The Third Space in the Neoliberal Higher Education Systems of Bangladesh, India, and Pakistan: Serving Society or Servicing the Market?

Abstract

In recent years, the Higher Education Institutions (HEIs) in South Asia have undergone major systemic reforms. Whether it be Bangladesh’s Vision 2041, which aims to develop global human capital, with potential risks of moving towards the commodification of education, to India’s National Education Policy (2020) which introduces a ‘light but tight’ governance framework, thereby inviting private players in the market and Pakistan’s modernization agenda of the Higher Education Commission (HEC), such reforms risk stifling academic freedom and fuel debates between scholars and industry professionals. With the emergence of private players, the competition among HEIs has increased significantly, resulting in high tuition fees. The question arises, how can higher education continue to remain equitable for the underserved sections of society? We look at the higher education systems in Bangladesh, India, and Pakistan to get insights from higher education professionals on the challenges faced by HEIs in the dynamic higher education landscape and the growing need for ‘third space’ individuals to balance academic autonomy with growing market needs. This paper presents a comparative analysis of the higher education institutions in Bangladesh, India, and Pakistan, and how third-space individuals can play a crucial role in navigating the innovation versus efficiency debate in higher education institutions.