process and risk of learning loss
Post on 22-Apr-2022
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Team Members
Md. Saiful Islam, Research AssociateDr Imran Matin, Executive DirectorAvinno Faruk, Research AssociateAtiya Rahman, Associate Research Fellow
Hossain Zillur Rahman, Executive Chairman
Mohammad Abdul Wazed, Senior Fellow
Billal Hossain, Sr. Field Research Specialist
Namira Shameem, Research Executive
Kaneta Zillur, Resource Person
Presentation Structure
1. Survey Details
2. Attitude to School Re-opening
3. Learning Loss
4. Digital Inclusion
7. Policy Messages
5. Mental Health
6. Child Labour
Survey period: 21 Aug – 8 Sept 2021
4th Round Sample size: 4872 (80% of 3rd round panel)
The Survey
CHT (1%)
Sample Distribution of Students
Sample Distribution % of HHs Number
Have primary school-going boys 31 1510
Have primary school-going girls 31 1,493
Have secondary school-going boys 23 1112
Have secondary school-going girls 26 1,266
Have at least one school-going child 77 3,742
Attitude About School Re-opening
~75% Said That School/College Should Open Right Now
5 51 2
77
16
3 15 5 2 4
74
19
4 25 5
2 3
75
18
4 1
AfterCOVID is
gone
Aftereveryone isvaccinated
After all theteachers
arevaccinated
After all thestudents
arevaccinated
Right now Wheneverthe
governmentthinks it is
appropriate
No opinion Others
% o
f re
spo
nd
en
ts
Rural Urban-Slum Total
Learning Loss
Children in Learning Loss Risk
Not studying at all
Or only having unsupervised self-study
Are in learning loss risk
Or irregularly studying in current mode of study
Children who are
Trend in Risk of Learning LossMarch to August 2021
19
2522
30
Primary Secondary
% o
f st
ud
en
ts
March,2021 August,2021
Trend in Risk of Learning Loss:Gender Disaggregation
20 19
262423
20
34
25
Primary Male Primary Female Secondary Male Secondary Female
% o
f st
ud
en
ts
March, 2021 August,2021
Trend in Risk of Learning Loss of Secondary Male Students by Poverty
Status
2631
25 25 26
32
40
33 33 34
Extreme-poor Moderate poor Vulnerable non-poor
Non-poor Total
% o
f se
con
dar
y m
ale
stu
de
nts
March, 2021 August,2021
Trend in Risk of Learning Loss, Primary:Rural-Urban Disaggregation
18 19 2118
2219
2420
Male Female Male Female
Rural Urban Slum
% o
f p
rim
ary
stu
den
ts
March, 2021 August,2021
Trend in Risk of Learning Loss, Secondary:Rural-Urban Disaggregation
21 20
3127
30
24
37
26
Male Female Male Female
Rural Urban Slum
% o
f se
con
dar
y st
ud
en
ts
March, 2021 August,2021
Risk of Learning Loss of Students and Mother’s Education
34
25
1611 12
43
32
24
15 12
Never went toschool
Primary(Class 1-5) Lower Secondary SSC/Equivalent HSC/Equivalent/Higher
% o
f S
tud
en
ts in
Ris
k o
f L
ea
rnin
g L
oss
Mother's Education
Primary
Secondary
Role of Family Support
31
5
22
25
6
16
Study to themother at home
Study to thefather at home
Study withbrother / sister
/relatives athome
March,2021 August,2021
8
3
14
42
8
Study to themother at home
Study to thefather at home
Study withbrother / sister
/relatives athome
Primary Secondary
% o
f st
ud
en
ts
Digital Inclusion for Remote/Off-school
Learning
Remote/ Off-School Learning
Watching TV/Radio Channel Classes
Watching Classes on
Internet
Online Class
Online Coaching/
Private
Non- Interactive Interactive
Assignment
Hybrid
Connection With School During School Closure
24
4 1
4853
6
There was noconnection
Regular onlineclasses
Irregular onlineclasses
Throughmobile phone
Bringhomeworkfrom the
teacher/submitto them for
check
Others
% o
f st
ud
en
ts
Connection With School During School Closure: Primary Students
3
0.3 1 0.521
0.33
0.2
18
Watching TVchannel class
Watchingclasses onInternet
Online class online private Assignment
% o
f p
rim
ary
stu
de
nts
March,2021 August,2021
4 3
9
2
8
2 3
11
1
38
Watching TVchannel class
Watchingclasses on the
Internet
Online class online private Assignment
% o
f se
con
dar
y st
ud
ents
March,2021 August,2021
Connection With School During School Closure: Secondary Students
Device Availability in the HHs for Study Purpose: ~40% Households Have No
Device 44
0
2931
0 1
20
36
0
29
33
1 1
33
39
0
2932
0 1
27
No device Radio Button phone Smart phone Desktop/computer Laptop/Tab TV
Rural Urban Slum Overall
% o
f H
Hs
% of HHs Have at Least One Device That Can Be Used for Study Purpose
5764 61
Rural Urban Slum Total
% o
f H
Hs
Impact on Mental Health
School/ College Students (10-20 years) Suffered From Mental Stress Since COVID-19, Reported by HHs
1315
March, 2021 August,2021
% o
f H
Hs
rep
ort
ed
Types of Mental Stress of School/ College Students (10-20 years)
112
13
44
60
36
57 5 716
60
42
9
Does notsleep at
night
Has stoppedeating
Does not talkto anyone
afraid toleave the
house
irritablemood
angry /violent
behavior
Others
March, 2021 (N=456) August,2021 (N=558)
% o
f H
Hs
rep
ort
ed
Impact on Child Labour
School-Going Students Engaged in IGA
% o
f sc
ho
ol-
go
ing
st
ud
en
ts
8.1
3.0
8.7
2.0
Boys Girls
March August
Policy Lessons and Recommendations
Recommendations Supplementary remedial program for learning
loss recovery essential for both primary and secondary levels.
Such remedial programs must be off-school hours.
Primary-level remedial program can be form of publicly-funded Community Learning Centres. Leverage NGO experience non-formal education.
Learning loss most severe for boys at secondary level. Well-designed remedial program on this is a priority to arrest child labour trend.
School-opening necessary but not sufficient to overcome accumulated
learning loss
Policy Lesson
RecommendationsPsycho-social support
New challenge is how to integrate psycho-social support to students to offset mental health problems caused by prolonged school closure.
Civil society should convene an urgent national dialogueto explore various dimensions of the issue and develop recommendations for the government and identify priority actions.
Government should establish a task force on the matter.
Economic support
Expand secondary stipend program to boys. Expand free distribution of education-supporting digital
devices to poorer students.
School-closure experience has had both social and economic impact on children Mental health Child labour
Policy Lesson
Recommendations
Phased action plan to overcome identified gaps and ensure digitally inclusive education
National dialogue of teachers to assess potential of pedagogic innovations during school closure
A positive development during school closure needs innovations, even if limited, in off-school hybrid learning through assignment. However, assignment experience remained largely non-interactive.
Though government recommended use of four remote technological platforms – TV, phone, radio and social media – as far back as May, 2020, these have largely remained non-interactive and have not engaged sufficient student interest.
Policy Lesson
Safwan’s StoryReality Check on Assignment Experience
Safwan’s StoryReality Check on Assignment Experience
Safwan was in Class V in 2020. He had admitted just that year in a Government Boys’ High School in Dhaka. He had a few classes before the closing.
In June 2020, his mother got a mobile message to follow a Facebook link of the school for Safwan’s class lessons. Visiting the link, she saw that there were lesson plans for students of grades six to ten. From then on, Safwan has been doing his “Assignments” as instructed from teachers on Facebook. On Mathematics, he is asked to do some arithmetic, geometry, etc. by the relevant teacher. At the same time, online classes started for 6 days, 40 minutes a day. This has compelled his parents to buy a laptop for him.
During the COVID holidays, Safwan’s mother submitted his assignments every week and she put the papers in a box assigned for each class. Later at the end of the year, Safwan learned that he got auto-promotion to class six.
The interesting part of this “interactive and accessible” lesson-learning is that Safwan and his friends did not receive any feedback from their teachers on their assignments submitted throughout the year.
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