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When I was in highschool, my parents and I, both, almost assumed that I would proceed to some post-secondary educational programme. The dominant careers then had essentially three routes: a) prepare for civil service; b) become an engineer; c) or a doctor.Professional institutions for the latter two, and a university degree for the former were the primary educational routes available and sought.
There was no distance education; polytechnics were considered good for those who couldnât make it in engineering colleges; if you couldnât qualify for civil service, then you would become a âmasterâ (teacher). If there was no route to post-secondary education left, then you could open a shop or join in the family business.
This blog, by Dr. Anshuman Karol, explores why the future of higher education depends on community-engaged research, global collaboration, and knowledge democracy. It highlights how Community-Based Participatory Research enables universities and communities to co-create solutions for today's interconnected social and environmental challenges.
EpiNet: Education, Epistemic Justice and the Knowledge Commons
Reflecting on conversations at the Silver Jubilee of APMAS, Dr. Rajesh Tandon revisits five decades of collaboration between civil society and government institutions. Drawing on experiences from education policy, participatory planning, Panchayati Raj, and voter awareness initiatives, he highlights how mutual respect and shared expertise have been the foundation of impactful partnerships.
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