Socially Responsible Higher Education

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Start date: 2010End date: 2019

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    Imagine/Learning: Thoughts from Two adult educators
    (Canadian Association for the Study of Adult Education, 2014) Hall, Budd L; Clover, Darlene E.
    Does it matter where the academic home of the study of adult education is? In this paper we share our reflections on the implications of the institutional location of the discipline of adult education within universities in Canada and elsewhere. We speak of the historic tensions between the less structured and often transformational vision of adult education and the highly regulated learning contexts of schooling, and we suggest adult education theory and practice can be found in many other disciplinary clusters in all our universities. Wherever the formal study for adult education is located, its purpose is always to strengthen capacity for resistance and transformation.
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    Bridging the gap between the researcher and the community: PRIA’s engagements in promoting community based research and social responsibility in higher educational institutions
    (Participatory Research in Asia (PRIA), 2014) Tandon, Rajesh; Singh, Wafa; Srinivasan, Sumitra
    PRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.
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    Diversity & social inclusion in higher education: Reflections from FICCI HES 2017
    (UNESCO Chair, 2018-01-01) UNESCO Chair
    This 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.
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    Practicing social outreach in higher education: Reflections from FICCI HES 2017
    (UNESCO Chair, 2018-01-01) UNESCO Chair
    This 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.
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    India launch of UNESCO Chair and symposium on “Fostering Social Responsibility in Higher Education”
    (Jamia Millia Islamia & Participatory Research in Asia (PRIA), 2012-12-10) Jamia Millia Islamia; Participatory Research in Asia (PRIA)
    This report is about the India launch of the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, held on December 10, 2012 at Jamia Millia Islamia in collaboration with PRIA. It covers the background to the Chair, co-founded by Rajesh Tandon and Budd Hall, and its place within India's 12th Five Year Plan push for community-university engagement. The report outlines PRIA's long history as a bridging institution between academia and communities, and lists six illustrative forms of engagement, from linking research with community knowledge to including practitioners as teachers. It then summarises the launch event itself, held in two sessions. The first marked the formal opening of the Chair, with speeches from Budd Hall, Rajesh Tandon, JMI's Vice-Chancellor and other dignitaries. The second being a panel discussion on fostering social responsibility in higher education in India.
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    Partnering with higher education institutions for SDG 17: The role of higher education institutions in multi-stakeholder partnerships
    (2018-04) Tandon, Rajesh; Chakrabarti, Kaustuv
    Dr Rajesh Tandon and Dr Kaustuv Chakrabarti focus this paper on exploring the role of HEIs in achieving the SDGs and their roles in multi stakeholder partnerships. Given the emphasis of intergovernmental agencies on partnerships including various stakeholders and its growing relevance in solving local development challenges, the second section of the paper provides a historical account of partnerships. The third section concentrates on the lessons of partnerships in the past two decades. Following which the paper presents the findings of a survey conducted by PRIA to understand the nuances of partnerships in present times. The final section analyses the implications for Higher Education Institutions in achieving the SDGs, pointing to the need for HEIs to rebalance power differentials and move beyond a teaching-only mode of engagement with other stakeholders.
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    Disciplines, professions and the sustainable development goals (SDGs): Challenges in higher education in india
    (Global University Network for Innovation (GUNi), 2019) Tandon, Rajesh; Pandey, Pooja
    Dr Rajesh Tandon and Pooja Pandey look at how Indian higher education institutions are engaging with the 2030 Agenda. India's scale of poverty, hunger, health and gender gaps makes this urgent, yet SDG integration remains largely absent from national policy and from bodies like AIU and FICCI, even as new UGC guidelines on social responsibility begin to open some space. Institutional examples from forest management education in Bhopal, climate resilience planning in Wayanad, and SDG teaching among engineering students at DTU show faculty-driven innovation that stays ad hoc rather than systemic. Rigid disciplinary and professional education frameworks emerge as the main obstacle to multi-disciplinary SDG work. The paper closes with recommendations for HEI leadership, regulatory councils, and civil society to push SDGs into the core teaching and research functions of Indian institutions.