\ufeffAfter COVID-19 Future Planning Regarding Higher Education System in India: A Phenomenological Study in Higher Education Institutes of West Bengal

Abstract

\n India is facing a big challenge to continue uninterrupted higher education process after COVID-19 situation. Students come from heterogeneous socio-economic strata. Many are susceptible to the contagious disease because of their mal-nutritious condition, co-morbid situation like juvenile diabetes etc. We have elderly (60–65 years age) teachers also who are in vulnerable situation. So, we need specific and extremely cautious future planning to protect the lives of our future generations from this pandemic morbidity along with their progress in education so that they can keep pace with the tide of education process as in some other countries of the world. This study aims to explore the lived experience of the teachers of the higher education institutes of the state of West-Bengal, India to gain a deeper understanding of their individual experiences and future planning regarding higher education system in mind. Phenomenological approach of Moustake with pragmatic world view along with interpretive lens is used here. Through Purposive sampling method 12 study participants are identified. Participants are theteachers of different urban, suburban and rural colleges in West Bengal who had experienced a sudden turmoil in teaching-learning interaction due to prolonged emergency lockdown from March’2020 to combat COVID-19.In-depth interviews with consented call-recorded over telephone were conducted to collect primary dataduring April 2020. Participant observation also used for data collection. Fear of infection, even death and uncertainty haunted both teachers and students lead to the half-hearted motivation to study. Majority of the faculties felt awkward to teach through online method as they are new to it. During teaching there were many problems faced like insufficient data consumption power by many students, lack of required smart phone, frequent network failure. Majority of students are generally spoon fed by their private tutors. Participants supported the physical classes could not give the feasible suggestion to maintain social distance and personal protection in campus and public transport system. Some told about the herd immunity also. Some firmly supported online mode of teaching as the only safe way to teach now. Teaching-learning from home is cost efficient (direct and indirect cost), time efficient, space efficient, surveillance efficient. It has time flexibility. It also has productivity efficiency as less physical movement perhaps increases intellectual productivity. More quality time spending with the family increases happiness index. Even after the pandemic situation this online mode of education will be best suited for the holistic development of society. Single online platform should be used countrywide and teachers and students should adopt slowly to the new system for the sake of safety of majority of people. Government should subsidize data for academic websites, provide cheap smart phones to the students, focus on infrastructure of internet network. Students can be motivated through one to one telephonic conversation also. Only laboratory-based classes can be taken physically fragmenting the entire class into suitable sections. If the online teaching, learning, examination infrastructure cannot be developed in time extension of semester duration can be considered. But no physical classes should be allowed till we feel fully protected from the virus.