A lot of studies have been conducted on the connection between community involvement and elementary and secondary education, but there have not been many showing how it relates to higher education, according to the investigator's review of related literature. The same conclusion was reached in the NAAC report (June, 2021) on its performance analysis of government colleges, as well as in Sawant's (2017) study, which found that the best NAAC - accredited institutions had few indications of community involvement. Even in management committees, particularly those of aided degree colleges in UP, there is no room for community involvement. Additionally, NAAC accreditation does not specifically address results for community involvement. In the current paper, the investigator is focusing on the impacts of community involvement on the quality of higher education, particularly by promoting ethnic food items and culinary practices of the community in the curriculum of higher education. A case study of the ethnic cuisine culture of the Kasara community has been taken into account for this. In accordance with NEP 2020 and Agenda 2030 goals, promoting students' ethnic cultures in higher education institutions can be a good way to connect with the community.

Keywords: Community Participation, Ethnic food items, Culinary Practices and Kasara Community.

Education is an instrument of social change. It is the prime duty of education to prepare students for their participatory constructive roles in the society. It is well understood that education must help train everyone for social progress and welfare. This purpose of education finds meaning through practices of community service. Community service prepares students to be responsible citizens of the future. As the profession of teaching too is an act of welfare for the society, hence community service finds more relevance for teacher training programme. This paper shares the community service activities undertaken by the B.Ed 1 st year students. Furthermore, the paper discusses how students conceptualize community service and engagement thereby impacting their attitude towards community service. The results showed that students with background in social service and volunteering favored community service activities more. Also, students had high altruistic goals in mind regarding community service. The students shared univocally that although these activities did not find space in the present curriculum, it connected them with their communities, as well as boost their personal and social development. NEP2020 too envisions crucial goal of fostering social responsibility and community engagement in HEIs. Hence It is envisaged that these findings will help stakeholders give space to community service, engagement and participation in the curricula.

Keywords: Community Service, community engagement, teacher training, attitudes, NEP2020, citizenship, social skills,

We live in a world in crisis, in a knowledge society, and in an era in which time is fluid, nothing lasts, everything changes and is unstable. Education has been understood as preparation for life, as personal realization, and as an essential element in progress and social change, in accordance with changing needs (Chitty, 2002). Orr (2004) declares that if certain precautions are not taken, education may equip people to become “more effective vandals of the earth”. He describes education of the sort we have seen thus far as a possible problem, and argues for a new type of education. In a sense, education must lead to empowerment: through education, individuals should acquire the capacity to make decisions and act effectively in accordance with those decisions, and this in turn entails the ability to influence the rules of play through any of the available options. Thus, education consists in developing not only personal but also social qualities; it is the development of social conscience: awareness of how society works, knowledge of how it is structured, and a sense of the personal agency which allow action. This agency, however, at the same time restricts our interventions and makes it is necessary to decide our personal degree of action. (Goldberg, 2009) Essentially, it opens a dialogue between the personal and the collective, between common and individual interests, between rights and obligations. Community practice in higher education institutions results in different type of activities. Every college has the aim of conducting community practices according to the guidelines of the universities. Community practices in higher education institution which helps in social egalitarianism, social responsibility, and coordination.

Key words: Community, Practice, Higher Education

Abstract

Community is a social group of people who share something in common, such as geographical location, culture or heritage, concern or passion towards something they do and also learn to do it better day by day. The recent problem is that there is no specific guidance and if present, no suitable implementation strategies available to form community of practices in higher educational institutions to guide practical and theoretical knowledge and learning experiences of learners . In India, University Grants Commission has the responsibility to strengthen social responsibility and community participation in higher Education Institutions (HEIs). Unnat Bharat Abhiyan(UBA) 2.0 was launched in 2018 by Govt. of India aims to bring a drastic change in rural development by the community participation of higher education institutes with rural communities. This approach will not only contribute to improvements in quality of teaching-learning and research in HEIs but also will develop socio-economic status of new India. The aim of this paper is to highlight community participation in HEIs in India which contains theoretical frameworks, key principles and forms of community participation. It also aims to find out some of the challenges in incorporating community practices and suggest certain key ways for effective implementation of fostering social responsibilities and community practices in HEIs in India. The study takes the form of literature study which shows that there have not been many number of results related to community participation in higher education as we found community participation in school education. It summed up theoretical constructs and that are most relevant to shape a framework to support community participation.

Keywords: community participation, HEIs, India, implementation etc.

Abstract 

Literature is the artistic body that concerns the human being’s relation to each other and to the world around them. Kazuo Ishiguro is considered as one of the best contemporary writers. Kazuo Ishiguro explored many themes throughout his novels. His focuses on portraying the present circumstances of the people. His major themes are memory, identity, nostalgia, friendship, family and alienation. Kazuo Ishiguro depicts the importance of memory and identity in the character’s life. Memory and Identity are the explicit themes in both the novels. His famous novels were A Pale View of Hills (1982), An Artist of the Floating World (1986), The Remains of the Day (1989) and TheUnconsoled (2015). This paper attempts to analyse the reflection of war in the novel An Artist of the Floating World. The character Ono has been living in before and after the war. He finds difficult to accept the changes that has enrolled after the war. Throughout the paper the study of historical context, reflection of history in the novel, the sufferings of the character and their acceptance is discussed.