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The COVID-19 pandemic posed unprecedented challenges to the primary education sector globally, significantly impacting countries like Bangladesh. Focusing on the context of Bangladesh, this research aimed to explore the challenges and effectiveness of government interventions in continuing primary education. This study employed a qualitative approach to collect data from primary schools in two sub-districts (Sylhet Sadar and Sreemangal) in the Sylhet region of Bangladesh. We conducted in-depth interviews with eight primary school teachers and sixteen guardians of primary-level students, as well as key informant interviews with four headmistresses of government primary schools and two Upazilas (sub-district) education officers. Respondents were purposefully selected based on various characteristics such as sex, education, economic status, teaching experience, involvement in child education, and access to information technology. The data was managed using NVivo 14 software and analysed thematically using an inductive approach. The findings highlight the varied outcomes of government efforts during the COVID-19 pandemic, encompassing both successes and challenges. Positive implications include introducing a remote learning platform, innovative instructional approaches, and increased community engagement. However, the study also uncovered flaws in those initiatives, such as unequal learning opportunities, pedagogical shifts, a lack of clear instructions, a lack of child-friendly learning content, and a lack of supervision and monitoring. This research significantly advances existing knowledge by thoroughly examining government initiatives and identifying gaps specific to primary schools at the Upazila level in Bangladesh. The practical implications of these initiatives provide invaluable insights for policymakers and stakeholders shaping educational strategies during emergencies.
Paul et al. (Fri,) studied this question.