While hybrid learning – a blended stimulus connecting in-person education and distant learning has indeed been a key player in paving the heights of the new normal amongst the pandemic and nationwide lockdown, it has also been a driver of digital inclusion for several socioeconomic audiences. This method of learning is not a sight to marvel for the world since it has existed for a prolonged period of time. However, such a methodology was mainly introduced to be able to disperse courses offering professional certification in digitally driven countries.
The move of normalizing hybrid learning in Bangladesh by the relevant authority has opened up a staircase for the economy to excel into greater heights of several indexes. Due to the COVID-19 lockdown, institutions were inelastic for taking necessary measures to ensure that learning continued. As such, the new normal emerged whereby learning could be pursued from the very home of students via digital mediums.
With the first move being made by authorities, students were obliged to follow the plan without deviating from the strategy. Even groups that identify as being of a lower-income class, were obliged in getting access to digital devices in order to continue education. From a macroeconomic perspective, digital inclusion is a key driver of growth and a contributor to SDG 9: Industry, Innovation, and Infrastructure. The digital inclusion rate of Bangladesh has been surging with collaborative contributions from several industries including Mobile Financial Services. Through hybrid learning, Bangladesh would be able to bring in more and more groups across income classes and socioeconomic identities under a digital frame.
In doing so, a few things should be taken into consideration:
Modality of Hybrid Learning
The authority has demonstrated a keen interest in continuing hybrid learning by combining
classroom learning and digital education hand in hand with minimal face to face
consultation; readily available lectures and materials through the adoption of digital means.
The authority should have the intention of keeping hybrid learning alive by making sure that
it remains even when all stakeholders are vaccinated and COVID-19 becomes just like the
“Black Lung” once feared. The ideal classroom setup should incorporate the relevant tools
and equipment to create an overall realization of truly being digital. By doing so, digital
inclusion would be able to propel itself ahead.
Incentive and Assistance
The means of accessing digital education inevitably consumes a significant income proportion for large groups of people. In such a case, the scope of development lags behind as such groups may be rather reluctant to invest in the purchase of such means, i.e. smartphones. Furthermore, the digital literacy of mass audiences needs to be taken into account as well.
According to a 2019-2020 study by the BRAC Institute of Governance and Development (BIGD), among 6500 rural households, 96% used a mobile phone, while 59% did not have access to a smartphone. Only 8% of households were in possession of computer operating skills but computer ownership stood at 2.4%. 46% percent of households were aware of the internet, 37% had internet connectivity. Such data imply grim speculations yet it is not wrong to presume the positive turnaround of numbers within 2020-2021 due to unforeseen events.
If the authority is able to incentivize and assist in increasing digital literacy by adopting inclusive policies for the relevant segments, access to hybrid learning would indeed increase and ensure that the next generation is already integrated within Digital Bangladesh.
Creating a Centralized System
The authority has already announced plans to reform the system by making several changes including the removal of board exams until Class 10. The authority should also focus on creating a seamless system to integrate and monitor activities. This may include the assessment of lectures and materials provided to students through a centralized quality check.
Scores may be assigned to teachers and their materials which would further cause a greater sense of responsibility across the relevant groups when addressing classroom needs digitally.
Consequently, the quality of education would be improved as being aligned with SDG 4:
Quality Education.
Increase Digital Awareness
A few years back, if a person living under rural circumstances heard about the Bangladeshi government dispersing assistance funds through MFS platforms, it would have been hard for him/her to believe. However, it has been done. Through the pandemic, the government has relentlessly helped groups through DFS platforms. It would have not been as successful if the relevant audience did not know about the issuance.
In the same way, in order to hold up to hybrid learning across all groups and strengthen Bangladesh, the authority must increase the digital awareness of relevant audiences through appropriate means and media. By doing so, digital inclusivity for students would be transformed as being perceived to be more mandated with a positive note.
The relevant authority could further incorporate elements into its mix for growth. By targeting its plans, the plan of growth would undoubtedly be supported through financial assistance by large companies. If the assistance is justified through incentive policies, large businesses – MNCs and local operators – would definitely take advantage.
Digital Bangladesh was a dream that is being turned into a viable reality. The goals and ambitions that we have set for ourselves as an economy soars over sky high visions. Yet as an economy, we keep proving our strength and determination. From being a basket case to taking over our neighboring powerhouse economies in terms of economic growth – we express that there is no such thing as being on the top of the mountain.
By Mohaimenul Solaiman Nicholas
