University Placement Brochure.

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The illusIraIion on Ihe cover, Ihrough Ihe medium o
Warli arI, seeks Io represenI Azim Premji UniversiIy
as an inclusive space where sIudenIs and aculIy
work IogeIher in Ihe domains o educaIion and
developmenI, inIegraIing Iheory and pracIice. The
goal o Ihe UniversiIy is Io work Iowards a jusI,
humane, equiIable and susIainable socieIy.
This arIwork has been developed by Naresh and
Dileep, rom rural MaharashIra. They are associaIed
wiIh A Hundred Hands, a noIorproiI organisaIion
which works Iowards developing and promoIing
IradiIional arI and craI orms.
Couteuts
!. Developing leaders or social change 0!
2. Azim Premji UniversiIy 02
J. Azim Premji loundaIion 0J
4. ParInerships and collaboraIions 06
5. Our aculIy 08
6. UniversiIy programmes overview 09
7. Learning Ihrough acIion 2J
8. PlacemenIs: Class o 20!!!J 28
9. SnapshoI o sIudenI proile, 20!2!4 J0
!0. SIudenIs' proile M.A. LducaIion J4
!!. SIudenIs' proile M.A. DevelopmenI 46
!2. lnormaIion or organisaIions parIicipaIing in placemenIs 65
Azim Premji UniversiIy has a clear social purpose Io make signiicanI conIribuIions Iowards a jusI, equiIable,
humane and susIainable socieIy. The UniversiIy is an inIegral parI o Ihe vision o Ihe Azim Premji loundaIion.
The UniversiIy's PosI GraduaIe programmes in LducaIion and in DevelopmenI have been designed Io prepare
people who are commiIIed Io working in Ihe social secIor, are passionaIe abouI making a dierence Io Ihe
world in which Ihey live and have Ihe capabiliIies Io IranslaIe Ihese desires inIo eecIive acIion.
Our sIudenIs chose Io come Io our UniversiIy because o iIs sIrong social purpose. And Ihey join us aIer a
rigorous selecIion process. The Iwo years o learning have builI upon Ihis inherenI moIivaIion and as a resulI we
see a group o excellenI people wanIing Io go ouI and make a genuine dierence Io lndia. They are ready Io
work wiIh you in LducaIion and in various ields o DevelopmenI. ln LducaIion, Ihey are capable o conIribuIing
in range o roles: in ield operaIions, general managemenI, capaciIy developmenI and in academics & research.
ln DevelopmenI, Ihey could conIribuIe across Ihe domains o Livelihoods, HealIh and NuIriIion, SusIainabiliIy,
Governance and in inIegraIed developmenI issues.
Our deeply commiIIed aculIy, which includes academicians and ield pracIiIioners wiIh decades o personal
experience in conIribuIing Io socieIy, has worked wiIh Ihe sIudenIs inside and ouIside Ihe classroom Io make
Iheir experience a genuine crucible o learning. This learning has sIrong crossdisciplinary anchoring, builds
direcIly relevanI skills and osIers perspecIives and sensiIiviIy IhaI is aI Ihe hearI o social commiImenI.
The UniversiIy has provided Ihem wiIh a vibranI learning environmenI IhaI combines academic rigour wiIh
inIense exposure Io Ihe ground realiIies o Ihis counIry.
The social purpose o Ihe UniversiIy was relecIed in Ihe placemenI o Ihe irsI baIch o graduaIes in early 20!J.
The mosI direcI indicaIor o Ihis is IhaI 76% o our irsI baIch graduaIes are working in Ihe ield aI Ihe
grassrooIs, wiIh dierenI organisaIions in various disIricIs. The oIher 24% are engaged in work aI oIher levels
buI all direcIly conIribuIing Io Ihe educaIion and developmenI secIor.
As Ihe class o 20!2!4 prepares or placemenIs, our sIudenIs and us are enIhused by Ihe idea o Iheir working
wiIh organisaIions such as yours, which resonaIe wiIh Ihe purpose o conIribuIing Io building a beIIer socieIy.
We look orward Io engaging in a dialogue wiIh you Io Iake Ihis orward.
Ahurag 8ehar
Vice Chahcellor
Azim Premji UhiversiIy
UniversiIy PlacemenI 8rochure | 0!
0eve|opiug |eaders
for socia| chauge
Azim Premji UniversiIy was esIablished as a noIor The primary purpose o Azim Premji UniversiIy is
proiI, privaIe auIonomous UniversiIy under Ihe Ihreeold:
Azim Premji UniversiIy AcI 20!0 o Ihe KarnaIaka
Develop well rounded, acIion orienIed
LegislaIure wiIh a clear social purpose o working
proessionals in educaIion and developmenI
Iowards a jusI, humahe, equiIable ahd susIaihable
domain.
socieIy. The Azim Premji loundaIion is Ihe sponsor
Do high qualiIy research Io creaIe a knowl
o Ihe UniversiIy.
edge base Io address lndia's challenges in
Ihe educaIion and developmenI domains.
Azim Premji UniversiIy is Ihe irsI auIonomous privaIe
UniversiIy in KarnaIaka. The UniversiIy GranIs Develop capaciIy enhancemenI rameworks
Commission (UGC) has recognized Ihe UniversiIy and or GovernmenI uncIionaries in relevanI
has endorsed iIs degree programmes under SecIion domains.
22l. The UniversiIy oers posI graduaIe programmes
The UniversiIy sIrongly believes IhaI Ihese are criIical
in LducaIion and in DevelopmenI and is home Io an
Io address Ihe serious IalenI and knowledge gaps
excepIional aculIy group and a diverse sIudenI body
IhaI exisI Ioday.
wiIh over J50 sIudenIs across 2 baIches.
A/im Premji uuiversity
The rooIs o Azim Premji
UniversiIy lie in Ihe learning and
experience o a decade o work
in elemenIary educaIion by
Azim Premji loundaIion. The
UniversiIy is one o Ihe
loundaIion's key responses Io
Ihe challenges conronIing Ihe
educaIion and developmenI
secIors in lndia.
Purpose
02
UniversiIy PlacemenI 8rochure | 0J
A/im Premji Fouudatiou
Azim Premji loundaIion is a noIorproiI
DemohsIraIioh Schools
organisaIion working Iowards deep, large scale and
These schools have been esIablished across Ihe
insIiIuIionalised impacI on qualiIy o educaIion and
counIry in DhamIari, UIIarkashi, Udham Singh Nagar,
equiIy in educaIion in lndia, along wiIh relaIed
Yadgir, Sirohi and Tonk or Ihe speciic purposes o
developmenI areas (e.g. healIh, nuIriIion, governance,
providing demonsIraIion and learning opporIuniIies.
environmenI eIc).
These schools provide good qualiIy educaIion aI cosIs
and consIrainIs similar Io IhaI o rural governmenI
This requires signiicanI and susIained eorI over
schools. These schools are noI inIended Io supplanI or
many decades and can only be achieved Ihrough
supplemenI Ihe governmenI school sysIem in anyway,
dynamic and permanenI insIiIuIions working aI
buI Io help in local capaciIybuilding and awareness
mulIiple levels on Ihese issues. Several insIiIuIions
creaIion or qualiIy educaIion.
esIablished by Ihe loundaIion have been working
IogeIher in an inIegraIed manner Io aciliIaIe such
8y 20!7, Ihe loundaIion will have iIs presence in 8
improvemenIs. These are:
sIaIes wiIh a SIaIe lnsIiIuIe in Iheir capiIal ciIies, 50
Azim Premji SIaIe and DisIricI lnsIiIuIes
DisIricI lnsIiIuIes and J0 schools locaIed aI DisIricI
HeadquarIers and over 4000 employees.
DemonsIraIion Schools
lnsIiIuIe or AssessmenI and AccrediIaIion (lAA)
lhsIiIuIe !or AssessmehI ahd AccrediIaIioh
Azim Premji UniversiIy
(lAA)
The lAA works on assessmenI and accrediIaIion driven
Azim Premji SIaIe ahd DisIricI lhsIiIuIes
qualiIy improvemenIs in educaIion by developing
These are insIiIuIional anchors in Ihe disIricIs and
holisIic sIandards o excellence or various insIiIuIions
capiIals o selecI lndian sIaIes, working aI Ihe
involved in Ihe educaIional sysIem, assessing /
grassrooI level or aciliIaIing improvemenIs in Ihe
accrediIing Ihe insIiIuIions againsI Ihese sIandards
qualiIy and equiIy o educaIion. They conducI ield
and aciliIaIing Iheir ongoing improvemenI.
programmes in capaciIy building, Ieacher educaIion,
educaIion leadership, assessmenI reorms and
Azim Premji UhiversiIy
communiIy mobilizaIion. The insIiIuIes are currenIly
The UniversiIy plays a criIical role in developing new
operaIional aI ChhaIIisgarh (DhamIari), UIIarakhand
IalenI, building capaciIy in exisIing uncIionaries and
(Dehradun, UIIarkashi, Udham Singh Nagar, Kumaon),
creaIing domain knowledge in Ihe ields o educaIion
KarnaIaka (8angalore, Yadgir), PajasIhan (!aipur,
and developmenI Ihrough research.
Sirohi, Tonk, 8armer, Pajsamand), 8ihar (PaIna),
Madhya Pradesh (8hopal) and Puducherry.
04
The origin and conIinued evoluIion o Ihe UniversiIy
is based on Ihe ollowing key principles
The Ieaching, research
and conIinuing educaIion
programmes aI
Azim Premji UniversiIy are
a unique and enriching
blend o Iheory and
pracIice. This inorms Ihe
curriculum, learning
processes, ield work,
research and insIiIuIional
design aI all levels. This
inIegraIion is aciliIaIed by
Ihe close working o Ihe
UniversiIy wiIh Ihe oIher
ield based insIiIuIions and
programmes o Azim
Premji loundaIion
described earlier.
A cenIral concern o Ihe
UniversiIy is wiIh Ihe
learning individual. laculIy
and sIudenIs are boIh parI
o Ihis communiIy o
learners. The UniversiIy
encourages exemplary
sIandards o Ieaching,
learning and research.
The programmes o Ihe
UniversiIy Ihereore ocus
on building depIh o
undersIanding, capaciIy or
inIerdisciplinary learning and
research, analyIical skills,
criIical Ihinking and
communicaIion in an
aImosphere o academic
reedom and inIegriIy.
The UniversiIy's agenda is
guided by Ihe larger
purpose o working Iowards
improvemenIs in educaIion
and allied developmenI
areas which have Ihe
poIenIial Io lead Io a more
jusI, equiIable, humane and
susIainable socieIy.
SOClAL PURPOSE
lN1ECRA1lON OF
1HEORY AND
PRAC1lCE
ACADEMlC
EXCELLENCE
UniversiIy PlacemenI 8rochure | 05
VibrahI academic discourse aI Ihe UhiversiIy
Two inIernaIional seminars in Ihe areas o Philosophy o LducaIion and lndian
Legal SysIem Peorm: Lmpirical 8aselines and NormaIive lrameworks were
conducIed.
As parI o weekly colloquium series and guesI lecIures, more Ihan 50 academicians
and pracIiIioners have delivered lecIures on campus.
Special iniIiaIives were underIaken in Ihe areas o Philosophy o LducaIion, Law and
Governance, Livelihoods, HealIh and NuIriIion, Work and LducaIion. These iniIiaIives
ocus on building deep undersIanding and domain depIh in chosen areas addressing
Ieaching programmes, pracIice and research in Ihese areas.
Road map ahead
Lxpansion o programme oerings Io include new specialisaIions.
This year, Iwo specializaIions 'Curriculum ahd Pedagogy' or Ihe LducaIion sIudenIs and 'HealIh ahd
NuIriIioh' or Ihe DevelopmenI sIudenIs are being oered. lor Ihe baIch o 20!J!5, six specialisaIions will
be oered.
ln 20!5 !7, Iwo new MasIers Programmes M.A. Public Policy and M.A. SusIaihabiliIy will be on oer.
Teacher LducaIion and UndergraduaIe programmes have been idenIiied as a key requiremenI in Ihe counIry
and an lnIegraIed Teacher LducaIion / MasIers Programme has been planned rom academic year 20!5.
The UniversiIy plan envisages around 800 sIudenIs by 20!4 and around J000 sIudenIs by 20!7. A new campus
is planned on Ihe ouIskirIs o 8angalore, design is in Ihe advanced sIages o inalizaIion and Ihe campus is
expecIed Io be ready by 20!5. The UniversiIy currenIly operaIes in leased premises o over ! lakh square eeI aI
Ihe PLS lnsIiIuIe o Technology.
lurIher deIails abouI Ihe UniversiIy and iIs programmes are provided in Ihe ollowing secIions.
06
Partuerships aud co||aboratious
The UniversiIy sIrongly believes IhaI sIudenI learning
Workihg wiIh Ihe FouhdaIioh
is enriched by a varieIy o learning experiences, boIh
The UniversiIy, Ihough consIiIuIed as an independenI
wiIhin and ouIside Ihe UniversiIy. This ocus on
enIiIy, is organisaIionally conIinuous and inIegral Io
learning rom a varieIy o sources is organised in
Ihe vision o Ihe loundaIion. The close working o
mulIiple ways:
Ihe UniversiIy wiIh Ihe loundaIion and iIs pracIice
Close working wiIh Ihe Azim Premji loundaIion inorms all learning and research programmes.
lield lnsIiIuIions CriIical componenIs o Ihis work include Ihe
ollowing:
ParInerships wiIh oIher organisaIions or ield
work, sIudenI projecIs and course design and Several members o Ihe loundaIion wiIh deep
delivery grassrooIs experience work closely wiIh Ihe aculIy
members in Ihe design o Ihe overall curriculum,
UniversiIy colloquium series, naIional and
course design and IransacIion.
inIernaIional seminars
SIudenIs are exposed Io challenges on Ihe
ground, Ihrough visiIs and projecI work aI Ihe
ield insIiIuIions and oIher organisaIions.
laculIy members and sIudenIs engage in several
research projecIs along wiIh Ihe ield Ieams.
UhiversiIy ParIherships ahd CollaboraIiohs UhiversiIy Colloquiums
The UniversiIy sIudenIs and aculIy signiicanIly The UniversiIy colloquium series is a weekly
beneiI rom parInerships wiIh oIher organisaIions, programme IhaI brings a wide cross secIion o
boIh academic insIiIuIions and grass rooIs academicians, ield pracIiIioners, social acIivisIs and
organisaIions. innovaIors rom dierenI areas Io Ihe UniversiIy
campus or inIeracIions wiIh Ihe sIudenIs and oIher
Senior members rom Ihese organisaIions have been
members. SIudenIs are exposed Io a varieIy o Iopics
involved wiIh various aspecIs o Ihe programmes
and alIernaIe view poinIs on naIional and regional
rom course design, ield projecIs or sIudenIs and in
issues, research indings and lived experiences. These
guesI lecIures as parI o courses, bringing in
have helped sIudenIs aI mulIiple levels rom simply
perspecIives honed by deep ield pracIice experience
being inspiraIional Io challenging Iheir own
as well as an exIernal ouIlook IhaI is criIical Io enable
esIablished noIions abouI Ihese Iopics. MosI o Ihe
sIudenIs Io develop a much wider undersIanding o
colloquium series Ialks are made available on our
Ihe educaIion and developmenI domains.
websiIe. ln addiIion, sIudenIs organise regular
Several research projecIs in collaboraIion wiIh Ihese inormal inIeracIions on campus, in Kaapi aur
organisaIions are underway wiIh boIh sIudenIs and charchaa sessions. These have inluenced sIudenIs in
aculIy members involved. Iheir orienIaIion Iowards various social issues.
An illusIraIive lisI o organisaIions is given below
Swami Vivekananda YouIh MovemenI, Mysore
Vidya 8hawan SocieIy, Udaipur
Lklavya, 8hopal
Teacher Plus, Hyderabad
DiganIar, !aipur
08
0ur facu|ty
ln a brie span o Iwo years, Ihe UniversiIy has and conIinuing educaIion Ieams also are deeply
aIIracIed 85 ull Iime aculIy members who are a seI involved wiIh Ihe degree programmes in various
o excepIional academic proessionals, many o ways.
whom have chosen Io join Ihe UniversiIy or iIs social
Under Ihe aegis o Ihe sIudenI menIorship
commiImenI and or Ihe opporIuniIy Io conIribuIe
programme, aculIy members associaIe wiIh sIudenIs
Iowards social change.
Io creaIe a closely kniI communiIy. Through requenI
The diverse aculIy group aI Ihe UniversiIy consisIs o meeIings and inIeracIions, a vibranI learning
leading academicians and pracIiIioners, disIinguished environmenI is creaIed on campus. lield work is
by Iheir emphasis on Ihe inIegraIion o research and planned and supervised Io varying degrees and Ihe
pracIice inIo Ihe classroom. This IranslaIes inIo an sIudenI's eorI and learning Ihrough Ihis is
enriching blend o Iheory and pracIice IhaI inorms evaluaIed by aculIy members.
Ihe curriculum, learning process, ieldwork and
8y consIanI dialogue wiIh aculIy, sIudenIs are
insIiIuIional design aI all levels. Their work is on Ihe
encouraged Io gain a deeper perspecIive o Ihe
cuIIing edge o educaIion and developmenI policy,
pracIi cal i mpl i caIi ons o Ihe educaIi onal
research and pracIice. Many members o Ihe aculIy
undersIanding Ihey gain Ihrough Ihe programme.
have personally conIribuIed Io Ihe social sphere and
The mulIiple opporIuniIies or ield engagemenI,
have been acIively engaged in seIIing up and running
beginning righI rom Ihe irsI semesIer, seI Ihe Ione
NGOs and schools across Ihe counIry.
or Ihe programme and also provide exposure Io
AI Ihe UniversiIy, aculIy members seek Io creaIe a various work environmenIs. The ield engagemenIs
supporIive yeI challenging culIure o enquiry and also allow sIudenIs Io inIrospecI on Iheir own role as
discovery wiIh sIrong crossdisciplinary anchoring change leaders wiIhin Ihe larger landscape. The
IhaI builds skill, osIers perspecIive and develops UniversiIy lays greaI emphasis on Ihe ouIcome o Ihe
sensiIiviIy Io social issues. ln addiIion, members rom programmes Io creaIe 'relecIive pracIiIioners'. The
Ihe loundaIions ield insIiIuIions, research cenIre aculIy plays a criIical role in Ihis process.
DeIailed aculIy proiles are available aI hIIp://azimpremjiuniversiIy.edu.in/people
uuiversity programmes overview
The key sIrands o Ihe UniversiIy's work include:
Degree Programmes
in ground realiIies. Thereore, aI Ihe UniversiIy,
The UniversiIy oers ullIime, 2year posIgraduaIe
learning, research and pracIice share a symbioIic
M.A. programmes in LducaIion and DevelopmenI Io
relaIionship and are equally emphasised.
prepare proessionals or ulilling careers in Ihe social
secIor. The programmes are designed such IhaI boIh
CohIihuihg EducaIioh (UhiversiIy Resource
resh sIudenIs and working proessionals can gain
CehIre)
rom an exciIing academic environmenI. SIudenIs
The UniversiIy Pesource CenIre (UPC) is Ihe conIinuing
beneiI rom enhanced academic qualiicaIions and
educaIion arm o Ihe UniversiIy. lI develops mulIiple
compeIencies which prepare Ihem Io Iake up
capaciIybuilding programmes, creaIes highqualiIy
leadership roles in Ihe educaIion and developmenI
resources (porIals, publicaIions, digiIal maIerial eIc.)
secIors.
and engages in several oIher iniIiaIives, Ihus
caIering Io a wide varieIy o pracIicing proessionals in
Research CehIre
Ihe educaIion and developmenI domains. lIs area
The overarching mandaIe o Ihe Pesearch CenIre is Io
o work spans academic subjecIs, leadership and
inIegraIe research wiIh learning and pracIice acIiviIies.
managemenI, educaIi onal Iechnol ogy, and
The currenI educaIion and developmenI environmenI
developmenI domains like governance, livelihoods,
lacks a sIrong research culIure. The CenIre was
eIc., or all o which iI oers shorI and medium Ierm
ounded Io inculcaIe such a culIure, and Io build
cerIiicaIion programmes.
knowledge IhaI is relevanI because iI is deeply rooIed
The UniversiIy is engaged in
several research projecIs and
has already conducIed more
Ihan IhirIy capaciIy
enhancemenI programmes in
educaIion perspecIives,
leadership and academics or
governmenI uncIionaries.
The UniversiIy has MoUs wiIh
naIional and sIaIe capaciIy
developmenI insIiIuIions such
as NlAP, ATl eIc. and is
acIively collaboraIing Io
develop a capaciIy
enhancemenI ramework or
GovernmenI uncIionaries in
leadership posiIions.
MasIer o! ArIs ih EducaIioh
The programme aims Io help individuals develop inIo
relecIive educaIion proessionals wiIh a conscious
alignmenI Iowards humaniIarian and social
concerns. GraduaIes are encouraged Io become
educaIion proessionals who undersIand: (i) The
mulIidisciplinary social and developmenIal issues
relaIed Io educaIion, (ii) Curriculum, pedagogy,
assessmenI and policy issues aI Ihe hearI o currenI
educaIion debaIes, (iii) lnclusive educaIion, (iv) lssues
associaIed wiIh school educaIion.
Career OpporIuhiIies
SIudenIs can look orward Io conIribuIing Io
Ihe educaIion secIor working wiIh NGOs, in
governmenI and privaIe school sysIems and in
Ieacher educaIion in various proessional capaciIies
as adminisIraIors, curriculum designers, social
enIrepreneurs, policy specialisIs and researchers.
SIudenIs may also work wiIh Ihe GovernmenI on
educaIion speciic projecIs.
Career OpporIuhiIies
SIudenIs can look orward Io career opporIuniIies in
several governmenI, privaIe and nongovernmenI
organisaIions, academia, policy Ihink Ianks, poliIics,
corporaIe social responsibiliIy deparImenIs o
businesses, unding organisaIions and media.
SIudenIs can look orward Io working in Ihe ields o
livelihoods and economic developmenI, ecology and
environmenI, governance, healIh and educaIion.
MasIer o! ArIs ih DevelopmehI
The programme aims Io provide sIudenIs wiIh a
sound grounding in core areas o developmenI
Iheory, research and pracIice rom a mulIidisciplinary
perspecIive. The undersIanding o developmenI and
change includes areas such as healIh, nuIriIion,
livelihood, environmenI sIudies, governance and
Iheir inluence on educaIion.
!0
DECREE PROCRAMMES OVERVlEW
UniversiIy PlacemenI 8rochure | !!
DemonsIraIed independence o IhoughI
SpecializaIiohs
As a UniversiIy IhaI ocuses on educaIion and Value orienIaIion IhaI is geared Iowards creaIing
developmenI, iI is imperaIive IhaI sIudenIs and a jusI, humane, susIainable and equiIable socieIy
aculIy wishing Io engage wiIh Ihe ull breadIh o
Ehcouragihg diversiIy
concerns wiIhin Ihese domains are able Io do so.
Azim Premji UniversiIy is probably Ihe only UniversiIy
SIudenIs may choose specializaIions wiIhin exisIing
in Ihe counIry purely working on LducaIion and
degree programmes.
DevelopmenI domains. The degree programmes o
Lach specializaIion speciies a seI o elecIive courses
Ihe UniversiIy are designed Io aIIracI socially
IhaI orm parI o Ihe specializaIion. SIudenIs need Io
commiIIed sIudenIs. The UniversiIy began wiIh Ihe
obIain IwenIy crediIs rom Ihe speciied elecIive
launch o Iwo PosIGraduaIe programmes: MasIer o
courses Io qualiy or a specializaIion. ln addiIion,
ArIs in LducaIion and MasIer o ArIs in DevelopmenI
specializaIions require Ihe sIudenIs Io do Iheir inal
wiIh a ew selecI specializaIions. The UniversiIy
ield projecI and / or independenI sIudy rom Ihe
enrolled 85 sIudenIs in 20!!, !29 sIudenIs in 20!2
specializaIion area.
and 256 sIudenIs in 20!J. The UniversiIy sIrives Io
creaIe an excepIional learning environmenI and
The currenI baIch has Iwo specialisaIions on oer
prepare ouIsIanding proessionals or ulilling
Curriculum and Pedagogy (LducaIion) and HealIh
careers as social change leaders. laciliIaIing and
and NuIriIion (DevelopmenI).
supporIing Ihe educaIion o sIudenIs rom diverse
SIudenIs also have Ihe opIion noI Io specialize buI
socioeconomic backgrounds is a prioriIy and is
graduaIe wiIh a general MasIers in LducaIion or
relecIed in Ihe ollowing:
DevelopmenI.
a. DiversiIy ahd ihclusioh ih admissioh: The
ExpecIaIioh !rom sIudehIs
UniversiIy is commiIIed Io helping sIudenIs rom
The UniversiIy makes every eorI Io help sIudenIs various backgrounds overcome a range o economic,
grow and realise Iheir poIenIial. The ullIime M.A. social and language / communicaIion disadvanIages
programmes require rigorous sIudy and presence on and encourage Ihem Io pursue higher educaIion.
campus on a daily basis. Pegular classes are LxIensive inancial and oIher insIiIuIional supporI is
scheduled or 46 hours daily, wiIh Ihe aculIy provided Io all deserving sIudenIs who are selecIed
working hard Io sIimulaIe meaningul discussion and or admission. SIudenIs rom socially and
learning wiIhin Ihe classroom. economically disadvanIaged backgrounds are given
speciic weighIage in Ihe admission process, enabling
To develop deeper perspecIives, sIudenIs are
Ihem Io oseI possible enIry level diiculIies.
expecIed Io underIake addiIional reading beyond Ihe
classroom. SIudenIs are also engaged in wriIing b. Fihahcial assisIahce: The IuiIion ee sIrucIure has
assi gnmenI s and I er m paper s, waI chi ng been kepI aI Ps. 48000/ per annum, which is in line
documenIaries, inIeracIing wiIh visiIing experIs and wiIh many similar sIaIerun educaIional insIiIuIions
are provided wiIh exIensive exposure Io relevanI ield and is only a racIion o whaI premier privaIely
and academic Iraining. lnsIead o a convenIional owned insIiIuIions charge. The UniversiIy exIends
midIerm break, Ihe ield Irip during Ihe semesIer scholarships o varying range Io help sIudenIs cover
provides sIudenIs a irsIhand exposure Io Ihe Iheir ees. ln addiIion, Ihese scholarships also cover
challenges in Ihe educaIion and developmenI secIors expenses Iowards accommodaIion and ood. Over
and Ihe many responses IhaI are being aIIempIed. 50% o sIudenIs have been provided Ihese
scholarships. 28 ouI o 85 sIudenIs who graduaIed
Admissiohs Process
Ihis year received !00 % scholarship, Ihus accessing
Azim Premji UniversiIy is deeply commiIIed Io having
high qualiIy posI graduaIe educaIion aI no cosI.
a diverse sIudenI proile and Ihe admission process is
ln addiIion Io scholarships, sIudenIs wiIh work
designed Io aIIracI applicanIs who show evidence o:
experience are supporIed wiIh (a) assisIanIships up Io
A deep desire Io conIribuIe Iowards educaIion
Ps. !5000 per monIh or amily supporI, (b) advance
and developmenI in lndia
employmenI oer rom Azim Premji loundaIion aI
Ihe Iime o joining Ihe degree programme. We
believe such guaranIeed supporI encourages Ihem Io
pursue sIudies successully.
Where sIudenIs so desire, Ihe UniversiIy has arranged
concessional educaIional loans or sIudenIs as well.
c. 1echhology supporI: SIudenIs are provided wiIh
lapIops wiIh inIerneI connecIiviIy or Iheir sIudy,
since Ihey mighI noI be able Io aord Ihem.
d. Resource creaIioh: The UniversiIy has generaIed
subsIanIial Ieaching and learning resources and
made Ihem accessible Ihrough iIs numerous
magazines and online porIals. lmporIanIly, Ihese
EligibiliIy
maIerials are IranslaIed inIo Kannada, Hindi and
oIher regional languages Ihereby ensuring wide SIudenIs wiIh a 8achelor's Degree in any discipline
public access. All o Ihese are compleIely ree and (including Physical Sciences, Social Sciences,
accessible Io all. More Ihan 5,000 resources are HumaniIies, Lngineering, Medicine, AgriculIure,
available on our porIal and around !5,000 people LnvironmenIal Sciences, Commerce, ManagemenI,
access Ihese on a monIhly basis. eIc.) can apply.
CandidaIes wiIh work experience are acIively
encouraged Io apply Io provide Ihe much needed
hands on perspecIi ve i n Ihe cl assroom.
Our sIudehI pro!ile re!lecIs our
commiImehI Io social diversiIy
46% o our sIudenIs come rom eiIher
rural areas or small Iowns
50% o our sIudenIs are women
26% o Ihe sIudenIs are rom nonLnglish
medium backgrounds
Over 40% o our sIudenIs have prior
work experience
!2 !8 !2
UniversiIy PlacemenI 8rochure | !J
inIeresIed in. These courses allow sIudenIs Io
SelecIioh Process
engage deeply wiIh a chosen area and deepen
SIudenIs go Ihrough a rigorous selecIion procedure
Iheir knowledge o iI.
o a wriIIen IesI ollowed by a personal inIerview.
WriIIen IesI papers are evaluaIed and inIerviews are
iii. Opeh Courses: A wellrounded and balanced
conducIed by Ihe aculIy. Through Ihis, Ihey seek Io
curriculum needs Io include opporIuniIies or Ihe
assess Ihe academic preparedness o Ihe sIudenI or
sIudenI Io explore areas o human and social
a MasIers programme as well as Iheir social
inIeresI IhaI ocus on Ihemes relaIed Io Ihe arIs,
orienIaIion.
culIure, sciences and oIher subjecIs o Iopical
inIeresI. These are noI Io be IhoughI o as
SIrucIure o! Degree Programmes
exIracurricular buI as inIegral Io Ihe
The degree programmes aI Ihe UniversiIy encompass
curriculum. Several such open courses are
a wide range o courses as described below. The
oered each semesIer.
programmes also allow sIudenIs Io prepare
iv. lhdepehdehI sIudy / ProjecI: This involves an Ihemselves or speciic career opporIuniIies or higher
independenIly craIed ield o sIudy on a speciic sIudies by oering specializaIions wiIhin a broader
area o inIeresI chosen by Ihe sIudenI. lI is domain o sIudy. The various Iypes o courses oered
guided by a aculIy member and meeIs all Ihe include:
academic requiremenIs o an elecIive course.
i. Core Courses: These courses orm Ihe
v. Fieldwork / Field PlacemehI: This gives sIudenIs oundaIion o Ihe programme and prepare Ihe
Ihe opporIuniIy Io explore Ihe ield, criIically ground suicienIly Io enIer educaIion and
vi ew currenI pracIi ce, undersIand Ihe developmenI pracIice aI various levels. These are
implemenIaIion o programmes on Ihe ground mandaIory or all sIudenIs who are enrolled in
and conIribuIe Io ongoing pracIice or policy Ihe programme.
issues.
ii. ElecIive Courses: These courses expand
The UniversiIy consIanIly reviews and improves
knowledge, develop skill, and orienI sIudenIs
Ihe programmes in response Io eedback rom
Iowards various dimensions o pracIice. SIudenIs
sIudenIs, aculIy, ield insIiIuIions and Ihe
may choose rom among several elecIive courses.
academic council. The courses indicaIed in Ihe
SpecializaIions may be gained Ihrough sIudenIs
ollowing secIions may Ihus vary in line wiIh Ihis.
choosing a speciied number o elecIive courses
rom wiIhin Ihe area o specializaIion Ihey are
!4
The MasIer o ArIs (M.A.) in LducaIion is designed
Programme SIrucIure
or sIudenIs seeking a mulIiaceIed liberal exposure
This is designed as an 80 crediI, Iwoyear, ullIime,
Io Ihe disciplinary domain o educaIion, commiImenI
posIgraduaIe degree programme. lI is organised in
Io socieIal goals and an emphasis on Ihe sIudy o
our semesIers wiIh ield engagemenIs IhroughouI
educaIion as a undamenIal human social acIiviIy.
Ihe Iwo years. Lach sIudenI is required Io Iake Ihe
prescribed core courses and is given a choice o
A graduaIe o Ihe programme is expecIed Io become
elecIive and open courses.
a relecIive pracIiIioner having Ihe perspecIive, social
concerns and moIivaIion Io creaIe a basis or acIion,
undersIand Ihe possibiliIies, successes and seIbacks
o acIion Iaken and Iake sIeps IhaI help develop
educaIional Iheory and pracIice by inding
conIexIually grounded soluIions.
MAS1ER OF AR1S lN EDUCA1lON
(M.A. EDUCA1lON)
i. Philosophy o LducaIion
ii. Sociology o LducaIion
iii. Human DevelopmenI, Learning and Teaching
iv. lnIroducIion Io Pesearch
v. Curriculum SIudies
vi. Language, Mind and SocieIy
vii. Schools and LducaIion SysIems
Core
Courses
Curriculum ahd Pedagogy
Science LducaIion, MaIhemaIics LducaIion, Social Science and HisIory
LducaIion, LiIeracy Pedagogy, Teaching Lnglish in lndia, Curricular MaIerials
DevelopmenI , Teacher Proessional DevelopmenI
Policy / School Leadership
LducaIional Governance and DecenIralisaIion, LducaIional Policies and
Programmes, School Leadership Theory and PracIice, Managing Schools in
lndia, loundaIions o LducaIional Change, Lconomics o LducaIion
Ceheral
Measuring DevelopmenI, Advanced Social Pesearch, Gender and
LducaIion, Special LducaIion, Discourses on NaIionalism, NGO lormaIion,
Governance and linancing, Social SecIor Leadership, Science Technology
and SocieIy
ElecIives
Courses o!!ered ih M.A. EducaIioh (lllusIraIive) Course Iype
i. MulIiple courses rom Ihe domains o Cinema, LiIeraIure, ArI and
TheaIre
ii. CreaIive wriIing, Hindi PoeIry, Oral IradiIions
iii. Luropean Penaissance, World Archaeology
iv. LvoluIion !ourney Ihrough Science
Opeh Courses
UniversiIy PlacemenI 8rochure | !5
The core courses and an illusIraIive seI o elecIives are as ollows:
!6
ElecIive Courses
SIudenIs are required Io Iake seven elecIive courses, o which one musI be
a pedagogy course. The remaining six elecIive courses can be used Io
specialize in any one area o Iheir choice. SIudenIs also have Ihe opIion o
pursuing an independenI sIudy o Iheir own in place o an elecIive.
The currenI baIch o sIudenIs has Ihe opIion Io specialise in 'Curriculum
and Pedagogy'.
Opeh Courses
These courses (examples o which have been indicaIed overlea) are open
Io all sIudenIs enrolled in Ihe various degree programmes aI Ihe UniversiIy.
SIudenIs are required Io enrol or Iwo such courses during Iheir Iwo years
o sIudy. Open courses carry 2 crediIs each. The programme Ihereore
requires Ihe sIudenI Io obIain 4 crediIs rom open courses.
Field PracIice
LngagemenI wiIh ield pracIice orms an inIegral parI o Ihis programme.
This helps sIudenIs develop a deeper perspecIive o Ihe pracIical
implicaIions o Iheir educaIional undersIanding, gained Ihrough Ihe irsI
year o Iheir programme.
The ield experience module is designed in Ihree componenIs weekly
pracIicums, Iwo week ield exposures over Iwo semesIers and one longer
ield engagemenI o six weeks, making up a Ien week programme o 8
crediIs. The irsI and second semesIers have weekly one day pracIicums,
and a Iwo week period each or ield engagemenI ollowed by a sixweek
inIernship aI Ihe end o Ihe Ihird semesIer. lnIernships could be aI schools,
nonproiI organisaIions, public agencies, colleges and oIher
organisaIions. SIudenIs may inIegraIe Iheir ield pracIice wiIh Iheir
inIernship. ln addiIion, Ihey have regular meeIings wiIh a aculIy menIor
during Ihe semesIers.
lhdepehdehI SIudy
The independenI sIudy is concepIualised as a 4 crediI course. The
independenI sIudy componenI is sIrucIured so as Io allow sIudenIs Ihe
reedom Io go beyond Ihe syllabus and explore a Iopic o Iheir inIeresI,
in depIh.
Akahksha Naresh, M.A. LducaIion
'F|e|o exposure' ano 'exposure |o |he grass-roo| |ee|' uere phrases |ha| uorr|eo man,
uho uere no| pre|ous|, exposeo |o e||her o| |hese |erms or hao no| exper|enceo |he
same. Crea| amoun| o| oe||hera||on ensueo uh||e se|ec||ng |he |oca||on o| ||e|o uor|. 3u|
a|| our anx|e||es uere pu| |o res| once ue reacheo our respec||e |oca||ons. For me, || uas
S|roh| |n lajas|han.
From |he ||me |ha| ue uere ue|comeo |here |o |he ||me o| our oepar|ure, |he exper|ence
ma, he oescr|heo as pure|, p|easan| ano |u|| o| |earn|ng. 3e || |he commun||, |s||s ano |he
exper|ence o| s|pp|ng |ea maoe u||h goa| m||| s||||ng on |he charpo, u||h ca|||e
surrouno|ng us, uh||e ue o|scusseo |he |ssues o| eouca||on u||h memhers o| |he
pancha,a|, or |he |n|erac||ons u||h |he goernmen| o|||c|a|s uhose |nou|eoge ano pass|on
|orceo us |o change our percep||ons o| |hem, a|| aooeo up |o exper|ences uh|ch humh|eo
us, enr|cheo us ano prepareo us, hu||o|ng a s|ronger |ounoa||on uh||e oee|op|ng as
eouca||on pro|ess|ona|s.
!8
This programme aims Io prepare individuals who are c. Provide sIudenIs wiIh opporIuniIies Io encounIer
capable o inormed and IhoughIul developmenI and criIically engage wiIh insIances o challenging
acIion and are aware o Ihe complexiIy, depIh and problems and aIIempIed inIervenIions.
scope o Ihe discourse o developmenI, iIs eIhical
d. Lngage wiIh Ihe complex lived realiIies o people
imperaIives and iIs implicaIions or policy and acIion
and communiIies.
wiIh special reerence Io Ihe lndian conIexI. This
e. Lxplore Ihe eIhical and personal dimensions o
requires concepIual rigour and sensibiliIies in
Iheir social conIexI Io locaIe Ihemselves acIively
sIudenIs IhaI would help Ihem:
wiIhin iI.
a. Acquire core undersIanding in and across Ihe
Programme SIrucIure
disciplines IhaI conIribuIe Io Ihe domain o
developmenI and relaIe Ihem Io siIuaIions 'on Ihe
The programme is designed as an 80 crediI,
ground'.
posIgraduaIe degree programme organised in our
semesIers. Lach sIudenI is required Io Iake Ihe
b. Pel aIe Ihese concepIual rameworks Io
prescribed core courses and is given a choice o
dimensions o developmenI IhaI are IargeIs o
elecIive and open courses.
public acIion and policy such as healIh,
educaIion, livelihoods and susIainabiliIy.
!8
MAS1ER OF AR1S lN DEVELOPMEN1
(M.A. DEVELOPMEN1)
The various courses IhaI are Iypically oered are as ollows:
i. Sociology o DevelopmenI
ii. Lcology and DevelopmenI
iii. Lconomics or DevelopmenI Proessionals
iv. PoliIical Theory and PoliIics in lndia
v. lnIroducIion Io Pesearch
vi. Philosophy o DevelopmenI
vii. Social lnIervenIions
viii. Law and Governance
Core
Courses
Opeh
Courses
ElecIive
Courses
Courses o!!ered ih M.A. DevelopmehI (lllusIraIive) Course Iype
HealIh
Public HealIh Policies and Programmes, HealIh Lconomics, Social DeIerminanIs o HealIh, HealIh and
DevelopmenI, HealIh, NuIriIion and LducaIion
Public Policy
lnIroducIion Io Public Policy, Policy Analysis, Programme Design and LvaluaIion, SIaIe, MarkeIs and PoliIical
reorms
Livelihoods
Livelihoods: Policies, PracIices, and Challenges, CompeIencies or Livelihood lnIervenIions, CoasIal Zone
Livelihoods and SusIainable ManagemenI, LivesIock ProducIion SysIem, An lnIroducIion Io loresIs and
Livelihoods
Law, Coverhahce ahd DevelopmehI
Legal SysIem Peorm, Governance Challenges in lndia, Law and DevelopmenI, Law and SocieIy
OIhers
Social and Lconomic Analysis o DevelopmenI lnIervenIions, PoliIical Lconomy, DevelopmenI and
Governance, ConIemporary Social MovemenIs in lndia, Measuring DevelopmenI, Advanced Social
Pesearch, Gender and LducaIion, Lconomic HisIory, Lconomics o LducaIion, Discourses on NaIionalism,
NGO lormaIion, Governance and linancing, Social SecIor Leadership, Science Technology and SocieIy
ElecIive Courses
LlecIive courses are oered in Ihe second year, which allow Ihe sIudenIs Io build sIrengIh in a domain o Iheir
choice and IranslaIe Ihe knowledge acquired inIo acIion, more eecIively. A sIudenI has Io choose eighI
elecIives rom any o Ihe ive domains: educaIion, healIh, ecology, governance and livelihoods, in a manner IhaI
allows Ihem Io ocus on a parIicular domain, approach or problem.
Opeh Courses
These courses (examples o which have been indicaIed above) are open Io all sIudenIs enrolled in Ihe various
degree programmes aI Ihe UniversiIy. SIudenIs are required Io enrol or Iwo such courses during Iheir Iwo years
o sIudy. Open courses carry 2 crediIs each. The programme Ihereore requires Ihe sIudenI Io obIain 4 crediIs
rom open courses.
i. MulIiple courses rom Ihe domains o Cinema, LiIeraIure, ArI and TheaIre
ii. CreaIive wriIing, Hindi PoeIry, Oral IradiIions
iii. Luropean Penaissance, World Archaeology
iv. LvoluIion !ourney Ihrough Science
LngagemenI wiIh ield pracIice orms an inIegral parI assessmenI and sharing diers rom one ield work
o Ihe MasIers programme. duraIion Io Ihe oIher.
The ield work pracIice elemenI consisIs o supervised The UniversiIy works wiIh poIenIial organisaIions, in
placemenIs wiIh communiIies, insIiIuIions and advance, Io sIrucIure meaningul ield work
governmenI agencies Io provide Ihe sIudenI wiIh a opporIuniIies or Ihe sIudenIs. lI is expecIed IhaI all
broad range o experiences and undersIanding o sIudenIs can be maIched wiIh projecIs oered by Ihe
developmenIal challenges, mapping sIraIegies, insIiIuIions, based on Iheir inIeresIs and skills.
analysis and engagemenI wiIh IacIics and SIudenIs are also welcome Io design and suggesI
implemenIaIion o programmes. During Ihe Iheir own projecIs, which musI meeI Ihe criIeria laid
programme, sIudenIs go Ihrough several ieldbased ouI by Ihe UniversiIy. ln general, a aculIy member
learning opporIuniIies including coursebased rom Ihe UniversiIy and a nodal person rom Ihe
pracIicum, Iwoweek ield exposures, organisaIional parIner insIiIuIe joinIly moniIor and evaluaIe Ihe
inIernship or 5 weeks and a ield work projecI o 8 sIudenIs work, based on Ihe learning goals seI by
weeks. Ihe UniversiIy.
SIudenI ield work pracIice is a compulsory, assessed lhdepehdehI SIudy
and a aculIy supervised acIiviIy. The process
The independenI sIudy is concepIualised as a 4 crediI
envisages conIinuous perormance assessmenI and
course. The independenI sIudy componenI is
reporIs rom Ihe ield supervisor and evaluaIion by
sIrucIured so as Io allow sIudenIs Ihe reedom Io go
aculIy advisors. PresenIaIions and seminars based on
beyond Ihe syllabus and explore a Iopic o Iheir
ield ouIpuIs are parI o Ihe assessmenI and eorI aI
inIeresI, in depIh.
consolidaIion o learning. The exacI naIure o Ihe
Field ehgagemehI
20 !8 20
M, summer |n|ernsh|p |no|eo exam|n|ng |uo |a|es |n urhan ano per|-urhan 3enga|uru.
Dur|ng |he course o| |he |n|ernsh|p l uas ah|e |o engage u||h o|||eren| |a|e users, |o
unoers|ano |he re|a||onsh|p ano ex|en| o| |he|r oepenoenc, on |he resources, as ue|| as |he
aom|n|s|ra||e ano po||||ca| |n|er|aces |he, uere s||ua|eo |n. la|ng uor|eo |n rura| ano
|r|ha| |anoscapes, |he exper|ence o| engag|ng u||h urhan commun|||es uas a un|que
oppor|un||, |or me |o unoers|ano |he o|ers||, o| ||e||hooos |n |he urhan con|ex|. F|shers,
||es|oc| grazers ano agr|cu||ur|s|s uhose ||e||hooos are ||n|eo |o |he |a|e uere |ouno |o
hae heen |mpac|eo h, urhan|sa||on. he|r aoap|a||on |o |hese rap|o changes ano |he|r
percep||ons ahou| |he respons|eness o| goernance |ns|||u||ons, pas| ano presen|, hae
|e|| me u||h seera| |n|eres||ng ques||ons |ha| l hope |o engage u||h |n |u|ure as ue||.
- Seema Muhdoli, M.A. DevelopmenI
22
DirecI engagemenI wiIh educaIional conIexIs and pracIice. The sIudenIs are placed in a wide varieIy
pracIices orms an inIegral parI o Ihe programme o educaIional seIIings or Iheir ield pracIice
and hel ps sIudenIs devel op a grounded schools (dierenI Iypes), public and privaIe
undersIanding o Ihe pracIical implicaIions o Ihe agenci es engaged i n educaIi on and non
various concepIs and Iheories IhaI Ihey sIudy abouI governmenI and civil socieIy organisaIions working
in Ihe programme. SIudenIs have weekly in Ihe area o educaIion.
pracIicums relaIed Io various courses and more
SemesIer 1 - Field PracIice
inIensive ield pracIice experiences spread across
ln Ihe irsI semesIer, sIudenIs underIake a Iwo
Ihe Iwo years o Ihe programme.
weeks ield pracIice componenI IhaI gives Ihem an
8roadly, Ihe ield pracIice componenIs o Ihe
exposure Io rural communiIies and provides Ihem
programme are concepIualized as sIages o an
opporIuniIies Io inIeracI wiIh Ihe various
overall plan whereby sIudenIs progress rom iniIial
governmenIal agencies involved wiIh implemenIing
exposure, Io a more IheoreIical engagemenI wiIh
and moniIoring educaIion. lor Ihis sIudenIs are
educaIional issues, and inally Io an acIual
placed in Ihe DisIricI lnsIiIuIes o Learning and
educaIional engagemenI involving boIh Iheory and
Learuiug through Actiou
M.A. EDUCA1lON
FlELD WORK ORlEN1A1lON
DevelopmenI o Ihe Azim Premji loundaIion. During shape o Ihe ield pracIice engagemenI o Iheir
Iheir ield visiI sIudenIs also geI an opporIuniIy Io sIudenIs and Ihe evaluaIion and assessmenI o Ihe
engage wiIh members o Ihe Azim Premji loundaIion work Ihey have underIaken. SIudenIs will be placed
who are involved in educaIional inIervenIion in Ihe in insIiIuIions IhaI have been idenIiied and approved
remoIe disIricIs. SIudenIs make a presenIaIion o by Ihe UniversiIy and also supervised by a ield
Iheir ield work aI Ihe UniversiIy which is assessed. menIor who is approved by Ihe UniversiIy.
SIudenIs who have opIed Io specialize in Curriculum
SemesIer 2 Field PracIice
and Pedagogy will have Io do a more ocused
The ield pracIice componenI or Ihe second semesIer
inIernship IhaI involves direcI classroom Ieaching
is also or Iwo weeks where Ihe objecIive is Io
and some kind o acIion research perIaining Io
provide Ihe sIudenIs wiIh Ihe experience o sIudying
curriculum, pedagogy or Ieacher developmenI.
educaIional processes Ihrough a IheoreIical
ramework. The sIudenIs are encouraged Io idenIiy
PracIicum
issues, concerns, problems and research areas IhaI
8esides Ihe !0 weeks o ield pracIice, courses in Ihe
Ihey mighI wanI Io work wiIh more closely during
programme also have sIrucIured acIiviIies or
Ihe subsequenI longer ield pracIice componenI o
experi ences whi ch ai m Io bui l d sIudenIs
six weeks. lor Ihe semesIer 2 ield pracIice or Ihe
undersIanding o educaIional conIexIs, pracIices and
baIch o 20!220!4, aculIy coordinaIors aciliIaIed
concerns. The pracIicum experiences orm parI o
visiI o sIudenIs, in small groups, Io educaIional
speciic courses o Ihe programme. SIudenIs visiI
seIIings which included ield insIiIuIe siIes o Ihe
dierenI Iypes o schools, governmenI educaIion
Azi m Premj i loundaIi on, nongovernmenI
deparImenIs and oices, nonproiI organisaIions
organisaIions wiIh educaIion inIervenIions and
and disadvanIaged urban communiIies as parI o
alIernaIive schools. laculIy Ieaching in semesIer 2
Iheir pracIicum experiences. They engage in a diverse
provided Ihe IheoreIical rameworks rom which
range o acIiviIies such as observing classroom
sIudenIs could selecI one ramework Io engage more
insIrucIion, inIerviewing school personnel and
closely wiIh Iheir experiences o educaIion realiIies aI
children o dierenI age groups, building an
Ihe grassrooIs level.
undersIanding o overall school processes and
underIaking pracIice Ieaching.
SemesIer 3 - Field PracIice
The objecIive o Ihe 6week ield work aI Ihe end o
The ield pracIice and pracIicum componenI is
Ihe Ihird semesIer is Io provide sIudenIs an
aciliIaIed in a manner IhaI enables sIudenIs Io
opporIuniIy Io conIribuIe Io educaIional pracIices
develop a wide reperIoire o skills necessary Io work
and inIervenIions by underIaking an inIernship
in organisaIional seIIings. These skills include
projecI. SIudenIs can plan dierenI kinds o
presenIaIion and communicaIion skills, conlicI
inIernship projecIs such as a small research sIudy,
resoluIion, Ieamwork, concepIualisaIion and
developmenI o a speciic inIervenIion, classroom
planning or projecIs and relecIion and sharing o
Ieaching and involvemenI in ongoing inIervenIions /
exper i ences I hr ough var i ed medi ums o
programme. SIudenIs are guided individually by
communicaIion. SIudenIs are assessed on each o
aculIy supervisors during Ihe enIire duraIion o
Iheir ield work experiences on Ihe basis o Iheir
semesIer J Io enable Ihem Io develop a proposal and
submission and presenIaIion, Iheir perormance is
work plan or Ihis ield pracIice componenI, Ihe
relecIed in Iheir overall grade poinI average.
aculIy supervisors are also responsible or Ihe overall
-
24
The ield work pracIice elemenI o Ihe M.A.
Field lmmersioh
DevelopmenI programme consisIs o supervised
ln Ihe irsI semesIer, sIudenIs go or a 2week ield
placemenIs wiIh communiIies, insIiIuIions and
exposure which is meanI Io provide opporIuniIies
governmenI agencies Io provide Ihe sIudenI wiIh a
Io sIrengIhen Ihe IheoreIical undersIanding
broad range o experiences and undersIanding o
provided Ihrough core courses in Ihe semesIer.
developmenIal challenges, mapping sIraIegies,
SIudenIs o Ihe baIch o 20!220!4 in groups o 6
analysis and engagemenI wiIh IacIics and
!0 spenI Iime in over 9 locaIions spread over lndia
implemenIaIion o programmes. The various
wiIh rural and Iribal communiIies. The immersion
componenIs o Ihe ield work pracIice spread over
creaIed Ihe space Io experience Ihe realiIies o rural
!7 weeks have dierenI learning objecIives,
and Iribal communiIies, Ihe social, poliIical and
sIrucIure and opporIuniIies. lield work comprises
economic sIrucIures, undersIand culIural sysIems
o !2 crediIs and orms !5% o Ihe overall crediIs
and engage wiIh people and insIiIuIions. Working
or Ihe M.A. DevelopmenI programme.
in small groups, Ihis was a sIudenIled acIiviIy
M.A. DEVELOPMEN1
FlELD WORK ORlEN1A1lON
26
which required Ihem Io design, plan and implemenI and implemenIaIion process in consulIaIion wiIh a
Ihe enIire immersion. SIudenIs ormed commiIIees aculIy menIor. Over Ihe course o Ihe 8 weeks, Ihe
and managed everyIhing rom end Io end rom sIudenI works Iowards developing and implemenIing
iniIiaIing conIacI wiIh organisaIions, handling Ihe inIervenIion successully. The projecIs range rom
inance, logisIics, compleIing Iheir ield based Iasks communiIy mobilizaIion iniIiaIives Io developing
and also designing a seminar. business plans, documenIaIion o processes,
developing Iraining proposals, working on advocacy
OrgahisaIiohal ihIerhship
and campaigns relaIed Io various issues.
AI Ihe end o Ihe second semesIer sIudenIs spenI 6
Ohgoihg course - based pracIicum
weeks wiIh CommuniIy based organisaIions, peoples
movemenIs, NGOs and governmenI/panchayaIi Paj Through Ihe semesIer, dierenI courses design ield
insIiIuIions. Speciic ield acIiviIies were designed in based learning opporIuniIies or sIudenIs IhaI
consulIaIion wiIh Ihe organisaIions Io promoIe aIIempI Io deepen Iheir undersIanding o concepIs
under s I andi ng o devel opmenI al i s s ues , IhaI are IransacIed in Ihe class room. On a
organisaIional sIraIegies and programme design and designaIed day each week, sIudenIs work in groups
Io encourage Ihem Io be involved in pracIice. They or as individuals, connecIing wiIh dierenI
spenI Iime mapping organisaIional work sIraIegies, organisaIions, communiIies and agencies. This Iakes
campaigns, implemenIaIion eorIs and analysed Ihem ouI o Ihe class room inIo polluIion aecIed
Ihese Io link classroom learning wiIh pracIice. communiIies, women's selhelp group meeIings,
OuIpuIs rom Ihe organisaIional inIernship included governmenI organi sed consul IaIi ons, smal l
phoIo journals, relecIive essays and presenIaIions enIerprises, sex workers union meeIings, and Primary
IhaI used eecIive communicaIion Iechniques and HealIh CenIre's among oIher spaces. The pracIicum
developmenI perspecIives Io communicaIe Ihe range is closely connecIed Io Ihe learning objecIives o each
o issues and naIure o inIervenIions. course and over each o Ihe lasI Iwo semesIers,
sIudenIs have visiIed over !4 agencies, communiIies
The inIernship has allowed sIudenIs Io experience
or governmenI deparImenIs.
and engage direcIly wiIh developmenI problems,
processes and pracIices in organisaIional seIIings. SIudenI ield work pracIice is an assessed, aculIy
The experience o working wiIh developmenI supervised acIiviIy. The process envisages a
organisaIions has exposed sIudenIs Io pracIical skills. conIinuous perormance assessmenI and reporIs
More imporIanIly, however, iI has creaIed a space or rom Ihe ield supervisor and evaluaIion by aculIy
relecIion on Ihe predominanI ways in which advisors. PresenIaIions and seminars based on ield
developmenI is carried ouI in our counIry. ouIpuIs are an inIegral parI o Ihe assessmenI and
parI o Ihe eorIs aI consolidaIion o learnings. The
lhdepehdehI ProjecI
various ield engagemenI learnings have given our
AI Ihe end o Ihe Ihird semesIer, sIudenIs spend a
sIudenIs Ihe unique opporIuniIy Io examine,
period o 8 weeks ocusing on a special area wiIhin
undersIand, analyse, imagine and perhaps redesign
Ihe developmenI domain. The sIudenI idenIiies a
Ihe pracIice o developmenI in our counIry.
speciic area o inIervenIion, and develops a proposal
28
P|acemeuts: 8atch of 2O11-13
Azim Premji UniversiIy was esIablished as a noIorproiI, privaIe auIonomous UniversiIy wiIh a clear social
purpose o working Iowards a jusI, humane, equiIable and susIainable socieIy. The primary goal o Ihe
UniversiIy is Io develop ouIsIanding, creaIive and socially commiIIed proessionals or Ihe educaIion and
developmenI secIors in lndia. The larger purpose o Ihe UniversiIy inormed and guided Ihe placemenI process.
The class o 20!!20!J had a diverse sIudenI proile represenIing !7 sIaIes wiIh sIudenIs rom rural and urban
lndia. O Ihese, J6% were women and 57% wiIh Iwo or more years o work experience aI NGOs, in Ieaching or
aI a corporaIe. DiversiIy was also relecIed in Iheir background o undergraduaIe sIudy in HumaniIies, Science
and Lngineering.
The social purpose o Ihe UniversiIy was well relecIed in Ihe placemenI o Ihe irsI baIch o graduaIes.
(l) 76% o graduaIes are working aI jobs aI Ihe grass rooI level across Ihe counIry based in Ihe ield aI disIricI
level locaIions.
(ii) AlmosI all sIudenIs are engaged in Ihe noIorproiI secIor. 8reakup o Ihe secIors IhaI sIudenIs are
working in is as ollows:
(iii) Typically sIudenIs are engaged in leading projecIs / programmes in educaIion and developmenI aI Ihe
disIricI level.
(iv) lor mosI graduaIes wiIhouI work experience, Ihe salary oered was beIween Ps. 2.40 J.60 lakhs per
annum.
(v) The PlacemenI cell was successul in placing virIually all sIudenIs beore Ihe compleIion o Iheir inal
semesIer !00% o Ihe M.A.LducaIion sIudenIs and 95% o Ihe M.A.DevelopmenI sIudenIs who enrolled
or placemenIs were employed. 25% were oered Iwo jobs Ihrough oncampus placemenIs.
(vi) 6J organisaIions parIicipaIed in Ihe placemenI process o 20!J.
lature of orgauisatious
hC0s 67 Schools 10
Corporate social
responsibility (CSR) 7
Covernnent
organisations 4
Fellowships 12
Corporate social
responsibility (CSR) 7
Covernnent
organisations 4
Fellowships 12
Schools 10
hC0s 67
M, |n|ernsh|p u||h Lco Femme, a soc|a| en|erpr|se haseo |n Auro|||e |ha| uor|s on hea||h,
mens|rua| prac||ces ano ma|es c|o|h uashah|e paos, uas a ua, |o ansuer seera|
|oeo|og|ca| ques||ons |ha| hao ar|sen a||er |he comp|e||on o| |he ||rs| ,ear o| M.A.
Dee|opmen|. ln |he s|x-uee|s, l rea||zeo |he essen||a|||, o| pr|a|e proouc||on |or |ncome
genera||on, |he neeo |o he consc|ous o| e|h|ca| prac||ces |n eer, s|ep ano |he
uncono|||ona| pr|or||, |o he g|en |o |he qua|||, o| proouc| ano ser|ces. l can nou
apprec|a|e |he |mpor|ance o| pr|a|e commerc|a| en|erpr|ses |or oee|opmen|. An equa||,
|mpor|an| |earn|ng |s |he |no|spensah||||, o| connec||ng soc|a| goa|s u||h commerc|a|
ac|||||es. he oa|a ana|,s|s o| p||o| sure, shoueo pos|||e response o| users |ouaros
c|o|h uashah|e paos. ln|erac||on u||h seera| aoo|escen| g|r|s ano uomen |rom rura| areas
o| Auro|||e 3|oreg|on, as ue|| as uomen |a||ors reea|eo |he|r pa|n|u| mon|h|, exper|ence.
An |mpeno|ng garhage cr|s|s a|so g|es an |mpe|us |o exp|ore |he |ah||||, o| uashah|e
c|o|h paos.
- Abhilasha N.S., M.A. DevelopmenI
J0
Vaharashtra 16
Karnataka 15
0elhi 13
Bihar 10
uttar Pradesh 10
Puducherry 1
Cujarat 1
Coa 1
haryana 1
Rajasthan 2
Iharkhand 2
west Bengal 2
0rissa 2
uttaranchal 2
Vadhya Pradesh 3
Kerala 5
^ndhra Pradesh 6
Janil hadu 7
Suapshot of studeut profi|e, 2O12-14
Age profi|e
6eographica| dispersiou
Puducherry 1 west Bengal 2 Janil hadu 7
Cujarat 1 0rissa 2 uttar Pradesh 10
Coa 1 uttaranchal 2 Bihar 10
haryana 1 Vadhya Pradesh 3 0elhi 13
Rajasthan 2 Kerala 5 Karnataka 15
Iharkhand 2 ^ndhra Pradesh 6 Vaharashtra 16
20 - 25 yrs 43
35 and above 18
30- 35 yrs 9
25 - 30 yrs 30
35 and above 18
30- 35 yrs 9 25 - 30 yrs 30 20 - 25 yrs 43
>~10 yrs 11
8 - 10 yrs 5
5 - 8 yrs 11
2 - 4 yrs 29
0 - 2 yrs 12
Fresher 32
^rts 36
Business 5
Connerce 15
Engineering 13
Vedical 4
0thers 1
Science 24
Social work 2
UniversiIy PlacemenI 8rochure | J!
Social work 2 Vedical 4 Business 5
Science 24 Engineering 13 ^rts 36
0thers 1 Connerce 15
Educatioua| 8aclgrouud
Worl Experieuce
>~10 yrs 11 5 - 8 yrs 11 0 - 2 yrs 12
8 - 10 yrs 5 2 - 4 yrs 29 Fresher 32
J2
l| uas |n Cuoa|ur, an amaz|ng |anoscape |n |he N||g|r| o|s|r|c| o| am|| Naou, |ha| l o|o m, |uo uee| ||e|o
|mmers|on. he exposure |o |he as| share o| unseen |no|genous |nou|eoge ano cu||ure o| |he ao|as|
commun||, |n Cuoa|ur uas an exc|||ng exper|ence. he s|uo, pr|mar||, |r|eo |o unoers|ano |he a||gnmen| o|
|eacher |oen|||, u||h |he organ|sa||ona| |oeo|og,, |n an Ao|as| schoo|, uor||ng unoer V|sua 3hara|h|
V|o,ooa,a rus| V3V) uh|ch |s es|ah||sheo |n 1993 |n Cuoa|ur.
he hac|grouno ano process o| |he po||||ca| s|rugg|e o| Ao|as| commun||, |n oroer |o rehu||o |he pouer
re|a||ons |n |he soc|e|,, |ac||||a|eo h, Ao|as| Munne|ra Sangam, no| on|, |n|ormeo |he s|uo, hu| a|so openeo
up a neu perspec||e on soc|a| jus||ce. he na|ure o| |earn|ng o| |he ch||oren gae me neu |ns|gh|s on
a||erna||e uor|o |eus.
l uas hecom|ng one among |hem u||hou| m, |nou|ng. he cu||ura| curr|cu|um cons|s||ng o| |r|ha| songs ano
oance, ar|ous cra||s ano ar|s ano a||erna|e ua,s o| |each|ng |earn|ng prac||ces re||ec|eo |he ph||osoph, o|
schoo|. l rea||zeo |ha| |he ques||on uhe|her a||erna||e schoo|s crea|e 'm|s|||s' |n |he soc|e|,, o|sappeareo
|rom m, m|no, uhen l reacheo 3anga|ore a||er |uo uee|s.
- VijiIha Rajah, M.A. LducaIion
As l ra|||eo m, ua, |hrough, on |he hac| o| a mo|orh||e, on |he ous|, |||age roaos o| N|ua|
|n on| l rea||, unoers|ooo uh, 's|uo,|ng' ahou| our eouca||on s,s|em |n |he com|or|s o|
our c|assrooms |s a s|or, u||hou| a p|o|. M, ||e|o exper|ence |n on| |as| Cc|oher uas an
e,e opener |n man, ua,s.
he ||me l spen| |n a sma|| |uo-|eacher schoo| |n |he ||n, ham|e| o| 3ehruhu||a |n |he N|ua|
h|oc| uas an amaz|ng exper|ence. he comm|||eo leao Mas|er uas respec|eo as a 'guru'
h, |he commun||,. le uas |n comp|e|e con|ro| ano runn|ng |he schoo| e|||c|en||,.
L|s|en|ng |o 'Mas|er j|' uax e|oquen| ahou| |he snou, moun|a|ns o| l|ma|a,as |n a ho|
ous|, c|assroom |n lajas|han maoe me see |he o||||cu|||es |n '|each|ng' concep|s |ha| hao
no resonance |o |he ch||o's |mmeo|a|e |||e. /e| |eachers uere oo|ng || a|| |he ||me. Cou|o ue
||gure ou| he||er ua,s |o oo ||? us| one o| |he man, ques||ons l came aua, u||h ano
|r,|ng |o ||no ansuers |o our|ng |he course.
Ano o| course |he hosp||a|||, ano |he 'oa|-hha||-choorma' coo|eo h, |he schoo| coo|
spec|a||, |or me |oppeo eer,|h|ng e|sel
PreeIhy Rao, M.A. LducaIion
UniversiIy PlacemenI 8rochure | JJ
Lducational ualifications
Prior experience
Languages known
Spoken
written
:
:
B.Jech. Vechanical
V.^. Education
35 nonths in Power Plants connissioning,
operation and naintenance
English, hindi, Bengali
English, hindi
field Lxposure
15 days field innersion in ^tin Prenji Foundation, udhan Singh hagar,

uttarakhand - Studied roles and responsibilities of various Educational
agents, Jeachers, head nasters and Education officers
lnnersion in an alternative school to understand the study of secondary
language teaching and learning processes. Studied the English
curriculun and its inplenentation in textbooks and classroon teaching
Abhinav Cupta
28 years
Prior experience
Languages known
Spoken
written
:
:
B.Con.
V.B.^.
V.^. Education
26 nonths in education
English, Valayalan
English, Valayalan, ^rabic, hindi
field Lxposure
0bserved and understood education systen and social stratification

conditions in Kadapa, ^ndhra Pradesh. 0bserved the school education
systen at the 0istrict lnstitute of Education and Jraining (0lEJ)
lnnersion in the governnent schools of Puducherry to understand the
various aspect of teacher's identity
Aboobacker Sidheeque v
24 years
Prior experience
Languages known
Spoken
written
:
:
B.^.
V.^. Education
72 nonths in the lJES sector
60 nonths in learning and leadership
developnent function
English, hindi
English, hindi
field Lxposure
Exposure to various influences on education in rural lndia. Explored

aspects of different schools, the education offices and the connunity
influences within ^bu block in Sirohi district, Rajasthan
Studied the curriculun franework of an alternative school catering to
children with learning disabilities, with focus on curricular ains and
planning, teaching-learning practices, teacher student interactions and
assessnents
Akanksha Naresh
32 years
8ackground
8ackground
8ackground
J4
8IENI8'
F0FIIE
M.A. LducaIion
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Political Science
V.^. Political Science
V.^. Education
14 nonths in health
21 nonths in nicrofinance
English, hindi, 0dia
field Lxposure
0bserved classroon practices and nethods of teaching in governnent

schools. 0bserved the structure and functioning of governnent and
different educational institutes in Chiniyalisaur block, uttarkashi,
uttarakhand
Studied 'Jeacher identity' through interviewing and interacting with
teachers of different classes. Jried to understand a teachers' social and
personal identity and its inpact on society at vidya Bhawan, udaipur,
Rajasthan
Amiya kumar 8ehera
32 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. /oology and Biotechnology
V.^. Education
24 nonths as hSS volunteer
4 nonths as volunteer
English, Kannada, hindi, Konkani, Julu
English, hindi, Kannada, Konkani
field Lxposure
0bserved the education systen in Rajasthan State Board Schools. visited

0istrict institutes and governnent schools in the Sirohi district. Jaught
Biology for two hours in the Kasturba Candhi Balika vidyalay
0bserved a child in h^L west School, vinanapura. 0esigned a
questionnaire to understand the child
0bserved and understood hanna Bhooni as an organisation.
0bserved the lifestyle of working children under the guidance of
Concerned for the working Children. understood the curriculun and
syllabus designed for the children at hanna halanda vidyalaya,
Kundapur
0bserved different schools in and around Bangalore city, understood the
functioning of the CBSE and State boards of education
Anoushka Jane 0almeida
21 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Chenistry, Botany, /oology
B.Ed.
V.Sc. Chenistry
V.^. Education
15 nonths as school educator
11 nonths as an ^ssociate Professor
36 nonths in publications
English, hindi, Rajasthani
English, hindi
field Lxposure
0bserved different schools, nadrassas, governnent offices and

connunities to understand the education systen and to identify the
socio-econonic and psychological factors affecting education at the
^tin Prenji Foundation, Jonk, Rajasthan
Studied the inplenentation of the hational Curriculun Franework 2005
in 0igantar School, Rajasthan. 0id a conparative study on the use of
different teaching-learning nethods and naterials between governnent
schools and an alternative school to analyse the effect on children's
understanding and nenoritation
worked on in-service teacher training progrannes for new State
lnstitute of Educational Research and Jraining (SlERJ) textbooks at
different levels and different places to identify and analyse the factors of
dilution of quality in the teaching process at the ^tin Prenji Foundation,
Iaipur
Ashish Sharma
26 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Psychology
V.^. Education
6 nonths volunteering at an hC0
English, hindi
English, hindi
field Lxposure
0bserved teaching and learning activities and proceedings of a

governnent school
lnterviewed education governnent officials and connunity nenbers to
understand the challenges of the education systen. Facilitated by the
^tin Prenji Foundation, uttarkashi
Studied the curricular naterial used for teaching-learning practices at
Petals Vontessori School, Bangalore
Aparna Joshi
22 years
8ackground
8ackground
8ackground
8ackground
UniversiIy PlacemenI 8rochure | J5
Prior experience
Languages known
Spoken
written
:
:
B.El.Ed.
CJEJ
V.^. Education
11 nonths in education as a teacher
English, hindi
English, hindi
field Lxposure
Exploring the governnent education systen including governnent

schools, education officials and teacher training institutes like 0istrict
lnstitute of Education and Jraining (0lEJ), Block Education 0fficer at
uttarkashi, uttarakhand
Field innersion in St. Paul school, 0elhi focusing on the planning process
of the school and the pedagogic tools used by teachers
Ayushi 8hatt
23 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Vathenatics, Physics, Conputer Science
B.Ed.
V.^. Education
35 nonths in teaching
46 nonths in lndian îr force
English, hindi, Jelugu
field Lxposure
0bserved classroon practices, nethods of teaching and activities in

prinary and high schools. 0bserved various educational governnent
structures in Kadapa, ^ndhra Pradesh
Studied the inpact of society and social identity of a teacher on teacher
identity by interviewing, observing and interacting with teachers of
different schools in hitanabad, ^ndhra Pradesh
8oda Srikanth
27 years
Prior experience
Languages known
Spoken
written
:
:
Bachelor of honoeopathic Vedicine
and Surgery
V.^. Education
48 nonths in clinical practice
14 nonths in parenting education
and teachers' training
English, hindi, Cujarati, Varathi
English, hindi, Varathi
field Lxposure
Facilitated by ^tin Prenji Foundation, 0hantari tried understanding

rural education and involvenent of School 0evelopnent and
Vanagenent Connittee (S0VC)
0bserved and developed an understanding about thenatic learning
the nethodologies, inplications, requirenents etc. in grade 5 at
lnventure ^cadeny, Bangalore
Chowdhary Shruti Mahesh
34 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. (hons.) Botany
B.Ed.
V.Sc. Botany
V.^. Education
17 nonths in narketing
English, hindi, urdu
field Lxposure
Studied access to education as provided by governnent schools in

Valpura block in Jonk district of Rajasthan - facilitated by ^tin Prenji
Foundation, Jonk, Rajasthan
0bserved knowledge construction in Science subjects anong students in
the age group of 12 -17 years at Rishi valley School, ^ndhra Pradesh
Studied education inparted to 0alit and other narginalited children
under bridge course as provisioned under Right to Education ^ct - 2009
in three districts of Bihar facilitated by Bihar Education Project Council,
Patna, Bihar
Asif Akthar
43 years
8ackground
8ackground
8ackground
8ackground
J6
Educational Qualifications
Prior experience
Languages known
Spoken
Written
:
:
B.E. Electronics and Telecommunications
M.S. Industrial Engineering
M.A. Education
18 months in engineering
18 months in education
English, Hindi, Marathi
Field Exposure
Facilitated by Azim Premji Foundation, Uttarkashi Observed

classrooms, conducted teacher and student interviews and experiments
to understand the child development, learning and teaching theories and
generated views regarding the same
Field immersion focused on Teacher identity, viewed from the
perspective of Sociology of Education, at a rural school in Maharashtra
Dixit Amar Nilkanth
30 years
Prior experience
Languages known
Spoken
Written
:
:
B.Sc. Biotechnology
M. A. Education
English, Hindi, Kannada, Telugu
English, Hindi
Field Exposure
Observed and understood the functioning of government schools

through the lens of philosophy, sociology and human development,
learning and teaching - facilitated by Azim Premji Foundation, Surpur,
Yadgir
Critically engaged with the notion of Freedom without fear or license,
applying the lens of philosophy at Rishi Valley school, Andhra Pradesh
Harshita V. Das
30 years
Background
Background
Prior experience
Languages known
Spoken
Written
:
:
B.Tech. Computer Engineering
M.A. Education
Organised student internships in
development
3 months in software
10 months in teaching
English, Hindi
English, Hindi
Field Exposure
Tried to understand the functioning of the government school system

from the point of view of the school, the local community and the block
and cluster support provided in Uttarkashi, with help from the Azim
Premji Foundation
Attempted to understand the life of a nine-year old and the reasons for
his academic success and failure in a school near Dharavi, Mumbai
Jharna Kewalramani
23 years
Background
Prior experience
Languages known
Spoken
Written
:
:
B.A. (Hons.) Psychology, Sociology
M.A. Education
30 months at an NGO
English, Hindi, Marathi, Telugu,
Kannada, Gujarati
English, Hindi, Marathi, French
Field Exposure
Facilitated by Azim Premji Foundation, Shorapur - Observed government

primary schools, interacted with government officials working in
education as well as with community, teachers and students
Studied the conception and development of vocational curriculum at
Namma Nalanda Vidyapeetha, a school run by The Concerned for
Working Children in Kundapur, Karnataka
G. Sharanya Rao
22 years
Background
Prior experience
Languages known
Spoken
Written
:
:
B.El.Ed.
CTET
M.A. Education
11 months in education as a teacher
English, Hindi
English, Hindi
Field Exposure
Exploring the government education system including government

schools, education officials and teacher training institutes like District
Institute of Education and Training (DIET), Block Education Officer at
Uttarkashi, Uttarakhand
Field immersion in St. Paul school, Delhi focusing on the planning process
of the school and the pedagogic tools used by teachers
Ayushi Bhatt
23 years
Prior experience
Languages known
Spoken
Written
:
:
B.Sc. Mathematics, Physics, Computer Science
B.Ed.
M.A. Education
35 months in teaching
46 months in Indian Air force
English, Hindi, Telugu
English, Hindi, Telugu
Field Exposure
Observed classroom practices, methods of teaching and activities in

primary and high schools. Observed various educational government
structures in Kadapa, Andhra Pradesh
Studied the impact of society and social identity of a teacher on teacher
identity by interviewing, observing and interacting with teachers of
different schools in Nizamabad, Andhra Pradesh
Boda Srikanth
27 years
Prior experience
Languages known
Spoken
Written
:
:
Bachelor of Homoeopathic Medicine
and Surgery
M.A. Education
48 months in clinical practice
14 months in parenting education
and teachers training
English, Hindi, Gujarati, Marathi
Field Exposure
Facilitated by Azim Premji Foundation, Dhamtari tried understanding

rural education and involvement of School Development and
Management Committee (SDMC)
Observed and developed an understanding about thematic learning
the methodologies, implications, requirements etc. in grade 5 at
Inventure Academy, Bangalore
Chowdhary Shruti Mahesh
34 years
Prior experience
Languages known
Spoken
Written
:
:
B.Sc. (Hons.) Botany
B.Ed.
M.Sc. Botany
M.A. Education
17 months in marketing
English, Hindi, Urdu
English, Hindi, Urdu
Field Exposure
Studied access to education as provided by government schools in

Malpura block in Tonk district of Rajasthan - facilitated by Azim Premji
Foundation, Tonk, Rajasthan
Observed knowledge construction in Science subjects among students in
the age group of 12 -17 years at Rishi Valley School, Andhra Pradesh
Studied education imparted to Dalit and other marginalized children
under bridge course as provisioned under Right to Education Act - 2009
in three districts of Bihar facilitated by Bihar Education Project Council,
Patna, Bihar
Asif Akthar
43 years
Background
Background
Background
Background
University Placement Brochure | 37 36
J8
Prior experience
Languages known
Spoken
written
:
:
B.B.^. hunan Resource
V.^. Education
1 nonth as a volunteer in narketing
kavitha Madhuri keddy k.
23 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.El.Ed.
V.^. Education
6 nonths as a teacher
1 nonth in developnent
English, hindi, Punjabi
English, hindi
field Lxposure
0bserved connunity and school systens of a school in Kadapa, ^ndhra

Pradesh
0bserved the textbook - culture at lnventure ^cadeny, Bangalore
kritika Malhotra
23 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) history
0iplona in Vedia and
Connunication Studies
V.^. Education
10 nonths in the art industry
8 nonths in narketing
5 nonths in a youth hC0
2 nonths at ^nnesty lnternational
English, hindi
English, hindi
field Lxposure
visited the connunity, schools and governnent offices in the Reodar

block in Sirohi and also observed the functioning of ^tin Prenji
Foundation
0bserved and participated in the working of 0igantar school, Iaipur, with
a special focus on their curriculun designing and developnent along
with language teaching
kritika Singh
26 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.^.S.w. - Rural 0evelopnent
V.^. Education
4 nonths in health canpaign
1 nonth in a non - governnent organisation
1 nonth in a governnent organisation
1 nonth at Centre for youth and
developnent activities
1.5 nonths at the Centre for the study of
culture and society
field Lxposure
0bserved the growth in education in governnent schools post Right to

Education ^ct and tried evaluating the nulti grade nulti learning systen
at ^tin Prenji Foundation, 0hantari, Chhattisgarh
Studied how does caste, class, gender etc. play a role in children's
education at Eklavya, Bhopal, Vadhya Pradesh
kulkarni Mayuri Mahendra
22 years
8ackground
field Lxposure
0bserved governnent schools and interacted with teachers, students

and connunity to understand the education systen and the caste
structure in ^bu block of Sirohi district, facilitated by ^tin Prenji
Foundation, Sirohi
Jried understanding the classroon practices, alternative teaching and
learning nethods in a residential school setting at Rishi valley school,
^ndhra Pradesh
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) English Literature
V.^. Education
36 nonths in an hC0
English, hindi, 0riya
English, hindi, 0riya
field Lxposure
0bserved classroons and studied the process for assessnents -

facilitated by ^tin Prenji Foundation, udhan Singh hagar
Studied nicro-sociology and role of education in the connunity of
windnill nigrants' labour school, Bangalore.
lnterned with an ^ssociation of deep sea going artisanal fishernen,
hagercoil in a project identified as 'cause and effects of pollutants on
narine environnent in Jhoothoor /one'
Manisha 0ash
21 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Vathenatics, Physics, Chenistry
V.^. history
V.^. Education
60 nonths of teaching experience
English, hindi
English, hindi
field Lxposure
Ceneral understanding of education systen structure, school and

connunity observation, social stratification and denographic study of
the schools in Jonk, Rajasthan
0bserved and explored the 'Jeacher identity' of different teachers in
different schools with Eklavya, Bhopal
Manoj kumar 8hargava
35 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.E. lnstrunentation
V.^. Education
English, hindi,
Valayalan, Varathi
English, hindi,
Valayalan, Varathi
field Lxposure
0bserved the functioning of governnent schools, connunity

intervention and School Vanagenent Connittees enpowered by ^tin
Prenji Foundation and 0istrict lnstitute of Education and Jraining(0lEJ)
at 0hantari, Chhattisgarh
0bservation of nulti-grade, nulti-level learning and how the philosophy
of I.Krishnanurthi has an inpact on curriculun practices at Rishi valley
school and learning centre, Chittoor
Manoj 1. Pillai
35 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc. visual Connunication
P.C. 0iplona in Iournalisn
V.^. Education
24 nonths as a daily reporter
with Jhe hindu
English, hindi, Janil,
Valayalan
English, hindi, Valayalan
field Lxposure
Explored and engaged with the school systen, which included different
schools, governnent officials and connunities in Jonk, Rajasthan
0bserved the library progranne of Eklavya, Bhopal and built a
conceptual understanding of libraries, its functioning and its significance
in the education systen through a philosophical franework
Lavanya M.
25 years
8ackground
UniversiIy PlacemenI 8rochure | J9
40
Prior experience
Languages known
Spoken
written
:
:
B.B.V.
V.^. Education
Proposal writing and docunentation work
9 nonths worked on gender issues
English, hindi, Vaithli
English, hindi
field Lxposure
0bserved a governnent school and Kasturba Candhi Balika vidyalaya,

Sirohi. Conducted connunity observation, visited education
departnent to understand the roles, responsibilities, challenges faced by
block level officers and resource persons in inplenenting Right to
Jeacher Education (RJE) and other educational schenes
^ttended hational Council of Educational Research and Jraining (hCERJ)
Jeacher training conducted by ^tin Prenji Foundation, Sirohi
Language teaching at 0igantar, Iaipur
Minakshi Singh
23 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Conputer Science
V.C.^. Conputer ^pplications
V.^. Education
72 nonths in training and adninistration
and voluntary work in
socio-political organisations
91 nonths in training and curriculun
inplenentation
English, Janil, urdu
English, Janil, urdu
field Lxposure
Classroon observation, school, connunity and office visits at Vori,

uttarakhand
Studied Special Education in ûrinko ^cadeny, Bangalore
Mohammed Matheen L. k.
36 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Con.
B.Ed.
V.Con.
V.^. Education
Participation in national polio
innunitation progranne
English, hindi
field Lxposure
Participant observation in classroons, hC0 (BCvS) and governnent

connunity 0istrict lnstitute of Education and Jraining (0lEJ), CRC,BRC,
0rphanage (0eenbandu Jrust) at Chanrajnagar
Field observation to build understanding of the governnent schools
systen and adninistrative set up, as well working culture of ^tin Prenji
Foundation at Rudrapur, udhan Singh hagar
Studied the working and functioning of Eklavya and had interactions
with various stakeholders and the connunity. Exanined the role of
Eklavya in curriculun developnent and inplenentation
Mohammed Minhajur kahman
43 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.^. Sociology
V.^. Education
English, Valayalan
field Lxposure
Studied problens in the educational field in governnent and non -

governnent schools - facilitated by ^tin Prenji Foundation, Jonk,
Rajasthan
Jried to understand how Vontessori education systen differs fron the
other educational systens, especially fron the current lndian Public
education systen at Petals Vontessori school, Bangalore. ^nalysed how
the desirable features of the Vontessori systen can be adopted by our
Public education systen
Muhammed failurahman P.k.
23 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.E. Conputer Science and Engineering
V.^. Education
25 nonths in lJ industry
English, hindi, Jelugu, Janil
English, hindi
field Lxposure
understood the role of education and the expectations of the rural

connunity fron observations in 3 villages near udhan Singh hagar -
facilitated by ^tin Prenji Foundation
Studied language teaching using peer learning techniques in windnill
school, run by the ^tin Prenji Foundation, Bangalore
Nalam Samvartika
26 years
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Chenistry, Botany, /oology
V.B.^. hunan Resource
V.^. Education
213 nonths in a central public sector unit
English, hindi, Kannada
field Lxposure
Engaged with classroons, teachers, head Jeachers, school developnent

and nanagenent connittee nenbers, education functionaries of sub-
district office and 0istrict lnstitute of Education and Jraining (0lEJ) at
Shorapur and Yadgir, Karnataka to understand govt. school systen and
the role of various stake holders
0bserved and studied the teaching - learning process fron
constructivist's approach at ^cadeny for Creative Jeaching, Bangalore,
Karnataka
Narayan Joshi
40 years
8ackground
Prior experience
Languages known
Spoken
written
B.E. Conputers
V.^. Sociology
V.^. Education
38 nonths as editor
38 nonths as nanager (publishing)
6 nonths as CSR consultant
English, hindi, Varathi, Julu
English, hindi
:
:
field Lxposure
Jried understanding the problens faced in educating children - facilitated

by ^tin Prenji Foundation, Yadgir
Studied how ains of education are fornulated in schools catering to non-
nainstrean children at vidyodaya school at Cudalur (caters to children
fron the ^divasi connunity) and hanna halanda, Kundapur (works
closely with working children)
Nikhil 8angera
29 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc. (hons.) /oology
PCC Business Vanagenent
V.^. Education
28 nonths as a high school
science teacher
32 nonths in educational adninistration
32 nonths in acadenic nanagenent
20 nonths in Educational PR and
Connunication
34 nonths in educational leadership
English, hindi, Bhojpuri
field Lxposure
Explored relationship anong a governnent prinary school, connunity

and the sub - district level functionaries - facilitated by ^tin Prenji
Foundation, uttarkashi, uttarakhand
Explored teachers' beliefs and how these beliefs affect the teaching -
learning process in a school (Focus: hunan 0evelopnent, Learning and
Jeaching) at Sahyadri School, Rajgurunagar, Vaharashtra
Explored the elenents of distributed leadership in an alternative school -
Centre for Leaning, Bangalore, Karnataka
understanding synergy in the education systen (Focus: Educational
Covernance) at State Council of Educational Research and Jraining,
Patna, Bihar
Mukesh kumar
35 years
8ackground
42
Prior experience
Languages known
Spoken
written
:
:
B.B.V.
V.^. Education
English, hindi
field Lxposure
Classroon observation, visit to connunity, interaction with Block

Education 0fficer, interaction with head Jeacher of governnent school at
Kasturba Candhi Bharat vidyala, Sirohi, Rajasthan
0bserved the practices, nethodologies, pedagogy and training of
teachers taking place in the acadeny for creative teaching keeping in
nind the constructive perspective
Pooja S. Lingayat
22 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.^. Connunications, Sociology and French
V.^. Education
14 nonths with an hC0 inplenentation
English, hindi, Cujarati, French
English, hindi, Varathi, French
field Lxposure
lnteracted with the connunity, like the School Vanagenent Connittee

and the 0epartnent of Education at the block and cluster level to
understand the interplay of the two - facilitated by ^tin Prenji
Foundation, 0hantari, Chhattisgarh
^n exploration of 'Role of aesthetics in education' at Riverside school,
^hnedabad
Poorva Agarwal
24 years
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
V.B.^.
B.Con.
V.^. Education
114 nonths in retail and telecon industry
English, hindi
English, hindi
field Lxposure
Facilitated by ^tin Prenji Foundation, udhan Singh hagar, uttarakhand

- 0bserved govt. schools to understand low learning level anong
children, caste discrinination, lack of teacher notivation, connunity
engagenent, and the functioning of Block Resource Centre, Cluster
Resource Centre and 0istrict lnstitute of Education and Jraining (0lEJ)
Study of English language pedagogy with curriculun studies franework
at Poorna Learning Centre, Bangalore
Prashant keshav
35 years
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc.
Vaster in Vanagenent Studies
V.^. Education
60 nonths in narket research
48 nonths in an hC0
60 nonths of voluntary work overseas
English, hindi
field Lxposure
Studied the governnent schools and systens, interviewed governnent

functionaries at district and block level - facilitated by ^tin Prenji
Foundation, Jonk, Rajasthan
Curriculun analysis at ûrinko ^cadeny, an inclusive school catering to
special education needs
0esigning a progranne for English as second language for narginalised
students in a snall Covernnent LPS along with exploration of literacy in
the school using case studies
Preethy kao
47 years
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.B.^.
PC0hRV
V.^. Education
21 nonths as business analyst
24 nonths as Jeach for lndia fellow
English, hindi
English, hindi
field Lxposure
0bserved the functioning of the rural school systen in Kadapa, ^ndhra

Pradesh, spent tine with connunity, observed classroons, interviewed
teachers and education officers
0bserved the working of 0igantar School, Iaipur. Studied the school's
philosophy of naking every child a self-notivated and independent
learner
kitika Chawla
26 years
Prior experience
Languages known
Spoken
written
:
:
B.Con. (hons.) ^ccounts
V.Con.
V.B.^. Finance
V.^. Education
17 nonths in insurance industry
field Lxposure
Facilitated by ^tin Prenji Foundation, Rudrapur, uttarakhand - Jried

identifying social influences and inpact on educational phenonena by
interacting with connunities, teachers and Panchayati Raj lnstitutions
by observing classroons
Studied and observed teacher identity by interviewing and observing the
teachers at Poorna Learning Centre, Bangalore
0bserved and studied bridge course in governnent schools and studied
Kasturba Candhi Balika vidyalaya at Bihar Education Project
Sanoj kumar
29 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. /oology, Botany, Chenistry
V.Sc. Botany
B.Ed.
P.C.0. 0phthalnic ^ssistance
V.^. Education
60 Vonths as teacher
6 nonths as ophthalnic assistant
English, hindi
English, hindi
field Lxposure
visited various governnent schools and interacted with the connunity

and governnent offices and tried to explore and understand the
connection between various theories and practices. Facilitated by ^tin
Prenji Foundation, Rudrapur, udhan Singh hagar, uttarakhand
Study of teacher's identity through sociological and theoretical
perspective and the factors which influence the identity of teachers.
Facilitated by Cayatri vidya Peeth, haridwar, uttarakhand
Shashi Sharma
33 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) history
V.^. Rural 0evelopnent
V.^. Education
3 nonths in healthcare
2 nonths in livelihoods
English, hindi
English, hindi
field Lxposure
understanding the functioning of School Vanagenent Connittees and

schools. Facilitated by ^tin Prenji Foundation at 0hantari, Chhattisgarh
understanding the planning, creation and inplenentation of
assessnents in schools and its linkages with children's learning.
Facilitated by vidya Bhawan at udaipur, Rajasthan
Explored issues in educational governance and functioning of State
Council of Educational Research and Jraining, Patna, Bihar
Shashi 8hushan kumar
33 years
8ackground
8ackground
8ackground
8ackground
44
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Vathenatics
P.C. Carnent Vanufacturing Jechnology
V.^. Education
36 nonths in planning function
60 nonths in nanufacturing consulting
English, hindi
English, hindi
field Lxposure
0bservation of the public school systen in Chhattisgarh

understanding and applying theoretical franework of noral
developnent in a school for special learners
Somya Suri
38 years
Prior experience
Languages known
Spoken
written
:
:
B.E. Chenical Engineering
V.^. Education
24 nonths as a tutor
English, hindi, Kannada, Jelugu,
Janil
English, hindi
field Lxposure
lnnersion in governnent schools and the attached connunities in

Surpur district, Yadgir. Facilitated by ^tin Prenji Foundation, Yadgir
Study of nultiple intelligence practices at lnventure ^cadeny, Bangalore
Suma 0.
34 years
Prior experience
Languages known
Spoken
written
:
:
0iplona in Electronics and connunication
B.Sc. Physics, Chenistry, Vathenatics
B.Ed.
V.^. Education
11 nonths as a teacher
13 nonths in Eklavya
English, hindi
English, hindi
field Lxposure
understood the work of 0istrict lnstitute of Education and Jraining (0lEJ)

and Block Education 0fficer and observation at a governnent school at
Kadapa, ^ndhra Pradesh
Studied the curriculun, especially nathenatics curriculun, of Centre for
Learning, an alternative school in Bangalore
Swati Nayak
30 years
Prior experience
Languages known
Spoken
written
:
:
B.Con.
V.S.w.
V.^. Education
8 nonths internship in CSR
8 nonths internship in health
48 Vonths in education
English, hindi
English, hindi
field Lxposure
Studied social stratification and educational systen in villages of Sirohi

district, Rajasthan
understanding teacher identity in nicro sociology and class roon
observations and interaction with teachers at Eklavya
Shweta vishwakarma
24 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Statistics, Conputer Science,
Vathenatics
V.Sc. Conputer Software
V.^. Education
144 nonths in the lJ industry
15 nonths in training and placenent
of persons with disabilities
English, hindi, Kannada,
Konkani
field Lxposure
0bserving the education systen and its role in the socio - econonic -
cultural life of Surpur, Yadgir, Karnataka. Facilitated by ^tin Prenji
Foundation
^nalysing a new curriculun that tries to integrate vocational and fornal
education for classes 1-10. 0one on - site at the alternative school run by
Jhe Concerned for working Children at Kundapur, Karnataka
vibha Joan Sequeira
39 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc.Ed. Physics, Chenistry, Vathenatics
V.^. Education
English, Valayalan, Janil,
Kannada, Kodava
English, Valayalan
field Lxposure
0bserved and interviewed najor stakeholders of education in three

villages situated in Kadapa district of ^ndhra Pradesh to understand the
basic structure of and najor issues facing the educational systen -
facilitated by ^ndhra Pradesh research wing of ^tin Prenji Foundation.
0id a study to understand the inpact of organisational ideology on the
alignnent of social and personal identities of teachers in an alternative
school for ^divasi children in Cudalur, Janil hadu.
vijitha kajan
24 years
Prior experience
Languages known
Spoken
written
:
:
B.^. English, Philosophy, Sociology
B.Ed.
V.^. Education
English, Kannada
English, Kannada, hindi
field Lxposure
Explored the work and intervention of the ^tin Prenji Foundation in

0hantari, Chhattisgarh
Ethnographic study of teachers' identity at hanna halanda vidyapeeta,
Kundapur
vinay Nadgir
36 years
8ackground
8ackground
8ackground
Languages known
Spoken
written
:
:
B.Con.
V.^. 0evelopnent
English, hindi
English, hindi
field Lxposure
15 days field work in velsao 0ando, South Coa fron sociological,

ecological and cultural perspective
Presented research paper on 'Exclusion of sexual ninorities / sex workers
fron the society' at the lnternational Conference on Crassroots
0evelopnent in Kothikode, Kerala
Studied education and livelihood perspective at lbtada, Rajasthan
Research on honeless and street children and labour welfare in
Bangalore
Aditya Pratap Singh
22 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Econonics
V.^. 0evelopnent
lnterned with lnduslnd Bank
lnterned with lndian Energy exchange
2 nonths in education sector
English, hindi
English, hindi
field Lxposure
lnnersion in and around Satwas, Vadhya Pradesh. Studied socio -

political, econonic and cultural set - up of the connunity. Facilitated by
Pehchan
worked with Centre for Equity Studies, 0elhi on a project for single
wonen
Anushree Jairath
23 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Sociology
Postgraduate 0iplona in Conflict
Jransfornation and Peace Building
V.^. 0evelopnent
12 nonths in journalisn industry
78 nonths in developnent
English, hindi
field Lxposure
0bserved effects of displacenent caused by urban developnent on

fanily structures and livelihoods in partnership with Reach out and Pass
it on
Studied the extent of financial inclusion in the Koranangala slun in
Bangalore through various fornal and infornal financial institutions
Researched various facets of lake nanagenent in Bangalore
Participated in designing financing strategies, awareness building,
advertisenent canpaigns and content generation and research with
Srishti, Bangalore
Apoorva vasudev
26 years
8ackground
8ackground
8ackground
46
M.A. DevelopmenI
8IENI8'
F0FIIE
Prior experience
Languages known
Spoken
written
:
:
B.^. Political Science
V.^. 0evelopnent
field Lxposure
Studied the contested space between livelihood rights of hawkers and

crininalitation of hawking in trains at Kuppan, ^ndhra Pradesh
Studied participatory governance at hiware Bataar, ^hnednagar
Election nanifesto analysis as part of green nanifesto project at Public
^ffairs Centre, Bangalore
Background research and activisn on urban issues land and nobility at
^lternate Law Forun, Bangalore
Arun Sivaramakrishnan
21 years
Prior experience
Languages known
Spoken
written
:
:
B.h.V.S.
V.^. 0evelopnent
12 nonths in health insurance
18 nonths in public health education
English, Cujarati, Varathi, hindi
field Lxposure
understanding socio - econonic, political and health related aspects of

connunity in a tribal village in Vaharashtra
^nalysis of a governnent sponsored health insurance schene (Rajiv
Candhi Ieevandayee ârogya Yojana) in Vaharashtra at Vunbai and
0hule district
0r. Ashish Suryawanshi
27 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) hunanities
Post Craduate 0iplona in Personnel
Vanagenent and lndustrial Relations
V.^. 0evelopnent
56 nonths in the developnent sector
81 nonths in the publication sector
English, hindi
English, hindi
field Lxposure
Studied livelihood patterns and socio-econonic conditions of various

tribal connunities of valad, wayanad, Kerala
lnterned with the Bihar Rural Livelihood Pronotion Society (BRLPS) and
studied Ieevika village 0rganisation - run Public 0istribution Systen
shops as the financially viable livelihood intervention in Purnea, Bihar
Avinash Shankar
37 years
Prior experience
Languages known
Spoken
written
:
:
Bachelor in Prosthetics and 0rthotics
V.^. 0evelopnent
12 nonths in corporate industry
18 nonths in hC0 sector
English , hindi, haryanvi, Vaithili
English, hindi
field Lxposure
Studied the tribals (Paniyas and Kurchas) in a village of Jolakeda and

adjoining villages at wayanad, Kerala
worked on a project on 'Pine needle based renewable energy production'
with a connunity based approach with ^vani, uttarakhand
Ashutosh
29 years
8ackground
8ackground
8ackground
8ackground
48
Languages known
Spoken
written
:
:
B.^. (hons.) Ceography
V.^. 0evelopnent
field Lxposure
Studied the changes in the life style, livelihood, tradition and culture of a
tribal connunity displaced by Bargi dan project in harnada river,
Vadhya Pradesh
Conparatively studied hC0 - led developnent with governnent efforts
in water nanagenent projects at People's Science lnstitute, 0ehradun
8iswajit Apat
21 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. (hons.) Vathenatics
V.^. 0evelopnent
22 nonths in health insurance clains
50 nonths in welfare sector health insurance
English, hindi, ^ssanese, hepali,
Bengali
English, hindi, ^ssanese, hepali,
Bengali
field Lxposure
0bserved wadi systen and seed conservation in a tribal sub - district

Iawahar, Vaharashtra by B^lF - VlJJR^
^n exploratory study of social security of nigrant construction workers in
Bangalore
Study on seasonal change in occupation by street vendors in Bangalore
and 0elhi
Study of wonen enpowernent beyond econonics in self - help group
Federation at Vahila Shakti Kendra, Balipara, ^ssan
8iswajit Sarmah
26 years
Prior experience
Languages known
Spoken
written
:
:
Bachelor of Physiotherapy
V.^. 0evelopnent
9 nonths as a physiotherapist
7 nonths as a volunteering
physiotherapist
10 nonth as a health associate
Co - authored vocational training guide
for Vicro Snall and Vediun Enterprises
English, hindi, Janil, Bhojpuri,
Vaithili
English, hindi
field Lxposure
visited L^Y^, ^ndhra Pradesh to understand the livelihood, health,

environnent challenges faced by tribal connunities
Studied sustainable agriculture in west Bengal at 0evelopnent Research
Connunication and Services Centre, Kolkata
Study of Reproductive Child health under the hational Rural health
Vission
Chandra Prakash
29 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) English
^dvanced 0iplona in Software Engineering
V.^. 0evelopnent
1 nonth with an hC0
2 nonths in finance
2 nonths in lJ
12 nonths as freelance author
60 nonths in service sector
English, hindi
English, hindi
field Lxposure
Engaged with the connunity on issues related to the Cond connunity

pre and post displacenent with ^ctionîd, Lehrikol, Vadhya Pradesh
lndependent study around the education and enploynent of individuals
with disabilities, Sanarthanan Jrust for the 0isabled
worked as an intern with ChildFund, lndia, 0elhi. Jerns of References as
a part of this internship included: docunentation of the work done by the
partners on Early Childhood 0evelopnent / Parenting and preparing case
studies, napping universities / institutes in lndia which have done
connendable work on Early Childhood 0evelopnent. Published a case
study in the second edition of ChildFund lndia's newsletter 'ChildFirst' 8hawana Joshi
38 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
V.Sc.(Jech) Ceneral Studies
V.^. 0evelopnent
25 nonths as test engineer
1 nonth at hCERJ
1 week at 'Ioy of Civing'
English, hindi, Kunauni
English, hindi
field Lxposure
^ research study on Jrans genders to understand their perceptions on

their position and role in the society
Conparative analysis of School Vanagenent Connittees (SVCs)
functioning in Karnataka and Janil hadu fron the law and governance
perspective
Jested the hypothesis that nigration is a najor factor responsible for the
change in connunity lifestyle - studied five villages in Rangarh Block,
hainital, uttarakhand - facilitated by the ChlR^C Foundation
Chandra Prakash 8hakuni
27 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Econonics
V.^. 0evelopnent
4 nonths in hC0
1 nonth with an acadenic institution
English, hindi, Janil
English, hindi
field Lxposure
lnnersion with two tribal connunities, Iuang and Cond in a village in

0rissa and studied the inpact of nodernitation on then, facilitated by
Foundation for Ecological Security
0eveloped a basic research guide for ^nveshi Research Centre for
wonen's Studies, hyderabad, based on a prelininary understanding of
'field' and 'fieldwork'
0ivya Nazareth
21 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Econonics
V.^. 0evelopnent
34 nonths in education and agriculture
English, hindi
English, hindi
field Lxposure
lnnersed with Cond connunity in Iabalpur, Vadhya Pradesh to

understand socio - econonic profile of the village and studied the
problens of displacenent by Bargi dan construction on harnada river -
facilitated by ^ctionîd
lnterned with Central hinalayan Rural ^ction Croup to understand its
intervention and consequent inpact on people regarding the
engagenent with local governance
Chanshyam kumar
27 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Iournalisn
V.^. 0evelopnent
2 nonths as a health developnent
practitioner
6 nonths at h0Jv - hindu
2 nonths at Business Blogging Private Ltd.
6 nonths at S0S orphanage, Chennai
1 nonth at hews Joday
English, hindi, Janil, Valayalan
English, hindi and Valayalan
field Lxposure
lnnersion in a village farning connunity affected by water shortage

and observed their socio - political, econonic and cultural set up.
Facilitated by 'Pehchan', Vadhya Pradesh
0bserved the health disparities anong the 'urban poor' in Vunbai.
0esigned a public relation strategy for the social enterprise to ensure
nore support for the cause through nedia - facilitated by Swasth lndia
Spent two weeks doing an independent study in Pastapur village,
^ndhra Pradesh analyting the prospects of Connunity Radio projects
fawaz Jaleel kutty
21 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Vicrobiology
V.Sc. Biodiversity
V.^. 0evelopnent
24 nonths in urban and Environnent
0evelopnent sector
field Lxposure
understanding the tribal issues and structures of governance and

livelihood at B^lF, Iawahar Jaluka, Vaharashtra
Studied groundwater regulations in Bangalore for law and governance
course
lnterned with Conukh trust, Pune on 'lntegrated river basin
nanagenent of wainganga River in Vaharashtra' to understand the
process of planning and policy inplications
hastak Aditi Pravin
26 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. hotel and hospitality
^dninistration
B.Sc. Jourisn Studies
V.^. 0evelopnent
64 nonths in graphic designing &
corporate nanagenent consulting
English, hindi, Janil, Valayalan
field Lxposure
0bserved the socio - econonic, political and cultural aspects of tribes of

wayanad district, Kerala
lnterned with 'we Challenge ûtisn how', Chennai to understand
inclusion of autistic children
lnterned with Jhe ^ssociation of People with 0isability, Bijapur in 0istrict
0isability 0evelopnent Progranne to understand interventions in
education, livelihood, health and advocacy sectors
Ishwarya 1hyagarajan
27 years
Prior experience
Languages known
Spoken
written
:
:
B.Con. (hons.) Financial ^ccountancy
V.^. 0evelopnent
2 nonths in hunan resource
8 nonths volunteering in education
field Lxposure
understanding the life of the dairy farners and exploring the caste
dynanics in Janjore, Janil hadu
lnterned with Sex Jrafficking Cell, Sanlaap, Kolkata
worked on a project for prevention of violence against wonen
0ata collection and counselling of wonen victins of violence at ^kshara
Cender Resource Centre and Vajlis Legal Centre, Vunbai
Jayeeta 8asu
22 years
Prior experience
Languages known
Spoken
written
:
:
B.Jech.
V.^. 0evelopnent
field Lxposure
0id a study to understand the history, culture and lifestyle of tribal

connunities (Kurichiya and Paniya) in wayanad, Kerala
lnpact assessnent of livelihood interventions on the households under
watershed project and neasuring the sustainability of village level
institutions beyond the project - facilitated by Foundation for Ecological
Security, ^nanthapur, ^ndhra Pradesh
Cirish kumar kavuri
27 years
8ackground
8ackground
8ackground
8ackground
50
Prior experience
Languages known
Spoken
written
:
:
B. Con. (hons.) ^ccounts
V.Con. Finance
V.^. 0evelopnent
English, hindi
English, hindi
field Lxposure
Studied the inpact of sea water contanination on environnent and

fishing connunities in two villages of Coa and had discussions with
Forest and Environnent Vinistry, Coa
lnterned with Eklavya, Bhopal on a project about strengthening schools
in the buffer tone area of Satpura Jiger Reserve and studied Shiksha
Sahyog Karyakran and Shiksha Protsahan Kendra progrannes and the
different approaches in their inplenentation
kriti Sinha
25 years
Languages known
Spoken
written
:
:
B.^. Political Science
V.^. 0evelopnent
field Lxposure
Field innersion observing the tribal connunities of Kurchiyars and

Paniyars in Vanathawadi Jaluk, wayanad, Kerala
understanding issues of transparency and accountability, within the
Vunicipal Corporation of Creater Vunbai at Praja
lnterned with 'Focus hunanitarian ^ssistance, lndia', gathering
feedback for various disaster aid nanagenent progrannes in Vunbai
and Cujarat
Linda Mary Shaji
21 years
Prior experience
Languages known
Spoken
written
:
:
B.E. Electronics and Connunication
V.^. 0evelopnent
6 nonths in training sector
English, hindi
field Lxposure
Field innersion observing potters' connunity in Jirunelveli, Janil hadu,

facilitated by Covenant Centre for 0evelopnent
Profiling and napping institutions, agencies and departnents dealing
with urban water supply. Jhe institutional analysis was ained to study
the nandates, official policies and laws governing water supply in
Bangalore with Public ^ffairs Centre, Bangalore
Manmohan kam M.
29 years
Prior experience
Languages known
Spoken
written
:
:
B.E. Electronics and Connunication
V.^. 0evelopnent
18 nonths in Educational services
12 nonths in hC0
English, hindi
English, hindi
field Lxposure
lnnersion in a tribal hanlet in Kotagiri, Janil hadu facilitated by

Keystone Foundation
Conducted an observational study facilitated by Equity Foundation,
Patna, Bihar focusing on sexual harassnent of wonen at workplaces
across the donains of nedia, acadenia, judiciary, nedicine, police,
governnent departnents and hC0s in Patna
Manish Maskara
26 years
8ackground
8ackground
8ackground
8ackground
52
Prior experience
Languages known
Spoken
written
:
:
B.^. Sociology
V.^. 0evelopnent
25 nonths in nedia and journalisn
10 nonths in rural developnent
English, hindi, Valayalan, ^rabic,
urdu
English, hindi, Valayalan, ^rabic,
urdu
field Lxposure
lnnersion with potter connunity in Jirunelveli, Janil hadu - facilitated

by Connunity Covenant Centre for 0evelopnent Studies, Kanyakunari
lnternship project titled 'urban navigation and the narginal spaces of
0elhi', with Centre for Studies of 0eveloping Societies, hew 0elhi
Mohammed Swalih L.P.
24 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Econonics, history, English
V.^. 0evelopnent
24 nonths as a student counselor
English, hindi
English, hindi
field Lxposure
Exploring the lives and experiencing the work scenario of vegetable and
fruits hawkers on Bangalore - Chennai rail line
0bserving and understanding the phenonenon called ecotourisn at
Ecosphere, Spiti (hinachal Pradesh). Conducted a need based
assessnent of the village 0enul in Spiti
Mrigendra Singh
26 years
Prior experience
Languages known
Spoken
written
:
:
B.^. history
V.^. 0evelopnent
12 nonths as a Librarian
36 nonths with youth hC0
20 nonths as Career Counselor
English, hindi, Valayalan,
urdu, ^rabic
English, hindi, Valayalan,
urdu, ^rabic
field Lxposure
Exploring the life of Paniya and Kurichya tribes in wayanad, Kerala

Research for Career ^dvancenent Progranne with lnitiative for 0uality
Research and ^dvancenent (l0R^), Kerala. Explored the social
interactions, career anbition, learning behavior of orphan students and
their evaluation of support systen fron orphanage
Muhammed Asrath P.1.
26 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Iournalisn
V.^. 0evelopnent
28 nonths in Education, Rights and ^dvocacy
36 nonths in news nedia
English, hindi, urdu, Vaithili,
Bhojpuri
field Lxposure
lnnersed with Paniyar and Kurichiya tribal connunity in valad

Panchayat of wayanad district, Kerala
worked with Ian Iagaran Shakti Sangathan ^raria, for livelihood
pronotion of nost narginalited sections of society, did padyatra,
participated in connunity awareness prograns and nukkar nataks,
nobilited dalit and tribal connunities for VhRECS, other rights/
entitlenent in Kosi region, Bihar
M0 Arif Nizam
28 years
8ackground
8ackground
8ackground
8ackground
Languages known
Spoken
written
:
:
B.^. Econonics, Political Science, Sociology
V.^. 0evelopnent
English, hindi
field Lxposure
Studied changing patterns of livelihood of lrulas tribe in hilgiris

facilitated by Keystone Foundation, Janil hadu
Explored social and connercial inpact of Eco Fenne in the field of
nenstrual practices. lnterpreted prinary data on product testing of cloth
washable pads in four districts of Janil hadu
^n exploratory study of social security of nigrant construction workers in
Bangalore
N.S. Abhilasha
22 years
Prior experience
Languages known
Spoken
written
:
:
B .Con.
V.B.^.
V.^. 0evelopnent
13 Vonths in lJ
24 Vonths in health sector
73 Vonths in an hC0
English, hindi,Jelugu
English, hindi,Jelugu
field Lxposure
Studied the daily life of tribals in Singavaran village, ^ndhra Pradesh

facilitated by L^Y^
Studied how watershed developnent progrannes try to bring the best
possible balance in the environnent and livelihood support
interventions in Rachanallapadu village at SEE0S organisation, Cuntur,
^ndhra Pradesh
Naga Sai krishna Sonthi
31 years
Languages known
Spoken
written
:
:
B. Con.
V. Con.
V.^. 0evelopnent
English, hindi
English, hindi
field Lxposure
lnnersion in tribal village Vettukkal, Kotagiri, Janil hadu to understand

their lives and challenges
Conducted outreach progranne, assisted in forning self - help group to
provide craft - based livelihood training, assisted in Y^CJ fellowship and
conducted origani workshop for underprivileged children at happy
hands Foundation, 0elhi
Neeru Yadav
22 years
Languages known
Spoken
written
B. Con. (hons.)
V.^. 0evelopnent
English, hindi
English, hindi
:
:
field Lxposure
Field innersion in a tribal village of ^ndhra Pradesh. 0bserved social,

political and econonic aspects of people
Studied the use of hospitalitation services under Rashtriya Swasthya
Bina Yojna (RSBY) by beneficiaries in Voradabad, Ranpur and Bareilly
districts of uttar Pradesh
Neeraj kumar
23 years
8ackground
8ackground
8ackground
8ackground
54
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Physical Science
V.^. 0evelopnent
9 nonths in rural developnent hC0
2 nonths on single wonen issues
English, hindi, Vaithili
English, hindi, Vaithili
field Lxposure
worked with the fishernen connunity of velsao, Coa to understand

their changing livelihood and ecology due to industrialitation
worked with vinochana and Parihar, Bangalore on wonen's issues
related to donestic violence
Studied single wonen issues at Centre for Equity Studies, 0elhi
Nirupama 0as
22 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Biotechnology
V.^. 0evelopnent
12 nonths as copy editor
42 nonths in lJES sector
English, hindi, Kannada, Varathi
English, hindi, Kannada, Varathi
field Lxposure
understanding living conditions and challenges faced by tribal

connunity in East Codavari, ^ndhra Pradesh facilitated by L^Y^
Foundation
Study of processes of alternate livelihoods for wonen and seed
conservation with the objective to understand these interventions and to
develop an operations nanual for a livelihood project
Nishanth Chavan
27 years
Languages known
Spoken
written
:
:
B.B.V.
V.^. 0evelopnent
field Lxposure
understanding the livelihood of flower vendors and village connunities

Studied the rural nature of sluns in the urban areas
worked with ^lternative Law Forun on the state of infrastructure in
^nganwadis
Nishita khajane
22 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Sociology
V.^. 0evelopnent
8 nonths with children of
Sacred heart school, Vunbai
3 nonths with channel v
English, hindi
English, hindi
field Lxposure
lnnersion in a potter's connunity in Karakurichi, Janil hadu. ^ brief

analysis of three other connunities was nade a paln - weavers
connunity, an agricultural connunity and a coconut fibre connunity
on the way to Karakurichi
lnterned with ChildLine lndia Foundation for an outreach project to
create awareness anongst school children about sexual abuse
Nicolette 0'Souza Charles 8ernadette
21 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Econonics
V.^. 0evelopnent
2 nonths in retail sector
2 nonths in banking
English, hindi
English, hindi
field Lxposure
Studied a displaced Cond tribal connunity in Lehrikol, Vadhya Pradesh -

facilitated by ^ctionîd
0bserved child rights issues at the Child Rights Jrust, Bangalore
Studied the teacher incentives progranne which included writing a
policy review for Centre for Civil Society on the effectiveness of
perfornance based pay in increasing student learning outcones
Nishtha 8hawalpuria
22 years
Prior experience
Languages known
Spoken
written
:
:
V.^. 0evelopnent
48 nonths with under - privileged
children & led a volunteer group
English, hindi, horwegian
English, hindi, horwegian
field Lxposure
lnnersion in a tribal connunity and studied a village project facilitated

by L^Y^ Foundation, Singhavaran, ^ndhra Pradesh
Surveyed and understood the lifestyle of nigrant and non - nigrant rag-
pickers under unneed project in church of horth lndia Social Service
lnstitute, hagpur
Pallavi 8helwa
23 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Entrepreneurship and 0ffice nanagenent
V.^. 0evelopnent
5 nonths in the social sector
English, hindi
English, hindi
field Lxposure
Studied different aspects of the lives of a potter connunity including

health, education, livelihood etc. in the village of Karukurichi, Janil hadu
- facilitated by Covenant Centre for 0evelopnent
Enhanced understanding about gender responsive budgeting and also
analysed the higher education policies with a gender lens at uh wonen,
0elhi
Prachi 8ahel
23 years
Prior experience
Languages known
Spoken
written
:
:
B.S.w. Rural 0evelopnent
V.^. 0evelopnent
22 nonths in hC0s and open connunity
2 nonths in governnent organisation
72 nonths as a volunteer with
Sanar youth organisation
English, hindi
field Lxposure
visited velsao 0ando village to understand the livelihood, health,

environnental challenges, developnental perspective of the tribes,
fishernan connunities and nigrant labour etc.
worked with IISS trade union / organisation to understand the different
interventions in the field at non-governnent organisation, over the
landless labourers, nigrants, old age pension schenes, Vahatna
Candhi hational Rural Enploynent Cuarantee ^ct (VChREC^),
lntegrated Child 0evelopnent Services (lC0S), nid - day neal and also
worked with children and education systen in village
Poojakumari
23 years
8ackground
8ackground
8ackground
8ackground
56
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Conputer ^pplications
V.Sc. Vass Connunication
V.^. 0evelopnent
36 nonths in water and sanitation
English, hindi
English, hindi
field Lxposure
^nalysed the sustainability and viability of irrigation projects in lndia

lnnersion in a Vuslin and a Cond connunity studied villages
surrounding Satwas, Vadhya Pradesh
0bserved and analysed vajpayee ^rogyashree health lnsurance schene
with a law and governance perspective
Project on urban livestock in Bangalore
Prateek
24 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Rural 0evelopnent
V.^. 0evelopnent
6 nonths in rural areas of Vaharashtra and 1
nonth in understanding the issues of Kashnir as
part of bachelor's course requirenent.
5 nonths in hC0
6 nonths volunteered with 0RlSJl (School for
visually inpaired and blind girls)
English, hindi
field Lxposure
lnnersion with the lrula Jribal connunity of hilgiris Biosphere Reserve

facilitated by Keystone Foundation, Janil hadu
^nalysed the effectiveness of Karnataka Cuarantee of Services to Cititens
^ct, 2011 (S^K ^L^)
^ccessed the journey of Paper by studying the Paper Kabad lndustry in
Bangalore
Studied the Iuvenile Iustice Systen and hunan Rights violation in
Kashnir, engaged in conducting workshops, organising canp, advocacy
and docunentation for the sane
worked for vocational training progranne with Ian Sikshan Sansthan
(VhR0) at Kupwara district of Iannu and Kashnir
Priya Singh
21 years
Languages known
Spoken
written
:
:
B.Con. (hons.)
V.^. 0evelopnent
English, hindi
field Lxposure
0bserved the livelihood structure of fishernen connunity, observed the

nigration, education level in velsao village, Coa, supported by Coa
Foundation
Studied the lifestyle, social structure of street children. 0bserved the
issues that affect their health condition and their education level at
Bangalore 0niyavara Seva Coota (B0SC0), Bangalore
Priya Sinha
24 years
Prior experience
Languages known
Spoken
written
:
:
B.^. English, history, Political Science
Certificate course in hunan Rights
P.C. 0iplona in 0isaster and hational
Security Vanagenent
V.^. 0evelopnent
24 nonths with hational Cadet Corps
English, hindi
field Lxposure
0bserved a tribal connunity at a village in Rajahnundry. Facilitated by

L^Y^ Foundation, ^ndhra Pradesh
Studied and analysed the structure, funding and practices of ân âdni
party, 0elhi and the intervention caused by the party in the political
systen of lndia
Pradeep Agrahari
22 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Jech. Vechanical Engineering
V.^. 0evelopnent
4 nonths in ^luninun industry
3 nonths in a social vC, working on disability
English, hindi, Janil, Kannada
field Lxposure
lnnersion in a rural connunity. Studied a village near Pudukkottai, Janil

hadu. Facilitated by ^rohana 0airy Cooperative
Studied groundwater usage patterns, by farners in Ratlan and 0ewas
districts of Vadhya Pradesh. Jhe study was about nanagenent of
connon property resources. 0rganisations include Revitalising Rainfed
^griculture, Sanaj Pragati Sahayog, Cranin vikas Jrust as part of the
hational 0rinking water Security Pilot project
k. Sridhar kao
24 years
Languages known
Spoken
written
:
:
V.^. 0evelopnent
English, hindi
English, hindi
field Lxposure
lnnersion in a village connunity surviving on agriculture as the nain

occupation. 0bserved the sociopolitical, econonic and cultural set-up of
the connunity and studied nearby villages affected by problens such as
displacenent, patriarchal set-up, lack of education and healthcare
facilities, etc. facilitated by Pehchan, Satwas, Vadhya Pradesh
lnterned with PRS, 0elhi. Researched on the Biotechnology Regulatory
ûthority of lndia Bill, 2013, state skill developnent schenes,
reconnendations of various connissions on electoral reforns and
working of state legislatures
kadhika Uppal
21 years
Prior experience
Languages known
Spoken
written
:
:
B. Jech. Conputer Science
V.^. 0evelopnent
English, hindi
English, hindi
field Lxposure
lnnersion in tribal connunity to understand the socio - econonic,

political and ecological aspects of the connunity in Kelichapada village
(Vaharashtra). 0rganisation net includes Bharat ^gro lndustries
Foundation (B^lF)
Jo observe the participation of stakeholders in School Vanagenent
Connittees (SVC) forned under Right to Education (RJE) ^ct and assess
whether better participation of parents lead to better learning outcones
of children - facilitated by Centre hinalayan Rural ^ction Croup (ChlR^C)
kahul Anthwal
27 years
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.Con. (hons.)
V.^. 0evelopnent
8 nonths in an hC0
2 weeks of voluntary work
English, hindi, Kunauni
English, hindi
field Lxposure
lnnersion in a tribal connunity - studied tribal connunities in three

villages of 0henkanal district, 0rissa - facilitated by Jhe Foundation for
Ecological Security
0bserved livelihoods for wonen at four blocks in vadodara district.
understood Self Enployed wonen's ^ssociations' approach on holistic
developnent for wonen. 0esigned brochure for Sukhi Vahila SEw^
Vandal and analysed their past activities at Self Enployed wonen's
^ssociation, ^hnedabad
kitika Sah
22 years
8ackground
58
Prior experience
Languages known
Spoken
written
:
:
B.^. Vass Connunication and Iournalisn,
English Literature, Political Science
V.^. 0evelopnent
3 nonths in an hC0
30 nonths at hational Service Schene
60 nonths as a violin teacher
English, hindi, Janil, Jelugu
English, hindi
field Lxposure
Explored the social, cultural, econonic, political and ecological spheres
harboring life in Satwas, Vadhya Pradesh
Studied displacenent as a hunan rights issue faced by project affected
persons, Sankalp hagar, through the Slun Rehabilitation Society,
Vunbai, designed a drainage systen for Carib hagar, Vunbai, with
Youth for unity and voluntary ^ction (urban), research on the nealybug
infestation affecting Vunbai's raintrees at Vangrove Society of lndia,
Vaharashtra
0bserved cases of donestic violence, attended and docunented police
sensititation training and did policy research at Society for hutrition,
Education and health ^ction, Vunbai
kitu Copal
21 years
Prior experience
Languages known
Spoken
written
:
:
B.E. Conputer Science and Engineering
V.^. 0evelopnent
3 nonths as a volunteer
English, Janil
field Lxposure
lnnersion in a tribal connunity studied livelihood activities of three
villages surrounding ^ngul town in 0disha - facilitated by Foundation for
Ecological Security
0bserved and studied groundwater regulations in Bangalore for ^tin
Prenji university law and governance project
worked as an intern for ^ssociation of deep sea going artisanal
fishernen, hagercoil in a project identified as 'Cause and Effects of
Pollutants on Varine Environnent in Jhoothoor /one'
kobin Infant kaj 0.
28 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. (hons.) /oology
V.^. 0evelopnent
English, hindi, urdu, ^rabic
field Lxposure
0bserved a scheduled tribe connunity in the context of health services
and livelihood at L^Y^ Foundation, East Codavari, ^ndhra Pradesh
0bserved livelihood aspects and experiences of interventions developed
by Vahila Shakti Kendra, ^ssan, a self - help group federation
S. M. Sharib
23 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Social work
V.^. Social work
V.^. 0evelopnent
41 nonths in social sector
(health donain & connunity radio)
English, hindi, Kannada,
Valayalan
English, hindi
field Lxposure
Exposed to najor environnent related challenges and health issues

energing in the district of wayanad, Kerala. ^lso understood the najor
difficulties faced by the indigenous people in wayanad
Enhanced the understanding of 0rganisation 0evelopnent and then
explored the potential 00 needs of public education systen in Vandya
district of Karnataka
keju Shaju vazhavalil
27 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.^. Iournalisn and Connunication
V.^. 0evelopnent
20 nonths in Iournalisn
24 nonths in Iournalisn and
nedia (Freelance work)
16 nonths in 0evelopnent
English, hindi, Varathi, Konkani
field Lxposure
lnnersion in a Cond tribe connunity displaced due to harnada 0an
project studied livelihood, local governance, gender issues, health,
education, connunity living, interventions deployed by governnent
and hC0s at ^ctionîd, Vadhya Pradesh
^nalysed wonen social entrepreneurship business nodel, hahari.
Studied 8 centres, perforned Sw0J, prepared case studies, profitability
natrix, inpact assessnent. Facilitated by B^lF 0evelopnent Research
Foundation, 0angs, Cujarat
Sachi hegde
25 years
Prior experience
Languages known
Spoken
written
:
:
B.B.^. Varketing
PC0B^ Varketing
V.^. 0evelopnent
141 nonths in career counseling,
progranne design, operations and narketing in
training and education sector
English, hindi, Cujarati, Rajasthani
English, hindi, Cujarati
field Lxposure
understanding realities and dynanics of lrula connunity in hilgiris at

nicro level
0ocunented 'Kaigal Education and Environnent Progranne' a nulti
interventions initiative by I. Krishnanurti Foundation in Kaigal valley,
^ndhra Pradesh
lnterned with Ianvikas, ^hnedabad. Prepared case study on their Youth
Livelihood Progran and worked with initiatives for l0P and capacity
building prograns for hC0s
Sangita M. Palod
37 years
Prior experience
Languages known
Spoken
written
:
:
B.^. hispanic Studies
V.^. 0evelopnent
12 nonths with nentally challenged adults
26 nonths teaching English and Spanish
42 nonths in cooking, procurenent and
nanagenent teans in student co-operative
24 nonths as college library assistant
English, hindi, Kannada, Varathi,
Spanish
English, hindi, Kannada, Spanish
field Lxposure
lnnersion in potters' connunity conducted prelininary investigation
into possibilities for intervention by the Covenant Centre for
0evelopnent, Karukurichi, Janil hadu
Burning as a forn of donestic violence. lnteracted with and observed
fenale patients at victoria hospital burns ward. Ceographically and
statistically napped the patients in 2007 and 2012 - vinochana,
Bangalore
Sanjana Sunil Shelar
23 years
Prior experience
Languages known
Spoken
written
:
:
B.P.J.
V.^. 0evelopnent
60 nonths as a consultant physiotherapist
54 nonths as a visiting faculty
English, hindi
English, hindi
field Lxposure
Study of ecological issues, livelihood and associated problens in fishing
connunities of velsao and Cansaulin villages in Coa
^ssessnent and facilitation of health progrannes inplenented by
Pravah on nalnutrition anong rural population of 0eoghar district,
Iharkhand
Sarveena Sinha
28 years
8ackground
8ackground
8ackground
8ackground
60
Prior experience
Languages known
Spoken
written
:
:
B.Con.
PC0B^ hunan Resources
V.^. 0evelopnent
38 nonths in the corporate sector
91 nonths in different hC0s
English, hindi, Jelugu, Valayalan
English, hindi
field Lxposure
Field innersion in a tribal hanlet in Kotagiri facilitated by Keystone
Foundation
Conducting a research on two lake systens in Bangalore to understand
the inpacts of urbanisation and changes in weather patterns on lake use,
as well as to assess the changes in governance nechanisns over tine
and people's perception of institutional responsiveness
Seema Mundoli
35 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Econonics
V.^. 0evelopnent
1 nonth in an hC0
English, hindi, Valayalan, Julu,
Janil
field Lxposure
lnnersion for 10 days in a Cond connunity, observed the inpacts of
displacenent in Lehrikol village, Vadhya Pradesh
lnterned with Cranshree Jrust, ^hnedabad. worked with wonen,
children and traditional artisans in Cujarat
Sethulakshmi vinayan
21 years
Prior experience
Languages known
Spoken
written
:
:
B.Jech. Vechanical Engineering
V.^. 0evelopnent
11 nonths in chenical industry
English, hindi
field Lxposure
Explored the socio - econonic, cultural, political and ecological aspects of
Satwas, Vadhya Pradesh
Studied nangroves and nealy bug infection in rain trees in Vunbai
through Vangrove Society of lndia
^ssisted 'Slun Rehabilitation Society' in rehabilitation intervention of
'Project ^ffected Persons' in transit canps and 'Youth for unity and
voluntary ^ction' for effective drainage systen for sluns
Shahzeb Yamin
25 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Sociology
V.^. 0evelopnent
2 nonths in 0evelopnent
field Lxposure
0bserved the livelihood, health, socio - econonic and environnental
challenges faced by tribal connunities in Singavaran and other
adjoining villages of ^ndhra Pradesh - facilitated by L^Y^ Foundation
Studied the fisheries sector across three regions in west Bengal under the
overview of nicrofinance initiatives analysed the scope, scale,
problens and future needs of the sector - facilitated by Bandhan
Financial Services Private Linited
Sayantani Mukherjee
22 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.^. English, French
V.^. 0evelopnent
English, hindi, Bengali, Janil,
0riya, Spanish, French
English, hindi, 0riya, French
field Lxposure
lnnersed with Iuang and Cond tribal connunities and studied their
livelihood patterns in villages of 0henkanal, 0disha - facilitated by the
Foundation of Ecological Security, ^ngul
understanding the work done in the field of anti - hunan trafficking, fron
investigation to rehabilitation at Iustice and Care, in Kolkata, as an after
care worker
Sharanya 0as
24 years
Prior experience
Languages known
Spoken
written
:
:
V.^. 0evelopnent
24 nonths experience in hC0 sector
English, hindi, Rajasthani,
hepali
English, hindi
field Lxposure
lnnersion in a Cond village in Vadhya Pradesh displaced by
construction of the Barghi 0an, facilitated by ^ctionîd
0bserved sexual ninorities' rights issues in Karnataka in association with
'Sangana', Bangalore
lnterned with 'Society for Connunity health, ^wareness, Research and
^ction' for a study on regulation of nedical service providers in
preventing nedical accidents
Shivranjana kathore
22 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Sociology
V.^. 0evelopnent
12 nonths with hC0s in education, health
and advocacy
6 nonths as content writer
3 nonths with Vunbai Virror
English, hindi, Varathi, Kannada
field Lxposure
lnnersion with the tribal connunities in 0henkanal district in 0rissa to
understand their livelihood options - facilitated by the Foundation for
Ecological Security
helped establish a production unit to provide livelihood options for
rescued victins of hunan trafficking as an after care worker with Iustice
and Care, Kolkata
Shreya 8hat
21 years
Prior experience
Languages known
Spoken
written
:
:
B.Sc. Conputer Science
V.^. 0evelopnent
12 nonths as trainer
12 nonths as 0perations head
English, Kannada, hindi, Janil
English, Kannada
field Lxposure
0bserved a potters' connunity in Jirunelveli district - facilitated by
Covenant Centre for 0evelopnent
Field projects to understand the governance structure of sone e-
governance initiatives of Karnataka state (hennadi Kendras, Sakala)
Stakeholder analysis for a private conpany intending to establish
diagnostic centres at Jier lll towns in Janil hadu
N.k. Shrish
37 years
8ackground
8ackground
8ackground
8ackground
62
Prior experience
Languages known
Spoken
written
:
:
B.Con.
V.^. 0evelopnent
24 nonths in Chartered ^ccountancy
12 nonths volunteered with youth
activisn hC0 and aninal rescue
English, hindi
English, hindi
field Lxposure
Study of Iuang and Cond tribals socio - econonic conditions in 0rissa,
facilitated by Foundation for Ecological Security
Surveyed drought-prone grasslands in Vaharashtra - with CwS / ^JREE
urban ecology - Problen of free - ranging dogs
Forest conservation politics and state - tribal conflict in Velghat Jiger
reserve and Betul - Khandwa reserve forests, Vadhya Pradesh
lnterned with lndia water Portal, Bangalore
Siddhant Nowlakha
24 years
Prior experience
Languages known
Spoken
written
:
:
B.h.V.
V.^. 0evelopnent
88 nonths in corporate banking
3 nonths in disaster nanagenent
8 weeks in connunity nanagenent
4 weeks in koala ecology and urban
nanagenent
4 weeks understanding local
culture in Ladakh
hindi, English, Bengali
English, hindi
field Lxposure
lnnersion with the lrula tribal connunity in the hilgiris Biosphere
Reserve
0bserved projects related to traditional water nanagenent systens, like
artificial glaciers, and their inter linkages with education, livelihood and
socio - politics in Ladakh. Capacity building of local youth and children
(teaching and leadership sessions) in Ladakh
Siddharth 8ose
35 years
Languages known
Spoken
written
:
:
B.^. Iournalisn
V.^. 0evelopnent
field Lxposure
lnnersion studying ecological inpacts and livelihood pursuits of Iuang
and Cond tribes of ^ngul and 0henkanal districts of 0rissa, facilitated by
Foundation for Ecological Security
Conducted a study on the prevalence of hunan - Elephant conflicts in
Sonitpur, ^ssan, studying its destructive bearing on local agricultural
connunities fron developnental perspective - facilitated by Vahila
Shakti Kendra, ^ssan
Somesh S. Menon
21 years
Languages known
Spoken
written
:
:
B.Con.
V.^. 0evelopnent
English, hindi
English, hindi
field Lxposure
lnnersion with tribal connunity in Jhane district of Vaharashtra -
facilitated by B^lF 0evelopnent Research Foundation
Executed case study on ground water in Kolar region in close
coordination with harbauer lndia Pvt. Ltd. and Cl/, Bangalore, lndo
Cernan Partnership (lCEP) Progranne
Shruti Srivastava
23 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Psychology, Sociology
V.^. 0evelopnent
6 weeks at watershed 0rganisation Jrust
(w0JR)
12 nonths volunteered with Childline
4 weeks at Yuva Parivartan
100+ hours teaching at a girls orphanage
4 weeks teaching at Precious Special needs
school
English, hindi, French
field Lxposure
lnnersion which involved exploring the life of lrula tribe in hilgiris
Biosphere Reserve, facilitated by Keystone Foundation
lnternship with Pradan to understand the working of wonen's self - help
groups for livelihood and gender issues in tribal villages of Betul and
hoshangabad districts
Sonakshi S. Anand
21 years
Prior experience
Languages known
Spoken
written
:
:
B.^. (hons.) Sociology, Econonics
V.^. 0evelopnent
48 nonths at Xavier's Resource Centre for
Education
English, hindi, Sindhi, French
English, hindi, French
field Lxposure
Studied Cond tribals through the sociological lens and understood the
effects of displacenent due to construction of the dans - facilitated by
^ctionîd, at Seoni district, Vadhya Pradesh
Studied life patterns of urban poor and developed a curriculun for
gender sensitisation anong kids aged 9-12 years for Covandi slun
children at ^pnalaya, Vunbai
Sonya haresh 0chaney
22 years
Prior experience
Languages known
Spoken
written
:
:
B.^.
V.^. 0evelopnent
20 nonths in conputer hardware
sales and service
51 nonths in Vicrofinance industry
English, Bengali
field Lxposure
Studied livelihood and associated problens in fishing connunities of
Cansaulin village in Coa along with review of related policies
0bserved livelihood pronotion in tribal blocks in hawarangpur and
Koraput districts of 0rissa, through cooperatives pronoted by harsha
Jrust. Jhis includes agro co - operative supported by hational Bank for
^griculture and Rural 0evelopnent and poultry co-operative supported
by lntegrated Jribal 0evelopnent ^gency
Subhradip Sur Choudhury
30 years
Prior experience
Languages known
Spoken
written
:
:
V.^. 0evelopnent
3 nonths in education and
enployability training
5 nonths in nodule planning for
online English learning progranne
English, hindi
English, hindi
field Lxposure
lnnersion in various villages of Satwas, Vadhya Pradesh, facilitated by
Pahchan
Studied nigratory labour and its relationship with industrial work in
0elhi, facilitated by lndian Council of Social Science Research.
0ocunented and conpared different nigrant populations in two areas,
their relationship with the work they are engaged with and different
spaces that they work and live in
Sukrit Nagpal
22 years
8ackground
8ackground
8ackground
8ackground
Prior experience
Languages known
Spoken
written
:
:
B.^. Sociology
V.^. 0evelopnent
12 nonths in curriculun developnent
(voluntary)
Janil, English, Valayalan
Janil, English
field Lxposure
understood socio - econonic and livelihood intervention by B^lF
0evelopnent Research Foundation in Iawahar, Jhane
^ssessed the effectiveness of Karnataka Cuarantee of Services to Cititens
^ct, 2011 (S^K^L^) through different paraneters
^ttenpted to find a sustainable livelihood option for wonen in
Kalpakancherry Panchayat, Valappuran, Kerala, by understanding their
local conditions
vaishnavi C.
21 years
Prior experience
Languages known
Spoken
written
:
:
B.^. Psychology, English, Econonics
B.Ed.
V.^. 0evelopnent
96 nonths in teaching (including
72 nonths as headnistress) in school for
underprivileged
English, hindi, Kannada, Janil,
Jelugu
field Lxposure
worked as an independent group and studied livelihood of vendors on
trains between K.R. Puran and Kuppan and their efficacy as providers of
a nuch needed service to a specific section of consuners
worked with B0SC0 in analysing the patterns of child labour and the
relation between working children living on the streets and substance
abuse
Uma k.Maheswari
45 years
8ackground
8ackground
64
luformatiou for orgauisatious
participatiug iu p|acemeuts
The UniversiIy has a PlacemenI cell where sIudenIs play Ihe lead role. The cell is guided by aculIy and members
o Ihe loundaIion across Ihe counIry and has a dedicaIed supporI Ieam or eicienI adminisIraIion. The
PlacemenI cell works wiIh poIenIial employers rom dierenI secIors Io undersIand Iheir recruiImenI needs,
analyze Ihem and creaIe opporIuniIies or sIudenIs, Ihrough boIh oncampus and ocampus placemenIs.
PlacemenI supporI is provided Io all sIudenIs or career opporIuniIies in governmenI, indusIry, NGOs mulIi
laIeral agencies and oIher organisaIions IhaI work in educaIion and developmenI.
lor purposes o beIIer planning and aciliIaIion o inIeresIed recruiIers on campus, Ihe placemenI process is
divided inIo Iwo parIs:
1. RegisIraIioh
OrganisaIions who are inIeresIed in meeIing our sIudenIs wiIh Ihe view o recruiIing Ihem should regisIer
Ihemselves by illing up Ihe deIails required on Ihe PlacemenI orm and send iI Io our PlacemenI cell by
December !5Ih, 20!J.
SubsequenIly, we will idenIiy muIually convenienI daIes or pre placemenI Ialks (PPT) and oIher
recruiImenI processes on prioriIy.
2. Pre-placemehI Ialk ahd subsequehI recruiImehI process
A. ParIicipaIing organisaIions will be given speciic daIes or pre placemenI Ialks and recruiImenI process on
muIually convenienI daIes. The recruiImenI process would be organised on Ihe Azim Premji UniversiIy
campus aI Pixel Park, 8 8lock, PLS lnsIiIuIe o Technology Campus, LlecIronic CiIy, Hosur Poad (8eside NlCL
Poad), 8angalore 560 !00.
8. ParIicipaIing organisaIions are encouraged Io provide clear deIails o Ihe role, locaIion and salary Io Ihe
UniversiIy and sIudenIs, in Ihe regisIraIion orm and during Ihe preplacemenI Ialks and inIerviews. This
would help Ihe sIudenIs in making inormed choices and hence reduce drop ouIs aIer an oer is made.
Cuidelihes !or parIicipaIihg orgahisaIiohs
A. The recruiImenI process will commence rom !anuary 20Ih, 20!4 and conIinue up Io April, 20!4.
8. ParIicipaIing organisaIions, insIiIuIions and agencies while regisIering are requesIed Io inorm Ihe
PlacemenI cell abouI Ihe ollowing:
i. Poles available wiIhin Ihe organisaIion wiIh corresponding job descripIions, salary and locaIion.
ii. NaIure o Ihe selecIion processes, IesIs, sIages and Ihe IenIaIive Iime duraIion IhaI would be required Io
conducI Ihe whole process.
iii. lnormaIion on Ihe recruiImenI Ieam IhaI would be visiIing Azim Premji UniversiIy campus (number and
composiIion).
iv. Any special requiremenIs IhaI need aciliIaIion or Ihe smooIh running o Ihis process.
C. The lisI o selecIed sIudenIs musI be conirmed wiIhin one working day o compleIion o Ihe campus
inIerviews. To aciliIaIe Ihis, iI is preerable IhaI key decision makers are parI o Ihe campus recruiImenI
process. This will aciliIaIe asIer decision making.
66
D. ln Ihe inIeresIs o providing equiIable opporIuniIy Io all sIudenIs and creaIe a air recruiImenI environmenI
or organisaIions, Ihe recruiImenI process will be as ollows:
i. When a sIudenI geIs a conirmed oer ('irsI oer'), he / she has 48 hours Io eiIher accepI or rejecI Ihe oer
ii. l Ihe sIudenI accepIs Ihe oer, he / she is required Io drop ouI o Ihe placemenI process
iii. l Ihe sIudenI rejecIs Ihe oer, he / she can conIinue Io parIicipaIe in Ihe placemenI process Iill such Iime he
/ she geIs anoIher oer
iv. Upon receiving Ihe 'second oer', Ihe sIudenI auIomaIically drops ouI o Ihe placemenI process
L. PecruiIing organisaIions are encouraged Io prepare a waiIlisI in addiIion Io Ihe lisI o selecIed sIudenIs. This
will help in Ihe evenI o a selecIed sIudenI deciding noI Io Iake up Ihe oer.
l. Only a wriIIen conirmaIion on Ihe leIIer head or oicial mail rom Ihe recruiIing organisaIion is Iaken as a
conirmaIion. However, Ihe PlacemenI cell will collecI conirmaIion on iIs own ormaI and share a copy o
accepIance on Ihe same ormaI. SIudenI will conIinue Io aIIend inIerviews Iill Ihey receive a wriIIen oer
communicaIion. ln case o mulIiple inIerviews, Ihe irsI oer declared will be Iaken as inal.
Nisha A.M., PlacemehI CoordihaIor Padma Nayar, PlacemehI Cohvehor
Azim Premji UniversiIy Azim Premji UniversiIy
Phone : 080 66!45!J7 Phone : 080 66!45!42
lax : 080 66!45!45 lax : 080 66!45!45
Lmail id : placemenIs_apu.edu.in Lmail id : placemenIs_apu.edu.in
Mobile : 9! 8095755J26 Mobile : 9! 924J!99!!!
PlacemehI cell - SIudehI CoordihaIors
Akanksha Naresh: 9! 959!!99520 PrashanIh Keshav: 9! 805096!442
Avinav Pandey: 9! 98869!5707 Ponika George: 9! 8!9748!9!5
8iswajiI Sarmah: 9! 72046586J5 PiIuparna 8anerjee: 9! 947750!!99
HemanI Sharma: 9! 98452!!900 SangiIa Pallod: 9! 80957727!4
KriIhika Narayanswamy lyer: 9! 889280J!72 Shrish N. P.: 9! 9845822820
Manoj Pillai: 9! 959!2!9J49 SumiI Arora: 9! 8!J08J0J47
PlacemehI Calehdar ahd CohIacI deIails
PlacemenIs will be held on Azim Premji UniversiIy campus rom !anuary 20Ih, 20!4 April 20!4. Once we
receive your PlacemenI orm, our SIudenI represenIaIive will geI in Iouch wiIh you Io discuss muIually
convenienI daIes.
Kihdly hoIe:
Any communicaIion regarding Ihe placemenIs should be made only wiIh Ihe sIudenI placemenI
coordinaIors or wiIh Ihe aculIy coordinaIors speciied in Ihe placemenI brochure.
Any change in daIes and Iimes will be inIimaIed in advance.
The CoordinaIor,
PlacemenI cell,
Azim Premji UniversiIy,
8angalore 560 !00 lNDlA
We are inIeresIed in inIeracIing wiIh inal year sIudenIs o M.A. DevelopmenI and M.A. LducaIion o your UniversiIy or recruiImenI.
The necessary inormaIion or aciliIaIing Ihe same is provided below:
Name o OrganisaIion
Address (Pegd. Oice)
ConIacI Person
PosiIions being oered
DesignaIion
Number o vacancies
!ob DescripIion
LocaIion o irsI posIing
ProbaIion deIails (i any)
Gross Annual Salary ()
OIher beneiIs (HPA, Pl,
medical, insurance eIc.
i applicable)
lax WebsiIe Tel
PLACEMElT F0RM 2O12-14
Name
Mobile no. Lmail lD
DesignaIion
PosiIion ! PosiIion 2 PosiIion J
SelecIion Process (e.g. WriIIen TesI, Group Discussion, Personal lnIerview eIc.) Please indicaIe Ihe Iime each
o Ihese processes are likely Io Iake.
(PlacemenI cell will organise rooms or preplacemenI Ialk and inIerview process)
DeclaraIioh
l hereby agree Io abide by Ihe placemenI guidelines laid down by Ihe Azim Premji UniversiIy PlacemenI cell.
Thanking you.
Name : DesignaIion :
Place : DaIe :
lor any assisIance, conIacI placemenIs_apu.edu.in or call Ihe PlacemenI CoordinaIor.
(SignaIure)
DeIails o members o Ihe recruiImenI Ieam who would be visiIing campus
Any special requiremenIs or selecIion process (e.g. : LapIop, LCD ProjecIor eIc.)
Please email/ax/posI Ihe PlacemenI orm aI Ihe earliesI Io:
Nisha A.M., PlacemehI CoordihaIor
Azim Premji UniversiIy,
Pixel Park, 8 8lock, PLS lnsIiIuIe o Technology Campus, LlecIronics CiIy, Hosur Poad (8eside NlCL Poad)8angalore 560 !00
Phone : 9! 080 66!45!J7 lax : 9! 080 66!45!45 Lmail id : placemenIs_apu.edu.in Mobile : 9! 8095755J26
lax: 9! 80 66!4 5!45
Lmail: placemenIs_apu.edu.in
WebsiIe: hIIp://www.azimpremjiuniversiIy.edu.in
hIIps://www.acebook.com/azimpremjiuniversiIy
hIIp://www.youIube.com/AzimPremjiUniversiIy

Azim Premji UniversiIy
Pixel Park, 8 8lock, PLS lnsIiIuIe o Technology Campus
LlecIronic CiIy, Hosur Poad (8eside NlCL Poad)
8angalore 560 !00. lndia

University Placement Brochure.

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.......

15 days field innersion in ^tin Prenji Foundation, udhan Singh hagar,

0bserved and understood education systen and social stratification

Exposure to various influences on education in rural lndia. Explored

0bserved classroon practices and nethods of teaching in governnent

0bserved the education systen in Rajasthan State Board Schools. visited

0bserved different schools, nadrassas, governnent offices and

0bserved teaching and learning activities and proceedings of a

Exploring the governnent education systen including governnent

0bserved classroon practices, nethods of teaching and activities in

Facilitated by ^tin Prenji Foundation, 0hantari tried understanding

Studied access to education as provided by governnent schools in

Facilitated by Azim Premji Foundation, Uttarkashi Observed

Observed and understood the functioning of government schools

Tried to understand the functioning of the government school system

Facilitated by Azim Premji Foundation, Shorapur - Observed government

Exploring the government education system including government

Observed classroom practices, methods of teaching and activities in

Facilitated by Azim Premji Foundation, Dhamtari tried understanding

Studied access to education as provided by government schools in

0bserved connunity and school systens of a school in Kadapa, ^ndhra

visited the connunity, schools and governnent offices in the Reodar

0bserved the growth in education in governnent schools post Right to

0bserved governnent schools and interacted with teachers, students

0bserved classroons and studied the process for assessnents -

Ceneral understanding of education systen structure, school and

0bserved the functioning of governnent schools, connunity

0bserved a governnent school and Kasturba Candhi Balika vidyalaya,

Classroon observation, school, connunity and office visits at Vori,

Participant observation in classroons, hC0 (BCvS) and governnent

Studied problens in the educational field in governnent and non -

understood the role of education and the expectations of the rural

Engaged with classroons, teachers, head Jeachers, school developnent

Jried understanding the problens faced in educating children - facilitated

Explored relationship anong a governnent prinary school, connunity

Classroon observation, visit to connunity, interaction with Block

lnteracted with the connunity, like the School Vanagenent Connittee

Facilitated by ^tin Prenji Foundation, udhan Singh hagar, uttarakhand

Studied the governnent schools and systens, interviewed governnent

0bserved the functioning of the rural school systen in Kadapa, ^ndhra

Facilitated by ^tin Prenji Foundation, Rudrapur, uttarakhand - Jried

visited various governnent schools and interacted with the connunity

understanding the functioning of School Vanagenent Connittees and

0bservation of the public school systen in Chhattisgarh

lnnersion in governnent schools and the attached connunities in

understood the work of 0istrict lnstitute of Education and Jraining (0lEJ)

Studied social stratification and educational systen in villages of Sirohi

0bserved and interviewed najor stakeholders of education in three

Explored the work and intervention of the ^tin Prenji Foundation in

15 days field work in velsao 0ando, South Coa fron sociological,

lnnersion in and around Satwas, Vadhya Pradesh. Studied socio -

0bserved effects of displacenent caused by urban developnent on

Studied the contested space between livelihood rights of hawkers and

understanding socio - econonic, political and health related aspects of

Studied livelihood patterns and socio-econonic conditions of various

Studied the tribals (Paniyas and Kurchas) in a village of Jolakeda and

0bserved wadi systen and seed conservation in a tribal sub - district

visited L^Y^, ^ndhra Pradesh to understand the livelihood, health,

Engaged with the connunity on issues related to the Cond connunity

^ research study on Jrans genders to understand their perceptions on

lnnersion with two tribal connunities, Iuang and Cond in a village in

lnnersed with Cond connunity in Iabalpur, Vadhya Pradesh to

lnnersion in a village farning connunity affected by water shortage

understanding the tribal issues and structures of governance and