IMPACT OF COVID-19 ON TRAINING CURRICULUM OF

BANGLADESH MILITARY ACADEMY

A Thesis Submitted to the

Department of International Relations

BY
Tameem Ur Rahman

In Partial Fulfilment of the Requirements for the Award of the Degree of

International Relations (IR)

Department of International Relations

Faculty of Business & Social Science (FBSS)
Bangladesh University of Professionals (BUP)
Bangladesh Military Academy
Bhatiary, Chattogram
May, 2023

1
 Declaration
Lieutenant Tameem Ur Rahman, student of International Relations of Bangladesh University of
Professionals, do hereby declare that the research paper on “Impact of COVID 19 on Training
Curriculum of Bangladesh Military Academy” has not been previously submitted to any
University/College/Organization for any academic qualification or for any professional
qualification.

I hereby ensure that the dissertation paper that has been presented here does not breach any existing
copyright rule.

Lieutenant Tameem Ur Rahman

Roll: 8212139
Registration No: 101308212139
Session: 2019-20(A)
Section: IR (B)
E-mail: Rahmantameem3553@gmail.com

Department of International Relations,

Faculty of Business and Social Science (FBSS) Bangladesh

University of Professionals (BUP), BMA

2
 Certification
This is to certify that Lieutenant Tameem Ur Rahman's research on the " Impact of COVID 19
on Training Curriculum of Bangladesh Military Academy " is the final record of the project
he completed as a requirement for his international relations degree from Bangladesh University
of Professionals (BUP).
The task was completed with my supervision, and it serves as proof of productive effort.

Supervisor
Lecturer Shamrir-Al Af Lecturer
Department of International Relations,
Faculty of Business and Social Science,
Bangladesh University of Professionals,
Bangladesh Military Academy, Bhatiyari, Chattogram.
Email:

3
 Acknowledgement

At first, I would like to convey my deepest regard and gratitude to my supervisor Zerine Tanzim,
whose guideline helped me to form and develop an understanding of the subject. She has supported
me throughout the research with immense patience and vast knowledge. Without her support, the
research would not have been possible. I owe my deepest gratitude to my Parents who have guided
me throughout the research papar in order to accomplish this task. To my sister and brother-inlaw,
Naznin Akter and Mehedi Hassan Billah respectively, I am always indebted as both of them had
been a great support at all times. I am highly grateful to my respected Commanding Officer,
Lieutenant Colonel Md. Rafiqul Islam, psc and to all members of my unit SHAMUNNOTO BISH
for the support I have received during my ongoing research work.
Last but not the least, I thank Humayra Rahman, my best friend for the important information and
support she has provided me at all times through lot of eventualities even in lockdown in order to
make this paper a successful one.

4
 Abstract

The impact of COVID-19 on Bangladesh Military Academy is discussed in this essay. Future
Bangladesh Army leaders are trained at the Bangladesh Military Academy. The academy molds
the cadets into the perfect citizens: disciplined, obedient, honest, physically fit. In Bangladesh, the
COVID 19 pandemic spread as a result of the global Corona Virus Disease 2019. On March 8,
2020, the first corona patient in our nation was identified. Three other individuals who had just
returned from Italy tested positive later on. The number gradually continued to rise across the
nation. In order to safeguard the populace from a pandemic, the government issued “Lockdown”
and deployed security personnel on January 26. Following these incidents, Bangladesh Military
Academy had to put in place the required lockdown procedures. Due to this Lockdown and Corona
policy, the Academy had to make numerous alterations to the regular activities and training
curricula. These modifications have a variety of effects on the cadets' training program. It was also
difficult for the authority and the cadets to create a modified version of the systems that had been
in place for a long period. This qualitative research, which is explanatory in nature, is based on the
collecting of primary and secondary data via surveys and interviews. Content analysis has been
used to examine the collected data. I'll utilize Google Forms to combine numerous questions about
training, its adjustments, and their opinions on this in order to get primary data. I'll make these
Google forms available through social media. Scholarly publications, newspapers, and websites
have all provided secondary data for this essay.

Keywords: COVID-19, Military, Lockdown, Cadet, Training.

5
Contents
Declaration ....................................................................................................................................... 2
Certification ..................................................................................................................................... 3
Acknowledgement ........................................................................................................................... 4
Abstract ............................................................................................................................................ 5
List of Figures .............................................................................................................................. 8
Chapter 1 ........................................................................................................................................ 10
Introduction ................................................................................................................................ 10
1.1 Basic Information ............................................................................................................. 10
1.2 Background ...................................................................................................................... 10
1.3 Significance of the Study ................................................................................................. 11
1.4 Rationale .......................................................................................................................... 11
1.5 Objectives of the study ..................................................................................................... 11
1.6 Central Research Question ............................................................................................... 12
1.7 Research Methodology .................................................................................................... 12
1.8 Method of Collecting Data ............................................................................................... 13
1.9 Limitations ....................................................................................................................... 14
Timeline ..................................................................................................................................... 15
Chapter Plan ............................................................................................................................... 15
Chapter 2 ........................................................................................................................................ 16
Literature Review and Theoretical Framework ......................................................................... 16
2.1 Literature review .............................................................................................................. 16
2.2 Theoretical Framework .................................................................................................... 18
Chapter 3 ........................................................................................................................................ 20
Conceptualization....................................................................................................................... 20
3.1 COVID-19 ........................................................................................................................ 20
3.2 Bangladesh Military Academy (BMA) ............................................................................ 20
3.2.1. Training Curriculum .................................................................................................... 21
Pattern of Training ................................................................................................................. 21
3.2.2. Academic Phase ........................................................................................................... 24
Chapter 4 ........................................................................................................................................ 25
Shift in Training system ............................................................................................................. 25

6
Chapter 5 ........................................................................................................................................ 28
Analysis and Result .................................................................................................................... 28
Gender .................................................................................................................................... 28
Course. ................................................................................................................................... 29
Academic Background ........................................................................................................... 29
Rate of Tested COVID Positive ............................................................................................. 30
Infection Rate of COVID 19 .................................................................................................. 30
Steps against COVID ............................................................................................................. 32
COVID 19 and Regular Training ........................................................................................... 33
The changes or the problem ................................................................................................... 34
Daily Activities during Pandemic .......................................................................................... 35
Academic Classes in Online .................................................................................................. 35
Online learning or Classroom learning .................................................................................. 36
Cadets contact with each other............................................................................................... 37
Extra-Curricular activities ...................................................................................................... 37
The Leave system during Pandemic ...................................................................................... 38
Helpful Changes or Not?........................................................................................................ 39
Cadets’ evaluation system ...................................................................................................... 39
Satisfaction rate of the changes .............................................................................................. 40
Overall Environment of BMA ............................................................................................... 40
Changed training and usual training ...................................................................................... 41
Chapter 6 ........................................................................................................................................ 42
Future Aspects of the Adjustments ............................................................................................ 42
Chapter 7 ........................................................................................................................................ 44
Conclusion ................................................................................................................................. 44
QUESTIONNAIRE DESIGN ........................................................................................................ 45
References ...................................................................................................................................... 50

7
 List of Figures
Figure 5.1. Gender of the respondents

Figure 5.2. Course of the respondents.

Figure 5.3. Academic background of the respondents.

Figure 5.4. COVID 19 tested positive rate among respondents

Figure 5.5. Infection rate of COVID 19 around the respondents.

Figure 5.6. Tendency of using mask rate among the respondents.

Figure 5.6. Tendency of using mask rate among the respondents.

Figure 5.8. Respondents view on Influence rate of COVID 19 on Regular Training.

Figure 5.9. Respondents view on Rate of PT activities during outbreak.

Figure 5.10. Respondents view on Rate of facing problems due to the changes.

Figure 5.11. Respondents view on Rate of continuing Daily Activities smoothly during pandemic

Figure 5.12. Respondents view on Rate of support in favour of online education.

Figure 5.13. Respondents view on Comparison rate of online class and face to face classes

Figure 5.14. Respondents view on Rate of communication possibility among cadets during pandemic period

Figure 5.15. Respondents view on Extra-curricular activities during pandemic period

Figure 5.16. Satisfaction level of cadets on the changed leave pattern.

Figure 5.17. Respondents view on Impact of the changes in tackling COVID 19.

Figure 5.18. Viability of cadets’ evaluation system among them.

8
Figure 5.19. Respondents view on Satisfaction rate of the changes in training curriculum due to the
pandemic.

Figure 5.20. Respondents view on Overall environment of BMA during pandemic period.

Figure 5.21. Respondents view on Comparison of usual training system before the pandemic and

changed training system during the pandemic.

9
 Chapter 1
Introduction

1.1 Basic Information

"Coronavirus illness (COVID-19) is an infectious condition brought on by a recently identified

coronavirus, according to David J. Cennimo, Wiersinga, and Prescott in 2020. Most COVID-19
virus-infected individuals will experience a mild to severe respiratory infection and recover
without the need for special care. Serious sickness is more likely to strike older persons and those
with underlying medical conditions including cancer, diabetes, cardiovascular disease, or chronic
respiratory diseases. Knowing everything there is to know about the COVID-19 virus, the illness
it produces, and how it spreads is the greatest method to avoid and slow down transmission. By
routinely washing your hands or using an alcohol-based rub and refraining from touching your
face, you can prevent infection in both yourself and other people. When an infected person coughs
or sneezes, saliva droplets or discharge from the nose are the main ways that the COVID-19 virus
is communicated (Kandola, 2020). These and other factors led WHO to designate Covid-19 a
global pandemic as the novel coronavirus spreads quickly across the globe (Anonymous Staff,
2020). Some government and non-government institutions had to close as a result of the lockdown
in Bangladesh, which led to the closure of all educational institutions. Due to the ongoing COVID
19 pandemic, the Bangladesh Army's training curriculum has also changed.

1.2 Background

The majority of people in the globe are now painfully aware that mainland China experienced a
COVID-19 outbreak in December 2019. Every continent in the world has been afflicted by this
extremely contagious illness as of the time of this writing, and about a million cases have been
identified in more than 200 nations. A novel virus called the severe acute respiratory syndrome
coronavirus 2 (SARS-CoV-2) is to blame for this outbreak (Andrew Rambaut, W. Ian Lipkin,
Edward C. Holmes & Robert F. Garry, 2021). The novel coronavirus disease was recognized by
WHO as Coronavirus Disease 2019 on February 12, 2020. The first three coronavirus cases were
identified on March 8. Two men were Italy returnees and the woman was a family member of one
of these two. On 16 March, an additional 3 COVID-19 patients had been detected in Bangladesh,
including 2 children (ABDULLAH BIN SALIM AL SHUEILI, 2020). All educational institutions
will be closed till further notice, according to the Bangladeshi Ministry of Education. Bangladesh
announced its first coronavirus death on March 18. The patient was over 70 years old and suffering
from a number of illnesses, including COPD, diabetes, hypertension, and cardiac issues. The
government imposed on March 24 a 10-day ban on all passenger travel on domestic water, rail,
and air routes from March 26 through April 4. Domestic flights were all canceled. To ensure that
individuals maintain social isolation and quarantine in order to stop the spread of the deadly
COVID-19, the armed forces, including the police and army, were mobilized. 1076 people had
been tested as of March 28; 48 known positive cases, 5 reported fatalities, and 15 recoveries were
among them (Nabi & Shovon, 2020). But, according to specialists, insufficient testing leaves a
significant proportion of people undiscovered. The number of infections and fatalities were rising

10
over time, but the government was also losing the ability to prevent citizens from leaving their
homes during the lockdown.

In contrast, Bangladesh Military Academy was founded in the Cumilla cantonment in 1974
following the liberation struggle. Subsequently, it had been moved to Bhatiary, where it is now.
The Bangladesh Army's future officers are developed and raised in this setting. There are training
curricula for both short and extended courses. Before to 2015, the long course's original duration
was 2 years, however it now lasts 3 years. The 75 Long Course was the first to implement a three-
year training program and a modified honors educational system side-by-side training.

1.3 Significance of the Study

From March 17, 2020, all Bangladeshi educational institutions have been closed, and instruction
is now only available online (Khan et al., 2020). Numerous government and non-government
organizations have also been forced to close their doors and transition to an online office structure.
Since then, using online resources, university students, businesspeople, and different government
employees have continued their work from their homes. This has been shown to be a significant
shift in the educational and employment landscape of the nation, and various forms of responses
have been seen from all sectors. For the cadets receiving their training at the Bangladesh Military
Academy, systemic changes also had an impact on them. Due to COVID 19, there were changes
made to the training curriculum. I've picked this subject to investigate how COVID 19 has affected
military training.

1.4 Rationale

This essay was inspired by the fact that our nation's defense industry is one of its most important
sectors. Army is playing a significant role in this industry. The Army's main duty is to provide the
necessary forces and capabilities to protect the country from external threats, implement defensive
measures, and maintain the country's territorial integrity. At times of domestic national emergency,
even the Army is required by law to support the government and its civilian authorities. Building
a well-trained and well-equipped deterrent ground force is one of our army's key objectives in
order to face the traditional and non-traditional dangers and challenges of the twenty-first century.
The Bangladeshi Army actively participates in a United Nations operation to support peace. Our
Army has conducted 50 missions in 40 nations, and 6,731 Bangladeshi peacekeepers are now
serving in 10 missions in 10 different nations (TBS Report, 2021). The Bangladesh Military
Academy is the training ground and development center for our army's future officers. The
academy's training regimen differs from that of other colleges, institutions, or gyms. This training
program has been significantly hampered by the COVID 19 pandemic, which is still ongoing. For
this step of the Corona Protocol training to be sustainable, the Academy has to undergo sufficient
alteration. Yet after years of continuous training since 1974, his abrupt change should raise some
questions about whether it could genuinely adapt to the cadets and academy.

1.5 Objectives of the study

My main goal is to inform BMA academy students, as well as relevant military and civilian
professionals, about COVID-19's implications on BMA and its developments. Finding out how

11
the cadets are reacting to these changes and how they are truly feeling is one of my main objectives.
Another important objective is to examine the socio-psychological component of these effects and
changes in order to gain a better understanding of the cadets' satisfaction with and attitudes toward
this new approach to the training program. If I summarize, my goals are,

I. To describe how COVID-19 has affected the training schedule at the Bangladesh Military
Academy.
II. To comprehend how the pandemic has affected adjustments in the training curriculum.
III. To comprehend how such changes have affected the cadets.

1.6 Central Research Question

a. Primary Question: How has the COVID 19 pandemic affected the Bangladesh Military
Academy's military training curriculum?
b. Secondary Questions:

• What impact did the training curriculum revisions have?

• How can the standard training curriculum and the modified training curriculum be
compared?

1.7 Research Methodology

1.7.1 Data Sources: Data comes in two flavors: primary data and secondary data. We require
both primary and secondary data to create an appropriate research report. I'll combine primary and
secondary data for my study.

Primary Data: An online survey will be used to gather the fundamental data from current and
previous students of Bangladesh Military Academy. In addition to the survey, I also want to speak
with two cadets from each of the courses offered at the academy. I'll construct an interview form
because there are certain obstacles, and I'll try to encourage the cadets to fill it out. Close ended
questions will make up the online survey. Therefore, I'll make the interview form as open-ended
as possible to gain a complete picture of the current situation and the effects of COVID 19.

Secondary Data: Certain information from various sources will be considered secondary
information. Such as,

1. Books
2. Online Journal
3. Websites
4. Newspaper & TV reports.
5. Official publications

12
1.8 Method of Collecting Data

Study Location & Area:

Due to the ongoing pandemic, BMA is currently continuing all of its training and educational
activities under strict system. So, it was not possible to interview cadets in a face to face
environment. For this reason, the data has been collected via social media and online educational
sites such as Microsoft Teams, g-mail and Facebook through a survey. Since the cadets aren’t
allowed with internet facilities and gadgets at ease so it’ll be tough for me. Again, the present
condition of corona outbreak and the ongoing system of BMA also doesn’t allow the PCAT
officers to communicate with the cadets. I will thus attempt to carry out my objective of
interviewing two cadets from each subject currently being taught at the academy by giving
interview forms to a select group of cadets and obtaining their responses.

Total-population:

Due of safety concerns, it is quite challenging to contact with a large group of people at one time
during this continuing pandemic. It is simple to identify and contact potential students online
because everyone uses the internet and social media to better their education. The cadets aren't
permitted to use phones or the internet, so I also had to keep that in mind. Although these two
courses were the pioneer courses that dealt with the initial breakout of COVID 19 in Academy, I
had also included the former cadets of 79 L/C and my fellow course members of 78 LC in my
research. For this reason, I gathered my survey's first data from a total of 50 current and former
cadets at the Bangladesh Military Academy. Also, I gathered the interview forms that were
completed by 12 cadets, two from each of the current courses.

Target-people:

My target audience will be the cadets who have experienced the COVID 19 outbreak in BMA
because my study topic is exclusively focused on the impact of COVID 19 on the academy. This
contains the officers of the 78th and 79th L/Cs of the BMA as well as current and previous BMA
cadets.

Sample-size & frame:

More than a thousand cadets are now finishing their study at BMA. My sample size was 50 current
and previous BMA cadets because it was not feasible for me to interview every cadet on my own
at such short notice. To gather truthful data regarding my issue, a sample frame is crucial. I had
identified the "target individuals" in my "target people" section as the source of the data. I also
conducted a survey using this sample frame.

13
Types of Survey:

The difficulties of interviewing two cadets from each of the current BMA courses are already
covered in "study location and Region." I will therefore give two cadets from each course the
interview format and ask them to fill it out.

Method of Interview:

I've already discussed the challenges of interviewing two cadets from each of the current BMA
courses in "study location and Region." As a result, I'll provide the interview format to two cadets
from each course and ask them to complete it out.

Questionnaire Design:

The thesis paper includes a copy of the survey questionnaire that was utilized.

Method of Analyzing Data:

As only 50 persons were in my target audience. Thus, I manually analyzed my data. Also, I have
used Microsoft Excel for graphic presentations.

1.9 Limitations

1. Several cadets were reluctant to share their personal stories.

2. It was impossible to see how the cadets responded to the inquiries.
3. It appeared that some of the cadets were presenting false information.

14
 Timeline

Activities January February March April May

2021 2021 2021 2021 2021

Literature review

Research Design
Data Collection
Analysis
Report Writing
Submission

Chapter Plan
This thesis is organized into seven chapters. The first chapter sets out the outline of the thesis.
Literature review and conceptual aspects are discussed in the second chapter. The third chapter
discusses the conceptualization of COVID-19 and BMA while the changes in training system are
discussed on the fourth chapter. Fifth chapter focuses on the analysis of the sudden changes of
training and the effect on cadets because of COVID-19 and these changes. The sixth chapter
discusses the Future aspects of these changes in training curriculum. Last and of course seventh
chapter concludes the paper.

15
 Chapter 2
Literature Review and Theoretical Framework

2.1 Literature review

"Sky News" (February 2021), According to the article, "Outbreak at Sandhurst Military Academy
after Officer Cadets 'Breach Social Distancing Rules'," there have been at least 50 confirmed
positive instances of the illness among pupils at the prestigious military institution in Berkshire.
According to the Daily Mail, authorities are reportedly furious because initiates from different
"work bubbles" mixed together. It appears that cadets have been forbidden from using the
recreation center's offices, exercising without assistance, taking pauses to smoke, visiting the
foundation's doors, and drinking alcohol. The 750 enlisted individuals are thought to account for
the majority of the positive cases, but four staff members also contracted the illness. The incident
led to the suspension of military operations, and some official cadets might fail to complete their
courses. No one in confinement is allowed to enter the lounge area. To ensure that everyone is
aware of the expected catastrophic effects of this dishonest action, it was made clear to everyone.
The incident appears to have had an impact on Sandhurst's food supply because students' requests
for takeout pizzas were denied. We anticipate that by taking swift action, these measures will halt
the infection's spread and safeguard fundamental preparation. They genuinely care about our
faculty's health and profitability, so they put up horizontal stream testing, robust social segregation,
and cleanliness gauges to monitor employees and prevent future contamination. (Unidentified
Staff, 2021).

Enterprise News (March, 2020), According to the news, "Indian Army postpones 90 training
courses in light of the coronavirus threat," the Indian Army made the immediate decision to
postpone 90 different courses that day, affecting authorities and jawans all across the country.
"Avoid all large gatherings, even those that involve close family contacts, and postpone any public
social events. A total of 90 courses are scheduled to start between March 16 and April 15, including
those for the development of 6,000 employees, including officials, junior commissioned officers,
and other positions from various units and arrangements to class A foundations "ANI was told by
senior Army sources. The statement read, "Orders have been made that all organizations scheduled
to begin on April 4 at Category A Establishments for officials and jawans are to be delayed with
immediate effect." By the end of the current month, the Army will audit the situation caused by
COVID-19. The courses that both male and female cadets were supposed to start preparing for at
the Officers' Training Academy in Chennai have been delayed, according to sources. Also, the
cadets who had gone home for midterm vacation have been asked to report later in light of the
Covid. For 15,000 residents across the country, the military has set up isolation offices to deal with
the pandemic threat (General News, 2020).

The Indian Army was facing challenges in recruitment and training at the two official and PBOR
levels as the enlistment interaction has come to an end as the country is under lockdown due to the

16
COVID-19 pandemic, according to a May 2020 article in The New Indian Express titled "Intake
and training in Army affected due to COVID-19 pandemic." The planning has also been affected,
and if the situation persists, modifications in planning are expected. There are no enlistments taking
place, and there are no Service Selection Boards (SSB), according to General Bipin Rawat, head
of the defense staff. Moreover, General Rawat told a small group of columnists, "On the odd
chance that it goes till the end of the year, there will be adjustments." No SSB and no enlistment
translates to no entrance, which will have an impact on how many people enroll in the training
facilities. Nonetheless, Army Chief General MM Naravane has taken action to protect the power
from contaminations and, in addition, to fulfill budgetary needs while pivoting, developing, and
getting ready personnel, units, and arrangements, "without sacrificing operational effectiveness."
The Indian Army has been fortunate to successfully complete 70 to 80 percent of such exercises
despite these requirements and restrictions. The constraints of actual training inside units remain
the same, especially in situations when contact with the body is possible, like while playing
football. West Bengal has continued to end on ranges inside cantonments like Binaguri. According
to MoD information delayed in Lok Sabha in July 2019, the Indian Army has a strength of 12,
38,545 Officers and People beneath Officers Rank (PBOR) (Mayank Singh, 2020).

The study in The Print (June, 2020), "Online courses, non-contact sports — how military training
is taking on COVID challenge," demonstrated that the coronavirus represents a significant test that
will necessitate a modification to the Indian Army's whole preparation educational program. While
officials get joint training at various stages of their careers at numerous facilities, cadets undergo
training at the National Defense Academy (NDA) in Pune and subsequently at the support
foundations. The Press previously reported that the Army had drafted a new plan to overhaul all
of its educational sessions, some of which had been canceled as a result of the Covid-19 affair.
Surprisingly, the testing has been taking place over the ground's intranet as of late, according to
the authority's stated addresses. But, instead of using the main PT grounds and drill square, the
specific group march grounds and unit territory were being used for the real preparation. A few
games and drills had to be postponed due to changes made to the preparation schedule, but non-
physical games exercises like horseback riding, volleyball, and hockey will start the next term.
Other trainings, such as weapon maintenance and trips to the ranges for firing, are carried out in a
shocked manner. In fact, this is the reason the passing out service, a significant event in a cadet's
life, took place in peace on May 30 without the usual motorcade and guests. Also, the cadets will
not receive their term vacation and will continue directly to the next term. As Covid-19 approaches,
numerous preparatory groups are moving forward with their preparations in a variety of ways. For
instance, a sizable portion of the academic component of officials' preparation at Wellington's
Defense Services Staff College is done online. Mid-level administrators from all administrations
who have 10 to 12 years of experience in administration go through preparation at the DSSC in
Wellington (Amritta Nayak Dutta, 2020).

5. B S Dhanoa, "Military training in the times of social distancing," May 2020. This article
discusses the resources that administrations can use to continue preparing with the aid of
technology by using a virtual training environment, for greater power strategic preparing without
going out into the field, in light of the Corona Virus's expanding distribution. Military training,

17
and more specifically strategic level training for any administration, involves a combination of
personal skills, affectionate collaboration while being aware of each other's tasks, and the ability
to operate as a team on complex weapons stages. In these environments, tactical information
sources are constantly coming at you from all directions, and you must react quickly and
instinctively to keep up. This is where reflexive training comes in. Given that the threat posed by
the (COVID-19) is not going away anytime soon, such reenactment-based military training is
already becoming more popular internationally among guard associations since it boosts
operational sufficiency while lowering costs. The following models and suggestions are largely
for the Army, although they can be appropriately modified and used to the planning of other
administrations as well. The current generation of new troops is better aware of how to care for
their mobile phones and can expertly use the device for tasks that the more seasoned generation
finds challenging or difficult to handle on the virtual consoles these gadgets have. Many cutting-
edge games for Computers and portable devices are available online or as software downloads.
Only two gaming consoles, the Xbox and PlayStation 4, provide controls and programming to
familiarize and prepare soldiers with the curiosity of completing their real tasks first online in a
virtual environment before moving on to the real one. Since the capacity of such recreation
situations improves to give a 360 degree vivid experience of working, executing, and unexpectedly
taking losses on the virtual combat zone, it would appear to merit the effort for the Indian military
to additionally invest well and in a supported way ridiculous decade in top-of-the-line test systems,
building up numerous reproduction hubs throughout the nation for the successful preparation. The
opportunities are endless, and the COVID-19 experience may serve as a precursor to this foray
into the virtual military realm, which may grant limitless freedoms to submit mistakes, learn from
them, and succeed in the real military realm when the time comes (B S Dhanoa, 2020).

Through their article, "Impacts of the COVID-19 Pandemic on Life of Higher Education Students:
A Global Perspective," authors Aleksander Aristovnik, Damijana Kerzic, Dejan Ravselj, Nina
Tomazevic, and Lan Umek discovered that males, part-time students, undergraduate students,
students in the applied sciences, and students with lower living standards were more negatively
impacted by the change from in-person to online lectures as a result of the Covid.

2.2 Theoretical Framework

I've chosen the theory of globalization as the theoretical foundation for my research on this subject.
Social scientists typically assume that understanding globalization requires an analysis of the
relationship between the pressure of physical space and the economic, political, and social cycles
of modernisation in society. The cycle of globalization could thus be identified by referencing
various forms of development or modernization linked to monetary, political, and socioeconomic
events and cycles that have an impact on and are influenced by local activities (Ronen Shamir,
2005). From the eighteenth century, globalization has accelerated due to advancements in
transportation and correspondence technology. Global exchange and the trading of ideas,
convictions, and cultures have developed as a result of the increase of international cooperation.
In essence, globalization is a financial cycle of peacemaking and collaboration tied to social
perspectives. But, the historical and contemporary contexts of globalization are also very much
shaped by questions and discretion (Robertson, 2014). Individual growth is a crucial component

18
of globalization, and state-limit restrictions on that growth have evolved over time. In the last
century, there has been an increase in the number of travelers and financial experts. From the
eighteenth and the middle of the twentieth century, travel time and costs dramatically decreased as
transportation innovation improved. For example, crossing the Atlantic used to take up to 5 weeks
in the eighteenth century, but by the early twentieth century it only took 8 days. Modern avionics
have made long-distance travel quick and comfortable today.

As we previously said, COVID 19 was first found in China around the end of 2019. But as of right
now, it has already spread throughout the entire planet, and there is not a single nation remaining
that has not experienced its catastrophe. But how did this happen? It was made possible by cross-
border contact between cities, towns, villages, nations, regions, and continents. As a result, it
dispersed widely and continues to do so. Not only is it dispersing, but it is also having an effect on
the specific institution. As a result, China felt the effects first, followed by China's neighbors. As
Chinese citizens traveled abroad, the COVID virus spread over time. It's because globalization
operates in a world with borders. Due of COVID, if one area is impacted, other areas will also be
impacted. The effects of COVID-19 have been felt at the Royal Military College of Sandhurst, the
National Defense Academy, in India, in China, and in other military academies across the world.
The Bangladesh Military Academy is the same. Since COVID has expanded throughout
Bangladesh, the academy has been gradually impacted. The academy will be affected in a similar
manner. The second military institution had to alter its curriculum in response to the COVID
breakout in order to prevent the pandemic from harboring ill will toward the academy. Cadets will
be impacted in any case for a variety of reasons. That is how the globalization theory will appear
in this study.

19
 Chapter 3
Conceptualization

3.1 COVID-19
An undiscovered Covid caused the unstoppable condition known as Covid illness (COVID-19).
Many patients who have the COVID-19 virus will experience mild to moderate respiratory illness
and recover without the need for special care. Older people and those with basic clinical conditions
including cardiovascular disease, diabetes, persistent respiratory illness, and malignant growth are
more likely to develop a true illness (David J Cennimo, Wiersinga & Prescott, 2020). Being well-
informed on the COVID-19 virus, the illness it produces, and how it spreads is the optimal way to
prevent and restrict transmission. By regularly washing your hands or using a rub that contains
alcohol and avoiding touching your face, you can protect both yourself and other people from
sickness. It's important that you also maintain respiratory decorum because the COVID-19 virus
primarily spreads through nasal discharge or spit beads produced when a sick person hacks or
sniffles. The disease that is causing the 2019 novel coronavirus outbreak has an official name,
according to the World Health Organization, which was released on February 11, 2020. (Cennimo
et al., 2021). The condition is now known as coronavirus disease 2019, or COVID-19. The letters
"CO" and "VI" in COVID-19 stand for "corona," "virus," and "disease," respectively. The term
"2019 novel coronavirus" or "2019-nCoV" was previously used to describe this illness (CDC-
Centers for Disease Control and Prevention, 2020). Animal coronaviruses hardly ever infect
humans and subsequently propagate from one person to another. MERS-CoV and SARS-CoV,
two earlier coronaviruses, were responsible for this.

Like MERS-CoV and SARS-CoV, the SARS-CoV-2 virus is a beta coronavirus (Andrew
Rambaut, W. Ian Lipkin, Edward C. Holmes & Robert F. Garry, 2021). Bats are the source of these
viruses. Although the actual cause of the present COVID-19 outbreak is unknown, we do know
that an animal, most likely a bat, was the original source. The genomes from US patients are
comparable to the one that China first published, indicating that this virus likely very recently
emerged from an animal reservoir (Kandola, 2020).

3.2 Bangladesh Military Academy (BMA)

The Bangladesh Army's officer cadets receive their training at the Bangladesh Military Academy.

It is located about 13 kilometers north of Chittagong in Bhatiary, in the Chittagong District of

south-east Bangladesh. The Sitakunda hill ranges and the Bay of Bengal shoreline are where you'll
find the Academy.

20
In order to teach Army officers, Chittagong Bhatiari, the Bangladesh Military Academy, was
founded in January 1974. Sheikh Mujibur Rahman, the country's former prime minister,
spearheaded the opening of the Military Academy. The Academy was founded on 29 November
1973 at Comilla Cantonment and moved to Bhatiary in 1976. In 1979, this Academy received a
National Standard. The officers of the Bangladesh Army receive training from the Bangladesh
Military Academy. The Bangladesh Navy and Air Force officers are required to complete a three-
month training program at the academy as of 1983.

The motto of the Academy is "EVER HIGH IS MY HEAD," a line from national poet Kazi Nazrul
Islam. From 1978, regular lengthy courses were offered. In 1975, the academy's initial class of
Bangladesh Army officers graduated.

3.2.1. Training Curriculum

BMA offers academic, military, and character-development training. There was a two-year training
program in the past. With the introduction of the Honors program in 2015, the curriculum was
changed to three years. The Academy primarily prepares men and women to join the Bangladesh
Army as officers. Moreover, the Academy offers an orientation program for midshipmen and
officer cadets of the Bangladeshi Navy and Air Force, respectively. Cadets completing the long
course at this academy will follow the academic program at the Military Institute of Science and
Technology (MIST) or Bangladesh University of Professionals (BUP). Aiming to develop future
officers for the Bangladesh Army by preparing Officer Cadets to make decisions as and when
necessary by the military profession, the academy aims to instill in an Officer Cadet (OC) the
qualities that will ensure their progressive development as regular officers in the Bangladesh
Army.
Pattern of Training

These are the training programs offered by BMA:

• Long Course – 3 years.

• BMA Special Regular Course – 24 weeks.
• Joint Services Course – 10 weeks (Bangladesh Navy cadets and Bangladesh Air Force
cadets).
• Short Service Commission – 49 weeks
• Potential Platoon Commanders Course – 05 weeks. Drill Instructor Course – 07 weeks.

Below is a quick summary of the Long Course Program:

The three-year course is broken into a total of six terms. They are referred to in order as first term,
second term, third term, and so forth. The term-by-term program is carried out to ensure effective
cadet evaluation and development. Each phrase is different in various ways. The 1ST Bangladesh
Battalion is the name of the cadets' housing line. Jahangir Company, Rouf Company, Hamid
Company, and Mostofa Company are the four distinct firms into which it has been divided. These
companies are broken up into compact platoons of 25–30 cadets each.

21
1. First Term. It is the nurturing environment where officer cadets learn the fundamentals of
military life. Also, there are several significant occasions such:
• Exercise Bajramusti (Iron Fist) – Includes a course teaching cadets and aspiring
commanders the fundamentals of troop formation in a patrol.
• Exercise Padakkhep 1 (Onward March) - To increase the cadets' capacity for both
physical and mental endurance while marching over challenging terrain.
• Exercise Padakkhep 2 (Onward March) – 2. To improve the cadets' physical and
mental stamina through a forced march over a particular route or terrain.
• Exercise Dhumketu (Comet) - This involves a curriculum to teach the cadets
practical lessons in the preparation, planning, and execution of raids.
• Exercise Maranfad (Death Trap) - This involves a curriculum to teach the cadets
how to plan, prepare for, and conduct an ambush.
2. Second Term. The key event of this term is Defense tactics, which dominates the important
events of the second term.
• Exercise Louhokapat (Iron Gate) - This involves a curriculum to teach the cadets in
a hands-on manner how to defend themselves in a company-level position inside
the framework of an infantry battalion.
3. Third Term. This term is mostly focused on the attack strategy and also
includes BOXING COMPETITION. Further to this
• Exercise Ronogati - This comprises a curriculum to teach the cadets how to apply the
fundamentals, mechanisms, and conduct day advance and attack at the company level, with
a focus on platoon activities.
4. Fourth Term. Cadet tests begin in the fourth semester. They are given various appointments
and given the responsibility of looking after the new cadets. They also offer exercises for
rappelling.
• Exercise Kashti Pathor 1 (Acid Test) - This includes a program to provide cadets
and aspiring commanders practical lessons about all kinds of important military
operations. It puts to the test the second-term defense lessons you mastered.

22
 5. Fifth Term. There are some visits to unique locations in the fifth term, such as the Artillery
Center & School, Hill Tracts Visit, EBRC Visit, etc.
• Exercise Kashti Pathor 2 (Acid Test) - This includes a program to provide cadets
and aspiring commanders practical lessons about all kinds of important military
operations. It puts to the test some of the defense principles along with the assault
and advance information obtained in third term.
6. Final Term. The cadets' time in the academy is in its final six months. There are many
programs this period. Cumilla Cantonment Visit is available. Cadets gain understanding of
the many components of the Bangladesh Army during this visit. Exams for military studies
come in a variety of forms. Cox's Bazar Visit are present. The cadets of this semester
continue to be the Battalion's senior-most cadets and are responsible for the junior cadets.
One of the exercises is
• Exercise Lalghora (Trojan horse) - This comprises a curriculum designed to teach cadets
how to carry out small-scale operations behind enemy lines without assistance from their
own side. It focuses on infiltration and other small-scale operations that were learned
during earlier terms.

Apart from this there are some common programs in this very term. Such as

a. Map Reading Exercise - This includes teaching cadets and aspiring officers the
fundamentals of map reading. It includes outdoor activities like night marching,
using the GPS, and reading a map.
b. Demonstrations & Tactical Exercise without Troops - Throughout the term, BMA
hosts a variety of demonstrations and tactical exercises without troops on various
operations (Major & Minor).

c. Weapon Training - This includes practical expertise in handling and employing a

variety of weapon types as well as improving fire efficiency. For this purpose, the
BMA has a Weapon Training Platoon and Shooting Ranges where Cadets are
instructed in the fundamentals of using weapons and other techniques.

23
 d. Physical Training - The routine exercise and game program. It's a crucial aspect of
cadets' lives. Before graduating from the academy, each cadet must be physically
healthy and fit. Any cadet who is physically unfit or weak is not permitted to be
commissioned by the academy. In some cases, cadets who fall short of the physical
requirements for a given term are even prevented from being promoted to the
following term. The highest level of physical efficiency is what the physical
training program strives to achieve. The Physical Training Platoon trains the cadets
with a variety of exercises to prepare them for country service.
e. Field Engineer Training - This covers the fundamentals of field engineering.
f. Computer Training - This involves first-hand experience using computers, such as
Microsoft Word, Power Point, and the internet.
g. Signal Training - This entails having practical knowledge of wireless and signal
technology.

3.2.2. Academic Phase

The main goal of this training is to get the long course cadets ready to pass the Bachelor of Arts
(BA)/Bachelor of Science (BSc) (Pass Course) exams. There will be a common degree starting
with the 67 BMA Long Course. The degree in defense studies is that (BDS). There are 8 subjects
from the 75 BMA Long Course that need to be examined: economics, computer science, electrical,
electronic and communications engineering, international relations, mechanical engineering, and
civil engineering. The academic training also aims to increase students' knowledge of current
national, regional, and worldwide affairs, broaden their perspective, and improve their critical
thinking skills in both Bangla and English.

24
 Chapter 4
Shift in Training system

The government and the entire nation were astonished by the COVID outbreak that occurred in
our nation in the month of March. The first patient who tested positive for corona was examined
on March 8. 3 further positive cases were discovered on March 16. Two of them had just arrived
from overseas travel. The rate of infection was sharply rising. Bangladesh Military Academy
replied after the government announced a lockdown from March 26 through March 24. At that
point, the training system underwent an abrupt change. I conducted in-person interviews with two
cadets from each course. They gave me various timelines of their experiences in BMA throughout
the COVID era. Prior to passing out, I had also directly experienced the pandemic's beginning
stage in BMA. These experiences as well as a timeline analysis can show the changes in BMA.
The initial stage's abrupt alterations were as follows:

a. As of March 26th, all training activities were halted.

b. It was suggested that the Cadets stay in their rooms.
c. The only time they were permitted to leave their quarters was to eat in the dining area.
d. The method of serving food in the dining hall was altered to a buffet style.
e. Apart from the duty orderlies, orderlies who are assigned to cadets to assist them in their
various tasks were forbidden from accessing the cadets' battalion. They previously stood
in the Cadets line.
f. The cadets received masks.
g. It was against the rules for cadets to enter each other's rooms.
h. Dealings of any type were forbidden at that period.
i. Mask wearing was required at all times.
j. Up until the following command, all forms of movement outside the battalion were
forbidden.
k. Cadets received sanitizers and disinfectants.
l. The cadets who had a fever, a cough, and COVID symptoms had been quarantined. The
academic sessions came to an end.
m. Cadets received the duties and assignments via email or social media platforms like
WhatsApp.
n. Cadets were first permitted access to their personal cellphones and laptops within the
dormitory for a set period of time each day.
o. In March 2020, the Mid Term Leave was canceled.
p. There was no central prayer on Friday.
q. A movie performance and another key fall in were canceled.
The curriculum continued in this manner for a few weeks. Subsequently, Ramadan began in the
final week of April. The majority of the BMA curriculum was like this up until Eid ul Fitre. The
BMA authority planned an extended leave for Id al-Fitr. But it was also postponed due to the rising

25
COVID outbreaks around the nation. Cadets recently held their first-ever Eid celebration within
BMA. Following Eid ul-Fitr, BMA's operations picked back up.
a. Cadets began to maintain a social barrier both inside and outside the regiment.
b. No central assembly was permitted.
c. In fall ins, cadets have to keep a 3-foot space.
d. PT was carried out while keeping a social distance.
e. No team projects were assigned.
f. The pool was shut down till further notice.
g. There are hand washing stations set up in various locations.
h. Starting in May 2020, a passing out parade practice was used while keeping social
distance. i. Online learning was still used for classes.
i. All forms of movement outside of BMA were forbidden, and city passes were revoked.
j. Instead of going outside, all exercises for different terms were done within BMA.
k. Instead of 4-5 guests from each of the cadets attending the passing out parade of 78
L/C, only two were permitted.
l. Gala Night, the tour to Cox's Bazar, the Garden Party, the Core Party, and many other
pre-commission activities for the 78 L/C were canceled.
After CORONA's hit, some people's training was first restarted in a chaotic manner. Later, at term's
end, cadets were sent for a month of leave. Then training once more began in the winter term of
2020. The majority of the training program was being followed in an orderly fashion. The
curriculum's restrictions and obligations were gradually removed. 79 L/C eventually graduated,
and the new curriculum was doing well. Our nation's immunization program began in February
2021. The updated adjustments to the BMA training curriculum as of February 2021 are as follows,
a. Exercise, drill, and games are still being done while keeping a social distance.
b. Swimming has resumed in the PT exercises.
c. There are ERC-Extra Roll Call of Cadets and ED-Extra Dealings. They must complete
the circuit in that amount of time. Timings for ED and ERC have been modified.
d. Until further notice, all forms of nightfall are still prohibited.
e. In Hanger, Friday prayers are done while keeping a sufficient distance.
f. The proper gap is maintained while cadets' movements both inside and outside the
Battalion are monitored.
g. No cold water, and occasionally even regular water, is offered in the dining hall. Water
that is warm is offered with the meals.
h. The cadets receive lemons from the dining halls.
i. Cadets are given special gurgling instruction.
j. The cadets are given a concoction of lemon, ginger, and other ingredients for dinner.
k. Prior to falls ins, particularly PT and drill, a new system of measuring temperature and
oxygen level has begun.
l. All types of cold items are prohibited in the cafeteria.
m. BMA has gotten the COVID 19 facility right away. Cadets who have a fever or who
have tested positive for COVID are quarantined and under close observation.

26
 n. Although there are still significant exercises being done outside BMA, there are less of
them now.
The second wave, though, began to impact our nation in March. Winter is in full swing, and there
is a lack of awareness in CORONA. More people started to become impacted. Moreover, BMA
began to feel the effects. The whole nation was placed under lockdown beginning on April 3, 2021,
prohibiting interstate travel and many forms of transportation. After two terms in a row, a midterm
break was planned. The authority had to cancel this due to the recent increase in infection rates.
Due to the lockdown, all activities once more came to a complete stop across the academy. Cadets
were instructed to stay in their rooms. BMA had to relocate some of the adjustments it had made
over the previous 12 months, from March 2020 to March 2021, back to the Lockdown schedule.
Such as,
a. With a few exceptions, the most of the changes were remained the same as the
Lockdown in March 2020.
b. It was forbidden for cadets to leave their rooms until further notice.
c. Every type of regularly scheduled activity was suspended.
d. The meals were served to the cadets in their rooms.
e. The smooth operation was stopped.
f. The dorm's laundry facilities were shut down.
g. Mobility was restricted both inside and outside the Battalion.
h. Many cadets were suffering with COVID 19, and some of them also had fevers. They
were being watched over in quarantine.

27
 Chapter 5
Analysis and Result

To obtain a more detailed understanding of the effects of CORONA virus in BMA, a survey was
administered to 50 current and former cadets. Google forms were utilized to collect data in light
of the CORONA outbreak's current state and the BMA's restrictions. Twenty-one closed-ended
questions made up the entirety of the poll. These inquiries centered on the impact COVID19 had
on the academy as well as the physical and mental health of the cadets.

Gender

Figure 5.1. Respondents’ gender

Figure 1's pie chart demonstrates that both male and female cadets and past cadets of BMA took
part in my survey. And as there are proportionately fewer women participating in training than
men, this demonstrates a limited engagement from both genders. In the poll, 94.3% of the cadets
are men.

28
Course.

Figure 5.2. Course of the respondents.

The pie chart of the cadets who took the survey about their course is shown in Figure 2. Throughout
the pandemic, I uploaded a total of 8 distinct courses that were related to BMA. Owing to a couple
challenges, I was unable to include a sufficient number of current cadets in the survey. A 78 L/C
is therefore covering 31.3% of the survey. 79 L/C cover another 16.7% of the survey. The coverage
for the remaining courses is as follows: 80 L/C 12.5%, 81 L/C 8.3%, 82 L/C 10.4%, and 83 L/C
8.3%. The junior most two courses contributed very little.
Academic Background

Figure 5.3. Academic background

According to the pie chart above, 74.3% of responders came from the professors of BUP's
Honors program. The remaining 25.7% come from the MIST faculty's engineering department.

29
Rate of Tested COVID Positive

Figure 5.4. COVID 19 tested positive rate among respondents

The proper Corona virus infection rate among the cadets I surveyed is shown in Figure 4. Within
the academy, 20% of them had been impacted by the pandemic. It also suggests that the corona
virus may have infected the academy and affected some of the cadets. Even yet, the ratio is lower
than the fraction that is unaffected.
Infection Rate of COVID 19

Figure 5.5. Infection rate of COVID 19 around the respondents.

Figure 5 displays how the respondents' immediate family members responded to the respondents'
infection levels.

Few responders genuinely believe that many of their friends were impacted by the Corona virus.
It is approximately 5.7%. But a significant number, 65.7% of the respondents, stated that only a
handful of their friends had been infected with the corona virus. Only 8.6% of respondents believe

30
that the corona virus didn't infect any of their friends. Moreover, 20% of the respondents'
surroundings had a somewhat higher infection level. This shows that many of the respondents in
the area were free of corona infection. Everybody else had at least a slight chance of infection.
Tendency of Using Masks.

Figure 5.6. Tendency of using mask rate among the respondents.

Wearing masks is one of the key components of combating COVID 19, as shown in Figure 6. This
enables us to understand the importance of mask-wearing inside the academy. Similar ratio
emphasizes both positive and negative reactions. Within the academy, 40% of the respondents
always wore a mask, whereas the same number never did. I attempted to determine from this poll
question whether wearing a mask makes it more difficult to participate in training exercises. What
I discovered is that wearing a mask makes it difficult to engage in many physical activities since
it interferes with unrestricted breathing. Particularly those exercises that require a lot of stamina
and air consumption because they affect the lungs, such PT, drill, etc. So, it made sense that the
academy would encourage its cadets to cover their faces at all times, save for those times when
they engage in physical activity. The masks that the cadets wear during PT and drill are removed
after the activity has started. There are some outliers, indicating that 2.9% of the survey's
respondents wear a lot of clothing at their discretion. It can also indicate that they are unaware of
the need to wear masks.

31
Steps against COVID

Figure 5.7. Sufficiency rate of steps taken in academy for tackling COVID

Cadets' opinions on whether or not the academy has taken the necessary measures to combat the
corona virus are shown in Figure 7. Before we get into the discussion, it's important to understand
that the corona virus didn't affect Bangladesh at an early stage. In the end of March 2020, the
illness was discovered. And in the final week of March, the first lockdown was started. During that
time, the Bangladesh Military Academy was also on lockdown, and adjustments were actually
made at that time. Changes in eating habits, social isolation, quarantined rooms, etc. Over a year
after the epidemic, there have been numerous developments. After conducting a survey on the
effectiveness of these adjustments in the cadets' point of view, I discovered from this pie chart that
only a very small percentage of the respondents—14.3% of the cadets—believe that the essential
actions have been taken to fight the corona virus. Around 65.7% of respondents chose moderate
responses in the survey. Just 20% of those surveyed agree that the corona virus has been
aggressively combated with the necessary methods.

32
COVID 19 and Regular Training

Figure 5.8. Respondents view on Influence rate of COVID 19 on Regular Training.

The pie chart in Figure 8 depicts the impact of the corona virus on BMA regular training. Although
there had been only a few lockdowns and a year since the outbreak began in our nation, the training
had continued. Yet, it is important to determine the validity of this training from both the trainer
and student perspectives. This pie chart illustrates how COVID 19 has affected BMA training as a
whole. And the data indicates that 60% of respondents agreed with this. And yet another 28.6%
went so far as to highlight their agreement. 11.4% of the respondents overall disagreed with this
statement. That indicates that, in their opinion, the corona virus cannot have an impact on standard
BMA training. There will be some differences because some of the cadets miss training for
extended periods of time owing to various illnesses and injuries. Also, they are exempt from
training throughout that time. So, they have little to do with the likelihood that the outbreak will
impair regular training.

33
Physical Training and the Outbreak.

Figure 5.9. Respondents view on Rate of PT activities during outbreak.

Figure 9 depicts the continuation of the regular PT period following the epidemic. The entire nation
was placed under lockdown following the outbreak in March 2020, including Bangladesh Military
Academy. Training activities slowly resumed after the outbreak, albeit to a restricted extent. A
crucial component of training throughout the program is physical training. Around 68.6% of
respondents said they did not have their normal PT after the outbreak, whereas 25.7% said they
did. The remainder of them answered indifferently. This suggests that a lot of people believe the
PT pattern has altered, which it has. The same PT cannot be performed while following COVID
procedures. Thus, adjustments have to be made to the PT program in order to keep the COVID
protocols. Some of these adjustments include excluding group-related events, such as Fired Man
Lifting, maintaining social distance when participating in events, etc.
The changes or the problem

Figure 5.10. Respondents view on Rate of facing problems due to the changes.

34
Figure 10 shows the pie chart for the cadets who are having issues as a result of the adjustments.
As previously mentioned, about 57.1% of respondents indicated that the adjustments aren't always
favorable from the standpoint of the cadets. A sizable portion receives a range of reactions. Another
25.7% of the cadets believe that pandemic-related changes are the main cause of their concerns.
Just 8.6% of respondents indicated that they have never. Every now and then, everyone else
responded.
Daily Activities during Pandemic

Figure 5.11. Respondents view on Rate of continuing Daily Activities smoothly during pandemic

The pie chart of regular daily activities in the academy during the epidemic is shown in Figure 11.
Over 45.7% of the survey participants chose an unfavorable reaction. Another 40% of respondents
chose a mixed reaction. 14.3% of respondents believe they could carry out their everyday tasks
without difficulty during a pandemic. No one stated that they could always go about their everyday
business without difficulty during the pandemic.
Academic Classes in Online

Figure 5.12. Respondents view on Rate of support in favor of online education.

35
The Bangladesh Military Academy's online education pie chart is displayed in Figure 12. The
academy prepares cadets in terms of their physical, mental, and educational abilities before we get
started. The new honors training program, which is three years long and includes both instruction
material and an honors facility for cadets' higher study, was implemented in 2015. But there is no
connection between online learning and the BMA because cadets are not permitted to use any
technology, including network facilities, without supervision. There are limited internet options
available in the Cyber Café's library. However, following the epidemic from the previous year, the
authorities were forced to devise a plan so that cadets may get educational facilities while adhering
to the corona policy. So, the cadets had access to an online learning system both during lockdown
and during the quarantine. According to the survey mentioned above, 40% of respondents are
opposed to online education. Once more, 37.1% of those surveyed gave their support. The ratios
of the two responses are rather close. The remaining 22.9% provided indifferent feedback.
Online learning or Classroom learning

Figure 5.13. Respondents view on Comparison rate of online class and face to face classes

Hence, Figure 13 continues with the comparison of the academy's online programs and face-to-
face classes after the previous pie chart. What we learned from the study was that a sizable
percentage, 65.7% of the respondents, disputed that they were learning as they had in traditional
classroom settings. One-third of those who responded negatively, or about 22.9% of them, agreed
with this fact. Just 11.4% of respondents provided neutral responses. They were unable to learn as
much in face-to-face classes because to factors including technology, networks, and attention.

36
Cadets contact with each other

Figure 5.14. Respondents view on Rate of communication possibility among cadets during
pandemic period

Figure 14 is a pie chart that illustrates how well the cadets communicated with one another during
the pandemic. Army is a symbol of discipline, and Bangladesh Military Academy cadets are raised
with discipline from an early age. Authorities also make sure that people obey them. The corona
protocol must be followed when the cadets speak with one another during a pandemic, which
makes it difficult for them to converse effectively. Also, students are required to remain in their
rooms and are not allowed to speak to each other during the lockdown period. The cadets who test
positive for corona and have a fever are quarantined separately from the other cadets. Regarding
that, the aforementioned poll on cadets' communication with one another reveals that a significant
portion—around 37.1% of them—gave a mixed reaction, saying they occasionally used it. The
percentage for both Always and Occasional is 25.7. The remaining 11.4% were unable to interact
with other cadets.

Extra-Curricular activities

37
 Figure 5.15. Respondents view on Extra-curricular activities during pandemic period

Figure 15's bar graph displays the extracurricular activities or amusement that the cadets
participated in throughout the pandemic. large percentage Almost 85.7% of respondents believed
that, if the authority let it, they might occasionally use a phone inside the dormitory. For instance,
during lockdown, the weekend of Eid, or when taking online lessons from a dorm. 34.3% of
respondents to the study said they could use phone calls during a pandemic. 11.4% of respondents
chose weekend excursions and different competitions. 14.3% of them had access to movies.
Around 2.9% had purchased city passes. Also, there are various restrictions in this area. Much of
BMA's usual operations were suspended during the initial wave of the pandemic for a few months.
When 84 BMA L/C joined, BMA had resumed much of its usual program. On June 17, 2020, 78
L/C from BMA had graduated. They therefore weren't completely exposed to the revised
curriculum. The actual modified training curriculum is being implemented in the BMA's current
courses. The extracurricular activities were completely out of place in the first wave. Yet, they
might be allowed to use phones in the dormitories.
The Leave system during Pandemic

Figure 5.16. Satisfaction level of cadets on the changed leave pattern.

Figure 16 illustrates a significant fact for the cadets. The academy's administration was forced to
alter the cadets' leave schedule as a result of the outbreak. Similar to how the authorities canceled
two consecutive leaves following the epidemic, they offered an extended end-of-term leave
following the death of 78 BMA L/C. Similarly, they did not allow for a mid-term break in between
as they planned the next cadet leave following the graduation of 79 BMA L/C. The mid-term leave
that was set to begin on 9 April 2021 was then again canceled during the second wave of the corona
outbreak. Life leave is an integral component of being a cadet. According to the leave poll cited
above, 57.1% of respondents are dissatisfied with the new leave system. 17.1% of them are only
little satisfied, while 20% are moderately satisfied. Just 5.8% of the remaining responders, who are
extremely satisfied, which is a relatively small percentage.

38
Helpful Changes or Not?

Figure 5.17. Respondents view on Impact of the changes in tackling COVID 19.

The impact of the changes caused by the corona outbreak in the academy is seen in Figure 17. The
adjustments brought forth by the corona outbreak in the academy, according to 77.1% of the
respondents, were moderately useful.
17.1% of the respondents disputed this fact, and the remaining 5.8% even made a point of it.
Cadets’ evaluation system

Figure 5.18. Viability of cadets’ evaluation system rate among them.

Figure 18 illustrates the effectiveness of the cadets' evaluation system from their point of view.
The academy uses a system of evaluation that lists the cadets according to their seniority in a given
course. As a result, based on their achievement in the academy, they graduate with a BA
(Bangladesh Army) No. Their daily activities will determine how they are rated. Following the
outbreak, several activities had adjustments and were redesigned while still adhering to the corona
protocol. This study reveals that around 48.6% of respondents believe they are being judged
appropriately during this pandemic, whereas 37.1% of respondents disagree with this assertion.

39
Roughly 8.6% of respondents even made a point of emphasizing their agreement, while the
remaining 5.7% made a point of emphasizing their disagreement.
Satisfaction rate of the changes

Figure 5.19. Respondents view on Satisfaction rate of the changes in training curriculum due to
the pandemic

Figure 19 depicts a pie chart with the degree of satisfaction with the modifications made to the
academy after the pandemic began. The study found that 45.7% of respondents were not happy
with the changes brought on by the epidemic at all. Consecutively, the survey's 22.4% and 25.7%
moderately and mildly satisfied respondents. 5.7% of the survey's respondents, or very little of the
total, are extremely satisfied.
Overall Environment of BMA

Figure 5.20. Respondents view on Overall environment of BMA during pandemic period.

Figure 20 displays a pie chart that details the general BMA environment during the epidemic. The
first three answers to the question on how they felt about the BMA environment were quite close.
Average response rate was 34.3%, while both Poor and Excellent responses came from 31.4% of

40
the survey participants. The remaining 2.9% of respondents gave excellent ratings, which is
likewise significantly smaller in number.
Changed training and usual training

Figure 5.21. Respondents view on Comparison of usual training system before the pandemic and

changed training system during the pandemic.

The pie chart for the survey's last question is shown in Figure 21. I then asked them which they
liked better—the regular training program before the epidemic started, or the revised training
program as a result of the pandemic. 77.1% of respondents agreed with the first response. The
remaining 22.9% favored option two. Well, this question has certain restrictions because, starting
with 83 L/C, the cadets were not exposed to the regular training schedule before to the pandemic.
Joined in January 2020 were 83 L/C. Thus, they might possibly have very little experience.

41
 Chapter 6
Future Aspects of the Adjustments

The extremely complex issue of what Bangladesh may face in the future has been made even more
problematic by the Covid-19 pandemic. Bangladesh was the subject of widespread protests about
road safety just two years ago. Previous to then, people were concerned about the increase of
radicalism in the nation and the ruling party's tendency toward authoritarianism. (Mehrand.) Even
while these difficulties may be in the past, there are excellent reasons to be on high alert because
it's possible that they will resurface when the worst of the Covid-19 outbreak has passed There
may be significant unrest once the Covid-19 epidemic is over because to new dynamics during the
pandemic, including growing Sino-Indo competition in South Asia, the economic impact, potential
civilian-military conflicts, and an increasingly harsh response to dissent. Although Bangladesh has
recently experienced few significant rallies or terrorist attacks, unlike the road safety protests two
years ago, it is nevertheless necessary to stay vigilant going forward because even seemingly little
acts can have far-reaching effects. After the COVID-19 epidemic is deemed "finished," its effects
will last for decades. Around 4000 deaths have been reported in one day in India, and there are
currently over 300,000 cases reported everyday (SASKIA V. POPESCU, 2021). COVID-19
continues to complicate responses as the globe tries to comprehend the effects of the new variations
while battling severe vaccination inequality.
The majority of patients with coronavirus disease 2019 (COVID-19) fully recover in a few weeks.
But after their initial recovery, some patients, even those with milder forms of the condition,
continue to experience symptoms. These individuals have been referred to as "long haulers" and
their conditions have been referred to as "long COVID-19" or post-COVID-19 syndrome (Mayo
Clinic Staff, 2020). Sometimes these medical disorders are referred to as post-COVID-19
conditions. These are typically regarded as COVID-19 side symptoms that last for more than four
weeks following a COVID-19 viral diagnosis. Even young, otherwise healthy individuals can
experience symptoms of COVID-19 for weeks to months after infection. Elderly individuals and
those with a variety of major medical issues are most likely to experience persistent symptoms of
COVID-19. Over time, typical warning signs and symptoms include:
• Fatigue
• Shortness of breath or difficulty breathing
• Cough
• Joint pain
• Chest pain
• Memory, concentration or sleep problems
• Muscle pain or headache
• Fast or pounding heartbeat
• Loss of smell or taste
• Depression or anxiety

42
 • Fever
• Dizziness when you stand
• Worsened symptoms after physical or mental activities
The curriculum has undergone numerous revisions, and there may be even more coming soon. But
how will it respond in the upcoming days? There could be two options. (1) In order for COVID 19
to continue to exist, prevention is the only option, hence everyone must adhere to the corona
procedure. Both the world and BMA will continue to undergo these changes. (2) The world will
lose COVID 19. Thank God, if it occurs, the disaster will finally come to a close. There will be
new hope. The previous scenarios will once more be visible. In the case of BMA, what would
happen to the curriculum changes? It cannot be included in any output. There are numerous factors
at play in this case. It is subject to BMA jurisdiction. Likewise, the Bangladesh Army has superior
authority. As I presented my survey and interview to the cadets, I received two different types of
responses. (1) The alterations will continue.
Many of them think that once alterations have been made, they cannot simply be ignored when
the corona dies. Also, it has a past. The human civilisation has continued to advance. It never
turns around. Human civilization evolved to prepare for the conflicts and calamities that were
ahead.
But many of the alterations persisted after the event was over. It is comparable to the
development hypothesis of globalization. We do not just happen to be in the future. We actively
shape it via our deeds and omissions, especially during periods of great upheaval, which this time
unquestionably is.

43
 Chapter 7
Conclusion

Given that the military will likely play a significant role in the COVID-19 pandemic and other
future public health catastrophes, it is important to consider some of the effects of a significant
military presence during the recent Covid flare-up. The military has tremendous resources and has
developed skills for working under difficult conditions. With its different levels and top-down
working styles, decisions can be made quickly, and delays may be avoided by reducing
administrative noise. Nonetheless, in the past, military personnel have demonstrated a tendency to
prioritize Command and Control norms over collaboration and coordination with emergency
partners. This dedication demonstrates how experts and researchers have supported and criticized
the significant military role in light of the COVID-19 epidemic. The authority is having trouble
carrying out regular cadet training across the board, not just in the BMA. Similar issues are being
experienced by other military institutions, such as Sandhurst Military Academy in the UK and
NDA in India. The effects of COVID and military training programs have been felt all across the
world. Although it is too soon to come to any firm conclusions, the military has made enormous
promises to temporarily lessen the emergency's most egregiously horrible effects, and these cannot
be disregarded. Military leaders would be wise to think about ways to stop the spread of COVID-
19.

___________________________

44
 QUESTIONNAIRE DESIGN
1. Gender

a. Female
b. Male

2. Course?

a. 78 BMA L/C
b. 79 BMA L/C
c. 80 BMA L/C
d. 81 BMA L/C
e. 82 BMA L/C
f. 83 BMA L/C
g. 84 BMA L/C

3. Academic background?

a. Honors

b. Engineering

4. Did you get affected by COVID 19?

a. Yes
b. No
5. How many of your fellows got affected by COVID 19?

a. None
b. Few
c. Much
d. Many

45
6. Did/Do you wear mask every time including training activities??

a. Yes

b. No
c. Sometimes
d. As you wish
7. Do you think necessary steps have been taken in the academy for tackling COVID?

a. Slightly

b. Moderately
c. Extremely
8. Has COVID outbreak affected your regular training in BMA?

a. Agree

b. Extremely agree

c. Disagree

d. Extremely Disagree

9. Did/Do you have usual PT after the outbreak of COVID?

a. Yes

b. No
c. Neutral
10. Did/Do you face any problem due to the changes?

a. Never
b. Once in a while
c. Sometimes
d. Always

46
11. Were/Are you able to undergo your daily activities smoothly during this pandemic? a.

Never

b. Once in a while
c. Sometimes
d. Always
12. Do you support online education?

a. Yes
b. No
c. Neutral
13. Are you learning as much now in online classes as you were in face-to-face classes?

a. Yes

b. No
c. Neutral
14. How often did/do you talk to other fellow cadets?

a. Never
b. Once in a while
c. Sometimes
d. Always
15. Which on you could avail during the pandemic?
a. City pass
b. Phone Call
c. Using phone inside dormitory
d. Weekend Outing
e. Movie show
f. Competitions

47
16. Are you satisfied with the extended End Term Leave instead of Mid Term leave due to
the pandemic?

a. Not satisfied
b. Slightly satisfied
c. Moderately satisfied
d. Extremely satisfied
17. How helpful the changes have been in tackling COVID?

a. Not at all helpful

b. Moderately helpful
c. Extremely helpful
18. Do you think you are properly evaluated during this pandemic?

a. Agree

b. Extremely agree
c. Disagree
d. Extremely Disagree
19. Did/Do you feel satisfied with the changes of training curriculum due to the pandemic?

a. Not satisfied

b. Slightly satisfied
c. Moderately satisfied
d. Extremely satisfied

20. How do you feel overall environment of BMA during pandemic?

a. Poor

b. Average
c. Good
d. Excellent

48
21. Which one do you prefer?

a. The usual training curriculum before the pandemic spread out

b. The changed training Curriculum due to the pandemic
22. Do you think if the pandemic finishes then these changes will perish? If yes, why?
(Optional):

…………………………..…………………………..

49
 References

1. ABDULLAH BIN SALIM AL SHUEILI. (2020, May 8). Bangladesh has extended lockdown
by 11 days. Oman Observer.
2. Amritta Nayak Dutta. (2020). Online courses, non-contact sports — how military training is
taking on Covid challenge. The Print.
3. Andrew Rambaut, W. Ian Lipkin, Edward C. Holmes & Robert F. Garry, K. G. A. (2021). The
proximal origin of SARS-CoV-2 | Nature Medicine. The Proximal Origin of SARS-CoV-2.
https://www.nature.com/articles/s41591-020-0820-9
4. Anonymous Staff. (2020). Coronavirus. World Health Organization (WHO).
https://www.who.int/publications-detail-redirect/WHO-2019-nCoV-HCW_advice-2021.1
5. Anonymous Staff. (2021). COVID-19_ Outbreak at Sandhurst military academy after officer
cadets “breach social distancing rules” _ UK News _ Sky News. Sky News.
https://news.sky.com/topic/army-7003
6. Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the
COVID-19 pandemic on life of higher education students: A global perspective. In
Sustainability (Switzerland) (Vol. 12, Issue 20, pp. 1–34).
https://doi.org/10.3390/su12208438
7. B S Dhanoa. (2020). Military training in the times of social distancing _ ORF. Military
Training in the Times of Social Distancing, May.
8. CDC- Centers For disease control and Prevention. (2020). About COVID-19 | CDC. National
Center for Immunization and Respiratory Diseases (NCIRD), Division of Viral Diseases,
September, 1. https://www.cdc.gov/coronavirus/2019-ncov/cdcresponse/about-COVID-
19.html
9. Cennimo, D. J., Bergman, S. J., & Olsen, K. M. (2021). Coronavirus Disease 2019
(COVID19): Practice Essentials, Background, Route of Transmission. Medscape, April.
https://emedicine.medscape.com/article/2500114-overview
10. David J Cennimo, Wiersinga, W. J., & Prescott, H. C. (2020). What Is COVID-19? JAMA -
Journal of the American Medical Association, 324(8), 816.
https://doi.org/10.1001/jama.2020.12984
11. General News. (2020). Indian Army postpones 90 training courses in view of coronavirus
threat _ Business Standard News. Business Standard.
12. Kandola, A. (2020). Coronavirus (COVID-19) origin: Cause and how it spreads. Medical
News Today, 2. https://www.medicalnewstoday.com/articles/coronavirus-causes
13. Khan, A. H., Sultana, M. S., Hossain, S., Hasan, M. T., Ahmed, H. U., & Sikder, M. T. (2020).
The impact of COVID-19 pandemic on mental health & wellbeing among homequarantined

50
 Bangladeshi students: A cross-sectional pilot study. Journal of Affective Disorders, 277(July),
121–128. https://doi.org/10.1016/j.jad.2020.07.135
14. Mayank Singh. (2020). Intake and training in Army affected due to COVID-19 pandemic- The
New Indian Express. The New Indian Express.
https://www.newindianexpress.com/author/Mayank-Singh/19483
15. Mayo Clinic Staff. (2020). COVID-19 (coronavirus): Long-term effects - Mayo Clinic. Mayo
Clinic. https://www.mayoclinic.org/diseases-conditions/coronavirus/in-
depth/coronaviruslong-term-effects/art-20490351
16. Mehra, J. (2020). COVID-19 and the Quad Leap – South Asian Voices. South Asian Voices,
2–3. https://southasianvoices.org/covid-19-and-the-quad-leap/
17. Nabi, M. S., & Shovon, F. R. (2020, May 8). 20-fold rise in Covid-19 cases in Bangladesh
since April 1. Dhaka Tribune.
https://www.dhakatribune.com/health/coronavirus/2020/04/14/20-fold-rise-of-covid-
19cases-in-bangladesh-since-april-1
18. Robertson, R. (2014). Globalization Theory and Civilization Analysis. Globalization: Social
Theory and Global Culture, 17(17), 129–137. https://doi.org/10.4135/9781446280447.n9
19. Ronen Shamir. (2005). Without Borders? Notes on Globalization as a Mobility Regime -
Shamir - 2005 - Sociological Theory - Wiley Online Library. Whiley Onine Library, 16 May.
https://doi.org/https://doi.org/10.1111/j.0735-2751.2005.00250.x
20. SASKIA V. POPESCU, K. K. (2021). New Anti-Tuberculosis Regimen Cures 2 Months
Earlier. Contagion Live, 10 May.
21. TBS Report. (2021). Bangladesh 1st in providing UN peacekeeping mission 2020 Bangladesh
regains 1st place in UN peacekeeping mission The Business Standard. The Business Standard.

51