Making sense of community engagement in the Indian context: My reflections
The way education is perceived varies from person to person. For some, it is the foundation of a stable source of income, while for others, it is a means of personal development. Some see it as a way to satisfy their curiosity, whereas others view it as a tool for asserting and sustaining their power. However, at its core, education is ultimately meant for social good and for addressing societal issues—this philosophy behind community engagement motivated me to choose this subject for my research. As I explored more on this topic through journal articles and books, I was both surprised and disappointed by the scarcity of literature on this subject from the Global South, particularly the lack of Indian articles. But with that scarce amount of literature from my country, I have started my journey towards conceptualizing community engagement and realized the fact that the concept of ‘engagement’ is still in its emerging stage in Indian higher education system. A significant number of higher education institutions still follow either the philanthropic vision or co-curricular standpoint and that service is tagged under the title “Extension” (Singh, 2017). This led me to wonder—why has this concept, despite being relevant for generations, not gained traction in India? Or why haven’t Indian educational systems incorporated it meaningfully?
India, considered the world's largest democratic country with diverse cultural backgrounds, has a history of colonial impact. This colonial history has significantly impacted its “higher education institutions” (HEIs). Western models still continue to dominate almost all facets of HEIs due to the supremacy of Western countries in terms of money and technological advancements (Basu, 1989). There exists an external pressure to imitate these “westernised models”, conflicting with the internal urge to generate and preserve traditional Indigenous knowledge. Additionally, the complexity of India’s population and cultural diversity further complicates the challenge of achieving a balanced approach in higher education (Roberts, 2018). It is also a fact that the globalization and expansion of the HEIs sector, which prioritize corporate and political interests, have led to a neglect of its primary mission—social responsibility, purpose, and role. This, in turn, raises concerns about the quality of education, the relevance of the curriculum, and the effectiveness of pedagogy in higher education (Roberts, 2018).
However, this does not imply that meaningful engagement is absent in India. The philosophical underpinnings of community engagements can be traced back to the higher education history of India. “The Gurukul system of education”, which currently comes under the umbrella category of “The Indian Knowledge system” has the components of experiential learning and mentorship, which share similar philosophical ideologies of community engagement. It can be seen that education in India has always been viewed as a means of social transformation and social change. The Radhakrishnan Commission (1948–49), which was the first university education commission in independent India, states :
“We shall consider under ‘Democracy’ education as the development of body, mind, and spirit of each individual with his specific nature, the relation of the different studies to the growth of the individual, the nature of human freedom and the need for social changes. There can be no democratic freedom without social justice which demands the freeing of the individual from poverty, unemployment, malnutrition and ignorance...We must cultivate the art of human relationships, the ability to live and work together overcoming the dividing forces of the time” (Sabharwal & Malish, 2016, p. 25).
The first University Education Commission of post-independent India further stated that
“Education is the great instrument of social emancipation by which a democracy establishes, maintains and protects the spirit of equality among its members” (MoE, 1962, p.43). Cultivating values for work and promoting co-existence in a diverse society have been the critical purposes of higher education. The dividing forces mentioned in the said report, however, continue to exist in contemporary times with varying degrees and forms. Therefore, the objective of education for all was further propagated by the national policy on education, promulgated in 1968 (Sabharwal & Malish, 2016, p. 25).
All these things point out that community engagement has long been part of India’s educational history. Whether directly or indirectly, its principles, ideologies, and practices were embraced and put into practice here.
At the Indian Consortium of Social Development, hosted by Rajagiri College of Social Sciences, in January 2025, I came across an impactful field action initiative by the Tata Institute of Social Sciences (TISS), Pragati: Integrated Rural Health and Development Project. Launched in 1986, Pragati continues to support the holistic development of tribal communities in a rural village in Maharashtra (Pragati (Integrated Rural Health and Development Project), n.d.). The project was impressive by the means by which they nurtured local leadership through meaningful community involvement, fostered reciprocity, with mutual learning of students and community through fieldwork. TISS is one such example from many institutes in India that offer such a meaningful long-term impactful engagement with communities. Many institutions in India have similar initiatives eg: “Loyola College Chennai”, “Bhagat Phool Singh Mahila Vishwavidyalaya university”, etc.
As I reflect back to my post-graduate period I have personally experienced one such initiative called the “Know Your Neighbourhood program”. The awareness and understanding of one own space allows a person to position himself as more responsible in that society. This program is one such innovative fieldwork program offered by Rajagiri Ccollege of Social Sciences as part of their curriculum. It allows social work student trainees to explore their local vicinity, understanding the power centres, exploring them, and reflecting upon the socio-political context of the same. The programme is for 10 days which give thrust to self learning, utilise tools such as observation, interview, discussion and transect walk. This allows students to gain a realistic view about their own home town/ village. Realities of the socio economic conditions, status of various developmental projects, contributions of governmental and non governmental sectors, reflections on responsible citizenship were some of the insights I personally got from my experience through the programme. This is a self learning practice which administered during the early phase of the course period. This self learning component of the programme allows the students to overcome the fears, demystifying their assumptions of the role of various power centres, improved their communication, thinking pattern and interpersonal skill. For many students this has been a ground breaking experience into the surroundings (Joseph, 2014).
While many institutions still view these efforts merely as "extension" activities, things are changing in Indian higher education. For instance, Unnath Bharat Abhiyan—a flagship program launched by the Ministry of Education in 2014—aims to connect HEIs with at least five villages (Unnat Bharat Abhiyan | Inspired by the Vision of Transformational Change in Rural Development Processes by Leveraging Knowledge Institutions, n.d.). The goal is for these institutions to use their expertise to boost both the social and economic well-being of rural communities. The initiative tackles both human and material development in a balanced way, with Indian Institute of Technology, Delhi serving as the National Coordinating Institute. Recently the University Grants Commission, a statutory organization in India that regulates and promotes higher education, published a policy document called “Guidelines for Fostering Social Responsibility and Community Engagement in India 2.O” which highlighted the core concept of integration of teaching, research, and service as community engagement, for the development of the nation (University Grants Commission, 2022). In the context of recent reformations in the National Education Policy, 2020, community engagement as a concept will gain greater momentum. The University Grants Commission, National Curriculum Framework and Guideline 2019 brings to the fore that many HEIs in India have started emphasizing real-world learning experiences for students through experiential and immersive learning opportunities such as extension and outreach programmes, internships and community-based research. These initiatives are supposed to be providing real-life experiences, inculcating social sensitivity and individual social responsibility.
Many challenges are here in India for implementing community engagement as a common strategy. One such challenge is the vagueness of the term "community engagement" itself, which often makes it tricky to pinpoint which initiatives qualify. This ambiguity can even slow down efforts to raise awareness about what community engagement truly means. Furthermore, none of the policy documents clearly define community engagement. In the National Education Policy, aside from mentioning it in the definition of a university by replacing "service," there is no clear conceptualization or recognition of community engagement as an integral aspect of teaching and research. As a document that plays a crucial role in shaping responsible citizens for the future, this lack of conceptual clarity may hinder the practical implementation of experiential and learner-centered education. Additionally, the Unnat Bharat Abhiyan (UBA) program's exclusive focus on rural areas presents another challenge. Given the rapid urbanization and the significant population residing in urban spaces, restricting such initiatives solely to village-level engagement limits their effectiveness in addressing broader societal needs.
For the effective integration of community engagement in Indian higher education, clear policy mandates and institutional readiness are crucial. As the world's third-largest higher education system with a rapidly increasing Gross Enrolment Ratio (GER), India faces significant structural and implementation challenges. Issues such as unmatching student-faculty ratios, rigid curricula, rote learning environments, and an excessive focus on accreditation hinder the adoption of community engagement. At the institutional level, the lack of prioritization of community engagement in institutional visions and the persistence of the “ivory tower” approach further limit its integration.
Despite these challenges, India has recognized the importance of community engagement and is making strategic efforts to embed it within higher education. With the right policies and institutional commitment, community engagement can become a transformative force in shaping a more democratic, socially responsible, and inclusive education system. As I mentioned at the beginning of my document, colonial powers brought significant changes to the Indian model of education. While the structured formal educational model is one such advantage, it also introduced rigidity, lack of personalized training, rote learning, cultural homogenization, and an overemphasis on standardized testing (Adhikari, 2025). There is literature advocating for a hybrid model of integrated traditional and modern pedagogy, which bridges the demands of the 21st century while preserving cultural heritage and fostering holistic development, but to what extent it is being implemented is still a question (Adhikari, 2025).
As I conclude my perspective on community engagement in India, I am deeply grateful for the wealth of knowledge and insights contributed by scholars across the globe. Many pioneers like Ernest L. Boyer, Robert G. Bringle, Thomas Farnell, Andrew Furco, etc. have significantly shaped the global understanding on community engagement. In the Indian context, the pioneering work of Dr. Rajesh Tandon and Budd Hall has been instrumental in highlighting the transformative potential of community-based learning and participatory research. Their contributions serve as a strong foundation for embedding engagement within the fabric of higher education. Additionally, the edited volume Community Engagement in Higher Education – From Theory to Practice by Manju Singh, Purvva Bhatt, Wafa Singh, and Kumar Sambhav Pareek provides a rich tapestry of perspectives that bridge theory and practice, demonstrating how engagement can be effectively implemented in diverse forms.
With such a strategic plan and policy initiatives, the future of community engagement in India holds immense promise. As higher education continues to evolve, there is a renewed opportunity to integrate engagement as a core academic mission, fostering socially responsible citizens and a more inclusive society. This journey is just beginning, and with collective effort, India can shape a model of community engagement that is both globally relevant and locally rooted in its unique socio-cultural fabric.
REFERENCES
Adhikari, S. (2025). Bridging Tradition and Innovation: Rethinking the Gurukul System for Modern Education. In Revitalizing Indian Education: Insights from the Indian Knowledge System. School of Education.
Basu, A. (1989). Indian higher education: Colonialism and beyond. In P. G. Altbach & V. Selvaratnam (Eds.), From Dependence to Autonomy: The Development of Asian Universities (pp. 167–186). Springer Netherlands. https://doi.org/10.1007/978-94-009-2563-2_7
Bhatnagar, S., Agrawal, S., Sharma, D., & Singh, M. (2020). Perception on the Community Engagement of Students of Higher Education Institutions. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3664052
Joseph, M. K. (2014). ‘Know Your Neighbourhood’: An Innovative Programme in the Fieldwork Practicum of Social Work Education. Rajagiri Journal of Social Development, 6(2), Article 2.
Pragati (Integrated Rural Health and Development Project). (n.d.). Tata Institute of Social Sciences. Retrieved February 27, 2025, from https://tiss.ac.in/view/18/projects/integrated-rural-health-and-development-project/
Report of the University Education Commission. (1962). Ministry of Education (MOE).
Roberts, K. J. (2018). Community engagement in Indian higher education: Financial and partnership trends. International Journal of Educational Development, 58, 95–105. https://doi.org/10.1016/j.ijedudev.2017.03.005
Sabharwal, N. S., & Malish, C. M. (2016, July). Student Diversity and Civic Learning in Higher Education in India. National University of Educational Planning and Administration.
Singh, M., Bhatt, P., Singh, W., & Pareek, K. S. (2024). Community Engagement in Higher Education: From Theory to Practice. Routledge India. https://www.amazon.in/Community-Engagement-Higher-Education-Practice/dp/1032259248
Singh, W. (2017). Gauging the Impact of Community University Engagement Initiatives in India. ASEAN Journal of Community Engagement, 1.
University Grants Commission. (2022, December). Community Engagement in Higher Education Institutions in India 2.0. https://www.ugc.gov.in/pdfnews/4187860_Revised-Final-Guidelines.pdf
Unnat Bharat Abhiyan | inspired by the vision of transformational change in rural development processes by leveraging knowledge institutions. (n.d.). Retrieved April 1, 2025, from https://unnatbharatabhiyan.gov.in/
Rajeemol T.R. is a doctoral student in the Department of Social Work at Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala, India. In 2018, she completed her Master of Social Work in Community Development at Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala. Before pursuing her Ph.D., she was a lecturer in the Department of Social Work at St. Alberts College (Autonomous), Kochi, Kerala, India. Her areas of interest include Community Engagement, Social work education, Tribal and Dalit Social work