Can online higher education be an active agent for change? —comparison of academic success and job-readiness before and during COVID-19

Alam, Gazi Mahabubul; Parvin, Morsheda

doi:10.1016/j.techfore.2021.121008

Cited by 55 publications

(39 citation statements)

References 34 publications

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“…In doing so, public policy should regulate a particular sector, so that certain goals are targeted, as suggested by Downes (2004) and Aiking and Boer (2004). Critics argued that such an “orthodox theoretical model” remains essentially focussed on quantitative outcomes at the cost of qualitative attributes (Adelman et al , 2008; Ejaz et al , 2012; De Bernardi et al , 2020; Alam and Parvin, 2021). They further noted that this type of policy cannot be sustained in the long term.…”

Section: Discussionmentioning

confidence: 99%

“…The second school of thought asserts that a stakeholder-driven public policy could address the operational crisis and create a sustainable outcome (Bonetto and Monaco, 2018; Chutani, 2012; Lambie-Mumford and Dowler, 2014; Alam and Parvin, 2021). This approach is considered for policies related to public welfare (Alam and Parvin, 2021; Regmi and Paudel, 2016). The agendas of education and food security are the most important elements of public welfare and the social safety net (Griffith, 2006; Alam, 2021; Alam and Parvin, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…This approach is considered for policies related to public welfare (Alam and Parvin, 2021; Regmi and Paudel, 2016). The agendas of education and food security are the most important elements of public welfare and the social safety net (Griffith, 2006; Alam, 2021; Alam and Parvin, 2021). We have discovered a stakeholder-driven public policy framework will ensure that there is good coordination amongst different stakeholders involved.…”

Section: Discussionmentioning

confidence: 99%

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Supporting youths to continue further education in emerging nations: food for education intervention or education for food policy?

Alam

Sulaiman

2021

BFJ

Self Cite

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PurposeFood security for students is very important if they are to achieve both quantitative and qualitative success in their education and later career. Consequently, “food for education (FFE)” intervention is provided for poorer students who are in primary school in many developing countries. This has helped to achieve the objective of universal education. In absence of a food security programme from the secondary provision, students from poorer families are forced to discontinue their education. For this reason, the success of FFE intervention has been criticised as unsustainable. This paper aims to explore a food security model that can lead to the sustainable development of education in developing nations.Design/methodology/approachThis qualitative study collected primary data from students who were being educated in Bangladesh and receiving “FFE” intervention. In total, 576 respondents (equal number of boys and girls) were selected from six schools located in urban and rural areas. Secondary data were accessed from the archives of the Bangladesh Bureau of Educational Information and Statistics (BANBEIS) and the World Bank. The paper adopts a descriptive analysis method for primary and secondary sources to report the findings.FindingsFree schooling supported by “FFE” intervention is the key to achieving education for all (EFA) targets. Since its inception, 93% of students who received an FFE intervention have at least completed their primary school education. The success of FFE has encouraged the government to provide a massive intervention strategy which began in 2011. This helped to achieve the EFA target. Despite this success and while nearly 18% of FFE-intervened graduates have completed their secondary education, none went to higher secondary school, let alone tertiary level. The lack of food security was the main reason for youths not continuing with their further education.Originality/valueThe “FFE” programme may work well for children who are being educated since they do not shoulder any family responsibility. In reality, teenagers and adults in emerging nations should devote themselves to ensuring there is enough food for their families. This research presents a new policy option, labelled as “education for food (EFF)”, in order to retain this group in the education system. Being an advocacy model, this may trigger a discourse on how to create a balanced society where both hunger and education are taken care of and problems are solved.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Supporting youths to continue further education in emerging nations: food for education intervention or education for food policy?

Alam

Sulaiman

2021

BFJ

Self Cite

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“…Despite all these experiences, the gap of not having an articulated frame of reference to guide leadership and decision-making has become evident and necessary in recent times [4,18,22,26,27]. In fact, as literature shows, teaching and learning innovation can only be successfully embedded in higher education organizational culture and practices if supported by strategically driven systemic change [28]. The need to use a holistic approach for such purpose was particularly evident in the context of the pandemic as higher education institutions across the world realized they should move from randomly selected emergency remote teaching practices to more sustainable, evidence-based digital transformation processes involving strategically their entire operations, infrastructure, and staff.…”

Section: Teaching and Learning Centers: History And Modelsmentioning

confidence: 99%

“…Recent studies analyzing the changes conducted by HE institutions during the COVID-19 pandemic also align with this idea. For example, the work by Alan and Parvin (2021) [28] proposes a policy framework for managing higher education during emergency periods based on the idea that "only a substantial policy framework will enable online technology to play a constructive role". That is, the metamorphosis of an organization can only be complete if it involves the entire body in a process of change.…”

Section: Teaching and Learning Centers: History And Modelsmentioning

confidence: 99%

A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age

et al. 2022

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During the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards “emergency online education”, experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers’, students’, and managers’ development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students’ support actions.

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An automatic ensemble machine learning for wheat yield prediction in Africa

Eddamiri,

Bassine,

Ongoma

et al. 2024

Multimed Tools Appl

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Can online higher education be an active agent for change? —comparison of academic success and job-readiness before and during COVID-19

Cited by 55 publications

References 34 publications

Supporting youths to continue further education in emerging nations: food for education intervention or education for food policy?

Supporting youths to continue further education in emerging nations: food for education intervention or education for food policy?

A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age

An automatic ensemble machine learning for wheat yield prediction in Africa

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