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 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

Bibliographic Details

Main Authors:	Radhakrishnan, Karthika, Sabarwal, Shwetlena, Sharma, Uttam, Cullen, Claire, Crossley, Colin, Letsomo, Thato, Angrist, Noam
Format:	Brief biblioteca
Language:	English
Published:	World Bank, Washington, DC 2021-07
Subjects:	REMOTE LEARNING, CORONAVIRUS, COVID-19, PANDEMIC IMPACT, SCHOOL CLOSURE, NUMERACY,
Online Access:	http://documents.worldbank.org/curated/en/906101626938488506/Policy-Brief http://hdl.handle.net/10986/36031
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