A Review of Impact and Actions on Education in Bangladesh During COVID-2019 Period

  1. Abstract

In late December 2019, Chinese health authorities reported an outbreak of pneumonia of unknown origin in Wuhan, Hubei Province. The whole world today is being held hostage by an invisible enemy; the novel COVID-19. The effects of the global pandemic coronavirus are wreaking havoc on the world today. The world economy is under extreme threat today. Bangladesh is also facing an extreme crisis today. From the beginning of the academic year, the rhythm has dropped. The education sector has suffered the most from the brutal coronavirus attack. The whole sector from primary to higher education is in a state of disarray. As a result, about four crore students of the country are in extreme uncertainty. Classes and examinations are closed in all classes up to university. It is not possible to take the first interim examination at school level. At present, about four crore students are out of educational institutions all over Bangladesh, including 31 lakhs fifty thousand students of 154 universities studying in higher education. All the countries and people of the world are trapped in this coronavirus. The education system around the world is in a state of uncertainty. Following government instructions, even the academic institutions had to shut down temporarily, affecting academic delivery. In this paper, I attempted to study impact and actions on education in Bangladesh. The study also suggested the ways to overcome the above challenges, drawbacks, and reasons behind it.

Keywords: Coronavirus, outbreak, COVID-19, Pandemic.

 

  1. Introduction

Today is a critical time. There is no one better than a coronary disaster. The laws of nature are all right – the sun is rising, setting. The current is flowing in the river. The tidal water is flowing in a strong current. The rules are broken only in the continuity of public life. It has also affected the lives of children. House arrest is a bad childhood today. Bad times have come in the net of prohibition. The child’s daily life has changed. Education is being affected, stress has increased in the mind. The outbreak of coronavirus disease (COVID-19) has been declared a Public Health Emergency of International Concern (PHEIC) and the virus has now spread to many countries and territories.

The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination.

The long history of mankind says that we have always survived various disasters and turned to new ventures. I firmly believe that it will be the same again. The impact on everything around the world and on education must be overcome. The next few years are very difficult. But we must stand up. History says so.

As of 24 May 2020, approximately 1.725 billion learners are currently affected due to school closures in response to the pandemic. According to UNICEF monitoring, 153 countries are currently implementing nationwide closures and 24 are implementing local closures, impacting about 98.6 percent of the world’s student population. 10 countries’ schools are currently open. Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of COVID-19.

Earlier, the educational institutions were closed day after day due to various reasons including strikes and blockades in Bangladesh, but then the students were regularly studying in private coaching. In this situation, there is no way out of the house in panic. No contact with close relatives or other relatives, no meeting. In a word, everyone is under house arrest. As a result, even after a long time at home, the students are not progressing in their studies. Everyone is waiting to see when the vitality will return to the educational institutions.

The education sector in Bangladesh, like other sectors, is facing a catastrophic impact due to the corona. The education system of the whole country has now collapsed. All schools, colleges, madrasas, universities and other educational institutions in the country have been closed for the last two months. As a result, the education of millions of students is in dire straits. The class schedule of the educational institution has been turned upside down. This is a crucial time for the education sector.

 

Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. The education sector is also being affected by the global corona infection including Bangladesh. A UNESCO report released on April 7, 2020 states that the corona epidemic will exacerbate local or global inequalities in access to education and the learning crisis, and disrupt or prolong sustainable development goals.

All schools are now closed due to the coronavirus epidemic. It is not clear when these educational institutions will open. The responsibility of educating the children is now in the hands of the parents. However, sitting at home with official job, at the same time teaching the child like a school is not an easy task at all.

Moral strength is very important for the full development of human personality. Moral power means ‘will power’ and that is spiritual power. By adopting this power one can always move forward in a moral way. Only a person with strong willpower can be principled in any situation. Only weak-minded people succumb to temptation. All sins and wrongdoings are rooted in the word ‘weakness’. Weakness is the source of all evil; Weakness motivates people to hurt others, it is weakness that develops them differently from their real form.

One-day corona may leave this world. Its scratch will remain in civilization. The Bangladesh government has announced the closure of all educational institutions from the third week of March. Some lessons of primary and secondary education have also started through Bangladesh Television. However, it is easy to imagine that in Bangladesh, where not all families have a place to live; There will be television for everyone and everyone will be able to take part in this lesson, that too cannot be expected. Education can encourage students to become advocates for disease prevention and control at home, in school, and in their community by talking to others about how to prevent the spread of viruses. Maintaining safe school operations or reopening schools after a closure requires many considerations but, if done well, can promote public health.

  1. Objectives

Children and young people are global citizens, powerful agents of change and the next generation of caregivers, scientists, and doctors. Any crisis presents the opportunity to help them learn, cultivate compassion and increase resilience while building a safer and more caring community. Having information and facts about COVID-19 will help diminish students’ fears and anxieties around the disease and support their ability to cope with any secondary impacts in their lives. The objective of the study is to show the impact on higher education in Bangladesh as well as necessary actions which should be taken to overcome the challenges.

 

  1. Facts about Covid-19

COVID-19: COVID-19 is a disease caused by a new strain of coronavirus. ‘CO’ stands for corona, ‘VI’ for virus, and ‘D’ for disease. Formerly, this disease was referred to as ‘2019 novel coronavirus’ or ‘2019-nCoV.’

Symptoms of COVID-19: Symptoms can include fever, cough and shortness of breath. In more severe cases, infection can cause pneumonia or breathing difficulties.

COVID-19 Spread: The virus is transmitted through direct contact with respiratory droplets of an infected person. Individuals can also be infected from and touching surfaces contaminated with the virus and touching their face (e.g., eyes, nose, mouth).

Risk: We are learning more about how COVID-19 affects people every day. Older people, and people with chronic medical conditions, such as diabetes and heart disease, appear to be more at risk of developing severe symptoms.

Treatment for COVID-19: There is no currently available vaccine for COVID-19. However, many of the symptoms can be treated and getting early care from a healthcare provider can make the disease less dangerous. There are several clinical trials that are being conducted to evaluate potential therapeutics for COVID-19.

 

  1. Consequences of School Closures

School closures in response to the COVID-19 pandemic have shed a light on numerous issues affecting access to education, as well as broader socio-economic issues. As of March 12, more than 370 million children and youth are not attending school because of temporary or indefinite country wide school closures mandated by governments in an attempt to slow the spread of COVID-19. As of 29 March, 2020 nearly 90% of the world’s learners were impacted by closures.

Even when school closures are temporary, it carries high social and economic costs. The disruptions they cause affect people across communities, but their impact is more severe for disadvantaged children and their families including interrupted learning, compromised nutrition, childcare problems and consequent economic cost to families who cannot work. According to OECD studies, school performance hinges critically on maintaining close relationships with teachers.

However, schools have assumed that all parents will be able to oversee their children’s education. Academics believe that the emphasis in such studies is on mathematics and English. It is difficult to teach in a normal school style.

There is a fear of corona, but make extra plans for how to use the time. It is also a time to stand by the unemployed working people while keeping their own security intact. Maybe now is the time to sharpen yourself and prove the superiority of your human qualities.

Their children do not want to study while under house arrest.

  • One, immediate measures are essential to ensure continuity of learning in government schools and universities. Open-source digital learning solutions and Learning Management Software should be adopted so teachers can conduct teaching online.

 

  • Two, inclusive learning solutions, especially for the most vulnerable and marginalized, need to be developed.

 

  • Three, strategies are required to prepare the higher education sector for the evolving demand–supply trends across the globe—particularly those related to the global mobility of students and faculty and improving the quality of and demand for higher studies in Bangladesh.

 

  • Four, it is also important to reconsider the current delivery and pedagogical methods in school and higher education by seamlessly integrating classroom learning with e-learning modes to build a unified learning system.

 

  1. Impacts

Corona is affecting the financial, social, political and educational systems of the world. As a result, nearly half million people have died and more than 6 million have been infected worldwide. As if its number is gradually increasing. As a result, in all the affected countries, various rules including lockdown, shutdown, quarantine and social distance are being followed. Business, trade, production, construction and all kinds of educational institutions are closed.

6.1 Impact on students: Students are the lifeblood of school-college. Their presence and regular study take the education trend forward. Students are more vulnerable due to lockdown. Such as:

  • When the school is open, the children go to school regularly, spending most of the day studying with their friends and classmates. As a result, their minds are in a good mood and they can enjoy the beauty of life. But when the school is closed for a long time, the children feel very tired and uncomfortable sitting at home. As a result, they become emotionally damaged.
  • Lockdown severely disrupts students’ daily routine. Regular waking up, sitting at the reading table, completing homework given by the subject teachers etc. are all part of the regular program. When school is closed, children have irregular periods of regular work which will bring long term damage to them.
  • Students benefit in many ways, including learning from teachers in the classroom every day, sharing knowledge with them, and acquiring new knowledge on a daily basis. But if the school is closed, they are deprived of such facilities. As a result, the quality of education is severely damaged. Students move far away from the environment of actual learning.
  • Not being able to go to school for a long time is quite a threat to the mental development of the students. The joy of boys and girls is in the midst of living with the touch of light, air, water and soil from the closeness of nature every day. Living under house arrest for a long time due to lockdown has an extremely negative effect on the mentality of the students. According to the World Health Organization (WHO), children need at least 45 to 60 minutes of exercise per day and adults at least 30 minutes. When the school is open, the students get this opportunity and as a result they stay mentally healthy and well.
  • Due to the closure of schools for a long time, the children live in complete house arrest. As a result, a kind of naughtiness, restlessness, fatigue, etc. is observed in them which is contrary to orderly living.
  • The imprisonment of boys and girls due to the closure of schools and colleges as a result of the lockdown is very harmful for them. Extensive changes in their normal behavior were observed. Abnormalities are manifested in all their conversations, politeness in standing up and sitting down, normal activities etc. As a result, in many cases there is unrest in the family.
  • Because the school is closed, the children do not feel any pressure to study and do not do any household chores. As a result, extreme irregularities are observed in their eating habits and they continue to eat whatever they like. As a result, children naturally suffer from obesity and laziness. Living under house arrest also harms them a lot physically.
  • There is a saying ‘lazy brain is the devil’s factory’. Due to this long lockdown, students spend most of their time lazy at home, so their brains are more likely to flow in a different direction. The review found that they became more involved in social media uncontrollably at home. Facebook, YouTube, Instagram, LinkedIn and various entertainment activities. Even at one stage it becomes deeply addictive which leads to various kinds of damage like intellectual distortion of students.

 

6.2 Impact on teachers: Teachers, like students, were severely affected by the closure of educational institutions, such as:

  • Teachers have to sit idle due to closure of institutions. As a result, their teaching skills were revealed. While teaching students, teachers have to study a lot, prepare lesson plans and arrange teaching aids. When educational institutions are closed, they move away from all these activities, as a result their incompetence increases day by day.
  • The normal life of the teachers was disrupted due to the closure of educational institutions for a long time. Their regular routine is to wake up every day as usual, go to school after completing the necessary work and keep busy in teaching as usual. However, this is not possible if the educational institutions are closed due to a lockdown.
  • Most teachers, especially those who do private tuition or work in a private educational institution, their income also decreases. They even struggle to run the family as they do not have any money saved. There are more of them in the society.
  • Because of sitting at home all day, the teachers become lazy on the one hand and they become physically obese on the other. As a result, many diseases are encountered in normal life.
  • The lack of educational institutions activities for a long time disrupted the exchange of education between students and teachers. As a result, there is a slight deviation in the student-teacher relationship. The amicable positive relationship that existed as a result of the regular meeting of students with teachers no longer exists.

6.3 Impact on parents: Lockdowns and the imposition of social distance rules have a negative impact on students and teachers as well as parents or guardians of students, such as:

  • School closures or quarantine policies have a profound effect on parents and guardians. They are frustrated about what will happen to their children’s education, whether the syllabus will end or not, how they will take the exam, how the result will be if they don’t take the exam and above all what will be the future of their children. Their frustration affected the whole family and caused some unrest.
  • Parents are emotionally disturbed by the monotony, naughtiness, restlessness, and laziness that children experience when they are at home all the time. The negative effects of lockdown on parents are extremely detrimental.
  • As a result of long lockdown, boys and girls are always under house arrest. And for this reason, parents have to struggle to take care of their children. In some cases, on the one hand, the children are annoyed and on the other hand, the parents often behave badly, which is due to the long stay at home.

6.4 Impact on the organization: Prolonged educational institutions closures due to lockdowns can cause extensive damage to educational institutions, such as:

  • All educational institutions are run in the light of specific government or private rules and regulations. As a result of being closed for a long time, there are many deviations in following these rules and regulations. As a result, there are allegations of various types of irregularities among teachers, officers and employees.
  • All educational institutions prepare curriculum and syllabus according to their own academic calendar. Since the teaching is almost closed due to the sudden implementation of the lockdown provision, it is not possible to finish their planned syllabus. As a result, all the annual activities became uncertain.
  • After being closed like this for a long time, the institution authorities became upset as the students could not take the exams on time. Various comments from students and parents and unwanted whims also disrupt the normal functioning of the institution.
  • Educational institutions authorities face another major risk due to the lockdown, which is the inability to pay salaries, allowances to teachers, officers and staff on time. Although there is not much problem for those working in government educational institutions, the biggest problem is the privately run educational institutions. These institutions run by the tuition fees of the students are not able to collect the fees on time and they are in trouble to pay the salaries of all. As a result, the mixed reaction has embarrassed the authorities.

The first step taken by the government to stop the spread of coronavirus in Bangladesh is to close down educational institutions. Since then, the school has been closed for about two months. Students are not feeling well as their studies are being damaged during this abnormal break for a long time. “Children don’t want to study at home if they don’t go to school.

 

  1. Disrupted Education System

The Corona crisis has led to the closure of all public and private universities in the country and the suspension of all examinations. Students have been plunged into extreme frustration, especially as a result of the postponement of various final exams. There are also students who had one or two exams left to get stuck. As a result of this sudden and indefinite closure, the university is going to fall into session jam.

The impact of Corona has put not only students but also teachers and educational institutions under extreme threat. Teachers of government educational institutions may be able to continue with the salary they receive. Teachers and employees of registered educational institutions are responsible for running their families with the government salary. At present the tuition fees of the students are also closed as the educational institutions are closed. Besides, the tuition of those who used to make a living by doing tuition is also closed. In this situation, they have fallen into an extreme financial crisis.

In addition, a number of schools, colleges and universities have been set up under private initiative which charge hefty tuition fees from the students. They too are in crisis now. The pandemic has significantly disrupted the higher education sector as well, which is a critical determinant of a country’s economic future. A large number of Indian students—second only to China—enroll in universities abroad, especially in countries worst affected by the pandemic, the US, UK, Australia and China. Many such students have now been barred from leaving these countries. If the situation persists, in the long run, a decline in the demand for international higher education is expected. The COVID-19 pandemic has affected educational systems worldwide, leading to the near-total closures of schools, colleges, and universities.

As the situation in Corona gradually deteriorated, the educational institutions were declared closed on 16 March, 2020. The holiday is extended for two weeks at first, then until Eid. Like the rest of the country, schools in the coastal villages are also closed. Earlier on March 10, the International Federation of Red Cross and Red Crescent Societies (IFRC), UNICEF and the World Health Organization (WHO) issued guidelines to help protect children and schools from corona infection. Their guidelines call for keeping schools safe.

According to the government and UNICEF, parents and teachers insist on studying at home, but in reality it is not happening. Even if the parents insist, since there is no fear of reprimand from the teacher in class the next day; That is why there is not much emphasis on reading. Most households in coastal areas do not have a TV. Many people have not been able to join online yet. Moreover, there is a big difference between learning to read from a face-to-face and getting lessons from a TV class. School closures for a long time will have a negative impact. Many children will move away from books. Many will be involved in housework. If there is a shortage in the families after Corona, then the children will be forced to work. In that case, the number of new drops may also increase.

The impact on Education and in particular Higher Education According to UNESCO, on 1 April 2020, schools and higher education institutions (HEIs) were closed in 185 countries, affecting 1 542 412 000 learners, which constitute 89.4% of total enrolled learners.  At the beginning of May, some countries, experiencing decreasing numbers of cases and deaths, started lifting confinement measures. However, on May 7, 2020, schools and higher education institutions (HEIs) were still closed in 177 countries, affecting 1 268 164 088 learners, which constitute 72.4% of total enrolled learners. In order to better understand the disruption caused by COVID-19 on higher education and to investigate the first measures undertaken by higher education institutions around the world to respond to the crisis, the International Association of Universities (IAU) decided to launch the IAU Global Survey on the impact of COVID-19 on higher education around the world.  It was available online and open from 25 March until 17 April 2020.

The IAU Global Survey is not the first nor the only survey on the impact of COVID-19 on higher education. Different organisations, as for instance the Institute of International Education (IIE) in the USA or the European Association for International Education (EAIE) and the Erasmus Student Network (ESN) in Europe, conducted surveys as well. These surveys are interesting because they target specific stakeholders in higher education such as international relation officers or students. They predominantly focus their analysis on the impact of COVID19 on international education.

The American Council on Education (ACE) in the USA, conducted surveys with a broader perspective, investigating the impact of COVID-19 on not only international higher education, but also more generally on higher education. All above mentioned surveys are national or regional in scope.  What makes the IAU Global Survey unique is that it tries to capture a description of the impact of COVID-19 at global level and on higher education in the broader sense, including all areas of universities and other Higher Education Institutions (HEIs)’ missions of teaching and learning, research and community engagement.

The IAU Global Survey is by no means a complete or exhaustive analysis of the impact of COVID-19 on higher education. It does provide however for a first analysis of the phenomenon at a global level. The outcomes deserve to be investigated further and the results, due to the very nature of the survey, pertain to a certain period of time only.  The Survey was carried out in a period which coincided with different stages of the propagation of the pandemic around the world. At that time, the epidemic was already under control in China, South Korea and in other Asian countries, while it concurred with the peak of the number of infections in many countries in Europe. It was a period in which the number of infections in North America were rising fast and the beginning of the epidemic in Africa and Latin America. This is important to keep in mind when reading the results of the survey. The epidemic evolves in time and what was true one month ago might not be true now or in one month’s time.

Nonetheless, it is useful to have a first global overview. IAU is planning to conduct two subsequent versions of the survey, one in October 2020, when the new academic year (or semester) in many countries around the world would have started, and one in 2021, when hopefully the pandemic will be over.  The aim of the third survey will be to monitor the longterm impact of the pandemic on higher education. The survey is part of a larger set of activities carried out by IAU to inform about the impact of COVID-19 on HE.  As stated above, many organisations around the world are collecting and sharing useful information. IAU developed a series of Webpages to make these available to the global higher education community, and other actors in society. IAU hopes that this Global Survey Report will stimulate more research on the impact of COVID-19 on higher education and serve as a useful source of information for everyone interested in higher education. 

  1. Required Actions

Bangladesh has one of the largest distance learning centers in the world. With their help, initiatives need to be taken on how to make school-college activities more dynamic. A multi-pronged strategy is necessary to manage the crisis and build a resilient Bangladesh education system in the long term. In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education.

There are also a variety of devices including Google Classroom Google Hangout Meet Skype, Messenger, WhatsApp. Through which class activities can be easily carried out. However, only students from middle and upper class families in the city will get this facility. Alternative ways of teaching for poor children need to be found. Student parents will get a lot of emotional relief if they conduct classes according to the daily lesson plan.

At present about 97% of the secondary and higher secondary education in the country is run by private enterprises. As a result, secondary and higher secondary education in Bangladesh is dependent on private education. This education must be kept alive in the national interest. If proper effective steps are not taken now, a terrible crisis may arise in the education sector. Students need to think of alternatives to compensate for the loss of education as a result of this outbreak of the corona virus. Currently the number of classes taking place on television can be further increased. In addition, using information technology, students can be taught directly to their respective institutions through online, Facebook, YouTube, mobile messenger.

Additional classes can be arranged on the teachers’ own initiative. Encouragement and guidelines for their studies can also be given by communicating with the students on mobile through their respective class teachers at this time. If the leave is extended, the syllabus can be shortened according to the importance of the textbook.

However, effectiveness depends on the contacts children maintain outside of school. School closures may be effective when enacted promptly. If school closures occur late relative to an outbreak, they are less effective and may not have any impact at all. Additionally, in some cases, the reopening of schools after a period of closure has resulted in increased infection rates. As closures tend to occur concurrently with other interventions such as public gathering bans, it can be difficult to measure the specific impact of school closures.

 

  1. Online Education

Online education is an education system that is different from general education and it is a digital education system that requires the implementation of modern technology such as computer or mobile or any such device and internet connection can be through net data or Wi-Fi or broadband. Connected via connection.

In short, any class using the Internet-based medium of communication is an online class where a teacher teaches from a convenient location outside the classroom, and students participate in live classes and interact with each other via video conferencing from their homes. There is no difference between an online class and an academic class without physical presence only. All students allowed here can participate in classes from anywhere in the world using the same platform. The teacher takes the class directly and the student’s computer or mobile screen will be his class. Students can get instant solutions by asking questions to the teacher here just like in real class. It’s like a fetch to fetch class. Even so, owning one is still beyond the reach of the average person. Also, live presentations like images, video uploads, graphics or animations make the teaching process more lively and heartwarming.

As a result of Kovid-19, online education system is now one of the ways where all students, teachers and parents are under house arrest, educational institutions are also locked and structured learning environment is absolutely impossible. Using modern technology, boys and girls can easily participate in face-to-face class activities at home.

Online learning has become a critical lifeline for education, as institutions seek to minimize the potential for community transmission. Technology can enable teachers and students to access specialized materials well beyond textbooks, in multiple formats and in ways that can bridge time and space.[134]

Due to the COVID-19 pandemic, many schools began conducting classes via video telephony software such as Zoom. The Organisation for Economic Co-operation and Development has created framework to guide an education response to the COVID-19 Pandemic for distance learning.

To start an online class, you need to ensure the availability of components such as trained teachers and revised syllabus, conscious students, uninterrupted and fast internet, power connection and electronic devices such as smart phones, laptops or iPads. In this case, we have some possibilities. For example, according to the data of BTRC in February 2020, there are 16 crores 6 lakh 14 thousand smartphone users in Bangladesh out of which 1 crore 16 lakh Four-G users have high speed internet connection.

For the convenience of teachers and students, various research institutes have invented various applications under different names which are used as a medium of online learning. The following are some of the mediums:

 

  • Zoom: Zoom is currently the most popular service for conducting online live classes. 100 to 1000 people can participate in a 40 minute class depending on the meeting or class. Participants will be able to see each other and ask questions to the teacher. There are facilities for individual meetings and group meetings. In addition, if someone wants to write something during the class, a white board appears on each screen, where any relevant question can be asked.

 

  • Google Classroom: It is a very popular medium of instruction in the online education system. Many teachers in our country are now taking classes using Google Classroom (classroom.google.com/). If you want a free teacher, you can register in Google Suite. Then students can enter the class with the prescribed code. In addition to numerous classes in one course, 20 teachers can add their classes. There is a facility to add Google Forms, Google Doc, Google Drive and YouTube videos for assignments. Videos of the class left in the classroom can be seen later. Students can take part in online classes from any device, not just computers. If a student misses a class, then s/he can take the lesson at his / her convenience.

 

  • Coursera: It is an advanced platform that uses 48 million students and teachers from different parts of the world get the opportunity to unite. Through the Coursera (www.coursera.org) platform, students can learn from world-renowned teachers and professors.

 

  • YouTube Live: Although this is not a direct teaching method, if the teacher records and uploads his / her speech, the student can view it at the time of his / her choice. Can. This is the largest video sharing site. Anyone can create a channel using their designated account. It has a private option that can only be shown to designated students. Once again, the video can be premiered at the scheduled time of the course by uploading all the videos at once. This is an excellent teaching medium based online.

 

  • Facebook Live Class: It is a very easy to use one Social media is a medium that teachers and students can use to create learning classrooms. Live classes can be taken in different groups based on the course. Apart from this, there is the facility of exchanging any documents, presentations, notes. Students will be able to comment on their problems during the live class. Even if you can’t attend class at that time, these live classes will remain as videos in the group later. So even if a student misses a live class, they will be able to find out later from the group wall. Through this the students can master the lesson by taking it in comfort. Students can even take feedback by submitting homework, classwork or any project.

 

  • Team Viewer: It is a small medium for conducting online based classes. To use it, the teacher invites the students with the prescribed passcode and can take the class in a convenient manner.

 

  • Google Applications: In addition to Google Classroom, Google has a number of other popular applications that can be used to easily manage live classroom activities. Famous among these are G-suit, G-meet, Hangout, Duo etc.

 

  • K-12 Education: This is an Apple application that can be used for effective teaching. This is a favorite application of students.

 

  • Flashback Express: In addition to the presentation on the content screen created by Flashback Express, the teacher’s lecture on the subject can also be viewed live in the online class using the application called Flashback Express.

 

  • Social Media Apps: Social media is now one of the main means by which teachers and students can comfortably conduct class activities. The main ones are Messenger, imo, Linkedin, Instagram, Skype, Whats Apps etc.

So from the above discussion it is understood that Corona injury is a huge challenge for the present generation from which they can learn a great lesson of building themselves up to date. Kovid-19 is not an obstacle in the field of education, but it has opened a new horizon in the field of education.

 

  1. The Way to Cooperate

Although the children got new books at the beginning of the year, they did not get a chance to go to school for long. Helena Gilpeci, a professor at the UAE, said creating a school-like environment at home is a matter of strategy. However, he thinks it is possible to bring some environment by fixing a few things. E.g.

  • Making a routine: If possible, the child should wake up at 8:30 in the morning, wash his hands and face, change his clothes and have breakfast. Then when the school opens there will be no change in their routine.
  • Mark a specific time: Mark a specific time of day when parents will help their children to create specific projects. Fix the baby’s own project.
  • Setting a certain time: When there is no school, children do not want to study and practice math at home. They have to do it by setting a certain time.

It is true that Kovid-19 has harmful effects in all cases. But there is no doubt that the importance of online based education has increased to keep the students active in their studies at this critical time of the nation. This is the positive effect of Corona I think.

Education researchers say the closure of all institutions is having a negative impact on overall schooling, i.e. teachers, student parents and educational institutions. The normal process of teaching is for teachers and students to come to school regularly and conduct routine teaching and learning activities according to the day’s program. This normal process is being disrupted due to the obligation to accept lockdown or social distance.

When epidemic problems like corona are not safe to attend school-college, the big solution is to continue this trend of education using information technology. It has already been proven that university level education can be given effectively online. In order to make this method more effective, it is necessary to identify the weak points and take steps to solve them. The reason why the University Grants Commission has imposed a ban on conducting online education activities needs to be addressed. It is important to ensure the continuity of the education system in these difficult times. Distance learning is widely used in the developed world. We too must follow this path.

We know that the prosperity and capacity of money is essential in running a country and that it is an ongoing process in terms of relativity. But in terms of the continuity of the development and prosperity of education, it is a far-reaching and overall driving force. The current crisis caused by the outbreak of corona is causing the most damage to the education system. It will take a long time to make up for this loss of education. The progress of the nation will be largely disrupted and slow.

The real purpose of education is to instill in a boy or girl the ability to know or learn. Anyone who has the ability to know or learn will be able to know or learn anything on their own.

“Now they have nothing to say about their routine. School was their place of pleasure. They used to play sports there. They learned socialism the most.

However, this process has not become very popular as our students are not accustomed to online or virtual distance learning. Many students are not interested in taking classes on TV.
This general holiday of transition is directly hampering the process of teaching and acquiring skills of students. The loss of millions of learning hours every day is the loss of these 31.5 million students, the impact of which will be long-term and the amount of this loss will increase as the holidays are extended. The digital education system or distance learning as an alternative measure to reduce the loss of education during a catastrophic epidemic or any disaster is popular all over the world and is very popular in this age of internet. Open online courses or dumb, self-motivated learning or self-directed learning, reading platforms through mobile apps are popular and accessible.

With the introduction of online class-exams, young people will be able to engage in learning from home during lockdown, and will be able to have regular discussions with friends and teachers through a new medium. As a result, the morale of all will remain intact which will save millions of teaching hours and financial losses while protecting them from coronary trauma. Online classes or teachers will also play an important role in preventing rumors.

According to the data taken from some students who are taking online classes from the district, an average of 380 MB of internet data is required for a student to complete an hour and a half class. Then 8.5 GB of internet data is required to complete a course of 22 classes (33 hours) of three credits in one semester. This information can be used to create special packages for students.

 

  1. Recommendations

Some tips to solve:

  • It is imperative for the educational institutions authorities to keep online education activities running in the present day. Nowadays, under distance learning, a number of education related apps have been discovered with which it is very easy to give and receive education from home even from lockdown. There are also a variety of websites including Google Classroom, Google Hangout Meet, Skype, Messenger, WhatsApp through which class activities can be easily run. Students and parents can get a lot of emotional relief by conducting classes according to the daily lesson plan. Our government has already continued teaching through some modules based on Parliament TV, Education Window and Board of Education. Moreover, all the decisions of the Ministry of Education and the Department of Education are first and foremost available in the country’s only newspaper on education, http://www.dainikshiksha.com/ All institutions can conduct online education activities.
  • Every day, teachers can routinely exchange greetings with different classes of students. In order to maintain good relations with students and parents and to come forward with each other to solve emergency problems.
  • Occasionally student-teacher-parent conferences can be held online. As a result, friendly relations are maintained between all and everyone can live peacefully mentally.
  • Teachers can sometimes give homework by giving lessons to students according to the class-based subject, so that they are busy studying at home and cannot concentrate on any other work.
  • Students can stay at home and engage in their own work. In the event of a lockdown, they can acquire any type of technical education to advance their future career. Students can also concentrate on the arts and crafts according to their intellectual talents.
  • Parents can always support their children in the development of intelligence, common sense and talent. Proper care should be taken to ensure that children do not suffer from mental illness as a result of being in lockdown for a long time.
  • Teachers and parents can give importance to regular positive motivation and honesty by imparting knowledge of ideal and moral education to the children. One can be encouraged to worship according to one’s religion.
  • Due to the long-term house arrest under the influence of corona, children are naturally uncontrollable in eating and drinking, eating whatever they want. As a result, their body becomes obese and various problems arise. For this, parents should take care of their food. Provide opportunities for moderate exercise every day indoors and encourage clean living. Then their immunity will increase and breathing will return to normal.
  • Students can create daily programs or action plans in consultation with teachers at their convenience. According to him, they can eat, drink, sleep and study. Their program must include light exercise and regular exercise accordingly.
  • If school authorities can keep automation in school management, it may be the best way to communicate with parents and students. As a result, the authorities can easily communicate with everyone and issue an urgent notice. Similarly, parents can pay all the debts they need, such as tuition fees. It establishes a good relationship between each other and can work together to resolve any crisis.
  • Students, teachers, parents and the authorities of educational institutions should be aware of this crisis and come forward to solve all the problems. The government should be assisted by adopting social distance rules and any policy given by the government.

 

  1. UNESCO Recommendations

UNESCO made ten recommendations for engaging in online learning.

  • Examine the readiness and choose the most relevant tools: Decide on the use high-technology and low-technology solutions based on the reliability of local power supplies, internet connectivity, and digital skills of teachers and students. This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.
  • Ensure inclusion of the distance learning programmes: Implement measures to ensure that students including those with disabilities or from low-income backgrounds have access to distance learning programmes, if only a limited number of them have access to digital devices. Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
  • Protect data privacy and data security: Assess data security when uploading data or educational resources to web spaces, as well as when sharing them with other organisations or individuals. Ensure that the use of applications and platforms does not violate students’ data privacy.
  • Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other. Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.
  • Plan the study schedule of the distance learning programmes: Organise discussions with stakeholders to examine the possible duration of school closures and decide whether the distance learning programme should focus on teaching new knowledge or enhance students’ knowledge of prior lessons. Plan the schedule depending on the situation of the affected zones, level of studies, needs of student’s needs, and availability of parents. Choose the appropriate learning methodologies based on the status of school closures and home-based quarantines. Avoid learning methodologies that require face-to-face communication.
  • Provide support to teachers and parents on the use of digital tools: Organise brief training or orientation sessions for teachers and parents as well, if monitoring and facilitation are needed. Help teachers to prepare the basic settings such as solutions to the use of internet data if they are required to provide live streaming of lessons.
  • Blend appropriate approaches and limit the number of applications and platforms: Blend tools or media that are available for most students, both for synchronous communication and lessons, and for asynchronous learning. Avoid overloading students and parents by asking them to download and test too many applications or platforms.
  • Develop distance learning rules and monitor students’ learning process: Define the rules with parents and students on distance learning. Design formative questions, tests, or exercises to monitor closely students’ learning process. Try to use tools to support submission of students’ feedback and avoid overloading parents by requesting them to scan and send students’ feedback
  • Define the duration of distance learning units based on students’ self-regulation skills: Keep a coherent timing according to the level of the students’ self-regulation and metacognitive abilities especially for livestreaming classes. Preferably, the unit for primary school students should not be more than 20 minutes, and no longer than 40 minutes for secondary school students.
  • Create communities and enhance connection: Create communities of teachers, parents, and school managers to address sense of loneliness or helplessness, facilitate sharing of experience and discussion on coping strategies when facing learning difficulties.[178]
  • Stay in close touch with students, faculty, and alumni. As COVID-19 spread, universities had to act quickly, focusing largely on health and safety. As the consequences linger on, universities need to understand the concerns of their students and other stakeholders—and then respond effectively.
  • Think beyond your walls. No university is alone in coping with COVID-19. Peer institutions are grappling with the same issues at the same time. This represents a unique opportunity to learn from each other in real time, and to collaborate. One example might be to create educational partnerships, such as small colleges banding together to provide online learning, or piggy-backing off a larger institution’s capabilities.

 

  1. Conclusions

The coronavirus has devastated us and continues to do so, but there is no doubt that a large portion of education is being swept away by information technology. But no one should think that it can take the place of a real school-college or classroom — it will never happen, let’s assume it’s a time of disaster, to keep everyone a little busy. When epidemic problems like corona are not safe to attend school, the big solution is to continue this trend of education using information technology.

It has already been proven that university level education can be given effectively. In order to make this method more effective, it is necessary to identify its weak points and take steps to solve it. In this regard, the three options discussed at the meeting in the first place to compensate for the loss of students in the long vacation are to reduce the optional leave of the educational institution and return the students to the rest of the day. Increase from 40 minutes to one hour and ensure admission in college or university within a short period of time after publication of SSC and HSC results.

Now schools, colleges, universities are closed, but the nanometer-long coronavirus is testing us. The subject of the test is human qualities. Many rich, affluent countries did not get the pass mark in this test. So to tackle this global problem successfully, we need to be rich in human values, we have to work shoulder to shoulder. Our young people need to understand that family, society, country and government will only create the environment while building life. So make use of Corona’s days. Learn things now that weren’t possible in the classroom. Enrich yourself by mastering the things you like in your leisure time. Gain knowledge and skills and not only build your life, but also contribute to the progress of the country and society.

Network issues, lack of training, and lack of awareness were stated to be the major challenges faced by them. Lack of awareness was stated to be the most important reason by those who did not adopt virtual classrooms followed by lack of interest and doubts regarding the usefulness of virtual classes. Less attendance, lack of personal touch, and lack of interaction due to connectivity issues were found to be the significant drawbacks of virtual classes.

 

 

 

  1. References
  2. Actions for schools during the coronavirus outbreak Updated 18 May 2020 Set cookie preferences UK Top of FormBottom of FormCoronavirus (COVID-19) Guidance and support.
  3. Alqurashi, E. (2018). Predicting student satisfaction and perceived learning with online learning environments. Journal of Distance Education, 40(1), 133-148.
  4. Amit Kumar Arora 1*, Srinivasan 2Impact of Pandemic COVID-19 on the Teaching – Learning Process : A Study of Higher Education Teachers, Volume 13, Issue 4, April 2020 > Arora DOI: 10.17010/pijom/2020/v13i4/151825
  5. Baig, Abdul Mannan; Khaleeq, Areeba; Ali, Usman; Syeda, Hira; (2020). “Evidence of the COVID-19 Virus Targeting the CNS: Tissue Distribution, Host-Virus Interaction, and Proposed Neurotropic Mechanisms”, ACS chemical neuroscience,
  6. Bonnel, W. (2008). Improving feedback to students in online courses. Nursing Education Perspectives, 29(5), 290-294.
  7. Cochrane, K. (2016). Transformative learning in online professional development: A program evaluation (Ph.D. Thesis). College of Professional Studies, Northeastern University, Boston, Massachusetts.
  8. Coronavirus and the campus: How can US higher education organize to respond? March 30, 2020 | Article, By Pablo Illanes, Jonathan Law, Ana Mendy, Saurabh Sanghvi, and Jimmy Sarakatsannis.
  9. COVID-19 Pandemic: Impact and strategies for education sector in India, ETGovernment, April 16, 2020, 09:45 IST, By Richa Choudhary.
  10. Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235.
  11. Falcinelli, Shane D; Chertow, Daniel S; Kindrachuk, Jason (2016). “Integration of global analyses of host molecular responses with clinical data to evaluate pathogenesis and advance therapies for emerging and re-emerging viral infections”, ACS infectious diseases, 2, 787-799
  12. Gaytan, J. (2015). Comparing faculty and student perceptions regarding factors that affect student retention in online education. American Journal of Distance Education, 29(1), 56-66.
  13. Huang, Canping; Qi, Jianxun; Lu, Guangwen; Wang, Qihui; Yuan, Yuan; Wu, Ying; Zhang, Yanfang; Yan, Jinghua; Gao, George F; (2016). “Putative Receptor Binding Domain of Bat-Derived Coronavirus HKU9 Spike Protein: Evolution of Betacoronavirus Receptor Binding Motifs”, Biochemistry, 55, 5977-5988
  14. Impact of the COVID-19 pandemic on education, From Wikipedia, the free encyclopedia, Learners affected by school closures caused by COVID-19 as of 14 May 2020.
  15. International Association of Universities, The Global Voice of Higher Education, Covid-19: Higher Education challenges and responses.
  16. Key Messages and Actions for COVID-19 Prevention and Control in Schools March 2020, UNICEF New York.
  17. Kuo, Y.-C., Walker, A. E., Belland, B. R., & Schroder, K.E.E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16-39.
  18. Lone, A. Z. (2017). Impact of online education in India. IJESC, 7(7), 13050-13952.
  19. Mayadas, A. F., Bourne, J., & Bacsich, P. (2009). Online education today. Science, 323 (5910), 85-89. https://dx.doi.org/10.1126/science.1168874
  20. Mkrttchian, V. (2011). Use “hhh” technology in the transformative models of online education. In G. Kurubacak & T. Vokan Yuzer (eds.), Handbook of research on transformative online education and liberation: Models for social equality (pp. 340-351). Hershey, PA : IGI Global. https://dx.doi.org/10.4018/978-1-60960-0464.ch018
  21. Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L., & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24(6), 2530-2540. https://dx.doi.org/10.1016/j.chb.2008.03.012
  22. Rahaman Khan H, Howlader T, Islam MM,05 May 2020; Battling the COVID-19 Pandemic: Is Bangladesh Prepared? DOI: 1101/2020.04.29.20084236 PPR: PPR158579
  23. THE IMPACT OF COVID-19 ON HIGHER EDUCATION AROUND THE WORLD IAU Global Survey Report Giorgio Marinoni, Hilligje van’t Land, Trine Jensen. ISBN: 978-92-9002-212-1 Published by the International Association of Universities, May 2020. International Association of Universities (IAU) UNESCO House, 1, rue Miollis F 75732, Paris cedex 15.
  24. Wang, C. (2018). “Discovery of Hydrocarbon-Stapled Short αHelical Peptides as Promising Middle East Respiratory Syndrome Coronavirus (MERS-CoV) Fusion Inhibitors”, Journal of medicinal chemistry, 61, 2018-2026
  25. Wang, Qidi; Zhang, Lianfeng; Kuwahara, Kazuhiko; Li, Li; Liu, Zijie; Li, Taisheng; Zhu, Hua; Liu, Jiangning; Xu, Yanfeng; Xie, Jing; Morioka, Hiroshi; Sakaguchi, Nobuo; Qin, Chuan; Liu, Gang; (2016). “Immunodominant SARS Coronavirus Epitopes in Humans Elicited both Enhancing and Neutralizing Effects on Infection in Non-human Primates”, ACS infectious diseases, 2, 361-76.
  26. Xiang, Dao Feng; Bigley, Andrew N; Desormeaux, Emily; Narindoshvili, Tamari; Raushel, Frank M; (2019). “EnzymeCatalyzed Kinetic Resolution of Chiral Precursors to Antiviral Prodrugs”, Biochemistry, 58, 3204-3211
  27. Yi Y, Lagniton PNP, Ye S, Li E, Xu RH. COVID-19: what has been learned and to be learned about the novel coronavirus disease. Int J Biol Sci2020; 16(10):1753-1766. doi:10.7150/ijbs.45134. Available from http://www.ijbs.com/v16p1753.htm
(Visited 53 times, 1 visits today)

Leave A Comment

Your email address will not be published. Required fields are marked *