CAREC Institute and IsDB Host Policy Dialogue on Educational Technology
On 18 September 2024, the CAREC Institute convened a policy dialogue and country consultation on the joint CI-IsDB study titled “Blended Learning through Flipped Classrooms in the CAREC Region: Designing a Data-Driven Flipped Classroom Program.” This educational approach integrates traditional face-to-face instruction with online learning activities, facilitating a flexible and personalized learning experience. By enhancing engagement and accessibility, this method leverages technology to accommodate diverse learning styles. The study encompasses four countries and brought together education experts and government officials from Uzbekistan, Pakistan, Tajikistan, and Kazakhstan.
This policy dialogue aimed to discuss the joint study’s findings and strategies for implementing flipped classroom models (FCM) in the CAREC region. The proposed FCM framework is tailored to the distinct needs of the participating countries.
In his opening remarks, Dr. Kuat Akizhanov, Deputy Director Two of the CAREC Institute, underscored the significance of this study and the ongoing collaboration between the Islamic Development Bank (IsDB) and the CAREC Institute, noting that this is the third project they have undertaken together. May Ali Babiker Eltahir, Director of Cooperation & Capacity Development at the IsDB, followed with comments emphasizing the importance of partnership and the future potential of such collaborations.
Moderated by Dr. Ghulam Samad, Chief of the Research Division at the CAREC Institute, the session included presentations from Dr. Asif Razzaq, Senior Research Specialist at the CAREC Institute, and the consulting team, who shared key findings and recommendations from the report. The findings recommended that students prefer video lectures presented by their instructors or top tutors globally, fostering a stronger connection with the material. It suggests implementing the FCM initially for foundational subjects such as Mathematics, Science, and English Language, with plans to expand to other disciplines later. Research indicates that video lectures should ideally be 5 to 20 minutes long, incorporating various content types like animated videos, problem-solving exercises, and explanations of complex concepts to cater to different learning styles.
This study suggests an optimal online platform must prioritize accessibility and ease of use to ensure a seamless experience for students. Effective workload management is essential, requiring a balanced allocation of tasks, including video lectures, quizzes, and assignments. Integrating flipped classroom elements into course plans with an equitable balance of online and offline content, shared in advance with students, promotes transparency and better preparedness. Teacher motivation and engagement are vital; encouraging discussion about video lectures can enhance student participation. Key factors for success in a blended learning environment include adaptability, regular feedback, effective evaluation strategies, continuous monitoring of progress, and facilitating group discussions.
The second session focused on gathering feedback and comments, as well as conducting country-specific consultations on the findings presented by the project team. This session was moderated by Sulayman Janneh from IsDB. Education experts and government officials, particularly from education ministries, affirmed many of the study’s conclusions, with participants offering additional insights based on ongoing developments in the Edu-tech sector within their countries. Notable contributions came from Professor Asadul Islam of Monash University and Daniel Suryadarma, Senior Research Economist at the Asian Development Bank Institute, who provided valuable perspectives on the challenges and opportunities facing the education sector. They particularly highlighted the constraints imposed by low-end technology and inadequate digital ICT devices. This collaborative effort aimed to facilitate knowledge exchange and promote innovative educational practices tailored to the unique needs of the region.
The session concluded with remarks from Syed Hassan Alsagoff of IsDB, who outlined the organization’s vision for supporting projects in the Edu-tech sector. He expressed satisfaction with the report’s findings and highlighted its relevance for shaping future education policy. He emphasized that this dialogue is expected to significantly impact the region’s approach to adopting blended learning models and fostering educational innovation throughout the CAREC region.
The final report will be published following the incorporation of feedback and comments from stakeholders. Please visit the CAREC Institute website for updates on the release of this report.