Academic literature on the topic 'Gandhian Values National Service Scheme (NSS) Social Development Social Service Community'

Abstract
 The pivotal role of community level workers in the delivery of public services is well-recognized. But, they often fail to provide equal opportunities to all ‘eligible’ beneficiaries to utilize a variety of public services. Although several predisposing household factors are held responsible for inequalities in access to the public services, in recent times, one factor that has been recognised as critical to such unequal access to public services is the ‘exclusionary nature of social relations’ based on social identity embedded in the social life of village community. It is also argued that certain sections of the population are deprived of equal access to public services due to their social identity, which is different from service providers. However, the question remains–whether it is the social identity of users or providers of public services that is critical to unequal access to various services? What will be the extent of utilization of public services when the social identity of both users and providers of the services remain same? Do the social dynamics of the community life play any role in the delivery of public services? This essay addresses these questions in the context of delivery of integrated nutrition and healthcare services at the community level under the largest national flagship scheme of Integrated Child Development Services (ICDS). Drawing evidence from a larger sample survey of over 4000 household beneficiaries and 200 service providers, the essay sheds light on how the delivery of healthcare services is fraught with social injustice due to dominant socio-cultural norms around social identity despite the values of healthcare centres to cater to the health needs of all sections of society.

The existing evidence on households' participation in Ethiopia's community-based health insurance (CBHI) scheme is limited, lacks representativeness, and lacks disaggregation. Thus, this study aims to assess households' willingness to pay (WTP) for CBHI membership and identify the factors that influence their decision to enroll. From February to May 2020, a nationwide cross-sectional household survey was conducted involving CBHI member and non-member households. The primary theories that informed this study were utility theory, social capital theory, and the health belief model. Sample included 5,976 households from 166 EAs—118 in CBHI regions and 48 in non-CBHI regions. A two-stage stratified cluster sampling used to select enumeration areas (EAs) and households from within these areas. The maximum amount of money at which participants responded "yes" in the bidding game exercise was used to measure WTP. Data were analyzed using STATA Version 16. Household expenditure was adjusted for key factors. Analyses explored WTP for CBHI by region, membership, and livelihood, with WTP based on mean maximum values. Linear regression identified influencing factors. The findings reveal that 30.9% of participants were active CBHI members. The average WTP increased with each additional family member, both in rural (AMD = 9.3 [6.8, 11.9]) and urban areas (AMD = 7.2 [1.0, 13.4]). In urban areas, WTP was also positively associated with the ability to pay (ATP) for CBHI (AMD = 64.1 [6.3, 121.8]). Male respondents and those who were literate in urban areas had higher mean WTP values of AMD = 39.8 [13.1, 66.4] and AMD = 56.8 [26.1, 87.4], respectively. Additionally, holding leadership positions in health and women's development initiatives positively influenced WTP. The study found that 30.9% of participants were active CBHI members. WTP for CBHI was higher among larger families. In urban areas, WTP was positively associated with the ability to pay (ATP) for CBHI, particularly among male and literate respondents. Community leadership roles in health and women's development also positively influenced WTP. To improve the CBHI scheme, adjustments should be made to premiums based on households' ability to pay. Community engagement should be strengthened, service quality enhanced, regional disparities addressed, and performance regularly monitored.

<strong>Abstract</strong> <strong>&nbsp;</strong> <strong><em>Indian Knowledge Systems (IKS), which include philosophy, education, science, the arts, and governance, is a rich source of traditional knowledge that prioritizes self-reliance, ethical behavior, holistic living, and harmony with the natural world. Mahatma Gandhi, a modern-day visionary, offered a revolutionary framework for societal advancement by incorporating these timeless ideas into his beliefs in social justice, sustainability, and education. This essay explores the connections between Gandhian philosophy and IKS, emphasizing their continued applicability in addressing modern issues like environmental degradation, educational reform, and international injustices. Examining IKS from a Gandhian perspective highlights how traditional knowledge and contemporary innovations can be combined to produce long-lasting answers. Proposing an integrative paradigm, the paper imagines a future in which technological advancement and indigenous knowledge coexist, promoting ecological balance, equitable growth, and a peaceful international community.</em></strong> <strong>&nbsp;</strong> <strong>Introduction</strong> &nbsp; The huge body of knowledge found in Indian Knowledge Systems (IKS) spans many different fields, such as philosophy, education, science, the arts, and governance. The holistic worldview of IKS, which has its roots in ancient traditions, emphasizes self-reliance, ethical living, harmony with environment, and interconnection. Deep insights into sustainable life and the search for knowledge that goes beyond materialistic objectives are provided by these systems. IKS has gained prominence as a framework for sustainable and equitable development in the modern day, when issues like social injustices, environmental disasters, and educational chaos are becoming more severe. A key player in India's independence movement and a visionary leader, Mahatma Gandhi struck a profound chord with Indian knowledge systems. His life and work demonstrated a blend of contemporary pragmatism and traditional Indian wisdom. Gandhi was greatly influenced by traditional Indian values, which included self-reliance (Swadeshi), truth-seeking (Satya), and nonviolence (Ahimsa). He thought that the social, economic, and environmental issues of his era might be resolved by reviving and utilizing IKS in conjunction with modern inventions. Gandhi's ideas are still very applicable in the twenty-first century since they provide a framework for rethinking education and development. IKS and Gandhian principles come together to form a strong foundation for sustainable development and holistic life. Both place a strong emphasis on integrating moral principles into all aspects of life and support an educational system that fosters moral ideals, character, and practical skills in addition to academic knowledge. By fusing work, education, and ethics, Gandhi's Nai Talim (Basic Education) demonstrated this unity and promoted the value of hard effort and lifelong learning. Regarding IKS, this is consistent with traditional Indian teaching approaches that prioritize hands-on learning and education that is focused on the community. Gandhian philosophy and the ideas of IKS offer useful answers to today's problems, which include ecological degradation, educational disparity, and the loss of cultural legacy. For instance, Gandhi's idea of ecological stewardship and modest life is reflected in IKS's emphasis on living in balance with nature. Likewise, IKS's community-based methods align with Gandhi's emphasis on decentralized development, encouraging inclusive and sustainable local solutions. Applying these ideas in contemporary settings has the ability to close the gap between conventional thought and contemporary developments. This essay aims to investigate the relationship between Gandhian principles and Indian knowledge systems, arguing for their applicability in tackling today's pressing international concerns. The conversation seeks to demonstrate the transformative potential of fusing old wisdom with contemporary activities by examining their shared values and distinctive contributions. The study imagines a time when these all-encompassing strategies promote ecological balance, educational reform, and sustainable development, creating a society based on moral principles and peaceful cohabitation. &nbsp; <strong>The Essence of Indian Knowledge Systems</strong> &nbsp; IKS provides a multifaceted viewpoint in which knowledge is transformational rather than just transactional. Important principles consist of: &nbsp; <strong>1. Holistic Learning: </strong> The emphasis of ancient Indian education, which was exemplified by institutions like Takshashila and Nalanda, was on holistic learning that combined spiritual and material knowledge. This method aimed to raise people who developed their intelligence, morals, and character in a balanced way. A variety of subjects, including as philosophy, mathematics, medicine, and the arts, were taught to the students in addition to moral and spiritual lessons. Producing well-rounded people who could pursue enlightenment and personal development while also addressing society concerns was the goal. By encouraging pupils to think critically, be disciplined, and pursue lifelong learning, teachers (gurus) developed an educational system that integrated spiritual insight with practical skills, promoting cultural growth and societal well-being. &nbsp; <strong>2. Sustainability and Ecology: </strong> The harmonious coexistence of humans and nature is emphasized in ancient Indian literature such as the Atharva Veda, which promote ecological balance and sustainable living. They emphasize how crucial it is to protect biodiversity, maintain natural resources, and practice environmental stewardship. Ancient Indian agriculture relied heavily on techniques like crop rotation, organic farming, and water conservation to maintain soil fertility and long-term harvests. A profound awareness of ecological preservation is demonstrated by practices like rainwater gathering and sacred grove maintenance. Because they provide tried-and-true answers to contemporary environmental problems and foster ecosystem resilience and sustainability, these old methods and ideologies are becoming more and more important today. <strong>&nbsp;</strong> <strong>3. Ethical Framework: </strong> The word Dharma or the principle of righteousness, is the ethical basis that guides the behavior of individuals and society in Indian Knowledge Systems (IKS). Based on moral, spiritual, and ecological awareness, Dharma emphasizes the alignment of actions with universal harmony and justice, promoting responsibility towards self, society, and nature, and fostering sustainable coexistence. The Bhagavad Gita and Manusmriti are among the ancient texts that emphasize the importance of adhering to Dharma in both personal and professional spheres. This ethical framework ensures fairness, compassion, and balance, preventing the exploitation of individuals or resources. By incorporating Dharma, IKS offers timeless guidance for promoting environmental sustainability and societal well-being &nbsp; <strong>4. Community-Centric Approach: </strong> Indian customs place a strong emphasis on a community-centric attitude, giving the welfare of the group precedence over personal goals. These traditions, which have their roots in ideas like Sarvodaya (the benefit of all) and Vasudhaiva Kutumbakam (the world as one family), promote inclusivity, cooperation, and shared prosperity. This philosophy is reflected in customs including joint family arrangements, resource sharing, and community farming. Social cohesiveness and group decision-making are promoted via festivals, customs, and village councils (panchayats). This strategy assures that progress benefits everyone, especially excluded groups, and reduces socioeconomic inequities. These tried-and-true ideas provide important guidance for attaining just and sustainable societal development in a period of increasing individualism. <strong>&nbsp;</strong> <strong>Gandhian Ideals and Their Roots in IKS</strong> <strong>&nbsp;</strong> The ideas of IKS and Mahatma Gandhi's ideology are very similar. Indigenous knowledge is the foundation of his support for Swaraj (self-rule), Sarvodaya (welfare for all), and Swadeshi (self-reliance). Important elements consist of : &nbsp; <strong>1. Education and Nai Talim: </strong> Gandhi's Nai Talim (Basic Education) approach reinterpreted education by fusing intellectual and moral growth with practical skills. Inspired by the ancient Gurukul system, it placed a strong emphasis on combining the hands, heart, and brain to promote holistic growth. Gandhi promoted craft-based education, which connected learning to real-world situations through activities like weaving, gardening, and spinning. This method sought to develop students' independence, social awareness, and ethical foundation. Nai Talim promoted worker dignity and social harmony by tying academic study to constructive employment. In contemporary settings, it continues to be a trailblazing paradigm for inclusive and socially conscious education. &nbsp; <strong>2. Sustainability and Non-Violence: </strong> Gandhi's fight against industrial exploitation and his idea of a simple life are in line with the sustainable customs that are ingrained in Indian culture. His support of ecological harmony, simplicity, and non-consumerism is consistent with traditional customs that placed a high value on harmony with the natural world. The teachings of Buddhism and Jainism, two essential elements of Indian Knowledge Systems (IKS), are the foundation of the Gandhian principle of ahimsa, or non-violence. Ahimsa encourages empathy and reverence for all living things, including the environment. Gandhi's focus on non-violence highlights how all beings are interconnected and promotes a morally sound strategy for addressing social and environmental issues. &nbsp; <strong>3. Economic Self-Reliance: </strong> Gandhi exemplifies the Swadeshi ethic by supporting Khadi and village industries and promoting economic independence through community empowerment and local resources. Gandhi aimed to improve rural economies, encourage local craftsmanship, and lessen reliance on imported commodities by promoting the manufacture of hand-spun fabric and small-scale companies. The ideas of Indian Knowledge Systems (IKS), which prioritize decentralized and independent economies, are consistent with this vision. IKS supports community-driven, sustainable development models that use local resources to address community needs, developing resilience and economic independence while advancing social and environmental well-being. &nbsp; <strong>4. Spirituality in Action: </strong> Gandhi saw spirituality not as a set of rituals but as a living, practical experience. Texts such as the Bhagavad Gita, which highlights the significance of living in line with one's highest principles and selfless action (Karma Yoga), served as motivation for him. According to Gandhi, genuine spirituality shows up in day-to-day activities via dedication to the truth, non-violence, and service to others. Indian Knowledge Systems (IKS), which emphasize the incorporation of spiritual ideas into everyday life, are characterized by this idea of spirituality as action. Gandhi's strategy emphasizes how spirituality ought to direct moral behaviour, social justice, and individual development in practical settings. <strong>Contemporary Relevance of Gandhian Ideals and IKS</strong> &nbsp; The fusion of IKS with Gandhian principles in the present day provides answers to urgent global issues. Important application areas consist of: &nbsp; <strong>1. Education Reform: </strong> Modern schooling frequently places a strong emphasis on rote memorization, which inhibits creativity and critical thinking. By combining the holistic approach of Indian Knowledge Systems (IKS) with Gandhian ideas of experiential learning, education can change to promote creativity, moral reasoning, and problem-solving abilities. As seen by his idea of Nai Talim, Gandhi's emphasis on experiential learning motivates pupils to actively interact with their surroundings, fostering the development of moral character and practical knowledge. This is supported by IKS, which emphasizes self-awareness, connection, and the growth of a well-rounded person. These methods can be combined to develop pupils who are not only knowledgeable but also able to think critically and act morally. &nbsp; <strong>2. Sustainable Development: </strong> The ecological issues of the world necessitate a change to environmentally conscious, sustainable behaviours. Gandhian ideals, which emphasize non-exploitation and simple life, are consistent with the philosophy of Indian Knowledge Systems (IKS), which promotes sustainable solutions. Gandhi's dedication to self-reliance and environmentally sustainable methods, such organic farming and handcrafting, goes hand in hand with IKS's ingrained reverence for the natural world. When combined, these frameworks support organic farming, renewable energy, and conservation-based urban design. We can build resilient communities that successfully address today's environmental issues by incorporating these ideas into contemporary development techniques. These communities will strike a balance between ecological well-being and social and economic advancement. <strong>3. Inclusive Economy: </strong> Because the international economy frequently sustains exploitative regimes, inequality has increased. By highlighting local economies, cooperative structures, and ethical trade, a Gandhian-IKS framework provides a transformative approach. Gandhi encouraged community-driven economic growth by emphasizing self-sufficiency through Khadi and village businesses, which lessens dependency on international exploitation. IKS backs these concepts by appreciating decentralized economies and just, sustainable methods. Through the promotion of cooperative ownership and ethical commerce, this framework aims to establish fair economic structures that give social welfare, environmental conservation, and local empowerment top priority. In contrast to the existing economic model, it promotes inclusive growth and lessens systemic inequalities. &nbsp; <strong>4. Mental and Physical Health: </strong> Ayurveda and yoga's comebacks demonstrate the Indian Knowledge Systems' (IKS) enduring value in fostering holistic health, which emphasizes the union of the mind, body, and spirit. Together with Ayurveda's natural healing methods, yoga's focus on physical postures, breathing exercises, and meditation provides a holistic approach to wellness. In addition to these activities, Gandhi's principles of self-discipline, balance, and simplicity promote a way of living that supports mental and physical health. Amidst contemporary lifestyle problems like stress and chronic illness, this Gandhian-IKS viewpoint offers a balanced and sustainable route to health, promoting resilience and general well-being. &nbsp; <strong>Challenges in Reviving IKS Through Gandhian Ideals</strong> &nbsp; Although IKS and Gandhian ideals have great promise, their incorporation into modern systems is hampered by a number of issues: &nbsp; <strong>1. Westernization of Knowledge: </strong> Traditional knowledge systems are frequently marginalized by the predominance of Western paradigms in administration and education, which results in a one-size-fits-all strategy that ignores different cultural viewpoints. While indigenous and local knowledge systems, including those in agriculture, medicine, and spirituality, are either ignored or underestimated, Western forms of science, technology, and governance have been given precedence in many countries. In addition to undermining cultural identities, this marginalization reduces the possibility of finding different, situation-specific answers to today's problems. Societies can develop more inclusive, sustainable, and culturally appropriate frameworks for governance and education by acknowledging and incorporating traditional knowledge systems. &nbsp; <strong>2. Documentation and Standardization: </strong> Formalizing and incorporating Indian Knowledge Systems (IKS) into mainstream frameworks is extremely difficult because a large portion of IKS is still undocumented or fragmented. Traditional knowledge, which is transmitted orally, through regional customs, and through community-based education, frequently lacks systematic recording or written records. It is challenging to retain, research, and use IKS in modern situations due to the lack of standardized formats. Furthermore, attempts to incorporate IKS into contemporary frameworks for development, policymaking, and education are hampered by its lack of official acknowledgment. Efforts must be directed on recording, conserving, and standardizing IKS in order to overcome this and guarantee their inclusion in future social advancements while honouring their indigenous context. &nbsp; <strong>3. Cultural Disconnection: </strong> Cultural alienation has increased as a result of rapid urbanization and globalization, particularly among younger generations. Traditional values, customs, and languages are being progressively disregarded in favour of contemporary, Westernized lifestyles as cities grow and the impact of the world grows. Cultural identity may erode as a result of younger people's inability to relate to or value indigenous customs due to their frequent exposure to global media and technology. The preservation of traditional knowledge, arts, and customs is at risk due to this gap. In order to overcome this, initiatives must be made to protect and promote indigenous traditions, giving future generations a sense of pride and continuity in the face of global change. &nbsp; <strong>4. Policy and Implementation Gaps: </strong> Although the importance of Indian Knowledge Systems (IKS) is becoming more widely acknowledged, turning these insights into workable policies is still a difficult task. IKS integration into contemporary frameworks for development, education, and governance calls for a great deal of work, cross-sector coordination, and alignment. It can be challenging for policymakers to reconcile traditional knowledge with modern demands, especially when it comes to formalizing and standardizing indigenous traditions. In order to execute policies effectively, academic institutions, governmental organizations, and local communities must work together and establish mechanisms for documenting, preserving, and promoting IKS in a way that is both pertinent and flexible enough to be used in contemporary settings. &nbsp; &nbsp; <strong>Pathways for Revival and Integration</strong> &nbsp; To overcome these obstacles, a multifaceted strategy is necessary: &nbsp; <strong>1. Policy Interventions: </strong> For ancient wisdom to be preserved and applied in contemporary settings, governments must give Indian Knowledge Systems (IKS) top priority when developing policies related to education, health, and the environment. Incorporating Indian customs and cultural knowledge into the curriculum is emphasized in the National Education Policy (NEP) 2020, which provides a potential foundation. It supports a comprehensive educational strategy that incorporates IKS with contemporary scientific knowledge, encouraging sustainability, moral principles, and community-driven growth. Governments can promote a more inclusive, sustainable, and culturally sensitive approach to national progress and well-being by coordinating health, education, and environmental policies with IKS. &nbsp; <strong>2. Research and Documentation: </strong> Bridging the gap between ancient wisdom and contemporary science requires systematic attempts to record and validate traditional knowledge. We may conserve important insights that have been refined over generations by meticulously documenting indigenous practices, such as those in agriculture, medicine, and environmental management. This documentation can serve as a basis for scientific investigation, presenting fresh viewpoints on resource management, sustainability, and health. Traditional knowledge has legitimacy and significance in modern circumstances when it is validated using exacting scientific methodologies. By ensuring that traditional knowledge is combined with contemporary advancements, such initiatives promote a more comprehensive and long-term method of problem-solving. &nbsp; <strong>3. Public Awareness: </strong> A strong sense of pride and ownership among residents can be fostered by public awareness initiatives that emphasize the importance of Indian Knowledge Systems (IKS) in daily life. These campaigns can assist people in understanding the importance of IKS in tackling current issues by demonstrating how traditional methods in fields like sustainability, health, and agriculture contribute to contemporary solutions. Cultural identity can be strengthened and sustainable living encouraged by supporting regional crafts, indigenous eating customs, and environmental care. These kinds of programs can encourage people to incorporate IKS into their everyday lives, fostering a sense of shared obligation to protect and uphold these priceless customs for coming generations. <strong>4. Collaborative Platforms: </strong> The practical application of Indian Knowledge Systems (IKS), which are in line with Gandhian ideals of independence, sustainability, and social welfare, can be greatly aided by collaborative platforms including academia, business, and communities. These platforms can help close the gap between traditional knowledge and contemporary technological breakthroughs by establishing partnerships. While enterprises can assist in scaling up indigenous practices for real-world application, academic institutions can investigate and validate them. Communities can offer insightful information about the local applicability of IKS, guaranteeing that the solutions are advantageous and suitable for the local culture. These partnerships foster equitable, sustainable development based on the Gandhian values of harmony, simplicity, and service. &nbsp; <strong>Conclusion</strong> &nbsp; Indian Knowledge Systems (IKS) provide a potent framework for addressing the urgent issues of the modern world when examined through the prism of Gandhian principles. The fundamental ideals of IKS, which place a strong emphasis on ethical behaviour, sustainable living, and harmony with nature, are strongly aligned with Gandhiji's ideas of non-violence, truth, simplicity, and self-reliance. These principles align with global hopes for a more fair, sustainable, and just future where advancement is determined by societal and human well-being rather than merely financial gain. When IKS is combined with contemporary innovations and guided by Gandhian principles, a comprehensive strategy that fosters individual and group development is produced. Gandhian principles advocate for innovations that serve the larger good rather than just financial gain, and they urge for the reconciliation of ethical considerations with technological advancement. We may address environmental issues, social injustices, and moral conundrums by combining traditional knowledge with modern understanding, paving the way for a solution that preserves natural balance and human dignity. Gandhian values and IKS work together to provide a sustainable framework for the future that offers answers that are both realistic and ethically sound. More than just an academic endeavor, the resuscitation of this relationship is a cultural and moral necessity that guarantees the survival of India's age-old knowledge. With its foundation in Gandhian philosophy, IKS's insights provide a beacon of hope for bringing about world peace in today's fast changing world, where the need for ethical behaviour and sustainable development is more important than ever. This blending of ageless customs and cutting-edge technology has the power to uplift and impact public opinion, reinforcing India's position as a leader and source of knowledge in building a more equitable, inclusive, and sustainable world for coming generations.

The idea of social service in India became much popular in the time of Mahatma Gandhi who always urged his followers for service to the common people. He calls upon the Indian youth to indulge their energy and spirit to the work of nation building. After Independence, the Government of India introduced National Service Scheme (NSS), a students social service scheme for youth and social development. The National Service Scheme was started to establish a meaningful linkage between the Campus and the Community. Mahatma Gandhi, the Father of the Nation, believed in Manava Seva ya Madhava Seva Service to man is service to God, he had recognised that the country could not progress in a desired direction until the student youth, who are committed, sincere and dedicated to the nation were motivated to work for the upliftment of the villages/slums/ community. In this paper author would like to establish the relationship between Gandhian values or Gandhian philosophy with the National Service Scheme.&nbsp; &nbsp;