Summary
EdTech Hub’s 3MPower research explores how mobile learning via Muktopaath empowers rural mathematics teachers in Bangladesh. With nearly 200,000 teachers completing the AGS course, findings show improved classroom engagement, inclusivity, and student outcomes. Stakeholders are now working to scale and embed these practices into national training systems.
Teachers accessing Muktopaath 400,000
Teachers reached 200,000
Partners collaborating 5
What is Muktopaath?
Muktopaath is Bangladesh’s largest Bangla e-learning platform, offering courses across many sectors. Learners can take online or blended courses from experts, policymakers, and academics at low cost to improve their skills and knowledge.
Partnerships Powering Teacher Learning
In Bangladesh, over 400,000 teachers access Muktopaath, a government-led e-learning platform. Among its offerings, the numeracy course Anonde Gonit Shikhi (AGS) — Let’s Learn Maths with Fun — has emerged as the most popular. The 3MPower research project, Mobile Learning for Empowerment of Marginalised Mathematics Educators, led by The Open University in collaboration with EdTech Hub, the University of Dhaka’s Institute of Education and Research (IER), and Aspire to Innovate (A2i), investigates how mobile learning can empower rural primary school teachers and improve mathematics education.
Bridging the Gap
The challenge
Despite the wide reach of Muktopaath, rural and marginalised teachers face challenges in implementing AGS activities effectively. The national student assessment data show persistent challenges in learning outcomes. Fewer than 1 in 5 students meet expected standards in maths at the end of primary school, and around 20% are performing at only grade 1 or 2 levels, even in grade 5.
Research carried out in early 2022 by EdTech Hub and the Open University revealed a key problem: implementation gaps at the school level. While schools supported teachers to complete the online and face-to-face components, sometimes even providing technical and financial help, many teachers did not apply what they learned in their classrooms. In fact, in up to 90% of schools, implementation was either absent or weak.
One of the core reasons appears to be a lack of support for collaborative practice within schools. The programme design focused on individual teacher learning, but did not sufficiently support school-level communities of practice that could help sustain new approaches. Where changes did occur, teachers often cited the active support of headteachers and a collaborative school culture as critical enablers.
The Intervention
3MPower, having explored mobile learning as a cost-effective solution for Teacher Professional Development (TPD), has been successful in reaching a large number of teachers, even in rural areas, using mobile technology. We have seen the government push by making it mandatory for teacher participation, helping ensure widespread uptake. The provision for teachers to complete the course online and receive certification has provided a pathway to additional face-to-face learning. The course also ensures that it offers teachers an opportunity for classroom-ready activities aimed at making maths more engaging and enjoyable for learners.
Presently, students are arriving for class. They used to skip math classes because they used to dislike the subject. Now the students are enjoying their lessons very much”.
— Nikli, Grade 2 teacher
The Impact
We have seen more than 200,000 primary teachers complete the AGS course. This has translated to increased learner participation and attention, improved classroom management and punctuality, as well as enhanced inclusivity for minority language speakers and children with special needs. Teachers have also reported improved student confidence and faster, more sustained learning in mathematics.
“Presently, students are arriving for class. They used to skip math classes because they used to dislike the subject. Now the students are enjoying their lessons very much,” shared Nikli, primary 2 teacher.
When it comes to teacher motivation, the successful implementation of AGS boosts teachers’ enthusiasm for professional development and peer support.
Lessons Learnt
We are learning that implementation challenges persist, especially in resource-constrained settings. However, supportive headteachers, collaborative planning, and co-teaching foster successful AGS integration. Used well and sustainably, AGS could encourage active learning and inclusive practices. All in all teachers are key to the programme’s success; in Bangladesh, they are forming communities of practice to share strategies and resources.
Scaling Up
To scale impact and sustain momentum, Education Officers should provide in-house training and monitor AGS implementation. National Academy for Primary Education (NAPE) and A2i should integrate AGS activities into the national teacher training curriculum and develop supplementary materials. Policymakers and donors are invited to support mobile learning initiatives that empower educators and improve learning outcomes overall.
Evidence and Insights
Impact Through Partnership
