Project Proposal

Digital Divide in Secondary Education: A Study on Four Selected High Schools

in Bangladesh

Submitted by
Quazi Nasim Bin Ehsan-2316311018
Nuri Shahrin- 2316311002
Md.Rasel Rana- 2316311016
Maliha Momtaj- 2316311003
Sadia Tasnim- 2316311017
Session: 2022-23
Department of Public Administration
Faculty of Arts and Social Sciences (FASS)
Bangladesh University of Professionals (BUP)

Supervised By:
Mohammad Nur Ullah
Assistant Professor
Department of Public Administration
Faculty of Arts and Social Sciences (FASS)
Bangladesh University of Professionals (BUP)

Date of Submission: 12th March 2023

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Table of Content

Serial No. Content Page No.

1. Background 3

2. Statement of the Problem 3

3. Objectives 4

4. Research Question 4

5. Rationality of the Research 4-5

6. Scope of the Study 5

7. Literature View 5-8

8. Methodology 8

9. Conclusion 9

10. Reference
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Background

Around the world, digital technologies are now a crucial component of education. Nonetheless,
there is a digital divide in education since not all students have equal access to these
technologies. Although Bangladesh has made tremendous advances in expanding access to
digital technology, the nation still suffers from a sizable digital divide, particularly in rural areas.
Understanding the extent of the digital gap in secondary school and how it affects students in
urban and rural locations is crucial. The difference in economic and social growth is a result of
the uneven distribution of information and communications technologies (ICTs) between rural
and urban areas. As a result, the Government of Bangladesh is taking steps to address the rural-
urban divide in socioeconomic development by eradicating rural-urban disparities in the first-
and second-level digital divides; this has emerged as a crucial issue and a significant challenge
for policymakers, practitioners, and academics. (Siddiquee, Hossain, Islam & Saiful, 2020).Since
more than a year ago, Bangladesh's educational institutions have been physically shuttered, and
many have already opted for distant learning techniques. Several institutions have yet to begin
the voyage, mostly because there aren't enough resources or fast internet. The pupils' economic
circumstances now play a significant role in whether or not they profit from technology.
According to Syed Laden, the scenario is causing the digital divide to grow (Laden,2021).

Statement of the problem:

There is a critical need to solve the digital divide in secondary education between students in
Bangladesh's urban and rural areas. It has been discovered through literature review that there is
a dearth of research on the size of the digital divide in secondary education. Bangladesh has
taken a number of steps to include students in online classes but the truth is that a major amount
of the students remain out of reach. Because of the absence of infrastructure support, such as
smartphones and unbroken internet service, the digital gap that exists in both urban and rural
areas, and financial incapability. Even those colleges and universities that have already begun
offering online courses are unable to successfully engage every student in virtual learning
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activities. In order to comprehend the extent of the digital divide in secondary education and to
pinpoint the causes, a research is necessary

Objectives:

To continue our study and specify the study topic here some defined objectives those will be
suitable.
The main objective of this study will be,
To identify the causes and consequences of Digital Divide in the Secondary Education.
Followed by two sub-objectives,
1. To examine the impact of Digital Divide on students’ academic outcomes and success
in Secondary Education.
2. To detect possible ways to improve the Digital Divide situation.

Research Question
Based on the objectives we discussed to conduct the research we will be searching answers for
some questions given below.
Here the main research question will be,
What are the causes and consequences of Digital Divide in the Secondary Education?
And two sub questions,
1. What is the impact of Digital Divide on students’ academic outcomes and success in
Secondary Education?
2. What are the possible ways to improve the Digital Divide situation?
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Rationality of the Research

Access to technology and digital resources has become increasingly important in education, as it
can enhance the learning experience and enable students to acquire important digital skills that
are becoming essential in the modern workforce. However, not all students have equal access to
technology and digital resources, leading to a digital divide that can impact their academic
performance and long-term opportunities.

In Bangladesh, the issue of digital divide is particularly pertinent in the context of secondary
education, where students may lack access to digital resources due to factors such as limited
infrastructure, affordability, and socio-economic status. By examining the digital divide in
secondary education in Bangladesh, the study can contribute to the understanding of the
challenges faced by students in the country and help identify potential solutions to address the
issue (Aziz, Islam & Zakaria, 2021

Scope of the study

This study will focus on the digital divide in secondary education during and after the pandemic
in four selected schools of urban and rural areas of Bangladesh. The study will investigate the
factors contributing to the digital divide, existing digital divide scenario in Bangladesh, the
challenges faced by students in accessing and utilizing digital technologies, and the measures
that can be taken to reduce the digital divide. The study will not cover other aspects of education,
such as curriculum design or teacher training. A model proposal for reducing digital divide
through rural and urban areas high school online access and develop ICT infrastructure as well
as ICT expert has been put forward to combat digital divide in Bangladesh. (Khan, M. A., &
Hasan, M. A. 2021).
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Literature review

Digital divide in education sector has become an important discussion worldwide, particularly in
developing countries like Bangladesh, where the gap between the rich and poor is widening, and
access to technology and the internet is limited. Here are some relevant literatures are reviewed
to explore the existing research on the digital divide in education, particularly in the context of
secondary education in Bangladesh.

As the pandemic struck in 2020, online learning, which had been a significant trend in the first
four months, had taken on a new reality. Online classes were launched using virtual reality and
cross geographic boundaries. While some students participating from the country’s remote areas
suffered with inconsistent Internet, others from Dhaka related to high-speed Internet in virtual
classrooms. The online course also led to several discussions amongst academics, researchers,
and members of the public. Children from lower middle class and poor households were unable
to enrol in online education, in addition to the rural-urban divide. Due to the inequality in
students’ access to online learning opportunities, a growing discussion on the “Digital Divide”
has emerged on social media (Goni,2020).

By 2021, the Bangladesh government has set the establishment of "Digital Bangladesh" as a
national priority. The phrase "Digital Bangladesh" denotes four related components. They
comprise digital citizenship, digital business, digital education, and digital governance. 2020 saw
the closure of the nation's educational institutions for more than two years due to the
coronavirus. The authorities were forced to frequently reschedule the opening of educational
institutions as the pandemic went on. The absence of remote learning facilities, particularly for
pupils in primary schools, high schools, and those from low-income households, was impeding
the progress of education at the time. It also illustrated the country's technical inequalities, which
may in the future result in bigger educational differences among students depending on their
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access to distance learning resources. The country's educational system was unable to completely
embrace digitalization as seen by the lack of remote learning options. Many children around the
nation were unable to access school as a result, which raised serious concerns (Laden,2021).

To be up to date in the highly dynamic field of education is essential for success; having access
to the internet will guarantee us staying in touch with advances and modernize our research
techniques. The inadequate ICT infrastructure has made the already weak educational system
worse. This is a realistic scenario in Bangladesh, where urban-based institutions are generally
doing well rather than being marginalized education institutions. Hence, there possess a fear of
the standard of the digital divide has impacted education. Governments, however, are now
attempting to provide ICT services to everyone and schools are working to enhance the
education requirements (Shuva & Akter,2011).

The term "digital education" refers to the availability of e-learning within the educational setting
as well as distant learning via various digital technologies and devices. However, Bangladeshi
students, particularly those who live in rural areas, did not have access to the necessary
equipment. Most of the students in government primary schools come from low-income families,
and none of them even have access to a smartphone to access the internet. Another issue is that
the majority of those students' parents are not educated enough to teach their children digital
literacy, which causes some of the pupils to feel alienated in the digital world. In addition, some
“senior teachers” are afraid of using online platforms, which is another element of the Digital
Divide. So, the effective application of digital technology in education is still a concerning issue
(Sujon,2022).

Students who are much less likely to have computers or Internet access at home are severely
impacted by the digital divide. Schools are the main source of computer access for children who
don’t have a connection at home and are frequently the only location they can access the internet.
In the last ten years, the issue of educational inequality has gained a significant new component
because to information and communication technology (ICT). Many people believe that new
technologies have the power to either reduce or increase the severity of current disparities. On
the other side, many worry that unequal access to new technologies may increase educational
and social stratification, leading to the development of a new digital divide, both at home and at
school (Romke,2013).
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Rural areas are home to 70% of secondary schools and 60% of primary school students,
respectively, according to the Ministry of Education. While metropolitan children are more likely
to have access to better technologies and internet access, rural schools lack digital gadgets,
digitally educated teachers, and a reliable internet connection. Students from lower-middle class
and low-income families struggle to access online learning alternatives in addition to the rural-
urban divide. Even with the installation of 24, 816 multimedia classrooms and the provision of
internet access to nearly 90% of Bangladeshi schools, these initiatives did not prove successful
during the period of school closure because those infrastructures could not be fully or optimally
utilized. Remote or online education for secondary students is quite a matter of challenges in a
developing country like Bangladesh because of the high costs of technology and the
accompanying pieces of equipment needed to aid in the participation of online classes
(Purbasha,2022).

To stop the coronavirus from spreading, all schools were closed on March 17, 2020. Then, the
shutdown was prolonged till January 30. When to reopen the educational establishments had not
yet been decided by the authorities. Exams were postponed due to the prolonged shutdown,
which also caused a mess in the academic calendars. Following the suspension of the schools,
the government began providing secondary and primary children with TV instruction through
Sangsad TV. The school administration was attempting to keep teaching lessons online. The
majority of students in urban areas had access to online learning, but the digital divide had so far
proven to be a significant disadvantage for rural and impoverished students who faced risk of
dropping out mainly for the lack of devices and poor access to the internet (Alamgir,2021).

According to a BRAC survey, 59% of Bangladeshi rural households lack smartphones and 54%
don't have access to the internet. In fact, it adds another high-cost expense to already struggling
families. The battle of paying tuition was a completely other one. In response, mobile phone
providers were urged to start offering free or inexpensive internet to students in July 2020 by
Education Minister Dipu Moni. Another Save the Children study found that 7 out of 10 females
living in rural regions lack access to distance learning. Iqbal Hossain, an education specialist
with UNICEF Bangladesh, responded to this accessibility issue by sharing that "UNICEF is
facilitating learning using basic mobile phones and text messages instead of smartphones to
reach marginalized students and create more equitable access to remote learning." Yet, this was
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not a long-term answer that served all children in the nation. Many people still find remote
learning to be difficult. Despite the existence of government-approved television and radio-based
instruction, their daily education is hampered by the lack of a necessary cable connection (The
Dhaka Apologue,2021).

After going through several studies and literatures we found that there is mention able scarcity of
research on digital divide covering secondary education only. Most of them focused on overall
education or primary education sector and that also mostly focusing on the Covid shutdown. So
why our research is fully dedicated to discovering the digital divide situation in secondary
education sector now after the pandemic situation.

Methodology

Research design Mixed method

Research methods Survey, focus group discussion, KII

Area selection Two areas inside Dhaka and two areas outside
Dhaka
Source of data Primary data and secondary data

Sampling Probability Non-probability

1. Simple random Purposive
2. Cluster
Total population 50
Total respondents 200
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Conclusion:

The study, which will concentrate on the digital divide in secondary education in four particular
schools in Bangladesh's urban and rural areas, is significant because it will inform decision-
makers, educators, and other stakeholders about the shape of the digital divide in secondary
education and the causes of it.

Also, this study will include recommendations for how to close the digital gap in secondary
education between Bangladesh's urban and rural students.

By bridging the gap between students from urban and rural locations, this project will add to the
body of knowledge on the secondary education digital divide

Reference

Alamgir, M. (2021). Education During Pandemic: Digital divide wreaks damage. The Daily Star.
Retrieved from https://www.thedailystar.net/frontpage/news/education-during-pandemic-digital-
divide-wreaks-damage-2030637
Goni, A. (2020). Closing digital divide in BD's online education. The Financial Express .
Retrieved from https://thefinancialexpress.com.bd/views/reviews/closing-digital-divide-in-bds-
online-education-1598456336
Laden, S. (2021). Digital Bangladesh, digital divide and education sector. NEWAGE. Retrieved
from https://www.newagebd.net/article/135620/digital-bangladesh-digital-divide-and-education-
sector
Purbasha, A. (2022). Covid-19: digital divide and its impact on the educational lives of the
secondary students in Bangladesh. BRAC University. Retrieved from
https://dspace.bracu.ac.bd/xmlui/handle/10361/17067
Romke, R. (2013). Digital Divide and Online Education In Bangladesh. ASA University Review.
Retrieved from http://www.asaub.edu.bd/data/asaubreview/v7n2sl18.pdf
Shuva, N. & Akter, R. (2011). Bridging the digital divide through public, school and college
libraries: Case study of Bangladesh. ResearchGate. Retrieved from
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https://www.researchgate.net/publication/228638096_Bridging_the_digital_divide_through_publ
ic_school_and_college_libraries_Case_study_of_Bangladesh
Sujon, S. (2022). Digital Divide And Online Education In Bangladesh. DIU Blog. Retrieved
from https://blog.daffodilvarsity.edu.bd/digital-divide-and-online-education-in-bangladesh/
The Dhaka Apologue. (2021). Online Education: How Deep is the Digital Divide? Retrieved
from https://thisistda.net/13304/online-education-how-deep-is-the-digital-divide/
Laden,S. (2021) Digital Bangladesh, digital divide and education sector.
https://www.newagebd.net/article/135620/digital-bangladesh-digital-divide-and-education-
sector
Siddiquee, Hossain,S,M & Saiful,Md. (2020) Understanding the First and Second Digital
Divides in Rural Bangladesh.
https://bigd.bracu.ac.bd/publications/understanding-the-first-and-second-digital-divides-in-
rural-bangladesh-internet-access-online-skills-and-usage/
Rabbani, M. G., & Hasan, M. M. (2020). Impact of COVID-19 on education sector of
Bangladesh: An analysis. Journal of Education and Practice, 11(29), 100-106.
Khan, M. A., & Hasan, M. A. (2021). Online learning in secondary education during the
COVID-19 pandemic: perspectives from Bangladesh. International Journal of Educational
Technology in Higher Education, 18(1), 1-17. Hossain, M. M., & Alam, M. M. (2020).
Digital divide and COVID-19: a study of Bangladesh perspective. Journal of Education and e-
Learning Research, 7(2), 169-176.
Aziz, A., Islam, M. M., & Zakaria, M. (2021). Covid-19 exposes digital divide, social stigma and
information crisis in Bangladesh. Retrieved from https://doi.org/10.31235/ofs.io/j3hux
https://journals.sagepub.com/doi/10.1177/00195561211044531
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