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16 Apr 2022

Author/Writer: Taief Chisty

Lead Paragraph (Meta Description): I am currently in the US, but we have studied underdeveloped countries' students’ life, who suffered during COVID-19. A special look at Pakistan, India, and Bangladesh.

What is COVID-19?

COVID-19 is a disease that has caused many people to go into seclusion. The symptoms are not easy to notice, but the virus can be spread through touch or contact with bodily fluids.

The virus is highly contagious and has caused a pandemic worldwide. The disease can be spread through touch, contact with bodily fluids, or by droplets from coughing and sneezing.

How is COVID-19 Affecting Students Life around the world?

COVID-19 is affecting student life around the world in different ways. One of the most notable differences is how it is affecting students in high-income and low-income countries. In high-income countries, students have more resources to help them combat the virus, such as plenty of hand-washing stations and ways to debar the virus from coming into contact with those places. However, in low-income countries, these resources are often not available or accessible to all students. Additionally, high-income countries are more likely to require teachers to continue teaching during school closures, while low-income countries are less likely to do so.

While COVID-19 has had a devastating effect on student life in developed countries, the situation is even worse in underdeveloped countries. According to UNESCO, at the Global Education Meeting convened by UNESCO with Ghana, Norway, and the UK on 22 October, "some 15 heads of state and government, close to 70 education ministers and development partners committed to protect education funding and act to safely reopen schools." Furthermore, "9 in 10 countries facilitated access to online learning..."While this is a step in the right direction, much more needs to be done to help students in underdeveloped countries. For example, "6 in 10 countries provided materials to help guide parents in home-based learning " and "4 in 10 countries provided psychosocial counseling to children and caregivers during school closures."

How hard it was for students to study during the covid lockdown

The pandemic has forced schools around the world to close, resulting in students losing nearly four months of education. This is a major issue because there is such a disparity between low and lower-middle-income countries and high-income countries, where six weeks have been lost in school closures.

Low- and lower-middle-income countries are struggling more than other countries to reopen their schools during a the covid pandemic. These students are most likely to delay school openings, have little or no monitoring of their learning loss, attend schools with inadequate resources, and are least likely to be able to access remote learning during a covid lockdown. With fewer resources available to universities in many low- income countries, 31% of lower-middle and low-income countries have already experienced or anticipated budget cuts for the current or next fiscal year

The Global Education Meeting convened by UNESCO with Ghana, Norway, and the UK on 22 October had some 15 heads of state and governments commit to protecting education funding in the wake of COVID-19. The study notes that many countries are not prepared for a possible terrorist attack on schools and highlights the need for all countries to include remote learning in their education response plans. Many countries have facilitated access to online learning, predominantly through mobile or providing internet at subsidized rates.


The pandemic has forced students around the world to take their education into their own hands. While many countries have opted for remote learning, the methods and effectiveness of this approach vary greatly from country to country. Out of the 109 countries studied, 90 facilitated access to online learning in some way, with the most common method being mobile phone use or providing internet at subsidized rates.However, only 60% of these countries provided materials to help guide parents in home-based learning. Additionally, 40% of these countries offered psychosocial counseling services to children during school closures. This leaves a large number of students struggling without the necessary support they need.

Impact of COVID-19 on student life when their loved one died

 The COVID-19 pandemic has had a devastating impact on students all over the world, with many losing family members and friends. However, there is a lack of support for these students as they try to continue their education. Many organizations are not taking into account the psychological trauma that these children have experienced and are not providing them with the necessary tools to continue learning.

Education activity during the Pandemic

 The two main tools for education during the pandemic have been remote and alternative learning. Remote learning, which can be done through television, telephone, or internet connection, allows students to stay in their home environment while receiving instruction from a teacher. Alternative learning, such as independent study or home- based schooling, removes the student from the traditional educational setting and provides them with work that is tailored to their academic level.

Online learning has become increasingly popular in recent years as technology has progressed. However, it does come with its own set of difficulties. For one, not all students are familiar with using electronic devices for learning and may require additional support in this area. Additionally, many schools do not have enough bandwidth to accommodate large numbers of students who are working online simultaneously.

The time students spent on education or communicating with other students and teachers decreased once the pandemic began. This is likely due to the fact that many families were forced to cancel travel plans and stay home in order to avoid catching the virus. It is also possible that some students felt uncomfortable or anxious about attending school during a time when there was so much uncertainty surrounding the pandemic.

On average, students use social media for educational purposes (e.g., looking up information) much more than they do in schoolwork or communication with peers. The increase in the amount of time spent on social activities is what illustrates that education becomes less important during a pandemic as opposed to before it starts. Educators have noted that many children who take up online learning are unprepared for the transition and require some time to adjust. The majority of 15-year-old students generally use digital devices out of school for leisure activities, such as chatting with friends, watching videos, playing games, etc., but not for studying.

The study found that there is no digital divide in this study because all students have access to appropriate devices but the quality of the time spent varies based on the type of device and type of activity. The literature assumes that poor students can access suitable digital devices, which is not always true. 16% of eighth-graders do not have a desktop or laptop computer at home. There is a lower-than-expected number of home- schooled students (3% in 2016).

Significance of the Study

The study was conducted to learn more about the COVID-19 pandemic and involved nine countries. The months in which it was conducted are listed here as of May and July 2020. "Online survey" is what the study involved - that's why some of these countries were listed as taking part because they did not conduct interviews on their own but through an online survey instead. The study recruited students from four different countries.

The study was conducted by professors and researchers in their respective countries to answer a particular question - what is the significance of this? The study found that the COVID-19 pandemic has had a significant impact on student life around the world. Russia, Germany, and Israel were all selected for different reasons - Russia because it is one of the most affected countries, Germany because it is a large country with many universities, and Israel because it is geographically close to Italy and Italy had the highest number of cases.

The study, which included 148 universities from Turkey and 110 of which were from Turkey, aimed to explore the student's life around the world. Additionally, 6 Turkish institutions were involved in the research project. Out of these, 142 participants were from Colombia and 13 participants were from El Bosque University. The sample in Germany was composed of only university students who were eligible to win a 20 EUR Amazon gift card.

Learning in a pandemic environment

The transition to remote learning has had a significant effect on the study's results - with a decrease in test scores and an increase in dropouts. The researchers used a new database, which was created based on existing Mexican data. They were then able to use census data and national statistics on COVID-19 incidence to estimate the effects of education during the pandemic. The study accounts for the attenuation capacity of households by considering parental educational attainment and economic resources.

There is a great deal of regional variation when it comes to the effects of COVID-19 on student life. Our study found that the South is experiencing a loss three times as large as that of the Centre region. Additionally, Africa and Asia experienced significant regional variation in impacts, highlighting the need for greater coordination at this scale.

A special look at student life in Pakistan, India, and Bangladesh during COVID-19

The COVID-19 pandemic has caused massive disruptions in societies and economies all over the world. This has had a particularly devastating effect on students in underdeveloped countries. The world was experiencing a learning crisis even before COVID-19 became law. At the peak of school closures in April 2020, 94 percent of students were out of school worldwide. Most early childhood education institutions are closed, and there is no end in sight to this uncertainty for students studying across countries

Sadly, the COVID-19 pandemic has had a negative impact on student life in Pakistan, India, and Bangladesh. Disadvantaged groups, such as children with disabilities and the homeless are less likely to access learning materials and return to school. For example, this photo shows a high school student wearing a mask sitting in a classroom during the COVID-19 pandemic. In light of this situation, the COVID-19 conference provides a unique opportunity to learn about student life in Pakistan, India, and Bangladesh.

Pakistan, India, and Bangladesh are three countries that were recently hit hard by the COVID-19 pandemic. The disease has had a devastating effect on student life in these countries, as disadvantaged groups are less likely to have access to remote learning materials or to return to school post-crisis. During the COVID-19 conference, however, it was evident that the students from these countries are just as diverse as their counterparts in other parts of the world. The talks and workshops that took place during the conference provided a unique opportunity to learn about student life in these countries.

Bank loans are difficult to obtain

The World Bank has responded to the pandemic immediately by increasing its support for COVID-19 response investments in 62 countries. The Bank has a portfolio of $20.6 billion and is providing education financing for the largest figure ever at $5.3 billion.

The pandemic has had a large impact on student life

The pandemic has had a large impact on student life. Many students were supported by internet access, devices, learning management systems, adaptive learning software, and remote home environments with parents or hired professionals to support their education. However, it has been found that student learning has been reduced by 8 months on average since the start of COVID-19. There are disparities across and within regions and countries in terms of how much student learning is lost due to COVID-19.   In the Philippines, Pakistan, India, Bangladesh, and Indonesia, students might be more than a year behind where they would have been had it not been for the pandemic.

The impact of COVID-19 on student life

COVID-19 has had a significant impact on student life all over the world. While some countries have been able to reopen their schools, many are still facing issues such as delayed openings and a lack of resources necessary for safe operations. Additionally, data from COVID-19 has shown that in nearly three-quarters of countries worldwide, students have experienced an increase in school attendance and a decrease in dropout rates during the implementation period (2017).

The level of education in different countries

The level of education in different countries varies significantly. This study looked at university students from nine different countries and found that the mean level of life satisfaction differed between participants from different countries, with a large effect size. There are eight other countries that were not included in this study and it would be interesting to see how their scores compare.

Student satisfaction with their schooling

Russian students have significantly lower life satisfaction than those from the Czech Republic, Germany, and Colombia. This may be due to a number of factors, such as differences in the education system, social environment, or quality of life. Similarly, students from poor or underdeveloped countries had very less satisfaction from developed countries.

What challenges students in these countries are facing?

There are a lot of challenges for Pakistan, India, and Bangladesh students like:

  • Suddenly New Education System
  • Internet Problem
  • Lack of resources
  • Poor educational system
  • Transport blockage

How Covid-19 gave the chance students to start small businesses

Covid-19 had a significant impact on small businesses, with many struggling to recover. This article provides insight into the economic impact of COVID-19 on small businesses, based on a survey of 5800 small businesses. While digital formative assessments could help determine in real-time what students know and where they may have gaps, more relational tactics such as teachers taking the time to connect with each child around simple reading assessments can rebuild relationships and connectivity.

Covid-19 has provided a unique opportunity for students to start small businesses. This has helped them learn essential skills and knowledge, which would otherwise be difficult to acquire. It was low-cost, fast, and easy to carry out evaluations of student learning.

Indeed, the pandemic afforded students a unique opportunity to start small businesses. This gave them a chance to catch up on lost learning and close equity gaps. In addition, Covid-19 provided a support system for students who needed it most.

According to a survey, most students learned online courses and move forward to freelancing. According to "SimilarWeb" data there are more freelancers in Pakistan, India, and Bangladesh as compared to all over the world. The number of freelancers increased during COVID-19.

How can we help students in underdeveloped countries during this time of crisis?

During a time of global crisis such as COVID-19, it is important to assess the needs of all students in order to provide them with the best possible support. One way to do this is through diagnostic assessments, which are tests designed specifically to identify the strengths and weaknesses of students. These assessments should be used in conjunction with curriculum-embedded assessments, which are tests that are integrated into the regular curriculum. School districts and broader education systems must prioritize both diagnostic- and curriculum-embedded assessments in order to get a complete picture of each student's needs. Using diagnostic tests to assess the needs of the pandemic can provide a model for future use in times of crisis.

We can help students in underdeveloped countries during this time of crisis by providing more flexible and personalized interventions for them. This will require more, better, and more Online instruction needs to be better tailored (especially for those who are least prepared), of high quality, and accessible to all students.

When it comes to helping students in underdeveloped countries during the COVID-19 pandemic, more flexible and personalized interventions will require better investments in professional development for teachers. This is so that they are able to deliver personalized learning plans for their students. The crisis has created serious challenges to students' well-being and development that require a response focusing on their social and emotional learning, health, and well-being. Schools should support students' emotional and social development by increasing the amount of time to learn and the quality of the education. This can be done by implementing long schedules and summer enrichment programs, as well as building smaller teacher class sizes. Moreover, online instruction needs to be better tailored to the needs of each student, making sure that it is high-quality and accessible to all. In order to achieve this, districts and teachers must apply an "equity lens" when targeting tools and resources.

  • Improving Education and Learning Resources
  • Activities To Keep Students Busy and Engaged
  • Bank Accounts for students in Underdeveloped Countries


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