The awareness of the importance of education and literacy is commonly seen among governments and international organizations, who are primary holders of this responsibility. Almost all national governments have the ministry of education which is responsible for integrating national resources to promote education for the good of the public. Besides, governmental departments, multiple NGOs (non‐government organizations) are dedicated to the improvement of education, particularly across countries‟ boarders.
One such example, perhaps one of the most globally influential ones, is the UNESCO (United Nations Educational, Scientific and Cultural Organization), which aims to empower the future generation by improving the presence and quality of education. The UNESCO takes a clear position to gap the imbalance between developed countries and developing countries, as well as between genders.
Following the foot-steps of such a prestigious organizations, ARICON has initiated a programme, titled ‘ARICON-CSR’ focusing to conduct Academic and Research Conferences in developing countries on ‘Not-for-profit’ basis. The strong research review committee and conference management team have played a vital role in this regard, volunteering their services.
In the continuing narrative of corporate Social Manuscript received Corporate Social Responsibility (CSR) and its increasing centrality in corporate and financial sectors, the involvement of universities has remained in the peripheries. Even today, CSR is widely defined in terms of ethics and commitment that the private sector could initiate in its immediate community, often with an eye at tangible and intangible personal benefits, but studies on the role of the educational sector remain surprisingly low. The limitations of the way in which CSR could establish a framework within which the academic community would establish a relationship between self and society, individual and community, academics and private enterprise, remains, at best, at its germinating stages.
What is completely lacking, more particularly, however, is the way in which the academic curriculum outside the established management programmes can be re-viewed to create conditions conducive towards establishing more proactive and dynamic relationships with larger societies. Currently, the most established way of maintaining CSR commitments within the university framework have been in the form of courses, particularly management ones, in which responsibility is taught with a clear eye on the market goals of future business students.
The notion that most Arts programmes in the universities, particularly literary ones, remain firmly entrenched in their ivory towers is perhaps not completely unjustified as generations of students continue to be exposed to literary works as productions of imagination and inspiration in far flung areas of the world with little connection to immediate communities, whether of the producer of the text or the recipient, in this case, the students.