Socially Responsible Higher Education
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Item Unity in diversity: The future of adult education in asia and the south-pacific region(1991-12) Tandon, RajeshThis text by Dr. Rajesh Tandon examines the challenges affecting our world and the role of adult education in response to these challenges, mainly in the Asia and South-Pacific region. Dr. Tandon identifies four major challenges, rapid internationalisation, Global capitalism and modernization on local cultures and knowledge systems, poverty, dislocation, and deprivation in many countries, the concept of common good disappearing from debates on social transformation and being replaced by individualistic well being, and the growing restlessness and associated violence with question of ethnic identities. The text concludes by arguing that adult education serves several roles amidst such challenges such as addressing the concerns, problems, and struggles of the poor, promoting tolerance and mutual appreciation where people learn to respect others' points of view, strengthening the possibility of a sustainable lifestyle, addressing environmental degradation and resource depletion, and finally, helping in gaining indigenous cultural identity.Item Reflections on the fifth UNESCO world conference on adult education: Hamburg ,1997(Asian-South Pacific Bureau of Aduit Education, 1997-08) Tandon, RajeshItem Participatory evaluation in adult education(Society for Participatory Research In Asia, 1994-11) Tandon, RajeshThis text by Dr. Rajesh Tandon examines the challenges and issues of promoting participatory evaluation in adult education programmes. It critiques the limited concern with evaluation, which has historically been driven primarily by programme managers seeking to define programmes, assess impact, and justify resource use, and by donors facing increasing pressure to demonstrate effective utilization of aid. The text argues that this narrow focus has failed to translate into genuine concern among field educators or learners, who participate in evaluation exercises largely because they are obligated to do so rather than viewing evaluation as an integral part of their work. It identifies some threats to participatory evaluation like devaluing indigenous capacity, imposing narrow timeframes, discouraging openness, questioning, and reflection, particularly at field levels, and not promoting critical reflection and analysis. The paper concludes by stating how promoting participatory evaluation requires a major effort to demystify the concept of evaluation and create favourable conditions to make evaluation an integral part of adult education programme design and implementation.Item Adult education, culture development and social movements: The contemporary challenge( Society for Participatory Research In Asia (PRIA), 1993-04-27) Tandon, RajeshThis article by Dr. Rajesh Tandon examines the challenges in adult education amidst the context of global cultural homogenization, social movements, and development, and highlights the importance of cultural identity in social transformation. Dr. Tandon describes the current global scenario as unipolar in nature, with a rise in global media that has led to the homogenization of culture and destruction of indigenous knowledge systems throughout the world, resulting in growing alienation of individuals, families, and communities. In this context, the article describes a craving within people and communities for their historical roots and identities. It also identifies a neglect in social movements since World War II, which focused primarily on economic and political issues instead of cultural dimensions of oppression and addresses the rise of new social movements in the past few decades for closure of this gap. The article concludes by linking the role of education with sustaining cultural identities urging adult educators to bring the issue of culture into development discourse.