Remote Learning : Evidence from Nepal during COVID-19
This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in pu...
| Main Authors: | , , , , , , |
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| Language: | English |
| Published: |
World Bank, Washington, DC
2021
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/906101626938488506/Policy-Brief http://hdl.handle.net/10986/36031 |
| Summary: | This note discusses early results from a
distance education program on foundational numeracy for
primary school students in Nepal during Coronavirus
(COVID-19) evaluated in a randomized trial. The trial
included 3,700 households with children in public school
(grades 3-5). It provided support for foundational numeracy
through mobile phone-based tutoring. The trial tested
delivery through public school teachers and also through NGO
facilitators. It led to a 30 percent increase in
foundational numeracy, with teachers being slightly more
effective at producing learning gains than NGO facilitators.
These results suggest that instructional support through
mobile phones can be a high-access and low-cost approach to
providing instruction at scale |
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