The pandemic forced the world to pause. In spite of sporadic sputters of a return to ‘normal’ life, no one is quite sure when the world will be fully functional again. Whenever that happens, it will have changed — for people grieving for their loved ones as well as for countries struggling to heal their wounded economies. But the pandemic will leave behind another form of damage, the consequences of which may unfold in the time to come unless governments pay special attention to remedial action. The closure of schools for long periods — nearly 16 months at a stretch for some countries in Latin America, for example — has meant that thousands of children in low- and lower middle-income countries have lost touch with lessons. The experience of Latin American and African countries shows that distance learning and online classes are not a solution for large numbers of children in lower-income families, especially in rural areas. This finds itself echoed in India: one in four children has internet connectivity and the devices needed, according to a Unicef report. After schools closed, some families got smartphones, but regular recharging is impossible for them.

Most reports on the impact of school closures on children are based on data available till early this year; the crisis they indicate has intensified with the second wave. Its most alarming aspect is the exacerbation of inequality. The hard work to universalize education in developing countries has been undone. Children are dropping out of school in huge numbers: 1.8 million children in Mexico, says a report on Latin America, and 1,70,000 in Peru. The lack of access to connectivity and to devices is certainly a major reason for this, but that is modulated by other factors. In Africa, for example, regions in Burkina Faso or Congo do not have electricity, as a result of which even lessons arranged on radio — which some students lack — and television cannot be accessed. Children often fail to follow distance learning; many forget what they have learnt, especially if their parents have not been to school. Girls are at a disadvantage; in sharing devices, their turn comes last, if at all. Children in underprivileged households turn to work to help failing household finances; child labour and minor marriage have spiked. In some regions of Africa, such as a province in Congo, there are fears that children will be recruited by militant groups.

This is a many-faceted tragedy. Remedial lessons alone can help, if governments are serious about erasing inequities caused by unequal education. This should be a priority even at a time of economic difficulties caused by the pandemic. The Indian government, with its eagerness for online education, must observe its failure all over the world. Even developed countries have reported problems for poorer groups and children with disabilities. The pandemic exposed inequalities in education systems that were taken for granted before Covid. These are now many times greater.