Only capable Dhaka schools to pilot blended learning, participation voluntary

The government has decided to introduce a blended learning system combining online and in-person classes on a pilot basis in a select group of educational institutions in the capital.

Under the new arrangement, classes will be held six days a week. In-person (offline) classes will take place on Saturdays, Mondays and Wednesdays, while online classes will be conducted on Sundays, Tuesdays, and Thursdays.

Education Minister ANM Ehsanul Hoque announced the decision today (9 April) while speaking as the chief guest at the inaugural ceremony of a national workshop on incorporating technical courses into the National University curriculum, held at the conference room of the International Mother Language Institute in the capital.

He added that the initiative will not be mandatory, and only capable institutions will be allowed to participate on a voluntary basis. The scope of the programme may be expanded in the future, depending on necessity.

Initially, the system will be introduced on a trial basis in institutions that have the capacity to conduct online classes, the minister said.

He also noted that although students will attend online classes from home, teachers will be required to remain at their respective institutions while conducting the sessions.

Earlier on 8 April, the minister announced plans to introduce hybrid classes, citing ongoing energy constraints.

"Crises in world history have often opened new doors of opportunity. We must not halt education in the current situation but move forward with innovative methods," the minister said while speaking at a seminar.

Milon also noted that such a system could reduce student attendance in schools at any given time, easing traffic congestion and lowering fuel consumption while ensuring continuity in academic activities.

Concerns mounting

Concerns are mounting among stakeholders over how effective this initiative will be, given the lack of technological preparedness among teachers, students, and institutions, as well as various challenges faced by parents.

Many teachers are still not fully accustomed to delivering lessons through online platforms. There is a lack of training, limited technological skills, and insufficient experience in developing appropriate digital content.

A teacher from a reputed institution in Dhaka, who recently passed the 18th teacher registration exam and wished to remain anonymous, said, "We have no experience with online classes. We don't know how to teach this way. Students often struggle to stay attentive even in physical classrooms. It is doubtful how effective online teaching will be."

At the primary level, most students do not have access to smartphones or laptops. Children typically require their parents to sit beside them during online classes, which poses a major challenge for working parents.

Tumpa Basak, a working mother and parent from Motijheel Ideal School, said, "My office starts at 9am. At home, my children are with their elderly grandmother. It is impossible for me to skip work and stay home for their classes. I don't know what will happen to their studies."

Some parents fear that online classes may further widen learning gaps. There are concerns about the lack of direct teacher-student interaction, difficulty in maintaining attention, and transparency in assessment.

Education experts stress that adequate preparation and phased implementation are essential before introducing online classes. Without improvements in infrastructure, teacher training, and technological support for students, the initiative is unlikely to deliver the desired results.

Rasheda K Chowdhury, former adviser to a caretaker government and executive director of the Campaign for Popular Education (Campe), said, "The government's initiatives in the education sector are positive. However, alternative approaches must be considered in light of past experiences. During Covid, online education faced numerous challenges, especially for children from working-class families."

The limitations of online education became evident during the pandemic. According to the "National Survey on Children's Education in Bangladesh 2021," only 18.7% of children participated in remote learning during prolonged school closures. The rate was 15.9% in rural areas and 28.7% in urban areas.

Participation was lowest at the primary level, at just 13.1%, highlighting that online education is even less effective for younger students. The participation rate was 20.3% at the lower secondary level and 23.7% at the upper secondary level.

While the directive to introduce online classes reflects a move towards modern education systems, it remains highly challenging in the current context of Bangladesh. Experts warn that repeating similar decisions without learning from past experiences could deepen digital inequality in education.

They emphasise the need to ensure not only energy savings but also equity and effectiveness in education.