Economic Inequality in the Access to Remote Learning Assets Amongst Youth in BRICS Countries: What Can We Learn from Pre-COVID-19 Data?

Abstract

This paper analyzes economic inequalities in the access to such assets for remote learning as internet connection and personal computers at home in BRICS countries among young students (15-24 уears old). It is acknowledged that such household possessions as the internet and personal computer obtain a new role during the COVID-19 pandemic when the educational institutions are closed and _____________________________ GarenAvanesian -Senior Researcher. Marina Borovskaya -Professor of Economics. Sakshi Mishra -Master in Public Administration (MPA). Marina Masych -Associate Professor of Economics. Tatiana Fedosova -Associate Professor of Economics. Valeria Egorova -Master student.

Global Pandemic and Higher Education Institutions: Building Back Better in BRICS and Beyond

“…The restrictions implemented in response to the fast spread of COVID-19 forced HEIs to change their traditional teaching and learning processes, thus impacting teacher−student interactions and delivery of support services. Although responses within each country differed when BRICS governments mandated school closures in March 2020, HEIs in most cases turned solely to online teaching, assessing students' performance, sharing feedback, and graduate supervision (Avanesian et al, 2021). As Mishra et al (2020, p. 2) put it, "online education became a pedagogical shift from traditional method to the modern approach of teaching-learning from classroom to Zoom, from personal to virtual and from seminars to webinars."…”

“…Students without access to the internet and online communication tools (smartphones, tablets, laptops) are the most disadvantaged, which unfortunately maximises existing inequalities in education. Avanesian et al (2021) therefore argue that there are differences within and across BRICS countries in terms of access to assets and digital resources that facilitate remote learning. Those from impoverished and rural backgrounds are at the most significant risk of exclusion from quality education.…”

Dissecting the digital divide: A household fixed effects approach to estimating gender gaps in digital skills of youth in low- and middle-income economies

“…The COVID-19 pandemic beginning in March 2020 emphasized the importance of digital connectivity for maintaining everyday life needs, staying on track in education and learning, and labor market participation. Yet, the available large-scale data indicate at the persisting multidimensional inequalities in the connectivity across age, gender, area of residence, and socio-economic status [ [5] , [6] , [7] , [8] , [9] , [10] , [11] ]. Globally, only 37 % of youth aged 15–25 years are connected to the internet from home, a number that in low-income countries reaches only 8 % [ 12 ].…”

“…Accordingly, the first-order effects are opposed to the second order effects of the digital divide, i.e., inequalities observed in the actual use of digital technology [ 15 ]. While due to the expansion of digital infrastructure and accessible prices for ICT gadgets, there is a clear shift in high-income countries from the first order effects to the second order effects, low- and middle-income countries represent the settings where these inequalities intersect [ 6 , 13 ]. Inequalities in access to digital infrastructure are present both within and between countries, which results in inequitable skill gains in the use of digital technology.…”

UNICEF remote learning readiness index: A composite indicator to assess resilience of education sector against crises and emergencies

“…However, decisions regarding remote learning solutions were influenced by a country's income, especially when it came to "differences in adoption of online learning platforms," thus highlighting that low-and middle-income countries were "at a far more disadvantaged starting point for an effective transition to online learning platforms" [3]. Moreover, existing evidence indicates that the disparities observed in access to the internet and information communication technologies (ICTs) at home due to the differences in socio-economic standing could widen already severe learning inequities [4]. Therefore, a significant share of schoolchildren worldwide could be left behind despite the existence of remote learning policies [5].…”