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Key Highlights
- Advancing Remote Learning: The COVID-19 School Sector Response (CSSR) project supported 3.26 million children with distance learning programs, that include over 5,000 digital contents for different subjects for pre-primary to grade 10 across multiple platforms.
- Empowering Teachers: To improve teaching practices in the post-pandemic context, nearly 3,000 school teachers received professional development training on delivering the curriculum online, formative and summative assessments, remedial education, and supporting mental health and well-being.
- Strengthening School Facilities and Safety: Over 19,500 government primary schools received sub-grants for improving basic hygiene facilities.
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00:05 Since its outbreak in late December 2019,
00:08 COVID-19 has wreaked havoc across the world.
00:11 The education of the school-going children was severely hampered.
00:16 From March 2020,
00:18 schools across Bangladesh were closed,
00:20 eventually reopening after almost 18 months
00:23 on September 12,
00:25 2021.
00:27 To overcome this unprecedented challenge,
00:29 on February 2021,
00:32 the government of Bangladesh initiated COVID-19 school sectors response project
00:37 with technical assistance from the World Bank through Global Partnership
00:42 for Education funding support.
00:45 The project helps to strengthen the institutional capacity of
00:49 schools to respond and recover from the COVID-19 crisis.
00:53 It has prepared schools to function remote learning system
00:57 through complete and appropriate digital contents.
01:12 orthope
01:21 hand wash,
01:22 sanitizer,
01:23 mask,
01:23 towel,
01:24 toilet cleaner
01:30 hand wash sit 19.
01:36 The
01:53 project is the largest COVID-19 response in
01:56 the basic education sector of the country.
01:59 It has expanded digital content repository which students
02:03 from pre-primary to grade 10 are using to recover their learning loss.
02:08 Consistency has been maintained while preparing the digital content
02:13 in alignment with the national curriculum
02:15 to ensure that the learning objectives have been met.
02:19 Under the project,
02:20 a notable number of digital learning materials have been developed.
02:25 Televised lessons are broadcasted 6 days a week for students.
02:35 To prepare teachers for a remote learning environment,
02:49 special training sessions have taken place.
02:52 A total number of 2000 government primary school teachers
02:56 were provided training on formative and summative assessment.
03:01 ultimately arushik she shikokra arushikunlob gankota bush hobe arjukha kod
03:25 The long period of school closures.
03:27 In children having to experience anxiety,
03:30 depression,
03:31 and loneliness.
03:32 Teachers received training
03:34 to help children address mental health issues and come back
03:38 to a normal academic routine.
03:54 Finally,
03:55 these measures will help the schools overcome the impacts of the COVID-19 pandemic
04:00 and prepare the education system to deal with future
04:03 shocks while ensuring every child's access to quality education.
The CSSR project helped strengthen the school system's institutional capacity to respond to and recover from the COVID-19 crisis and build resilience to face future crises from pre-primary to secondary levels. It helped around 3.26 million children, including 1.69 million girls continue education through distance learning programs. The project also helped develop more than 5,000 digital contents covering a total of 35 subjects, across all the different classes from pre-primary to grade 10, for television, radio, online and mobile platforms. This resulted in a unified digital remote learning system for students at this level.
The project design was based on global best practices, insights from experts, NGOs, and latest evidence on pandemic response. It prioritized inclusivity, capacity building, and a unified approach to remote learning across pre-primary, primary, and secondary education. Around 950 primary and secondary teachers received training for delivering the curriculum online and accommodate diverse learning needs.
Professional development need of teachers in managing post-pandemic classrooms was also central to the project’s aim to support learning recovery. Around 1,993 primary school teachers received training on formative and summative assessments and remedial education. These trainings are especially important in a post-COVID context, as for teachers to effectively instruct, they must have a strong understanding of their students’ learning levels and acquired skills to teach to their specific needs.
During the pandemic and school closures, mental health issues became more pronounced among the students. The teachers received training on mental health and stress management, with an aim to create a healthier learning environment.
Over 19,500 government primary schools in 329 upazilas (sub-districts) received subgrants from the project to improve the basic hygiene facilities in schools in remote, vulnerable, and high-poverty areas. The schools used the resources for ensuring safety procedures in reopened schools, which subsequently alleviated parents’ fears about sending their children back to school. This helped significantly reduce school dropouts. More than 90 percent of the students, who were enrolled in grant-supported pre-primary and primary level government schools before the COVID-19 pandemic, returned to schools.
"We received many helpful resources through the program. For example, cleaning materials, rules for handwashing, or guidelines on how we could protect ourselves and stay safe.”
Ishrat Jahan
Teacher, Cantonment Government Primary School, Dhaka
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