In Bangladesh, "session jam" denotes the inability of public universities to maintain measures ensuring students' timely graduation. This prolonged disruption significantly hinders the academic functioning of universities, often stemming from extended closures due to political unrest or violence. Session jams result in delays in students' progress through their academic programs, impacting the overall educational landscape of the institutions involved.
Published in Chapter:
Digital Transition and Transformation of Higher Education in Bangladesh: Learning From the COVID-19 Crisis Through a Socio-Cultural Lens
M. Mahruf C. Shohel (University of Roehampton, UK),
Md. Ashrafuzzaman (Bangabandhu Sheikh Mujibur Rahman Digital University, Bangladesh), Mahbub Rahman Sofin (Education Research, Bangladesh), Sumaya Rahman Mitu (University of Dhaka, Bangladesh), and Tasnia Rubayet (University of Chittagong, Bangladesh)
Copyright: © 2024
|Pages: 24
DOI: 10.4018/979-8-3693-5483-4.ch012
Abstract
The COVID-19 pandemic had a transforming impact on practices in every sector across the globe. During the lockdown, higher education in Bangladesh went through a transition and transformation in formulating policy and practice. This book chapter explores the higher education landscape of Bangladesh to understand socio-cultural and historical impacts on decision-making and practice despite the substantial academic losses incurred for many students due to delay in decision-making and choosing the alternative. When the COVID-19 pandemic struck, initial expectations within the government and educational bodies leaned towards its temporary nature. However, as the pandemic persisted, private higher educational institutions were compelled to pivot to emergency remote teaching and learning methods, placing significant pressure on public universities to follow suit. Eventually, the government endorsed the continuation of higher education activities, albeit initially without assessment permissions. This chapter presents the challenges, lessons learned, and the transformation of higher education in Bangladesh during this emergency, shedding light on the digital transition and transformation that took place in response to the unforeseen educational challenges and changed people's views about digital teaching, learning and assessment.