Letter of Transmittal

Dr. Md. Kamal Uddin

Professor
Department of International Business
University of Dhaka

Subject: Submission a Report on “Covid-19 impact on higher education in Bangladesh”

Dear Sir,
With due respect, we have prepared this report on the Covid-19 impact on higher education in
Bangladesh. This comprehensive study examines the far-reaching effects of the Covid-19
pandemic on the higher education sector. The report delves into various aspects, including the
shift to online learning, challenges faced by students and faculty, effectiveness of assessments,
availability of mental health support, government response, and technological integration.
The research results and analysis contained within this report offer valuable insights into the
current landscape of higher education amidst the pandemic. It is our hope that this report will
inform decision-making processes, policy formulation, and strategic planning within your
esteemed organization.
We are always available to answer any questions regarding this report.
We request apologies for any errors that might be found in this report, regardless of our best
efforts.

Sincerely,
Taspia Farha
On behalf of my team.
Executive Summary
The Covid-19 pandemic has caused unprecedented disruptions in various aspects of human life,
including education, posing significant challenges for educational institutions worldwide.
Campuses have been closed, and the shift to online teaching and learning has become necessary.
Internationalization efforts in education have also experienced a significant slowdown. In
Bangladesh, the pandemic has affected around 46,90,876 students in 2020, bringing educational
activities to a halt (New Age, 2021). Despite these challenges, Higher Education Institutions
(HEIs) in Bangladesh have responded positively, implementing measures to ensure the
continuity of teaching, research, and societal engagement during the pandemic. This article
focuses on the major impacts of Covid-19 on HEIs in Bangladesh and highlights the measures
taken by educational authorities and HEIs to ensure uninterrupted educational services during the
crisis. The pandemic has also led to the emergence of new modes of learning, perspectives, and
trends, which are likely to continue shaping the future of higher education in Bangladesh. The
article outlines some post-Covid-19 trends that can reshape the teaching and learning landscape
in higher education and provides valuable suggestions for carrying out educational activities
during the ongoing pandemic situation.
Table of Contents
Introduction.................................................................................................................................................1
Literature Review........................................................................................................................................2
Methodology...............................................................................................................................................3
 Sample Design:................................................................................................................................3
 Data Collection Procedure:..............................................................................................................3
 Data Processing and Analysis:.........................................................................................................3
Results.........................................................................................................................................................4
 Online Learning...............................................................................................................................4
 Assessment and evaluation..............................................................................................................6
 Mental Health and wellbeing...........................................................................................................7
 Government and Institutional support..............................................................................................9
Major findings...........................................................................................................................................10
Limitations................................................................................................................................................11
Conclusion.................................................................................................................................................12
Reference...................................................................................................................................................13
Introduction

According to the World Health Organization (WHO), the declaration of Covid-19 as a pandemic
on March 11, 2020 had far-reaching consequences for individuals worldwide (WHO, 2020).
Bangladesh, like many other nations, responded by implementing lockdown measures and
restrictions to control the spread of the virus. For almost 82 weeks, the government enforced a
nationwide lockdown, resulting in the closure of educational institutions across the country, as a
means of safeguarding public health and minimizing the transmission of the virus within
educational settings.

The education sector in Bangladesh has been significantly impacted by the Covid-19 pandemic.
UNESCO reports that approximately 46,90,876 students and youths in Bangladesh have
experienced disruptions to their education due to the outbreak, leading to the closure of schools,
colleges, and universities (New Age, 2021). This disruption has affected various aspects of the
educational process, including academic learning and other educational activities.

The closure of educational institutions has presented numerous challenges for students, teachers,
and educational authorities in Bangladesh. Although some institutions have tried to adapt to
online learning and virtual platforms, technology and internet connectivity remain key obstacles,
especially in rural areas. Bangladesh's population lacks internet connection and e-learning
facilities, hampering online education initiatives. The COVID-19 pandemic has also affected
student and faculty mental health. The higher education community's mental health has suffered
from loneliness, pandemic fear, and new learning methods.

Despite these limitations, the COVID-19 epidemic has forced the Bangladeshi education sector
to embrace technological advances and innovations. Online learning and virtual learning
environments have forced institutions to integrate technology.

This study examines how COVID-19 has affected higher education in Bangladesh. This study
helps policymakers, educational institutions, and stakeholders understand institutional issues,
mitigation options, and student learning results and mental health. The insights will help manage
the crisis and build a stronger and more adaptable higher education system.

1
Literature Review

The effects of COVID-19 have reached all levels of education in Bangladesh, from elementary to
university. Various unprecedented social distancing measures implemented by the government of
the country to prevent the spread of the disease. The present qualitative study highlighted the
impact of COVID-19 pandemic on higher education in Bangladesh.

One of the primary challenges faced by higher education institutions during the Covid-19
pandemic is the rapid shift to online learning which causes challenges like limited access to
internet connectivity, particularly in rural areas, has hindered the successful implementation of
online learning modalities. The digital divide has resulted in disparities in student access to
technology and resources, affecting the quality and effectiveness of education delivery (Islam et
al., 2021).

The transition to online learning has also raised concerns about the validity and reliability of
assessment and evaluation methods which highlighted the challenges faced by higher education
institutions in Bangladesh in conducting fair and secure online examinations. It emphasized the
need for alternative assessment strategies to ensure the credibility and integrity of evaluations in
a virtual learning environment (Ahmed et al., 2020).

The Covid-19 pandemic has had a significant impact on the mental health and well-being of
students and faculty members. A study on the psychological impact of the pandemic on higher
education students in Bangladesh and found increased levels of stress, anxiety, and depression
(Rahman et al., 2021). It emphasized the importance of providing mental health support and
counselling services to mitigate the negative effects on students' well-being.

The Covid-19 pandemic has exposed gaps and limitations in the existing policies and governance
structures of higher education in Bangladesh. The role of policy in managing the crisis and
highlighted the need for comprehensive guidelines and support from government authorities to
address the challenges faced by institutions and ensure the well-being of students and faculty
(Islam et al. 2020).

2
Methodology
 Sample Design:

This research employs a purposive sampling technique to ensure a diverse representation of

perspectives. The sample consists of 100 students, 5 faculty members from 10 public and private
universities in Bangladesh. The selection criteria consider different disciplines, academic levels,
and university types, providing a comprehensive understanding of the impact of Covid-19 on
higher education in Bangladesh.

 Data Collection Procedure:

Data collection utilized a combination of quantitative and qualitative methods. For students and
faculty members, an online survey administered through a secure and confidential platform. The
survey link was shared via university communication channels, and participants were encouraged
and requested to participate voluntarily so that we can gather insights into their experiences and
perspectives related to the impact of Covid-19 on higher education.

 Data Processing and Analysis:

3
Results
 Online Learning
According to our survey, a significant majority of participants, comprising 92.9%, reported that
their institutions went through a transition to online learning during the Covid-19 pandemic. This
is showing that the educational landscape has changed significantly as a result of the challenges
brought by the pandemic. We can see about 7.1% of the students who participated in the survey
said that their educational institutions did not embrace online education.

Based on our recent survey, participants were asked to rate their overall experience with online
learning, and the results indicated a mixed response. Among the respondents, 45.2% rated their
experience as average, while 31% expressed dissatisfaction, describing it as poor. On the other
hand, 21.4% of the participants reported a positive experience, stating that their online learning
experience was good. The relatively high percentage of respondents rating their experience as
average implies that many individuals found online learning to be a satisfactory but not
exceptional substitute for traditional in-person education. The sizeable proportion of participants
expressing dissatisfaction with online learning (31%) highlights the challenges and limitations
associated with this mode of education. On a more positive note, the 21.4% of respondents who
rated their online learning experience as good suggest that some individuals were able to
navigate the virtual learning environment effectively, possibly benefiting from supportive
resources, engaging instructional materials, and interactive platforms.

4
The major challenges faced by individuals with online learning, and the results shed light on
several key issues. The largest percentage of respondents, comprising 69%, reported limited
interactions with peers and faculties as a significant challenge. This suggests that the absence of
in-person interactions during online learning may have hindered collaboration, discussions, and
the overall sense of community. Another prevalent challenge highlighted by 59.5% of
participants was limited internet connectivity. The survey also revealed that 54.8% of
respondents faced a lack of necessary technological resources. This indicates that some
individuals may not have had access to essential devices, such as computers or laptops, or the
required software and applications, making it difficult for them to fully engage with online
learning platforms. Approximately 35.7% of participants reported difficulties in accessing course
materials, indicating challenges related to navigating online platforms, finding relevant
resources, or experiencing technical issues that hindered their ability to retrieve necessary
materials for their studies. Lastly, 23.8% of respondents cited other problems indicating the
presence of additional unique challenges faced by individuals during online learning.

5
  Assessment and evaluation

In our survey, respondents were asked about the methods used for assessments and evaluations
during the online learning period. Among the respondents, 45.2% reported that online exams
were used as a means of evaluation. This suggests that institutions adapted by transitioning
traditional in-person exams to online formats, enabling students to demonstrate their
understanding and knowledge through digital assessment platforms. A majority of participants,
comprising 69%, mentioned that assignments and projects were utilized as assessment methods
during the online learning period. A smaller percentage of respondents, approximately 7.1%,
indicated that alternative assessment methods were employed. This could include methods such
as online quizzes, discussions, group work, or interactive activities tailored to the virtual learning
environment. Importantly, 16.7% of participants stated that the question was not applicable to
them, indicating that they did not face any online assessment or evaluations.

Participants were asked about the difficulties they face regarding assessment integrity or fairness.
We got mixed result as some of them said it was fair assessment but most of the participants
didn’t agree. They elaborated that they were lacking proper interaction, governance was not that
good and it was easy for the students to take unfair means in this assessment process. Faculties
said they faced difficulties as our network infrastructure was not good enough and it was quite
difficult to reach every student.

6
  Mental Health and wellbeing

Participants were asked if they experienced any negative impact on their mental health and
wellbeing during the Covid-19 pandemic. Majority of the students responded yes. It was their
financial and physical breakdown, insomnia, boredom, depression, loneliness, stress and so on
which negatively affected their mental health.

According to our recent survey, participants were asked about the availability of mental health
support services during the pandemic. The results indicated that a significant majority of
respondents, accounting for 73.8%, reported a lack of readily available mental health support
services. Conversely, 26.2% of participants indicated that such services were accessible to them.

These findings suggest that a considerable portion of individuals faced challenges in accessing
the necessary mental health support during the pandemic. The pandemic has had a profound
impact on mental well-being, with increased levels of stress, anxiety, and depression experienced
by many individuals due to various factors such as social isolation, fear, and uncertainty.

Among the participants, 60% expressed that the mental health support services provided by their
institution were not effective. This finding suggests that a significant number of individuals felt
that the support services did not adequately meet their needs or address their mental health
concerns. This could be attributed to factors such as limited resources, insufficient accessibility,
or a mismatch between the services offered and the specific needs of the individuals.
Additionally, 25.7% of respondents reported a moderate level of effectiveness, indicating that
while the mental health support services provided by their institution were somewhat helpful,

7
there was room for improvement. On a more positive note, 14.3% of participants found the
mental health support services to be very effective. These individuals reported that the services
provided by their institution were helpful in addressing their mental health concerns, suggesting
that certain institutions have been successful in providing effective support to a portion of their
population.

8
  Government and Institutional support

In our survey, participants were asked about their level of satisfaction with the government's
response and policies regarding higher education during the pandemic. The results revealed a
diverse range of sentiments among respondents. A small proportion of participants, comprising
9.5%, expressed being very satisfied with the government's response and policies. Additionally,
11.9% of respondents reported being somewhat satisfied, indicating a moderate level of
contentment with the government's response and policies. A significant percentage of
participants, approximately 35.7%, indicated a neutral stance. This suggests a lack of strong
opinion or ambivalence regarding the government's response and policies. Individuals in this
category may have had mixed experiences or felt that the government's actions had both positive
and negative aspects. On the other hand, 16.7% of respondents expressed being somewhat
dissatisfied with the government's response and policies. This group of individuals likely felt that
the measures taken by the government did not fully address the challenges faced by higher
education institutions or that certain policies fell short of their expectations. The largest
percentage of participants, comprising 26.2%, reported being very dissatisfied. This indicates a
high level of discontent with the government's response and policies regarding higher education
during the pandemic.

They also added their Institutions were quite supportive during the online learning period.
Teachers tried their best to reach students, provided necessary materials, institutions provided
students with internet pack, mobile recharge and so on. Many institutions granted loan to
students to buy mobile phones and other necessary devices.

9
Major findings

10
Limitations
This study has some potential limitations-

1. The findings of this study may be limited in their generalizability due to the specific
sample design and geographical focus on higher education in Bangladesh. The results
may not be representative of the entire population of higher education institutions
globally or in other countries.
2. The sample size may not fully capture the diversity and nuances of the impact of Covid-
19 on higher education in Bangladesh.
3. This report has done within a short period of time and limitation of time restraint from
collecting more detail and accurate information.
4. The qualitative analysis of the study relies on the interpretation of researchers,
introducing the potential for subjective biases and interpretations. Despite efforts to
maintain objectivity, researcher subjectivity may influence the analysis and findings.
5. The study assumes access to online platforms and technologies for data collection,
potentially excluding individuals who do not have reliable internet access or
technological resources.

11
Conclusion

12
Reference

Ahmed, S., Hasan, M., & Hossain, M. (2020). Challenges and Opportunities of Online
Examinations in Higher Education in Bangladesh During COVID-19 Pandemic. Journal of
Education and e-Learning Research, 7(1), 123-130.

Islam, M. S., Saha, A., & Rana, M. M. (2020). Covid-19 Pandemic and Education System:
Challenges and Implications of Remote Education in Bangladesh. International Journal of
Psychosocial Rehabilitation, 24(8), 4998-5008.

Islam, M. T., Hossain, M. B., & Khan, M. A. (2021). A Study on Online Education Amidst
COVID-19 Pandemic in Bangladesh. Education and Information Technologies, 1-23.

New Age (2021) Number of university students in Bangladesh drops in ’21, New Age | The Most
Popular Outspoken English Daily in Bangladesh. Available at:
https://www.newagebd.net/article/191793/number-of-university-students-in-bangladesh-drops-
in-21

Rahman, M. M., Ferdous, M. Z., & Islam, M. N. (2021). Psychological Impact of the COVID-19
Pandemic on Higher Education.

WHO (2020) Coronavirus disease (covid-19) pandemic, World Health Organization. Available
at: https://www.who.int/europe/emergencies/situations/covid-19

13