2024年4月11日（木曜）12時00分～13時15分

ジェトロ・アジア経済研究所　C23会議室 　

Learning losses resulting from prolonged school closures during the COVID-19 pandemic pose significant challenges to global recovery efforts. This study focuses on Bangladesh, where school closures were extensive, exacerbating existing educational disparities. Leveraging the prevalence of basic feature phones, we implemented a low-tech remedial education intervention using Interactive Voice Response (IVR) technology. Targeting secondary school students, the intervention provided pre-recorded math and English lessons accessible via phone. A randomized controlled trial evaluated the intervention's effectiveness, revealing moderate to significant improvements in learning outcomes, particularly among students receiving additional tutoring alongside IVR lessons. We also observed positive effects on aspirations and a growth mindset. Further analysis indicates higher utilization rates correspond to improved academic performance. Our findings underscore the potential of scalable, ICT-based interventions to mitigate learning losses, contributing valuable insights to education policy and practice.

Asad Islam 氏 （Monash University）

Ian Coxhead