Azim Premji University Placement Brochure 2011-2013

MEET OUR
GRADUATES
PLACEMENT BROCHURE 2011-13
Fax: +91 80 6614 5145
Email: placements@apu.edu.in
Website: http://www.azimpremjiuniversity.edu.in
https://www.facebook.com/azimpremjiuniversity
http://www.youtube.com/AzimPremjiUniversity
Azim Premji University
Pixel 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
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 working
with 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 Behar
Vice Chancellor
University Placement Brochure | 01
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) has
recognized 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 benefit 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.
02
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 quality 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-creation
for 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.
University Placement Brochure | 05 04
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.
06
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 these
Working with the Foundation
organizations are underway with both students and
The 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. The
An 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, Udaipur
the vision of the Foundation. The close working of
Michigan State University, East Lansing,
the University with the Foundation and its practice
Michigan, USA
informs 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, Jaipur grassroots experience work closely with the
faculty members in the design of the overall
University Colloquiums
curriculum, 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 of
ground, through visits and project work at the
academicians, field practioners, social activists and
field 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 several
members. 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. These
University Partnerships and
have helped students at multiple levels from simply
Collaborations
being inspirational to challenging their own estab-
The University students and faculty significantly
lished 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.
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 meetings and interactions, a vibrant
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 been
By constant dialogue with faculty, students are
on the cutting edge of education and development
encouraged to gain a deeper perspective of the
policy, research and practice. Many members of the
practical implications of their educational under-
faculty have personally contributed to the social
standing gained through the programme. The
sphere and have been actively engaged in setting up
multiple opportunities for field engagement, starting
and running NGOs and schools across the country.
from the first semester onwards set the tone for the
programme and also provide exposure to various At the University, the 60 plus full time faculty
members seek to create a supportive yet challenging settings. The field engagements also allow students
culture of enquiry and discovery with strong cross-
to introspect on their own role as change leaders
disciplinary anchoring that builds skill, fosters
within the larger landscape. The University lays great
perspective and develops sensitivity to social issues.
emphasis on the outcome of the programmes to
create reflective practitioners and the faculty plays a Under 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
10
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 relationship
The University offers full-time, 2-year postgraduate
and are equally emphasised.
M.A. programmes in Education and Development to
Continuing Education prepare 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 several 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 and
to 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 certification
strong culture of research, building knowledge
programmes.
through research is critical but this must be deeply
Degree Programmes Overview
Master of Arts in Education
The 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 Development
The 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 their
potential. 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
12
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 evidence
of:
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.
Eligibility
Students 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 Programmes
The 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 specializations 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 chosen
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.
14
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
Core
Courses
i. Science Education
ii. Maths Education
iii. Social Science and History Education
iv. Literacy Pedagogy
v. Teaching English in India
Pedagogy
Electives
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 Appreciation
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
Open
Courses
16
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 University.
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 a
tone 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 relief 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 what 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 in
that 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 the
village demands.
- Experience of a student who visited Surpur in North Karnataka
18
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, education, 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 open courses.
The various courses that are typically offered are as follows:
i. Sociology of Development
ii. Ecology and Development
iii. Economics for Development Professionals
iv. 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 Appreciation
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
Core
Courses
Open
Courses
Elective
Courses
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 Education
xii. 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
20
- 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 own 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 and
understanding 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 Ramannapalem
in 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 to
prepare 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 learning
experience. It exposed me to different local knowledge systems of various tribal
communities. These systems are a result of traditional praxis. My experiences in
this village and the training offered through the MA Development programme
have helped me towards a better understanding of contexts and non-formal
knowledge.
22
M.A. Education - Field work orientation
Engagement 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 having assumed that life in the
rest of the state was similar; my field immersion trip to Beed was a rather contrasting
experience. 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, for
example. 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
supervisors during the entire duration of semester 3
(b) Semester 2 Field Practice
to enable them develop a proposal and work plan
The field practice component for the second
for this field practice component; the faculty
semester is also of two weeks while the objective is
supervisors are also responsible for the overall shape
to provide the students with the experience and
of the field practice engagement of their students
understanding of looking at field realities of educa-
and the evaluation and assessment of the work they
tional settings through a theoretical framework. The
have undertaken.
students are also encouraged to identify issues,
concerns, problems and research areas that they
Practicum:
might want to work with more closely during the
Besides the 10 weeks of field practice, courses in the
subsequent longer field practice component of six
programme also have structured activities or
weeks. For the semester 2 field practice for the batch
experiences with an aim to deepen the students'
of 2011-2013, faculty coordinators facilitated visit of
understanding of theory-practice linkages. The
students, in small groups, to educational settings
practicum experiences are designed as part of
which included field institute sites of the Azim Premji
specific courses of the programme by the teaching
Foundation, non-government organisations with
faculty 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 select
education departments and offices, non-profit
one framework to engage more closely with their
organisations and disadvantaged urban communi-
experiences of education realities at the grassroots
ties as part of their practicum experiences. They
level.
engage in a diverse range of activities such as
observing classroom instruction, interviewing school
(c) Semester 3 Field Practice
personnel 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 to
The field practice and practicum component is
contribute to educational practices and interventions
facilitated in a manner to enable students to develop a
by using their learning from the programme and
wide repertoire of skills necessary to work in organiza-
through their own engagement. The actual work
tional settings, besides the expected submissions
component of the field practice can take on different
which form the basis of assessment and evaluation of
forms small research projects, development of any
the student experiences. These include presentation
specific intervention, classroom teaching and
and communication skills, conflict resolution, team-
involvement in any ongoing intervention/programme
work, conceptualisation and planning for projects, and
while the overall effort is to ensure that the
reflection and sharing of experiences through varied
ideas/themes that students desire to work on for
mediums 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 teachers
dedication 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 and
improve 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 brought
about 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 and
ABRC that divulged these interventions. It was affirming
to know we were part of meaningful, heuristic work and my
time 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
M.A. Development - Field work orientation
The 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 Tour
area of intervention and develops a proposal and
In the second semester, students from the batch of
implementation process in consultation with the
2011 - 2013, went on a 14 day study visit to urban
programme and works towards developing it or
and rural organisations and explored the develop-
delivering it. The projects range from community
mental 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 training
the various development domains health, educa-
proposals, working on advocacy and campaigns
tion, 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 the
Right through the semester, different courses design
organisation with a focus on understanding the
field based learning opportunities for students that
nature of interventions. They spent time mapping
attempt 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 learning
one designated day of the week, students work in
from within the classroom with practice. Outputs
groups 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) Internship
closely connected to the learning objectives of each
At the end of the second semester students spent 5
course and over each semester students visit over 14
weeks with CBOs, peoples movements, NGOs and
agencies, communities or government departments.
government/panchayati Raj institutions. Specific field
activities were designed in consultation with the
Student field work practice is an assessed, faculty
organisation to promote understanding of the
supervised activity. The process envisages a continu-
developmental issues and encourage them to be
ous performance assessment and reports from the
involved in practice.
field supervisor and evaluation by faculty advisors.
Presentations and seminars based on field outputs
The internship has allowed students to experience
are an integral part of the assessment and part of
and engage directly with development problems,
the efforts at consolidation of learnings. The various
processes and practices in organizational settings.
field engagement opportunities have given our
The experience of working with development
students the unique opportunity to examine,
organizations has exposed students with practical
understand, analyse, imagine and perhaps redesign
skills. 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
28
30
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 Kalam
31 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 understanding 'Moral Values and
Moral Education' as transacted in schools at Vidya Bhawan
Basic 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 Migrant
Labour Schools run by Azim Premji Foundation, Bangalore
3rd Sem: Exploration of teaching mathematics through
agriculture at Anand Niketan, Sevagram, Wardha
Ankit Shah
30 Years
Students Profile - M.A. Education
32
Prior Experience
Languages known
Spoken:
Written:
Communication
M.A. Psychology
M.A. Education
26 months in Education
45 months in Project and
Quality, 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-economic
backgrounds 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 Kumar
30 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 CH
Bhandary Chetry
21 Years
Prior Experience
Languages known
Spoken:
Written:
,
B.A. Statistics
M.A. Education
27 months in BPO
Hindi, English,
Bhojpuri
Hindi 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 socio
economic 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 a
part 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 Lavanya
22 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
34
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 Hattangady
52 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 Jacobi
25 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) in
Curriculum development for
girls empowerment NGO
5 months in Environmental
sustainability education
9 months in English
remediation teacher/learning
materials 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 Trust
Gurunathagouda
S. Goudar
31 Years
36
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 private
schools and B.Ed. colleges
Mahammad Barakat
33 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 Akhtar
28 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, Maithili
Hindi, 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
38
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 grades
5 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 Pai
22 Years
Prior Experience
Languages known
Spoken:
Written:
B.Com.
M.A. Education
156 months in Banking
24 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. Conducted
classes 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, English
Hindi, 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 Shrivastava
29 Years
Prior Experience
Languages known
Spoken:
Written:
B.Sc.
B.Ed.
M.A. Education
52 months in Sales and
Marketing
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
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 assess the scientific temper (as defined
by NCF) by using CCE at HBCSE, Mumbai
Santosh Kumar Sharma
33 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 Kumar
39 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 Shukla
30 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 core 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 children
learn Hindi at Anand Niketan, Bhopal
Sheetal Paul
25 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, Puducherry
3rd Sem: Study of Perception of Teacher educators and
Student teachers on relationships at Institute of Advance
study in Education, Hyderabad
Siva Sankar Kantheti
25 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
Shehnaz
23 Years
42
Prior Experience
Languages known
Spoken:
Written:
B.A. Literature (major),
Journalism, Film, French
(minors)
M.A. Education
10 months in Media
24 months ESL tutor,
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 Subramaniam
25 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 R
22 Years
Prior Experience
Languages known
Spoken:
Written:
B.A. Japanese
M.A. Education
61 months in Corporate in the
Insurance 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 Sah
30 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
Swetha
22 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 to
traditional 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 Haq
29 Years
44
For my two-week field immersion, I went to the Azim Premji Foundation, Puducherry, and via the
resource 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 by
the 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 was to observe the helplessness that
each 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, ITDA
3rd 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
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.
2nd Sem: Examined the development issues related to the
Energy Sector; Events, issues and challenges behind the
dam and road construction activities in the Gahrwal region
of Uttarakhand; A 35 minutes documentary is made based
on the study.
Summer Internship: Volunteered at SECMOL and SLC - Leh,
Ladakh
3rd Sem: Studied issues surrounding the nuclear power
plant in Koodankulam and made a 15 minutes
documentary on the ongoing agitation and protests.
Winter Internship: An ethnographic study of E-waste in
Chennai.
Deepak Kumar G
31Years
Prior Experience
Languages known
Spoken:
Written:
B.Tech. Chemical Engineering
M.A. Development
12 months in Government
(Postal department)
Malayalam, English,
Hindi, Tamil
Malayalam, English,
Hindi
Felix Varghese
25 Years
Field Exposure
1st Sem: Did a need assessment of the tribal villages at

SIGN, Kasargod
2nd Sem: Studying Organic farming initiatives at
Development Research Communication and Service Centre
(DRCSC), Kolkata/Sundarbans
Participated as a volunteer for environment camp for
college students at SECMOL and Snow Leopard
Conservancy trust, Ladakh
3rd Sem: Part of the team which visited and prepared a
documentary on the on-going anti-nuclear protests in
Koodankulam
A study on decentralised renewable energy technologies
used in Pathanpara micro hydel project, Kerala
(Independent study)
Prior Experience
Languages known
Spoken:
Written:
B.A. English
M.A. Development
2 months in Human Rights
English, Hindi
English, Hindi
Field Exposure
1st Sem: Understanding issues of Dalit assertion in the

context of Beed, Maharashtra at Rural Development Centre
2nd Sem: Studied about problems that internally displaced
people face in Khammam, Andhra Pradesh, Agricultural
and Social Development society and the peoples
movement against POSCO happening in Jagatsinghpur at
Orissa Development Action Forum
3rd Sem: Exploring the current functioning of food security
schemes in Maharashtra and finding ways of improvement
Gopika Nangia
22 Years
Prior Experience
Languages known
Spoken:
Written:
34
M.A. Political Science
PGDMC (IIMC), Journalism
M.A. Development
months in Journalism
Hindi, English,
Almost all local dialects in
Northern India
Hindi, English
Field Exposure
1st Sem: Looked at livelihood issues of fisher-folks after

their displacement due to dam construction near Kolkata
port. Collected data on public health, education and
livelihood at Amader Prerana
2nd Sem: Study of reasons for drop-outs in Primary
schools, Azim Premji Foundation, Yadgir
3rd Sem: Anthropological study (based on their health
indicators) of tribal population displaced by Chas Khamam
dam near Pune (Independent study)
Anurag Shukla
24 Years
Prior Experience
Languages known
Spoken:
Written:
B.B.A.
P.G.D. Rural Management
M.A. Development
50 months in NGOs working
primarily on development and
education
Hindi, English
Hindi, English
Field Exposure
1st Sem: To understand the 'Kerala model of development'

and its impact on the tribal population at SIGN, Kerala
2nd Sem: To understand different perspectives about
education by studying a variety of interventions in
education, at Swami Vivekanada Youth Movement (SVYM),
Centre for Learning (CFL), Tent School, Tawakkal Madrassa
3rd Sem: Designing a training module on Knowledge,
Attitude and Practice (KAP) study at University Resource
Centre, Azim Premji University
Ashish Tripathi
29 Years
Prior Experience
Languages known
Spoken:
Written
B.S.W. Rural Development
M.A. Development
20 months in NGOs and open
communities
2 months in Government
Organisations
Hindi, English,
Mewari, Marathi
: Hindi, English
Field Exposure
1st Sem: Visited LAYA, Andhra Pradesh to understand the

livelihood, health, environment challenges faced by Tribal
Communities
2nd Sem: Visited different organizations in Rajasthan like
GO, NGO, CO-OPERATIVES, GONGO, social movement,
labour union to understand different interventions in the
field at Non-government Organizations
Worked with teaching and learning camp to understand
difficulties faced by children with the English language at
Vidya Bhawan, Udaipur
Worked with a teachers training programme under RTE to
write a consolidated report on the programme
3rd Sem: Worked towards establishing a Community Media
Unit at JATAN, rural Rajasthan
Charu Bhati
23 Years
48
Languages known
Spoken:
Written:
B.Sc.
M.A. Development
English, Hindi
English, Hindi
Field Exposure
1st Sem: Tribal Health and livelihood at LAYA, Andhra

Pradesh
2nd Sem: Worked on land issues of the tribals, on Internally
Displaced People (IDP), Agriculture and Social Development
Society (ASDS), Andhra Pradesh. Strengthening Panchayati
Raj in the POSCO displaced region at Orissa Development
Action Forum (ODAF), Bhubaneshwar
3rd Sem: Try and understand the Horticulture model in
Solan, Himachal Pradesh to emulate this model in
Uttarkashi, Uttarakhand (Independent study)
Kapil Rawat
22 Years
Prior Experience
Languages known
Spoken:
Written:
M.A. Economics
M.A. Development
42 months in Financial
Institution
Hindi, English,
Bangla
Hindi, English
Field Exposure
1st Sem: Studied successful Land rights movement by Rural

Development Centre. Engagement with agrarian
communities and Package based migrant labourers.
Submitted papers on Livestock study and Migrant Labourers
(published in Azim Premji Foundation magazine) at Rural
Development Centre, Beed, Maharashtra
2nd Sem: Exploring roots of poverty in urban and poor
bottom-line communities in Odisha having worst poverty
indicators. A documentary film of one hour on the same
issue at Gram Vikas, Kalahandi, Odisha
3rd Sem: Promoting Gandhian Swaraj at GP level using
Institutional tools and ICT interventions at IIM, Bangalore
Kumod Kumar
Choudhary
32 Years
Prior Experience
Languages known
Spoken:
Written:

B.E.
M.B.A.
M.A. Development
55 months in Marketing,
Teaching, Internship at NGO
Hindi, English
Hindi, English
Field Exposure
1st Sem: Engaging with local tribal community at SIGN,

Kasargod, Kerala
2nd Sem: Understanding the institution and their way of
functioning at Amul, Gandhi Ashram, SEVA Cafe, AKRSP,
Manav Sadhna, Gujarat
3rd Sem: Comparative study of innovative/traditional
pedagogy in Mathematics (Independent study)
Kunal Kumar Sah
26 Years
Prior Experience
Languages known
Spoken:
Written:

B.Sc. Hospitality
M.A. Development
2 months in Defence
28 Months in Hospitality
English, Hindi,
Malayalam
English, Hindi,
Malayalam
Field Exposure
1st Sem: Preliminary understanding of the field and NGO

interventions at Amader Prerana
2nd Sem: A Documentary Film was made on Development
Issues in the state of Uttarakhand with the help of
Himalayan Paryavaran Shiksha Sanshthan, Peoples Science
Institute, Himalayan Environment Studies and Conservation
Organizations, Aarohi and Government Institutions
Participated as a volunteer for environment camp for college
students at SECMOL and Snow Leopard Conservancy trust,
Ladakh
3rd Sem: Made a Documentary Film on the on-going
agitation against the Koodankulam Nuclear Power plant &
Paper presentations (Within frameworks of Political
economy, Development imagination and Philosophy)
Goutham G
26 Years
Prior Experience
Languages known
Spoken:
Written:
B.A. (Hons.) Political Science
M.A. Development
Hindi, English
Hindi, English
Field Exposure
1st Sem: To understand tribals livelihood, sustainability of

agriculture, forests and its relationship with tribals and
understanding development from local communitys
perspective at LAYA, Andhra Pradesh
2nd Sem: Studied land acquisition for various
developmental projects and its impact upon community
and problems associated with internally displaced people in
Andhra Pradesh at National association of people
movement (Hyderabad), Centre for Dalit Studies
(Hyderabad), Agriculture and Social Development Society
(Khammam), Orissa Development Action Forum
(Bhubaneswar)
3rd Sem: To study the financing micro investment plan for
pro-poor inclusion in the community, innovation on
livelihood promotion and enhancement at National Rural
Livelihood Mission
Hiralal Mandal
27 Years
Languages known
Spoken:
Written:
B.Sc. Maths
M.A. Development
English, Urdu, Hindi
English, Urdu, Hindi
Field Exposure
1st Sem: Studied the problems of tribal population in terms

of livelihood and health at an exploratory trip at LAYA,
Andhra Pradesh
2nd Sem:
i) Worked closely with village level volunteers in studying
agriculture practices in Sunderbans area with an emphasis
on organic farming at Development Research
Communication and Services Centre (DRCSC), Kolkata.
ii) Volunteered in fund raising activities at Oxfam, Bangalore
for 5 weeks.
3rd Sem: Studied on tribal health seeking behaviour in
CHAKARI gram panchayat, East Singhbhum district in
Jharkhand and Study of MGM Hospital, Jamshedpur.
Jawed Rasool
33 Years
50
Languages known
Spoken:
Written:
B.A Economics
M.A. Development
Malayalam, English,
Hindi, Tamil
Malayalam, English,
Hindi
.
Field Exposure
1st Sem: Analysed the development interventions

of the NGO LAYA in the Addateegala region
2nd Sem: Analysed various kinds of development
interventions (government, non government,
CBOs etc.) by various organisations including
PUCL, ARAVALI, Bodh Shiksha Samithi,
Shikshanthar (Jaipur and Udaipur), Rajasthan
Studying the problems faced by female sex
workers in the context of Kerala at SEUF
Suraksha (Targeted Intervention under Kerala
State AIDS Control Society) Thiruvananthapuram,
Kerala (Summer break)
3rd Sem: Develop a small module on sex
education for the adolescent girls with special
focus on the social context in Kerala at Sakhi
Womens Resource Centre, Thiruvananthapuram,
Kerala (Winter break)
Meekha Hannah Paul
21 Years
Prior Experience
Languages known
Spoken:
Written:
B.A.
M.A. Development
sector
English, Hindi, Urdu
English, Hindi
Field Exposure
1st Sem: To understand and observe the developmental

problems like displacement in high tide affected areas of
Sundarbans at Amader Prerana, Sundarbans, West Bengal
2nd Sem: Not attended
3rd Sem: Explore zero budget natural farming in villages of
Khagaria district of Bihar under BRLP
Mohammad Faraz
Siddiqui
23 Years
Prior Experience
Languages known
Spoken:
Written:
M.Sc. Botany
M.A. Development
26 months in Science
Education
English, Hindi
English, Hindi
Field Exposure
1st Sem: Study of ecology, sociology, economics and

politics in tribal region of Rajahmundry at LAYA
Foundation, Andhra Pradesh
2nd Sem: Analysed educational and water recharge systems
and watersheds in Adilabad and role of traditional
agricultural practices in villages at Human Rights Forum,
NAPM (Hyderabad), Deccan Development Society (Medak),
Dhan foundation (Utnoor, Adilabad)
3rd Sem: Supporting capacity building and community
interaction in Madhubani and Khagaria districts of Bihar at
Bihar Rural Livelihoods Project
Mohammad Zafar
26 Years
Languages known
Spoken:
Written: ,
B.A. Economics
M.A. Development
English, Malayalam,
Tamil, Hindi
English Hindi
Field Exposure
1st Sem: Understanding communities at Amader Prerana,

Sunderbans
2nd Sem: Understanding different organizations and their
functioning at organisations such as HESCO,PSI, Aarohi,
Chirag, Uttarakhand
Understanding organizations, their challenges and their
functioning at Uravu, Kanavu and Aramula kannadi
(Summer Break)
3rd Sem: Vocational training unit- skill building and
capacity development at The Banyan, Chennai
Madhavi Jayarajan
21 Years
Prior Experience
Languages known
Spoken:
Written:
Bachelor of Social Work
M.A. Development
Volunteered for 6 months in
Polio immunization in
association with PHC and
Worked with Sahodari, YWCA
on family counselling and
womens issues.
Tamil, English,
Tamil, English
Field Exposure
1st Sem: Understanding land rights movement, Dalit rights

and micro-finance institution at Rural Development Centre,
Beed, Maharashtra
2nd Sem: Looking into issues of the internally displaced
people at Agricultural and Social Development Society,
Andhra Pradesh
Tribal displacement due to the Pollavaram Dam at National
Alliance of Peoples Movement, Andhra Pradesh
A short study on POSCO Movement at Orissa Development
Action Forum, Orissa
3rd Sem: A study on manual scavengers in the area of
Satyamangalam in Tamil Nadu at Rights Education And
Development Centre, Erode, Tamil Nadu L. Mahalakshmi
22 Years
Prior Experience
Languages known
Spoken:
Written:
B.A. History
P.G.D. Rural Development
M.A. Development
60 months in NGO
8 months in Health
Hindi, English,
Bhojpuri
Hindi, English,
Bhojpuri
Field Exposure
1st Sem: Tribal development status in Kasaragod at SIGN,

Kerala
2nd Sem: Different approach of Livelihood development at
AKRSP, GramShree, Gandhi Ashram, Manav Sadhna etc.
3rd Sem: Ethnographic study on impact of health on
livelihood at Bihar Rural Livelihood Project Society (Jeevika).
Manoj Kumar Singh
34 Years
52
Prior Experience
Languages known
Spoken:
Written:
M.Sc. Chemistry
M.A. Development
140 months in Teaching/
Corporate/Entrepreneur/
Community Trainer
Assamese, English,
Bengali, Hindi
Assamese, English,
Bengali, Hindi
Field Exposure

1st Sem: Community understanding and study of socio-
ecological changes in and around Sunderbans, West Bengal
at Amader Prerana
2nd Sem:
1. Sustainable agriculture in West Bengal at DRCSC, Kolkata
2. Studying the issue of internally displaced people from
Chhattisgarh (staying in Andhra Pradesh) ASDS Khammam
3rd Sem: Child rights and governance and how state is
complying with the UNCRC and other National Laws of
Child Rights and functioning of JJC and JJB at Independent
Thought, Noida
Nazrul Haque
35 Years
Prior Experience
Languages known
Spoken:
Written:
B.Sc.
M.A. Development
36 months in a
Pharmaceutical Company
English, Oriya,
Hindi, Marathi
English, Oriya, Hindi
Field Exposure
1st Sem: Observed socio-economic and political

factors impacting tribal development at LAYA,
Andhra Pradesh
2nd Sem: A short study on displacement and its
impact on livelihood at Dhan, DDS, Andhra
Pradesh
3rd Sem: To explore the role of Self Help Groups
(SHGs) in promoting livelihoods of marginalised
poor at TRIPTI, Odisha
Prashanta Kumar Dhal
27 Years
Prior Experience
Languages known
Spoken:
Written:
B.Com.
M.A. Development
72 months in NGO sector
Hindi, English,
Bhojpuri
Hindi, English
Field Exposure
1st Sem: Studied about Dalit rights, Land rights movement

and micro-finance institutions at Rural Development
Centre, Maharashtra
2nd Sem: To understand the issues of internally displaced
people and contemporary peoples movement in Andhra
Pradesh, especially Anti Posco movement at
a. National Alliance for Peoples Movement, Andhra
Pradesh
b. Agriculture and Social development Society, Andhra
Pradesh
c. Orissa Development Action Forum
3rd Sem: To explore non-farm livelihoods opportunities in
Khagaria district of Bihar at Bihar Rural Livelihoods Project
(BRLP)
Priyadarshi Priyam
30 Years
Prior Experience
Languages known
Spoken:
Written:
Bachelor of Physiotherapy
M.A. Development
82 months in Health sector
Tamil, English,
Malayalam, Kannada, Telugu
Tamil, English,
Malayalam
Field Exposure
1st Sem: To understand how an organisation works with

people and Government. Studied SIGN an NGO working
with tribals in Kasaragod district of Kerala
2nd Sem: To explore the working of NGOs in different
sectors like education, livelihood, health and environment.
To understand the problem of socio economically
underdeveloped areas and reasons for school drop outs
1. Field trip to Puducherry and Tamil Nadu
2. Action research on school drop outs with Azim Premji
Foundation, District institute Yadgir in Karnataka.
3rd Sem: To study Right to Education Act implementation
and its challenges in Chennai city corporation limits
J NAGARAJ
33 Years
Prior Experience
Languages known
Spoken:
Written:
B.Tech. Electronics and
Communication
M.A. Development
36 months Education and
Livelihoods
Telugu, English,
Hindi
Telugu, English,
Hindi
Field Exposure
1st Sem: A field immersion tour to understand the

dynamics of a development intervention at SIGN, Kerala
2nd Sem: A study tour to understand the organisational
structures and the implementation strategies at prevalent
PUCL, Shikshantar, Nagarik vikas manch, Saras diary
3rd Sem: Research study of Myths and facts regarding
fodder availability and management at the village level,
WOTR
Mokkapati Naga Haritha
25 Years
Languages known
Spoken:
Written:
B.B.A.
M.A. Development
English, Hindi
English, Hindi
Field Exposure
1st Sem: To understand the Kerala development

model and socio-economic development at SIGN,
Kasargod, Kerala
2nd Sem: Analysed intervention of government
and non-government organisation in Medak and
Adilabad districts of Andhra Pradesh from
development perspective at Dhan Foundation,
Integrated Tribal Development Authority, District
Rural Development Authority
3rd Sem: To explore opportunities and challenges
faced by livelihoods sector at National Rural
Livelihood Mission (NRLM)
Nayan Ranjan Kumar
25 Years
54
Prior Experience
Languages known
Spoken:
Written:
B.E. Electrical and Electronics
M.A. Development
20 months in Software / IC
fabrication
54 months in Ecology
(Sustainable Water Practices /
Wildlife conservation and
fallout of relocation)
English, Kannada,
Hindi
English, Kannada,
Hindi
Field Exposure
1st Sem: Brief immersion to understand the sociological,

cultural, political, economic context of people in a unique
instance of an ecological microcosm at Amader Prerana,
Sagardwip island, Sunderbans
2nd Sem: Perceive the significance and (limited) analysis of
the various contexts and methodologies of imparting
education across diverse age/cultural groups at Swami
Vivekanada Youth Movement (Tribal School), Kabini
Organics (MYRADA) at HD Kote ; Tawakkal Madrassa,Tent
school, Center For Learning at Bangalore, Karnataka
3rd Sem: To see if an ecologically sound module in food
production is possible in both application and instruction
senses at Sahaja Samruddha, Bangalore; Farmers network,
Mandya; Kabini Organics, HD Kote; Farmer informal co-op,
Sirsi, Karnataka
Rohit S.
30 Years
Prior Experience
Languages known
Spoken:
Written:
Communication
M.A. Development
6 months in Livelihoods and
Health
Telugu, Hindi, English
Telugu, Hindi,
English
Field Exposure
1st Sem: Analysed the development interventions of the

NGO in the Addateegala region (East Godavari) at LAYA,
East Godavari District, Andhra Pradesh
2nd Sem: Analysing various kinds of development
interventions (government, non government, CBOs etc.)
by various organisations across a region at PUCL, ARAVALI,
Bodh Shiksha Samithi, Shikshantar (Jaipur and Udaipur),
Rajasthan
3rd Sem: Interface between health system and political
representatives in 8 Gram Panchayats at Azim Premji
Foundation, Yadgir, Karnataka
Sandesh Kotte
26 Years
Prior Experience
Languages known
Spoken:
Written:
M.B.A. Marketing
M.A. Public Administrations
M.A. Development
228 months in Indian Air
Force
English, Hindi
English, Hindi
Field Exposure
1st Sem: Field Immersion in tribal belt of Kasargod with a

focus on education, environment and health at SIGN,
Kerala
2nd Sem: Field study of various Education initiatives by
NGO,GO, religious and private players at SVYM, Mysore
Tent School, Tribal school, Madrassa, Private school
3rd Sem: Exploring high school administrative and
academic difficulties faced by head teacher and teachers in
using English as a medium of instruction at Government.
High School, Begur and Themmeya Reddy Government
High School at Bangalore
Sanjeev Sharma
38 Years
Prior Experience
Languages known
Spoken:
Written:

B.Com.
B.Ed.
M.A. Development
90 months in Development
sector
English, Hindi,
Garhwali (Regional)
English, Hindi
Field Exposure
1st Sem: Understanding Dalit rights, land right movement

and micro finance institutions at Rural Development Centre,
Beed, Maharashtra
2nd Sem: Understanding developmental approach in
Uttarakhand and its impact on environment and migration
pattern at Uttarakhand
3rd Sem: A short study of internal displacements and its
impact on livelihoods, health and education at Agriculture
and Social Development Society, Andhra Pradesh
Rajneesh Bahuguna
26 Years
Prior Experience
Languages known
Spoken:
Written:

B.A. Sociology
P.G.D. Public Relations and
Corporate Communications
M.A. Development
28 months in NGO
21 months in Media
English, Hindi,
Assamese
English, Hindi,
Assamese
Field Exposure
1st Sem: Observed interactions of the community within

formal and informal settings and their socio-cultural,
ecological and economic systems at the grassroots at SIGN,
Kerala
2nd Sem: To understand and compare a variety of
interventions in the fields of livelihoods, energy,
environment sustainability, education and health at Aarohi,
CHIRAG, HESSCO, PSI
3rd Sem: Create teacher learning material for activity based
learning, train teachers on the same and observe teacher-
student transaction while it is being implemented at
Ecocamp, Digantar, Nameri National Park
Risha Borooah
27 Years
Prior Experience
Languages known
Spoken:
Written:
Post Graduate in Business
Finance
M.Com.
M.A. Development
96 months in Investment
Banking and Finance
24 months in NGO
English, Hindi,
Kannada, Urdu
English, Kannada,
Hindi
Field Exposure
P 1st Sem: rimarily understood the community at the

grassroots level, their awareness about their constitutional
rights, education and irrigation facilities etc. at Rural
Development Centre, Beed District of Marathwada,
Maharashtra
2nd Sem: Study of different interventions in education by
different organisations like:
a. Swami Vivekananda Youth Movement (SVYM) Saragur
b. Centre for Learning Magadi
c. Tent School Bangalore
d. Jamia Islamia Maseehul Uloom Bangalore
3rd Sem: Understanding accessibility and transition issues
of children from higher primary schools to high schools in
Urdu medium schools in Bangalore
Rizwan Ahmed
34 Years
56
Prior Experience
Languages known
Spoken:
Written:
M.A. Mathematics
M.A. Development
24 months in Construction
(Finance)
Oriya, Hindi, English
Oriya, Hindi, English
Field Exposure
1st Sem: Understanding the tribal community with focus

on sustainable livelihood and ecology and conducted a
needs assessment at SIGN, Kasargod
2nd Sem: To understand the livelihood interventions and
condition of people at Gram Vikas, TRIPTI Office, Puri,
OTELP Bhawanipatna, NCCDS Bhubaneswar, Odisha
3rd Sem: To understand the project management and study
the monitoring and evaluation process of the programme
at Targeted Rural Initiatives for Poverty Termination (TRIPTI)
Sukanta Kumar Nayak
27 Years
Prior Experience
Languages known
Spoken:
Written:
English, Hindi,
Kannada, Malayalam, Tamil
English, Hindi,
Kannada
B.E. Electrical and Electronics
Engineering
M.A. Development
6 months working in
Engineering
24 months in Training/HR
Field Exposure
1st Sem: Exploratory trip to Sagardwip to understand life

and challenges faced by people of the island by looking at
ecology, sociology etc. at Amader Prerana
2nd Sem: Exploratory trip to understand different
organisations working in various sectors like rehabilitation,
livelihood etc. at Crafts Council of India, Volontariat, The
Collective, Auroville, CERD- Tamil Nadu and Pondicherry
3rd Sem: Understand the system of waste management
and look at the gaps and possible plug-ins for the same,
using community participation
Supriya R Menon
26 Years
Prior Experience
Languages known
Spoken:
Written:
B.A. History
M.A. Development
3 months in NGO sector
English, Hindi,
Marathi, Konkani
English, Hindi,
Marathi
Field Exposure
1st Sem: An immersion trip to understand communities and

issues of the region with a focus on livelihood, ecology, etc
at Rural Development Centre, Beed
2nd Sem: Explored work of different organisations like
Auroville, CERD, Volontariat in Puducherry and The
Collective, Crafts Council of India. Chennai, working in
sectors such as education, community mobilisation etc.
Helped plan a community partnership programme at
Muktangan, Mumbai
3rd Sem: Assessing health of 36 children and interacting
with their families to increase nutritional awareness and
also work on a health-module in a Teach for India class,
Pantnagar Municipal School, Mumbai (Independent study)
Tania Tauro
23 Years
Prior Experience
Languages known
Spoken:
Written:
B.Com. (Hons.)
LL.B
M.A. Development
23 months in FMCG,
Insurance, Electronics (Sales
and Marketing)
25 months as an advocate
Hindi, English,
Bengali
Hindi, English
Field Exposure
1st Sem: Understanding community mobilisation, caste

atrocities at Rural Development Centre, Beed
2nd Sem: Understanding co-operative organisation,
watershed management, informal sector at GCMMF Ltd.,
AKRSP, Gramshree
3rd Sem: Exploratory research of laws affecting waste-
pickers at Hasirudala
Siddhartha Lodha
29 Years
Languages known
Spoken:
Written:
Communication
M.A. Development
Telugu, English, Hindi
Telugu, English,
Hindi
Field Exposure
1st Sem: To understand the socio-economic issues faced by

tribal communities at SIGN, Kasargod
2nd Sem: Understanding governmental and non-
governmental interventions in tribal belt of Adilabad distict
at ITDA, Utnoor
3rd Sem: To understand farmer co-operative unions on the
basis of Gandhis co-operative principles at Greenbasics,
Srikakulam
SivaKrishna T
23 Years
Prior Experience
Languages known
Spoken:
Written:
B.B.A.
M.A. Development
24 months in Food Processing
sector
Telugu, English, Tamil
Telugu, English,
Hindi
Field Exposure
1st Sem: Interacted with tribals to understand issues they

faced and identified gaps between Government
programmes and what tribals want at LAYA
2nd Sem: Interacted with villagers protesting against illegal
mining and attended domestic workers union meeting
formed to demand their rights at PUCL, Shikshantar
(deschooling society)
3rd Sem: Worked on millets revival in Anantpur district,
studied about sustainable agricultural practices in drylands,
Studying aspirations with respect to consumption at:
1) Earth 360 Ecoventures Pvt. Ltd.
2) Study of changing aspirations among rural population
Sridevi K V
24 Years
58
Prior Experience
Languages known
Spoken:
Written:
B.Com.
M.A. Development
English, Hindi,
Punajbi
English, Hindi
36 months in Health
Field Exposure
1st Sem: Tribal issues especially related to Land Acquisition,

Tribals Livelihood, Sustainable Agriculture and
understanding the perspective of Forest Officials at LAYA,
Rajahmundry, Andhra Pradesh
2nd Sem: Explored different types of organizations and the
work done by them and worked on Judicial Productivity at
Auroville, Craft Council of India, Volountariat, The
Collective. Rajiv Gandhi Institute for Contemporary Studies
(RGICS)
3rd Sem: Work as part of a UNDP project on aspects
specified by them
Tejbir Singh Soni
31 Years
Prior Experience
Languages known
Spoken:
Written:
B.A. (Hons.) Japanese
M.A. Development
61 months in Insurance
English, Hindi,
Japanese
English, Hindi,
Japanese
Field Exposure
1st Sem: Understanding issues of livelihood, environment

and preparedness of local Government in case of natural
disaster at Amder Prerana, Sagardwip
2nd Sem: Role of NGOs, independent organisations and
religious institutions in imparting quality education at
SVYM, Tribal school, Prem Vidya, Tent School for children of
Migrant Labour, Centre for Learning, Madrasa
3rd Sem: Understanding the reasons behind the plight of
Musahar (Rat eater) community, primarily their education
backwardness at Deshkal, Gaya
Tripurari Ashutosh
KR Sinha
31 Years
Languages known
Spoken:
Written:
B.A. Psychology, Economics
and Sociology
M.A. Development
English, Hindi, Tamil
Marathi
English, Hindi
Field Exposure
1st Sem: Immersion to observe the lifeworld of the

community in 6 villages surrounding Anekal, facilitated by
the Dalit Mahila Sangha, Anekal
2nd Sem: To observe displacement issues caused by
development projects and experiences of interventions
made by organizations working with displaced people.
Organizations met include National Alliance for Peoples
Movements, Agricultural and Social Development Society,
Khammam, Andhra Pradesh and the Centre for Dalit
Studies, Hyderabad, Orissa Development Action Forum,
Posco office, Bhubaneshwar
3rd Sem: Surveying and designing interventions based on
reproductive and child health behaviour and access to
health facilities by displaced population, Gundalwadi
Maharashtra (Independent study)
Titiksha Sudhir Pandit
24 Years
Languages known
Spoken:
Written:

B.A.
M.A. Development
English, Hindi,
Manipuri
English, Hindi,
Manipuri
Field Exposure
1st Sem: Understanding the issues and challenges of the

villagers especially dalits and Migrant workers at
Community Development Centre (CDC), Beed, Maharashtra
2nd Sem: Understand the context of community
movements against POSCO and Vedanta at Orissa
Development Action Forum(ODAF), Bhubaneshwar. Study
of Internally Displaced People (IDPs) and movement against
dams at Agricultural and Social Development Society
(ASDAS)
3rd Sem: Worked on street vendors' Livelihood promotion
at NIDAN, Patna, Bihar.
M D Yasin Khan
23 Years
Languages known
Spoken:
Written:
B.Pharmacy
M.A. Development
Telegu, English, Hindi
English
Field Exposure
1st Sem: Attempt to understand the issues faced by the

people of different sections and connect this with broader
debates of development at Amader prerana, Sagardwip,
West Bengal
2nd Sem: Investigated why certain districts are termed
backward and the socio-economic rationale behind this
labelling at SERP, DHAN Foundation, ITDA, Andhra Pradesh
3rd Sem: To study displacement in a major dam context in
the absence of effective opposition in an Adilabad village,
Andhra Pradesh on the issue of development induced
displacement (Independent study)
S Uday Bhanu
25 Years
60
Process for Organizations participating
in Recruitment
The University has a Placement cell where students
Guidelines for participating organizations
play the lead role. The cell is guided by faculty and
A. The first phase for recruitment will commence
members of the Foundation across the country and
from January 20, 2013 and continue upto
has a dedicated support team for efficient
March 31, 2013.
administration. The Placement Cell works with
B. Participating Organizations, institutions and
potential employers from different sectors to
agencies while registering are requested to
understand their recruitment needs, analyse them
inform the Placement cell about the following:
and create opportunities for students, both through
a. Roles available within the organization with
campus and off-campus placements. Placement
corresponding job descriptions.
support is provided to all students for career
b. Nature of the selection processes, tests, stages
opportunities in government, industry, NGOs and
and the tentative time duration that would be
multi-lateral agencies.
required to conduct the whole process.
c. Information on the recruitment team that would For purposes of better planning and facilitation of
be visiting Azim Premji University campus interested recruiters on campus, the placement
(number and composition). process is divided into two parts:
d. Any special requirements that need facilitation
1. Registration
for smooth running of this process.
Organizations who are interested in meeting our
C. Selection of students has to be confirmed within
students with the view of recruiting them should
one day of completion of the selection process.
register themselves by filling up the details
To facilitate this, key decision makers on
required on the Placement form (attached at the
recruitment within the organisation must be
end of this brochure) and send it to our
present on campus during the selection process.
placement office. Registration is open up to
All organizations are requested to prepare a
January 31, 2013.
waiting list, in addition to the list of students
selected for recruitment, at the end of the
Interested organizations are requested to
selection process.
complete this at the earliest so that we may
D. The confirmation of any offer has to be provided
identify mutually convenient dates for pre-
on organizations letter head or official mail ID.
pl acement tal ks (PPT) and subsequent
However, pl acement cel l wi l l col l ect
recruitment processes on priority.
confirmation on its own format and share a
copy of acceptance on the same format. 2. Pre-placement talk and subsequent
recruitment process
Kindly note:
Participating organizations will be given specific
E. Any communication regarding the placements
dates for pre placement talks and recruitment
should be made only with the student
process on mutually identified convenient dates.
placement coordinators or with the faculty
The recruitment process would be organized on
coordinators specified in the placement
Friday / Saturday of every week on the Azim
brochure.
Premji University campus at Pixel Park, B Block,
PES Institute of Technology Campus, Electronic F. All dates are tentative and are subject to change
City, Hosur Road (Beside NICE Road),Bangalore - however all parties concerned will be intimated
560 100. in advance.
Placement Calendar and Contact details
The placement period at Azim Premji University will commence from January 20, 2013 and continue upto
March 31, 2013.
Organizations will be invited on campus on Fridays and Saturdays within this period keeping in mind
mutually convenient dates as requested during Registration.
Padma Nayar, Placement Convenor
Phone : +91 080 66145142
Fax : +91 080 66145145
Email id : placements@apu.edu.in
Mobile : +91 9243199111
Nisha A.M., Placement Coordinator
Phone : +91 080 66145137
Fax : +91 080 66145145
Email id : placements@apu.edu.in
Mobile : +91 8095755326
Placement Cell - Student Coordinators
Abdul Kalam : +91 8105697492
Abhijeet Bist : +91 9739424719
Aakanksha Naresh : +91 9591199520
Ashish Tripathi : +91 9535306627
Harin Hattangady : +91 9900264700
Manoj Pillai : +91 9591219349
Priyanka Goswami : +91 9611778010
Sangita Malchand Palod : +91 8095772714
Shrish.N.R : +91 98458 22820
Supriya Menon : +91 9535492099
62
The Coordinator,
Placement Cell,
Azim Premji University,
Bangalore 560 100 INDIA
We are interested to interact with final year students of M.A. Development and M.A. Education of your university for recruitment.
The necessary information for facilitating the same is provided below:
Name of Organization
Address (Regd. Office)
Contact Person
Position being offered
Designation
Number of vacancies
Job Description
Location of first posting
Probation details (if any)
Gross Annual Salary (`)
Other benefits (HRA, PF,
medical, insurance etc.
if applicable)
Fax Website Tel
PLACEMENT FORM 2011-13
Name
Mobile no. Email ID
Designation
Position 1 Position 2 Position 3
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ni r|
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nii| | ; ni|- - l iiln liii i l li r i r|
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64
Selection Process (e.g. - Written Test, Group Discussion, Personal Interview, etc.) Please indicate the time each
of these processes are likely to take.
(Placement Cell will organize rooms for pre-placement talk and interview process)
Declaration
I hereby agree to abide by the placement guidelines laid down by the Azim Premji University Placement Cell.
Thanking you.
Name : Designation :
Place : Date :
For any assistance, contact placements@apu.edu.in or call the Placement Coordinator.
(Signature)
Details of members of the recruitment team who would be visiting campus
Preferred dates (any Friday/Saturday from January 20 - March 31, 2013). Please indicate a choice of two preferred dates.
Any special requirements for selection process (e.g. : Laptop, LCD Projector etc.)
Please email/fax/post the Placement form at the earliest to:
Nisha A.M., Placement Coordinator
Azim Premji University,
Pixel Park, B Block, PES Institute of Technology Campus, Electronics City, Hosur Road (Beside NICE Road)Bangalore 560 100
Phone : +91 080 66145137 Fax : +91 080 66145145 Email id : placements@apu.edu.in Mobile : +91 8095755326

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MEET OUR

1st Sem: Class room observations and interviews; especially

1st Sem: Explored work done by the schools at The Valley

1st Sem: Class observations, teaching; Interviewing migrant

1st Sem: School observation at Shikshana, Karnataka

1st Sem: Overall observation of residential school setting,

1st Sem: Field observation to build understanding

1st Sem: Observation of the practices in different domains,

1st Sem: Study of student, teacher and parent

1st Sem: Observation and teaching at Azim Premji

1st Sem: Observed and analysed the practices followed in

1st Sem: Observation of school practices community visits

1st Sem: Classroom observations, school visits

1st Sem: Explored work done at Ekalavya

1st Sem: Understanding Nali-Kali in Government

1st Sem: Observing class room to know how teaching

1st Sem: Observed the work of Shikshana, visited schools

1st Sem: Studied alternative approach of teaching and

1st Sem: Participant observation in NGO-orphanage;

1st Sem: Explored organisation and its culture through field

1st Sem: Visited various government schools, community

1st Sem: Observed the working of the organization in

1st Sem: Looked at the functioning of the schools through

1st Sem: Class observations, interactions with teachers,

1st Sem: Observed Government primary schools.

1st Sem: Observation Understanding Government system

1st Sem: Not attended

1st Sem: Understanding educational field at Eklavya,

1st Sem: School education support system at Shikshana

1st Sem: Exposure visit of organization, i.e. what Eklavya

1st Sem: Studied different aspects of the core courses

1st Sem: Observed the school and class room environment,

1st Sem: Observation of teaching and learning at Puvidham

1st Sem: Second language acquisition strategies at Azim

1st Sem: The Valley School and Poorna Learning Centre

1st Sem: General observation using philosophy, sociological

1st Sem: General observation of classroom practices and

1st Sem: Observation of Community Development and

1st Sem: Investigated how tribal funds are utilised

1st Sem: To understand the issues and challenges being

1st Sem: Went to Beed and tried to understand and analyse

1st Sem: Socio-economic, political and ecological

1st Sem: Did a need assessment of the tribal villages at

1st Sem: Understanding issues of Dalit assertion in the

1st Sem: Looked at livelihood issues of fisher-folks after

1st Sem: To understand the 'Kerala model of development'

1st Sem: Visited LAYA, Andhra Pradesh to understand the

1st Sem: Tribal Health and livelihood at LAYA, Andhra

1st Sem: Studied successful Land rights movement by Rural

1st Sem: Engaging with local tribal community at SIGN,

1st Sem: Preliminary understanding of the field and NGO

1st Sem: To understand tribals livelihood, sustainability of

1st Sem: Studied the problems of tribal population in terms

1st Sem: Analysed the development interventions

1st Sem: To understand and observe the developmental

1st Sem: Study of ecology, sociology, economics and

1st Sem: Understanding communities at Amader Prerana,

1st Sem: Understanding land rights movement, Dalit rights

1st Sem: Tribal development status in Kasaragod at SIGN,

1st Sem: Observed socio-economic and political

1st Sem: Studied about Dalit rights, Land rights movement

1st Sem: To understand how an organisation works with

1st Sem: A field immersion tour to understand the