Exploring faculty perception on the COVID-19 imposed shift in higher education of Bangladesh: A neoliberal analysis

In response to the COVID-19 crisis, governments all around are producing new policy provisions to mitigate the learning gap. Based on the new policy provision, universities switched to online education because social distancing was necessary to stop community transmission of the virus (Crawford et a...

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Bibliographic Details
Published inPolicy futures in education Vol. 20; no. 4; pp. 509 - 523
Main Author Ahmed, Sabrina
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.05.2022
Subjects
Access to Education
Achievement Gap
College Faculty
College Students
COVID-19
Distance Education
Educational Change
Educational Policy
Employment Opportunities
Foreign Countries
Higher Education
Labor Market
Neoliberalism
Online Courses
Pandemics
Pedagogical Content Knowledge
Policy Analysis
Political Influences
Social Differences
Social Mobility
Socioeconomic Influences
Special Issue: Covid-19 and Crises of Higher Education: Responses and Intensifying Inequalities in the Global South
Teacher Attitudes
Technological Literacy
Bangladesh
higher education
neoliberalism
COVID 19
policy response
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Summary:In response to the COVID-19 crisis, governments all around are producing new policy provisions to mitigate the learning gap. Based on the new policy provision, universities switched to online education because social distancing was necessary to stop community transmission of the virus (Crawford et al., 2020). This study aims to explore how faculties perceive the effect of higher education policy response on Bangladeshi students. The paper identifies cost-sharing approach, disregard of policy context, encouragement of global job market competition, decentralisation of management, digitization of education, and individual responsibility as neoliberal features of emergency response. The data were critically analysed to understand the effect of neoliberal features of the emergency response on the university students of Bangladesh from the faculty perspective. The paper argues that the policy response is failing to address the learning gap of the students. Moreover, the implementation of this policy is generating more challenges for students by strengthening the root of social inequality and hindering social mobility.
ISSN:1478-2103
1478-2103
DOI:10.1177/14782103211052151