Transforming Rural Communities with Indigenous Knowledge
In the recently published Bulletin 41 The Mandala in Higher Education: Higher Education that Leaves No One Behind (pimanetwork.com) Victor Paul expands on the Chetna model of participatory research. He introduces the pivotal role that Higher education institutions (HEIs) in India have transforming rural communities through the creation and integration of Indigenous knowledge. Promoting interaction between higher education institutes and local communities for identifying and solving the real-life problems faced by the communities in a spirit of mutual benefit is important. Exchanging and facilitating collaborative knowledge between higher education institutes and local communities, teachers and students can facilitate learning new knowledge from each other.