educational and personal growth. However, not all individuals and communities have equal access to these resources, leading to the "digital divide." The digital divide can have a multiplied effect on school education, and there can be severe implications for the deprived student’s future. Opportunities for learning, motivation, and outcome of learning, all may be impacted. This aspect is discussed in more detail in Section 3. 2.3.7 Teacher quality and teacher training The quality of instruction is highly dependent on the quality of teachers, and the quality of teachers is hugely determined by the quality of pre-service as well as in-service training. All teachers may or may not get the requisite opportunities for professional development, or they may not get it timely. The quality of teachers also varies from school to school. Teacher vacancies, teacher absenteeism, and engagement of teachers in works other than teaching, are areas that are being focused upon for filling the gaps by state and UT governments. 3. THE DIGITAL DIVIDE Education is no longer confined to just textbooks and teaching spaces bound by four walls; it has been amalgamated with technology, creative teaching methods, and digital information. The traditional and digital approaches to teaching overlap more and more because of the Internet's increased accessibility and affordability. The education of children and their future chances may be significantly impacted by a lack of technology in the classroom. Students who do not have access to computers or Internet connectivity are often at a disadvantage when it comes to research, communicating, and picking up new skills. This may hinder their capacity to compete in the digital age and gain access to higher learning and employment. For all students, regardless of background or region, equitable chances must be achieved by closing the digital divide in schools. Digital information and communication technology literacy, including meta-literacy, shall become mandatory skills for the workforce in the coming years, and without them, our learners will not succeed in the digital age. 3.1 Factors contributing to the digital divide in school education 3.1.1 Infrastructure and access challenges: Let us look at the digital infrastructure in schools. UDISE+ 2021-22 data shows that 47.5 per cent schools have a functional computer facility, indicating a significant effort to provide computer resources in these schools. Internet access in classrooms is unquestionably essential for modern education. Access to a wealth of knowledge is made possible, and learning resources are enhanced with collaboration, and communication is also encouraged, as are skill development and worldwide exposure through connectivity. Students are also better prepared for the digital world and their future employment. So far 33.9 per cent of the schools in India have Internet access; however, coordinated measures to close the digital divide and guarantee fair Internet connectivity in all schools across India are being taken by the Central and state governments under the BharatNet Project.21 This project is aiming to ensure connectivity in 100 per cent schools in the coming days. BharatNet Project, Ministry of Communications, Government of India, https://usof.gov.in/en/bharatnetproject. 21 50 Journal of the National Human Rights Commission, Vol. 22, 2023