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Like many other nations, the Government of Bangladesh (GoB) is having colossal difficulties managing the continuity of its development efforts in the milieu of COVID-19 pandemic. Widespread resource gap is evident for development budget due to significant diminution of revenue from readymade garments (RMG) and remittances, volatility in capital market, constant increase in trade deficit and reduction of foreign currency reserve, increase in debt and lack of investor confidence. A new horizon of relationship with development partners (DPs) will matter more than ever before. Regrettably, recent experience with collaborative mechanisms such as Local Consultative Group (LCG) and LCG Sector Working Group (LCG-WG) does not support high-impact relationships in terms of result-oriented development effectiveness. Arguably, the international shift of the development community from aid to development effectiveness agenda in 2011 also contributed to country-level motivation of Government and DPs for closer collaboration. In this backdrop, the COVID-19 crisis makes a strong call to both Government and DPs to change their business for improved development results. This chapter, therefore, examines the issues that impede development effectiveness and governance related to the Government as well as DPs. The study observe that the DPs and GoB don’t represent a horizontal relationship to implement the development effectiveness agenda in Bangladesh mainly because of dominant attitude, lack of alignment and harmonization and accountability of DPs and weak policy, institution and leadership of GoB. However, COVID-19 economic crisis makes a renewed call to both DPs and GoB implement the development effectiveness agenda, addressing existing issues and improve the management of development finance to increase economic growth and improve life of the people.

The COVID-19 pandemic has dramatically transformed higher education policy and practices across the globe, including Bangladesh. Higher education institutions (HEIs) were forced to deliver teaching and learning online. This chapter discusses the impact of the COVID-19 pandemic on teaching and learning practice in higher education in Bangladesh and highlights the cultural transformation of policy and practice. In addition, it proposes future directions on how to be prepared and addresses the challenges of emergencies and draws implications of the findings beyond the national context. In the beginning of the pandemic, most universities in Bangladesh had to initially shut down their operations without offering any alternatives. However, a number of universities gradually rolled out some online teaching and learning activities as the lockdowns kept extending. A large portion of the HEIs struggled to continue their online teaching and learning due to the lack of resources, i.e., devices, technological skills and training, lack of policy, negative mindset, poor network infrastructure, and high cost of internet. This unprecedented situation ushered in by the pandemic showed the lack of preparedness and below-par capacity to respond to emergencies for the continuation of higher education in Bangladesh. Furthermore, it highlighted that improving the higher education sector requires tremendous effort from the government, researchers, policymakers, practitioners, the universities, and other industries directly or indirectly related to the sector.