Our project report 'Crisis-led approaches to teaching and learning in Bangladesh: Towards a Blended Learning Framework' is now available in Bangla. The report is targeted to policymakers, researchers and educators as well as parents. This report is the first one to provide evidence of how teachers, children and parents negotiated space at their homes, schools and neighbourhood environments during the pandemic when schools were closed. The report also provides evidence on parents', children's and teachers' preferences for a blended-outdoor learning framework to address the learning gap induced by the pandemic and for the development of 21st-century learning skills among children.
Through working in partnership between Cardiff University, Bangladesh University
of Engineering and Technology (BUET), #NextGenEdu and Aspire to Innovate (a2i),
and directly with primary teachers and schools, we have developed an evidence
base of the emerging responses to remote, blended, and outdoor learning in
schools, households, and neighbourhoods during the pandemic, and developed a
collaborative network to address current problems and frame new solutions. The
project activities (a review of existing evidence, a stakeholder workshop to explore
existing practices and needs for research, field research in Bangladesh and a
dissemination workshop) were jointly conducted by Cardiff University, BUET, a2i,
and #NextGenEdu between February and October 2021 and supported by HEFCW
GCRF funds. This report draws on the findings from the review of existing
evidence and field research at two phases (telephone survey with 201 primary
school teachers and headteachers, in-depth interviews and creative methods with
20 families, and in-depth case studies of six promising teaching and learning
practices). A separate report on the findings from the first stakeholder workshop
has been published (Khan et al. 2021).
Key findings and recommendations from the survey include: prioritisation of
teacher training in digital and outdoor pedagogies, context specific blended
learning design through mapping of spaces for digital, home and outdoor learning,
and integration of outdoor learning in curriculum. Recommendations from
children and families included: more interactive online learning, and creating
opportunities for play, social interactions and outdoor learning when schools
reopen to make up for the ‘gap’ induced by the pandemic. Recommendations
from promising practices include support from the local authorities and school
management for implementation of blended-outdoor learning in schools.
You can download the report here..