An educational technology initiative for enhancing secondary education in Bangladesh

The COVID-19 pandemic led to widespread school closures creating a global learning crisis. According to UNESCO (2021), 19 out of 20 countries closed their schools for a median of 17 weeks leading to severe learning disruptions. The 2022 Program for International Student Assessment highlights that most children worldwide are now struggling to grasp fundamental concepts (World Bank Blogs, 2024).

In Bangladesh, the impact has been significant. More than a quarter of Grade 8 students (aged 14-15) failed to meet proficiency benchmarks in core subjects such as Bengali, English and Mathematics post-pandemic (CAMPE, 2023). These learning deficits heighten the risk of school dropouts with boys facing economic pressures to leave school for work and girls being vulnerable to early marriage (Makino et al., 2023).

In response, the Government of Bangladesh had initiated online learning resources in 2015 and expanded digital education efforts during the pandemic (NAPE and Room to Read, 2020). Between 2015 and 2023, the Government of Bangladesh established over 4,000 “Sheikh Russel Digital Labs” in schools, each equipped with student computers and plans to set up 5,000 more in the coming years. The strategic plan "Smart Bangladesh-2041" launched in 2023 aims to ensure universal access to digital education.

However, these digital labs are underutilized. Despite 96% of headmasters claiming regular use of computer labs, the classes remain largely theoretical offering student’s limited practical experience. The project baseline report attributes this underutilization to a lack of adequate teacher training in technology and blended pedagogy as well as the absence of mandatory lab-use policies. Additionally, online resources have struggled to reach low-income rural students due to inadequate internet access at home (UNICEF, 2020).

The project leverages the underused technology infrastructure in secondary schools across Bangladesh to improve learning outcomes and address socio-economic challenges like child labor and early marriage. By blending traditional teaching with digital education, it aims to make technology accessible and effective for all students even in regions facing a significant digital divide. The intervention package includes:

• Teacher and headmaster training: The initiative begins with practical in-person training sessions for headmasters and teachers, focusing on integrating technology and using blended-learning methods. Conducted in September 2023, the training covered essential topics including educational content, hands-on practice and implementation strategies.

• Curated offline educational content: The project offers a collection of 40 educational videos in English and Mathematics tailored to the national curriculum. These videos, created by experienced educators cover key concepts and are accessible in school computer labs providing structured digital learning.

• Mandatory lab-based classes: All treatment schools receive training and content but a subset is required to hold weekly lab-based classes. This mandatory component ensures consistent engagement and maximizes the impact of digital resources.

Supported by the World Bank’s Strategic Impact Evaluation Fund, the project has completed a baseline survey of 466 schools, categorized into light treatment, heavy treatment and control groups. Early findings from a midline telephone survey show a significant increase in lab-based class frequency, demonstrating the effectiveness of the intervention. FID funding will support a final survey to measure the program’s overall impact and guide future education strategies.

This project aims to improve students’ learning outcomes and promote school retention by leveraging digital education and enhancing teacher-student engagement. The key expected results include:

1. Improved learning outcomes: By increasing, the frequency of lab-based classes in English and Mathematics and boosting the proficiency and confidence of teachers in using technology the project expects to see measurable improvements in students’ test scores.

2. Enhanced school retention: Through better academic performance and an engaging learning environment, the project seeks to reduce dropout rates keeping more students in school and mitigating risks such as child labor and early marriage.

3. Increased use of digital resources: With targeted training and mandatory lab-based classes, both teachers and students will become more familiar and comfortable with digital content, leading to sustained and effective use of technology in classrooms.

4. Greater teacher engagement: The project anticipates that teachers will demonstrate increased confidence in incorporating Information and Communication Technology into their lessons and stronger engagement with students fostering a more interactive and supportive educational experience.

These outcomes collectively aim to create a more inclusive, effective and sustainable model for digital education in Bangladesh.