Co-directed by Dr. Budd Hall and Dr. Rajesh Tandon, the UNESCO Chair – CBRSRHE was established in 2012. However, the seeds of the Chair were sown by its pioneering Co-Chairs in the 1970s, when Dr Tandon and Dr Hall collaborated on the creation of the International Participatory Research Network. This network was to focus on acknowledging the knowledge mobilization of individuals engaged in social struggles, activism, and civil society movements.
Over the years, Dr Tandon continued his commitment to community-based participatory research (CBPR); and in 1982, he founded the Society for Participatory Research in Asia (PRIA) in India, where he serves as President. Meanwhile, Dr Hall held positions at the International Council for Adult Education (1979-1981), University of Toronto, and later at the University of Victoria, Canada. In 2008, the University of Victoria hosted the Third Community-University Exposition (CUExpo2008), leading to the formation of the Global Alliance for Community-Engaged Research (GACER), chaired by Dr Tandon and supported by Dr Hall in a secretarial role.
This was also when the UNESCO Higher Education emphasized social responsibility, backing the creation of the Global University Network for Innovation (GUNi) in 1999. GUNi, based in Barcelona, Spain, organizes international events exploring diverse social and cultural themes related to global higher education.
In 2008, Dr Hall and Dr Tandon contributed to the Third GUNi Report on Higher Education and Human and Social Development. Following this, Dr Tandon led a GACER delegation at the 2009 International Conference on Higher Education in Paris.
Term I of the UNESCO Chair : 2012-2016
After the 2009 Paris conference, discussions unfolded among UNESCO, GUNi, and GACER, leading to GACER proposing
the establishment of a UNESCO Chair. A partnership between the University of Victoria, Canada, and PRIA, India,
formalized this proposal for a shared Chair in Community Based Research and Social Responsibility in Higher
Education. Dr Hall and Dr Tandon were jointly appointed as Co-Chairs, symbolizing a collaborative venture
linking institutions in the Global North and the Global South to champion community engagement and knowledge
mobilization in higher education.
The Chair’s first four years may be seen as a period of international research and development of strong communications across a variety of regional and global networks. During its first term, the Chair’s target was to determine good practices in the field of community-based participatory research, identify perceived needs and understand how various regional and global higher education networks, involved in supporting community-university engagement, operated.
Term I Highlights
- Advancing the Mission of the UNESCO Chair
- Report on Higher Education in the World
- Strengthening Community-University Research Partnerships
- Building the Next Generation of Community-based Participatory Research
- State-of-the-art Research and subsequent Publications
Term II of the UNESCO Chair: 2016–2020
The Chair’s second term (2016-2020) was marked by more targeted research and policy advocacy. Its continued efforts during these years led to the creation of the Knowledge for Change (K4C) Global Consortium for Training in Community-Based Participatory Research. The K4C consortium was mainly launched to address the globally observed gap in community-university engagement and prepare the next generation of CBPR practitioners and academics.
This period was also when the Chair’s advocacy influence in both Canada and India, within specific research contexts as well as the UN SDGs, expanded significantly. Partnerships also deepened with key global networks, such as GUNI, the Association of Commonwealth Universities (ACU), the International Association for Universities (IAU) and the Talloires Network.
Term II Highlights
- Building Global Coalitions
- Inception of K4C Global Consortium for Training in Community-Based Participatory Research
- Knowledge Democracy
- Research & Publications
Click here for more details
Term III of the UNESCO Chair: 2020–2024
The groundwork laid in the preceding two terms paved the way for the third term. The voice and presence of the UNESCO Chair expanded as it progressed with the mission to narrow the gap between communities and academic research. The K4C consortium expanded as more K4C Hubs joined forces; while policy changes began to materialize as well. For instance, in India, in consultation with the UNESCO Chair, the University Grants Commission (UGC, the apex university governing body) mandated Community-Based Participatory Research training for faculty.
During this term, the Chair advanced with focused projects that could support researchers and universities transition towards knowledge co-creation, such as the Bridging Knowledge Culture project. This era was marked by the broadening of the Chair’s work and the exploration of directions that furthered the Chair’s mission.
Term III Highlights
- Bridging Knowledge Cultures
- Open Science and the Decolonization of Knowledge International Webinar Series and Indigenous Circle
- UNESCO World Higher Education Conference 2022
- K4C Consortium and K4C Hubs
Click here for more details
Term IV of the UNESCO Chair: 2024–2028
In the next phase, the Chair aims to expand the knowledge arena through various activities and research, and by forging new partnerships. Going forward, the Chair plans to continue supporting the Open Science Recommendation, collaborate on the UNITWIN Network of Transformative Knowledge, and address indigenous contributions to knowledge mobilization and higher education.
The Chair’s Knowledge for Democracy Consortium is set to expand its training function regionally, aiming to add 32 new hubs and train 5,000 next-generation scholars across 25 countries by 2028.
Way Forward for the Chair
- Strengthening Capacity in Global South and Excluded North
- Deepening Research in Knowledge Democracy
- Expanding Policy Dialogues
- Catalysing New Chairs
Community Engagement and Social Responsibility in Higher Education; UNESCO Chair and Beyond
This section highlights the roots of the UNESCO Chair in Community- Based Research and Social Responsibility in Higher Education; starting from the work of PRIA in the early 2000s to the current work that the UNESCO Chair spearheads.
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PRIA’S EARLY WORK ON CE
The early 2000s saw a shift in higher education, positioning universities as agents of social transformation as well as knowledge producers. This new vision emphasized community-engaged knowledge creation that contributed to human and social development.
Read PRIA's early work on Community- Engagement
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2007 marked the publishing of “Civil Engagement in Higher Education and its Role in Human and Social Development”
This landmark publication strengthened the global discourse on civic engagement by advocating closer integration of teaching, research, and service with real world problems. It emphasized university-community partnerships, democratic participation, equity, inclusion, and sustainable development, building on the 1998 UNESCO vision of higher education as a public good.
Read the chapter on Community- Enagagement
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2008 saw the establishment of Global Alliance for Community Engaged Research or GACER
Established in 2008 at the Community University Expo, Canada, the Global Alliance for Community Engaged Research (GACER) brought together universities, civil society organizations, and research networks to advance community- engaged research and knowledge co-creation. It promoted equitable university- community partnerships, and research that addresses social, economic, and environmental challenges, while reinforcing the social responsibility of higher education and sustainable development.
Read more about GACER; Big Tent declarations & regional/global networks mobilised; BIG_TENT_VII.pdf; BIg_Tent_Communique_VII.pdf; BIg_Tent_Communique_VII_17.pdf; Big Tent Communique_English_November 2018.pdf; Big-Tent-IV-The-Grand-Challenges-and-The-Great-Transformation1-1.pdf; 23_7_15_REVISED_Bíg_Tent_COMMUNIQUE VI.pdf
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2009 July: UNESCO WORLD CONFERENCE ON HIGHER EDUCATION IN PARIS
The 2009 UNESCO World Conference was a landmark policy moment on Higher Education recognized higher education as a public good and a driver of societal change and development. It emphasized the central role of education in development, the social responsibility of universities, and knowledge co- creation to address global challenges such as climate change, food security, public health, and intercultural dialogue.
The conference consolidated community engagement as a global priority, promoting community-based research, participatory knowledge systems, and institutional initiatives such as the UNESCO Chair in Community-Based Research and Social Responsibility.
Read about the Paris conference 5-8th July
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2010, Global Video Dialogue on Enhancing North- South Cooperation in Community- University Engagement
On 23rd September, 2010, GACER brought together global stakeholders to advance North- South collaboration in community- university engagement, adopting a communiqué of principles and a Call to Action.
Read more about the GACER Call to Action
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2011 marked the creation of a Sub- committee on “Strengthening Community Engagement in Higher Education”
The Planning Commission, in 2011, constituted a dedicated sub- committee to institutionalize community engagement within higher education, recognizing it as a core university mission It emphasized citizenship, public service, and social responsibility, while calling for community- engaged teaching, field- based learning, interdisciplinary research, and the inclusion of local knowledge and community priorities in academic practice.
Read the Guidelines on Fostering Social Responsibility in Higher Education in India
Read the Report of the Sub- Committee
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2012, the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education was established
The establishment of the UNESCO Chair marked the first co- Chair model, bringing together the University of Victoria and PRIA to promote community- based research and the social responsibility of higher education. By recognizing communities as equal partners in knowledge creation, it strengthened global collaboration among universities, civil society organizations, and researchers.
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2013, The 6th International Barcelona Conference on Higher Education, GUNI
The UNESCO Chairs’ participation in the 6th International Barcelona Conference on Higher Education, GUNI, broadened the conception of knowledge by emphasizing community engagement as a critical function of higher education and reinforcing the role of universities in building more inclusive and sustainable societies.
Read Knowledge, Engagement and Higher Education: Contributing to Social Change- GUNI Report
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2017, The Knowledge for Change (K4C) Global Consortium was launched
The Knowledge for Change (K4C) Global Consortium for building the capacity of the next generation of CBPR practitioners was established by the UNESCO Chair in 2017. Its conception was in response to a growing recognition that higher education institutions have an important role to play in addressing complex social and environmental challenges through meaningful community engagement. Building on the UNESCO Chair's longstanding work on community-university research partnerships and the social responsibility of higher education, K4C was conceived to address the need for structured training in community-based participatory research. The Consortium seeks to strengthen the capacity of academics, students, and community practitioners to co-create knowledge with communities and embed community engagement within teaching, research, and institutional practice. By fostering equitable partnerships between higher education institutions and communities, K4C contributes to more socially responsive and transformative approaches to higher education and sustainable development.
Today, K4C functions as a global consortium of regional and local hubs that build capacity in CBPR through mentorship, community engagement, and collaborative learning. Its cornerstone is the 21-week Mentor Training Programme, which combines online learning, a face-to-face residency, and locally supervised field-based research. Certified mentors go on to establish and strengthen K4C hubs that provide transformative learning opportunities for academics, students, and community practitioners. Since its launch, K4C has trained mentors who have established hubs across multiple countries, advancing socially responsible higher education and community-engaged research worldwide. In 2024, K4C transitioned from a centralised training model led by the University of Victoria and PRIA to a regionalised approach, strengthening local ownership, contextual relevance, and the long-term sustainability of its training and capacity-building efforts.
Read more about the Knowledge for Change (K4C) Global Consortium
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2018 Unnat Bharat Abhiyan 2.0
UBA 2.0 connected higher education institutions with rural communities by promoting village adoption, participatory engagement, and the integration of local knowledge into academic learning to address sustainable development challenges.
Read about Unnat Bharat Abhiyan 2.0
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2020 National Education Policy (NEP)
The National Education Policy 2020 reinforced community engagement as an integral component of higher education, promoting experiential learning, social responsibility, and the integration of local knowledge and real- world challenges into teaching and research. It positioned higher education institutions as key contributors to national development, equity, inclusion, and sustainable futures.
As part of the implementation of NEP 2020, the UGC constituted an Expert Group to develop a framework for Global Citizenship in Higher Education Institutions. It introduced a credit- based course on Community Engagement and Social Responsibility, promoting service- learning, community partnerships, and the integration of engagement across teaching, research, and institutional practice.
Read UGC Guidelines on Fostering Social Responsibility in Higher Education
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2022 UNESCO WORLD HIGHER EDUCTION CONFERENCE MAY14- 20TH IN BARCELONA
The UNESCO World Higher Education Conference reaffirmed higher education as a public good and a driver of equity, inclusion, and global collaboration. It launched the roadmap Beyond Limits- New Ways to Reinvent Higher Education, while our UNESCO Chair organized three side events on knowledge democracy, community- university engagement, and Indigenous perspectives, culminating in the publication Transforming Higher Education- Global Collaboration on Visioning and Action.
Building on this vision, the UNESCO Chair in Community-Based Research and Social Responsibility, in partnership with the UGC, launched the Training of Master Trainers programme, implemented by PRIA. The programme equipped educators with CBPR methodologies and fostered a network of trainers committed to socially responsible universities, local knowledge, and community partnerships.
Read the consolidated report onUGC Training of Master Trainers by UNESCO Chair 2022
Read the UNESCO World Higher Education Conference, May 14-20th 2022, Barcelona
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2023 Malaviya Mission Teacher Training Centres (MMTTCs)
The Government of India launched MMTTCs to strengthen faculty capacity through holistic and value-based education, promoting quality teaching, academic leadership, and the integration of community engagement and social responsibility in higher education.
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2024- First Meeting of the Newly Constituted Subject Expert Group (SEG) on Promoting Social Responsibility and Community Engagement under the Unnat Bharat Abhiyan (UBA)- 2024/ meeting notes as well
Ongoing efforts focus on developing a CBPR mentor training strategy through MMTTCs, reorganizing the SWAYAM MOOC on Community Engagement, facilitating structured field-based internships, and preparing guidelines to strengthen institutional partnerships with communities.
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2025 Strengthening the Faculty Development Programmes with the UGC
The second phase of the Training of Master Trainers on CBPR and Community Engagement was implemented through seven regional Faculty Development Programmes organized by PRIA for the UGC, expanding institutional capacity for community-engaged higher education.