Azim Premji University Placement Brochure 2011-2013

7/28/2019 Azim Premji University Placement Brochure 2011-2013

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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

University Placement Brochure | 01


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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.



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 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.


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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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


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


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


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.


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.


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.


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

24


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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



17/36


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



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


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

32


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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


Prior Experience

Languages known

Spoken:

Written:

B.Sc.

M.A. Tourism and Hospitality

Services

M.A. 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


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


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


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


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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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


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


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


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


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


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

36


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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


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


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


Prior Experience

Languages known

Spoken:

Written:

B.Sc. Microbiology

M.A. Education


(Teaching middle school math)


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


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


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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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


Prior Experience

Languages known

Spoken:

Written:


M.A. 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


Languages known

Spoken:

Written:


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


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


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


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

40


24/36



Prior Experience

Languages known

Spoken:

Written:

B.Sc.

M.Sc. Biotechnology

CSIR-UGC NET, Life Sciences

M.A. 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


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


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


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


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


Languages known

Spoken:

Written:

B.A. Economics, English and

Sociology

M.A. Education



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

42


25/36



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


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


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


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


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


Prior Experience

Languages known

Spoken:

Written:

B.A. (Hons.) Economics

Master of Journalism and

Mass Communication

M.A. Education

5 months in Banking


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

44


26/36

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.



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


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


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

46


27/36



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.

Azim Premji University Placement Brochure 2011-2013

Documents

Transcript of Azim Premji University Placement Brochure 2011-2013