世界发展银行-Remote-Learning---Evidence-from-Nepal-during-COVID-19_8页_3mb

Summary of "Remote Learning: Evidence from Nepal during COVID-19"

Core Content

This document presents findings from a randomized controlled trial evaluating a remote learning program in Nepal aimed at preventing learning loss during school closures caused by the COVID-19 pandemic. The program focused on improving foundational numeracy skills for students in grades 3 to 5 through mobile-based interventions such as phone calls and SMS messages. The initiative was implemented in collaboration with the World Bank, the Ministry of Education, Science and Technology (MoEST), local governments, Teach for Nepal (TFN), Street Child, and Young 1ove.

The trial involved 3,700 households across 10 local governments in seven provinces. It was conducted both during school closures and after schools reopened, with data collection spanning November-December 2020 to April-May 2021. The program was designed to be scalable and cost-effective, leveraging mobile phone access, which is high in Nepal (87% of households can use mobile phones for remote education).

Main Findings

• Learning Gaps: In the control group, only 16% of students could perform 2-digit division, highlighting a significant lack of foundational numeracy skills.
• Effectiveness of Interventions:
  • Phone Calls by Teachers: Showed the most significant improvement in numeracy, with a 0.19 standard deviation gain.
  • Phone Calls by NGOs: Also effective, with a 0.14 standard deviation gain.
  • SMS Messages: Only marginally effective (0.03 standard deviation gain), and not statistically significant.
• Learning Adjusted Years of Schooling (LAYS): The pandemic is expected to reduce Nepal's LAYS by 0.5, which could lower future annual earnings by about US $296 per student and reduce the present value of lifetime earnings by US $14 billion.
• Household Engagement: Over 98% of households expressed a demand to continue receiving educational services via mobile phones even after schools reopen. Most preferred active phone calls (86.9%), with some households also wanting SMS messages (35.7%).
• Equity Considerations: The program showed larger learning gains for students from poorer households and those with lower parent literacy levels, suggesting it can help bridge educational inequities.

Key Information

• Mobile Phone Access: High in Nepal, but mobile-based education remains underutilized.
• Baseline Survey: Found that only 31% of students had teacher interaction during school closures.
• Intervention Design: Included multiple treatment arms such as SMS messages, phone calls by teachers, and phone calls by NGO facilitators.
• Cost-Effectiveness: The estimated cost per child is US $20, leading to a gain of 0.69–0.93 standard deviations per $100, which is equivalent to a full LAYS gained per $100.
• Policy Relevance: The program has significant implications for Nepal's education policy, offering a scalable and cost-effective solution to support remedial education and catch-up programs, especially in the context of ongoing school closures and learning loss.

Methodology and Data

• Assessment Tool: The Annual Status of Education Report (ASER) was used to evaluate foundational numeracy skills.
• Demographics and Engagement: Data on caregiver demographics, engagement in education, and demand for the program were collected.
• Randomization: Conducted at the household level, as mobile phones were often shared among family members.

Implications

The results of this trial suggest that mobile-based education, particularly through teacher-led phone calls, is a promising tool for improving foundational numeracy in Nepal. It can be integrated into broader educational recovery strategies and used to support students even after schools reopen. The program aligns with the World Bank's "Smart Buys" policy note, which highlights cost-effective educational interventions.

Testimonials

• Tulasa Kafle: A community school teacher who found phone-based teaching effective for students who previously struggled with basic numeracy.
• Janaki Mandal: A guardian who observed significant improvements in her child's math skills through phone calls.
• Bikal Kafle: A section officer who praised the program for its cost-effectiveness and ease of implementation.
• Bedika Poudel: A Grade 3 student who reported learning up to fractions through phone-based education.

Conclusion

This trial demonstrates the potential of mobile-based education to mitigate learning loss and improve foundational numeracy in Nepal. It underscores the importance of leveraging technology for educational support, especially in low-resource settings, and highlights the effectiveness of teacher-led phone calls in enhancing student learning outcomes. The program offers a scalable, cost-effective, and equitable solution that can be adopted by the education system to "build back better" post-pandemic.