Towards a blended learning framework for post-pandemic Bangladesh
Following a research study that was conducted on crisis-led approaches to education in Bangladesh, a virtual panel discussion was organised yesterday. Titled Towards a Blended learning framework for post-pandemic Bangladesh, it was jointly hosted in partnership with Cardiff University, Bangladesh University of Engineering and Technology (BUET), a2i (Aspire to Innovate) and #NextGenEdu.
The stakeholders of the research include teachers, students, and parents. The research is a part of a project that aims to inform policy through developing a framework to combine digital learning with outdoor learning for primary education in Bangladesh, to mitigate the impact of the pandemic, and to ensure the education and wellbeing of children.
In recent times, blended learning has become a much-discussed approach to education in the context of the global pandemic. It is a method that combines both digital learning and outdoor learning.
Supported by HEFCW GCRF funds, the project is being conducted in three parts, which was addressed in the virtual discussion.
This includes the baseline review of the existing evidence, a workshop with the stakeholders, and the field research. The research included a qualitative telephone survey of 200 teachers, an ethnographic study of 15 families and an in-depth study of five promising practices. The research was conducted with children and teachers from different schools from Dhaka and Chattogram.
The panel discussion was attended by the project team and participants from various government and non-government organisations. The virtual meeting began with the research team presenting their findings followed by an interactive question-answer session with the participants.
The research team consists of Dr. Matluba Khan, Lecturer in Urban Design, Cardiff University, Dr Thomas Smith, Senior Lecturer in Human Geography, Cardiff University, and Dr Kusha Anand, research associate from Cardiff University. The team also includes Professor M Zaki Islam, BUET, Field research lead in Bangladesh, and Tahrima Hossain, BUET, Project Coordinator of the field research in Bangladesh.
The qualitative and quantitative telephone survey was conducted in April-May 2021 from both public and private schools. 57 percent of the 200 research participants were women. According to the research data, more than 82 percent of the teachers did not have any training to provide online education during the Covid-19 crisis. "Poor internet connection and bandwidth issues are faced by both teachers and students. Many teachers have opted for using Facebook, Emo or WhatsApp to make do with poor internet coverage," said Matluba Khan. She added that the development of the blended learning framework must include the issues that are faced by teachers and students.
There are teachers who have set up their own studios at their own cost for their students, some opting for uploading YouTube videos for students with low internet bandwidth. The team presented a few preliminary suggestions and recommendations based on the research data. This included interactive online learning and creating opportunities for play, social interactions, and outdoor learning.
The recommendations based on the ongoing research take the curriculum, the participants' skills and their wellbeing into account.
"Blended learning design should be according to the context - the socio-economic status, whether the students are from rural or urban areas among others. That in itself requires the flexibility of the curriculum," said Thomas Smith. The team also found that there is a lack of research on blended learning.
The key discussants of the virtual panel included Professor Dr. Md. Abdus Salam,IER, University of Dhaka; Anir Chowdury, Policy Advisor, a2i, Dr Manjuma Akhtar, Assistant Professor, BIED, BRAC University. Mr Rafiqul Islam Sujon, Education Specialist, UNICEF and Md Yousuf Ali, Deputy Secretary, Director (NAPE - National Academy for Primary Education) also participated as key discussants.
The panel discussion was hosted by Shakil Ahmed, Acumen Academy.
"If we can't provide the resources, the gadgets and the internet connection to the marginal students, we won't be able to fix the learning equality. We need to address both digital inequality and learning inequality," said Rafiqul Islam Sujon.
The author is a master's student of Mass Communication and Journalism at Dhaka University, and a freelance journalist. Email: [email protected]
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