Civil engagement in Higher Education and its role in human and social development

Over the past century, the world has seen many social, economic and political ransformations. A largely colonial era has given way to a largely democratic one. Yet, while the democratization of the political culture guaranteed citizens’rights and freedom, it did not result in the democratization of learning and knowledge production. Changes in education systems have been slow in coming. Economic trends and civil society movements in the past decade have changed perceptions of what constitutes ‘knowledge’ and redefined the mission and mandate of higher education institutions (HEIs). With increasing demands to scale up their teaching and research functions, HEIs are facing new challenges in contributing to human and social development. The meaning and agenda of human and social development have also changed, and new civil society actors have been closely associated with this phenomenon. This paper looks at how the engagement of civil society organizations with the world of higher education has resulted in interesting trends in social policy formation and knowledge production. It presents examples of effective engagement between HEIs and the social and human development efforts of civil society (PRIA in Asia and Mpambo Multiversity in Africa), draws lessons from these interventions and highlights future potential for HEIs. Advocating the view that the research and teaching functions of HEIs should serve the larger mission of human and social development, it looks at the gains to be obtained from such partnerships. By exploring alternative sources and modes of learning and knowledge production, the paper provides a vision of the possibilities that engagement with civil society can open up in terms of HEIs’ contribution to social and human development in the coming decades.Peer Reviewe

Guest Editorial: Knowledge democracy for a transforming world

The past five decades have seen enormous, worldwide growth in, and appreciation of, knowledge democracy – the discourse which we have found best contains the various theoretical approaches, values and practices within which participatory research exists. This Introduction outlines our understanding of knowledge democracy, which can be expressed by a number of principles: (1) Recognition of a multiplicity of epistemologies and ways of knowing; (2) Openness to assembling, representing and sharing knowledge in multiple forms (including traditional academic formats and all manner of social and arts-based approaches); (3) Recognition that knowledge emerging from the daily lives of excluded persons is an essential tool for social movements and other transformational strategies; and the (4) Requirement to carefully balance the need to protect the ownership of communities’ knowledge with the need to share knowledge in a free and open access manner. We are pleased to present five articles from around the world that broaden and deepen our understanding of knowledge democracy – from a theoretical perspective, a practice perspective, an ontological perspective, and an action or political perspective

Cryopreservation of oil palm pollen

Approximately 5 g of oil palm (Elaeis guineensis) pollen was stored in liquid nitrogen from March 1998 to April 2006. Pollen grains that were cryopreserved for up to 8 years retained as high as 54±1.72% viability (compared with 62±4.33% before storage) and 49±1.2% in vitro germinability (compared with 52±2.08% before storage). Results indicate the feasibility of cryogenically storing oil palm pollen for long periods without any significant loss in viability and germinability

La vinculación de la educación superior con la sociedad civil y su rol para el desarrollo humano y social

Este capítulo aborda el modo en que la vinculación de las organizaciones de la sociedad civil con el mundo de la educación superior ha dado lugar a interesantes tendencias en la formación de políticas sociales y la producción de conocimiento. Presenta ejemplos de vinculación real entre instituciones de educación superior e iniciativas para el desarrollo humano y social de la sociedad civil (como la Sociedad para la Investigación Participativa de Asia, PRIA, y la Multiversidad Africana de Mpambo), extrae conclusiones de estas colaboraciones y analiza el posible futuro de las instituciones de educación superior. Partiendo del punto de vista de que los roles de investigación y docencia de las instituciones de educación superior deben estar al servicio del desarrollo humano y social, considera los beneficios que pueden obtenerse de este tipo de alianzas. A través de la exploración de recursos y modos alternativos de formación y producción de conocimiento, este capítulo analiza las posibilidades que puede ofrecer la vinculación con la sociedad civil en relación con la contribución de las instituciones de educación superior al desarrollo humano y social en las próximas décadas.Peer Reviewe

Promoting fair and equitable research partnerships to respond to global challenges

This report presents the findings from a programme of strategic research funded by UKRI through the GCRF. The research sought to elicit a 'partners' perspective' on participation in UKRI-funded research by generating data from three groups of partner: i) academics based in the global South; ii) civi society practitioners based in the global South; and iii) international NGOs and research capacity providers based in the UK. Drawing on this data, the report identifies eight principles for understanding and improving fair and equitable research collaboration which form the basis of a series of targeted learning modules for 6 groups of stakeholders: UK-based research funders; UK-based academics; research brokers and capacity providers; international NGOs; academics based in the global South; and civil society practitioners based in the global South

A comparison of oral versus topical combination of glucosamine sulphate and diacerein in patients of grade 2 osteoarthritis

Background: The study aimed to compare oral versus topical combination of glucosamine sulphate and diacerein in patients of grade 2 Osteoarthritis.Methods: This was a prospective study of 70 patients with grade 2 osteoarthritis knee, randomly divided into 2 groups of 35 each. The first group was given oral 1500mg of glucosamine and 100mg of diacerein per day and second group was given topical preparation of 10% w/w glucosamine sulphate and 1% w/w diacerein to be applied twice. Both the groups were followed up at 1, 3, 6 and 12 weeks. At each follow up, Visual Analog Scale (VAS) and Lequesne et al scores were used as efficacy parameters. C-Reactive Protein (CRP) level was measured in the beginning and at the end of 12 weeks.Results: Both the groups showed improvement in pain and joint function as depicted by VAS score and Lequesne index however the difference was not statistically significant. The decrease in CRP value was significant in oral group (p value<0.001) but not in topical group (p value of 0.047). Paracetamol demand was slightly higher in topical group however the difference was not significant.Conclusions: Glucosamine sulphate and diacerein combination are effective in improving pain, stiffness and function in patients of grade 2 osteoarthritis knee. However, the efficacy of glucosamine sulphate and diacerein combination- oral as well as topical, in improving pain and stiffness is similar- there is no superiority of one over the other

Knowledge Democracy and Excellence in Engagement

We often come across theories and aspects related to ‘knowledge’, but seldom do we try to understand its hidden implications. Knowledge as understood generally is about the information of facts and understanding of a subject. This article essentially argues against this understanding. It explores the multiple dimensions of ‘knowledge’ through a literature review and illustrations of practical examples. It makes a case for how important the process of knowledge creation is, especially given current societal challenges. It also outlines the importance of co-creation of knowledge, through acknowledgement and valuation of alternate paradigms of knowledge. Further, it discusses the concept of ‘knowledge democracy’, and how institutions of higher education, by abiding by its principles, can help achieve ‘excellence in engagement’. The article concludes with the findings of two studies undertaken by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair, which were based on the principles of ‘knowledge democracy’ and ‘excellence in engagement’