Funded by the Malala Fund and the Bill & Melinda Gates Foundation, this study was conducted as part of the Partnership for Research on Progress and Resilience in Education (PREPARE) project, a collaboration between the Center for Global Development (CGD) and the BRAC Institute of Governance and Development (BIGD), Brac University. It examines the impact of the COVID-19 pandemic and natural disasters on children’s education and learning outcomes.
Researchers: Marjan Hossain; Md. Johirul Islam; Khandker Wahedur Rahman; Shaila Ahmed
Partners: Center for Global Development (CGD), Malala Fund, Bill and Melinda Gates Foundation (BMGF)
Timeline: 2022 – 2023
Status: Completed
Contact: Marjan Hossain; marjan.hossain@bracu.ac.bd
Publications
Policy brief: Partnership for Research on Progress and Resilience in Education (PREPARE): Round 1 Policy Brief
Blog: The Learning Crisis Persists in Bangladesh: Findings from a Two-stage Study
Blog: Unravelling the Association between Shocks and Education in Bangladesh
Context
The education system in Bangladesh is highly susceptible to shocks, particularly affecting children in climate-vulnerable regions. These children face direct consequences such as the destruction or severe damage of school infrastructure during major calamities, as well as indirect consequences such as economic strain on their households, loss of livelihoods, and inadequate nutritional support. With schools being closed for 18 consecutive months, the COVID-19 pandemic only worsened the negative effects on children’s education and learning progression. Even before the pandemic, Bangladeshi children had poor educational outcomes. The prolonged disengagement from learning during the pandemic further raised concerns about learning gaps or even learning loss. Unfortunately, there is limited data on children’s learning status (foundational and grade-level) for both pre-and post-pandemic periods, with most assessments conducted solely within schools (only foundational tests were done at household levels). Data on children’s learning outcomes for the period of school closures are even scarcer.
This study utilized phone-based assessments to measure foundational literacy and numeracy skills among children aged 5-18. The findings reveal the negative effects of the pandemic on enrollment status and learning outcomes, exacerbated by the susceptibility of the education system to shocks in climate-vulnerable regions. Limited pre-pandemic data and scarce information on learning outcomes during school closures highlight the need for additional support and interventions to address learning gaps and ensure children reach their grade-level potential.
Objectives
The primary goal of the study is to assess the current state of foundational literacy (Bangla and English) and numeracy among children aged 5–18 years. PREPARE aims to understand the impact of shocks like COVID-19 and natural disasters on children’s education prospects and outcomes in Bangladesh.
Methodology
The study was conducted using the Annual Status of Education Report (ASER) tool, adapted for Bangladesh, over the phone. The sample used in this study was drawn from the Back to School (B2S) survey, a nationally representative household survey conducted in October 2021. The researchers randomly selected and surveyed a subsample of households and the findings of the study are based on the responses of 2,957 households with 4,002 children who were within the mentioned age range.
Findings and Recommendations
The study found that enrollment is higher for younger children and girls while non-enrolment is associated with children’s reduced learning motivation and the economic capacity of households. Additionally, it was found that enrollment is correlated with better foundational learning outcomes. A larger share of children has better foundational Bangla literacy skills compared to English and Mathematics. Girls and older children perform better. However, learning gaps persist in all three subjects as students progress to higher levels of education, particularly in English and Mathematics.
While it is not possible to determine whether COVID-19 has exacerbated the urban-rural divide in children’s learning outcomes, it was found that students from private schools demonstrate advanced foundational skills. Across all three subjects, rural children consistently underperform compared to their urban peers. The learning gap in English may persist into adulthood for rural children. The study also found that major catastrophes are associated with diminished educational outcomes and prospects for children. Children who have experienced shocks (natural disasters, poverty shocks, and the pandemic) have difficulty retaining their foundational skills as they progress through grade levels, especially in English and Mathematics.
The findings of the study emphasize the urgent need for comprehensive education quality reforms to accelerate children’s post-pandemic learning recovery. Further, the study highlights the need to build more resilient education systems that can withstand and recover from such shocks.
