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Top1. Introduction
A To-let was hanging on the Wall, capturing with bold letters, the kindergarten will be traded by amount hashtag, and whoever concerned should deal with the owner. A stumbling and shocking query arose on mind, what will be the future of the thousands of students of that school? That is a scenario of only one school in Bangladesh, but the countdown might be many more. Despite countries’ efforts of those involved in the learning process, the readiness of young children to attend school remains a crucial but uncertain, nuanced, and perhaps overlooked construction. The threat of COVID-19 has come on the world with such ferocity that practically every aspect of human life has been caught off guard. Carlson (2020) explained the consequences of Covid-19 among child, adolescents as well as young individuals. The world economy has been blighted by the outbreak of Coronavirus (Duan, 2020) and worsen social activities; furthermore, education is not an exception, (Qiu et.al. 2018). It has had a negative impact on the worldwide education landscape, resulting in the closure of a large number of schools, institutions, and universities (the daily star, 2020). According to a report published by the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2020), Covid-19 has forced the closure of schools and other educational institutions in 188 nations. A total of 1,543,446,152 students are affected by this closure, accounting for 89.5 percent of all registered students. Bangladesh has also faced the consequences since the second week of March. Despite several creativities, thousands of students cannot participate in some worse ways to ring. They might have no access to television. Thousands of questions are rounding in our minds. Students' and instructors' psychological preparedness is critical for every country. Before COVID-19, education technology had already experienced rapid expansion and adoption, with worldwide edu-tech investments reaching US$18.66 billion in 2019 and the whole industry for online education expected to reach $350 billion by 2025. Obviously, school readiness for emotional learning is not a national priority. A cluster analysis has been worked on two groups of students of higher secondary level that contradicted with student’s readiness for cyber learning. Particularly emphasized on technological availability, skills on prior electronic device, tension, excitement and maintain capacity, (Handel et. al., 2020, Kim, 2019 and Stephan et. al., 2019). The present situation demonstrates the insufficient framework for the enforcement of rights because it masks its reality of progress under the concepts of indirect enforcement and progressive realization.
The catastrophe of COVID-19 has modified the standard of interpreting the case law on human rights. Compared to many of these individual rights, the right to education is constantly being replenished and repealed within the context of statistical economic goals and emergencies in public health. It sounds as though the importance of this study is crucial in today’s country perspective that secondary level students are organized for online learning and, there is no specific research on these recent active issues. Work on these several factors; the need for attention is the accessories and necessary technical expertise accessible and adaptable for the students? Due to Covid-19, the psychological readiness for online learning of the secondary level students will affect them academic performance during covid-19 period? Will they be able to return to schools or else drop out?