3Mpower-Mobile Learning for Empowerment of Marginalised Mathematics Educators

 A study led by The Open University

Country: Bangladesh | Topic Area: Teacher Continuous Professional Development

Project summary

The ‘3Mpower (Mobile Learning for Empowerment of Marginalised Mathematics Educators)’ research project, will study the relationship between at-scale teacher professional development (TPD) with technology, and the teaching and learning of numeracy skills in primary schools in Bangladesh. We will consider marginalisation through the lenses of geography (i.e., low-income rural communities) and gender (i.e., female teachers and learners). We will examine the equity and scale of reach, contextual appropriateness, effectiveness in improving numeracy outcomes, cost-effectiveness, and sustainability of the approach to using mobile learning (mLearning) for TPD. 

The proposed project is motivated by the global imperative to address learning poverty by identifying cost-effective, equitable means to upskill and expand the education workforce – with a focus on improving educational numeracy outcomes, and therefore life-chances for children from low-income and marginalised communities. In Bangladesh, as in many countries worldwide, national education policies and ICT strategies seek to exploit the potential of digital technologies for TPD. mLearning places professional learning in teachers’ hands at home and at school. The use of mLearning for TPD is highly scalable yet low cost as even in lower-income countries most teachers own smartphones.

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Research questions

  • Do teachers have equity of access to mLearning for Teacher Professional Development ?
  • Is the pedagogy of mLearning for Teacher Professional Development  relevant to teachers’ needs?
  • Do communities of practice embrace mLearning and support improvements in teaching practice in schools? 
  • How cost-effective is using Teacher Professional Development with mLearning in Bangladesh?
  • Does mLearning for Teacher Professional Development improve teaching practices? 
  • Does mLearning for Teacher Professional Development  improve student learning outcomes?

Discover evidence

Two people taking part in an evidence cafe

Funded by the EdTech Hub, our collaborative OU-Dhaka University project, 3MPower (Mobile Learning for Empowerment of Marginalised Mathematics Educators) is generating evidence on technology use for Teacher Professional Development (TPD) in Bangladesh, with a particular focus on children’s foundation numeracy skills in schools serving marginalised, low-income, rural communities. This blog explores the study in more detail, and the benefits of Evidence Cafés to promote inclusion and collaboration.

The Government of Bangladesh and Aspire to Innovate (a2i) are making substantial investments in blended learning for teacher professional development (TPD) through the national eLearning platform ‘Mukto Paath’. This policy brief explores research evidence of primary-level teachers’ participation in one such course—Anonde Gonit Shikhi (AGS) by the Directorate of Primary Education—and makes evidence-based recommendations to increase the proportion of teachers and schools realising the potential benefits on teaching and learning.

The Government of Bangladesh is making substantial investment in blended learning for teachers. Teachers undertake face-to-face trainings in Continuous Professional Development (CPD) priority areas, such as supporting students’ foundational learning. In parallel, teachers access TPD courses on Muktopaath, the Government’s national eLearning platform, focused on these same priority areas. Local Education Officers have a pivotal role in the delivery of these trainings and in supporting their practical application in schools and classrooms. This Policy Brief explores teachers’ participation in one set of eLearning courses, Anonde Gonit Shikhi (AGS). It makes evidence-based recommendations on how Local Education Officers at District and Upazila levels can encourage and support teachers to translate learning from both the online courses and face-to-face trainings into the intended changes in teaching practices and student learning in the classroom.

The Government of Bangladesh is making substantial investment in blended learning for teachers. Teachers undertake face-to-face trainings in Continuous Professional Development (TPD) priority areas, such as supporting students’ foundational learning. In parallel, teachers access CPD courses on Muktopaath, an eLearning platform, focused on these same priority areas. This Policy Brief explores teachers’ participation in one set of eLearning courses, Anonde Gonit Shikhi (AGS), and makes evidence-based recommendations on how the Directorate of Primary Education (DPE) central team can encourage and support teachers to translate learning from both the online courses and face-to-face trainings into the intended changes in teaching practices and student learning in the classroom.

Study contacts

Key partner roles

The Open University – Implementing and research partner

Partners
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