protective equipment, etc is not newas it was seen then and is being seen now.

Noting the seriousness of the Covid 19, Lock down wasordered in India under the provisions of the Epidemics DiseasesAct 1897 and the Disaster Management Act, 2005. All



establishments wherein a large number of human presencewas ordinarily present – factories, offices, schools, colleges,universities, restaurants, theaters, malls, shopping complexes,businesses and so on were ordered to be closed so that thecost of life could be reduced as much as possible. Being thatthe months of March, April and May are crucial months in astudent’s life as all exams upto SSC level are scheduled inthese months, a decision was taken to cause for educationcontent to be delivered to the students, via the online route.In this connection, the Govt of India has made availableonline courses and MOOC courses for students and teachersso that they do not have to miss out on their courses.Resources such as the DIKSHA portal containing videolectures, e-worksheets, e-textbooks and assessments, e-Patashala and the National Repository of Open EducationalResources (NROER) portal were made available for studentsup to 01 to 12th standard in the country. In addition, SWAYAMa MOOC database of 1900 courses was made available forinterested students (University level and above) so that theymay be able to enhance their skill level, while at home.Further, the existing network of SWAYAM PRABHA, Anetwork of 32 DTH channels was made available on allleading DTH Platforms (Tata SKY, Dish TV etc.) (World Bank).

Difficulties and challenges: However, there are difficulties and challenges to be

faced in the brave new world of e-learning and the challengeshave become more important due to the enforcement of lockdown.

(Nurul Islam, Martin D. Beer and Frances Slack, 2015)have identified five major challenges in e-learning experiencedby students and teachers. They are –

1. Learning Style and Cultural Challenges

E-learning is very different from the ordinary classroomstyle teacher student learning environment as the emphasishere, is to motivate the student to learn by himself usingprovided resources and study materials via the online routeby the e-learning product provider in contrast to the classroomenvironment where the teacher motivates the student to learnusing the available material. It is to be noted that the self-learning style is not absolutely perfect as there is ground for‘false positives’ i.e., the student may assume that theinformation he is studying is the correct one, even if theinformation is wrong as there is no one around him to verifythe correctness of the information. This issue can be solvedby assigning a teacher on an ‘on demand’ basis so that the

student will be able to develop a strong core by getting hisdoubts and issues solved, in case he is unable to solve themvia the online route.

2. Pedagogical E-learning Challenges

In the e-learning environment, in the absence of thelearning level, understanding level, memory retention andrecall level and other measurable factors relating to deliveryand receipt of education, development of courses will bedifficult as the course designer needs to be aware about the‘end customer’ so that he or she can tailor the course content,exactly as per the students’ needs. Academics who design oradvise on the designing of the content need to updatethemselves about the latest technological developments inthe field of Information and Communications Technology sothat they will be able to deliver useful content to the students,enabling them to prevent their time and resources to bewasted in delivering walls of texts that will not be liked by thestudents. A further benefit can be gained by enabling afeedback/control mechanism in the e-learning content so thatthe person deputed to listen to the queries/doubts/complaintsof the students regarding the content can be forwarded to theproduct developers so that the issues can be solved, withbeneficial results for the students.

3. Technological Challenges

One of the problems that were discovered with theintroduction of e-learning products and system wastechnological issues relating to the products. Various productshave their own benefits/drawbacks, making the choice of aproducts which satisfies all parties a difficult one. Forexample ‘Blackboard’ a popular e-learning product is limited toits environment. In other words, it is restricted to discussions,updates, information updates, notices and other messagesfrom a single vendor only and restricts student engagementdue to its unique features, limiting the academic staff and thestudents to the borders of the environment. Many otherproducts have these kind of challenges related to manufacturerpolicies and other similar technological issues. T his is a majorchallenge in the adoption and the popularity of e-learningproducts.

4. Time Management Challenges

Managing time is one of the important challenges to beaddressed to for making the most of e-learning products andsystems. It is to be noted that e-learning products are notlimited to the general classroom hours (09 am to 05 pm) as astudent can login and access the systems at any time in the



day. Teachers are expected to be in congruence with thestudent, when he or she has logged on to the system so thatthey may track his progress and give advice/solutions forwhatever problems and doubts he or she may have. In theabsence of a defined usage time, i.e. students are divided intobatches based on the time slots decided for the product, ateacher will find it difficult to match with his student, as hedoes not know, when the student will be using the systemand there is the possibility of a student trying to contact orget the attention of the teacher, at a time slot when the teacheris offline from the system as he does not know, when theteacher will be using the system. Creation of a proper batchesfor usage of the purpose by interaction with the students willbe a way to solve this challenge.

Majority of the challenges experienced by students andteachers in the present, Covid 19 scenario are revolvingaround the above listed challenges, in addition with otherchallenges related to the system – internet availability, electricityavailability, workload of the teacher and student etc.

Impact of Covid-19 on Education, Teacher andStudent in India

Noting the seriousness of the situation, Prime MinisterNarendra Modi has declared the invocation of a complete lockdown in the country under the provisions of Section 6(2)(i)of the Disaster Management Act, 2005. The lock down is inforce since date 24 March 2020. Lock down has beenenforced by the Central and State Governments under theprovisions of Section 02 of the Epidemic Diseases Act, 1897in addition to the prior mentioned Act. The enforcement ofLock Down has caused companies and workplaces all aroundthe country to temporarily shut down their registered andbranch/representative premises, causing employees to workfrom home. 32 crore and more students have been affectedbecause of the virus and the lock down in India. Amongst thisnumber, 13 crore students range from those studying inclasses 09 to 12 (SSC level and Pre-University level) havebeen most affected by the lock down as these four classes areconsidered as ‘very crucial’ causing majority of the Stateschool education and pre-university education boards andagencies to order the Institutes to make arrangements foronline means for impartation of regularly scheduled classes totheir students so that they do not have to suffer loss ineducation due to the lockdown.

According to the lock down order, schools and collegeswill remain closed until the end of May 2020, but lockdown

is extended upto June 2020. After that all high schools, Pre– universities, entrance exams, semester exams, highereducation classes, assignments, projects and everything goesnormal for some more days. Still for class 1-7 continues onlineclasses. But second wave of covid 19 spread the diseasevery rapidly after February 2021. Indian administration takesall types of prevention measures mainly closing of schools,colleges, postponement of all the SSLC, PUC, andUNIVERSITY exams. Initially in Karnataka, 27 April 2021 14days of strict lockdown is announced continues upto 21 June2021. But a complete lockdown of India begins on 04 May2021 continues upto June 2021. In this time, a ICSE and CBSEcancels their Tenth Class exams,but runs Twelth class examsand our Karnataka state cancels 12th class exams andSuccessfully runs state level 10th class exams. After June, astage by stage unlocking process gets started. Now we areall on the path of how to survive our lives from 3rd wave ofCOVID 19. Protection, precautions and awareness programsalready in the progress.

For now, some courses started offline classes and somecourses still continues online classes. Due to the Coronaviruspandemic, many schools, colleges and universities have askedtheir teachers and professors to make use of online learningmethods and tools - Google Video, Skype, Zoom, Facebooklive and YouTube etc. to deliver lectures and complete thecourse content. It cannot be said with certain that all teachersare familiar with this new paradigm and many teachers aredoing their best to complete the syllabus allotted to themthrough all available means at their disposal. However, therehave been a few difficulties as the sudden change fromclassroom to the smartphone/computer has had its fallout asno one has a clear idea, as to exactly how to go ahead withthis new paradigm, regarding impartation of teaching throughthe online mode. Further, the pressure on the teachers andstudents is high as the course has to be completed beforeexaminations, which will be scheduled through the onlineroute, via secured means or after the lock down is lifted. Ateacher’s live presence in the classroom is seen as ideal asthere is constant receipt/delivery of feedback of the contentthat is being taught and difficult. The teacher does not findit difficult to gauge whether the student has understood whathas been taught as the body language of the student is thebest judge for this question. This is difficult to transition fromthe offline classroom to the online classroom as the level ofquality, with reference to delivery and receipt of the coursecontent is dependent on the quality of the internetconnection(Wi-Fi, data connection) the nature of the recording



device being used to record the lecture (dedicated videocamera, web camera, smartphone camera, tablet camera etc.),audio recording media – (dedicated microphone with USBmixer/processing interface, in-built microphone in smartphoneetc.).

It cannot be said with guarantee that all the studentsand the teacher in the class is in possession of a good to verygood level internet connection. In case of online educationdelivery, this is not possible as the camera has a clear viewof the student which can be seen by the teacher. This createsa sense of psychological isolation within the student. Further,it has been observed that many students have complainedthat the online education system has created a stressfulenvironment for them in their homes as the active observationof the teacher on the student, the workload to be completedfrom the home and the absence of friends force them to studyin an environment that is not conductive for them to studyin peace.

Examinations at the end of the course: Being that Covid19 has created a disruption in the routine, ordinary lives ofstudents, teachers and institutions, it is inevitable that theexamination will have its own share of challenges. An onlineexamination is a good solution towards the assessment of thestudent’s end quality at the end of the course. However, inreality it is not that much easy to do so. The primary issuein holding of online examinations is - transparency andgenuineness as one cannot guarantee that all the studentswill give their exams, held through the online route, honestly.In addition to this, there is another issue of ‘language gap’- Many students in India face difficulty in English and sincealmost all online exam papers are written and coded in Englishfor the sake of uniformity and convenience.

Opportunities to be gained from the covid 19pandemic

Creation of ‘Blended Learning’ Classroom: Blendedlearning is an approach to education that combines onlineeducational materials and opportunities for interaction onlinewith traditional place-based classroom methods. It requiresthe physical presence of both teacher and student, with someelements of student control over time, place, path, or pace. Itis experienced by the online learning platforms, portals,methods and techniques of delivery of lectures will createnew opportunities for the blended learning as learnings fromthe experience with online learning during the pandemic canbe subjected to further experimentation so that they can be

incorporated in the ordinary learning environment in theclassroom, causing for the delivery of education to the studentsin a more holistic and interesting way.

The role of the teacher will become more important:Due to their efforts whether to go through the current crisisand not compromise on the expected levels of quality andexcellence, with reference to the delivery of education to thestudents. It is possible that a ‘personal bond’ can be createdwithin the teacher and the student due to the online deliveryof education.

Creation of new portals for ‘on-demand’ delivery ofeducational content: The role of the online portal for deliveryof education will become more important in the post Covid 19world, as new portals for ‘on-demand’ delivery of educationalcontent will be created and made available to the students.

Time and place will no longer remain a hindrance inthe delivery of education: When it comes to delivery ofeducation as teachers and students will be able to interactwith each other at any convenient time in the day throughapps such as Google Hangouts and Zoom, increasing thepotential for delivering education at a higher quality level tothe student.

Impact on Public Sectors in IndiaUnemployment

Unemployment is a serious problem which is beingexperienced by most of the countries throughout the globe.This has adverse consequences for the unemployedbecause they become unemployed and suffer from poorprospects for seeking new employment and those who areworking feel less confident in future to keep theiremployment. Covid-19 pandemic has affected many people’slives and livelihoods in our country and around the world.The crisis of unemployment has been in existence for a longtime. Nevertheless, in the developed nations it was experiencedin its severe form at the time of the great depression (1930’s)while in the developing nations it was after the Second WorldWar (1945). The past few years, there has been a slowdownin the growth of employment in India despite the boost in theeconomic sector. At the same time due to this COVID-19pandemic lockdown, there had been a devastating effect onthe unemployment rate in India as most of the privatecompanies have fired their employees. The main sufferers ofthis lockdown are the informal sector employees as the majorityof them started losing jobs since construction works were



closed. With no capital, thousands of people deserted cities,marching to their homelands for several hundreds of milesaway in the absence of government transportation. It’s aknown fact that how COVID-19 pandemic has incapacitatedthe global labour market and governments around the globe.However, they’re not thinking about how they’re going tooutfit such mass unemployment. The report of the InternationalLabour Organization (ILO) estimates that more than 2.5 crorejobs have been threatened worldwide as a result of the spreadof the novel coronavirus. It has been seen that four out offive, which is about 81% of the 3.3 billion people worldwide,have been affected either by partial or full closure of theirworkplaces. The same is the position of India as; its incomein the coming years 2021-22 and 2022-23 will be much lowerthan in the years 2019-20. There will be a huge economic painahead, both politics and policymaking have to work togetherto get the edge out of it (Parul 2020).

Funding by NGO and CSRNon-governmental organizations also known as NGOs

are actively involved in combating challenges related to theenvironment, education, health, poverty, women empowerment,child protection, social justice, and human rights, etc. Thus,when the pandemic hit India, NGOs given their deep connectin combating various socio-economic issues, have been anatural partner in this endeavor. Thousands of NGOs engagedwith district administrations across the country to combat thesituation. Since then, NGOs have been working relentlesslyon the ground and providing critical services to vulnerablegroups of people. They have been instrumental in supportingthe government and identifying the coronavirus hotspots.Realizing the gravitas of the situation, they were the first toreconfigure themselves and pushed for new initiatives toprovide medical facilities across the country. They initiated tocreate national emergency funds, partnered with one anotherto channel donations, provided assistance in nursing homes,and other facilities through technical support and medicalteams. Here are some of the NGO’s provided relief duringCOVID19.

a. Mission Oxygen: It began as a overnight initiative by acommunity of founders and entrepreneurs across Delhi/NCR to aid and assist hospitals that were running outof oxygen to treat Covid19 patients.

b. Breathe India: A group of IIT alumni, in coordinationwith Save Life foundation have started a fund collectiondrive for oxygen. Concentrators to be setup in andaround Delhi NCR region.

c. Swasth: Founded in 2009, Swasth Foundation is a non-profit social enterprise committed to health and joy forall. They focus on improving the well-being of the poorby providing a range of affordable and high-qualityprimary-preventive health services.

d. ACT Grants: It is backing India’s best socialentrepreneurs to combat COVID-19 using inventive start-up thinking. They are using their resources to findsolutions to the acute shortage of oxygen by setting upoxygen concentrators at hospitals and nursing homes.

e. Concern India: This Foundation was set up in 1991 asa registered non-profit, public charitable trust to extendfinancial and non-financial support to grassroots levelNGOs working in the areas of education, health andcommunity development.

The government also encouraged corporates andbusinesses to provide social support to society. In March,the Ministry of Corporate Affairs issued a mandate that allspending on activities related to COVID-19 will be addedunder CSR expenditure. The companies lent their support tothe government in manufacturing ventilators, PPE kits andface covers. For instance, Reliance Industries Limited providedthe first 100-bed COVID-19 hospital, 50 lakh free meals, onelakh masks, free fuel for emergency vehicles, 1000 PPE forhealth care workers. It also provided Rs 500 crore to PMCARES Fund. Many private companies teamed up withNGOs to provide daily food, ration, education and otheressential items to the needy during the lockdown period.

AgricultureCOVID-19 pandemic has disrupted the Indian agricultural

system extensively. The recent quarterly GDP estimates post-COVID scenario showcase robustness and resilience in Indianagriculture, the only sector to register a positive growth of3.4% during the financial year (FY here after) 2020–21. Thepandemic has affected production and marketing throughlabour and logistical constraints, while the negative incomeshock restricted access to markets and increased prices offood commodities affecting the consumption pattern. Thepandemic wreaked a substantial physical, social, economicand emotional havoc on all the stakeholders of Indianagricultural system. The pandemic disrupts demand and supplyof food impacting the global supply chain; while droughtstend to be localized affecting only the associated sector orstakeholders The long term induced lockdown exacerbatedfood loss at production, marketing, distribution and wastage



at household consumption level. For instance, due to lack ofdemand and logistics, food commodities such as milk,vegetables and fruits were wasted at farm level. Consumerschanged their behavior patterns by reducing consumption ofnon-essentials, reduced market visits, stocking andconsumption behavior.

Natural calamities like cyclones and floods in easternand western states caused devastation adding to the woes.Farmers faced a difficult time in sowing summer (April–June)and south-west monsoon (July–October) season crops,harvesting winter (March–April) crops.

ConclusionGovernment of India is taking all necessary steps to

ensure that we are prepared well to face the challenge andthreat posed by the growing pandemic of COVID-19. It is theresponsibility of each one of us to follow all the COVIDnorms.

References[1] UGCNETPAPER1 Team, “Institutions of Higher Learning

and Education in Ancient India”, https://ugcnetpaper1.com/education-in-ancient-india/

[2] Prof. PriyankaPandithaKoul, Prof. OmkarJagadishBapat,“Impact of COVID 19 on education sector in India”,https://www.jcreview.com/fulltext/197-1595749291.pdf

[3] Kritika Sharma, In India, over 32 crore students hit byCovid-19 as schools and colleges are shut: UNESCO,https://theprint.in/india/educat

[4] The World Bank, How countries are using edtech(including online learning, radio, television, texting) tosupport access to remote learning during the COVID-19pandemic, https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remotelearning-during-the-covid-19-pandemic

[5] Worldometers.info, COVID19 CORONAVIRUSPANDEMIC, https://www.worldometers.info/coronavirus

[6] ASSOCHAM, “COVID 19 impact on Indian industryApril 2020”, https://www.assocham.org/userfiles/industry.pdf

[7] Joint statement by ILO, FAO, IFAD and WHO, https://www.who.int/news/item/13-10-2020-impact-of-covid-19-on-people’s-livelihoods-their-health-and-our-food-systems

[8] Robin Donnelly, Harry A. Patrinos, James Gresham, https://www.worldbank.org/en/news/opinion/2021/04/02/the-impact-of-covid-19-on-education-recommendations-and-opportunities-for-ukraine

[9] SumitraPokhrel, RoshanChhetri, “A Literature Review onImpact of COVID-19 Pandemic on Teaching andLearning”, https://journals.sagepub.com/doi/full/10.1177/2347631120983481

[10] Naushad Khan, Shah Fahad, Mahnoor, Naushad andShah Faisal, University of Agriculture, Peshawar. April2020 “Critical Review of COVID-2019 in the World”,https://papers.ssrn.com/sol3/papers.cfm? abstract_id=3583925

[11] MadhuriSaripalle, Associate Professor, Graduate Schoolof Business, IFMR, Sricity. “Coronavirus and its Impacton the Economy: exploring threats and opportunities”https://krea.edu.in/ifmrgsb/2020/07/30/coronavirus-and-its-impact-on-the-economy-exploring-threats-and-opportunities/

[12] Dr. MohdAkhter Ali and M.Kamraju Assistant Professor,Department of geography, Osmania University, Hyderabad“ A study on impact of COVID 19 pandemic onunemployment in India”.

[13] Team Sahyog, https://www.investindia.gov.in/bip/resources/list-ngos-providing-relief-during-cov-19

[14] Times of India, “The role of NGOs – ensuring commitmentto social responsibility amidst the COVID – 19 pandemic”.



AbstractThe Novel Coronavirus has greatly impacted the

education sector including the academic library system. Theunexpected outbreak forced information science professionalsto rapidly move to digital platforms wherever possible andprovide adequate remote services to their clients or users.The purpose of this paper is to review and find out what arethe impact of COVID-19 on the academic library system andwhat are the services provided to the academic library usersduring and after the pandemic. This paper also gives a birdview of the MHRD and UGC Initiatives during this COVID-19 outbreak.

KEYWORDS: COVID-19, Pandemic, Academic Library System,Remote Services.

IntroductionThe COVID-19 pandemic greatly impacted the education

sector. After the 20 months of its eruption still there isuncertainty over academia. The year 2020 will be rememberedas the year of the disaster. It affected every part of the world,lakhs of people died from the disease, schools, colleges andevery businesses shut their doors, wearing masks in publicplaces became new-normal, and unemployment soared.Everyone and everything changed, and libraries were noexception.

Impact of COVID-19COVID-19 impact on academic library system and

services is drastic, academic activities are shut for a month’sbut at the same time academic libraries were among the lastfacilities to close on many campuses as they were viewed asessential service for students. Complete closure of academiclibrary facilities became the norm by March end in India.Apart from this soon after a month libraries started givingtheir services online. In recent years we have seen most of thelibraries moved to online services like e-books, e-journals, e-databases and other services. It helped a lot with librariesduring this pandemic and it saved much time to move online.

IMPACT OF THE COVID-19 ON ACADEMIC LIBRARY SYSTEMAND SERVICES

Nirmala C.Librarian, Government First Grade College, HSR Layout, Bengaluru - 560 102,

E-mail: [email protected]

Despite increased access to online resources, library resourcesuse was disrupted. No matter what services can be offeredonline, plenty of students and faculty members still usetraditional items such as printed books and journals. TheInternational Coalition of Library Consortia (ICOLC) issued astatement in March, asking the publishers and vendors to liftmany of the usual licensing restrictions and opening accessto the 391 million students affected by school, colleges andlibrary shutdowns. After the statement from ICOLC, publishersand vendors began to remove pay walls between users andtheir online collections, either for free without library mediationor upon library request.

ObjectivesThe primary objectives of the study are;

To review the impact of COVID-19 on Academic LibrarySystem

To review the type of library services provided duringand after the pandemic

To review the UGC initiatives during COVID-19

Impact of COVID-19 on the Academic LibrarySystem in the new-normal era

COVID-19 or the Coronavirus outbreak opened the newdimension for the academic library system. In recent yearslibraries have started online services through variousplatforms, after the eruption of COVID-19 libraries are movingat a faster pace in their online services including their traditionalservices. In this section we are discussing the impact ofCOVID-19 on the Academic Library System.

1. Redesigning library furniture based on the healthprotocols: All the governments are advised and releasedvarious protocols to follow during the pandemic. So,libraries were no exception. According to those guidelinesredesigning of library furniture following socialdistancing including safety walls etc was mandatory forall the working libraries.

2. Keeping hygiene and disinfectants: Libraries are engaged



to maintain hygiene through the government’s guidelinesand for every few hours spraying of disinfectants wasa new-normal.

3. Book delivery services and zero library loans duringvisitors’ limitation: Libraries are forced to stop traditionalbook issue services and library loans during this time.But many libraries have started book delivery servicesfor their users door step.

4. Engaging users through social media: Libraries moveda step forward for engaging with users through varioussocial media platforms to create awareness with theirusers on the COVID-19 as well as their services.

5. Keeping direct communication using the “AskLibrarians” form: This is as we know already, butduring this pandemic it has earned more importanceconnecting the users directly to librarians.

6. Organization of virtual events: If we look at 2019 mostof the libraries weren’t conducting a single virtual meetingor event but in 2020 most of the events conductedvirtually.

7. Transforming final project services into online: Reviewof the projects, Correction, Submission everything beganonline during the time period.

8. Safety measures for library workforce: The varioussafety measures adopted by the institutions for theirworkforce support like covering insurances etc.

9. Easing of Penalty Rules: Most of the libraries easedpenalty rules during the tough time and no penaltiescollected from the users.

Type of Library Services provided in the new-normal era1. Remote Access to E-resources: Libraries are providing

the remote access to their e-resources which aresubscribed by the institutions from the various publishers.So the users can access those resources from theirdesks. It is the most widely used service from a longtime but this time it got much more importance andforced the traditional users to utilise the service.

2. Free and Expanded Access: Most of the services providedfreely to their users without lagging and given expandedaccess to their various resources which are available.And also many publishers are coming forward to givethis service during this tough time.

3. Open Access Resources: This is one of the major

resources provided by the academic libraries to theirusers with zero cost to users as well as for the libraries,because those are open access resources. In this articlein the section Appendix provided the links of varioususeful e-resources which are very helpful to theacademicians and students.

4. Resources Related to COVID-19: Libraries have beenproviding the resources related to COVID-19 for theresearchers for their study on the coronavirus.

5. Assistance in Technological Initiatives: This is alsomuch needed service to the traditional resources usersas well as the others. Most of us moved to online soevery time when the users are going to dive in for therequired resources they are facing many technologicalbarriers while accessing the resources. This initiativemay be useful for the users to get required informationon time.

6. Virtual Reference Tools: Virtual reference tolls likeLibGuides, LibAnswers are very useful for the users,

“LibGuides” integration allows students everything theyneed in one place-expert guidance from you and the keyreserve materials for their studies.

“LibAnswers” is not just a virtual reference service it’sa multichannel communication platform for the successfullibrarians it answers user questions via LibChat, Email,SMS, Facebook, Twitter etc.

7. Access to Print Materials: This was one of the laggingservices during the pandemic but soon after easingrestrictions from the various parts of the world usersstarted to come to libraries. With the safety measureslibraries have been started giving access to the printmaterials as well.

8. Organisation of Virtual Events: Libraries have takeneffort conducting virtual events from information literacyto research ethics to their users to assist to use digitalinformation in their academic activity.

9. Assistance in Information searching and scholarlywriting: Most of the libraries started assisting users oninformation searching and scholarly writing throughtheir various virtual events.

Similarly most of the libraries delivered many otherservices like Plagiarism checking, Grammarly services, EmailAlert, Scanned document delivery services were taken as thepriority services.



UGC Initiatives during COVID-19The UGC has released a list of initiatives using which

the academic community can utilize their time as the countryis in a lockdown due to the COVID-19 outbreak. Following isthe list of some of the initiatives along with their URL links.

1. SWAYAM online courses

https://storage.googleapis.com/uniquecourses/online.html provides access to best teaching learning resourceswhich were earlier delivered on the SWAYAM Platform maybe now viewed by any learner free of cost without anyregistration.

2. UG/PG MOOCs

http://ugcmoocs.inflibnet.ac.in/ugcmoocs/moocs_courses.php hosts learning material of the SWAYAM UG andPG (Non-Technology) archived courses.

3. e-PG Pathshala

http://epgp.inflibnet.ac.in/ hosts high quality, curriculum-based, interactive e-content containing 23,000 modules (e-textand video) in 70 Post Graduate disciplines of social sciences,arts, fine arts and humanities, natural & mathematical sciences.,

4. e-Content courseware in UG subjects

E-content in 87 Undergraduate courses with about 24,110e-content modules is available on the CEC website at http://cec.nic.in/

5. SWAYAMPRABHA

https://www.swayamprabha.gov.in/ is a group of 32 DTHchannels providing high quality educational curriculum basedcourse contents covering diverse disciplines such as arts,science, commerce, performing arts, social sciences andhumanities subjects, engineering, technology, law, medicine,agriculture etc to all teachers, students and citizens across thecountry interested in lifelong learning.

6. CEC-UGC YouTube channel

http://www.youtube.com/user/cecedusat provides accessto unlimited educational curriculum based lectures absolutelyfree.

7. National Digital Library

NDLI is a digital repository of a vast amount of academiccontent in different formats and provides interface support forleading Indian languages for all academic levels, includingresearchers and lifelong learners, all disciplines, all popular

forms of access devices and differently abled learners.Students of Science, Engineering and Social Science streamscan get benefited by visiting https://www.ndl.gov.in/ or https://ndl.iitkgp.ac.in/ and clicking “Corona Outbreak: Study fromhome” button on top to access, free of cost, Video lectures,Web courses Notes, Questions, Solutions, etc., on varioussubject areas they are studying, from authoritative sources tocontinue their study effectively during this difficult situationarising out of suspension of classes and closure of librariesdue to COVID-19 Lockdown.

8. Shodhganga

https://shodhganaa.inflibnet.ac.in is a digital repositoryplatform of 2, 60,000 Indian Electronic Theses and Dissertationsfor research students to deposit their Ph.D. theses and makeit available to the entire scholarly community in open access.

9. e-ShodhSindhu

https://ess.inflibnet.ac.in/ provides current as well asarchival access to more than 15,000 cores and peer-reviewedjournals and a number of bibliographic, citation and factualdatabases in different disciplines from a large number ofpublishers and aggregators to its member institutions, includingcentrally-funded technical institutions, universities andcolleges that are covered under I2 (B) and 2 (f) Sections ofthe UGC Act.

10. Vidwan

https://vidwan.inflibnet.ac.in/ is a database of expertswhich provides information about experts to peers, prospectivecollaborators, funding agencies, policy makers and researchscholar in the country.

Challenges faced by librarians and users in libraryservices during the new-normal

There are many challenges faced by the librarians duringthe course.

The instability of internet networks

Retraining librarians in new shapes of library services

Service limitation in working hours

Book delivery services

ConclusionThe COVID-19 pandemic has necessitated sudden and

radical changes in system of library services, as strictlockdown measures were imposed within the early phases ofthe outbreak. The web and mobile technologies have created



a replacement and unparallel environment and enabling thelibraries to reinforce and strengthen the teaching and learningactivities even during this difficult and unsure time. Theconcept and practice of providing access to electronicresources by libraries isn’t new libraries, but the user friendlyway adopted by many libraries and therefore the number ofe-resources made available by them during the tough time likethis pandemic is exemplary. Considerable planning by thelibrary professionals are going to be much needed even afterthe re-open of educational campuses. Users may demand forextra digital or electronic resources if things don’t improvemuch for extended period of your time because the pandemic

SL.

No.Name of the Site URL

1 Alex Catalogue of

Electronic Texts

http://infomotions.com/alex/

2 AMU Social Science E-

books Cyber Library

http://14.139.43.151:8080/browse/category/allbooks

3 Bartleby http://www.bartleby.com/

4 BASE (Bielefeld

Academic Search Engine)

http://www.base-search.net/

5 Bentham Open Access https://benthamopen.com/

6 Book Boon http://bookboon.com/

7 Book Chums http://www.bookchums.com/ebooks.php

8 Book Yards http://www.bookyards.com

9 Digital Book Index http://www.digitalbookindex.com/search001a.htm

10 Digital Book Index http://www.digitalbookindex.org/

11 DOAB http://www.doabooks.org/

12 DOAJ http://doaj.org/

13 Ebook3000 http://www.ebook3000.com/

14 E-Books Directory http://www.e-booksdirectory.com/

15 E-Books Directory http://www.e-booksdirectory.com/

16 First Monday https://firstmonday.org/ojs/index.php/fm/issue/view/68

6

17 FOLDOC- Free Online

Dictionary of Computing

http://foldoc.org/

18 Free Computer,

Mathematics, Technical

Books and Lecture Notes,

etc.

http://freecomputerbooks.com/

19 Free E-books Library http://ebooksgo.org/

20 Free e-Books project

Gutenberg

http://www.gutenberg.org/

21 Free Fiction Books http://www.freefictionbooks.org/

22 Free Full PDF http://www.freefullpdf.com/

23 Free Medical Books http://www.freebooks4doctors.com/

24 Free Medical Journals http://www.freemedicaljournals.com/f.php?f=ip_medic

25 Free Online Books http://onlinesapiens.com/books.html

26 Free Tech Books http://www.freetechbooks.com/

27 Free Electronic Resources http://library.emu.edu.tr/englibrary/FreeResources.htm

28 Health Network http://healthinternetwork.org/

29 High Wire Press https://www.highwirepress.com

continues and academic institutions plan for altered learningenvironments into the autumn. Nearly a day there are multiplewebinars for tutorial libraries, their administrators, and theirstaff members to share their stories, compare their experiences,and help and guide one another for operating within the new-normal era. Library professionals have had time to regulatetypical educational practices, develop outreach plans to makesure continued library instruction in online environments andlearn new virtual technologies. Other changes to library practicemay include a good greater shift in acquisitions from print toe-resources.

AppendixList of major E-Resources with their URL

30 HINARI - Enabling the

developing world to access

health research

https://extranet.who.int/hinari/en/journals.php

31 IPL2: Information you can

Trust

http://www.ipl.org/

32 MERLOT Journal of

Online Learning and

Teaching

https://jolt.merlot.org/

33 Munseys http://www.munseys.com/

34 National Library of

Medicine (NLM)

http://www.ncbi.nlm.nih.gov/pmc/

35 NISCAIR Open Access

Journals

http://nopr.niscair.res.in/

36 OMICS Group Open

Access Journals

http://www.omicsgroup.org/

37 Online Books Library http://onlinebooks.library.upenn.edu/

38 Open Access Journal

Search Engine

http://www.oajse.com/

39 Open College Consortium http://oerconsortium.org/discipline-specific/

40 Open Textbooks http://collegeopentextbooks.org/

41 PDF Drive https://www.pdfdrive.com/

42 Rapid Search http://rapidsearch.infobind.com/

43 Science Direct http://www.sciencedirect.com/

44 Tech books for free

Download

http://www.techbooksforfree.com/

45 The Mathematical Atlas http://www.math.niu.edu/~rusin/known-math/

46 The National Academies

Press (NAP)

http://www.nap.edu/

47 The Scientific Electronic

Library Online - SciELO

http://www.scielo.br/

48 UDL- Universal Digital

Library

http://www.ulib.org/index.html

49 Web Books Viewer http://www.web-books.com/

50 Brill Open E-Book https://brill.com/view/package/9789004270107

51 CARRIE: Full Text

electronic Library

http://vlib.iue.it/carrie/

52 Free books http://www.e-book.com.au/freebooks.htm

53 Internet Classics Archive http://classics.mit.edu/

54 Internet Public Library http://www.ipl.org/

55 JSTOR Open Access

Books

https://about.jstor.org/librarians/books/openaccess-

books-jstor/

56 Milne Open Textbooks https://milneopentextbooks.org/

57 Online Books Page http://digital.library.upenn.edu/books/

58 Open Textbook Library https://open.umn.edu/opentextbooks/

59 Project Gutenberg http://www.gutenberg.org/wiki/Main_Page

60 PDF Drive https://www.pdfdrive.com/

61 Springer Open Books https://www.springer.com/gp/open-access/books

62 Tech books for free

Download

http://www.techbooksforfree.com/

63 UC Press e- books

Collection

http://publishing.cdlib.org/ucpressebooks/



List of the Major ETD Initiatives in India

SL.

No.Name of the Institute

Name of the

ETDURL

1 Central Electrochemical

Research InstituteIR@CECRI http://cecri.csircentral.net/

2 Central Food Technological

Research InstituteEprints@CFTRI http://ir.cftri.com/

3 Central Marine Fisheries

Research Institute

Eprints@CMFRIhttp://eprints.cmfri.org.in/

4 CSIR Unit for Research and

Development of Information

Products, Pune

Open Access

Repository for

Indian Theses

https://etheses.saurashtrauniversit

y.edu/

5 CSIR-Institute of Microbial

Technology, ChandigarhDIR@IMTECH http://crdd.osdd.net/open/

6 CUSAT Dyuthi https://dyuthi.cusat.ac.in/xmlui/

7 DRTC Librariance

Digital Libraryhttps://drtc.isibang.ac.in/ldl/

8 IIT Delhi Eprints@IITD http://eprint.iitd.ac.in/

9 IIT Guwahati Gyan@IR http://gyan.iitg.ernet.in/

10 IIT Hyderabad RAIITH http://raiith.iith.ac.in/11 IIT Kharagpur Institutional

digitalrepositoryhttp://www.idr.iitkgp.ac.in/xmlui/

12 IIT Roorkee Shodh

Bhagirathi

http://shodhbhagirathi.iitr.ac.in:80

81/jspui/

13 Indian Institute of

Astrophysics (IIAP),

Bangalore

Dspace@iiap https://prints.iiap.res.in/

14 Indian Institute of Chemical

Biology

Open Access

Repositoryhttp://www.eprints.iicb.res.in/

IIMA

Institutional

Repository

http://vslir.iima.ac.in:8080/xmlui/

16 Indian Institute of Science,

Bangaloreetd@IISc https://etd.iisc.ac.in/


Management, Ahmadabad


Technology, BhubaneswarIDR@IITBBS http://idr.iitbbs.ac.in/jspui/

18 INFLIBNET Shodhganga https://shodhganga.inflibnet.ac.in/

19 Information Centre for NAL Repository http://nal ir.nal.res.in/

ReferencesRuth Sara Connell, Lisa C. Wallis, and David Comeaux(2021). The Impact of COVID-19 on the Use of AcademicLibrary Resources, Information Technology & Libraries.

Pooja P Dadhe and Manju N Dubey, Library servicesprovided during covid-19 pandemic: Content analysis ofwebsites of premier technological institutions of India,2020.

The Hunt Institute. (2021). Impact of COVID-19 onPublic Libraries ·. https://hunt-institute.org/resources/2021/04/impact-of-covid-19-on-public-libraries/

UGC. (2020). UGC Initiatives during COVID-19. https://www.ugc.ac.in/pdfnews/1573010_On-Line-Learning—ICT-initiatives-of-MHRD-and-UGC.pdf

Liu, J., Tu-Keefner, F., Zamir, H., & Hastings, S. K.(2017). Social Media as a Tool Connecting with LibraryUsers in Disasters: A Case Study of the 2015 CatastrophicFlooding in South Carolina. Science & TechnologyLibraries, 36(3), 274–287. https://doi.org/10.1080/0194262X.2017.1358128

Wadia, L. C. (n.d.). Graduating from emergency remoteteaching to online higher education in India. RetrievedSeptember 17, 2020, from ORF website: https://www.orfonline.org/expert-speak/graduating-emergency-remote-teaching-online-higher-education-india-67279/

Aerospace Science and

Technology (ICAST)

20 Institute of Mathematical

ScienceDspace@IMSc https://www.imsc.res.in/xmlui/

21 International Crops Research

Institute for the Semi Arid

Tropics

Open Access

Repository of

ICRISAThttp://oar.icrisat.org/

22 Jawaharlal Nehru University etd@JNU http://lib.jnu.ac.in/etd-archivejnu

23 Madras Diabetes Research

FoundationEprints@MDRF http://mdrf

-eprints.in/

24 Mahatma Gandhi University MGU Online

Theses Libraryhttp://mgutheses.in/

25 National Institute of

Advanced Studies, BangaloreEprint@NIAS http://eprints.nias.res.in/

26 National Institute of

OceanographyDRS@NIO http://drs.nio.org/drs/

g p y

27 NIT Rourkela Ethesis@NIT

Rourkelahttp://ethesis.nitrkl.ac.in/

28 Pondicherry University Dspace

Repository

http://dspace.pondiuni.edu.in/xml

ui/

29 Raman Research Institute e-sangrah http://dspace.rri.res.in/

30 University of Agricultural

Science, Dharwad Krishikosh

https://krishikosh.egranth.ac.in/ha

ndle/1/68978



Covid19 or Coronavirus during december 2019, thepandemic which not only shook the entire world but alsocreated an everlasting impact on the socio-cultural set up ofthe societies world-wide. A situation that took everyone bysurprise and left them to think about the techniques to beadopted for the survival and existence of the human race.

The progress of human society was evaluated throughthe parameters of Human Development Index, EconomicDevelopment and so on. During Covid19 the entire system ofsocial-evaluation has gone for self-evaluation. Tracking,isolating, marking the containment zones, hospitalising,providing treatment, burying the victims etc., became theessential activities of the society. Sectors governing theEssential and Non-Essential Services had to be redefined.The world population was under stress to adapt to thecatastrophic environment, the tradition which they were boundby became seemingly unimportant or rather was losing itssignificance. Retrospecting the causes for the emergent issuesbecame vital. The entire world was locked down while thevillainous coronavirus stood-by undeterred with utmostconfidence of having brought shivers to the human race andhaving shattered all the dimensions of human progress. It wasstaring at men with a feeling of sarcasm as though asking;You did this for years to us, we shed tears, the earth shook,lightning struck, you ignored every sign of the diminishingearth, now why blame? We are on the lookout for newparameters to determine human progress in this hour ofSocial-destruction.

Science and technology is an anticipatory solution tothe existing demands of the materialistic human world. It isalso a storehouse of applied knowledge to bring about plannedtransition to society. A society, which would become moresophisticated and complicated with its growth. But, thePandemic situation raised questions regarding the significanceof science and technology, the very survival of the humanrace, the social construct and the reasons for close associationof the human race and so on. For instance, the very essenceof human society was ‘the need to be associated and the

ON-LINE EDUCATION-THE CHANGE AND CHALLENGE(A Sociological Study to Analyse the Impact of Covid-19 on Education)

Prof. Suja S. B.,Assistant Professor of Sociology, Government First Grade College, Kadugudi, Bengaluru - 560 067.

inability to remain isolated’. This essence of social evolutionhas become increasingly insignificant in the present context.How equipped are we to rediscover the lost essence of humansociety? A question which requires serious attention. In thispretext the future citizens, the generation next are left withashes from wherein the Phoenix need to take flight. Educationis thought to be one such instrument which can design andplan for its takeoff.

Education, from its varying perceptions, is concernedwith imparting social and scientific knowledge to thecommunity of learners, so as to make them effective andefficient social beings and enabling them to grow in terms oftheir creativity and rationality. The known human populationhas been addressed in terms of development of science andtechnology. The present situation has brought about changesin the process of education. It is long since the modernmethods have replaced the traditional ones. Teachers havealways been passionate about teaching and seldom haveresisted changes. Education has always been treated as amedium to bring about planned social change and socialequality. All levels of social stratification have become invalidin the sphere of education. Online education, though thoughtto be a threat to classroom teaching, will only be an alternatesource of education and in no way will substitute themagnitude of the role of a teacher. It is to be kept in mind thatit is a period of transition, a period which will be justified inyears to come.

The different forms of education caters to the varyingeducational needs of the learners. Informal education providessocial knowledge to the members of the society, it is a lifelongprocess of learning the social behaviour through the agentsof socialisation, this form concentrates on the qualitativeaspect of education. The Formal and Non-formal education, isan institutionalised-curriculum based learning with fixed pointof entry and exit. The regular, distance and alternate modesrepresent the formal education. Online education is definitelyformal education provided through a distance mode. Thereis a fixed curriculum, bound by the rules of entry and exit and



continuous and comprehensive means of evaluation. Thoughthere is not much difference in the structural framework, it isthe functional aspect of formal education that has undergonetremendous changes in recent times. Adapting to remotemeans to provide knowledge is the need of the hour, bearingin mind the variant sources available to gain knowledge. Inthis era of social transition universally applicable resourcesare used by the facilitator to benefit its community of clientele..The knowledge industry which from decades have beencommercialised, looks forward to competency in the sphere offacilitating its clientele community. The concept of teacherand the taught has thus undergone changes. They are thenew generation facilitator and the clientele.

There are rapid changes in the nature, cause, purposeand course of education. The pandemic has provided roomfor engaging the clientele community through a distinctivemode of education that is the online education or virtualclassroom. The Virtual classroom has become an inevitablepart of the curriculum. There is an urgent need for thefacilitators to equip themselves with modern technology to beable to face the challenges of the transitional world. This hasbrought about changes in the nature of the Teacher-Taughtrelationship. A supermarket like structure has evolved whereinthe clientele can opt for the best of the ‘product’ apart fromthe already fixed means to provide knowledge. This createsa sense of insecurity among the facilitators who until nowwere using the traditional means to serve the clientele. Avisible digital-lag exists to describe the increasing nature ofonline educational platforms and one’s inability to use thesame for professional excellence. Increasing awareness tomaster the ‘art’ is thus becoming very much evident. Thus, inorder to increase the shelf life and promote the product thefacilitators need to become highly proficient in the use ofmodern gadgets. They need to armour themselves with thenecessary resources to become highly competent.

‘Education is that process of learning that envisagesthe young mind, by tapping their inner ability and equippingthem with the life skills considered essential not only fordeveloping their self identity but also to make them sociallyuseful and economically productive’. In this course the onusof the facilitator is sufficiently increased and it becomes theirduty to serve the needy based on the refined demand. Thefacilitator has new roles to perform: as that of a tutor, amentor, a counsellor, a technocrat, placement officer and soon. ‘Perform or Perish’ though appears more like a corporatestatement, is now the underlying phenomenon of the

educational system, particularly that of Higher education.The clientele pursuing higher education have either highinterest or very low interest in gaining knowledge, their mainpriority is to gain employability in the public sector or in thecorporate world. In such a situation the facilitator has tobecome aware of the living environment so as to adapt to thevibrant nature and cope up with the dynamics of education.‘Don’t give them what you have as a facilitator, rather givethem what they want and the way they want it‘. As atransformed facilitator a teacher needs to be the best performer,knowing the demands of the clientele and responding to iteffectively. We are living in the era of Artificial Intelligencehence, knowing and serving on this basis becomes a majorpriority for either the facilitator or the clientele. It becomesinevitable for them to continuously upgrade their technicalskill and subject dynamics.

Self-oriented nature of human growth is undoubtedlysetting the stage for a commercial world where even humanemotions get marketed. As teachers we need to be aware ofthe factors responsible for social transition, clienteletransformation and professional demands to ensure socialsecurity to the clientele. Online education though is changingthe functional role of a teacher, yet as a facilitator ‘they arethe front line warriors who have the capacity to withstand anychallenging situation’, they have always been prepared toaccept the transitional nature of the society and have comeup with alternate methods to continue the ongoing processof education in the society. In recent times the students’approach to education has changed, they no longer treatteachers as the sole or supreme entity in the field of gainingknowledge, for them the purpose of formal education is inpursuing a career that can fetch them maximum incentivesrather than merely gaining knowledge. Today, the goal settingand decision making process is governed by the principle ofenhancement of career opportunities rather than becomingwise. Selfless attitude is outdated and individual progressis more so based on self appraisal. Keeping these aspects inmind a sociological study was initiated to understand thepedagogical shift. A shift from the real world to a virtual one.

Sociology as a science of social phenomenonnecessitates the understanding of social facts in order toanalyse why the things are the way they are? As studentsof Sociology we are often engaged in disseminating knowledgein the field of Sociological understanding and Research.Every social phenomenon often passes through themicroscopic observation and analysis of a Sociologist.



Sociological findings are thus based on the principle ofobservation, testing with the facts and analysis of the observeddata before it is applied to the field for social progress. Onesuch observation as a student of Sociology was: Theobservation based on the changes in the social milieu broughtforth by the pandemic situation. It created an urge inunderstanding how the teaching community who are so wellversed in the traditional mode of education would adapt tothe virtual world, there would be more resistance. The teacherswho are in this field for over a period of time can never adaptto the digital world. But the study was going to prove itwrong. Here was a covid19 generation of teachers preparedto face any challenge. Their passion for teaching andprofessionalism should promote new modes of teaching andlearning. An online study was thus initiated to understandthe changing nature of education due to the impact of Covid19.Education, which is often thought to be a mobility multiplier,is often concerned with a society based on the principle ofegalitarianism. But the commercialised world looks uponeducation as a medium to widen the social gap rather thanminimising it. There is an increasing demand for contentbased education rather than knowledge based one. In thiscontext a sociological perspective seems to be vital indiagnosing issues related to digital-lag.

The objective of the study is to identify the challengesfaced by the facilitators and their response to change. Aquestionnaire was prepared in the google form invitingresponses from the teachers of the Government Colleges whowere engaged in teaching the undergraduate students . Theresponse received from 46 teachers was considered forsociological analysis. An analysis which was oriented towardsunderstanding social transition brought forth by Covid19 onpedagogy.

In this academic endeavour the key concepts that wemay need to familiarise with are the concepts of:

1. Facilitator used in place of a teacher.

2. Clientele means the student.

3. Covid19 generation: The population living through thepandemic since December 2019.

4. Digital-lag: A social condition or a gap that is createdwhen there is advancement in the creation of digitaltools but the users lag behind in using it.

5. Facilitator-Clientele: Bearing in mind the dynamics ofeducation, the concepts of facilitator-clientele are usedto replace the concepts of teacher-taught in most parts

of the analysis. The teacher turned facilitator is used todenote the changing role of a teacher in the digitalworld.

6. Global community: A community that represents a largergroup of learners throughout the world.

7. Virtual classrooms: An arena that brings the stakeholdersof education under one umbrella resulting inglobalisation of education.

The teachers are referred to as respondents in areaswhere data is analysed and in most places the concept offacilitator is prefered. The respondents are chosen to belongto a particular category, that is teachers of government firstgrade college irrespective of the subjects taught. The studyis neither gender or age specific. The unit of study is theteacher, and the area of study is online education. Theobjective, as mentioned earlier, is to analyse the positiveoutcome of Covid19 on education from the perspective of ateacher.

The respondents on an average belonged to the agegroup of 40 to 55 years , with teaching experience varyingbetween 10 to 15 years. An age group which was thought toreflect intellectual stagnation was showing a reverse responseas the teaching community was open to challenges. Despitehealth issues they adapted to the changing classroomenvironment and were getting accustomed to virtual learning.Thus, according to the respondents Covid19 has largelyaffected the pattern of education which is indicated in thechart given below.

They made maximum use of the available resources tocater to the educational needs of the Clientele community.Despite resistance to change an overwhelming majority ofteachers took to the pedagogical shift. A shift in terms ofinterpersonal relationships alongside the changing processof education. Thus, the Teacher-Taught relationship was



being replaced by the Facilitator-Clientele relationship. Therelationship resembled an aggregation rather than anassociation as was rightly observed by Auguste Comte, theFather of sociology that society evolves through associationand not aggregation. Lack of emotional connection was oftenconsidered responsible for changes in the teacher-taughtrelationship. This was evident in terms of the poor attendanceand lack of interest among the clientele community. Almost54% of the respondents felt that maintaining students’attendance and attention was most challenging during onlineclasses.

As is indicated in the above chart almost 85% of therespondents felt that E-Media was performing the role of asocialising agent and the clientele community more sodepended on the media for learning and gaining knowledge.Local classrooms were being replaced by global virtualclassrooms. The facilitators are aware of the competitivenature of education, a global viewership is an emergentfeature of education . The clientele community have varyingoptions to gain knowledge which necessitates the facilitatorto enhance their quality and cater to the clientele demandseffectively. Mere creation of content without understandingthe clientele needs will make education meaningless. Though94% of the respondents were providing the content , almost64% of them felt that it would have a negative consequenceon the creative thinking of the Clientele. As a response to thisdifferent teaching tools were adopted by the Facilitator tomake the teaching-learning process appear more interestingand significant Animations, poster making, onlinepresentations, gaming tools etc., for almost 62% of therespondents, would promote student centric activities whichwould otherwise enable them to pursue higher education withgreater interest.

It is believed that the classroom teaching would bereplaced by the online mode. Surprisingly the facilitatorsstrongly believed that it was only a temporary phase. Almost65% of them believed that online education will not substituteclassroom teaching. 72% of the respondents continue tobelieve that they have transformed into mere facilitators andthe students into a clientele community. This envisages aneed based education wherein the facilitators need tounderstand the economics of imparting knowledge to theclientele community in the sense of what to teach, how muchto teach and for what purpose to teach? It is not for gainingknowledge but to avail better career opportunities that thestudents pursue higher education as is indicated in the chart.

The responsibility of the Facilitator in this sense is tochannelise their skill and make them capable of facing anyadverse situations in life, thus the values like self reliance, selfconfidence and motivation becomes essential in shaping thepersonality of the individual. Online education cannot minimisethe role of a teacher in the global society. Skill developmentand personality development continues to occupy themainstream in the entire process of teaching, learning andassessment. Hence the teachers continue to play a pivotalrole in resolving academic and personal issues of the studentcommunity, as is indicated in the chart given below.



The facilitators strongly feel that the online mode ofeducation is gaining popularity among the clientele community,yet there is a possibility for the weakening of norms whichmay hamper their qualitative progress. As a teacher turnedfacilitator they need to take stringent measures in not onlyretaining the quality of higher education but also creatingable individuals with utmost creative and innovative mindset.The covid19 generation facilitator now finds the use oftechnology in the process of education as very challenging.Availability of user-friendly devices have created a new zestamong the performers to experiment with and make theirperformance most appealing to the global audience. A celebritystatus is tagged to the ones with best presentation skills. Avisible fusion of traditional and modern devices to educatethe transitional clientele. No media can arrest their attentionfor long.

The teaching community has taken flight as a Phoenixto provide the learners with the best of education which wasnever thought to be possible during the pandemic. This smallpiece of research was made to look so simple through the useof technology. As the collection, compilation, tabulation andanalysis of data was done through response from the googleform link. A total of 45 questions both in open and closedformat sought a response from 46 respondents all belongingto the government institution engaged in facilitating theundergraduate clientele. In retrospect the smart phones wereused for chatting, taking selfies and forming groups. Thepandemic situation saw a breakthrough in the use of handygadgets in the field of education in its most innovative form.Learning management system, the first of its kind in Karnataka,was an answer to digitalisation of higher education closingthe loop of teaching, learning, continuous assessment andcorrective measures. Such was the nature of change. Thefacilitator not once had to look back, they just went on toadapt to virtual reality. ‘A thorough professional in all thesense was here not to backout but to accomplish success atevery endeavour’. The irresponsible and abusive behaviourof the clientele would be accounted for, and every possible

effort was to be taken by the facilitator as a challenge toempower the younger generation by providing them with theknowledge base thought to be essential for their academic,career and personal growth.

As a professional every challenge is to be convertedinto achievements and every achievement would becomeillustrious for the generations to follow. The ones going bythe wind shall survive and the ones challenging the windshall go on to set records. As long as we have an openmindset the constraints will cease to exist. Future-Facilitatorsmay assume a Virtual status and shall acclaim global fame.

Hence the study revealed the fact that covid19 thoughhas largely affected the process of education it cannot posea serious threat to the profession. Promoting education forsocial welfare and progress shall always remain the objectiveof education as is indicated in the chart given below.

Resistance always follows change. Teachers are noexception to it. Teachers have always accepted changesthough with initial resistance. Their passion to teach throughany mode is commendable as is observed in the study.Positive attitude can always downplay any challenge; be itthe use of technology, buying supportive gadgets oroutreaching the needy students. It can be accomplished bybeing professionally accommodative and committed. Genderneutral socialisation for instance can reduce the problem ofsocial insecurity of the weaker gender in a patriarchal society.In a similar sense the clientele, irrespective of their socio-economic status should be trained to face adverse situations.A facilitator has to show them the possibilities and not givethem the solutions, they need to be given the skills throughwhich they can face the challenges of life. Hence give themthe possibilities and probabilities let them decide how toconvert every challenge to opportunities and every opportunityinto success.



Covid19 brought about a transformation of the socialscenario. All human transactions changed overnight, thevirus was here to stay and with that evolved an isolated yetdigitally associated society. Where things were changing andgetting accustomed to a new mode of survival, the educationsystem nevertheless adapted to the digital world. Theimmediate challenge before the Teacher turned Facilitator wasto accept the transition, familiarise with the digital tools andmake the Student turned Clientele community fulfil theireducational needs, be it employability or knowledge. Initiallythe facilitators though had access to technology made theminimum use of it, as the traditional methods of teaching andlearning still remained popular and familiar to both theFacilitator and the Clientele. Seldom was it thought thatformal education would change in terms of its structure andfunction. If we could go by the example of a street vendoror a person living on begging, it is rather amazing to describethe level of transformation. Within no time they adapted tocashless transactions, they were going around the streetsmarketing their products using affordable mikes, record playersand so on. So, how could the primary agent of socialtransformation be left behind, being the backbones of thesociety they had to equip themselves with the digital tools inpromoting education. On-line education was the only alternatesolution in providing formal education to the enrolled masses.Hence the Facilitator would always remain as the Frontlinewarrior in any challenging situation. They are here to stayand diffuse knowledge to tinker the young minds, in a senseto evoke a sense of self-reliance in them. This system ofeducation would improve the vistas of education through itsuniversal approach. Quality of the Facilitator wouldautomatically enhance. It is very well understood that gettingaccustomed to the digital world became a necessity duringthe pandemic but in the long run shall produce wonderfulresults. It has opened up new vistas of learning and gainingknowledge. There are no set boundaries to impart education.

As a Covid19 generation Facilitator the teacher has anonus to empower the present generation with the best ofknowledge for their survival and through them build a strong

ideology for generations to follow. An ideology built on theprinciple of “Save the Planet, Serve the Population and beHumane”. As proud teachers one can claim that “Covid19might have changed the pattern of education but not theirpassion to teach; It might have taken away the real classroomenvironment but not their teaching skills; It would havecreated a vacuum in interpersonal relationships but nothinder their ability to connect the minds”.

As Covid19 Frontline warriors the Teacher turnedFacilitator have widened their horizon to reach the unreached.They have brought an insight into the fact that; where thereis a purpose, age, experience or the subject would becomeinsignificant, only what matters would be to promote educationfor social well being. The best of results are awaited , for theseeds of change have been sown. Virtual reality lies inwitnessing changes and accepting the forms of transformationwithout changing the nuances of teaching, learning andgaining knowledge.

The Covid19 New Generation Facilitators have toconsciously design and deliver the content keeping in mindthe vibrant and dynamic nature of new generation learners.The hidden psyche of the global audience needs to beconsidered while improving upon one’s professional efficacyand endurance. The greatest challenge before the Facilitatoris in upgrading scientific knowledge in the areas ofprofessional expertise and competence. Pedagogical shift isthus necessary to transcend the inner potential of the Clientelecommunity so as to promote their holistic development andmake them fit to the transitional world. Hence, belonging tothe proud community of Teachers we are here to change thereal world into a virtual reality, ‘nothing can change if notthrough us and it is we who can make things happen the wayit has to happen’.

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AbstractYoga is an ancient system of exercise from India. Yoga

comes from the Indian word yuj, which means to bind together,to join or to unite. It is the union of the mind, body and spirita holistic approach to your physical and mental wellbeing Itis a system of exercise that combines stretching and breathingwith a Relaxed awareness, Resulting in beautiful, toned body,complexion and positive attitude towards life.

MethodologyThe purpose of the study was to find out Effect of Yogic

Practice on Cognitive variable of Sportswomen . To achievethis purpose 80 Female students studying in University College,Mangalore, Sportswomen Mangalore were selected as subjects.The following yogic Practice were selected for giving 8 weekstraining for‘80 subjects. Criterion variables Cognitive wasselected and measured by using Long term memory. It wasused for pre test and post test

ResultThe Result shows that the 8 weeks of yogasanas training

develops Long term memory performance.

ConclusionYogasana training develops Long term memory

performance.

KEYWORDS: Yogic Practice,Long term memory.

IntroductionYoga is a tradition method of meditation developed by

the saints of ancient India.They practiced yoga as an effectivemethod of controlling their mind and bodily activities.Yoga inDaily Life is a system of practice consisting of eight levels ofdevelopment in theareas of physical, mental, social and spiritualhealth. When the body is physically healthy,the mind is clear,focused and stress is under control. This gives the space toconnect withloved ones and maintain socially healthyrelationships. When we are healthy we are intouch with inner

EFFTECT OF YOGIC PRACTICE ON COGNTIVE VARIABLES OFSPORTS WOMEN IN MANGALORE UNIVERSITY

Mohana KumaraPhysical Education Director, Government Ramanarayan Chellaram College of Commerce and Management

Race Course Road, Bengaluru - 560 001, E-mail: [email protected]

Self, with others and surroundings on a much deeper level,which adds tospiritual health. Yoga increases the flexibility ofthe spine, improves body~s physical condition and heightenedawareness to the importance of relaxation. It has beenemphasized that each exercise be practiced slowly, coordinatingmovement with the breath, pausing motionless in each positionand always with full concentration.

The Importance of Yogic PracticeGood health is the greatest asset. Without good health

one can hardly expect success in any walk of life. To keep upgood health, there is numerous modern physical culturesystems designed to develop the muscles. The physicalculturist develops them by mechanical movements andexercises. In such physical exercises, there is a fast movementof the muscles resulting in the rapid functioning of the heartand lungs. The practitioner becomes exhausted very quickly.

In Yogic Practice, there is harmonious development ofall the muscles of the body, internal organs, nerves and theframe. There are no rapid movements and hence there is nowaste of energy. In Yoga exercise movements are gentle andrhythmic and the other hand, they conserve energy.

The three important organs viz., heart, lungs and brainwith its cerebro-spinal system, are kept in a healthy conditionby regular practice of a few important Asanas and breathingexercises. Sound functioning of the organs depends upongood healthy nerves. The tripod of life are the brain, heart andthe lungs. The heart and the lungs are under the control ofthe brain. These three important organs along with the cerebro-spinal system are kept in a healthy condition by regular Yogicexercises.

If proper Practices are not given to muscles, they willtend to contract and there willbe stiffness and heaviness inthe body also Blood circulation and nerve force willconsequently be impeded. Their malfunctioning will disturbthe organs. Some of the Yogic Practice concentrate on thedevelopment of the muscle also, consistent with thedevelopment of other parts as well.



MethodologyThe methodology adopted in the present study Related

with selection of subjects,selection of variable, and selectionof test.

Selection of subjectsThe purpose of the study was to find out “Effect of

Yogic Practice on Cognitivevariable of Sportswomen.” Toachieve this purpose 80 female students in the age groupRangingfrom 18-23 years studying in Mangalore UniversityCollege sports women , Mangalore Karnataka were selectedas subjects.

Selection of VariablesThe following yogasanas were selected for giving 8

weeks training for Experimentgroup.Padmasan , Vajrasan,Vakrasana, and Paschimottanasana. Tadasana, Vrikshasana,Garudasana, and Trikoasana. Shavasana, Naukasana, Halasana,Sarvangasana. Makarasana, Bhujanagasana, Dhanurasana,Shalabhasana.

The training session included 10 minutes for warm-up 40minutes for practicingyoga posture and 10 minutes for cooldown procedure was adapted.

Test and Measurement

Sl.No Variable Test Measurement

1 Congnitive Long term QuestionnaireVariable memory developed

by Dr.Srinivasa

Analysis and Interpretation of DataThe purpose of the study was to measure the”Effect of

Yogic Exercises on Cognitive variable of sportswomen.” Toachieve this purpose the data collected for the studywere putinto analysis and Results of which are presented in the table.

Table No. -1.1 : Showing the pre test and post test performanceof Long term memory

Group Test Mean STD T ValueDeviation

Experimental Pre Test 38.34 10.94 12.68

Group Post Test 75.51 21.26

Control Pre Test 27.82 9.90 .371

Group Post Test 27.56 9.91

Significant level of at 0.05, t-value = 12.685

t-value of control group is less than that of Experimentalgroup, hence it is significant.

Table No. 1.1 Indicates the pre test and post test scoresof the subjects on Long term memory for the Experimental andcontrol group. There was significant difference between thepre- test and post- test scores of Long term memory amongExperimental group. There was no significant difference in thepre test and post test scores of Long term memory amongcontrol group. Higher number of long term memory indicateshigher cognitive performance. Less number of Long termmemory indicates lower cognitive performance

Further it is observed that the Long term memory ofExperimental group has significantly improved through YogicPractice training. The same has been displayed in the figure1.1

Figure 1.1 Showing the Long term Memory Performance ofpre test and post test of Experimental and Control group.

The above figure 1.1 indicates that the post- test Longterm memory performance value is higher than the pre- testvalue of the Experimental group. Hence it is significant. TheLong term memory performance of the control group in thepre test and post value is not significant as compared toExperimental group.

ConclusionThe purpose of this study was to find out the “Effect

of Yogic Practice on Cognitive variable of Sportswomen.” Toachieve this purpose 8 weeks yoga training was given toselected Experimental group female subject. To know theEffect of yoga training on the cognitive Performance level ofthe Long term memory was used for pre test and post test ofthe subject. The Result shows that 8 weeks yoga trainingdevelops Long term memory



AbstractMany educators and psychologists believe that students

who receive an exclusively academic environment may be illequipped for future challenges, both as individuals as well asmembers of the society. Certain instances come in our day today life wherein the brightest students in a class did notsucceed later in their lives as individuals having well roundedpersonalities as compared to their less intellectual counterparts.These examples are particularly evident in various fields likepolitics, business and administration (Singh, 2002). But thena question arises what is it that helps a person to succeed inlife other than intelligence? Which human quality is it thathelps people to function better in all spheres from career topersonal life? With the dawn of 21st century, the human mindadded a new dimension which is now being held responsiblemore for success than intelligence. This is termed as EmotionalIntelligence and is measured as EQ (Emotional Quotient).

IntroductionConcept of Emotional Intelligence- Over the past several

years the term emotional intelligence has received muchattention as a factor that is useful in understanding andpredicting individual’s performance at work, at home, at schooletc. The concept of Emotional Intelligence was first introducedby Salovey and Mayer in the early 1990"s and made popularby Daniel Goleman with publication of his book:”Why it canmatter more than IQ” in 1995. Emotional intelligence is thecapacity to create positive outcomes in relationships withothers and with oneself. According to Mayer and Salovey(1993), emotional intelligence is the ability to monitor one’sown and others” feelings and emotions, to discriminate amongthem, and to use this information to guide one’s thinking andactions. Thus, emotional intelligence is an umbrella term thatcaptures a broad collection of interpersonal and intrapersonalskills. Interpersonal skills consist of the ability to understandthe feelings of others, empathies, maintain and developinterpersonal relationships and above all our sense of socialresponsibility. On the other hand, intrapersonal skills comprise

THE EFFECT OF SPORTSMEN PARTICIPATION ONEMOTIONALINTELEGENCE AMONG PG LEVEL STUDENT OF

MANGALORE UNIVERSITYShivanna R.

Physical Education Director, Government First Grade College, Sira, Tumkur District, KaranatakaE-mail : [email protected]

of the ability to understand one’s own motivation. Emotionalintelligence plays a key role in determining life success.

Statement of the Problem: To study the effect ofsportsmen participation on emotional intelligence among PGLevel students of Mangalore University

Objectives1. To assess the emotional intelligence among PG Level

students who are active in sports.

2. To compare the level of emotional intelligence among PGLevel students who are active in sports and non activesports

Hypothesis“Sports participation enhances emotional intelligence

among PG Level students of Mangalore University “

Research Design: Between two group research designis used.

SamplingThe data was collected from a sample of 100 PG Level

students who come under the age group of 18 to 23. Amongthem 50 were boys who are actively involving in competitivesports and other 50 boys who are not involved into any kindof competitive sports.

VariablesIndependent variable: Sports participation Dependent

variable: Level of Emotional Intelligence

Measures1. A detailed interview schedule is prepared to collect the

demographic details of the subjects.

2. Mangal Emotional Intelligence Inventory Mangal andMangal (2004).

MethodologyIn order to collect data the survey method was used.



The sample of the study consisted of 100 students who werestudying in different Colleges situated in Mangalore city.Only students of classes of PG students were taken for thestudy. Among them 50 boys who were actively involving incompetitive sports and 50 boys who are not involved in anykind of competitive sports for the study. To collect necessaryinformation for this study, investigator specially designedinterview schedule was used along with Emotional IntelligenceInventory developed by Dr.S.K. Mangal and Mrs. ShubraMangal. EmotionalIntelligence Inventory has 100 items, 25each from the four areas to be answered as “yes” or “no”.The mode of response to each item is either “yes” or „no”indicating complete agreement or disagreement with theproposed statement. Tool has both positive and negativeitems. For scoring one mark is provided for the responseindicating presence of emotional intelligence and zero for theabsence of emotional intelligence. In order to test thehypotheses, investigator applied t-test.

Analysis and InterpretationIn the present study researcher intends to examine the

level of emotional intelligence among students who participatein competitive sports and students who do not participate inany kind of competitive sports.

Table-1: shows the mean, standard deviation and t-testof sportparticipants and non participants.

N Mean S.D T-Ratio

Sports Persons 50 47.16 10.467 5.38

Non-SportsPersons 50 37.14 7.959

Graph showing the mean value of the boys whoparticipate actively in sports and who do not take part in anykind of sports

It is observed from the above table that t- value of 5.38was found significant at 0.01 levels. Based on the obtainedresults it can be observed that the students who are activelyinvolving in competitive sports have higher emotionalintelligence level when compared with non participants. Inother words, it is implied that participation in sports positivelyinfluence on emotional intelligence.

ConclusionOn the basis of the results which were obtained it can

be concluded that sports play an important role in theincreasing the emotional intelligence of an individual and in

turn in helps him to cope with the environment in which helives.

Limitation and Suggestions1. Sample restricted to only boys and chosen from

Mangalore city.

2. Since the sample was small the study can’t begeneralized.

3. The study was restricted only to state levelplayers. Itcould have been including higher level participationalso.

4. The study is confined only to the secondary schoolchildren.

ReferencesBerrocal, P.F., Alcaide, R., Extremera, N., and Pizarro, D.(2006). The role of emotional intelligence in anxiety anddepression among adolescents. Individual DifferencesResearch, Vol. 4, Issue 1, pp.16-27.

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Dubey, R. (2012). Emotional intelligence and academicmotivation among adolescents: A relationship study.International Journal of Multidisciplinary Research, Vol.2,Issue 3, pp. 142-147.

George, R., and Shari, B. (2012). Role of emotionalintelligence on stress and coping of gifted adolescents.International Journal of Physical and Social Sciences,Vol.2, Issue 9, pp. 524-538.

Goleman, D. (1995). Emotional Intelligence: Why it canmatter more than IQ. London: Bloomsbury.

Katyal, S., and Awasthi, E. (2005). Gender differences inemotional intelligence among adolescents of Chandigarh.J. Hum. Ecol, Vol. 17, Issue 2, pp. 153-155.

Kaur, M. (2013). A Comparative Study of EmotionalMaturity of Senior Secondary School Students.International Indexed, Referred Research Journal, ISSN-2250-2629.

Mangal,S.K.,and Mangal, S.(2004). Manual for MangalEmotional Intelligence Inventory. Agra: NationalPsychological Corporation.



IntroductionMental health issues are the leading impediment to

academic success. Mental illness can affect students’motivation, concentration, and social interactions - crucialfactors for students to succeed in higher education. The 2019Annual Report of the Centre for Collegiate Mental Healthreported that anxiety continues to be the most commonproblem (62.7% of 82,685 respondents) among students whocompleted the Counselling Centre Assessment ofPsychological Symptoms, with clinicians also reporting thatanxiety continues to be the most common diagnosis of thestudents that seek services at university counselling centres.In 2018, slightly over 50% of students reported anxiety as themain reason for seeking services. Despite the increasing needfor mental health care services at post-secondary institutions,alarmingly, only a small portion of students committing suicidecontact their institution counselling centres, perhaps due tothe stigma associated with mental health. Such negativestigma surrounding mental health diagnosis and care hasbeen found to correlate with a reduction in adherence totreatment and even early termination of treatment.

The COVID-19 pandemic has brought into focus themental health of various affected populations. It is known thatthe prevalence of epidemics accentuates or creates newstressors including fear and worry for oneself or loved ones,constraints on physical movement and social activities due toquarantine, and sudden and radical lifestyle changes. A recentreview of virus outbreaks and pandemics documentedstressors such as infection fears, frustration, boredom,inadequate supplies, inadequate information, financial loss,and stigma. Much of the current literature on psychologicalimpacts of COVID-19 has emerged from the earliest hot spotsin China. Although several studies have assessed mentalhealth issues during epidemics, most have focused on healthworkers, patients, children, and the general population. Forexample, a recent poll by The Kaiser Family Foundationshowed that 47% of those sheltering in place reported negativemental health effects resulting from worry or stress related to

IMPACT OF COVID-19 ON MENTAL HEALTH OF STUDENTS OFHIGHER EDUCATION IN BENGALURU URBAN DISTRICT: AN

EMPIRICAL STUDYDr. Prakash M.

Assistant Professor of Commerce, Government Ramnarayan Chellaram College of Commerce and Management,Race Course Road, Bengaluru - 560001, Mob: 99800 17297, E-mail: [email protected]

COVID-19. However, with the exception of a few studies,notably from China, there is sparse evidence of thepsychological or mental health effects of the current pandemicon college students, who are known to be a vulnerablepopulation. Although the findings from these studies thus farconverge on the uptick of mental health issues among collegestudents, the contributing factors may not necessarily begeneralizable to populations in other countries. As highlightedin multiple recent correspondences, there is an urgent need toassess effects of the current pandemic on the mental healthand well-being of college students.

The aim of this study is to identify major stressorsassociated with the COVID-19 pandemic and to understandtheir effects on college students’ mental health. This paperdocuments the findings from online interview surveysconducted in government college students in Bengaluru.

MethodsStudy Design

A semi structured interview survey guide was designedwith the purpose of assessing the mental health status ofcollege students both quantitatively and qualitatively. Inaddition, the interview aimed to capture the ways that studentshave been coping with the stress associated with the pandemicsituation. First, our study assesses participants’ general stresslevels using the Perceived Stress Scale-10 (PSS). PSS is awidely used instrument to measure overall stress in the pastmonth. Second, participants were asked if their own andpeers’ (two separate questions) stress and anxiety increased,decreased, or remained the same because of the COVID-19pandemic. For those who indicated increased stress andanxiety during the pandemic, we questioned their stresscoping strategies and use of available mental health counsellingservices. We then elicited pandemic-specific stressors andtheir manifestations across 12 academic, health and lifestyle-related categories of outcomes such as effects on own orloved ones’ health, sleeping habits, eating habits, financialsituation, changes to their living environment, academic



workload, and social relations. Students were also askedabout the impact of COVID-19 on depressive and suicidalthoughts. These constructs were derived from existing literatureidentifying prominent factors affecting college students’ mentalhealth. Feedback on the severity of COVID-19’s impact onthese aspects were elicited using a 4-point scale: 0 (none), 1(mild), 2 (moderate), and 3 (severe). Participants were asked toelaborate on each response. Third, participants were guidedto describe stressors, coping strategies, and barriers to mentalhealth treatment during a typical semester without associatingwith the COVID-19 pandemic. Although multiple analyses ofthe collected data are currently under progress, PSS resultsand the COVID-19–related findings are presented in thispaper.

Participants195 Participants were selected from the student

population of government college students in Bengaluru UrbanDistrict. The colleges are closed on March 23, 2020, and heldall its classes virtually in response to the COVID-19 pandemic.In addition, the State Government of Karnataka issued a stay-at-home order on April 2, 2020. Most interviews wereconducted about 1 month after the stay-at-home order in April2020. Participants were contacted through email, textmessaging, and zoom meeting. The only inclusion criteria forparticipation was that participants should have been enrolledas undergraduate students in the college at the time of theinterviews.

ProceduresAll interviews were conducted via Zoom and were audio

recorded. Upon verbal consent, participants were asked torespond to a questionnaire about their demographic informationsuch as age, gender, year of college, and program of studybefore completing the interview. Participation was voluntaryand participants were not compensated.

Data AnalysisFirst, descriptive statistics were compiled to describe

participants’ demographics (eg, age, gender, academic year,and major) and the distribution of the ratings on PSS-10survey items. A total PSS score per participant was calculatedby first reversing the scores of the positive items (4-7, 9, and10) and then adding all the ten scores. A mean (SD) PSS scorewas computed to evaluate the overall level of stress andanxiety among the participants during the COVID-19 pandemic.Second, participants’ answers to 12 academics, health, andlifestyle-related questions were analysed to understand relative

impacts of the pandemic on various aspects of collegestudents’ mental health. Percentages of participants whoindicated negative ratings (i.e., mild, moderate, or severeinfluence) on these questions were calculated and ranked ina descending order. Qualitative answers to the 12 stressorsand coping strategies were analyzed using thematic analysis,similar to the deductive coding step in the grounded theorymethod.

Results:Challenges to College Students’ Mental Health DuringCOVID-19

Out of 195 participants, 138 (71%) indicated that theirstress and anxiety had increased due to the COVID-19pandemic, whereas 39 (20%) indicated it remained the sameand 18 (9%) mentioned that the stress and anxiety hadactually decreased. Among those who perceived increasedstress and anxiety, only 10 (5%) used mental health counselingservices. A vast majority of the participants (n=189, 97%)presumed that other students were experiencing similar stressand anxiety because of COVID-19. At least 54% (up to 91%for some categories) of participants indicated negative impacts(either mild, moderate, or severe) of COVID-19 on academic-, health-, and lifestyle-related outcomes. The qualitativeanalysis yielded two to five themes for each category ofoutcomes. The chronic health conditions category wasexcluded from the qualitative analysis due to insufficientqualitative response.

Concerns for One’s Own Health and the Health ofLoved Ones

A vast majority of the participants (177/195, 91%)indicated that COVID-19 increased the level of fear and worryabout their own health and the health of their loved ones.Over one-third of those who showed concern (76/177, 43%)were worried about their families and relatives who were morevulnerable, such as older adults, those with existing healthproblems, and those who are pregnant or gave birth to a childrecently. Some of the participants (26/177, 15%) expressedtheir worry about their family members whose occupationincreased their risk of exposure to COVID-19 such as essentialand health care workers. Some participants (19/177, 11%)specifically mentioned that they were worried about contractingthe virus.

Difficulty With ConcentrationA vast majority of participants (173/195, 89%) indicated

difficulty in concentrating on academic work due to various



sources of distraction. Nearly half of them (79/173, 46%)mentioned that their home is a distractive environment and amore suitable place to relax rather than to study. Participantsmentioned that they were more prone to be interrupted bytheir family members and household chores at home. Otherfactors affecting students’ concentration were lack ofaccountability (21/173, 12%) and social media, internet, andvideo games (19/173, 11%). Some (18/173, 10%) stated thatonline classes were subject to distraction due to lack ofinteractions and prolonged attention to a computer screen.Additionally, monotonous life patterns were mentioned bysome to negatively affect concentration on academic work (5/173, 3%).

Disruption to Sleep PatternsA majority of participants (168/195, 86%) reported

disruptions to their sleep patterns caused by the COVID-19pandemic, with over one-third (38%) reporting such disruptionsas severe. Half of students who reported some disruption (84/168, 50%) stated that they tended to stay up later or wake uplater than they did before the COVID-19 outbreak. Anotherdisruptive impact brought by the pandemic was irregularsleep patterns such as inconsistent time to go to bed and towake up from day to day (28/168, 17%). Some (12/168, 7%)reported increased hours of sleep, while others (10/168, 6%)had poor sleep quality.

Increased Social IsolationA majority of participants answered that the pandemic

has increased the level of social isolation (167/195, 86%). Overhalf of these students (91/167, 54%) indicated that theiroverall interactions with other people such as friends haddecreased significantly. In particular, about one-third (52/167,31%) shared their worries about a lack of in-person interactionssuch as face-to-face meetings. Others (9/167, 5%) stated thatdisruptions to their outdoor activities (eg, jogging, hiking)have affected their mental health.

Concerns About Academic PerformanceA majority of participants (159/195, 82%) showed

concerns about their academic performance being impactedby the pandemic. The biggest perceived challenge was thetransition to online classes (61/159, 38%). In particular,participants stated their concerns about sudden changes inthe syllabus, the quality of the classes, technical issues withonline applications, and the difficulty of learning online.Many participants (36/159, 23%) were worried about progressin research and class projects because of restrictions put in

place to keep social distancing and the lack of physicalinteractions with other students. Some participants (23/159,14%) mentioned the uncertainty about their grades under theonline learning environment to be a major stressor. Others (12/159, 8%) indicated their reduced motivation to learn andtendency to procrastinate.

Disruptions to Eating PatternsCOVID-19 has also negatively impacted a large portion

of participants’ dietary patterns (137/195, 70%). Many (35/137,26%) stated that the amount of eating has increased, includinghaving more snacks since healthy dietary options werereduced, and others (27/137, 20%) addressed that their eatingpatterns have become inconsistent because of COVID-19, forexample, irregular times of eating and skipping meals. Somestudents (16/137, 12%) reported decreased appetite, whereasothers (7/137, 5%) were experiencing emotional eating or atendency to eat when bored. On the other hand, some students(28/195, 14%) reported that they were having healthier diets,as they were cooking at home and not eating out as much asthey used to.

Changes in the Living EnvironmentA large portion of the participants (130/195, 67%)

described that the pandemic has resulted in significantchanges in their living conditions. A majority of these students(89/130, 68%) referred to living with family members as beingless independent and the environment to be more distractive.For those who stayed in their residence either on- or off-campus (18/130, 14%), a main change in their livingenvironment was reduced personal interactions withroommates. Some (9/130, 7%) mentioned that staying insidelonger due to self-quarantine or shelter-in-place orders was aprimary change in their living circumstances.

Financial DifficultiesMore than half of the participants (115/195, 59%)

expressed their concerns about their financial situations beingimpacted by COVID-19. Many (44/115, 38%) noted that COVID-19 has impacted or is likely to impact their own current andfuture employment opportunities such as part-time jobs andinternships. Some (21/115, 18%) revealed the financialdifficulties of their family members, mostly parents, gettinglaid off or receiving pay cuts in the wake of COVID-19.

Increased Class WorkloadThe effect of COVID-19 on class workload among the

college students was not conclusive. Although slightly over



half of participants (106/195, 54%) indicated their academicworkload has increased due to COVID-19, the rest stated theworkload has remained the same (70/195, 36%) or ratherdecreased (19/195, 10%). For those who were experiencingincreased workloads, nearly half (51/106, 48%) thought theyneeded to increase their own efforts to catch up with onlineclasses and class projects given the lack of in-person supportfrom instructors or teaching assistants. About one-third ofthe participants (33/106, 31%) perceived that assignments hadincreased or became harder to do. Some (6/106, 6%) foundthat covering the remainder of coursework as the classesresumed after the 2-week break to be challenging.

Depressive ThoughtsWhen asked about the impact of the COVID-19 pandemic

on depressive thoughts, 44% (86/195) mentioned that theywere experiencing some depressive thoughts during theCOVID-19 pandemic. Major contributors to such depressivethoughts were loneliness (28/86, 33%), insecurity or uncertainty(10/86, 12%), powerlessness or hopelessness (9/86, 10%),concerns about academic performance (7/86, 8%), andoverthinking (4/86, 5%).

Suicidal ThoughtsOut of 195 participants, 16 (8%) stated that the pandemic

has led to some suicidal thoughts with 5% (10/16) reportingthese thoughts as mild and 3% (6/16) as moderate. There were6 participants (38%) that attributed their suicidal thoughts tothe presence of depressive thoughts. Other reasons wererelated to academic performance (1/16, 6%), problems withfamily as they returned home (1/16, 6%), and fear frominsecurity and uncertainty (1/16, 6%).

Coping Mechanism During COVID-19To cope with stress and anxiety imposed by COVID-19,

college students reported seeking support from others butwere mainly using various self-management methods.

Self-ManagementThe majority of the participants (105/138, 76%) with

increased stress due to the outbreak of COVID-19 explainedthat they were using various means to help themselves copewith stress and anxiety during the pandemic. Some (24/105,23%) relied on negative coping methods such as ignoring thenews about COVID-19 (10/105), sleeping longer (7/105),distracting themselves by doing other tasks (5/105), anddrinking or smoking (2/105). Approximately one-third (30/105,29%) used positive coping methods such as meditation and

breathing exercises (18/105), spiritual measures (7/105), keepingroutines (4/105), and positive reframing (2/105). A majority ofthe participants (73/105, 70%) who used self-managementmentioned doing relaxing hobbies including physical exercise(31/105), enjoying streaming services and social media (22/105), playing with pets (7/105), journaling (5/105), listening tomusic (4/105), reading (2/105), and drawing (2/105). Finally,some participants (15/105, 14%) stated that they were planningactivities (eg, drafting to-do lists) for academic work andpersonal matters as a self-distraction method.

Seeking Support from OthersApproximately one-third of the participants (47/138, 34%)

mentioned that communicating with their families and friendswas a primary way to deal with stress and anxiety duringCOVID-19. Some explicitly stated that they were using avirtual meeting application such as Zoom frequently to connectto friends and family. Only 2 participants claimed to bereceiving support from a professional therapist.

DiscussionPrincipal Findings

College students comprise a population that isconsidered particularly vulnerable to mental health concerns.The findings of this study bring into focus the effects ofpandemic-related transitions on the mental health and well-being of this specific population. Our findings suggest aconsiderable negative impact of the COVID-19 pandemic ona variety of academic-, health-, and lifestyle-related outcomes.By conducting online survey interviews in the midst of thepandemic, I found that a majority of the participants wereexperiencing increased stress and anxiety due to COVID-19.In addition, results of the PSS showed moderate levels ofstress among our participants.

Among the effects of the pandemic identified, the mostprominent was worries about one’s own health and the healthof loved ones, followed by difficulty concentrating. Thesefindings are in line with recent studies in China that alsofound concerns relating to health of oneself and of familymembers being highly prevalent among the general populationduring the pandemic. Difficulty in concentrating, frequentlyexpressed by our participants, has previously been shown toadversely affect students’ confidence in themselves, whichhas known correlations to increased stress and mental health.In comparison with stress and anxiety in college students’general life, it appears that countermeasures put in placeagainst COVID-19, such as shelter-in-place orders and social



distancing practices, may have underpinned significantchanges in students’ lives. For example, a vast majority of theparticipants noted changes in social relationships, largely dueto limited physical interactions with their families and friends.The findings on the impact of the pandemic on sleeping andeating habits are also a cause for concern, as these variableshave known correlations with depressive symptoms andanxiety.

Although a majority of participants expressed concernsregarding academic performance, interestingly, almost half ofthe participants reported lower stress levels related to academicpressure and class workload since the pandemic began. Thismay be due, in part, to decisions taken by professors and theuniversity to ease the students’ sudden transition to distancelearning. For instance, this university allowed students tochoose a pass/fail option for each course instead of a regularletter grade. Additionally, actions taken by professors, suchas reduced course loads, open book examinations, and otherallowances on grading requirements, could also havecontributed to alleviating or reducing stress. Althoughparticipants who returned to their parental home reportedconcerns about distractions and independence, students mighthave benefited from family support and reduced socialresponsibilities. Therefore, the increased stress due to thepandemic may have been offset, at least to some extent.

Alarmingly, 44% (86/195) of the participants reportedexperiencing an increased level of depressive thoughts, and8% (16/195) reported having suicidal thoughts associatedwith the COVID-19 pandemic. Previous research reportedabout 3%-7% of the college student population to havesuicidal thoughts outside of the pandemic situation.Furthermore, with the exception of high-burnout categories,depression levels among students, reported in several recentstudies, have varied between 29% and 38%, which maysuggest an uptick in pandemic-related depressive symptomsamong college students similar to recent studies in China.Although our participants specifically mentioned severalfactors such as feelings of loneliness, powerlessness, as wellas financial and academic uncertainties, other outcomes thatwere perceived to be impacted by the COVID-19 pandemicmay also act as contributors to depressive thoughts andsuicidal ideation. In particular, both difficulty concentratingand changes in sleeping habits are associated with depression.

This study also identifies several coping mechanismsvarying between adaptive and maladaptive behaviours. Themaladaptive coping behaviours such as denial and

disengagement have been shown to be significant predictorsof depression among young adults. In contrast, adaptivecoping such as acceptance and proactive behaviours areknown to positively impact mental health. Our findings suggestthat the majority of our participants exhibited maladaptivecoping behaviours. Identifying students’ coping behaviour isimportant to inform the planning and design of supportsystems. In this regard, participatory models of interventiondevelopment can be used, in which researchers’ andpsychologists’ engagement with the target population toadapt interventional programs to their specific context hasshown promise.

Participants described several barriers to seeking help,such as lack of trust in counseling services and low comfortlevels in sharing mental health issues with others, which maybe indicative of stigma. Perceiving social stigma as a barrierto seeking help and availing counseling services and othersupport is common among students. One study showed thatonly a minor fraction of students who screened positive fora mental health problem actually sought help. Althoughovercoming the stigma associated with mental health hasbeen discussed at length, practical ways of mitigating thissocietal challenge remains a gap. My findings suggest thatself-management is preferred by students and should besupported in future work. Digital technologies and telehealthapplications have shown some promise to enable self-management of mental health issues. Digital web-basedplatforms have also been proposed to enhance awarenessand communication with care providers to reduce stigmarelated to mental health among children in underservedcommunities. Technologies such as mobile apps and smartwearable sensors can also be leveraged to enable self-management and communication with caregivers.

In light of the aforementioned projections of continuedCOVID-19 cases at the time of this writing and my findings,there is a need for immediate attention to and support forstudents and other vulnerable groups who have mental healthissues. Although the COVID-19 pandemic seems to haveresulted in a widespread forced adoption of telehealth servicesto deliver psychiatric and mental health support, more researchis needed to investigate use beyond COVID-19 as well as toimprove preparedness for rapid virtualization of psychiatriccounselling or tele-psychiatry.

Limitations and Future WorkTo my knowledge, this is the first effort in documenting



the psychological impacts of the COVID-19 pandemic on arepresentative sample of college students in the United Statesvia a virtual interview survey method in the middle of thepandemic. However, several limitations should be noted. First,the sample size for this interview survey was relatively smallcompared to typical survey-only studies; however, the surveyinterview approach affords the capture of elaboration andadditional clarifying details, and therefore complements thesurvey-based approaches of prior studies focusing on studentmental health during this pandemic. Second, the sample usedis from one college, and findings may not generalize to allcollege students.

Future work could focus on more deeply probing therelationships between various coping mechanisms andstressors. Additionally, further study is needed to determinethe effects of the pandemic on students’ mental health andwell-being in its later phases beyond the peak period. As seenin the case of health care workers in the aftermath of thesevere acute respiratory syndrome outbreak, there is apossibility that the effects of the pandemic on students maylinger for a period beyond the peak of the COVID-19 pandemicitself.

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AbstractCorona virus (Covid-19) pandemic has created an

unprecedented loss and disruptions over all across the globe.From developed to developing, no country has been sparedfrom its brunt. The outbreak of covid 19 made many poorcommunities in different places of the world face verychallenging Socio-Economic and livelihood consequences.This paper targets to analyze this Socio-economic impact todetermine how pandemic is causing various problems that tooin business interruptions and shutdowns from social distancingmeasures to evaluate the socio-economic impact of Covid 19on just like how other countries did, India imposed a completelockdown in March, which affected on all sectors of business.An impact assessment on the basis of available literature ismade on all three sectors along with impact on migrants,health, poverty, job losses, informal sector, environment, andso forth. The sectors of the economy have beendisproportionally affected and even within sector, there is adisproportionate loss. The societal impacts are dire too withjob losses, mental illness, increased domestic violence and soforth. Some positive effects can be seen in terms of improvedair quality, water quality, wildlife but the sustainability of suchimpact is conditional upon post covid and people’s habitatsand future policies related to environment. India assumes agrowing intentional influence and prominent voice in globalaffairs, and also played an important and inflectional role inother international organizations like East Asia Summit, WorldTrade Organization, International Monetary Fund G8+5 andIBSA Dialogue Forum.

IntroductionPandemic Covid-19 caused by a new strain of corona

virus, rises out a Wuhan city of China in December 2019 hasbeen called a Pandemic by the world Health Organization. Ithas created unstable environment for individuals, loss ofbusiness activities, and the loss of business activities and theloss of employment. This has halted a large number ofeconomic activities because of infectious nature and has no

GLOBAL SOCIO-ECONOMIC IMPACT OF COVID -19 AND THEROLE OF INDIA ON THE INTERNATIONAL RELATIONS

B. Shiva KumarAssistant Professor of English, Government Ramnarayan Chellaram College of Commerce and Management,

Race Course Road, Bengaluru - 560001

vaccine till date. As on June 24, 2020, there are around9,129,146 cases globally out of which 4, 73,797 lost their lives.India is on the fourth place in the number of confirmed casesin India are 4, Maharashtra and Delhi .Most of the countriesincluding even developed nations like United Nations, Italy,and United kingdom are not prepared enough to deal with thispandemic. It is not just a health crisis; It is the economic andhumanitarian crisis and called a black swan by manyeconomists. As a result of its infectious nature, almost allnations favored lockdown to limit its spread. Following this,India initially proclaimed a one day “Janata Curfew” on March22, 2020. From there on, a total lockdown was reported inIndia at first for 2days which was extended to an additional19 days and thereafter it got broadened further with minorrelaxations. After June 1, many relaxations are given to proceedwith the economic activities but borders of some states aresealed even now depending on the severity of the healthcrisis in a particular state. All the economic activities howevernow have been provided some relaxations after a completehalt on them but an unprecedented loss has already occurredand the economy is shaken badly.

India is also amid a severe crisis. “This is the greatestemergency for the Indian economy since Independence,” saidRaguram Rajan, former RBI Governor. This is worse than thefinancial crisis of 2008, which affected the demand side butworkers/people could still go to work, the financial conditionsof government of India was sound but it seems that everythingis against the economythis year. Almost all the countries dueto COVID-19 are affected similarly in terms of demand-supplyshocks and disruptions but in India, there was already adownturn in the economy. In the article, an attempt is madeto investigate the socioeconomic implications of the draconiancorona virus pandemic in India. The motivation behind this isto provide an overview of the loss that occurred to differentsectors of the Indian economy and society to have a betterunderstanding of the issues to the government. In this article,we have reviewed many latest articles, authentic newspaperarticles, discussions, and interviews of experts from differentfields, and so forth.



ECONOMIC IMPACT ON - Agriculture and alliedactivities

The spread of COVID-19, just like how other countriesdid, India imposed a complete lockdown in March whichcoincided with the peak of harvesting season of Rabi cropsin India mainly in the north-west which posted significantlosses to the farmers. Although there were relaxations to theagriculture sector during lockdown but transport constraints,mobility restrictions and lack of labor due to reverse-migrationof labor to their native places were the major problems facedby the farmers. Farmers in Maharashtra called it a worsesituation than that occurred during the demonetization in 2016.Before this pandemic, the rural economy of India waswitnessing a decline in incomes of mainly casual workers8along with declining rural wages. Some rays of hope wereseen in January 2020 when food prices started rising but allhopes collapsed with this new crisisAgriculture and alliedactivities are not a homogenous group of activities, in fact, anumbrella of different activities having their different dynamicseach. So, the impact of COVID-19 on this sector variesaccording to the set of activities, that is, on crops, livestock,fisheries, and so forth. Horticulture and Food grains productionis part of crops and is impacted differently.

Horticulture is likely to face the brunt more because ofthe nature of perishability whereas food grains are non-perishable and apart from problems in harvesting and laborshortage, this is not impacted much. Rabi harvesting hasgone well and MSP hike has also been announced for theKharif crops which assures farmers a 50–83% return on theirproduction cost. With declining demand and reduction inexports of fruits and vegetables, horticulture is hit hard.Similarly, floriculture has been affected because of lessdemands due to shut down of religious places, postponementof marriages, and so forth. In livestock (milk, meat, eggs), milkis the major contributor that has been impacted and fortunately,had stability during the lockdown. Fishing and aquacultureare expected to have a high negative impact, food grains andlivestock low, and horticulture medium, relatively. Agricultureseems to be a bright spot in India amid the COVID19 crisisand CRISIL expects agriculture to grow at a rate of 2.5% inFY 2021.

IMPACT ON - Manufacturing sector

Under the manufacturing sector is the major contributorof GDP and employment in the secondary sector and hasbeen recognized as an engine for vibrant growth and creatorof the nation’s wealth The manufacturing sector is important

in the way that it has strong linkages with other sectors, bothforward and backward linkages so any impact in this sectorwill affect other sectors as well. Overall, the manufacturingsector is going to be affected badly by demand–supplydisruptions and global value supply chain. The 50% contributorto the manufacturing sector, the automotive sector wassuffering before COVID-19 too due to low consumer demand,inadequate credit facilities, and more problems due to theNBFC crisis. There is a lot of pressure due to demand–supplydisruptions on the health of the auto sector in India due toCOVID-19. supply chain disruptions, shortage of migrantworkers due to reverse migration, less demand, and so forth.Like China, India is also expected to have major destructionsin this sector with more challenges to small firms as comparedwith upstream firms .It is not easy to re-start MSMEs oncethey are shut down. India’s Sherpa to the G20 also said thatsmall industries are most vulnerable and it is difficult for themto survive without financial assistance because of theirincapability to deal with such sudden disruptions.

IMPACT ON - Financial market and institutions

Under service sector- The financial sector that has gotthe most important role to play in the crisis times have alsobeen having huge problems in India like Twin Balance Sheet(TBS), high levels of non-performing assets (NPAs) and aninadequately capitalized banking system. In the privatecorporate sector too, firms are financially weak and over-leveraged. There is no such impact on the banking sector, butbecause banks are at the forefront of public attention theindirect impact of several other sectors that are hit by thepandemic is likely to be on the banks and other financialinstitutions. Banks are the major source of help in times ofcrisis, therefore when all other sectors are hit badly; bankswill also face the brunt. The already existing problems in thefinancial sector are expected to multiply due to this draconiancrisis. The stock market has also seen the worst in March,2020 due to the lockdown and collapse of various businessactivities. 11 Other important dimensions of service sector likeaviation, transport, travel, and tourism are worst hit not onlyin India, but globally. The loss to this sector too will be basedon the severity and longevity of the crisis. A report by KPMGindicates that around 38 million job losses are expected inIndia’s travel, tourism and hospitality industry.

SOCIETAL IMPACTS – Gender gap and Inequality

It has been estimated that globally, women are morelikely to be vulnerable to losing their jobs as compared to mendue to the COVID-19 pandemic.13 The drop in employment is



found to be biased and not gender-neutral in India which hasone of the most unequal gender division of domestic workglobally. The drop in absolute number is more for mencompared with women because of the already existing largegender-gap in employment. By comparing the pre and postlockdown hours spent on domestic chores, a decline ingender gap is found in terms of hours devoted to domesticchores on an average during the first month of lockdown inmost of the states. Also, there is an increase of 0.5 to 4 hoursin men’s proportion of housework post-lockdown. Still, themale proportion/distribution continues to be skewed to theright Considering the disproportionate burden of the crisis onlow skilled workers, poors, other vulnerable sections, manyeconomists think that COVID-19 is most likely expected toraise inequality within and among countries and the results ofstudy conducted by confirms that those having basiceducation are affected more than those with higher andadvanced degrees, in terms of loss of income hence confirmingincrease in income inequality after during and after pandemics.

IMPACT ON -Health Crisis

In sufficient testing services, shortage of doctors, healthequipment, beds even in the developed area of India, COVID-19 is a major threat for India. With a subsequent rise in theno. of confirmed cases India’s capacity to contain the furtherspread and to handle the current cases is questioned by manyexperts. As per the National Health Profile of India, 2019,India’s expenditure on healthcare as % of GDP was merely1.28% which is lower than poorer countries of the worldCoronavirus Pandemic has disproportionately affected therural and urban areas. Presently, the brunt is faced more inurban areas because of the high density of people. But therisk is much more to the rural areas where around 70% ofIndia’s population resides. India’s healthcare sector is stilldeveloping and there are large differences in the healthcaresystems of rural and urban areas. The rural health care systemwhich is a three-tier system is comprised of- • Sub-centreswith 23% shortfall in healthcare facilities, especially in thenorthern states where population density is high because ofdoctors’ shortage, healthcare facilities like very less availabilityof no. of beds per thousand people, equipment, and so forth.

Domestic Violence and Crime

As we know thelatest report by National Commission forWomen (NCW), within 25 days following lockdown, there wasa 45% increase in the number of cases of domestic violenceagainst women. Domestic violence cases have seen an upsurgemainly in states of Uttar Pradesh, Bihar, Haryana and Punjab15

with a near doubling of the cases as compared to pre-lockdown cases said NCW chief Rekha Sharma. The realsituation, however, may be more dangerous because manywomen from rural areas especially do not file a case and raisetheir voice and are scared of their husbands and family .Forthe overall crime rate, there has been good news sincelockdown that the crime rate has decreased significantly inIndia and globally too but studies shows that the hunger,poverty and inequality which are the after results of any crisisand pandemic lead to increase in the crime rate .

Reverse Migration

In India after the partition in 1947, it is the secondbiggest mass relocation that India is experiencing. Morespecifically, it is the “reverse migration.” As indicated by IMO(International Migration Organization, 2011) return or reversemigration is the act/process or movement of individuals backto their local spots who prior moved to urban communities orurban regions looking for employment and to gain bread-butter for their families. As indicated by the Census of India,2011 Delhi and Maharashtra had the most extreme number ofthe flow of migrants for the most part from the states of UP,Bihar, Rajasthan, Odisha, Assam, Punjab, West Bengal, andMadhya Pradesh. And at present Maharashtra is followed byDelhi in the highest number of COVID-19 casesnow, due toCOVID-19 there is mass reverse migration due to limitedemployment opportunities, fear of more destruction due to theuncertainty of future crisis, financial crisis, health crisis, andso forth. The extent of this reverse migration was such thatthe efforts of government through policies could not matchthis crisis. people into abject poverty. He also discusses thatalthough the government is announcing schemes and helpingin many ways. But mass corruption in the system is thebiggest challenge in the effective implementation of plans.

Poverty, job losses and Informal Sector

Every individuals all over the world are expected to diveinto “extreme poverty” as a direct result of the destructioncaused by the pandemic and according to World Bank, Indiais estimated to have its 12 million citizens pushed in extremepoverty According to the Centre for Monitoring IndianEconomy (CMIE), in India more than 122 million people losttheir jobs in April 2020, out of them largely were the smalltraders and wage-laborers. According to a phone survey of4,000 workers conducted by Centre for SustainableEmployment, around 80% of urban workers in the sample lostjobs with a sharp decline in the earnings of farmers and thosewho were self-employed in sectors other than agriculture.17



Pre-existing similarities in the formal and informal sectors inIndia are more likely to be increased because the informal orunorganized sector or workers do not have access to socialsecurity benefits and there is a lot of uncertainty in their work.The informal sector workers were already facing issues likelow wages and income and in this pandemic; they are amongthe most affected people. Around 40 to 50 million workers areseasonal migrant which are directly and harshly affected andmoved back to their native places (reverse migration) due tolack of employment, income, shelter, and so forth (Dev &Sengupta, 2020).

Psychological Impact—Mental Illness

Apart from the health and economic crisis, this is themajor challenge to every country hit by the pandemic. Due tolockdown, mass unemployment, the collapse of variousbusinesses, loss of income, increasing inequalities and poverty,deaths, less mobility, and so forth. There is a huge impact onthe mental status of people. From older to younger, rich topoor, everyone is affected. This outbreak is resulting inadditional health issues like anxiety, stress, depression, anger,fear, and so forth, globally.The psychological challenges canbe severe to marginalized people like farmers who alreadyhave psychological burdens due to pre-existing problems inthe agriculture sector. Nearly 16,500 cases of farmers’ suicideare reported every year due to their poor socioeconomicconditions and due to COVID-19 such cases can beaggravatedRecent studies in psychological science andevidence show that similar pandemics like the current oneincreased mental health problems like post-traumatic stressdisorder (PTSD), confusion, loneliness feeling, boredom duringand after the quarantine too.Due to changing needs of theemployers and less vacancies These all factors lead to mentalstress and in extreme cases where people are already sufferingfrom some mental illness, the consequences of this pandemicmay be harsh.

ConclusionCOVID-19 pandemic has incurred unprecedented loss

globally but India being an emerging economy is likely to getmore affected in every sector and that too disproportionately.Agriculture and allied sector have been hit disproportionatelywith horticulture, poultry facing more brunt but overallagriculture sector is seen as a bright spot and is likely to getaffected less as compared with loss occurred to other sectors.Manufacturing sector especially automotive sector andMSMEs are suffering more loss and due to global soppy

chain disruptions this sector is affected badly. Service sectorwhich is the key driver of economic growth and largestcontributor of GDP has been hit hardly due to variousrestrictions on mobility, halt on tourism and hospitality for thetime being, very less transport activities, shutdown of schools/colleges, and so forth. The overall loss to the economy andto different sectors depends on the severity and longevity ofcrisis. Amid this coronavirus pandemic and an unprecedentedcrisis, apart from the monetary losses, the societal impact isharsh with major sociological and psychological challenges.Already existing poverty and inequality is likely to increasewith major negative impact on migrants, casual and informalworker with domestic violence and mental illness being anothermajor challenge. Although there are some positive impactsalso but the sustainability of these impacts on air quality,water quality, wildlife is conditional to post-lockdown scenarioand people’s behavior and habits. Various fiscal and monetarypolicy measures are undertaken and announced by thegovernment and Reserve Bank of India.In fact, more attentionis needed toward the vulnerable sections of the society andsectors especially poor people.Due to pandemic. Unique,inclusive and innovative measures are the need of the hourto bring back Socio-Economic sustainability in the country.During the COVID-19 India is sending a message ofcollaborative unity and the world crisis through variousinitiatives. New regional links are beinr created through virtualSUMMITS by reviving SAARC and encouraging the G-20.Pharmaceutical aid for 123 countries and repatriation help forneighbors and friends have been provided. This podcastcovers some of the Government’s domestic and Internationalmeasures. Under the leadership of Prime Minister takeneffective public measures and perceptions andset an exampleto the world & contribute to a healthier planet. India’s walkeda fine Foreign Policy line during COVID-19 crisis, economicvulnerabilities will be exposed, & the shifting of geo politicalsands wwill be accelerated. It will also level the line field,making the global order susceptible to the raise of middlepowers.

Referencehttps://www.gatewayhouse.inwww.cfr.orghttps://www.undp.orghttps://onlinelibraray.wiley.comwww.naturecomhttps://www.jfmpc.com



AbstractThe purpose of the study is aims at identifying the

attitude of the higher education teachers of the Bangaloreregion towards online teaching during this Covid-19 condition.The study has been conducted using sample random samplingof 56 respondents, through survey method of data collection,the analysis and acceptance or rejection of the hypothesis isdone by using statistical tools of Mean, Standard Deviation,Variance, and T-test. Through the interpretation of analyzeddata it has been found that, there are no significant differencesin the attitudes of the higher education teachers, in respectto their - gender, institution type(private or government), orservice they are rendering from(rural or urban), but there is asignificant difference in the attitude of the teachers based ontheir Generation, which is very important note that institutionshave to make and take necessary measures in order to rectifythe differences.

Keywords: Attitude, Higher education, Teachers, Onlineteaching, Covid-19.

IntroductionTeachers play a critical role in influencing the lives of

students, particularly in higher education, where the teachers’responsibilities grow as students look forward to theirprofessional options following graduation. At this importantjuncture, teachers must not only teach what is on theuniversity’s assigned syllabus, but they must also teach thelearners everything else. Although a teacher may havepresented himself/herself very well when using traditionalteaching methods, the communicational components of directclass room (Offline) courses were significantly better. Highereducation teachers’ constructed views frequently inspiredstudents to do investigations, ask questions, find answers toproblems, explore subjects in a better way with interests andlearner used to contribute a lot in Teaching-learning process.

As a result of the Covid-19 pandemic, schools, colleges,and universities around the world have been placed on

“ATTITUDE OF HIGHER EDUCATION TEACHERS TOWARDSONLINE TEACHING DURING COVID 19 - IN BANGALORE REGION”

Ms. Yasmeen TajGuest Lecturer at Government RC College of Commerce and Management, Bangalore

Mobile: 8660331598, E-mail: [email protected]

lockdown or have completely closed. Covid-19 had affectedroughly 825 million learners globally as of January 2021. Evenin India, there is a significant impact on the education system,from elementary school to university level; everything ischanging radically, with boards exams, universities exams,colleges exams, and entrance tests being postponed, andeducational institutes facing a significant challenge incompleting their syllabus and conducting exams withoutcompromising on quality. At this time, an alternative thatinstitutes have discovered to keep education moving forwardis online-teaching and learning. This is not something new tous; we have seen teachers use Power Point and other technicaldevices in the classroom, and some universities in India, suchas Delhi University, are already offering online distanceeducation courses. However, the challenge here was notgradual adoption of technology, but rather a radical shift fromtraditional face-to-face classroom teaching to online teachingusing various applications on phones and laptops, allowingfor the same level of educational quality while requiring littleknowledge, awareness, or skill in the use of ICT.

Although educators have worked really hard to switchclassroom teaching to digitalized instruction, learners haveconfronted numerous challenges as a part of the internet-based education system. Exhaustion from longer periods ofscreen time, internet access troubles, back-to-back onlineclasses, a lack of concentration in the home and socialenvironment, and at times effect on mental health due toCOVID-19 positive cases within their family and friends. Inaddition to that, Online lessons are more intensive andnecessitate more effort on the part of the instructors. Teachersfind it impossible to reproduce classroom teaching online, anda virtual platform fails to develop a teacher-student relationship.

Despite the numerous obstacles that teachers andstudents have in connection to online teaching, we cannotescape the fact that we do have to adopt to the sametechnology at some point in the future, even if not immediately.Some of the online strategies allow students to gain a better



comprehension of the subject, and any student, regardless ofbackground, can gain access to education and other benefitsthrough online education.

This research tries to analyses the viewpoints of highereducation professors on online teaching during this Covid-19situation, taking into account different demographical attributesof teachers.

Literature review1. Gururaja C S. (2021). In the paper titled “Teacher’s

Attitude towards Online Teaching”. Conducted using adescriptive cross-sectional method regarding theteacher’s attitude towards e learning during 2nd lockdownat Karnataka state, author has collected the primary datathrough survey method using the Likert attitude scale,the interpretation of the results is found that the attitudeof most of the teacher’s are not favorable towards theonline teaching. The cause behind the average attitudeof school teachers ‘is not competent in E-Learningskills. May be not having previous knowledge aboutonline teaching and also not very much comfortablewith ICT skills. This study is done within Karnatakastate, using random sampling technique and consideringschool, colleges and universities teachers as sample forthe study.

2. Kripa Sindhu Singha. (2020). In the paper titled“Attitude of Student - Teachers towards OnlineLearning during COVID-19 Period in Purulia Districtof West Bengal, India” the author has attempted toknow and identify the attitude of male and female, artsand science students and urban and rural B.Ed. student- teachers towards online learning in purulia district ofwest Bengal. Author has found that Male and FemaleStudent – Teacher’s attitude is same towards onlineLearning. There is no significance difference betweenArts and Science Student – Teacher’s attitude towardsonline Learning. And also, Rural and Urban Student –Teacher’s attitude is same towards online Learning

3. Abhinandan Kulal and Anupama Nayak (2020). In thepaper titled “A study on perception of teachers andstudents toward online classes in Dakshina Kannadaand Udupi District”, the authors have attempted toanalyse the perception of teachers and students aboutonline classes. The work tries to explain the opinions ofstudents as regards the impact of online courses, theircomfortability in its usage, and the support receivedfrom teachers in online classes along with teachers’

opinions on efficacy, teaching practice followed andtraining received for an online class. This studyinvestigated the student–teachers’ perception of anonline class in Dakshina Kannada and Udupi districts ofKarnataka. By selecting students and teachers fromdifferent fields randomly.

Research Gap & Rationale of study:Based on the evaluation of articles and journals made

for this study, it’s been observed that only a few researchwere made on the topic, the authors of the above-distinctarticles have included the components of reading the mindsetof instructors in different states of India, taking intoconsideration diverse attributes based on differentdemographic factors of the respondents, and the studieswhich are done in Karnataka are done in different cities andbefore the adoption of full-fledged online classes for evensemester students in all the universities of the state during 2nd

lockdown.

Hence, this study could help us to know about theattitude of different generations teachers, different genders,different institution types and location-based teachers towardsonline teaching in Bangalore region after the experience ofteachers teaching online during 2nd lockdown.

Statement of the Problem:As the Covid19 pandemic has dramatically changed the

teaching methods in the country, impacting more on thebehavior of students and the teachers, use of ICT, randomshift from black-board to e-board, handbooks to e-books andso on, has welcomed both negative and positive attitude ofteachers towards online teaching.

In this study an attempt has been made, to know theattitude of teachers towards online teaching in Bangaloreregion.

Research objectives:To identify the attitude of Male and Female teacherstowards online teaching.

To identify the attitude of Generation X and GenerationY teachers towards online teaching

To identify the attitude of Government and Privatecollege teachers towards online teaching

To identify the attitude of Rural and Urban teacherstowards online teaching.



Hypothesis:H0: There is no significant difference between the attitudeof Male and Female teachers

H0: There is no significant difference between the attitudeof the Generation X and Generation Y Teachers

H0: There is No significant difference between the attitudeof Government and Private college teachers

H0: There is no significant difference between the attitudeof Rural and Urban teachers

Research Methodology:Research study type: Descriptive study

Data collection:

Primary Source: Google forms, survey method, 3Type of responses (Easy-10 points, Moderate-5points, Difficult-0 points for tabulation).

Secondary source: Journals, Websites.

Sampling

Technique: Simple random sampling

Size: 56

Data Analysis tool: Two paired T test

Scope of the study: The scope of the study is limited toBangalore region, and teachers of higher education,considering 4 major demographic factors of Gender,Generation/age, Location and Institution type.

Research limitations:Less number of respondents.Random sampling technique usedLimited time for studyLimited only to particular District

Scope for future research: A study can be done

To know the attitude of students towards Online-learningAttitude of teachers before and after training onOnline teachingAttitude and behavior can be studied state wiseAttitude of teachers and students can be comparedbetween different districts.

Analysis and interpretation:Basis for interpretation of results:

1. Mean: More Mean/Average states the increasedpositive attitude and vice versa.

2. Standard deviation: Increased deviation in theattitude of specific category of respondents, if SDis more and vice versa.

3. Degree of Freedom is calculated following formulaof N+N-2

4. T table value at 5% significance level is +/-2.004879 and at 1% significance level is +/-2.669985.

5. Decision: Accept the Null Hypothesis if theCalculated T value is lesser than the Table T valueand vice versa.

Hypothesis testing1. Testing H0: There is no significant difference between

the attitude of Male and Female teachers.

Gender wise Female Male

Sum of Total response 2225 390

Count of response 48 8

Mean 46.35 48.75

Standard deviation 11.84 10.94

Variance 140.15 119.64

DF 54

T-Value calculated 0.57

Table (T value) +/-2.004879 (0.05) +/- 2.669985

Decision Accepted NullHypothesis



Interpretation: It is identified that, the mean score of femalesis 46.35 and male is 48.75, After applying the T-test tocompare the mean scores between the groups, it is found thatthe calculated value of 0.57 is insignificant at 0.05 and 0.01level of significance level. Hence, H0 that, there is no significantdifference between the attitude of Male and Female teachersis accepted and Alternate hypothesis is rejected.

2. Testing H0: There is no significant difference betweenthe attitude of the Generation X and Generation YTeachers

Generation wise 1965 - 1980 1981 - 1995(Generation X) (Generation Y)

Sum of Total 730 1885


Mean 40.56 49.61


Variance 146.73 107.27

DF 54


Table (T value) +/- 2.004879 (0.05) +/- 2.669985

Decision Rejected nullhypothesis

Iterpretation: It is identified that, the mean score of GenerationX is 40.56 and Generation Y is 49.61, After applying the T-test to compare the mean scores between the groups, it isfound that the calculated value of 2.73 is significant at 0.05and 0.01 level of significance level. Hence, H0 that, there is nosignificant difference between the attitude of the Generation

X and Generation Y Teachers is Rejected and Alternatehypothesis is accepted as there is a difference in the attitudeof both the generation teachers.

3. Testing H0: There is No significant difference betweenthe attitude of Government and Private college teachers

Institute Type wise Government PrivateInstitute Institute



Mean 46.22 48.00


Variance 85.98 285.00

DF 54


Table (T value) +/- 2.004879 (0.05) +/- 2.669985

Decision Accepted nullhypothesis

It is identified that, the mean score of GovernmentInstitute teachers is 46.22 and Private Institute teachers is48.00, After applying the T-test to compare the mean scoresbetween the groups, it is found that the calculated value of0.39 is insignificant at 0.05 and 0.01 level of significance level.Hence, H0 that, there is No significant difference between theattitude of Government and Private college teachers is acceptedand Alternate hypothesis is rejected.



4. Testing H0: There is no significant difference betweenthe attitude of Rural and Urban teachers

Location wise Rural Area Urban Area



Mean 49.69 45.50


Variance 148.23 129.23

DF 54


Table (T value) +/- 2.004879 (0.05) +/- 2.669985

Decision Accepted nullhypothesis

Interpretation: It is identified that, the mean score of highereducation teachers who are delivering curriculum from ruralareas is 49.69 and from urban area is 45.50, After applyingthe T-test to compare the mean scores between the groups,it is found that the calculated value of 1.18 is insignificant at0.05 and 0.01 level of significance level. Hence, H0 that, thereis no significant difference between the attitude of Rural andUrban teachers is accepted and Alternate hypothesis is rejected.

Discussion:In this small research taken place during this covid-19

situation in the country, it has been found that, there is nomuch difference between the attitude of male and femaleteachers, urban and rural teachers and private and governmentcollege teachers. But there is a significant difference betweenthe attitude of the teachers of generation X (born between

1965 – 1980) and generation Y (born between 1981-1995).Attitude of Males, Generation Y, Private institutes and peopleworking from rural areas is showing Positive through thecalculations of Mean and, there is high deviation in theattitudes of Generation X, Private institute, Rural, and femaleteachers comparing to their respective opponent factor. Hence,there is a need for the institutes to take necessary actions toreduce this deviation, through proper and frequent trainingand facilitating the ICT, reducing other work burdens onteachers and increasing healthy competitiveness and frequentassessment of teachers on their leaning,

Reference:Journals & Articles:

1. Gururaja C S. (2021). Teacher’s Attitude towards OnlineTeaching. National Virtual Conference “New EducationPolicy: A Quality Enhancer for Inculcation of HumanValues in Higher Education Institutions”. Page 398-405.

https://www.researchgate.net/publication/353336812_Teachers_Attitude_towards_Online_Teaching

2. Kripa Sindhu Singha. (2020). Attitude of Student -Teachers towards Online Learning during COVID-19Period in Purulia District of West Bengal, India.International Journal of Science and. Research (IJSR).Volume 10 Issue 7. Page 676-678. https://www.ijsr.net/archive/v10i7/SR21711193253.pdf

3. Kulal, A. and Nayak, A. (2020), “A study on perceptionof teachers and students toward online classes inDakshina Kannada and Udupi District”, AsianAssociation of Open Universities Journal, Vol. 15 No. 3,Page 285- 296.

https://doi.org/10.1108/AAOUJ-07-2020-0047

Websites:https://edspace.american.edu/online/wp-content/uploads/sites/504/2016/03/FacultyTraining And ApproachTo Online Education.pdf

http://www.gjimt.ac.in/web/wp-content/uploads/2017/11/Sneha-SharmaGunmala -Sur i Inves t iga t ion-of -Teacher%E2%80%99s-Attitude-towards-e-learning-A-case-Study-of-Panjab-UniversityChandigarh-India.pdf

https://countercurrents.org/2021/02/transformation-of-higher-education-post-covid-19-in-india/

https://ivypanda.com/essays/teachers-attitudes-towards-the-use-of-technology-in-teaching-and-learning/



AbstractThe impact of pandemic COVID sectors of India as well

as world are badly affected by this. It has enforced the worldwide lock down creating very bad effect on the students lifeschools/colleges and all educational activities halted in India.The outbreak of COVID us that change is inevitable. It hasworked as a catalyst for the educational institutions to growan for platforms with technologies, which have not been usedbefore. The education sector has been fighting to survive thecrises with a different approach and digitising the challengesto wash away the threat of the pandemic. This paper highlightssome seamless education in the country. Both the positiveand negative impacts of COVID are discussed and somefruitful suggestions are also pointed to carry out educationalactivities during the pandemic situation

IntroductionThe pandemic Covid-19 has spread over whole world

and compelled the human society to maintain social distancing.It has significantly disrupted the education sector which is acritical determinant of a country’s economic future. February11, 2020, the World Health Organisation ( proposed an officialname of the virus as COVID acronym for Coronavirus disease2019. It was first identified in Wuhan, China on December 31,2019. First death by COVID 19 was the 61-year old man inWuhan, China 2020. WHO declared COVID-19 as a pandemicon 2020. The first case of the COVID-19 pandemic reported on30 January 2020 in the state of Kerala and the affected hada travel history from Wuhan, China (Wikipedia). The firstdeath due to COVID-19 was reported in India on March 12,2020. It has affected more than 4.5 million peoples worldwide(WHO). According to the UNESCO report, it had affectedmore than 90% of total world’s student population during midApril 2020 which is now reduced to nearly 67% during June2020. Outbreak of COVI-19 has impacted more than 120 croresof students and youths across the planet. In India, more than32 crores of students have been affected by the variousrestrictions and the nationwide lockdown for COVI-19. As perthe UNESCO report, about 14 crores of primary and 13 croresof secondary students are affected which are two mostly

IMPACT OF COVID ON HIGHER EDUCATION IN INDIA

Prof. Y. GovindappaAssistant Professor of Commerce, Government Ramnarayan Chellaram College of Commerce and Management,

Race Course Road, Bengaluru - 560001.

affected levels in India.

After observing the corona virus pandemic situation theWHO advised to maintain social distancing as the firstprevention step. So, every country started the action oflockdown to separate the contaminated people. The educationsect including schools, colleges and universities becameclosed. Classes suspended and all examinations of schools,colleges and universities including entrance tests werepostponed indefinitely. Thus, the lockdown destroyed theschedules of every student. Though it is an exceptionalsituation in the history of education, COVID opportunities tocome out of the rigorous classroom teaching model to a newera of digital model. The lockdown has compelled manyeducational institutions to cancel their classes, examinations,internships etc. and to choose the online modes. Initially, theeducators and the students were quite confused and didn’tunderstand how to cope up with the situation of this suddencrisis that compelled closure of the educational activities. Butlatter on all realized that the lockdown has taught so manylessons to manage with the emergence of such pandemics.Thus, COVID created many challenges and opportunities forthe educational institutes to strengthen their t infrastructure(Pravat, 2020a). The lockdown has given them a ray of hopefor teachers and students to continue their educationalactivities through online. The teachers assigned work tostudents via internet, delivered lectures video conferencingusing different Apps like Zoom, Google meet, Facebook,Youtube, and Skype etc.

Affective communication through which they are alwaysin touch to share their difficulties through this e-medium. Ina nation like China that practices a considerably morecentralization system, a change to digital learning may besimpler. Even in a nation like the U.S.A, there are some lowpaystudents who don’t approach broad bands and unable to usecomputerized learning arrangement (Study Abroad Life). Thesame is the situation that happens with India where not everystudent is well equipped with the high-speed internet anddigital gadgets and are along these lines of suffer. Numerousadvanced educational institutions in India are not also



equipped with digital facilities right now to cope up withsudden change from traditional education set up to the onlineeducation system.

ObjectivesThe present research paper focused on the following

objectives:

To enlighten various measures taken by Govt. ofIndia for education sector during this pandemic.

To highlight various positive impact of COVID-19on education.

To enlist some negative impacts of COVID-19 andto put some effective suggestions for continuingeducation during the pandemic situation.

Methodology Data and information presented in current study are

collected from various reports prepared by national andinternational agencies on COVID-19 pandemic. Informationare collected from various authentic websites. Some journalsand e-contents relating to impact of COVID-19 on educationalsystem are referred.

Initiatives of Govt. of India on education duringCovid-19

To prevent spread of pandemic COVID-19, theGovernment of India has taken number of preventive measures.The union government declared a countrywide lock-down ofall educational institutions on 16 March 2020. Central Boardof Secondary Education (CBSE) postponed all examinationsof secondary and higher secondary schools on March 18,2020 throughout India. CBSE released revised guidelines forexamination centres to conduct examinations by maintaininga distance of at least 1 meter between the students taking theexam with a class not having more than 24 students. If therooms of the examination centres are small then the studentsshould be divided into different rooms accordingly. TheUnion Public Service Commission (UPSC) postponed theinterview for the Civil Services Examination 2019 (Wikipedia).Similarly the most of the state Governments and othereducational boards postponed examinations due to outbreakof COVID-19. Govt. of India has observed one day nationwideJanta-curfew on March 22 and implement lockdown fromMarch 25, 2020 onwards in different phases. Govt. of Indiahas been extending lockdown periods from time to timeadopting different strategies to fight with the pandemic buteducational institutions remained closed continuously. The

lockdown 6.0 was declared on June 29, which is effective from1st July to 31st July 2020 with some less restriction in othersectors except education. Almost all state governmentministries have taken measures to ensure that the academicactivities of schools and colleges do not hamper during thelockdown period. They have instructed the schools to holdall their classes online. The lockdown has accelerated adoptionof digital technology. It has provided a chance to developnew and improved professional skills/knowledge throughonline learning in more efficient and productive way. Onlinelearning is the best solution during this pandemic Covid-19situation (Pravat, 2020b). So, the digital India vision of thegovernment is emerging as a vital tool for solving the presentcrisis due to Covid-19. It is a fact that technology-basededucation is more transparent with all respect. Looking at thischallenge of colleges and schools being shut, government ofIndia, as well as state governments and private players haveundertaken proper initiatives. The Ministry of Human ResourceDevelopment (MHRD) has made several arrangements,including online portals and educational channels throughDirect to Home TV, Radios for students to continue learning.During lockdown, students are using popular social mediatools like WhatsApp, Zoom, Google meet, Telegram, Youtubelive, Facebook live etc. for online teaching learning system.ICT initiative of MHRD (eBroucher- https://mhrd.gov.in/ict-initiatives ) is a unique platform which combines all digitalresources for online education. The digital initiatives of MHRDfor secondary as well as higher education during COVID-19are listed as below:

Secondary educationDiksha portal contains e-Learning content for students,teachers, and parents aligned to the curriculum, includingvideo lessons, worksheets, textbooks and assessments.Under the guidance of its national boards of education(CBSE) and NCERT, the content has been created bymore than 250 teachers who teach in multiple languages.The app is available to use offline. It has more than80,000 e-Books for classes 1 to 12 created by CBSE,NCERT in multiple languages. The contents can also beviewed through QR codes on textbooks. The app can bedownloaded from IOS and Google Play Store. Website:https://diksha.qov.in or https://seshaqun.qov.in/shaqun

e-Pathshala is an e-Learning app by NCERT for classes1 to 12 in multiple languages. The app houses books,videos, audio, etc. aimed at students, educators andparents in multiple languages including Hindi, Urdu, and



English. In this web portal NCERT has deployed 1886audios, 2000 videos, 696 e-Books and 504 Flip Books forclasses 1 to 12 in different languages. Mobile Apps isavailable. Website: http://epathshala.nic.in or http://epathshala.qov.in.

National Repository of Open Educational Resources(NROER) portal provides a host of resources for studentsand teachers in multiple languages including books,interactive modules and videos including a host ofSTEM-based games. Content is mapped to the curriculumfor classes 1-12, including aligned resources for teachers.It has a total of 14527 files including 401 collections,2779 documents, 1345 interactive, 1664 audios, 2586images and 6153 videos on different languages. Website:http://nroer.qov.in/welcome Higher Education Swayamis the national online education platform· hosting 1900courses covering both school (classes 9 to 12) andhigher education (under graduate, post graduateprograms) in all subjects including engineering,humanities and social sciences, law and managementcourses.

Increased responsibility of parents to educate theirwards: Some educated parents are able to guide butsome may not have the adequate level of educationneeded to teach children in the house.

Loss of nutrition due to school closure: Mid day mealsis a school meal programme of the Government of Indiawhich is designed to provide better the nutritional foodto school-age children nationwide. The closure ofschools has serious implications on the daily nutritionof students as the mid-day meal schemes havetemporarily been shut. Various studies have pointed outthat mid-day meals are also an important contributingfactor for increased enrolment in the schools.

Access to digital world: As many students have limitedor no internet access and many students may not beable to afford computer, laptop or supporting mobilephones in their homes, online teaching-learning maycreate a digital divide among students. The lockdownhas hit the poor students very hard in India as most ofthem are unable to explore online learning according tovarious reports. Thus the online teaching-learningmethod during pandemic COVID-19 may enhance thegap between rich/poor and urban/rural.

Access to global education: The pandemic hassignificantly disrupted the higher education sector. A

large number of Indian students who are enrolled inmany Universities abroad, especially in worst affectedcountries are now leaving those countries and if thesituation persists, in the long run, a there will be asignificant decline in the demand for international highereducation.

Payment of Schools, Colleges fee got delayed: Duringthis lockdown most of the parents will be facing theunemployment situation so they may not be able to paythe fee for that particular time periods which may affectthe private institutes.

SuggestionsIndia should develop creative strategies to ensure thatall children must have sustainable access to learningduring pandemic COVID-19. The Indian policies mustinclude various individuals from diverse backgroundsincluding remote regions, marginalised and minoritygroups for effective delivery.

Immediate measures are required to lessen the effects ofthe pandemic on job offers, internship programs, andresearch projects.

Many online learning platforms offer multiple programmeson the same subjects with different levels of certifications,methodology and assessment parameters. So, the qualityof programmes may differ across different online learningplatforms. Therefore, establishment of quality assurancemechanisms and quality benchmark for online learningprogrammes must be developed and offered by HigherEducation Institutions (HEIs) in India keeping in view ofrapid growth of the online learning platforms

Across the globe, Indian traditional knowledge is wellknown for its scientific innovations, values and benefitsto develop sustainable technologies and medicines andthis knowledge systems in different fields should beintegrated with a present-day mainstream highereducation 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 educationalactivities by obeying guidelines for COVID-19.

l At current times, access to technology and internet isan urgent requirement. So, the digital capabilities andthe required infrastructure must reach to the remotestand poorest communities to facilitate the students to



continue their education during the pandemics. There isa need to deploy public funds to fix the internet gap andensure that students continue to learn digitally. Thestate governments/private organisations should comeup with ideas to address this issue of digital education.

Some significant issues associated with distance learningstrategies like the availability and access to digitaldevices with internet connectivity, the need for safelearning spaces, creating capabilities for teachers, familiesand students to operate and navigate digital devices,and engaging lesson plans for disabled students andother marginalised groups should be addressed by Govt.and the stakeholders. Conclusion

COVID-19 has impacted immensely to the educationsector of India. Though it has created many challenges,various opportunities are also evolved. The Indian Govt. anddifferent stakeholders of education have explored thepossibility of Open and Distance learning (ODL) by adoptingdifferent digital technologies to cope up with the presentcrisis of COVID-19. India is not fully equipped to makeeducation reach all corners of the nation via digital platforms.The students who aren’t privileged like maximum utilizationof online platforms so that students not only complete their

degree in this academic year but also to get ready for thefuture digital oriented environment. The concept of “workfrom home” has greater relevance in such pandemic situationto reduce spread of COVID-19. India should develop creativestrategies to ensure that all children must have sustainableaccess to learning during pandemic COVID-19. The Indianpolicies must include various individuals from diversebackgrounds including remote regions, marginalized andminority groups for effective delivery of education.

Reference1. https://mhrd.gov.in/ict-initiatives2. http://epathshala.qov.in3. https://dsel.education.gov.in/shagun4. https://www.indiatoday.in/education-today/featurephilia/

story/challenges-in-indian-education-system-due-to-covid-19-pandemic-1800822-2021-05-10

5. https://indianexpress.com/article/education/karnataka-promotes-digital-learning-launches-smart-classrooms-distribute-tablets-and-pcs-among-students-7373515/

6. https://www.ndtv.com/education/hrd-minister-launches-india-report-on-digital-education-during-covid-19

7. https://ncert.nic.in/pdf/announcement/Learning_%20Enhancement_Guidelines.pdf



AbstractCommunity-based Tourism (CBT) Business Models are

wonderful tools for distinct communities in India. In the Post-Covid-19 scenario, it will generate alternative income andstrengthen the local as well as the national economy. TheUnique Rural Communities of India need to be brought to themainstream society and given the importance they deserve.CBT is a ray of hope for the poor as they will be given achance to enjoy the benefits of Tourism especially in thepresent circumstances. Its uniqueness lies in the fact that itgives importance to the ownership, management andinvolvement of local community in the Tourism destination.The active participation of local communities in the Tourismactivities will lead to sharing of Tourism benefits among them.This conceptual paper highlights the importance of selectunique communities, how they can be benefitted by Tourismand how such Tourism destinations can attract tourists andhelp in the improvement of the livelihood of such communities.One cannot arrive at a single solution for a successful CBTdevelopment because every community is unique and theyrequire a distinctive planning. This paper will theorize fewselect communities of Karnataka including the Siddis, Lambanisand the Soligas. They practice their own lifestyles which canbe showcased to the world through the Bull Cart Wheel CBTBusiness Model. One cannot deny the fact that this TourismBusiness Model will create a window of opportunity tospread knowledge about a unique culture, its beliefs andsocial norms to another society, thus helping in the propagationof universal brotherhood.

KEYWORDS: Community-based Tourism, Covid-19, LocalEconomy, Unique Communities, Lifestyles

IntroductionCommunity is a magical word from which human

civilization found its identity. India is the best destination tofind unique communities with unique features. One of thebest things about visiting any place in India is getting tounderstand its unique culture, and to learn more about thisancient land. Community-based Tourism (CBT) gives a

THE BULL CART WHEEL MODEL FOR COMMUNITY - BASED TOURISM:ENVISIONING A SHIFT-GEAR IN THE WAKE OF COVID-19

Prof. Chandan V.Assistant Professor, Department of Tourism Studies

Government Ramnarayan Chellaram College of Commerce & Management, Racecoure Road, Bengaluru - 560 001.

wonderful opportunity to tourists who are interested in a trulyauthentic travel experience exploring new human culture andlifestyle. CBT not only encourages a deeper connectionbetween the host and guest, but it also promotesenvironmental protection, cultural conservation, socialresponsibility, and the enhancement of livelihoods. It helpslocal communities to work together with other stakeholders todevelop local business and strengthen local economy. In thePost-Covid-19 scenario, business models based on CBT cangenerate opportunities for employment, participation inconservation, encourages entrepreneurship either collectively,or by local individuals or families. Community-based Tourismis all about supporting locally-led projects that have a directbenefit for the local community, as well as travellers.

Community-based Tourism can take many forms. Someof the most common types include Homestay establishments,where tourists stay with local families, Agritourism, wheretourists can stay in a working farm and experience agro-basedactivities, and Village Tourism where tourists can encounterlocal communities engaged in various traditional works. CBTis as simple as visiting local artisans who create traditionalhandicrafts. One of the greatest strengths of CBT is that it issupported and led by the local community itself.

Successful Examples of CBTThe Kishkinda Trust, Anegundi, Hampi, Hosapete,

Karnataka: The Kishkinda Trust (TKT) was founded in 1997in the UNESCO World Heritage Site of Anegundi of Hampiwith the goal of securing the cultural landscape andcommunity’s future via the promotion of cultural industriesand creative economies based on locally accessible resources.They consider the fact that conservation and companyincubation can aid in a community’s socio-economic growth.TKT works with grassroots communities in Anegundi, ahistoric village located across the Tungabhadra River fromHampi, to help them establish capacity to manage businessincubators and preserve their historical legacy.

TKT works hard to improve their economic situations



and quality of life by including and empowering localcommunities in a variety of multi-disciplinary initiatives andby increasing community capacity in a variety of disciplinessuch as architectural conservation, heritage restoration, craftsand design, hospitality and management, education throughperforming arts and markets and festivals, so that their livesare nurtured, enriched and empowered by their own cultureand identities.

The Kumbalangi Village, Kerala: Kumbalangi is Kerala’sfirst “Model Tourism Village” dedicated to Community-basedTourism. Kerala government designated many villages asmodel villages in 2003. The Kumbalangi-integrated TourismCommunity project aims to turn the small island into a modelfishing village and tourist attraction. The project is beingimplemented by the panchayat (village council) with financialassistance from the State Government. In India, it is the firstof its sort, and it is located in Kochi. It is rich in naturalbeauty, and visitors to Kumbalangi Village are treated to avariety of uncommon treats.

MethodologyThe Bull Cart Wheel Model for CBT

The Bull Cart Wheel Model for Community-basedTourism Development gives a clear idea on how CBT helpslocal community to gain self-sustainability by generatingincome through showcasing its own culture and tradition tothe outside world. The model is a sustainable approachtowards developing unique communities. It provides a

foundation and explanation of how CBT works with theconcept of shared benefit between communities, travellers,and Tourism and travel businesses. This model forms thefoundation of CBT based on which all projects can be carriedout. Community development, Destination Development,Sustainable Tourism and Tourist Facilitation are all coveredfor holistic Tourism development.

The 4 main pillars of CBT are Sustainable Tourism –Rural Tourism – Responsible Tourism – Cultural Tourism

The 8 concepts that connect the main pillars are Artsand Handicrafts – Tourism Products – Tourism Activities– Shared Benefits – Women Empowerment – Gastronomy– Tourism Facilities – Agritourism

The 8 Spokes that directly influence the conceptsmentioned above are Employment – Involvement –Development – Infrastructure – Local Economy –Conservation – Management – Hospitality

CBT is all about working together and the Wheel Modelapproach is to build a strong community that can self-supportand self-sustain. This model focuses on encouraging thesocial enterprise by developing local Community-based Tourismproducts. Local community development depends on supportand partnership with community organizations and socialenterprises/NGO for potential investment, destinationdevelopment and marketing. Integration of differentcommunities is very essential to focus on the workforcecapacity to ensure Tourism products are ready and customizedfor target customers. Value-based Tourism products candemonstrate integration of purpose and social impact into thebusiness model and product. Holistic integration of socialpurpose and corporate social responsibility into the CBTbusiness model can add value to core business.

Analysis and DiscussionThe Different Roles of CBT

One of the primary roles of CBT is conserving anddeveloping unique indigenous communities that are on adanger zone. It is critical to develop indigenous communitieswith unique customs and traditions that are fading. Througha unique business strategy that focuses on maintainingindigenous culture and conserving natural habitat, economicsupport to these distinct communities will assure their future.When local communities are educated about CBT, they canconfidently open up to visitors and begin giving localexperiences that allow visitors to immerse themselves in thelocal way of life, resulting in a cultural exchange and the



opportunity to learn about diverse cultures. This is thegeneration of urban youth who expects off-the-beaten-pathadventures.

Another significant role of CBT is that it bringsopportunities for both social and economic growth in regionsthat are often marginalized and remote. There are many amazingpossibilities for travellers to have original, genuine experienceswhile learning more about diverse cultures, from visitingtraditional craftspeople to eating supper with locals. There isalso a good probability that the tourists will leave with newfriends as well as new memories and knowledge. Many peopletravel seeking unique experiences and exploring new culturesby becoming a part of that community, staying with them,participating in everyday activities, absorbing the local lifestyle,and attempting to know the other world deeply in this age ofglobalization, where the entire world is becoming one village.This will enrich the tourists’ life and they understand theconcept of universal brotherhood. Tourists will realize that theworld must be seen and experienced through the heart andnot through the mind.

The strength of CBT is measured by its role in thebusiness, which is sincerely managed by the local communitiesthemselves. So, it becomes very important that local peopleshould have the power to make decisions and genuinelysupport the CBT business. The rationale for emphasizinglocal communities is to prevent the exploitation and misuse oflocal resources. The communities will benefit from a balancedallocation of responsibilities and earned income. By keepingeverything open and accessible to the local communities,they can feel confident as they can visualize where the moneyis coming from and invest it for future development.

Another important role of CBT is that it not onlyconcentrates on local communities but also gives equalimportance to the protection of the local natural resources.The CBT model is an excellent way to minimize negativeenvironment impact and thus involve in sustainability conceptin order to develop local community and conserving naturalresources. It is always important to customize CBT businessmodel to fit the local community requirements and theircustoms. Every community will have its own culturalboundaries which should be respected. Right from how todress appropriately, food habits or any dos and donts needto be respected. This will ensure that both the guest and thehost will feel comfortable and get benefitted.

It is a win-win situation when tourists get good value

for their money and realize that it is put to good use. And thehost community should also ensure that the tourists andpeople involved are being fairly compensated for their timeand money spent.

The Select Three Unique CommunitiesThe Siddis

The Siddis are direct descendants of East and CentralAfrican Bantu tribes. The Siddis are Indians of African heritagewho have resided in India for millennia. They are supposedto have been transported to India in numerous wavesbeginning in the 7th century, first by Arab merchants/traders,then by the Portuguese and British in the 16th century. ManySiddis were most likely brought to India as slaves, but othersworked as servants, blacksmiths, carpenters, and masons.Some likely arrived as self-employed tradesmen or as warriorsin Arab armies. Between the 14th and 16th centuries, a fewSiddis occupied high-ranking posts in India, includingmonarchs, military leaders, foot soldiers, and governors intiny territories. The most modern Siddis, on the other hand,are descendants of slaves or domestic servants. About 40,000and 50,000 Siddis currently live in India. The Western Ghats,a region of immense beauty with forests and undulating hillsthat has been designated as a UNESCO World Heritage Site,are home to the majority of the Siddi population in SouthernIndia. It is one of the world’s most biologically varied regions.

(Courtesy: https://udaipurtimes.com/events/siddi-dhamal-lavniya-entertained-audience/c74416-w2859-cid112516-s10700.htm)

The LambanisThe Banjara Lambanis are a traditionally nomadic trading

tribe with roots in what is now Rajasthan’s Mewar district.Indigenous tribes bring India closer to an enigmatic anduninteresting picture, far from current trends and economicprogress. As a result, the Gor Banjara is one of the ethnic



groups distinguished by their isolation, unique language,culture, and traditions, festivals, cuisine, dance, and music.This tribe is notable for its cryptic culture, hospitality, anddiametrically opposed patriarchal and matriarchal societies.They are mainly distributed in Maharashtra, Karnataka,Telangana, Andhra Pradesh, Tamil Nadu, Gujarat, MadhyaPradesh, Odisha and West Bengal. They are found in smallernumbers in other States too except the North-Eastern Statesand Union Territories. Gor Banjaras speak their distinctlanguage known as ‘Gorboli’ which is also called as ‘Lamani’.They have oral literature and traditions, but no written literaturebecause their language lacks a script. Because their historyand traditions are not written down, historians and socialscientists find it impossible to chronicle their past. Even theirlater history, up until the Aryan invasion, is shrouded inmystery, as little is known about them in history and culturalbooks, and no meaningful proof has been unearthed, despitethe fact that they are prehistoric survivors.

(Courtesy: https://www.deccanherald.com/content/444253/lambani-mirror-work-grace-silk.html)

The SoligasThe Soligas is an ethnic group. Its members inhabit the

Biligiriranga (BR) Hills in Southern Karnataka. Many peoplelive in and around the BR Hills in the Yelandur and KollegalTaluks of Karnataka’s Chamarajanagar District. Sholaga, aDravidian language, is spoken by the Soliga. They areclassified as a Scheduled Tribe under Indian legislation. Theyhave a population of approximately 40,000 people. Karayya,son of Lord Maleya Mahadeshwara, the deity of the MaleyaMahadeshwara Hills in Karnataka, is the ancestor of theSoliga tribes. According to legend, Lord MaleyaMahadeshwaraswamy asked Karayya to live in the forestsbecause of his affinity for wild animals, while his other son

Biliyayya lived in the plains and became the forefather of theLingayats. Soligas have a unique practice in which they givethe first harvest from their farms to animals and birds. TheVivekananda Girijana Kalyana Kendra helps tribes market theirforest harvest once it has been processed. Honey accountsfor the majority of sales in Bengaluru and Mysore. TheAshoka Trust for Research in Ecology and the Environment(ATREE) has conducted research to show that honey andamla harvesting from the Soliga communities is sustainable.

(Courtesy: https://hippie-inheels.com/discovering-soliga-tribe-b-r-hills/)

The 3 Communities and Their Special AttractionsBeneficial for CBT

Gamate Nrutya or Siddi Dhamal is an extremely expressiveSiddi dance genre that depicts their community life. Thisdance is performed by males in traditional clothing dancing tothe beats of the percussion instrument Gamate. They utilizea clay pot with a leather-wrapped mouth. When members ofthe village returned from a successful hunt, Dhamal was firstperformed as a celebratory dance. The dancers are costumedbrightly and ornamented with leaves, and their faces arepainted. Some of the Siddis’ traditional practices, particularlyin music and dancing, have been preserved.

The Lambanis have a distinct culture, way of life, andpractice that sets them apart from the rest of the IndianSubcontinent. They have developed their own language,culinary habits, body tattooing, attire and decorations, art anddance, festivals and ceremonies, costume, marriage, and folkand performing arts. Dance and music, as well as plastic artssuch as rangoli, cloth needlework, tattooing, and painting, areexamples of their abilities. Lepo needlework is well-known,and it entails stitching mirrors, ornamental jewels, and coinsonto clothing. The Sandur Lambani embroidery which is atype of cloth embroidery unique to their tribe has a Geographical



Indication (GI) label on it. Fire dance and Chari dance, bothhistoric dance traditions, are two of their unique communitypractices. Dadhis or Gajugonia are a sibling community ofsingers to the Lambani communities. They traditionally travelfrom village-to-village, singing songs to the accompanimentof Sarangi.

Honey, nellikai (gooseberry), bamboo, Paasi (Lichen),algae, wild turmeric, Indian blackberry, soapnut, and nennari(wild root) are among the products sold by the Soligas to thetourists. Bamboo baskets are also made by Soligas. Theyundertake an annual ceremony to Lord Mahadeva, praying forgood health, prosperity, and, most significantly, a drought-free year. Following the ritual, the Soligas of one hamlet meetto help prepare meals, rejoice, and serve people from otherhamlets. The Soligas have their unique dance and singingtraditions. The Ragi Habba is a festival commemorating theharvesting of millets. Through their indigenous tribal-traditionalagricultural calendar, the Soligas have their own technique offorecasting rain and combating illnesses and pests. It alsoprovides insight into the Soligas’ extensive traditionalagronomic techniques and ceremonies.

Thus, we understand that the 3 tribes are profoundlyinnovative and their skills and activities can be a source ofmajor income for them if they are showcased to the touriststhrough CBT. It only needs some intervention as evident inthe Bull Cart Wheel Model for CBT development. India’s richculture can be promoted to the outside world through suchTourism development models/theories. One cannot deny thefact that this Tourism Business Model will create a windowof opportunity to spread knowledge about a unique culture,its beliefs and social norms to another society, thus helpingin the propagation of universal brotherhood.

Benefits of Community Based Tourism for theCommunity

Provides a substitute income source and stops movementinto the cities

Creates much-needed attention and appreciation for thelocal community

Focuses on protection of community resources

Focuses on cultural conservation

Makes sure that income generated from Tourism is morelikely to stay within the local community

Protects the well-being of the indigenous people

Supports women empowerment

Encourages conservation of natural resources.

Benefits of Community Based Tourism for theTourist

Gives the tourists a chance to develop a deeperconnection with the community and the place

Makes sure that visitors receive authentic culturalexperiences

Helps tourists to learn first-hand information about thelocal communities

Provides a unique insight into the particular destinationthat the tourists are visiting

Encourages tourists to contribute directly to wildlife andcultural conservation

Gives tourists clear idea that the money they are spendingis for a good cause

Makes sure that it not only benefits visitors, but alsolocal communities.

ConclusionIn the Post-Covid-19 scenario, CBT’s goals and problems

can be met successfully with a collaborative approach frommany communities and Tourism partners. Local communitieslive a lifestyle infused with natural resources in order toestablish a distinct tourist destination that highlights anddifferentiates local qualities and thereby attract internationalvisitors. The reasons to develop such Tourism attractions andactivities are just as various as they could be rooted in aninterest for conservation of natural and cultural heritage,opportunities for survival and to improve their living conditions,the local economic interests or participation in the recenttrends of their community. By defining the products andservices of that unique community, marketing their handicrafts,foods, homestays, customs, tradition and lifestyle will be easyand they will stand apart from other competitors. CBT is onlysuccessful if visitors come and enjoy the facilities. Travellers’preferences are shifting, and they are increasingly drawn tounspoilt and untapped Tourism sites. Travellers have theability to spend money and contribute to a healthy localeconomy. These tourists want the finest from every Tourismplace they visit. So, a scientific CBT business model is verymuch required to manage Tourism destinations and to managetourists by keeping in mind the local community development,sustainability and environmental conservation.



References1. Naik, Dhanasing B. (2000). The Art and Literature of

Banjara Lambanis: A Socio-cultural Study. New Delhi:Abhinav Publications.

2. Nijagannavar, Manjula & S.V. Hittalmani. (2010).Anthropological Demography of Siddi Tribe. Latvia:VDM Verlag Dr. Müller.

3. https://stories.minorityrights.org/afro-descendants/chapter/photo-essay-the-siddi-of-karnataka/

4. https://www.thelovepost.global/decolonise-your-mind/photo-essays/indians-african-origin-glimpse-world-siddi-peoples-karnataka

5. https://www.deccanherald.com/spectrum/on-a-cultural-drawbridge-the-siddi-tribe-813611.html

6. https://www.thehindu.com/society/history-and-culture/tunes-and-sounds-from-the-woods/article30607717.ece

7. https://artsandculture.google.com/exhibit/the-colored-homes-of-lambanis-dastkari-haat-samiti/uQKiAv9G95o5Jg?hl=en

8. https://www.outlookindia.com/outlooktraveller/see/story/68864/a-glimpse-into-the-forest-dwelling-soligas-community-in-karnataka



AbstractGlobal Pandemic COVID-19 crisis, since its outbreak in

late 2019 in Wuhan Province of China that travelled rapidlyacross all borders, has exposed all economic activities tovarious kinds of challenges and put peoples’ lives at risk.The nations imposed restrictions and lockdowns to limit thevirus spread, have led to distortions in all sectors of thecountries’ economies. India is no exception to it. Therepercussions of Covid-19 have been even felt by the realestate. This paper is intended to explore how the PandemicCovid-19 has impacted the real estate sector in local area ofKanakanagar in Bengaluru City. Standalone, Mult-unit andApartment type of lettable properties were included in thesurvey and data on various factors influencing tenancy isbeing mustered through structured questionnaire andinterviews from 140 owners spread across 16 Cross Roads ofthe area under study. The data was subjected to statisticaltools and the analysis revealed that around 25 percent oflettable residential properties were vacated during and afterlockdown periods. The study found that job loss was majorfactor followed by failing business, reduced monthly incomes,salary cuts, relocation to the smaller places among others,were some of the disturbing reasons. The owners of theproperties were under financial duress as they found it verydifficult to service the loans and meet fixed maintenanceobligations. The paper concluded that the Pandemic Covid-19 has impacted the lives and financial positions of bothinvestors and users of the residential properties in the localarea under study.

KEYWORDS: Lettable Property, impact, tenancy, rent, financialstress, Job loss.

IntroductionThe Pandemic COVID-19, since its emergence in

December 2019, has caused negative effects on the economiesof countries and has had a profound impact on the lives andlivelihoods of people in the entire globe with potential long-

AN IMPACT OF PANDEMIC COVID-19 ON RESIDENTIAL PROPERTYRENTALS: A SURVEY IN SELECT AREA OF BENGALURU CITY

Dr. Ajaz Ahmed KhanAssociate Professor & Head, MBA Department

Government Ramnarayan Chellaram College of Commerce & Management, Racecoure Road, Bengaluru - 560 001. E-mail : [email protected]

lasting effects on how people live, work and play. The 21st

century witnessed international travel and logistics madeeasier than ever before which exhibited benefits in cross-border exchange of goods, services, information, knowledge,people, talent, capital and so on promoting economic growthand development on global scale. Unfortunately, this changealso facilitated the rapid spread of the Covid-19 virus pushingthe global societies and economies into crisis. Public healthwas the main concern for the governments. Besides thesechallenges, the vast economic damage manifested in the termsof lost economic output, job losses, disrupted supply chains,paralysed operations, weakening financial positions, exposureto financial risks, non-payment of financial obligations andlabour mass exodus has also been undeniable. The conditionsand restrictions imposed in most countries to break chain ofvirus spread among people such as social distancing andquarantines, lockdowns, phased manner unlock etc. have ledto economic distortions and slowed many countries’economies. The first few months of outbreak of Covid-19Pandemic brought an unseen scale and speed of an economicimpact, with China’s economy contracting by 8.5% thatfollowed by the rest of the Asia-Pacific region in similarmanner (Rogers 2020)1. The pandemic subsequently broughtan unprecedented crisis to the global economy, the worldGDP amounted to about 84.54 trillion U.S. Dollars¸ almostthree trillion US Dollars lower than in 20192.

The world’s 10 largest economies in 2020 viz., UnitedStates, China, Japan, Germany, United Kingdom, India, France,Italy, Canada and Korea witnessed economic turbulence dueto Covid-19 with significant decline in the economies showeda negative growth GDP in 2020. The real growth in theworld’s largest economies is: United States (-4.3%); China(+1.9%); Japan (-5.3%); Germany (-6.0%); United Kingdom(-9.8%); India (-10.3%); France (-9.8%); Italy (-10.6%); Canada(-7.1%) and Korea (-1.9%)3. The Thus, it is evident that,Covid-19 Pandemic has impacted the economies of the world.

A variety of factors like social distancing, government



imposed-lockdowns, travel restrictions, temporary closures ofshopping malls, cinemas, retail stores, restrictions on hotelsand restaurants, closure of factories and food-processingplants, services sectors resorting to work from home etc. ledto economic disruptions and also caused fear of supplyshortages of everyday items which drove people to panic buyand hoard essential goods. A halt to international travel hascrippled the hospitality and tourism industries, withinternational tourism falling by 72% in 20204. All thesedisruptions lead to permanent job losses and loss of incomesources for families. Many businesses were forced to closetheir operations.

The businesses that are continuing operations haveasked their employees to work from their homes. The trendof work from home has also brought upon complications ofits own. According to the Economic Survey 2017-18, 28% ofpeople live in rented accommodation in India’s urban areas5.Those who had invested in property markets in India, with anaim to generate rental income, have been at the receiving endof the disruptions caused by the work from home culture thathas become the mainstay in work operations of the corporateworld. This work culture leads to migration of employeesback to natives causing vacating the rental properties. Withthe pandemic playing spoilsport, the rental markets haveregistered marginal fall of 10-15% in the rental of the properties6.During the first wave of Covid-19, the vacancy level hoveredaround 10 to 15 percent. At present it has gone up to 25percent7. The rental market in several cities has observed asharp decline in demand and this season has brought unrestfor owners of all types of properties, be it paying guesthouse, commercial properties, standalone apartments orapartments of the top real estate builders8.

Landlords have faced huge losses during the pandemicyear. Landlords who planned to repay housing loans from therental income of invested properties were hit hard. A reviewof the literature and news columns suggest that the landlordsfaced loss of rental income and incurred fixed annualmaintenance expenses, property tax and income tax on notionalrent of the property.

Problem FormulationIn a country like India where diversified classes of the

people have invested in various revenue making avenues likeinvestment in financial assets like stocks, mutual funds, pensionscheme, provident funds, fixed / term deposits and non-financial assets such as gold and real estate. The investment

in real estate is considered as ideal where the element of riskis comparatively lesser. The people who are financially stablewould prefer to invest in the real estate either for their ownconsumption or even for making additional income by lettingthem. Property investment, either in commercial or residential,is considered as the safest one. Bengaluru is one of the mostpreferred metropolitans of the country. The property ownersinvested in the housing expecting the rental. The outburst ofPandemic has changed the real estate investors’ expectationsand how far it is true in the post Covid-19 scenario is lessresearched into. Hence this particular research paper tries tounderstand how far the Covid-19 Pandemic has impacted therental revenues of the investors in select areas of BengaluruCity.

Statement of the ProblemThis particular study has identified its topic of research

as AN IMPACT OF PANDEMIC COVID – 19 ONRESIDENTIAL PROPERTY RENTALS: A SURVEY INSELECT AREA OF BENGALURU CITY.

Objectives of the StudyTo understand the factors influencing leasing/renting ofthe residential properties.

To analyse the relationship between leasing factors andrental income of the investors.

To analyse the impact of pandemic on the rental income.

Independent Variables Indentified for the StudyFactors that Influence Continuation of Tenancy of theProperties

Permanent nature of employment / stable business

Stable financial condition of the tenants occupyinglettable residential properties.

Waiver of rent by the landlords for certain months.

Reduction in monthly rentals of the occupied properties.

Reduction and refund of security deposits by thelandlords to extend help during pandemic crisis.

Non revision of annual rentals of the residentialproperties.

Factor that Led to Vacating the ResidentialProperties

Failing business causing unbearable losses.

Job loss leading to mass exodus of migrant labourers.

Reduction in employee salaries.



Work from home culture

Relocation to smaller spaces and affordable places

Relocation to peripheral zones.

Other personal reasons.

Research MethodologyPopulation

The universe of the study is based on the residentialproperties meant for rental purpose situated in the geographicalarea of Kanakanagar in the Postal Zone of R.T. Nagar,Bengaluru.

Research DesignThis study focuses on Covid-19 related factors impacting

the rental income of the residential properties in KanakanagarArea of R.T. Nagar Post of Bengaluru City. The nature ofstudy is more of a fact finding one.

SamplingTable 1: Selection of Sampling Units (on Random Basis)

The residential properties situated in Kanakanagar areaof the R.T.Nagar postal region of the Bengaluru city isselected as the universe of the study. The respondents werethe investors in residential properties in Kanakanagar area ofR.T. Nagar Region. The study divided the residential propertiesinto three types of properties. The Table 1 exhibits lucidinformation about the types of residential properties. Asample of 140 respondents was selected. The total numberof properties is 816 and the sample size considered for thestudy is 140 which constitute 17.2 percent. The studyensured representation from all the types of lettable residentialproperties on all cross roads viz., Standalone properties,Multi-unit properties, and apartments situated from 1st CrossRoad to 16th Cross Road.

f p g ( )

S.

No.

Type of Property Standalone Multi-unit Apartment Total in

Kanakanagr

Location No of

units

% of

N

No of

units

% of

N

No of

units

% of

N

No of

units

% of

N

1 1st

Cross, Kanakanagar 4 2.85 4 2.85 2 1.43 10 7.14

2 2nd Cross, Kanakanagar 3 2.14 6 4.28 1 0.71 10 7.14

3 3rd


4 4th Cross, Kanakanagar 2 1.43 6 4.28 2 1.43 10 7.14

5 5th




8 8th



10 10th



12 12th



14 14th




17 TOTAL 50 35.72 60 42.85 30 21.43 140 100.00

Source: Primary Data

Tools of Data CollectionThe study considered following tools for the data

collection

1. Questionnaire for investors on standaloneresidential properties

2. Questionnaire for investors on multi-unit residentialproperties

3. Questionnaire for investors on apartment properties

Data CollectionThe data was mustered through the instruments

specifically developed for this study. Data collection tookaround 2 months time to ensure adequate representation ofthe sample size. Since the nature of the study was very muchsensitive, the researcher assured the confidentiality of thedata to all the owner participants who responded to the datacollection. Initially 300 owners of the properties wereapproached out of whom 195 respondents cross checked theconfidentiality of the information. Finally 140 respondentsprovided the information to the survey. Hence, the presentstudy considered 140 respondents from the selected propertieson all roads of Kanakanagar.

Data Collection Analysis and DiscussionCronbach’s Alpha for reliability of the data collected has

been calculated to test the reliability of the data as under:

The Alpha calculated as 0.860. Any value above 0.70has been considered as reliable and therefore, it has beenassumed that the data collected is reliable for further analysis.

Table 2 exhibits, 53 units are standalone single residentialhouses, 60 are multi-units and 27 are units in the apartments.Thus, all types of the residential properties meant for lettingon rent and also occupied are considered for the study whichwould suggest broader spectrum of the factors responsible

Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on

Standardized Items

N of Items

.815 .821 31

Table 2: Lettable Residential Properties

Type Frequency PercentValid

PercentCumulative

Percent

Standalone 53 37.9 37.9 37.9

Multi-unit 60 42.9 42.9 80.7

Apartment 27 19.3 19.3 100.0

Total 140 100.0 100.0



for the generation of rental income to the investors in theselect geographical locality under the present study.

Table 3: Priority Factors that the Residents SeekingResidential Properties on Rental Basis

The prospective tenants seeking residential propertiesin the select sample area who choose the residential units fortenancy are based on the above tabulated factors. 25 percentof the respondents (N=140) are of the opinion that tenantsconsider the distance from the employment zone as firstpriority, followed by 12.14 percent respondents keep vicinityof the schools and colleges for educational needs of theirwards. Similarly, the distance of public transport, hospital forhealth related matters, police station for safety related issuesand distance from Central Business District are the othervariables that affect renting out of the residential properties.55 respondents forming 39.29 percent of the sample regardedall of these factors that influence renting decisions. Thus, theoccupancy of the lettable residential properties largely dependon the dynamics of nearness to workplace, easy transportabilityto educational centres, space availability in the property,accessibility to the healthcare centres, public utilities, marketsand commercial centres (Mean score = 1.81, SD=0.735). Sincethe outbreak of the Pandemic Covid-19 followed by restrictionsand lockdowns, whether the tenants continued to occupy therented properties was analyzed.

A further probe into the continuation of the tenancyoccupation of the lettable residential property was done andit was found from Table 4 that, 75 percent (N=140) of thetenants continued to remain in the residential propertiesirrespective of the changes witnessed due to Covid-19Pandemic. However, 35 properties out of 140 surveyed lettable

Select CrossRoads

MoreFloorareaand

numberof

rooms

Distancefrom

employmentzone

Distancefrom

nearestschool /college

Distancefrom

nearestpublic

transportfacility

Distancefrom

policestation

for safetyreasons

Distancefrom

hospital

Distancefrom

CentralBusinessDistrict

All ofthese

reasonTotal

1st Cross, 2 2 0 2 0 1 1 - 10

2nd Cross, 1 4 0 1 1 0 2 1 10

3rd Cross, 2 2 1 0 0 1 1 4 11

4th Cross, 0 1 0 1 1 1 1 5 10

5th Cross, 1 4 0 0 0 0 0 7 12

6th Cross, 0 4 0 0 0 0 0 6 10

7th Cross, 0 3 3 0 0 0 1 2 9

8th Cross, 0 2 4 1 0 0 0 2 9

9th Cross, 0 1 4 1 0 1 1 4 12

10th Cross 0 3 0 0 0 1 0 3 7

11th Cross 0 2 1 0 1 1 0 4 9

12th Cross, 0 3 2 0 0 0 0 5 10

13th Cross, 0 2 0 1 0 1 1 2 7

14th Cross, 0 0 0 0 0 0 0 4 4

15th Cross, 0 1 0 1 0 1 0 2 5

16th Cross, 0 1 2 0 0 0 0 2 5

Total 6 35 17 8 3 8 8 55 140

Percentage 4.29% 25.00% 12.14% 5.71% 2.14% 5.71% 5.71% 39.29% 100%


residential properties considered under this study, were vacatedby the tenants. A further microscopic survey revealed thatmulti-units residential properties were the most impacted as itaccounts to 14 percent (N=140) out of the total propertiesresearched. The multi-units properties vacant account to 40percent (vacant N=35) proportion to the total vacant residentialproperties.

Table 4: Tenants Continuing to Occupy Residential

Lettable Properties During and Post-Lockdown Periods

Property Type

Tenantscontinuing

occupying

Tenantsvacated

Total

N % N % N %

Standalone 41 29.29 12 8.57 53 37.86

Multi-unit 46 32.86 14 14.00 60 46.86

Apartment 18 12.85 9 6.43 27 19.28

Total 105 75.00 35 25.00 140 100.00


Table 5: Reasons for Existing Tenants to Continue Occupation of the Lettable Residential

Properties After Restrictions and Lockdown Periods

Residential

PropertyType

Permanentnature of

employment/ stable

business

Financialstability ofthe tenant

Waiver ofrent forcertainperiod

Reductionin property

rental

Reductionand refundof securitydeposits

Non-revision ofannual rent

Total

N % N % N % N % N % N % N %

Standalone 6 5.71 8 7.63 3 2.86 1 0.95 1 0.95 22 20.95 41 39.05

Multi-unit 5 4.76 2 1.90 7 6.66 2 1.90 2 1.90 28 26.67 46 43.81

Apartment 1 0.95 2 1.90 0 0.00 1 0.95 1 0.95 13 12.38 18 17.14

Total 12 8.00 12 11.43 10 9.52 4 3.80 4 3.80 63 60.00 105 100


An attempt was made to understand what were thefactors that made tenants to continue to occupy the properties;Table 5 discloses that the highly significant contributingfactor for continuation of the tenancy agreements postlockdown period is Non-revision of the annual rent (60percent) even after completion of previous annual rentalperiod. Financial strength or stability constitutes 11.43 percent(N=105) of tenants to continue tenancy agreements, while9.52 percent is the generosity showed by the landlords inwaiving off the rent for some months during the crisis period.The un-impacting changes in financial position of businessesand continuation of employment or permanent nature ofemployment accounts to eight percent of the factors. 3.80

Table 6: Reasons that Compelled the Tenants to Vacate the Residential Properties

Reasons Frequency Percent Valid PercentCumulative

Percent

Failing Business and losses 2 5.7 5.7 5.7

Reduced salaries 2 5.7 5.7 11.4

Job loss that compelled migrants to go

back to their places

21 60.0 60.0 71.4

Relocation to smaller and affordable

places

2 5.7 5.7 77.1

Relocation to peripheral zones 1 2.9 2.9 80.0

Remotely work 6 17.1 17.1 91.1

Other personal reasons 1 2.9 2.9 100.0

Total 35 100.0 100.0




percent each accounts for humane attitude of the landlords inreducing the monthly rentals and even, refund a certainportion of security deposits to the tenants in order to helpthem to withstand the difficult times. While all the factorscontribute to continuation of occupancy, the undeniable factorremains the unchanged rentals from pre-covid-19 period topost covid-19 lockdowns and openings of the economy.

Table 6 demonstrates the reasons that forced the tenantsof the residential properties under study to vacate. ThePandemic made to the governments to order restrictions andlockdowns to contain rapidly spreading virus which resultedin sudden closure of the businesses and the labourers wereleft with no income for survival in the city. 60 percent of therespondents opined that their tenants vacated propertiessince they lost jobs and informed the landlords that they wentback to their respective home towns. While many corporate/ employers adopted the new normal of work from culture andasked their employees to remotely work that accounted for17.1 percent of the tenants to relocate either to the smallerspaces or go back to their native places. Un-absorbablelosses / failing businesses, employers resorting reducedemployee salaries and tenants relocating to smaller andaffordable places are other factors that contribute 5.7 percenteach for vacating properties. Relocation to peripheral zonesand for other personal reasons were also the factors thatimpacted the rental revenues of the landlords of the residentiallettable properties under study in the select areas of theKanakanagar, R.T. Nagar, Bengaluru.

Table 7: Impact of Covid-19 Pandemic on Investors in Lettable Residential Properties and

Tenants (Data connected with vacant properties)

Sl

No

Statement Scale Total

(N)

Results

SD D N A SA

1 Repayment of Housing Loan

installments is affected1 1 6 6 21 35 Mean Score

Std. Dev

4.290

1.0452.8% 2.8% 17.2% 17.2% 60% 100%

2 Caused financial hardships to

the landlords2 1 2 6 24 35 Mean Score

Std. Dev

4.400

1.11714.3% 2.8% 5.7% 17.2% 68.6% 100%

3 Meeting fixed / Maintenance

charges become difficult3 0 1 7 24 35

Mean Score

Std. Dev

4.490

0.9198.6% 0% 2.8% 20% 68.6% 100%

4 Occupancy of Tenant does not

matter for levy of Municipal

Taxes

2 2 1 7 23 35Mean Score

Std. Dev

4.340

1.1625.7% 5.7% 2.8% 20% 65.7% 100%

5 Personal taxation may not

change due to non-occupancy1 2 1 7 24 35

Mean Score

Std. Dev

4.460

1.0102.8% 5.7% 2.8% 20% 68.6% 100%

6 Tenants also faced Financial

Hardships due to Lockdowns

etc.

2 1 2 6 24 35Mean Score

Std. Dev

4.400

1.1175.7% 2.8% 5.7% 17.2% 68.6% 100%

Key: SD – Strongly Disagree; D – Disagree; N – Neutral; A – Agree; SA – Strongly Disagree

Source : Primary Data

Table 7 put on view that Covid-19 Pandemic and itsrelated restrictions, lockdowns, partial openings, curbedeconomic activities, shift system of working, work from home,social distancing, limitations on social gatherings etc. had lefthuge damages on the economic activities including real estatein general and residential rental sector in particular. The

investors in residential properties anticipating rental revenuehave felt the heat. 76.2 percent of the owners have expressedabout the trouble in servicing the EMI payments of housingloan, while 85.8 percent encountered financial hardships and88.6 percent have opined about a challenge of meeting fixedcharges related the properties. 85.7 percent have confessedabout no change in the payment of municipal taxes, apart fromthe burden of personal taxation. 85.8 percent of the ownerrespondents also confirmed that the tenants who vacatedtheir properties suffered financial difficulties due to thelockdowns, health related expenses etc. Therefore, it is foundthat servicing of housing loans, discharging fixed obligations,payment of taxes are the major concerns besides routinefinancial adjustments.

FindingsThe priority of the residents seeking for rental propertiesin select area under study is distance from theemployment zone. They are looking for reducing thetravel time to office and back home. (see Table 3).

The occupancy of the lettable residential propertieslargely depend on the dynamics of nearness to workplace,easy transportability to educational centres, spaceavailability in the property, accessibility to the healthcarecentres, public utilities, markets and commercial centres(see Table 3).

75 percent of the tenants who were in occupation of thelettable properties have continued the occupancy duringand after lockdown periods. However, 25 percent of thetenants have vacated the properties due various reasonswhich lead financial crisis to the landlords (See Table 4).

Non-revision of annual rentals, Financial Strength,Continuing businesses, permanent jobs and assuredsalary, generous waiver of rentals by owners, reductionin monthly rentals and also refund of a certain portionof security deposits were some of the factors thathelped in continuation of the tenancy period of theexisting tenants in the area under study (See Table 5).

· Of the tenants vacated (25 percent, N=35) the propertiesfor different reasons, that 60 percent of tenants lost thejobs and were left with no means for survival andpayment of rent. Thus, disturbed both the owners andtenants to a large extent. (See Table 6).

Work remotely culture is another reason for tenants tovacate the properties and go back to their home towns.

Failing business, reduced monthly incomes, salary cuts,



relocation to the smaller places, shift to peripheral zonesand other personal reasons are the other reasons thatconstrained the existing tenants from continuing rentaloccupations for further extended periods.

The owners of the properties who funded theirinvestment in residential properties through HousingLoans encountered the challenge of servicing EMIs(See Table 7).

Fixed Maintenance Charges, payment of property taxeswithout any relief or reduction in that was anotherdifficulty worrying owners.

The financial hardships do not just end with the ownersof the properties, they are even bothering the tenantswho are the direct victims of the lock downs, restrictions,curbs on economic activities etc. (See Table 7).

ConclusionThe negative effects of Pandemic Covid-19 are felt by all

the economies of the world. Even more shocks were felt inIndia. Exodus migration of the labourers was seen and peoplealso faced huge sufferings. Scores of the people died whilewalking back to their homes. The turbulence of the same isexperienced across all sectors. Real estate is worst impactedone. Unlike other assets, real estate guarantees the valueprotection and hence people invest in it in hopes of makingof returns. Investment in residential properties is one of suchoptions. The present study was intended to identify whetherhousing sector is impacted and was found both the tenantsand landlords are affect to a marked extent. The tenants, whovacated, were unwilling to become illegal occupants and theowners also faced hardships in the financing property relateddebts. The impact was such that tenants were obligated toeither relocate or move back to their places. The entirepandemic scenario had left its impeccable marks on the livesof the all segments of the society and owner-tenants ofresidential properties in particular.

ReferencesAdams, Zeno, and Roland Fuss. 2010. Macroeconomicdeterminants in international housing markets. Journalof Housing Economics 19:38-50

An, Xudon, Yongheng Deng, Jeffrey D. Fisher, andMaggie Rong Hu. 2016 Commercial real estate rentalindex: A dynamic panel data model estimation. RealEstate Economics 44: 378-410

Brounen, Dirk, and Maarten Jennen. 2009. LocalOffice Rent Dynamics. Journal of Real Estate Financeand Economics 39: 385-402

D’Lima, Walter, Luis A. Lopez, and Archana Pradhan.2020 COVID-19 and Housing Market Effects: Evidencefrom U.S. Shutdown Orders. Working Paper. Norfolk:Old Dominion University.

Economic Survey 2017-18, Available on https://mofapp.nic.in/economicsurvey/economicsurvey/index.html

Edelstein, Robert H., and Desmond Tsang. 2007.Dynamic residential housing cycles analysis. Journalof Real Estate Finance and Economics 35: 295-313.

Gross World Product – Report, in http://statisticstimes.com/economy/world-gdp

Manu Aiyappa 2021, Report on Housing rents fall 10-15% in Karnataka, Many tenants yet to return, publishedin Times of India, June 16, 2021 issue.

Namitha Shah 2021, Impact on house rent in cities post– Covid-19, published in ClearTax Chronicles, publishedon 26-February 2021. Available on https://news.cleartax.in/impact-on-house-rent-in-cities-after-post-covid-19/5824/

Report in times of India, published on June 16, 2021issue.

Rogers, Tom. 2020, The Economic Impact of COVID-19on Asian-Pacific. Oxford: Oxford Economics.

UNWTO, 2020. Impact Assessment of the COVID-19Outbreak on International Tourism. Available online:https://www.unwto.org/impact-assessment-of-the-covid-19-outbreak-on-international-tourism.

World GDP Ranking 2020. Available online: https://knoema.com/nwnfkne/world-gdp-ranking-2020-gdp-by-country-data-and-charts.



AbstractIn India, the COVID-19 outbreak has been declared an

epidemic in all its states and union territories. To combatCOVID-19, lockdown was imposed on March 25, 2020 whichhas adversely affected the education system in the country.It has changed the traditional education system to theeducational technologies model, where teaching andassessments are conducted online. This paper aims to identifythe barriers faced by teachers during online teaching in India

KEYWORDS : Corona virus, COVID -19, Pandemic,challenges, positive aspects, negative aspects, online teaching,virtual education, lock down, LMS.

IntroductionThe Indian government announced a lockdown and

closure of educational institutions a to enforce social distancingwithin communities. The nationwide lockdown has had atremendous impact on the education system of the country.The Indian education system is dominated by classroomstudy, the present scenario has made the functioning of theeducational institutions difficult. As the days are passing bywith no immediate solution to stop this outbreak, the closureof schools and universities is affecting the learning acrossthe country. The structure of the Indian education system i.e.learning methodology, teaching techniques & assessmentmethodologies, is quite affected, resulting in a shift to onlineeducation with focus on virtual education to accomplish theaims and objectives The world is facing a crisis today dueto the Covid 19 pandemic. Almost all nations have beenaffected directly or indirectly by the virus and the lives ofmillions of people have changed. The pandemic has had animpact on the education sector, the students being forced toremain in their homes to overcome the risk of possible infectionand death due to the virus, if the schools and colleges wereto run during the pandemic. This situation has caused almostall schools and colleges to reach out to the online route forrunning the day’s scheduled classes through webcams andsmartphones. A further development has happened in theincreasing popularity of pre-recorded or on-demand access

CHALLENGES FACED BY TEACHING COMMUNITY ANDOVERCOMING THE SAME IN INDIA IN VIEW OF COVID-19

Rukmini K.Assistant Professor of Commerce, Government Ramnarayan Chellaram College of Commerce and Management,

Race Course Road, Bengaluru - 560001, Mobile: 9632502552. E-mail: [email protected]

online courses. The creation of a new online route for deliveryof course content will become more prominent in the postCovid world as the survivors of the pandemic and the oneswho have gone through the lock down may not be asconfident as they were, in the pre Covid world about sendingtheir children and wards to schools and colleges, and thusmay motivate the schools and colleges to offer online basedcourses to cater to their needs. This will create a newparadigm for teachers and professors as they will have toadapt to this new situation to be more congruent whiledelivering their lectures and course content through theonline route

Literature ReviewIn order to understand the Impact of Covid19 on the

education sector of India and the challenges and opportunitiesthat can be gained from it a search of literature was conductedto find useful information, pertaining to the paper. The internetwas used for acquiring useful research papers, having aconnection with the objectives of this paper, as accessingonline databases kept in the institute was rendered impossibledue to closure of the institute due to the lock down. Theinternet (and Google Scholar) was used as a resource foracquiring research papers having a connection with theobjectives of this paper.

Keeping in mind the seriousness of the Covid 19, Lockdown was ordered in India under the provisions of theEpidemics Diseases Act 1897 and the Disaster ManagementAct, 2005. All establishments wherein a large number ofhuman presence was ordinarily present – factories, offices,schools, colleges, universities, restaurants, theaters, malls,shopping complexes, businesses and so on were ordered tobe closed so that the cost of life could be reduced as muchas possible. Being that the months of March, April and Mayare crucial months in a student’s life as all exams upto SSClevel are scheduled in these months, a decision was taken tocause for education content to be delivered to the students,via the online route. In this connection, the Govt of India hasmade available online courses and MOOC courses for students



and teachers so that they do not have to miss out on theircourses. Resources such as the DIKSHA portal containingvideo lectures, e-worksheets, e-textbooks and assessments, e-Pathshala and the National Repository of Open EducationalResources (NROER) portal were made available for studentsup to 01 to 12th standard in the country. In addition, SWAYAMa MOOC database of 1900 courses was made available forinterested students

It is to be noted that e-learning access levels are not‘uniformly’ distributed throughout the country as majority ofthe colleges, schools, institutes and universities in the countryprefer physical classes instead of digital ones and fewinstitutes have made use of the technology for the benefit oftheir students. The history of e-learning in India can be tracedback to the early 90s. There were not many players in thenewly created market then and the startups in the field in thethen years started developing e-learning products andsolutions for the foreign market, as the domestic market wasin the infancy back then. The startups in the then areadeveloped and delivered e-learning products related toeducational content based on the curricula provided by foreigninstitutions, employee training programs and other e basedemployee development and professional development programfor corporate clients, banks and for professional developmentinstitutes.

The teachers assigned work to students via internet,delivered lectures video conferencing using different Appslike Zoom, Google meet, Facebook, Youtube, and Skypeetc.Indian education system got the opportunity fortransformationfrom traditional system to a new era. Thefollowing points maybe considered as the positive impacts.

1. Move towards Blended Learning: COVID-19hasaccelerated adoption of digital technologies to delivereducation. Educational institutions moved towardsblended mode of learning. It encouraged all teachersand students to become more technology savvy. Newways of delivery and assessments of learning openedimmense opportunities for a major transformation in thearea of curriculum development and pedagogy. It alsogives access to large pools of learners at a time.

2. Rise in use of Learning Management Systems: Use oflearning management systems by educational institutionsbecame a great demand. It opened a great opportunityfor the companies those have been developing andstrengthening learning management systems for useeducational institutions

3. Enhance the use of soft copy of learning material: Inlockdown situation students were not able to collect thehard copies of study materials and hence most of thestudents used of soft copies materials for reference.

4. Improvement in collaborative work- There is a newopportunity where collaborative teaching and learningcan take on new forms. Collaborations can also happenamong faculty/teachers across the world to benefit fromeach other

5. Rise in online meetings- The pandemic has created amassive rise in teleconferencing, virtual meetings,webinars and e-conferencing opportunities

6. Enhanced Digital Literacy: The pandemic situationinduced people to learn and use digital technology andresulted in increasing the digital literacy.

7. Improved the use of electronic media for sharinginformation: Learning materials are shared among thestudents easily and the related queries are resolvedthrough e-mail, SMS, phone calls and using differentsocial Medias like WhatsApp or Facebook.

8. World wide exposure: Educators and learners are gettingopportunities to interact with peers from around theworld. Learners adapted to an international community.

9. Better time management: Students are able to managetheir time more efficiently in online education duringpandemics.

10. Demand for Open and Distance Learning (ODL): Duringthe pandemic situation most of the students preferredODL mode as it encourages self-learning providingopportunities to learn from diverse resources andcustomized learning as per their needs.

Negative impact of COVID-19 on educationEducation sector has suffered a lot due to the outbreak

of COVID-19. It has created many negative impacts oneducation and some of them are as pointed below:

1. Educational activity hampered: Classes have beensuspended and exams at different levels postponed.Different boards have already postponed the annualexaminations and entrance tests. Admission process gotdelayed. Due to continuity in lockdown, student suffereda loss of nearly 3 months of the full academic year of2020-21 which is going to further deteriorate the situationof continuity in education and the as students wouldface much difficulty in resuming schooling again after ahuge gap.



2. Impact on employment: Most of the recruitment gotpostponed due to COVID-19 Placements for studentsmay also be affected with companies delaying the onboard of students. Unemployment rate is expected to beincreased due to this pandemic. In India, there is norecruitment in Govt. sector and fresh graduates fearwithdrawal of their job offers from private sectors becauseof the current situation. The Centre for MonitoringIndian Economy’s estimates on unemployment shot upfrom 8.4% in mid-March to 23% in early April and theurban unemployment rate to 30.9% (Educationasia.in).When the unemployment increases then the educationgradually decreases as people struggle for food ratherthan education.

3. Unprepared teachers/students for online education- Notall teachers/students are good at it or at least not all facelearning to online learning. Most of the teachers are justconducting lectures on video platforms such as Zoom,Google meet etc. which may not be real online learningwithout any dedicated online learning platform.

4. Reduced global employment opportunity- Some maylose their jobs from other countries and the pass outstudents may not get their job outside India due torestrictions caused by COVID-19. Many Indians mighthave returned home after losing their jobs overseas dueto COVID-19. Hence, the fresh students who are likelyto enter the job market shortly may face difficulty ingetting suitable employment. Many students who havealready got jobs through campus interviews may not beable to join their jobs due to lockdown. The Indians whohave been doing their jobs abroad may lose their jobs.of movement restriction in the current pandemic situation

5. Increased responsibility of parents to educate their wards:Some educated parents are able to guide but some maynot have the adequate level of education needed toteach children in the house.

6. Loss of nutrition due to school closure: Mid day mealsis a school meal programme of the Government of Indiawhich is designed to provide better the nutritional foodto school-age children nationwide. The closure ofschools has serious implications on the daily nutritionof students as the mid-day meal schemes havetemporarily been shut. Various studies have pointed outthat mid-day meals are also an important contributingfactor for increased enrolment in the schools

7. Access to digital world: As many students have limited

or no internet access and many students may not beable to afford computer, laptop or supporting mobilephones in their homes, online teaching-learning maycreate a digital divide among students. The lockdownhas hit the poor students very hard in India as most ofthem are unable to explore online learning according tovarious reports. Thus the online teaching-learningmethod during pandemic COVID-19 may enhance thegap between rich/poor and urban/rural.

8. Access to global education: The pandemic hassignificantly disrupted the higher education sector. Alarge number of Indian students who are enrolled inmany Universities abroad, especially in worst affectedcountries are now leaving those countries and if thesituation persists, in the long run, a there will be asignificant decline in the demand for international highereducation.

9. Payment of Schools, Colleges fee got delayed: Duringthis lockdown most of the parents will be facing theunemployment situation so they may not be able to paythe fee for that particular time periods which may affectthe private institutes.

However, there are difficulties and challenges to befaced in the brave new world of e-learning, and the challengeshave become more important due to the enforcement of lockdown. They are –


2. Pedagogical E-learning Challenges

3. Technological Challenges

4. Technical Training Challenges

5. Time Management Challenges


E-learning is very different from the ordinary classroomstyle teacher student learning environment as the emphasishere, is to motivate the student to learn by himself usingprovided resources and study materials through the onlineroute by the e-learning product provider in contrast to theclassroom environment where the teacher motivates thestudent to learn using the available material

ConclusionCOVID-19 has impacted immensely the education sector

of India. Though it has created many challenges, variousopportunities are also evolved. The Indian Govt. and differentstakeholders of education have explored the possibility of



Open and Distance learning by adopting different digitaltechnologies to cope up with the present crisis of COVID-19.India is not fully equipped to make education reach all cornersof the nation via digital platforms. The students who aren’tprivileged like the others will suffer due to the present choiceof digital platforms. The priority should be to utilize digitaltechnology to create an advantageous position for millions ofyoung students in India. It is need of the hour for theeducational institutions to strengthen their knowledge andInformation Technology infrastructure to be ready for facingCOVID-19 like situations. Even if the COVID-19 crisis stretcheslonger, there is an urgent need to take efforts on maximumutilization of online platforms. India should develop creativestrategies to ensure that all children must have sustainableaccess to learning during pandemic COVID19. As onlinepractice is benefitting the students immensely, it should becontinued after the lockdown. Further detailed statistical studymay be undertaken to explore the impact of COVID-19 oneducation system of India.

References1. https://en.unesco.org/covid19/educationresponse

2. https://www-indiatodayin.cdn.ampproject.org/v /s/www.indiatoday.in/amp/educationtoday/featurephilia/story/covid-19-impact-digital-education-conventional-education

3. http://www.educationinsider.net/detail_news.php?id= 1326

4. http://www.education.ie/en/Schools Colleges/Information/InformationCommunicationsTechnology-ICT-in-Schools/Digital-Strategy-for-Schools/Building Towards-a-Learning-Society-ANational-Digital-Strategy-for-Schools-ConsultativePaper.pdf

5. Educational Resurgence Journal Volum2,Issue 5,Jan.2021ISSN 2581-9100 An analysis of COVID-19 Impacts OnIndian Education System

6. India Today Issue Date: January 11, 2021



AbstractThe coronavirus disease-2019 (COVID-19) outbreak, first

detected in Wuhan, China, has turned into a rapidly spreadingpandemic ailing the human race throughout the world. Health-care workers (HCWs) are under immense physical andpsychological pressure, adversely affecting their efficiencyand decision making.

It is a brief study on stress of FRONT-LINE workers inhospitals. The aim of this study is to identify and understandthe mental and physical health of FRONT-LINE workers duringCovid-19 pandemic. This study shows the how stress level ofFRONT-LINE workers is increases day by day and how theywork in hospitals during pandemic. This study shows thehow FRONT-LINE workers fighting against the Covid-19 andshows the how they act as a warrior in this pandemic situation.This study is mainly indicating towards problems and stressof the front-line workers.

This research is conducted to analyze the problems andstress among the FRONT-LINE workers in hospitals duringpandemic. The study was conducted among 50 FRONT-LINEworkers of hospitals in BENGALURU RURAL district.

Keywords: Covid-19, FRONT-LINE workers, stress.

IntroductionIntroduction of FRONT-LINE workers

Front line health workers are the backbone of thesuccessful health systems. They come from the communityand serve for the community, they play a critical and important(major) role in providing regional context for proven healthsolutions, and they connect people, families and communitiesto the healthcare They provide services where they are mostneeded especially in rural areas. They save and serve millionsof families and communities.

FRONT-LINE workers are the first link to essential healthservices for millions of people. They provide lifesaving careand treatment to the communities. They provide vaccine andtreat common infections. They are the trusted source of

A CONCEPTUAL STUDY ON STRESS AMONG FRONT-LINEWORKERS IN HOSPITALS DURING COVID-19 PANDEMIC PERIOD.

Smt. Sushma R.Assistant Professor of Economics, Government First Grade College, Doddaballapura, Bengaluru Rural District.


information and help the communities to prevent diseases.They also prevent noncommunicable diseases like heart diseasewhich are highly affecting the health and productivity ofcommunities.

FRONT-LINE workers also help families and communitiesto identify those conditions which require higher levels ofcare and treatment and provide a link to that referral care theyhave become a true force for good, revered in the communitiesthey serve. It shows without FRONT-LINE workers therewould be no health services for millions of families.

Importance of the studyAn effective healthcare system is not possible without

contributions and dedication of FRONT-LINE workers towardstheir work. Behind every successful and effective healthcaresystem there is a hard work and contribution of FRONT-LINEworkers. They provide lifesaving treatments without caringtheir lives. They provide day night services to the communityto lead healthy community. They provide services to thepeople in every situation

While providing services, sometimes they face lots ofproblems such as, patient families frustration, new diseasebrings the lots of challenges to the FRONT-LINE workers.They try to overcome from these challenges, but they alsoface problems regarding their work. To provide good servicesto the community FRONT-LINE workers must need healthyenvironment such as stress free entertainment. While providingcare and treatment to people a FRONT-LINE worker should bein positive Circumstance regarding their work. If the FRONT-LINE workers deal or undergoes any mental and physicalhealth problems, it’s difficult them to cure and treat thepatients.

So it is very important to understand and observe thework environment of the FRONT-LINE workers to analyzedthe physical and mental health conditions of the FRONT-LINEworkers.

Background of the studyThe COVID-19 pandemic has affected on entire world. In



that the major impact of Covid-19 pandemic is on FRONT-LINE workers of hospitals. They facing lots of problemsduring pandemic.

To better understand the topic “A Exploratory study onstress among the FRONT-LINE workers during pandemic”,one must have a basic Knowledge about FRONT-LINE workersworking in hospitals such as, who they are, what are theirgoals , objectives and their role in healthcare system. And it’salso important to know about the problems and struggle facedby them during their professional journey and how theyovercome from their problems.

Any healthcare system is not about only one person,it’s all about a teamwork. Which means that effective healthsystem is only possible when the caregiver are in healthycondition.

NursesThe nurses play a major role as a FRONT-LINE workers

in hospitals. The main and primary role of nurses is to adviceand care for individual and support them through health andillness. However nurses has various other responsibilities androles, including :

Recording medical history and symptoms of disease andinfection.

Monitoring the patient health and recording signs

Operating of medical equipment to check patientcondition .

Collaborate and communicate with team members to planfor patient care

Advising for the patient health and well-being of patients

Provide support to the patient

Perform diagnostic tests of the patients

Educating patients about management of illness

Administer treatments and medications

A nurses helps the patient to manage their physicalneeds, prevent illness and examine the health conditions.Throughout the treatment process, the nurses follows theprogress of the patient health. The care provided by them tothe patient extends beyond the medical and other therapies.Nurses are responsible for the comprehensive care of patients,which encompasses the developmental, psychological andspiritual care of the individual.The patients is the first andprimary priority of the nurse.

DoctorsIt is a profession with lots of respect. Doctors interact

with the patient and treat them on daily basis. They providea suitable treatment for a particular disease. They cure thepatient by providing care and treatment, and brings thehappiness in the life of families and communities. It’s aprofession in which one must have knowledge, patience,emotional strength, thinking, concentration and an eye ondetails of patient. The job of a doctor is examine the healthconditions of the patients and treat the injury, and illness.Doctor has a huge responsibilities, to exmine , diagnosis thepatient prescribe medications and perform surgery. And educatethe patient and families on their health issues.

In hospitals doctors are treat those people who havebeen referred to hospital. The responsibilities is depend onthe area of specialism, the roles of doctor as a FRONT-LINEworker are.

Saving life: in emergency and serious illness doctor actas a life saver.

Extending life: not every one illness can be curedcompletely but the hard work and effort of the doctorsand care, medicine provided by them can be reduce theillness of the patient and extended significantly.

Improving lives: living in discomforts for a patient is noteasy, so by the efforts of the doctors, the discomfortsof the patient can be reduce and help live their life tofullest.

Controlling the epidemics: some disease claim an entirecommunity, families and population than just several ofrandom people. By providing the awareness through thedoctors such situations can be eliminated.

Pharmacist A pharmacist’s role in a healthcare (hospital) is a major

role. A pharmacist provide dispense, drugs, and medicine tothe patient. It is a primary and main role to provide (delivery)the prescribe medications. Hospital pharmacist’s job isdetermining which include the providing suitable medicationsfor each and different age patient. Each and every decisionmust take in the order and requires significant input fromdoctors and other healthcare professionals. Pharmacist dealsthe all types of field related to the medicine drugs etc. Thereare several respo+8888889nsibilities of hospital pharmacistlike.



Medicine managementThey recommend administration routes and dosages, all

of which are dependent on an each and every individualneeds.

Act as a source of information : A hospital pharmacistis provide a great source of information and advice forpatient.

Good in monitoring drug chart: They are worked closelywith the other staff of the hospital such as Doctors,nurses etc. to provide suitable and clear information, likewhich type of injections, drug, tablets and correctmedications are suitable for patient.

Discharging patients: another role of a hospitalpharmacist is discharging patient, like tracking theinformation like which patient are being discharged andinspect the discharge process.

Keeping up to date: it is another responsibility ofpharmacist that keeping update with new medicine drugsetc.

The duties of pharmacist can be extend beyond the wardtoo. They are responsible for monitoring and supply ofmedicines used in hospitals.

Lab TechnicianA lab technician performs tests and analyses those tests

in laboratory. They provide services in various organizationsuch as healthcare centers, medical institutions, medicinemanufacturing companies and other educational institutions.Their tasks are depending on the setting and also dependingon the industry. A lab technician who work in a medical field,collects the samples and performs tests using suitableprocedure to assist (help) physicians in the treatment ofdiseases. Various types of lab technicians may perform teston product based on various field such as chemical, physicalor biological.

ResponsibilitiesPerforming both routine and non routine tests andexamine by the help of appropriate and suitable technicalequipment.

Collecting of samples and processing of samples.

Calculating and finding the results and reporting theresults.

Providing correct test reports for the purpose ofproviding right treatment to the disease.

Checking the proper work of instruments and maintaininghygienic work are.

Must adopt safety work habits, while undergoing anexperiment.

Lab technicians plays important role in identifying thediseases.

VaccinatorVaccinator is a FRONT-LINE worker who will trained to

inject or provide the vaccination services to the community.

Midwife It is very important and major responsibility to taking

care of women during their pregnancy, labour and birth ofchild. The midwife are trained to take care of pregnant womenduring the pregnancy and after the birth of child. They helpthe women to stay healthy in pregnancy and to reduce andprevent the complications arises during pregnancy.

PhysiotherapistPhysiotherapist is a one who help and provide the

treatment to the people who got injured due to some accident.They help the people to come out from these injuries and leada healthy life. They examine and observe the individualsinjury or disability and evaluate them to make clinical decisionsto provide suitable treatment and consultation to individualregarding their injury, illness, and disability.

Psychosocial counsellorPsychosocial counsellor is a FRONT-LINE worker who

involved in the process of counselling and individual or agroup of people. The role of Psychosocial counsellor is toidentify the emotional, mental and social problems of theindividual or group which affecting on the individual or grouplives, which tends causes of unhealthy and disturbance in lifestyle of the people. To overcome from these problemspsychosocial counsellor provide the counseling to theindividual or group in different time period and sessions.These counselling given by the psychosocial counsellor ishelp the people to overcome from their problems.

Challenges faced by Front-Line workersWorkload : The main reason for the increase in workloadis shortage of FRONT-LINE workers in big populationarea.

Poor salary or incentives : Many FRONT-LINE workersare facing the issues regarding their salaries. Health care



workers deserve a good salary but due to the lessinvestment on healthcare it’s not possible.

Lack of advancement opportunities in healthcare system.

Shortage of staff : it is the major challenge faced by thehospitals, the shortage of FRONT-LINE workers leads toincrease in work pressure on the current workers. Whichresults in improper treatment of patients.

Lack of a good health care culture: The performance ofFRONT-LINE workers is based on the healthcare culture.A poor culture is lead to decrease in work potential ofthe workers, changes the way of thinking, feelings inworkers. One of the big challenge for a FRONT-LINEworker is a poor healthcare culture.

Lack of asses to technology : Technology helps theworkers to treat the patients in best and advance manner.Like best diagnostic tools and other treatmenttechnologies is results in quick healing of patient withless pain. Having a good asses to technology resultsfast curing of diseases. Poor asses to technology istends complicated to asses the patients.

Lack of mentoring facilities is one of the major challengefor FRONT-LINE workers.

Ways to improve a good delivery in FRONT-LINEworkers

The development of FRONT-LINE workers has significantsocial, economic and organizational benefits.

Organizational efficiency : A greater organizationalefficiency develop the front line workers to operate andgive their best work. FRONT-LINE workers helps thepatient regarding their routine and treatment. Theycommunicate with the patient to provide a good cureand spend more time with the patient to betterunderstand the needs and condition of the patient. Agood work efficiency of FRONT-LINE workers is led inincrease of numbers of patient that are treated. So agood organization efficiency is very important for thehospitals for the development of FRONT-LINE workersand as well as to develop effective health system.

Investment : A organization which invest in thedevelopment of their FRONT-LINE workers is become agood organization that leads to a good communitydevelopment. Investing on monitoring FRONT-LINEworkers ,on technology is improve the knowledge ofFRONT-LINE worker to treat the patient in correct mannerwith suitable procedure.

Satisfaction : satisfaction is most important for a FRONT-LINE worker, there by improving retention of FRONT-LINE workers results in career development of theFRONT-LINE workers, where the FRONT-LINE workersprovide their services with more effectively to developtheir career.

Performance : FRONT-LINE workers performance canbe improve by investing in their training and supportivesupervision. By providing training to the FRONT-LINEworkers can enhance the skills and support motivatethem to work in every situation.

Investing in care and health of facility to boost theFRONT-LINE workers morale. Upgrading theinfrastructure, equipment and facilities helps them towork with confident and in positive way.

Meaning of stressStress is a change that causes due to physical, emotional

or psychological strain. Everyone experiences stress in theirlife. Stress can be in the form of physical or mental.

Signs of stressIt is not easy to recognize the stress, but there are some

ways to identify the signs of stress Sometimes occur from theobvious source and major resource. But sometimes individualfalls in stress due to work, school, family and friends thataffect on their mind and body. There are some signs toidentify whether the individual are in stress or not. Stress canbe for short time period or for long time period but in boththe condition it can be causes and lead to different disorders.Long term stress is more risky and serious to the body andeffects on the health of the individual.

1. Psychological sign : difficulty in concentrating things,worrying and difficulty in remembering is a psychologicalsigns of stress.

2. Emotional sign : being angry for small things, beingirritating, moody or frustrated is a emotional signs ofstress.

3. Physical signs : changes in weight, high blood pressurechanges in menstrual cycle.

4. Behavioral signs : changes in behavior like, avoidingself care, didn’t enjoying things and movements orrelying on drugs, tobacco, alcohol are the behavioralsigns of stress

Changes in mood of individual

Decrease in energy Level of individual



Physical changes, Diabetes, hair fall

Feeling anxious, headaches, muscle tension

Digestive problems, having difficulty in sleeping,sickness, Trembling, Grinding teeth, anxiety,depression, frustration Are the some signs ofstress.

Types of stressAnticipatory Stress:

Anticipatory stress is a form of stress, when mind andbody prepare for change, challenges, for future events. Forexample,

Tension before exams

Fear about a parent’s response to your mistakes orbreaking a rule.

Causes of Anticipatory stressNegatively talking with self

Creating negative mental images

Causes of physical and mental tension

Inappropriate preparation

Inappropriate exercise, nutrition and sleep

Current stressThe stress form auto accidentally or suddenly, for example

First time conversation with favourite person

Patient admitted to the hospital who met anaccident and in serious condition.

Residual StressThis type of stress is may b positive or negative, it

forms after the event or situation has passed. It may bepleasant or unpleasant for the mind and body. For example

Athletes may faces difficulty in sleeping the nightafter a win or victory.

Acute stressAcute stress is a short term stress , that can be causes

in daily life.

Chronic stressA stress which seems never ending or inescapable like,

traumatic experiences, bad marriage are the causes of chronicstress.

Episodic acute stressWhen someone experiences acute stress with frequently

like, taking responsibility, bad luck, unusual demand,responsible for someone’s difficulty are the causes of episodicacute stress.

EustressIt is positive stress which having beneficial and

significant effects on health, motivation, increase inperformance, achieving goals.

Symptoms

There are some common symptoms of stress

Anxiety : Anxiety is a normal symptom of stress in ourlife. It become stress problem in two way ,one when arousalbefore or during critical or serious event is debilitating orother one interferes with performance. Some times this stressdifficulty as too-high peak arousal. For example

Difficulty in speaking in group

Overthinking because of panic during exam or test

Sweating during operation theatre

Fear before the job interview

DepressionThere are 3 various type of depression.

1. Emotional : it is a tired, dull and sad feelings withunpleasant from enjoyable activities and people.

2. Behavioral: Complaining about small things, difficultyin making decisions, laziness crying or screaming all arethe behavioral depression.

3. Physical: physical changes like restless sleep, weightrelated problems abnormal heart rate are the physicalsigns of depression.

Anger: Anger results in Blaming others. It relates to otheremotions, situation, actions and thoughts.

Fear : it is a feeling about some perceived threat. Fear maybe anticipatory(fear about something to happen) ,current(immediately threat) or residual(fear about that Somethingalready happened). Fear is a conscious or unconsciousappraisal of threat. Fear can be results in powerful andimmediate stress.

Sadness : it is a dark feeling about Something real oranticipated loss. This results in gap in internal reality. Physical



changes like, insomnia, loss of appetite chest pain all are theresults of sadness.

Frustration : it is a distress emotion in the form of anger,irritation about Something, being blocked from Somethingwant to have or do. The person who are in frustration is avery disturb and hyper reactive and they become violentwhen they don’t get want they want.

Guilt : The guilt is regret feeling about self. It occurs whensome one perception of falling short of expectations from selfor others. Sometimes guilt is a reasonable and justified. Badperformance on the job, wrong decision are some example ofcauses of guilt.

Causes of stressThere are various reasons in individual life that can

cause stress. The main reason for the stress is work pressure,financial condition, relationships Parenting, all are the majorsource of stress.

Stress can pushed an individual into danger. It leadsnegative impact on our life and health. People try to escapefrom the stress with the help of unhealthy way like, smoking,drinking which damage the body and creates long termproblems such as cancer lung failure etc.

Financial problems : Now a days earing moneyand collecting money is the major source of stress,worrying about money, finding ways to how earnthe money, personal financial life, familiesresponsibilities .

Work: In today’s world peoples are spendingmore time in their work. Stress can be caused due

to the work like, work pressure, job dissatisfaction,career Job insecurity are the causes of stress. Itresults decrease in work performance of individual,disinterest towards work.

Stress due to personal relationship: It may becaused due to family members, partner, friends orwork, it occurs due to miscommunication withpartner, responsibilities, divorce, parenting are thesome personal reasons for the stress.

Stress due to daily life and business: It causes ashort- term stress such as, stress due to misplacingthings, running late to the work or school,forgetting to bring important thing etc. Usually, itjust a short term for 1 hour or for a day.

Reference1. Psychological care for FRONT-LINE health care workers

2. Caring for health care warriors -Mental health supportduring covid-19

3. Stress Management

4. https://intjem.biomedcentral.com/articles/10.1186/s12245-020-00299-5

5. https://www.forbesindia.com/article/iim-bangalore/covid19-and-mental-health-fallout-building-resilience-support-for-FRONT-LINE-workers-essential-to-limit-exits/69101/1

6. https://covidwarriors.gov.in/

7. https://m.timesofindia.com/city/hubballi/covid-19-battle-private-doctors- offer-to-work-for-free-in-BENGALURURURAL/amp_articleshow/77310086.cms



AbstractTo curb the spread of COVID-19, Governments in many

countries across the globe have initiated a number of measuressuch as lock down,social distancing, closure of educationalinstitutions etc. These measures have transformed theeducation sector across the world. Unprecedented globalpandemic and the closure of educational institutionsnecessitated the sudden transition from traditional face-to-face learning to online pedagogy. These transitions havecreatedsocial and psychological repercussions on the life ofstudents. This paper presents the social and psychologicalimpact of COVID-19 and the way forward to mitigate theseimpacts in student’s life.

1. IntroductionEducation is the founding stone of a country’s

economy.Education is crucial in contributing to a country’swelfare and an individual’s growth. COVID pandemic haswreaked havoc on education system. To curb the COVID 19pandemic schools and colleges were closed which leads tothe abandonment of the usual classroom teaching style. Tocope with the new challenge, education has changeddramatically, resulted in a digital revolution in the educationsystem through online lectures, teleconferencing, digital openbooks, online examination and interaction in virtualenvironments.

The availability of digital tools may mitigate some of theeffects of the crisis: digital devices and internet access providevaluable resources for children, parents, authorities andcaregivers to continue education. Digital tools also providerecreational activities as well as psychological and socialsupport from outside. They facilitate social interactions amongchildren.However,digitization has its drawbacks as well.

Research studies have reported that prolonged closureof educational institutions lead to several problems like

PSYCHOLOGICAL AND SOCIOLOGICAL IMPACT OF COVID-19 ONSTUDENT’S LIFE AND THE WAY FORWARD

Tina CherryAssistant Professor, Government R.C. College of Commerce & Management, Bangalore


Mary Paul P.Student Counselor, Silver Hills Public School Kozhikode


boredom, followed by loneliness and frustration. Irritability,restlessness, anger, anxiety, sadness, worry and being likelyto argue with the rest of the family. These symptoms werereported during lockdown by the caregivers of the children.During the lockdown, children spent significantly more timeusing screens, and less time doing physical activity andsleeping. Moreover, family coexistence during the lockdownwas described as moderately difficult. More than half of thecaregivers reported being moderately or seriously distressedduring the lockdown. The level of psychological distressamong caregivers were significantly related to child symptoms[1].

The main reason for these abnormal behavior in childrenare due to reduced physical activity; delayed sleep time;increased sleep duration, screen time, internet use, andsedentary habits, poor quality of life were other notablefindings, often correlating with anxiety/depression [2].

Research has highlighted the impact on psychologicalwell-being of the most exposed groups, including children,college students, and health workers, who are more likely todevelop post-traumatic stress disorder, anxiety, depression,and other symptoms of distress. The social distance and thesecurity measures have affected the relationship among peopleand their perception of empathy toward others [3].

1.1. Objective

The objective of this paper is to (i) understand thesocial and psychological repercussions on the life of studentsand also to(ii) suggest ways to overcome the challengesposed by COVID-19 in student’s life.

2. Sociological impactThe widespread job losses and greater economic

insecurity of the student’s caregivers due to COVID-19 couldlead to sociological problems in student’s life. These



sociological issues include increases in child exploitation,such as child labor, domestic violence, early child marriagesand sexual exploitation. Children could also lose family membersand be orphaned during these periods and these circumstancesacted as a catalyst for increasing the impact.

2.1. Increase of child labor and child abuse

According to the International Labor Organization (ILO)and UNICEF, COVID-19 could result in a rise in poverty andtherefore increases child labor as households find it difficultto survive due to financial problems. Home represents asourceof security and safety for most of children except in afew cases. Violence by care-givers is the most common formof violence. Lockdown makes the children vulnerable to childabuse. Children find it difficult to report such incidents asthey have limited access to teachers and social work andrelated legal and protective services for children are beingsuspended or scaled back. Children’s reliance on online plat-forms for distance learning has also increased their risk ofexposure to inappropriate content and online predators.Prolonged confinement of children at home has made increaseduse of internet andsocial media. The increased and compulsoryuse of internet, access of objectionable content has madethem vulnerable and for getting bullied or abused [4].

Poor nutrition was another major concern in student’slife due to COVID-19. Mid-day meal scheme plays a significantrole in addressing hunger and boosting attendance in schools.COVID-19 exacerbates the risks of poor nutrition have stronglong-term impacts on test scores, educational attainment,income, absenteeism and health [5].

2.2. Widening of learning gap and social crisis.

The COVID 19 pandemic has resulted in loss ofemployment in different sectors which has lead to reducedincome levels in households. Most of the parents do not haveresources to procure smartphones or other electronic gadgetsrequired for their children. Integration of online or remotelearning into education plans is a daunting task. Focus ondigital education, results in widening the learning gap betweenchildren from low and high socioeconomic backgrounds. Theworst effects will be felt in the poorest communities and inrural areas with no Internet facilities or slow Internet speeds.Families may also struggle with the cost of broadband servicesbecause of the downturn in the economy. Children living inrural areas find it difficult to get internet connectivity whichin turn losses their opportunity to attend online classes

Increasing girl child marriageHigh stress in family due to social isolation, economic

hardship and loss of livelihood increase risks of domesticviolence and child abuse, including spanking or beatingchildren, or using harsh language. Pandemic-related travelrestrictions and physical distancing make it difficult for girlsto access the health care, social services and communitysupport that protect them from child marriage, unwantedpregnancy and gender-based violence. As educationalinstitutions remain closed, girls are likely to drop out ofeducation and not return. Job losses and increased economicinsecurity may also force families to marry their daughters toease financial burdens

2.3. Exposure to media leads and Too much screen time

Many of these students are now taking classes as wellas socializing more online. Spending more time on virtualplatforms can leave children vulnerable to online sexualexploitation and grooming, as predators look to exploit theCOVID-19 pandemic. A lack of face-to-face contact with friendsand partners may lead to heightened risk-taking such assending sexualized images, while increased and unstructuredtime online may expose children to potentially harmful andviolent content as well as greater risk of cyberbullying.Children are attached to traps through games and chat groups

Screens already occupied a significant chunk of youngpeople’s lives before the pandemic — and even more soduring it. Too much screen time poses several potentialnegative consequences, including vision impairment,sleeplessness, anxiety, and even addiction to the deviceitself.Also too much screen time leads to addiction and thisresults in increased stress on student life..

Family avoidance. In some cases, the more time children spent with their

screens, the less time they spent with their family. Whileuseful to remain connected, devices can be a poorsubstitutefor in-person interactions that help children — particularlyvery young children — develop valuable social skills. Inresponse, many parents have sought to impose restrictionson their children’s tech use.

3. Psychological ImpactDuring the pandemic, many young people have turned

to social media to stay in touch with friends and family. Socialmedia can often lead to loneliness and envy. Children arelikely to skip from online classes so that they can utilize that



time also with favorite groups. Schools provide the social andcompetitive activities makes the children interact with others,helps them to adapt to diverse environments and developsocial connections. School closures and social disconnectionhinders the psychological and personal development ofchildren.

3.1. Anxiety about the future and Aggressive behavior

Stoppage of offline classes result in disruption in routine,boredom and lack of innovative ideas for engaging in variousacademic and extra-curricular activities. Some children haveexpressed lower levels of affect for not being able to playoutdoors, not meeting friends and not engaging in the in-person school activities. Restriction of movement imposedon children due to pandemic can have a long-term negativeeffect on their overall psychological wellbeing.Postponementor cancellation of examinations increases the anxiety of childrenabout their future. These issues could also delay furthereducation or the start to their working life. The homeconfinement of children and adolescents is associated withuncertainty and anxiety which is attributable to disruption intheir education, physical activities and opportunities forsocialization [6]. Isolation, physical distance and lonelinessresults in lack of interaction with own peer groups whichultimately leads drastic behavioral changes.

3.2. Health issues in Children:

Use of gadgets is increasing to get pleasure which theywere getting from peer group interaction. Too much screentime has also been linked to addiction. The sensory stimuliand interactive nature of a lot of digital content is particularlyappealing to young children. Prolonged indoor stay due topandemic situation has resulted in extensive use of Socialmedia, video calls and virtual meetings which leads to serioushealth issues. Headache, earache, neck pain, tinnitus, painfulfingers, fatigue, eye symptoms, morning tiredness, restlessnessand sleep disturbances are health issues found to developdue to mobile phone usage. Organizations like WHO and IEEECommittee on Man and Radiation (COMAR) have seriouspublic safety concerns about the exposure of individuals toRadio Frequency (RF) and Microwave (MW) field fromhandheld, portable cell phones since these devices useelectromagnetic radiation. The physical and psychologicalconsequences of mobile phone users are increasing at analarming rate.

3.3. Impact on children and adolescents having specialneeds:

Children with special needs [autism, attention deficit

hyperactivity disorder, cerebral palsy, learning disability,developmental delays and other behavioral and emotionaldifficulties] encounter challenges during the pandemic. Thenew normal puts them in an unfriendly environment whichdoes not correspond with their regular routine. Also, theyface difficulties in following instructions, understanding thecomplexity of the pandemic situation and doing their ownwork independently. With the closure of special schools andday care centers these children lack access to resourcematerial, peer group interactions and opportunities of learningand developing important social and behavioral skills. Theseconditions also trigger outburst of temper tantrums, andconflict between parents and adolescents. Although prior tothe pandemic, these children had been facing difficulties evenwhile attending special schools, but in due course they hadlearnt to develop a schedule to adhere to for most of the timeof the day. To cater to these challenges, it is difficult forparents to handle the challenged children and adolescents ontheir own, as they lack professional expertise and they mostlyrelied on schools and therapists to help them out.

4. Way forwardThe Annual Status of Education Report (ASER),

conducted annually by Pratham and the National AchievementSurvey (NAS) has pointed out that The pause in face-to-facelearning has led to ‘learning loss’ in children. According toASER, foundational skills will suffer due to prolonged schoolclosures and inequitable access to different forms oftechnology-based educational platforms will impact children’sability to engage with school curriculum in higher grades. Ahalt to all field-based activities and no assessment of children’slearning levels could take place.Governments and others haveused a variety of mechanisms to share diverse learning materialswith students during school closures. These include activitiesusing traditional materials like textbooks or worksheets; onlineor recorded classes; and videos or other materials shared viaphone or in person, among others.

4.1. Role as parent

Parents plays a significant role in mitigating the stressof remote learning The pandemic has forced many parents totake a more active role in the education of theirstudents.Ensuring parental wellbeing is an effective strategyfor promoting children’s wellbeing. Parents’ moods, behaviors,verbal and non-verbal communications determine how childrenfeel and act. Thus, parents should prioritize their time andenergy for the most meaningful and joyful activities forthemselves and their family. In case of stress and depression,



parents must reach out to friends, family members, orprofessionals, wherever necessary, for any material orpsychological support. During this difficult time, self-care isindispensable for physical and mental wellbeing. It would notamount to a selfish act instead it would enable parents to bementally and emotionally available for their children with astable, calm, and soothing composure. Parents’ own wellbeingwould help them understand their children better and helpthem feel reassured, relaxed, and focused.Children must beengaged with activities such as puzzles, painting, and drawing,either to supplement online learning or just get away fromscreens. Also meditation and relaxation techniques a balanceddiet, regular exercise, and quality sleep must be practiced toease anxiety.

4.2. Emphasis on Mental health of children

Pandemic related, news coverage on media, and thebitter realities of seeing their acquaintances being sick mayexpose children to psychological distress, anxiety or evendepression which they may express in different ways. Somemay become withdrawn, while others may feel extremelynervous and express anger and frustration. Parents mustunderstand their child’s emotions. Avoid discussing negativenews about the COVID-19 must be avoided. Also childrenmust be helped to find positive ways to express their feelingssuch as fear and sadness and encourage them to engage increative/collaborative activities, like playing or drawing, tellingor enacting stories, singing, and playing games. Praisingchildren for their strengths, supporting them, and reassuringthem that you are prepared to keep them safe can help ensurepositive mental health for children during the pandemic. Alsothe teaching profession must be equipped with better trainingin new methods of education delivery.

5. ConclusionEvery crisis puts forward a plethora of challenges. How

this situation is dealt with, contributes to the impact it createson a society. Covid19 pandemic has disheveled the world. Aswe observe the ways in which humanity coped up with theemerging limitations, we see there was a silver lining at theend. Education was the worst and vast affected domain.Positively technology became the saviour. Digital connectivitycould bridge the gap created by the pandemic. A New normal

emerged out of this ambience.As we analyze the educationscenario, we found sociological and psychological planeswere negatively impacted. Digital divide has occurred amongour students. The wedge between the privileged and themarginalised deepened. However if it was not with the helpof technology these two years would have been annulled inacademic calendar.

From the review of the happenings of the recent past wewere made aware of the disadvantages of school closure andthe trauma through which our children are going through. Itdemands an empathetic and inclusive approach towards ournew generation. Optimistically we are witnessing a paradigmshift in the pedagogy in the new normal which puts forth afuturistic view things to come. Here we can suggest aninnovative curriculum which provides a holistic approachwhich address all these concerns.

6. References1. EvrenMorgül, AngelikiKallitsoglou ,& Cecilia A. Essau,

“Psychological effects of the COVID-19 lockdown onchildren and families in the UK”, Published in theJournal, Revista de PsicologíaClínica con Niños yAdolescentes, Vol. 7, Sept. 2020

2. NishthaChawla , Ashlyn Tom , Mahadev Singh Sen andRajesh Sagar, “Psychological Impact of COVID-19 onChildren and Adolescents: A Systematic Review”, IndianJournal of Psychological Medicine | Volume 43 | Issue 4| July 2021

3. Valeria Saladino, Davide Algeri and Vincenzo Auriemma,“The Psychological and Social Impact of Covid-19:New Perspectives of Well-Being”, Published in thejournal of Frontiers in Psychology, Vol. 11, Oct. 2020.

4. Cooper, 2020; UNICEF, 2020b .https://www.unicef-irc.org)

5. Shweta Singha, DeblinaRoyb, KrittikaSinhac,SheebaParveenc, GinniSharmac, Gunjan Joshic, “Impactof COVID-19 and lockdown on mental health of childrenandadolescents: A narrative review withrecommendations”,Published by Journal of PsychiatryResearch Elsevier B.V, August 2020.

6. United Nations Policy Brief:The Impact ofCOVID-19onchildren. April 2020

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