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MEET OURGRADUATESPLACEMENT BROCHURE 2011-13
Fax: +91 80 6614 5145
Email: [email protected]
Website: http://www.azimpremjiuniversity.edu.in
https://www.facebook.com/azimpremjiuniversity
http://www.youtube.com/AzimPremjiUniversity
Azim Premji UniversityPixel Park, B Block, PES Institute of Technology Campus
Electronic City, Hosur Road (Beside NICE Road)
Bangalore - 560 100. India.
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Contents
If you think in terms of a year,
plant a seed; if in terms of ten years,
plant trees; if in terms of 100 years,
teach the people
1. Developing leaders for social change 01
2. Azim Premji University 02
3. Azim Premji Foundation 04
4. Partnerships and Collaborations 08
5. Our Faculty 11
6. University Programmes Overview 12
7. Learning through Action 24
8. Snapshot of student profile - 2011-13 30
9. Students Profile - M.A. Education 33
10. Students Profile - M.A. Development 47
11. Process for Organizations participating in Recruitment 62
12. Placement Calendar and Contact details 63
- Confucius
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Azim Premji University has a clear social purpose to make
significant contributions towards a just, equitable, humane and
sustainable society. The University is an integral part of the vision of
the Azim Premji Foundation.
The Universitys Post Graduate programmes in Education and in
Development have been designed to prepare capable people who
are committed to working in the social sector and are passionate
about making a difference to the world in which they live.
These students joined us in July 2011, after a rigorous selection
process. The University has provided them with a vibrant, learning
environment that combines academic rigour with intense exposure
to the ground realities of this country.
Our deeply committed faculty, which includes academicians and
field practitioners with decades of personal experience in
contributing to society, has worked with the students inside and
outside the classroom to make their experience a genuine crucible
of learning. This learning has strong cross-disciplinary anchoring,
builds directly relevant skills and fosters perspectives and sensitivity
that is at the heart of social commitment.
Our students chose to come to our University because of its strong
social purpose. The two years of learning have built upon this
inherent motivation and as a result we see a group of excellent
people wanting to go out and make a genuine difference to India.
They are ready to work with you in Education and in various fields
of Development.
In Education, they are capable of contributing in range of roles: in
field operations, general management, capacity development and
in pedagogy, academics and research.
In Development, they could contribute across the domains of
Livelihoods, Health and Nutrition, Sustainability, Governance and in
integrated development issues.
Our students and we are enthused by the idea of their workingwith organizations such as yours, which resonate with the purpose
of contributing to building a better society.
We look forward to engaging in a dialogue with you to take this
forward.
Developing leaders
for social change
Anurag BeharVice Chancellor
Azim Premji University
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Azim Premji University has a clear social purpose to make significant
contributions towards a just, equitable, humane and sustainable
society. The University aspires to do this through the development of
talent and the creation of knowledge which can facilitate significant
improvements in education and allied development areas.
Azim Premji University is the first autonomous private university in
Karnataka. It has been established under the provisions of the Azim Premji
University Act, 2010. The University Grants Commission (UGC) hasrecognized the University and has endorsed its degree programmes under
Section 22F. The University offers postgraduate programmes in Education
and Development and is home to an exceptional faculty group and a
diverse student body with over 200 students across 2 batches. The
University is committed to developing outstanding leaders in Education
and Development, who are passionate about making a difference to the
world in which they live.
Our students experience a vibrant learning environment and b enefit from:
A deep integration of theory and practice that informs the curriculum, learning processes, field
work and institutional design at all levels.
A committed faculty group of leading academicians and field practitioners in education and
development who integrate academic rigour with real world experience.
A supportive yet challenging culture of inquiry and discovery with strong cross-disciplinary
anchoring that builds skills, fosters perspectives and develops sensitivity to social issues.
Azim Premji University
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The roots of Azim Premji University lie in the learning and experience of
a decade of work in elementary education by Azim Premji Foundation.
The University is one of the Foundations key responses to the challenges
confronting the education and development sectors in India.
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Azim Premji Foundation
Azim Premji Foundation is a not-for-profit organisation working towards
deep, large scale and institutionalised impact on quality of education and
equity in education in India, along with related development areas (e.g.
health, nutrition, governance, environment, etc.)
This requires significant and sustained effort over many decades and can only
be achieved through dynamic and permanent institutions working at
multiple levels on these issues. Several institutions established by the
Foundation have been working together in an integrated manner to facilitate
such improvements. These are:
Azim Premji State and District Institutes
Demonstration Schools
Institute for Assessment and Accreditation (IAA)
Azim Premji University
Azim Premji State and District Institutes
These are institutional anchors in the districts and capitals of select
Indian states, working at the grass root level for facilitating improve-
ments in the quality and equity of education. They conduct field
programmes in capacity building, teacher education, education
leadership, assessment reforms and community mobilization. The
institutes are currently operational at Chhattisgarh (Dhamtari),
Uttarakhand (Dehradun, Uttarkashi, Udham Singh Nagar), Karnataka
(Bangalore, Yadgir), Rajasthan (Jaipur, Sirohi, Tonk, Barmer), Madhya
Pradesh (Bhopal) and Puducherry. In the next 35 years, 50 such
institutes are planned to be established across India.
Demonstration Schools
These schools have been established across the country in Dhamtari,
Uttarkashi, Udham Singh Nagar, Yadgir, Sirohi and Tonk for the specific
purposes of providing demonstration and learning opportunities.
These schools provide good qu ality education at costs and constraints
similar to that of rural government schools. These schools are not
intended to supplant or supplement the government school system in
any way, but to help in local capacity-building and awareness-creationfor quality education.
Institute for Assessment and Accreditation (IAA)
The IAA works on assessment and accreditation driven quality
improvements in education by developing holistic standards of
excellence for various institutions involved in the educational system,
assessing/accrediting the institutions against these standards and
facilitating their on-going improvement.
Azim Premji University
The University plays a critical role in developing new talent, building
capacity in existing functionaries and creating domain knowledge in
the fields of education and development.
Further details about the University and its programmes are provided in
the following sections.
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University Placement Brochure | 07
The origin and continued evolution of the University
is based on the following key principles:
Social Purpose
The Universitys agenda is guided by the larger
purpose of working towards improvements in
education and allied development areas which
have the potential to lead to a more just,
equitable, humane and sustainable society.
Integration of Theory and Practice
The teaching, research and continuing education
programmes at Azim Premji University are a unique
and enriching blend of theory and practice. This
informs the curriculum, learning processes, field
work, research and institutional design at all levels.
This integration is facilitated by the close working of
the University with the other field based institutions
and programmes of Azim Premji Foundation
described earlier.
Academic Excellence
A central concern of the University is with the learning
individual. Faculty and students are both part of this
community of learners. The University encourages
exemplary standards of teaching, learning and research.
The programmes of the University therefore focus on
building depth of understanding, capacity for inter-
disciplinary learning and research, analytical skills, critical
thinking and communication in an atmosphere of
academic freedom and integrity.
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Partnerships and Collaborations
The University strongly believes that student learning is enriched by a
variety of learning experiences, both within and outside the University. This
focus on learning from a variety of sources is organized in multiple ways:
Close working with the Azim Premji Foundation Field Institutions
Partnerships with other organizations
University Colloquium Series
Several research projects in collaboration with theseWorking with the Foundationorganizations are underway with both students andThe roots of Azim Premji University lie in the learning
faculty members involved.and experience of more than a decade of grass root
level work by the Azim Premji Foundation. TheAn illustrative list of organizations is given below
University, though constituted as an independent Swami Vivekananda Youth Movement, Mysore
entity, is organizationally continuous and integral to
Vidya Bhawan Society, Udaipurthe vision of the Foundation. The close working of
Michigan State University, East Lansing,the University with the Foundation and its practice
Michigan, USAinforms all learning and research programmes.
Critical components of this work include the Eklavya, Bhopal
following: Teacher Plus, Hyderabad
The Livelihood School, Hyderabad Several members of the foundation with deep
Digantar, Jaipurgrassroots experience work closely with the
faculty members in the design of the overallUniversity Colloquiumscurriculum, course design and transaction.The University colloquium series is a weekly
Students are exposed to challenges on the programme that brings a wide cross section ofground, through visits and project work at the academicians, field practioners, social activists andfield institutions and other organisations. innovators from different areas to the University
campus for interactions with the students and other Faculty members and students engage in severalmembers. Students are exposed to a variety of topics
research projects along with the field teams.- alternate view points on national and regional
issues, research findings and lived experiences. TheseUniversity Partnerships andhave helped students at multiple levels from simplyCollaborationsbeing inspirational to challenging their own estab-
The University students and faculty significantlylished notions about these topics. Most of the
benefit from partnerships with other organizations,colloquium series talks are made available on our
both academic institutions and grass roots organiza-website. In addition, students organize regular
tions.informal interactions on campus, in "Kaapi aur
Senior members from these organizations have been Charchaa" sessions. These have in many ways
involved with various aspects of the programmes influenced students in their orientation towards
from course design, field projects for students and in various social issues.
guest lectures as part of courses, bringing in perspec-tive honed by deep field practice experience as well
as an external outlook that is critical to enable
students to develop a much wider understanding.
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Our Faculty
The diverse faculty group at the University consists of students to create a closely knit community. Through
leading academicians and practioners, distinguished frequent meet ings and interactions, a v ibrant
by their emphasis on the integration of research and learning environment is created on campus. Field
practice into the classroom. This translates into an work is planned and supervised to varying degrees
enriching blend of theory and practice that informs and the students effort and learning through this is
the curriculum, learning process, fieldwork and evaluated.
institutional design at all levels. Their work has beenBy constant dialogue with faculty, students are
on the cutting edge of education and developmentencouraged to gain a deeper perspective of the
policy, research and practice. Many members of thepractical implications of their educational under-
faculty have personally contributed to the socialstanding gained through the programme. The
sphere and have been actively engaged in setting upmultiple opportunities for field engagement, starting
and running NGOs and schools across the country.
from the first semester onwards set the tone for theprogramme and also provide exposure to variousAt the University, the 60 plus full time faculty
members seek to create a supportive yet challenging settings. The field engagements also allow studentsculture of enquiry and discovery with strong cross- to introspect on their own role as change leadersdisciplinary anchoring that builds skill, fosters
within the larger landscape. The University lays greatperspective and develops sensitivity to social issues.
emphasis on the outcome of the programmes to
create reflective practitioners and the faculty plays aUnder the aegis of the student mentorship
critical role in this process.programme, faculty members associate with
University Placement Brochure | 11
Detailed faculty profiles are available at http://azimpremjiuniversity.edu.in/people
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University Programmes Overview
The key strands of the Universitys work include: rooted in practical ground realities, for it to be
applied. Therefore, at the University, learning,Degree Programmes
research and practice share a symbiotic relationshipThe University offers full-time, 2-year postgraduate
and are equally emphasised.M.A. programmes in Education and Development to
Continuing Educationprepare professionals for fulfilling careers in the
social sector. The programmes are designed such (University Resource Centre)that both fresh students and working professionals The University Resource Centre (URC) is the continu-
can benefit from an exciting academic environment. ing education arm of the University. It develops
Students benefit from enhanced academic qualifica- multiple capacity-building programmes, creates
tions and competencies which prepare them to quality resources (portals, publications, digital
take up leadership roles in the education and material etc.) and engages in seve ral other initiatives,
development sectors. thus catering to a wide variety of practicing profes-
sionals in the education and development domains.Research Centre
The area of work spans academic subjects, leader-The overarching mandate of the Research Centre is
ship and management, educational technology andto keep research thought at the forefront of learning
development domains like governance, livelihoods,and practice activities. In an environment that lacks a
etc. through short and medium term certificationstrong culture of research, building knowledge
programmes.through research is critical but this must be deeply
University Placement Brochure | 13
Degree Programmes Overview
Master of Arts in EducationThe programme aims to help individuals develop into reflective education
professionals with a conscious alignment towards humanitarian and
social concerns. Graduates are encouraged to become education
professionals who understand (i) the multi-disciplinary social and
developmental issues related to education (ii) curriculum, pedagogy,
assessment and policy issues at the heart of current education debates
(iii) inclusive education (iv) issues associated with pre-school education.
Career Opportunities for M.A. Education students
Students can look forward to contributing to the education sector in
various professional capacities as administrators, curriculum designers,
social entrepreneurs, policy specialists and researchers. Future career
opportunities for students could be with NGOs, in government and
private school systems and in teacher education. Students may also work
with the Government on education specific projects.
Master of Arts in DevelopmentThe programme aims to provide students with a sound grounding in
core areas of development theory, research and practice from a multi-disciplinary perspective. The understanding of development and change
includes areas such as health, nutrition, livelihood, environment studies,
governance and their influence on education.
Career Opportunities for M.A. Development students
Students can look forward to career opportunities in several government,
private and non-government organisations, academia, policy think tanks,
politics, corporate social responsibility departments of businesses,
funding organisations and media. Students can look forward to working
in the fields of livelihoods and economic development, ecology and
environment, governance, health and education.
Expectation from students
The University makes every effort to help students grow and realise theirpotential. The full-time M.A. programmes require rigorous study and
presence on campus on a daily basis. Regular classes are scheduled for 4-
6 hours daily, with the faculty working hard to stimulate meaningful
discussion and learning within the classroom.
To develop deeper perspectives, students are expected to undertake
additional reading beyond the classroom. Students are also engaged in
writing assignments and term papers, watching documentaries, interact-
ing with visiting experts and are provided with extensive exposure to
relevant field and academic training. Instead of a conventional mid-term
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break, the field trip during the semester provides students a first-hand exposure
to the challenges in the education and development sectors and the many
responses that are being attempted.
Admissions Process
Azim Premji University is deeply committed to having a diverse student profile
and the admission process is designed to attract applicants who show evidenceof:
A deep desire to contribute towards education and development in India
Demonstrated independence of thought
Value orientation that is geared towards creating a just, humane, sustainable
and equitable society
Encouraging Diversity: The University welcomes applicants from different
socio-economic backgrounds, caste, class, religion, gender, and has established
several processes that helps address students from disadvantaged backgrounds.
The University uses a diversity index which helps to identify an appropriate
weightage to be awarded to a candidate based on the socio economic informa-
tion shared by him/her in the application form.
EligibilityStudents with a Bachelors Degree in any discipline (including Physical Sciences,
Social Sciences, Humanities, Engineering, Medicine, Agriculture, Environmental
Sciences, Commerce, Management, etc.) can apply.
Candidates with work experience are actively encouraged to apply to provide the
much needed 'hands on' perspective in the classroom.
Selection Process: Students go through a rigorous selection procedure of a
written test followed by a personal interview. Written test papers are evaluated
and interviews are conducted by the Faculty and through this they seek to assess
the academic preparedness of the student for a Masters programme as well as
their social orientation.
Structure of Degree ProgrammesThe degree programmes at the University encompass a wide range of courses as
described below. The programmes also allow students to prepare themselves for
specific career opportunities or higher studies by offering spe cializations within a
broader domain of study. The various types of courses offered include:
I. Core Courses: These courses form the foundation of the programme and
prepare the ground sufficiently to enter education and development
practice at various levels. These are mandatory for all students who are
enrolled in the programme.
II. Elective Courses: These courses expand knowledge, skill and orient
students towards various dimensions of practice. Students may choose from
among several elective courses. Specializations may be gained through
University Placement Brochure | 15
students choosing a specified number of elective courses from within the area of special-
ization they are interested in. These courses allow students to engage deeply with a chose n
area and deepen their knowledge of it.
III. Open Courses: A well-rounded and balanced curriculum needs to include opportunities
for the student to explore areas of human and social interest that focus on themes related
to the arts, culture, sciences and other subjects of topical interest. These are not to be
thought of as extra-curricular but as integral to the curriculum. Several such open
courses are offered each semester.
IV. Practicum: Practicum consists of organised activities or experiences outside the classroom
with an aim to deepen understanding of the various dimensions of practice. Practicum
may be located in any of the courses.
V. Independent Study/Project: This involves an independently crafted field of study on a
specific area of interest chosen by the student. It is guided by a faculty member and meet
all the academic requirements of an elective course.
VI. Fieldwork/Field Placement: This gives students the opportunity to explore the field,
critically view current practice, understand the implementation of programmes on the
ground and contribute to on-going practice or policy issues.
The University constantly reviews and improves the programmes in response to feedback from
students, faculty, field institutions and the academic council. The courses indicated in the
following sections may thus vary in line with this.
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Master of Arts in Education(M.A. Education)
The Master of Arts (M.A.) in Education is designed for students seeking a multi-faceted liberal
exposure to the disciplinary domain of education, commitment to societal goals and an
emphasis on the study of education as a fundamental human social activity. A graduate of the
programme is expected to become a reflective practitioner having the perspective, social
concerns and motivation to create a basis for action; understand the possibilities, successes
and setbacks of action taken and take steps that help develop educational theory and practice
by finding contextually grounded solutions.
Programme Structure
This is designed as an 80-credit, two-year, full-time, postgraduate degree programme. It is
organised in four semesters with field engagements throughout the two years. Each student is
required to take the prescribed core courses and is given a choice of elective and open courses.
University Placement Brochure | 17
i. Philosophy of Education
ii. Sociology of Education
iii. Human Development, Learning and Teaching
iv. Introduction to Research
v. Curriculum Studies
vi. Language, Mind and Society
vii. Schools and Education Systems
CoreCourses
i . Science Education
ii. Maths Education
iii. Social Science and History Education
iv. Literacy Pedagogy
v. Teaching English in India
PedagogyElectives
Courses offered in M.A. Education (Illustrative)Course type
The core courses and an illustrative set of electives are as follows:
i. Educational Governance and Decentralisation
ii. Educational Policies and Programmes
iii. School Leadership Theory and Practice
iv. Teacher Professional Development
v. Developing Curricular Materials
vi. Economics of Education
vii. Introduction to Womens and Gender Studies
viii. Disability Studies: Issues and Institutions of In/equity in India
ix. Measuring Development
x. Advanced Social Research
xi. Teaching English Language in India
xii. Discourses on Nationalism
Other
Electives
i . Kannada Literature
ii. Art Apprec iation
iii. Understanding Cinema
iv. European Renaissance: An Introduction
v. VOICES - A Journey through Oral traditions and Folklore
vi. Evolution A Journey through Life and Science
vii. World Archaeology
OpenCourses
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Elective Courses
Students are required to take six elective courses, of which one must be a
pedagogy course. The remaining five elective courses can be used to
specialize in any one area of their choice.
Open Courses
These courses (examples of which have been indicated overleaf) are open
to all students enrolled in the various degree programmes at the Unive rsity.
Students are required to enrol for two such courses during their two years
of study. Open courses carry 2 credits each. The programme therefore
requires the student to obtain 4 credits from open courses.
Field Practice
Engagement with field practice forms an integral part of this programme.
This helps students develop a deeper perspective of the practical implica-
tions of their educational understanding, gained through the first year of
their programme. The multiple opportunities for field engagement,
starting from the first semester onwards set the tone for the programme
and also provide exposure to various settings. The field engagements also
allow students to introspect on their own role as change leaders within the
larger landscape.
The field experience module is designed as field exposure over two
semesters and a field engagement of six weeks i.e. a ten week programme
of 8 credits. The first and second semesters have a two week period each
for field engagement followed by a six-week internship at the end of the
third semester. Internships could be at schools, non-profit organisations,
public agencies, colleges and other organisations. Students may integrate
their field practice with their Internship. In addition, there are regular
meetings with a faculty mentor during the semesters.
Field engagements also include practicum that may necessitate some field
exposure in addition to the field practice explained above. These are a set
of organised activities or experiences with an aim to deepen their under-
standing of the various dimensions of practice.
Independent Study
The independent study is conceptualised as a 4-credit course. The inde-
pendent study component is structured so as to allow students the
freedom to go beyond the syllabus and explore a topic of their interest, in
depth.
Two weeks in Surpur
As part of the field immersion component of the MA Education programme I spent a week in the schools in Surpur. As
soon as I got out of the bus, I felt like I travelled back in time for about a fifty years. The village literally was in atone of sepia, because of the abundance of rocks and dearth of trees. It seemed very peaceful, yet there lingered a
sense of forfeiture in the structures around.
I went with a sense of r elief to have finally escaped the noises of the city but came back with muddled noises inside my
head. The schools were in bad shape lack of teachers in school, lack of interest in the teachers, lack of resources,lack of community participation, problem of low quality private schools that threaten the existence of government
school, most children in hostel because their parents work as labourers in the city etc.
It was very evident that the village has failed to ask itself w hat it wants. The government has made use of this fact to
yet again stuff them with its insensitive schooling system. It is an entirely different culture and environment that exists inthat village. The needs of the people, their history, their economies, their social relationships, are seldom understood in
this mad rush to have a homogenised education system. The people, the animals, (I dont remember hearing the birds
much) and the rocks saved me through the week.
My learning would be: that whoever works in a particular area does so with a sentience to the diversities that thevillage demands.
- Experience of a student who visited Surpur in North Karnataka
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Master of Arts in Development(M.A. Development)
This programme aims to prepare individuals who are capable of informed and thoughtful development action
and are aware of the complexity, depth and scope of the discourse of development, its ethical imperatives and
its implications for policy and action with special reference to the Indian context. This requires conceptual rigour
and sensibilities in students that would help them:
a. Acquire core understanding in and across the disciplines that contribute to the domain of development and
relate them to situations on the ground.
b. Relate these conceptual frameworks to dimensions of development that are targets of public action and
policy such as health, e ducation, livelihoods and sustainability.
c. Provide students with opportunities to encounter and critically engage with instances of both challenging
problems and attempted interventions.
d. Engage with the complex lived realities of people and communities.
e. Explore the ethical and personal dimensions to locate themselves actively in their social context.
University Placement Brochure | 21
Programme Structure
The programme is designed as an 80 credit, postgraduate degree programme organised in four semesters.
Each student is required to take the prescribed core courses and is given a choice of elective and ope n courses.
The various courses that are typically offered are as follows:
i. Sociology of Development
ii. Ecology and Development
iii. Economics for Development Professionalsiv. Political Theory and Politics
v. Skills for Social Change
vi. Education
vii. Health
viii. Innovation and Livelihoods
ix. Law and Governance
x. Introduction to Research
i. Kannada Literature
ii. Art Appreciat ion
iii. Understanding Cinema
iv. European Renaissance: An Introduction
v. VOICES - A Journey through Oral traditions and Folklore
vi. Evolution - A Journey through Life and Science
vii. World Archaeology
CoreCourses
OpenCourses
ElectiveCourses
Courses Offered in M.A. Development (Illustrative)Course type
Elective Courses
Elective courses are offered in the second year, which allow the students to build strength in a
domain of their choice and translate the knowledge acquired into action, more effectively. A
student has to choose seven electives from any of the five domains: education, health, ecology,
governance and livelihoods, in a manner that allows them to focus on a particular domain,
approach or problem.
Open Courses
These courses (examples of which have been indicated above) are open to all students enrolled
in the various degree programmes at the University. Students are required to enroll for two
such courses during their two years of study. Open courses carries 2 credits each. The
programme therefore requires the student to obtain 4 credits from open courses.
i. Social and Economic Analysis of Development Interventions
ii. Contemporary Social Movements in India
iii. Health, Nutrition and Education
iv. Measuring Development
v. Introduction to Public Policy
vi. Introduction to Womens and Gender Studies
vii. Legal System Reform
viii. Coastal Zone Livelihoods and Sustainable Management
ix. Advanced Social Research
x. Economic History
xi. Economics of Educationxii. Livestock Production Systems: Ecology and Development
xiii. Building Inclusive Value Chains for Sustainable Livelihoods
xiv. An introduction to Forests and Livelihoods
xv. Discourses on Nationalism
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- Learning shared by a student of M.A. Development
Field engagement
Engagement with field practice forms an integral part of the Masters programme. The field
engagements allow students to introspect on their ow n role as change agents within the larger
landscape.
The field work practice element consists of supervised placements with communities, institu-
tions and government agencies to provide the student with a broad range of experiences andunderstanding of developmental challenges, mapping strategies, analysis and engagement
with tactics and implementation of programmes. During the programme, students go through
several field-based learning opportunities including course-based practicum, two-week field
exposures, organizational internship for 5 weeks and a field work project.
Student field work practice is a compulsory, assessed and a faculty supervised activity. The
process envisages continuous performance assessment and reports from the field supervisor
and evaluation by faculty advisors. Presentations and seminars based on field outputs are part
of the assessment and effort at consolidation of learning. The exact nature of the assessment
and sharing differs from one fieldwork duration to the other.
The University works with potential organizations, in advance, to structure meaningful
fieldwork opportunities for the students. It is expected that all students can be matched with
projects offered by the institutions, based on their interests and skills. Students are also
welcomed to design and suggest their own projects, which meet the criteria laid out by the
University. In general, a faculty member from the University and a nodal person from the
partner institute jointly monitors and evaluates the students' work, based on the learning goals
set by the University.
Koithur Bata is an NGO located in an interior Koya hamlet called Ramannapalemin the Chintoor mandal of Khammam district in Andhra Pradesh. It is a residential
education facility for the tribal people in the surrounding villages. The
organization facilitates school dropouts between the age group of 14-25 years toprepare for the Standard 10 board exams.
In summer, 2008 and the following year I worked as a facilitator for these
tribal students in the camp teaching Mathematics and Telugu. Living in some of the
most interior tribal villages, with different communities offered a great learningexperience. It exposed me to different local knowledge systems of various tribal
communities. These systems are a result of traditional praxis. My experiences inthis village and the training offered through the MA Development programme
have helped me towards a better understanding of contexts and non-formal
knowledge.
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M.A. Education - Field work orientationEngagement with field practice forms an integral part of the programme and helps students develop a deeper
understanding of the practical implications of the educational understanding gained through the
programme. The entire field practice component/module is designed as a two plus two plus six weeks
experience spread across the two years of the programme. The objectives of the sub-components are different
but conceptualised in a manner so that students are finally equipped with the perspective, skills and confidence
to conceptualize, plan, implement and reflect upon a project of their choice in the domain of education. Broadly,
the sub-components are conceptualised as stages of an overall plan whereby students are enabled to progress
from initial exposure to educational settings, to a more theoretical engagement with educational issues, to an
actual educational engagement involving both theory and practice. The students are placed in a wide variety of
educational settings schools (different types), public and private agencies engaged in education and non-government and civil society organisations working in the area of education during the field practice.
(a)Semester 1 Field Practice
In the first semester, students undertake a two weeks field practice component which is expected to provide the
students with an in-depth exposure to an educational setting and the different processes and activities in that
setting. For this sub-component of the field practice, the batch of 2011-2013 were immersed in a range of
diverse educational settings across the country. The identification of the field sites were facilitated by faculty
coordinators and the students, in smaller groups, visited around 12 different educational settings in different
states. Faculty teaching in semester 1 provided guiding frameworks which students could use to analyse and
integrate their field practice experiences with their course work.
University Placement Brochure | 25
Having lived most part of my life in the same state and ha ving assumed that life in the
rest of the state was similar; my field immersion trip to Beed was a rather contrastingexperience. My knowledge of many social issues before the experience had been
informed by mass media and casual conversations. However, interactions and
observations on the field were rather un-filtered and helped me form my own informed
opinions on issues like reservation and migration. These opinions were further
strengthened by the linkages I could make to discussions in class on displacement, forexample. Further, I came to notice how we, as outsiders problematize a lot of issues
that are actually not a concern at all among the habitants of the given area. At the
same time I was exposed to the real concerns of the people.
- Shared by a student who visited Beed as a part of 1st semester field exposure
Learning through Action
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supervisors during the entire duration of semester 3(b)Semester 2 Field Practiceto enable them develop a proposal and work planThe field practice component for the second
for this field practice component; the facultysemester is also of two weeks while the objective is
supervisors are also responsible for the overall shapeto provide the students with the experience and
of the field practice engagement of their studentsunderstanding of looking at field realities of educa-
and the evaluation and assessment of the work theytional settings through a theoretical framework. The
have undertaken.students are also encouraged to identify issues,
concerns, problems and research areas that theyPracticum:
might want to work with more closely during theBesides the 10 weeks of field practice, courses in the
subsequent longer field practice component of sixprogramme also have structured activities or
weeks. For the semester 2 field practice for the batchexperiences with an aim to deepen the students'
of 2011-2013, faculty coordinators facilitated visit ofunderstanding of theory-practice linkages. The
students, in small groups, to educational settingspracticum experiences are designed as part of
which included field institute sites of the A zim Premjispecific courses of the programme by the teaching
Foundation, non-government organisations withfaculty and have dedicated time allocated for these
education interventions and alternative schools.experiences through the length of the semester.
Faculty teaching in semester 2 provided the theoreti-Students visit different types of schools, government
cal frameworks from which students could selecteducation departments and offices, non-profit
one framework to engage more closely with theirorganisations and disadvantaged urban communi-
experiences of education realities at the grassroots ties as part of their practicum experiences. Theylevel.
engage in a diverse range of activities such as
observing classroom instruction, interviewing school(c)Semester 3 Field Practicepersonnel and children of different age groups,This sub-component of the field practice experience
building an understanding of overall school pro-which is of six weeks duration is scheduled at the
cesses and undertaking practice teaching.end of semester 3. The objective of this sub-
component is to provide students an opportunity toThe field practice and practicum component is
contribute to educational practices and interventionsfacilitated in a manner to enable students to develop a
by using their learning from the programme andwide repertoire of skills necessary to work in organiza-
through their own engagement. The actual worktional settings, besides the expected submissions
component of the field practice can take o n differentwhich form the basis of assessment and evaluation of
forms small research projects, development of anythe student experiences. These include presentation
specific intervention, classroom teaching andand communication skills, conflict resolution, team-
involvement in any ongoing intervention/programmework, conceptualisation and planning for projects, and
while the overall effort is to ensure that thereflection and sharing of experiences through varied
ideas/themes that students desire to work on formediums of communication.
their field practice receive primacy to the extent
possible. Students are guided individually by faculty
During my time in Uttarkashi, I was struck by the teachersdedication and commitment to their work. They walk for
hours up mountainous paths, often through landslides, to
open schools managed and taught solely by themselves.Despite this, they asked for pedagogical suggestions from
us and showed such humility and a want to learn andimprove their strategies. This was also my first experience
interacting with Azim Premji Foundation and I saw, first-hand, the kind of influence and changes they have broughtabout with teacher training, curricula and textbooks in the
area. It was not the Foundation members but the
discussions we engaged in with the teachers, principals andABRC that divulged these interventions. It was affirming
to know we were part of meaningful, heuristic work and mytime there did give me hope that being an agent of change
is possible, granted ones own deliberation, industry,
execution of praxis and interpersonal concern.
- Shared by a student who interned at the
Azim Premji Foundation Field Institute at Uttarkashi
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University Placement Brochure | 29
M.A. Development - Field work orientationThe field work practice element of the M A Development programme consists of supervised placements with
communities, institutions and government agencies to provide the student with a broad range of experiences
and understanding of developmental challenges, mapping strategies, analysis and engagement with tactics and
implementation of programmes. The various components of the field work practice spread over 17 weeks have
different learning objectives, structure and opportunities.
(a) Field Immersion
In the first semester, students go for a 2 weeks field exposure which is meant to provide opportunities to
strengthen the theoretical understanding provided through core courses in the semester. Students of the batch
of 2011-2013 in groups of 10 spent time in over four locations spread over India with rural and tribal communi-
ties. The immersion created the space for experiencing the realities of rural and tribal communities, the social,
political and economic structures, understand cultural systems and engage with people and institutions.
Working in small groups, this is a student led activity which requires them to design, plan and implement the
entire immersion. Students form committees and manage everything from end to end from initiating contact
with organisations, handling finance, logistics, completing their field based tasks and also design a seminar.
development domain. The student identifies specific(b) Study Tourarea of intervention and develops a proposal andIn the second semester, students from the batch of
implementation process in consultation with the2011 - 2013, went on a 14 day study visit to urban
programme and works towards developing it orand rural organisations and explored the develop-
delivering it. The projects range from communitymental terrain, to understand various issues and
mobilisation initiatives to developing business plans,challenges at the field level. The focus is on exploring
documentation of processes, developing trainingthe various development domains health, educa-proposals, working on advocacy and campaignstion, ecology and governance. Different groups
related to various issues.visited a range of stakeholders and organisations of
different kinds across the country. Together with(e) Ongoing course - based practicum
understanding issues, students engaged with theRight through the semester, different courses design
organisation with a focus on understanding thefield based learning opportunities for students that
nature of interventions. They spent time mappingattempt at deepening their understanding of
organisational work strategies, campaigns, imple-concepts that are transacted in the class room. On
mentation efforts and analysed these to link learningone designated day of the week, students work in
from within the classroom with practice. Outputsgroups or as individuals, connecting with different
from the study tour included photo journals,organisations, communities and agencies. This takes
reflective essays, documentary films and presenta-them out of the class room into pollution affected
tions that use development communication tech-communities, womens self help group meetings,
niques and perspectives to communicate the range government organised consultations, small enter-of issues and nature of interventions.
prises, sex workers union meetings, Primary Health
Centres among other spaces. The practicum is(c) Internshipclosely connected to the learning objectives of eachAt the end of the second semester students spent 5
course and over each semester students visit over 14weeks with CBOs, peoples movements, NGOs and
agencies, communities or government departments.government/panchayati Raj institutions. Specific field
activities were designed in consultation with theStudent field work practice is an assessed, faculty
organisation to promote understanding of thesupervised activity. The process envisages a continu-
developmental issues and encourage them to beous performance assessment and reports from the
involved in practice.field supervisor and evaluation by faculty advisors.
Presentations and seminars based on field outputsThe internship has allowed students to experience
are an integral part of the assessment and part ofand engage directly with development problems,
the efforts at consolidation of learnings. The variousprocesses and practices in organizational settings. field engagement opportunities have given ourThe experience of working with development
students the unique opportunity to examine,organizations has exposed students with practical
understand, analyse, imagine and perhaps redesignskills. More importantly, however, it has created a
the practice of development in our country.space for reflection on the predominant ways in
which development is carried out in our country.
(d) Independent Project
At the end of the third semester, students spend a
period of 8 weeks focussing on a special area or
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Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
M.Com.
M.A. Education
27 months in Education sector
57 months Volunteer work,
Freelance, Fellowships in
Development sector
Hindi, English
Hindi, English
Field Exposure
radesh
1st Sem:
Shikshana, Karnataka
2nd Sem: Understanding Democratic school, caste, class
and gender in school at Digantar, Rajasthan
3rd Sem: Independent comparative research study on
Quality in Education at Kanpur rural, Uttar P
Social mobility, stratification, inequality at
Abdul Kalam31 Years
University Placement Brochure | 33
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A. Psychology (Hons.)
M.A. Education
20 months Volunteered with a
student organisation at Christ
University during graduation -
Centre for Social Action.
Worked with children of
construction workers at Christ
University.
English, Hindi,
Malayalam, Telugu (not fluent)
English, Hindi
Field Exposure
1st Sem: Class room observations and interviews; especially
primary with regard to alternative teaching and learning
methods at The Valley School, Bangalore
2nd Sem: Worked on un derstanding 'Moral Values and
Moral Education' as transacted in schools at Vidya BhawanBasic School, Udaipur
3rd Sem: Intend to work on developing an Art module and
using it with a group of children at primary school level at
Centre for Learning, Hyderabad
Ankita Rajasekharan
21 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.E. Electronics and
Communication
M.A. Education
19 months in Hardware
programming
43 months in IT (Research and
Development)
14+ months in Education
English, Hindi,
Gujarati
English, Hindi,
Gujarati
Field Exposure
1st Sem: Explored work done by the schools at The Valley
school and Poorna Learning Centre
2nd Sem: Did sociological study of two students at MigrantLabour Schools run by Azim Premji Foundation, Bangalore
3rd Sem: Exploration of teaching mathematics through
agriculture at Anand Niketan, Sevagram, Wardha
Ankit Shah30 Years
Students Profile - M.A. Education
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Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.E. Electronics and
Communication
M.A. Psychology
M.A. Education
26 months in Education
45 months in Project andQuality, Corporate training
English, Hindi
English, Hindi
Field Exposure
1st Sem: Class observations, teaching; Interviewing migrant
labour (Focus: Sociology of Education) at Migrant Labour
Children School run by Azim Premji Foundation
2nd Sem: Classroom observations, Interviewing
students/teachers (Focus: English Language Pedagogy) at
Poorna (Alternative School)
3rd Sem: Negotiating academic discourse: An Ethnographic
study involving students from diverse socio-economicbackgrounds at Azim Premji University
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Sc.
M.A. Tourism and Hospitality
Services
M.A. Education
24 months in Education
sector
English, Hindi, Odiya
English, Hindi, Odiya
Field Exposure
1st Sem: School observation at Shikshana, Karnataka
2nd Sem: Studied the philosophy and value education at
Rishi Valley, Andhra Pradesh
3rd Sem: Social stratification and education, Azim Premji
Foundation, Sirohi, Rajasthan
Avinash Kumar30 Years
Babita Behera
30 Years
Educational Qualifications
Languages known
Spoken:
Written:
B.A. (Hons.) English
M.A. Education
English, Hindi,
Assamese, Bengali, Nepali
English, Hindi, Nepali
Field Exposure
1st Sem: Overall observation of residential school setting,
Philosophy of J. Krishnamurti, Pedagogy and Nali-Kali
curriculum at Rishi Valley school, Madanapalle, Andhra
Pradesh
2nd Sem: Observation: second language acquisition,
curriculum, social class in school and its setbacks, midday
meal scheme, infrastructure facilities at Azim Premji
Institute for Learning and Development, Udham Singh
Nagar, Uttarakhand
3rd Sem: Role and impact of Education technology in
schooling at Government schools and B.Ed. colleges
(Independent study)
Bikash CHBhandary Chetry
21 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
,
B.A. Statistics
M.A. Education
27 months in BPO
Hindi, English,
BhojpuriHindi English
Field Exposure
1st Sem: Field observation to build understanding
of the government school system and
administration at Azim Premji Foundation,
Uttarkashi
2nd Sem: Independent research about socio
economic condition of Bheel community in
Udaipur suburbs at Vidya Bhawan, Udaipur
3rd Sem: Independent research on socioeconomic condition of the Migrant labour in
Gurgaon and impact of education on their social
mobility, Society for Labour Development, Delhi
Dhiraj Anand
27 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Com.
M.A. Education
36 months in Education as apart time Tutor in a hostel
Telugu, English, Hindi
English, Telugu
Field Exposure
1st Sem: Observation of the practices in different domains,
like the aims of education and its connection with the
childs environment. Understanding of second language
learning and teaching at Puvidham
2nd Sem: Tried to understand how critical thinking is being
incorporated in the class room and the role of teacher in
facilitating and providing the child this environment at
Digantar
3rd Sem: Study of perceptions of teachers about the
necessary qualities of Head teacher at a private and
Government school in Andhra Pradesh
Gogineni Lavanya22 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A. English Literature
M.A. Education
24 months in Journalism
8 months in Educational
administration
English, Hindi
English, Hindi
Field Exposure
1st Sem: Study of student, teacher and parent
perceptions of school functioning at Migrant
Labour Schools
2nd Sem: Study on Human Development in
government school students at a Government
School in Gujarat
3rd Sem: Study of teacher and student
perceptions and outcomes for Sports scholarship
students at Sports Education
Ashish Mathew Koshi
24 Years
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Educational Qualifications
Prior Experience
Languages known Spoken:
Written:
,
B.E. Mechanical
M.A. Education
252 months in Oil well drilling
72 months in Corporate HR
and Training
English, Hindi,
Kannada, Konkani
English Hindi
Field Exposure
1st Sem: Observation and teaching at Azim Premji
Foundation, Migrant Labour School
2nd Sem: Understanding DSERT synergy in the education
system at DSERT, Bangalore
3rd Sem: Developing a workbook for 8th std. Geography at
Adharshila, Eklavya
Harin Hattangady52 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Tech. Electronics and
Communication Engineering
M.A. Education
22 Months in Banking
Malayalam, English,
Hindi
Malayalam, English,
Hindi
Field Exposure
1st Sem: Observed and analysed the practices followed in
an alternative residential school on the basis of theories
learned in 1st Semester at Rishi Valley school
2nd Sem: Familiarised with the functioning of Azim Premji
Foundation in Shorapur and did a small study in Philosophy
of Education at Azim Premji Foundation, Shorapur
3rd Sem: Development and evaluation of Learning and
Teaching trajectory for the concept of Division in
Mathematics (Independent study)
Josephdeyone Jacobi25 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Tech. Electronics
Engineering
M.A. Education
226 months in Software
24 months Volunteer work -
Social sector journalism as a
co-editor, writer
Tamil, Hindi, English
Hindi, English
Field Exposure
1st Sem: Observation of school practices community visits
and teaching at Migrant Labour schools (Windmills and
Epsilon), Bangalore
2nd Sem: Observation and exploration of constructivist
teaching as done at Poorna Learning Centre, Bangalore
3rd Sem: Action research on reading comprehension at
local school/community in Bangalore
Kalpana Aravamuthu
43 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A. Religion and Philosophy
M.A. Education
4 months (ongoing) inCurriculum development forgirls empowerment NGO
5 months in Environmental
sustainability education9 months in Englishremediation teacher/learningmaterials development
30 months as a Bank teller
English, Spanish,Kannada (basic)
English, Spanish
Field Exposure
1st Sem: Classroom observations, school visits
(Ashramasala, alternative NGO, and government),
community visit, DIET Interaction at Deenabandhu and
Bharat Gyan Vigyan Samiti
2nd Sem: Teaching and observations, development of guide
for teaching children of migrant workers, community visits
to Migrant Labour School run by Azim Premji Foundation
3rd Sem: Development of reader for adolescent girls,research on gender issues and language/cognitive abilities
in low income communities (Independent study)
Katherine Robinson
24 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Sc. Computer Science
M.C.A. Computer Science
M.A. Education
16 months in HR (Employee
Engagement)
55 months in IT (Research and
Development)
60+ months as a Volunteer in
the NGO sector
Gujarati, English,
Hindi, Marathi
Gujarati, English,
Hindi
Field Exposure
1st Sem: Explored work done at Ekalavya
2nd Sem: Explored work done by Azim Premji Foundation,
Sirohi
3rd Sem: Study of Teacher Professional Identity
(Independent study)
Krunal Desai
31 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A.
B.Ed.
P.G.D. English Language
Teaching
M.A. Education
4 months in training and
development
Worked on flood
displacement issues in 2009,
North Karnataka
Kannada, English,
Hindi
Kannada, English
Field Exposure
1st Sem: Understanding Nali-Kali in Government
schools, classroom observations and community
visits. Visited schools in Kanakpura, Shikshana
Foundation
2nd Sem: Understanding the motivational factors
for students and teachers through various
Motivation Theories in teaching and learning at
Azim Premji Field Institute of Learning and
Development, Rudrapur, Uttarkhand
3rd Sem: Understanding how and what kinds of
support is effective for teachers of Social science /
Teachers curriculum at Dhwani TrustGurunathagouda
S. Goudar
31 Years
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Educational Qualifications
Prior Experience
Languages known Spoken:
Written:
M.A. Political Science
M.A. Education
84 months in the Education
sector as a secondary school
teacher
English, Hindi,
Telegu, Oriya, Urdu
English, Hindi, Oriya,
Urdu
Field Exposure
1st Sem: Observing class room to know how teaching
learning and child development occurs, Migrant Labour
School
2nd Sem: Observing Nali-Kali curriculum of RIVER Project at
Rishi Valley Institute for Rural Education, Madanpalle,
Chittor
3rd Sem: Understanding if Education Technology improves
student learning and achievement - Study at various privateschools and B.Ed. colleges
Mahammad Barakat33 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A.
M.A.
M.A. Education
24 months in an NGO
Hindi, English, Urdu
Hindi, English
Field Exposure
1st Sem: Observed the work of Shikshana, visited schools
and villages and made a report based on the observation
2nd Sem: Visited schools and observed the curriculum area
in this domain. Observed how gender is addressed in
schools and classrooms at Azim Premji Foundation
3rd Sem: Studying the effectiveness of SDMC at Prajayatna
Naseem Akhtar28 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.C.A.
M.A. Education
3 months as a Volunteer at
Prayas Integrated School,
Jaipur (Rajasthan)
English, Hindi
English, Hindi
Field Exposure
1st Sem: Studied alternative approach of teaching and
learning and looked at the philosophy of school. Also
studied the RIVER project at Rishi Valley School
2nd Sem: Observed basic education curriculum and primary
class in order to analyse mode of transaction and its
different ways of implementation at Vidhya Bhawan,
Udaipur and Basic School, Ramgiri
3rd Sem: Studying primary class curriculum and its creative
approach of teaching and learning in line with state defined
curriculum at Aksharnandan School, Pune
Nayan Mehrotra
23 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Sc. Microbiology
M.A. Education
72 months in Education
(Teaching middle school math)
12 months in Education
Technology
English, Hindi,
English, Hindi
Field Exposure
1st Sem: Participant observation in NGO-orphanage;
Observation of working in alternate semi-rural NGO school,
rural Government schools, Anganwadi, Ashramashalas,
NGOs (BGVS) in education, DIET, CRCs at BGVS and
Deenabandhu Trust, Chamrajnagar, Karnataka
2nd Sem: Teaching and observation at the Bridge
programme - National Child Labour Project, 1988 (NCLP)
classroom / Excellent English School focus on classroom
practise and teacher perceptions. Report on Whole School
Transformation (WST) programme analysis through a
theoretical framework at The Teacher Foundation, Excellent
English School, Bangalore
3rd Sem: Teaching Professional Learning Communities
The writing workshop: A case for childrens voices in The
classroom at Azim Premji Foundation Migrant Labour
school, Bangalore
Nomita Wahi Sikand
42 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Sc.
M.Sc. Chemistry
M.A. Education
10 months in Software
English, Hindi
English, Hindi
Field Exposure
1st Sem: Explored organisation and its culture through field
visits and interactions with stakeholders and community at
Eklavya, Madhya Pradesh
2nd Sem: Studied nature of education shaped in
Uttarkashi region post-independence and the current
situation at Azim Premji Foundation, Uttarkashi
3rd Sem: Study of Government and Private school setting,
in order to understand the perception of stake holders
about School Effectiveness and exploring the issue of
Educational inequality at Azim Premji Foundation, Udham
Singh Nagar
Pankaj Nautiyal
27 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Ed.
M.Sc. Zoology
M.A. Education
54 months in Public and
Government school
18 months in an NGO
Hindi, English,
Chhattisgari, MaithiliHindi, English
Field Exposure
1st Sem: Visited various government schools, community
and tried to explore the connection between various
theories and practice at Azim Premji Foundation,
Uttarakhand
2nd Sem: Explore various ideologies existing in and around
the school and how these ideologies affect the interaction
and teaching-learning process in school (Working with
school children of Bhopal) at Eklavya, Bhopal
3rd Sem: Comparative study of 1st and 4th year Student
Teachers idea (B.El.Ed. course) and understanding about
Teacher knowledge at Teacher Education college (B.El.Ed.),
Delhi
Madhulika Jha
35 Years
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Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A. (Hons.) Communication
Design
M.A. Education
13 months as a Visualizer and
Business Developer
24 months in Corporate
Communications
Hindi, English
Hindi, English
Field Exposure
1st Sem: Observed the working of the organization in
terms of their interaction with schools, Pitara project and
science curriculum development at Eklavya
2nd Sem: Observed the working of the school in terms of
pedagogy. Spent time with the community and undertook
classes at Azim Premji Foundation - Migrant Labour School,
Windmills
3rd Sem: Assist with a science project on Matter for grades5 to 9 at Educational Initiatives
Priyanka Goswami
26 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A. (Hons.) English
M.A. Education
6 months in Education
Hindi, English
Hindi, English
Field Exposure
1st Sem: Looked at the functioning of the schools through
the lens of sociology, psychology and philosophy of
education at The Valley School and Poorna Learning Center,
Bangalore
2nd Sem: Critically analysed how philosophy of a school
comes into being and subsequent value orientation of the
school at Rishi Valley School, Andhra Pradesh
3rd Sem: Exploring historical ethnography of the social
science textbook of class 6 - 8 to get an overview of the
change in curriculum framework and its implementation in
textbooks at NCERT, Delhi
Radhika Chaturvedi
23 Years
Educational Qualifications
Languages known
Spoken:
Written:
B.A. (Hons.) English
M.A. Education
English, Hindi,
Marathi, Malayalam, German,
Konkani
English, Hindi,
Marathi, Malayalam, German
Field Exposure
1st Sem: Class observations, interactions with teachers,
students and administrators at The Valley School and
Poorna Learning Centre, Bangalore
2nd Sem: Class observations, interactions with teachers,
students, administrators and parents at Azim Premji
Foundation, Puducherry
3rd Sem: Doing a project at Hamara school, Goa
M R Radhika Pai22 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Com.
M.A. Education
156 months in Banking24 months in Publishing
English, Hindi,
Malayalam, Tamil, Kannada,
Marathi
English, Hindi,
Kannada
Field Exposure
1st Sem: Observed Government primary schools.
Interacted with community, teachers and
students. Conducted lessons in English, story
telling sessions, craft at Shikshana
2nd Sem: As an observer and teacher. Conductedclasses in English, science and sports. Also helped
in craft lessons at Migrant Labour School, Epsilon
3rd Sem: Studying language policy and possibility
of MLE (Multi Linguistic Education) in Elementary
school
Reena Johnson
42 Years
Educational Qualifications
Prior Experience
Languages known
Spoken: Written:
B.Sc. Computer Science
M.Sc. Physics
M.A. Education
36 months teaching in schools
36 months with an NGO,
Eklavya on curriculum and
material development
Hindi, EnglishHindi, English
Field Exposure
1st Sem: Observation Understanding Government system
of education at Azim Premji Foundation, Udham Singh
Nagar, Uttarakhand
2nd Sem: Understanding philosophy of basic education in a
Basic school of Vidya Bhawan, Udaipur, Rajasthan
3rd Sem: Exploring childrens misconceptions on some
concepts in science for e.g: electricity, light etc. at Homi
Bhabha Centre for Science Education, Mumbai
Pragya Shrivastava29 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Sc.
B.Ed.
M.A. Education
52 months in Sales andMarketing
20 months in Training
English, Hindi
English, Hindi
Field Exposure
1st Sem: Not attended
2nd Sem: Study of change and progression of the local
education system at Azim Premji Foundation Field Institute,
Uttarkashi, Uttarakhand
3rd Sem: Ethnographic study of Teachers identity at
Uttarakhand
Pramod Kumar Chamoli
30 Years
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University Placement Brochure | 43
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Sc.
M.Sc. Biotechnology
CSIR-UGC NET, Life Sciences
M.A. Education
96 months in Education
sector
Hindi, English
Hindi, English
Field Exposure
1st Sem: Understanding educational field at Eklavya,
Bhopal
2nd Sem: Importance of contextual learning in Science
teaching and how contextual teaching could help learning
at Eklavya, Bhopal
3rd Sem: Teachers perception of CCE in science classroom
and is it possible to a ssess the scientific temper (as defined
by NCF) by using CCE at HBCSE, Mumbai
Santosh Kumar Sharma33 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.E. Mining
M.B.A. Human Resource
M.A. Education
200 months in Service,
Training and managing own
firm
25 months in different
awareness drives
English, Hindi,
Maithili, Bangla, Bhojpuri
English, Hindi
Field Exposure
1st Sem: School education support system at Shikshana
2nd Sem: Schools and Society at Azim Premji Foundation,
Tonk
3rd Sem: Baseline study of ELDP at Azim Premji Foundation,
Chattisgarh
Samir Kumar39 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
P.G.D. Anthropology and NGO
Management
M.A. Sociology
M.A. Education
60 months in Development
sector (on Educational and
projects in allied domains)
Hindi, English,
Bhojpuri
Hindi, English,
Bhojpuri
Field Exposure
1st Sem: Exposure visit of organization, i.e. what Eklavya
does
2nd Sem: Studied the 2nd language challenge faced by
children and teachers as well, in brief, at Vidya Bhawan
3rd Sem: Study of the leadership role played by Head
Teachers in Curriculum, meeting challenges, engagement
etc. at Azim Premji Foundation
Shailesh Kumar Shukla30 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.El.Ed.
M.A. Education
24 months in Alternative
education
1 month in girls education
Hindi, English,
Telugu
Hindi, English
Field Exposure
1st Sem: Studied different aspects of the co re courses
(Philosophy of education, Sociology of education,
Introduction to Research, Human development and
learning) at Puvidham, Tamil Nadu
2nd Sem: Studied the curriculum of the 4 month teacher-
training programme of the organisation and observed the
classroom transaction at Digantar, Jaipur
3rd Sem: Understood a teachers belief of how childrenlearn Hindi at Anand Niketan, Bhopal
Sheetal Paul25 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Sc.
Diploma in Aeronautical
Electronics
M.A. Education
23 months in Teaching
50 months in Indian Air Force
20 months in lay counselling
(as a volunteer)
Telugu, Hindi, English
Telegu, Hindi, English
Field Exposure
1st Sem: Observed the school and class room environment,
teaching and learning practices at Centre For Learning
(CFL), Bangalore
2nd Sem: Identify the gap between the NCFTE guidelines
and ground practices at SCERT and DIET, Puducherry3rd Sem: Study of Perception of Teacher educators and
Student teachers on relationships at Institute of Advance
study in Education, Hyderabad
Siva Sankar Kantheti25 Years
Educational Qualifications
Languages known
Spoken:
Written:
B.A. Economics, English and
Sociology
M.A. Education
Hindi, English, Urdu
Hindi, English, Urdu
Field Exposure
1st Sem: Observation of teaching and learning at Puvidham
2nd Sem: Curriculum implementation and evaluation - How
does the State implement curriculum - teacher training,
school inspections, teacher observations etc. How is the
achievement of curricular objective assessed or evaluated?
How does evaluation affect what is taught/learnt? Study at
Azim Premji Foundation Field Institute Udham Singh Nagar
3rd Sem: Looking at English as a second language and
comparing the competency level of primary students in two
different school settings at Asha for Education
Shehnaz23 Years
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University Placement Brochure | 45
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A. Literature (major),
Journalism, Film, French
(minors)
M.A. Education
10 months in Media
24 months E SL tu to r,
Knox, IL, USA
3 months in Childrens
literature TA, Knox, IL, USA
3 months Volunteer,Action for Autism
English, Hindi,
French
English, French
as an
as a
Field Exposure
1st Sem: Second language acquisition strategies at Azim
Premji Foundation
2nd Sem: Critical Awareness about language: Bernsteins
language codes and multilingualism at Poorna Learning
Centre
3rd Sem: Curriculum resource development: Language
modules for non-proficient English learners, students with
learning disabilities at Poorna Learning Centre
Sneha Subramaniam25 Years
Educational Qualifications
Languages known
Spoken:
Written:
B.A. Psychology, Sociology,
Economics
M.A. Education
English, Kannada,
Tamil
English, Kannada
Field Exposure
s
1st Sem: General understanding of the Government schools
in Uttarakhand at Azim Premji Foundation, Uddham Singh
Nagar
2nd Sem: Worked with Azim Premji Foundation to gather
an understanding of the Government schools in the
neighbouring villages around Puducherry. Also worked with
an outreach programme school at Aikiam, a bilingual
school Auroville
3rd Sem: Study of literacy in early childhood education at
Migrant Labour School (Windmills) and at Government
anganwadi
Srilakshmi R22 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A. Japanese
M.A. Education
61 months in Corporate in theInsurance sector as Japanese
language specialist
5 months in Corporate-IT as a
Japanese language consultant
Hindi, English,
Japanese
Hindi, English,
Japanese
Field Exposure
1st Sem: The Valley School and Poorna Learning Centre
class observations and understanding school processes
2nd Sem: Moral education imparted at Digantar
3rd Sem: Role of libraries in elementary and secondary
education at various schools
Sunil Sah30 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.Sc. Botany, Chemistry and
Biotechnology
M.A. Education
36 months in social
sensitization programmes
2 weeks of Art classes
English, Malayalam,
Tamil, Kannada, Hindi
English, Hindi,
Kannada
Field Exposure
1st Sem: General observation using philosophy, sociological
and developmental psychology frameworks that were part
of the course at Centre For Learning (CFL), Bangalore
2nd Sem: Exploring the idea of creativity as seen in schools
at Azim Premji Foundation, Surpur
3rd Sem: Will be working with the Adivasi community in
Athirapally. Exploring the world-views held by the children
and how it affects or effects their learning at Athirapally,
Trissur
Swetha22 Years
Educational Qualifications
Languages known
Spoken:
Written:
B.Sc.Ed.
M.A. Education
Tamil, English, Hindi
English
Field Exposure
1st Sem: General observation of classroom practices and
teaching and learning at Azim Premji Foundation
2nd Sem: Understanding social class and caste division and
labelling theory at school
3rd Sem: Understanding child learning with respect to
medium of instruction at school
Tsering Tashi
24 Years
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.A. (Hons.) Economics
Master of Journalism and
Mass Communication
M.A. Education
5 months in Banking
43 months in Education
English, Hindi, Urdu,
Bhojpuri
English, Hindi
Field Exposure
1st Sem: Observation of Community Development and
Schooling work BRC, CRC at BGVS, Chamrajnagar,
Karnataka
2nd Sem: Activity based learning practised in schools of
Madhya Pradesh. Observed teachers strong support totraditional teaching methods at Eklavya, Bhopal
3rd Sem: Doing a study of rural school climate and parents
perception about education at Rural School Climate in
Eastern Uttar Pradesh
Ziaul Haq29 Years
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For my two-week field immersion, I went to the Azim Premji Foundation, Puducherry, and via theresource persons there visited a couple of nearby coastal villages, like Ariyankuppam and
Andiyarpalayam. The schools I visited there were government schools that were mostly attended bythe children of the fisher-folk. I observed their classes, interacted with teachers, students,
support staff, and then also went to the villages the children came from, visited the homes of a
few students and interacted with their parents.
One of the experiences that would stay on with me for life w as to observe the helplessness thateach person involved in education showed. While the teacher educators complained of lack of
teacher motivation or the "right" teacher attitudes, the teachers, on their part, complained of the
dismal quality of teacher education, the lack of cooperation from the fishermen community, and the"bad quality" students they got. It was ironic, therefore, when the parents who were interviewed
showed much faith in still sending their children to school.
- Obeservation from a student who worked in Puducherry.
University Placement Brochure | 47
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.B.A.
LL.B
M.A. Development
5 months in an Online
magazine
7 months in IT
Hindi, Bengali,
Punjabi, English
Hindi, English
Field Exposure
1st Sem: Investigated how tribal funds are utilised
to fulfil other communities needs at SIGN, Kerala
2nd Sem: Wanted to explore why some districts
are designated as backward and how tenable it
is at DDS, DRDA, ITDA3rd Sem: To investigate viability of Government
sponsored macro schemes at BRLP
Aditya M Sanyal
27 Years
Educational Qualifications
Languages known
Spoken:
Written:
B.B.A.
M.A. Development
English, Hindi
English, Hindi
Field Exposure
1st Sem: To understand the issues and challenges being
faced by the communities living in an island village at
Amader Prerana, Sagardwip, West Bengal
2nd Sem: Exploratory trip to Uttarakhand to develop a
better understanding of the issues related to livelihood,
migration, environment sustainability and energy
3rd Sem: Work with BASIX to develop business plans for
producer companies in Deoli, Maharashtra
Abhijeet Singh Bist
22 Years
Students Profile - M.A. Development
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
Creative Writing, British
Council, New Delhi
B.A. (Hons.) Political Science
M.A. Development
33 months in Social sector
12 months in Media
Hindi, English
Hindi, English
Field Exposure
1st Sem: Went to Beed and tried to understand and analyse
the caste dynamics in development plans and projects in a
rural settings at Rural Development Centre, Maharashtra
2nd Sem: Was involved in background research and
questionnaire designing for survey on functioning of PDS,
in 15 districts of Karnataka at Public Affair Centre,
Bangalore
Went to Rajasthan to observe and appreciate works of
organizations like Shikshantar, Bodh Shikasha and Peoples
Union for Civil Liberty
3rd Sem: Doing an independent study in a Vidhan Sabha
constituency of Bihar on how elections are in actuality
fought on the ground (Independent study)Akash Vaibhav Singh
31 Years
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University Placement Brochure | 49
Educational Qualifications
Prior Experience
Languages known
Spoken:
Written:
B.E. Production
M.A. Development
110 months in Engineering
Products
Tamil, English,
Malayalam, Hindi
Tamil, English,
Malayalam, Hindi
Field Exposure
1st Sem: Socio-economic, political and ecological
understanding of Sagardwip islands in Sundarban forests.