Socially Responsible Higher Education
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Item Diversity & social inclusion in higher education: Reflections from FICCI HES 2017(UNESCO Chair, 2018-01-01) UNESCO ChairThis report from the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education reflects on a FICCI HES 2017 session on diversity and inclusion in Indian higher education. It opens with the scale of the Indian system, nearly 800 universities and forty million students, still marked by uneven access along lines of class, gender, disability, and language. Drawing on speakers including Budd Hall, Darren Lortan, and Rajesh Tandon, it moves through the University of Victoria's indigenization efforts, South Africa's unfinished decolonization of higher education, and arguments that a uniform national curriculum alienates students from their local contexts and knowledge systems. The report treats diversity as reaching beyond enrolment numbers into curricula, pedagogy, and institutional structure and closes by proposing directions for Indian HEIs: mainstreaming marginalised populations, transforming pedagogy, restructuring institutions, and revising curricula to become contextual, framed as necessary to sustaining democratic values through education.Item Practicing social outreach in higher education: Reflections from FICCI HES 2017(UNESCO Chair, 2018-01-01) UNESCO ChairThis report, put together by the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, reflects on a session held at FICCI HES 2017 on social outreach in Indian higher education. It opens by setting the charity-driven extension work universities have traditionally offered against a newer model centred on engagement across teaching, research, and service. Based on the FICCI Taskforce's knowledge paper and panel discussion, it picks up ideas from speakers including Rajesh Tandon, Andrea Vargiu, and 'Abd'Ala: education as a public good, the need for institutions to embed outreach into curricula rather than treat it as extracurricular, and the value of aligning local social outreach with global SDG targets. A closing section traces how Indian policy, from the 12th Five-Year Plan through UGC and NAAC frameworks, has gradually recognised community engagement as central to higher education quality and points to emerging university partnerships and the Knowledge for Change initiative as early examples of this shift in practice.