Over 94% govt schools in state have internet access, against less than 90% pvt ones, shows LS data; Guj 6th in net connectivity in govt schools
The common perception that T private schools offer better infrastructure, including internet connectivity, may be challenged by recent data. A Lok Sabha response shows that Gujarat’s government schools surpass private schools in internet access, with 94.18% of government schools connected, compared to 89.63% of private schools.
Dr MP Abdussamad Samadani, Gowaal Kagada Padavi, posed the question. The response revealed that 32,681 out of 34,699 government schools in the state have internet connectivity. In contrast, 12,153 out of 13,559 private ones have internet access. This places Gujarat sixth in the nation for internet connectivity in government schools and seventh for private schools.
Leading the way
Chandigarh, Delhi and Puducherry lead the nation with 100% internet connectivity in government schools, followed by Kerala (94.57%) and Lakshadweep (97.37%). For private schools, Chandigarh and Delhi again boast 100% connectivity.
“The Department of School Education and Literacy has launched a National Mission to improve learning outcomes at the elementary level through an Integrated Teacher Training Programme called NISHTHA – National Initiative for School Heads and Teachers’ Holistic Advancement under the Centrally Sponsored Scheme of Samagra Shiksha in 2019- 20. NISHTHA is a capacity building programme for “Improving Quality of School Education through Integrated Teacher Training”. In order to provide continuous learning opportunities to the teachers,NISHTHA online was launched using DIKSHA platform in October 2020. Teachers were oriented on various aspects related to Learning Outcomes, Competency Based Learning and Testing, ICT in teaching learning including Artificial Intelligence etal,” the Lok Sabha response stated.
Doshi casts doubts
Manish Doshi, Congress spokesper- son, said that while the statistics appear promising, the reality may differ. He highlighted the lack of qualified computer teachers and the disparity between reported and actual functionality of computer labs, particularly in rural and semi-rural areas.