India’s education system expanded in the 1990s and 2000s. Enrolment and infrastructure improved but learning outcomes did not. The COVID-19 pandemic triggered a digital revolution. ASER 2024 shows that 84% of rural households now have smartphones. However, mothers’ access to devices is crucial for children’s learning.
During the pandemic, smartphones replaced textbooks. Digital skills persisted post-pandemic, driving AI-based education. Educating mothers can boost literacy through a multiplier effect. Technology is evolving, but affordability remains a barrier. Translation tools help, but structured learning access is still a challenge.
Inconsistent school attendance affects education quality. Maharashtra’s village-wide learning broadcasts show promise. Profit-driven tech innovation limits access for the underprivileged. India must balance public policy, private investment and philanthropy to make digital education inclusive.
Education and Digital Growth in India: A Journey Through Time
The 1990s and early 2000s witnessed large-scale educational initiatives in India. According to Annual Status of Education Report (ASER) surveys from this period school enrolment and infrastructure improved significantly during this period but learning outcomes remained unchanged. At the same time, computers, mobile phones and digital technology were emerging as powerful tools with great potential for transformation. However, it was not until the COVID-19 pandemic that the digital revolution truly took off in rural India, a shift reflected in the latest ASER data.
|
About the Annual Status of Education Report (ASER) The Annual Status of Education Report (ASER) is a nationwide household survey conducted annually since 2005 by the NGO Pratham. It assesses children's enrollment status and basic learning outcomes in rural India, with a focus on reading and arithmetic skills among children aged 3 to 16 years. Purpose of ASER § Evaluate the enrollment status of children in rural India. § Assess basic learning outcomes, particularly in reading and arithmetic. § Provide data to inform policy decisions and improve the quality of education. § Capture data across a broad age range (3-16 years), covering early childhood, primary and secondary education. ASER Methodology § It employs simple, oral tests to assess reading and arithmetic skills of children aged 5-16 years. § The survey is conducted in households, ensuring data collection for both in-school and out-of-school children. § The results are presented in an easy-to-understand format, making it accessible for policymakers and the public. |
In 2018, about 90% of rural households had basic mobile phones, while 36% owned smartphones. By 2022, 74% of households had smartphones and according to ASER 2024, this figure has now risen to 84%. This growth indicates near saturation in children's access to smartphones at home. Furthermore, the proportion of 14–16-year-olds owning smartphones increased from 19% to 31% in just one year.
One key aspect that ASER data does not clarify is whether mothers of young children own smartphones. This is a crucial factor since mothers' access to digital devices can significantly impact their children’s learning as well as their own education.
During the pandemic, smartphones became a substitute for textbooks, delivering texts, worksheets and videos to students. Virtual training sessions also became widespread. While some digital practices faded post-pandemic, the skills acquired sustained and a new wave of excitement emerged around artificial intelligence (AI) in education.
The most promising aspect of the digital revolution lies in open and continuing education for the underprivileged, especially mothers. At present, around 40% of mothers of schoolchildren have either never been to school or have studied less than Class 5. Another 40% have education between Class 6 and 10, while the remaining have completed Class 10.
Investing in educating mothers is a crucial step toward strengthening children's education. If mothers are educated, they can better support their children’s learning, creating a multiplier effect on literacy and academic growth.
Over the past 30 years, India has gone through the computer, internet and mobile revolutions and now AI is emerging as the next big wave. With each new technology, there is hope for an education revolution, but by the time it becomes affordable for the masses, a newer, more advanced technology emerges—leaving the underprivileged behind.
One of the biggest constraints has been the availability of devices, but ASER 2024 data suggests this is becoming less of an issue. Since most rural households already own a smartphone, acquiring a second device may soon become easier for many families.
Previously, language was a major obstacle in digital education. However, technological advancements now enable writing and dictation in local languages and translation tools have made cross-language learning seamless.
Today, all necessary learning tools are accessible, but the challenge remains: knowing what to access, where and how. What if every village had a centralized learning hub—perhaps a school equipped with intelligent digital devices—that could guide students on what and how to learn?
Although school access is nearly universal, attendance remains inconsistent. Within a village or community, children attend government schools, private schools, coaching centers, or remain out of school altogether. This fragmented system affects the quality of education across schools.
During the pandemic, Maharashtra implemented an innovative approach. This was broadcasting a learning program from a vantage point in villages. This raises the possibility of structured group learning programs, where a well-designed curriculum could be broadcast across villages, making learning more accessible to all.
Throughout history, every civilization has created its own unique schooling system, tailored to its culture, time and technological advancements. With colonialism, civilizations started integrating their educational systems. Today, countries are interconnected through science, technology and education. However, profit-driven motives often influence how education technology evolves.
Most technological innovations, unless backed by philanthropic efforts, need a for-profit market. This means that in areas where profits cannot be made, education technology struggles to reach its full potential.
Predictions about hardware affordability have come true, but new AI-driven innovations demand more advanced devices, creating new accessibility challenges. The key question remains: Will philanthropic investments be sufficient to universalize digital education?
India must develop a strategic roadmap that ensures technological advancements benefit those who need them the most. This requires a blend of public policy, private sector involvement and philanthropic initiatives to bridge the digital divide and truly revolutionize education for all.
|
PRACTICE QUESTION Q.Despite increased enrolment and infrastructure, learning outcomes in India remain weak. How can technology bridge this gap and what policy measures are needed for inclusive digital education? (250 words) |
The COVID-19 pandemic accelerated digital learning in rural India. Smartphone ownership surged and online resources became primary learning tools. However, access to structured digital education remains a challenge, especially for underprivileged students.
Educated mothers can support their children's learning, creating a multiplier effect. With 40% of mothers having minimal education, digital literacy programs for women can enhance family-wide education outcomes.
Affordability, lack of structured digital learning programs, inconsistent school attendance and language barriers hinder equitable education. Profit-driven edtech models often exclude underprivileged communities.
AI can personalize learning, provide multilingual support and automate assessments. However, high device costs and the digital divide must be addressed to ensure inclusivity.
ASER 2024 shows that 84% of rural households now have smartphones. However, access disparities, particularly among women, limit the full potential of digital education.
Government initiatives must integrate digital learning into formal education, ensure affordable devices and promote localized content to make education inclusive.
Translation tools and voice recognition software enable non-English speakers to access educational content. However, structured guidance on digital learning remains essential.
India needs a balanced approach combining public investment, private sector innovation and philanthropic efforts to ensure digital education reaches every child.
© 2025 iasgyan. All right reserved