A Theory of Change for a Technology-Enhanced Education System in Bangladesh

Abstract

An output of the EdTech Hub, https://edtechhub.org

Mapping emerging massive open online course (MOOC) markets before and after COVID 19: A comparative perspective from Bangladesh and India

“…Various preselected and additional codes were used to obtain information through open coding. The preselected codes were among E-learning, pandemic, COVID-19, MOOC, and madrasa education sectors, but the pandemic has prompted the significance of online education and therefore, it has become essential to ensure access for all students [9,10]. Due to lack of infrastructure, this has not been possible yet.…”

“…has allocated USD 8.3 billion for the education sector, which is only 2.09% of the GDP [9]. About 51% of this budget is allocated to the secondary and higher education sector, which amounts to 1.06% of the GDP [8,10]. Experts advise that this budget should be adequately implemented under a unique framework to address the loss suffered during the pandemic.…”

Bandarban Sandbox: Needs Assessment & Hypothesis Development

“…In this context, the UNICEF Bangladesh Education Division (henceforth UNICEF) has been 1 working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This work has included the development of three theories of change (one for learners (⇡Clark-Wilson et al, 2021), one for teachers (⇡Clark-Wilson et al, 2022) and one for parents (forthcoming) to identify how technology can be most effective.…”

“…In 2021, UNICEF Bangladesh partnered with EdTech Hub to develop a theory of change (TOC) (⇡Clark-Wilson et al, 2021), which would identify how a technology-enhanced education system can help improve the learning outcomes of students in Bangladesh. This was undertaken in response to the lack of robust research and insights to determine which EdTech modalities can be most effective in supporting learning in Bangladesh, including in communities with low incomes, low digital literacy, and low learning outcomes, especially for girls and other marginalised groups.…”

A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh

“…The organisations involved in workshops are indicated with a cedilla (~) and those that were interviewed are indicated with an asterisk (*). We adopted a similar approach to that used for the development of the TOC for learners (⇡Clark-Wilson et al, 2021). As we were aware of some of the parentand caregiver-focused programmes and initiatives that multiple stakeholders in Bangladesh have devised, we began by inviting stakeholders to describe their own programmes in smaller breakout groups.…”