Uncovering Covid-19, distance learning, and educational inequality in rural areas of Pakistan and China: a situational analysis method

Abstract

AbstractChallenges to education in rural areas have been reported for a long time, and the respective governments are continuously making efforts to address them. However, the eruption of the Covid-19 pandemic resulted in the total closure of schools and a surge in internet and distance learning. Hence, there is a need to assess the situation periodically to gauge the effectiveness of government efforts in tackling these challenges and understand the impact of the virus outbreak on the education landscape. This study focuses on rural areas of Pakistan and China, utilizing the Situational Analysis Method (SAM). The study findings revealed several key points. Firstly, in both rural Pakistan and China, Covid-19 led to an increase in the number and scope of distance learning activities. However, there is a need for better experiences to effectively manage distance learning for students, parents, and teachers. Moreover, specific issues peculiar to rural China include shortages of relevant facilities such as computers, smartphones, and poor connectivity. In contrast, rural Pakistan faces challenges of unpreparedness and higher teacher workloads. Secondly, since internet connectivity is an essential component for distance learning, rural Pakistan shows higher internet penetration compared to rural areas in China. Nevertheless, internet connection speed in China remains higher and consistent, whether in urban or rural regions. However, both countries struggle with poor internet connection in rural areas due to the lack of enough potential customers. Thirdly, rural education in both countries is plagued by poverty, inadequate funding, and many students having to endure long and hazardous journeys to school. Specific issues in rural China include poor parental care due to migration and a shortage of teachers, while rural Pakistan grapples with limited educational opportunities for children and women, insufficient educational training for teachers, issues of social norms, and attacks on schools by extremist groups.