Learning Design Lab for Foundational Math & Science

Learning Design Lab for Foundational Math & Science

Bangladesh

For 20 years, JICA has supported mathematics and science education at the primary level in Bangladesh through improvements to teaching materials and teacher training. However, foundational learning remains a serious challenge. There are approximately 16 million primary school children (2024), and in the 2022 national learning assessment (mathematics), the proportion achieving grade-level proficiency was 39% in Grade 3 and 30% in Grade 5—still low. Improving learning outcomes requires enhancing both “learning time” and the “quality of learning,” but structural constraints—limited instructional time due to a double-shift system caused by shortages of teachers and classrooms, a culture of rote learning, and insufficient teacher instructional capacity—make it difficult to achieve improvements through conventional, school-only support. Therefore, we aim to co-create with external partners a new learning system that enriches out-of-school and at-home learning, supporting children’s learning both at school and at home.

To improve children’s foundational math and science skills through out-of-school and at-home learning, we will target diverse approaches—paper and digital materials, learning support tools, and home-learning models—regardless of online/offline modality, and plan to pilot interventions such as the following.

• Which learning methods are most effective for improving learning outcomes?
  • Conduct small-scale trials of materials and methods suitable for out-of-school and at-home use; evaluate comprehension, patterns of incorrect responses, and changes in study habits.
  • Examine elements such as conceptual understanding, repeated practice, and study routines to determine which contribute most to learning gains.
• What sustainable learning design is suitable for Bangladesh?
  • Conduct small-scale deployments tailored to local conditions—paper, lightweight digital, and hybrid materials—and evaluate children’s ease of learning, continuity of use, and alignment with household and teacher workload constraints.
• How can outcomes from out-of-school and at-home learning be leveraged in classroom instruction?
  • Assess whether home-learning outputs (e.g., error patterns, levels of understanding, learning logs) can be used to improve teachers’ practice—such as focus areas, lesson introductions, pedagogy, and techniques for checking understanding.

For example, we aim to seek co-creation with diverse actors—educational material companies (content provision/joint development), EdTech companies (piloting simple digital materials and learning-log tools), local governments/communities (after-school study sessions and creation of learning spaces), NGOs (support for home learning and school–home linkages), and universities/research institutions (simple impact measurement, data analysis, and advice)—to explore a new learning system

※We also welcome pilot proposals not listed above, as long as they contribute to solving the stated challenges.

• Experience in developing/providing math and science materials for elementary school students (print or digital) and learning services/content – a broad range is welcome, including building study habits, drill-type materials, video materials, and use of learning data.
• Experience in building systems to support home and out-of-school learning – including initiatives such as study habit formation, home learning support, and community study sessions.

※We also accept achievements and expertise other than those listed above, as long as they contribute to solving the stated challenges.

• Know-how on problem-solving math/science textbooks (adopted nationwide) and instructional methods from the “Strengthening Primary Mathematics and Science Education Project.”
• Ongoing grassroots project in rural Bangladeshi secondary schools using ICT (digital teacher guides, digital materials, LMS) (e-Education), with potential to pilot primary-to-secondary articulation.
• Coordination with the Ministry of Education and the Directorate of Primary Education via a JICA education advisor enables government-linked pilots and joint work on national policy and scaling.

Aichi (on-site pitch)・Tokyo (recorded)