As the world enters the third decade of the 21st century, it has entered a period of unprecedented crisis, marked by the ignited spirit of the pandemic whose perpetual desire to make matters worse has everything to do with the facet of this changing world. Apart from the fact that words such as ‘coronavirus,’ ‘pandemic,’ ‘virus,’ and ‘lockdown’ are the conversation starters in most of the scenarios, there is one recurring theme that can be observed: the world cannot remain in its uniform state of morality, and the dramatized concept of idealism offers a transversal approach. Therefore, there need to be proper systems established beforehand for the possible forthcoming phenomena which might cause distress upon the already dismantled world.

As the second wave of the virus unfolds and unearths its roots with full zeal and zest, there is a need to address the circumscribing issues in this era of remote education. The predominant antagonist [coronavirus] is responsible for causing a dilemma of disruption in the usual learning techniques and making some learners, more or less, unaccustomed to the new ones. My mother, a government-school teacher, teaches her students through online learning, courtesy of the pandemic. However, most of her students do not have any access to digital devices, so only a few can access her daily classes. These young learners, who are struck by poverty and cannot have the privilege of a digital device, are inevitably present everywhere. They can be seen lurking in their streets or doing domestic chores. Only a handful of them can be seen studying themselves under such circumstances. They lack such privileges due to poverty, which is a topic that could not be discussed enough. If observing their families and the causes for their poverty, then a whole pattern follows. These children have uneducated parents (if not uneducated, then unemployed) or are in an imminent ongoing crisis that is the factor for their abstained education. “Only one person needs to break the cycle,” I commented the other day that this topic was being discussed in my household. Therefore there needs to be an urgent solution that should be diffused.

The All India Council for Technical Education (AICTE) is a statutory body under the Government of India that can ensure proper planning and coordinated development of the technical education and management of the education system in India so that it can prove its viability and consistency through providing funding in priority areas in which the pandemic has taken the most toll over. It can coordinate the development of the technical education system throughout the country, promoting the qualitative improvement of education. Not only can it ensure enough funding for providing digital devices to access education, but it can also provide a framework for those who have lost their education for nearly a year, the moment the pandemic started. Vocational education can be strengthened by including vocational subjects compulsory for not only senior secondary but also in the secondary curriculum. School children can be taught the importance of vocational learning. They can be introduced to the vocational subjects to retain their learning process and have their notions exposed on a stage where they can speak freely without any leaps or bounds. The New Education Policy (NEP) has the audacity to vigorously shake the country’s pre-possessing education norms, which can liberate the students from aggressively filling their school notebooks with ink and transfuse their focus on having a sustainable learning experience that can last more than a semester. In other words, it can provide a vocational approach, honing their holistic and socio-economic skills on various vistas. These sorts of policies are being appreciated for providing shelter to prospective students in new homes that they can soon call theirs in a matter of a bit of time – at least that is what can be hoped for, for it is an archetype that will revolutionize, reform, and rebuild the typical education sector in India