APU Placement Brochure

Azim Premji
University
MEET OUR
GRADUATES
MASTERS PROGRAMMES, 2015 - 17
PLACEMENT BROCHURE
The cover design seeks to represent Azim Premji
University as a space for growth and inclusion where
students and faculty work together to contribute
to the realization of a just, equitable, humane and
sustainable society.
The illustration on the cover has been taken from

an artwork which has been created for Azim Premji
University by Ram Soni, who comes from family with
a long tradition in Sanjhi art. Sanjhi is a traditional
craft form that represents motifs from day to day life
through intricate patterns and designs cut into paper
using special scissors.
We would like to thank students for some of the photographs used in this brochure.
Contents
01. Developing Leaders for Social Change�� 1
02. Azim Premji University: An Introduction�� 2
03. University Degree Programmes�� 4
04. Vibrant Academic Environment�� 8
05. Master of Arts in Education (M.A. Education)��11
06. Master of Arts in Development (M.A. Development)��16
07. Masters Of Arts In Public Policy And Governance (MPG)��21
08. LL.M. in Law and Development��23
09. Placements Overview��25
10. Snapshot of Students’ Profile 2015 - 17��31
11. Students’ Profile M.A. Education��33
12. Students’ Profile M.A. Development��53
13. Students’ Profile Masters of Arts in Public Policy and Governance��85
14. Students’ Profile LL.M. in Law and Development��92
15. Guidelines for Organizations Participating in the Placement Process��98

iv
Developing Leaders for Social Change
Azim Premji University was established by the Azim Premji Foundation in 2010. It was founded with
a clear social purpose, as part of a larger strategy to contribute to the education and development
sectors in the country.
Our vision is “Education for social change, to contribute to the realization of a just, equitable, humane
and sustainable society”.
The University started with offering two post graduate programmes, M.A. Education and M.A.
Development in 2011, and currently has eight specializations on offer within these programmes.
The Undergraduate programme and the M.A. in Public Policy and Governance were introduced last
year, and this year we have started the LLM program with a focus on Development. Our program
strategy and their design arise directly from our purpose.
Students from across the country choose to come to our University because of its social purpose. Our
rigorous admission process considers both the relevant capacities and the social commitment of the
applicants. Once at the University, the students have a learning experience that builds on their inherent
motivation and develops the capacities of independent thinking and sustained action. Our faculty
have deep academic expertise along with decades of experience in the social sector. They work with
students inside and outside the classroom to make their experience a genuine crucible of learning.
Having gone through this experience, our graduating class is a group of capable and committed
people wanting to go out and make a genuine difference. In the past four years, over 700 students
have successfully graduated, almost all of whom have chosen to work in the social sector. They have
taken up a range of roles, including program implementation and evaluation, policy formulation,
mobilization, advocacy and research. Specifically, the graduates of M.A. Education are contributing in,
capacity enhancement of teachers and education functionaries, curriculum development and school
management, amongst other areas and the graduates of M.A. Development are contributing in roles
across the domains of livelihood, health and nutrition, sustainability, governance and other integrated
development issues. Today, our alumni are contributing in these roles, spread across the entire country,
with very many of them in some of the most disadvantaged parts of the country.
The batch of 2015-17 with over 350 graduates from the M.A. Education, M.A. Development, M.A.
in Public Policy and Governance and LL.M. in Law and Development programmes is now seeking
opportunities to work with organizations such as yours, with the purpose of contributing to building a
better society.
This document gives you a glimpse of this energetic and committed group of people. We look forward
to engaging in a dialogue with you to take this forward.
Anurag Behar
Vice Chancellor
Azim Premji University
University Placement Brochure 1

Azim Premji University:
An Introduction
Azim Premji University was established by the Azim Premji Foundation in 2010. The
Foundation’s vision is to contribute to the realization of a just, equitable, humane
and sustainable society. To realize this vision the Foundation has been working
since 2001 towards making deep, large scale and institutionalized impact on the
quality and equity of education in India, along with related development areas.
Currently, the Foundation works in eight states across India, and has a dedicated
team of over 1100 members. The work of the Foundation is organized through its
field institutions. The institutionalized nature of the work is informed by the reality
that long term and consistent engagement with multiple stakeholders is necessary
for educational change. This deep, on the ground engagement includes capacity
development of teachers, head teachers and other education functionaries, and
it also involves work on e.g. curriculum, assessment, policy issues at the State and
National level.
2
The roots of the University lie in the learning and the Indian education and development sectors
experience of the Foundation. The Foundation through advocacy and public communication
established the University for an explicit and clear
social purpose, as a part of a larger strategy to University Structure
contribute to the Education and Development sectors To enable academic and operational focus, the
in the country. University is organized into 5 schools –
The University started in 2011, offering two post 1. School of Education
graduate programmes; M.A. Education and M.A.
2. School of Development
Development and currently has eight specializations
on offer within these programmes. The Undergraduate 3. School of Policy and Governance
programme and a new M.A. Programme in Public 4. School of Liberal Studies
Policy and Governance were started in June 2015. 5. School of Continuing Education
In 2016, the University is offering a new Masters in
These schools have ownership for the programmes
Law, in Law and Development (LL.M). This expansion
and key initiatives in their respective domains, and
is guided by a clear framework that addresses the
anoverarching coherence and alignment with our
need, quality and relevance of the programmes to
coresocial purpose. Illustratively, the School of
our core social purpose.
Education has ownership of the M.A. Education
In the last six years, the University has enrolled 1580 programme, and initiatives like the ‘Philosophy
students and built a dedicated team of 220 faculty of Education’ ‘Work and Education’ etc. Similarly,
and staff. This year on campus, there are 663 post the M.A. Development, M.A. Public Policy and
graduate and 225 undergraduate students. Over 700 Governance and the Undergraduate programmes
students have graduated in the past four years, most are owned by respective schools.
of them working in the social sector.
School of Continuing Education is responsiblefor the
design and development of all in-serviceprogrammes.
Vision It has a direct impact in enhancing the capacity of
Education for Social Change practicing professionals. Over the last five years, it has
To contribute to the realization of a just, equitable, designed and delivered several capacity enhancement
humane and sustainable society. programs, largely for district/state level government
functionaries from states and also NGOs engaged in
grassroots envelopment work. These programs are
Mission typically 1-2 weeks and cover a very wide range of
Arising from the vision of education for social change, areas within the education domain, livelihoods, public
to realize a just, equitable, humane and sustainable policy etc. In 2015 alone, more than 75 workshop
society, the University aims to create outstanding and have been done, reaching over 1900 participants.
effective programmes that:
University Research Centre is an important initiative
• Prepare graduates with great competence, of the University which coordinates andfacilitates
integrity and social commitment research projects of faculty and membersfrom our
• Expand the frontiers of knowledge in education, field institutions and also offers grants for research
development and allied fields through research in areas of interest for the Foundation.
• Support and enhance the work of the education The University Working Paper Series complements
and development sectors in the country through existing publishing activities of the University by
continuing education providing a regular venue for presenting research
• Contribute to change in policy and practice in undertaken by its member.
University Degree
Programmes
Programme Structure
The degree programmes at Azim Premji University aim to develop competent and
committed professionals for the education and development sectors in India.
The Master of Arts in Education programme aims to help individuals develop into
reflective education professionals with a conscious alignment towards humanitarian
and social concerns.
The Master of Arts in Development programme aims to provide students with a

sound grounding in core areas of development theory, research and practice from
a multidisciplinary perspective.
The Master of Arts in Public Policy and Governance (MPG) will prepare students
to become critical and analytical thinkers who can develop effective and equitable
solutions to public policy and governance challenges.
4
In alignment with these program goals, our placement (ii) As contributors to policy making, implementation
objective is to see all our students engaged with and and evaluation
contribute to the social sector, in a variety of roles. (iii) As researchers adding to knowledge in their
(i) As grass root field practitioners on the ground chosen domains
where their expertise and competence is much
needed
Degree programmes at the University follow a credit based system.
Programmes Specializations
Master of Arts in Education 1. School Organization, Leadership and Management
(Full Time, 2 years, 72 Credits) 2. Curriculum and Pedagogy
3. Early Childhood Education
4. Teacher Professional Development
Master of Arts in Development 1. Livelihood

(Full Time, 2 years, 72 Credits) 2. Public Health
3. Law, Governance and Public Policy
4. Sustainability
Master of Arts in Public Policy -
and Governance
(Full Time, 2 years, 72 Credits)
Masters’ program in Law -

- LL.M (Law and Development)
(One year, full time, 36 credits)
Bachelor of Arts (B.A.) and 1. Economics Bachelor

of Science (B.Sc.) with 2. Combined Humanities
option of an Honours degree
3. Biology
(Full Time, 3 years, 84 Credits)
4. Physics

6
Our Faculty, Teaching and Our programmes aim to
Learning Process (i) promote excellence in learning appropriate to
Over the past six years we have built a very committed the diverse contexts that students come from
faculty team of 130 members. Most faculty have (ii) ensure that they reflect the University’s social
doctoral degrees in relevant domains and many have purpose and
personally contributed to the social sphere and have
(iii) nurture students who are capable of making
been actively engaged in setting up and running
sensitive ethical choices, are socially engaged
NGOs and schools across the country. The blend of
and capable of thoughtful and skillful action.
academics and field experience among the faculty
creates a very vibrant, rich and collegial environment. In line with this, the teaching and learning processes
Added to this, the wealth of experience and practice inside and outside the classroom are designed to

related expertise of Azim Premji Foundation’s field ensure that students and faculty engage each other
institution members, guest lectures from several in dialogue, questioning and also address issues
practitioners and academicians from outside have of inclusion and diversity. Faculty are facilitators
immensely benefited students. of learning, creating an environment that is not
competitive, but one that focuses on the students
We expect the education at the University to be an own accomplishments in learning.
important beginning or continuation, not the final
stage, of a process of learning. Detailed profiles of faculty are available at
http://azimpremjiuniversity.edu.in/people

Vibrant Academic Environment
Events
We have made significant resource commitments in creating platforms for learning,networking
and knowledge sharing, given their criticality to nurturing a vibrant academic environment.
These events are of varying nature, both in their design, participant profile and reach. Key
among them are:
a. International Seminars like ‘Philosophy of Education’ and ‘Law and Goverance’ are in
their fifth year now, providing a platform for national and international scholars to come
together. Each of these are focused on specific themes; Social Justice and Education,
Policy Issues in Education, Legal System Reform, Right to Welfare, Public Policy,
Understanding Governance in India etc. Several other workshops, seminars and
conferences have been held in collaboration with other reputed institutions like the
Humboldt University, Germany, University of Chicago, Indian Institute of Human
Settlements etc.
b. University Colloquiums are a weekly event, where academics and practitioners are on
campus, sharing their research / field experiences with the students and faculty body.
We have hosted more than 250 such talks.
8
c. Public Lecture series has been very successful practitioners from various fields to engage in
in creating and sustaining an ongoing dialogue informal talks with the students.
around key social issues. We have done more • Student publications Karvan and Student Journal
than 50 such lectures over the past five years. of Education and Development are into their
d. MANTHAN, the annual research conference, third edition now.
brings together researchers from the University • The University Social Enterprise Cell is a vibrant
and field locations. In its fourth year now, platform where many students are trying to
MANTHAN consists of panel discussions with come up with innovative solutions to some of
experts, research presentations and capacity the most complex social problems. The cell
building workshops. It has established a unique enables students to share, debate and discuss
place for itself by bringing field practitioners those ideas and network with individuals and
and academics to a common research platform. like-minded groups.
e. Kathavana is the annual children’s literature • Debating Development is a forum for
festival that brings together hundreds of young interested students to come together and
children and teachers, instilling in them the love debate contemporary social issues.
for literature. Plays, workshops on drawing,
• Unmukt, the annual cultural festival, occupies a
puppet making, other performances, and book
special place in the hearts of every member of
exhibitions are all part of this grand event.
the University community.
f. Summer schools / workshops are typically for
• Student clubs have been formed, catering to
5 -10 days on specific domain areas / themes
different interests; Cinema, Theatre, Literature,
and participants are usually people already
Quiz, Photography, Sports etc.
working in these areas. Recent ones include
summer schools on ‘Philosophy of Education’,
‘Changing Nature of Public and Private in Admissions and Students’ Support
Education’ in collaboration with TISS and Kings Integral to our vision and core purpose, is the
College, London, ‘Advanced Graduate Workshop commitment to inclusion and diversity. The University
in Indian Development’ for doctoral students, in strives to ensure that students from disadvantaged
collaboration with Institute of New Economic backgrounds can access quality higher education.
Thinking, New York. Equally critical is our commitment to ensure that they
are supported to overcome disadvantages and realize
Student Initiatives their potential. Our admission process, extensive
reach, selection process of tests and interviews and
The immense diversity in the student cohort has
extensive financial support for students are all aimed
ensured that campus life is vibrant and enjoyable.
towards this.
Several student led activities have become part of
daily life on campus and each one has contributed to Our student profile reflects the diversity
their learning in multiple ways. • We currently have students from 23 states
• Pahal is the umbrella under which a large number • 44% of students are from small towns and rural
of students are actively engaged with social areas
causes ranging from education of disadvantaged • 36% of our students were women in year 1, we
children, working with the community around currently have 53% women students
the campus, environmental concerns, blood
• Over the last three years, around 40% of our
donation camps etc.
students have prior work experience at NGOs,
• The Kaapi Aur Charcha series invites in teaching or at corporates.

• Diversity is also reflected in their background of Student wellbeing is central to the University’s
undergraduate study in Arts, Science, Commerce, functioning and we are keen on building a caring
Engineering, Social work, Business Management community. We recognize that many students need
and Journalism. intensive support and sensitive care to realize their
potential.
Life after APU
I have been working with Pradan for the last 2 months, in Chhattisgarh, Lailunga block. Things on
ground are quite challenging and the last 2 months have taught me a lot. My University created a
base for me to understand things theoretically and Pradan has deepened that understanding with
daily encounters with realities in a village.
Neha Joshi
M.A. Development 2014 batch
I am with Next Education as an Associate Product Manager, Department R&D, Science Education.
My role demands focusing on creating innovative learning and teaching solutions in K-12 domain.
The idea is to make science learning easier, deeper and more holistic for our students.
Looking back, I feel APU made me a more observant and reflective person. It built my mental
stamina to take on complex situations or problems with an ease. It brought back compassion and
sensitivity to me. Now, when I try to conceptualize or design any new products, these learnings
help me to look things in much wider and holistic way
Shriharsh Chandak
M.A. Education 2014 batch
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Master of Arts in Education
(M.A. Education)
The Master of Arts (M.A.) in Education is designed for students seeking a multifaceted
liberal exposure to the disciplinary domain of education, commitment to societal goals and an
emphasis on the study of education as a fundamental human social activity.
A graduate of the programme is expected to become a reflective practitioner having the

perspective, social concerns and motivation to create a basis for action; understand the
possibilities, successes and setbacks of action taken and take steps that help develop
educational theory and practice by finding contextually grounded solutions.

Programme Structure students have the option to specialize in Curriculum
and Pedagogy, School Organization, Leadership and
This is designed as a 72 credit, two-year, full-time,
Management, Teacher Professional Development
postgraduate degree programme. It is organized in
and Early Childhood Education.
four semesters with field engagements throughout
the two years. Each student is required to take the
prescribed core courses and is given a choice of Open Courses
elective and open courses. These courses are open to all students enrolled in
the degree programmes. Students are required to
Elective Courses enroll for two such courses during their study; the
programme requires the student to obtain 4 credits
Students are required to take 26 credits from elective
from open courses. An exciting range of open
courses, of which one must be a pedagogy course.
courses are offered every semester in different areas
The remaining courses can be used to specialize in
like Art, Cinema, Photography, Music, Dance, History,
any one area of their choice. Students also have the
Science, Sports etc.
option of pursuing an independent study of their
own in place of an elective. The current batch of
An illustrative set of core courses, electives and open courses are as follows
Course type Courses offered in M.A. Education (Illustrative)

Core Courses Philosophy of Education, Sociology of Education, Child Development
and Learning, Curriculum Studies, Introduction to Research
Electives Curriculum and Pedagogy
Science Education, Mathematics Education, History and Social Science
Education, Literacy Pedagogy, Advanced Maths Pedagogy, Early Childhood
Education, Inclusive Education, Teaching English in India, Curricular
Materials Development, Educational assessment
Early Childhood Education
Policies, Principles and Practices in Early Childhood Education, Curriculum
and Pedagogy in Early Childhood Years, Planning Management and
Evaluation in Early Childhood Education, Health Nutrition and Education,
Arts in Early Years Education
School Organization, Leadership and Management
Introduction to School Leadership and Management, Approaches to
Educational Change, Educational Governance and Decentralisation,
Educational Policies and Programmes, School Management in India,
Equity, Quality and Effectiveness
Teacher Professional Development
Teachers and Teaching, Education of teachers, Continuous professional
development, Curriculum, pedagogy and assessment in teacher education,
Comparative teacher education
General
Contemporary Social theory, Advanced Social Research, Vocational
Education, Discourses on Nationalism, Introduction to Epistemology
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M.A. Education Field Engagement project the students are expected to be able to
Direct engagement with educational contexts and i. integrate research with their learning from other
practices forms an integral part of the programme and engagements in the MA (Education) programme,
helps students develop a grounded understanding of
ii. deepen understanding of conceptualizing and
the practical implications of the various concepts and
conducting research (for example, implementing
theories that they study about in the programme.
research tools developed during the ITR course),
Students have weekly practicums related to various
courses and more intensive field practice experiences iii. develop sensitivity towards broader research
spread across the two years of the programme. issues such as ethics.
Broadly, the field practice components of the Semester 3 - Field Internship

programme are conceptualized as stages of an
The longer field work component is of duration of 6
overall plan whereby students’ progress from
weeks at the end of semester 3.
initial exposure, to a more theoretical engagement
with educational issues, and finally to an actual The third semester field internship is aimed at
educational engagement involving both theory and providing students a focused opportunity to work
practice. The students are placed in a wide variety of on a specific issue/problem related to the practice
educational settings for their field practice – schools of education. The work is supposed to develop
(different types), public and private agencies engaged capacities in students to engage meaningfully with
in education and non-government and civil society all phases of a project from reading and planning,
organizations working in the area of education. to implementation, analysis and reflection, and oral
as well as written reporting. This is expected to
help them develop a range of capabilities required
Semester 1 - Field Immersion
for educational thinking and decision making. The
In the first semester, students undertake a two
field engagement work of the third semester will
weeks field immersion component that gives them
be linked to the students’ areas of specialization,
an exposure to rural communities and provides
where students have opted for a specialization. The
them opportunities to interact with the various
work could take a variety of forms such as Research,
governmental agencies involved with implementing
Teaching, Internship and Curriculum Development.
and monitoring education. For this, students are
placed in the District Institutes of the Azim Premji
Foundation. During their field visit students also get Practicum
an opportunity to engage with members of the Azim Besides the 10 weeks of field practice, courses
Premji Foundation who are involved in educational in the programme also have structured activities
intervention in remote districts. or experiences which aim to build students
understanding of educational contexts, practices
and concerns. The practicum experiences form part
Semester 2 - Field Practice
of specific courses of the programme. Students visit
The field practice component for the second semester
different types of schools, government education
is also for two weeks where the objective is to provide
departments and offices, non-profit organizations
students with the experience of studying educational
and disadvantaged urban communities as part of
processes through a theoretical framework. This
their practicum experiences. They engage in
component is an integral part of Introduction to
a diverse range of activities such as observing
Research (ITR), a core course of the second semester
classroom instruction, interviewing school personnel
and the students take up a research project around
and children of different age groups, building an
a specific educational issue. Through this research
14
understanding of overall school processes and Career Opportunities
undertaking practice teaching.
Students can look forward to contributing to the
education sector working with NGOs, in government
Independent Study and private school systems, in teacher education and
The independent study is conceptualized as a also in various professional capacities as, curriculum
minimum 3 credit course. The independent study designers, social entrepreneurs, policy specialists
component is structured so as to allow students the and researchers. Students may also work with the
freedom to go beyond the syllabus and explore a government on education specific projects.
topic of their interest, in depth.
Life after APU

I did my field work in Udham Singh Nagar, Uttarakhand. I am happy to discover my own values and beliefs regarding bringing
small difference in the lives of those who need us the most and more importantly we also need them the most because
they provide meaning to our existence. Seeing happy faces of others gives me immense happiness. I learnt it very late but it
happened only because of my field exposure. MA Education is incomplete without field practicums and field work and I am
grateful that both theories and practical are taken care of
Kunal Kumar
M.A. Education, 2015 – 17 batch
Reflections from field

The place where I went for immersion was Tonk, which is 100 Kms away from Jaipur. We were 10 members in our group. We
covered Deoli, a block in Tonk. From Deoli, we went to Chandhli, a small village which is 17 Kms away from Tonk.
My entire assumptions were broken when I saw the kids in Chandli School. For an instance, a 6 yr old girl was married and
sent to school. When I encountered this question with a shock, teacher told that their parents can’t afford marriage cost for 3
girl children in their home. To avoid the marriage cost, they arranged marriage for their kids in a same stage. Child marriage,
gender disparities, school drop outs are the words we came across in many readings; but immersion is the place where we
encountered these in real life
Ram Prakash Krishnan

M.A. Education, 2015 – 17 batch

Master of Arts in Development
(M.A. Development)
This programme aims to prepare individuals who are capable of informed and thoughtful
development action and are aware of the complexity, depth and scope of the discourse of
development, its ethical imperatives and its implications for policy and action with special
reference to the Indian context. This requires conceptual rigour and sensibilities in students.
Through this Programme, students acquire a core understanding in and across the disciplines
that contribute to the domain of development and relate them to situations on the ground.
These conceptual frameworks learnt are then related to dimensions of development that are
targets of public action and policy such as health, education, livelihoods and sustainability.
The Programme provides students with opportunities to encounter and critically engage with
instances of challenging problems and attempted interventions. A graduate of the programme
is expected to explore the ethical and personal dimensions of their social context to locate
themselves actively within it.
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Programme Structure
The programme is designed as a 72 credit, prescribed core courses and is given a choice of
postgraduate degree programme organized in four elective and open courses.
semesters. Each student is required to take the
An illustrative set of core courses, electives and open courses are as follows:
Course type Courses offered in M.A. Development (Illustrative)

Core Courses Sociology of Development, Ecology and Development, Economics for Development,
Political Philosophy and Politics in India, Theory and Philosophy of Development, Social
Interventions, Law and Governance, Introduction to Research
Electives Public Health
Health and Development, Measuring Development, Public Health, Policy, Planning and
Programmes, Health Education and Communication, Health Systems - Organization and
Financing, Health, Nutrition and Education, Social Determinants of Health
Law, Governance and Public Policy
Introduction to Public Policy, Programme Implementation and Evaluation, Empirical Policy
Analysis, Implementing Welfare Rights, Policy Implementation and Feedback, Policy
Making and Governance Networks Law, Governance and Development, Legal System
Reform, Governance Challenges in India, Law and Development, Ecological Justice in India
Livelihoods
Livelihoods: Policies, Practices, and Challenges, Competencies for Livelihood Interventions,
Understanding Livelihoods: Concepts and Theory, Coastal Livelihoods, Livestock
Production System: Ecology and Development, An Introduction to Forests and Livelihoods
Sustainability
Sustainability: An interdisciplinary Exploration Agrarian concerns, Food security and
Sustainability in modern India, Sustainability: A socio-ecological systems perspective,
Energy, Environment and Social Change, Cultural and political framing of sustainability
General
Social and Economic Analysis of Development Interventions, Contemporary
Social Movements, Poverty: Concepts, Measurement and Critiques, Work, Labour
and Informality, Political Economy, Development and Governance, Comparative
Perspectives in Economic History, Strategising Sustainability, Advanced Social
Research, Measuring Development, Discourses on Nationalism, Introduction to
Epistemology, Class, Caste and Gender, Education and Development, Gender
and Education
Open Courses Art and Experience, Sports and Education, Exploring the world of trees, Voices – A journey
through Oral Traditions and folklore, Introduction to Indian Classical Music, Western
Classical Music, Study of Indian dance, Ramayana and Mahabharata in our times, Nano
Science, Photography: History, Practice and Future, Cosmology, Space Exploration, Dreams:
An Introduction - Historical, Anthropological and Psychological, European Renaissance: An
Introduction

18
M.A. Development Field Work 2. Engage in a project or field work to understand
Orientation the nature of interventions, its objectives,
strategy, tactics, output and possible outcomes.
Field Practice forms an integral part of the M.A.
Development programme. It helps develop a deeper 3. Deepen practical knowledge of various
understanding of the practical implications of the interconnected development domains such
learning acquired through course work. The field as education, health, livelihoods, agriculture,
practice allows students to reflect on their role as energy, water, forests etc.
change agents in the development domain and build
skills for development action effectively. The field Semester 3 - Field Project
practice is divided into 3 components 1. To provide the students with an opportunity
1. In the first semester , students go for a 2 week to design a development study or action and
field immersion to a rural or urban setting for apply the course and field practice learning in
an exposure to the life and dynamics of diverse designing and implementing the project.
communities. 2. To learn from real life experience of implementing
2. At the end of the second semester, students go a project in a given socio-economic, political or
for a 6 week field internship with an organization ecological context.
engaged in development action. The field
internship provides students with an experience Career Opportunities
of working with development organizations Students can look forward to career opportunities
and helps them understand how ideas of in several government, private and non-government
development are translated into practice. organizations, academia, policy think tanks, politics,
3. After the third semester, students plan and design corporate social responsibility departments of
an 8 week field project with a faculty mentor businesses, funding organizations and media. Our
and execute that project either independently or alumni from Development program are successfully
under the aegis of a development organization. contributing in the fields of livelihoods and economic
development, ecology and environment, governance,
Besides these 3 components, every Wednesday in a
health and education.
semester is dedicated to field visit (practicum) in and
around Bengaluru as part of the course learning.
Independent Study
Semester 1 - Field Immersion The independent study is conceptualized as a 3
credit course. The independent study component is
1. To observe, experience and reflect on the lived
structured so as to allow students the freedom to
realities of people and communities.
go beyond the syllabus and explore a topic of their
2. To experience the strengths and challenges of interest, in depth.
working together as a group.
3. To reflect on their personal experiences,
Elective Courses
behaviour and attitudes while engaging with
Elective courses are offered in the second year, which
different social groups and communities.
allow students to build strength in a domain of their
choice and translate the knowledge acquired into
Semester 2 - Field Internship action, more effectively. A student has to choose eight
1. Develop an understanding of the nature and electives from any of the five domains: education,
role played by the particular NGO, government health, ecology, governance and livelihoods, in a
agency or department in development. manner that allows them to focus on a particular
domain, approach or problem. An exciting range of open courses are offered
every semester in different areas like Art, Cinema,
Photography, Music, Dance, History, Science,
Open Courses
Sports etc.
All students are required to take two open courses
and obtain 4 credits.
Reflections from field
During summer, I was fortunate to intern with the Reserve Bank of India, Bengaluru. Placed with
the Department of Cooperative Bank Supervision (DCBS), I was required to study issues relating
to the dual governance of Urban Cooperative Banks (UCBs) in Bangalore. In line with my academic
pursuits, the internship provided me with a brilliant opportunity to study issues at the policy level
and the ground level. My interactions with RBI officers, IAS officers from the RCS office and the
General Managers of a few UCBs on one hand; and with depositors from varied socio-economic
backgrounds on the other - provided me with an excellent exposure to policy and ground level
realities. In toto, my internship with the RBI has reaffirmed my belief in social change through
institutional means and helped displace narrower definitions of development.
Nidhi Harihar
M.A. Development, 2015 – 17 batch
Before the commencement of our practical experience in Aavishkar we had a different opinion
about the organization working process and procedure but the moment we reached destination,
it completely changed! Their engagement with kids and teaching styles and methods are entirely
different from the old ways of tutoring girls and was beyond our imagination. The subjects taught
are mathematics and science, they don’t stop just with subject knowledge but make the girls
realize importance of education for survival, and it’s about “voice”! Voice of the depressed! Voice
unheard. Because of the social background of the learners, Aavishkar equips them with the
emotional courage and motivates them to be bold and optimistic. My field work with this remote
organization was an eye opener
Das Antoni
M.A. Development, 2015 – 17 batch
20
Masters Of Arts In Public Policy
And Governance (MPG)
The MPG provides a systematic critical exploration of Public Affairs in India to enable its
graduates to make pragmatic and humane contributions of public value. The programme is
based on an explicit recognition that Public Policy and Governance in India require meaningful
interventions that contribute to institutional mandates, governance processes, and evaluation
and implementation capacity. It offers courses that help to examine ideas, mechanisms,
practices and outcomes that shape governance problems, provide purposive programmatic
solutions and undertake critical and impactful governance research.

Core Courses in MPG Field Engagement in MPG
Drawing from several social sciences, core courses The field engagement has three components that
adopt a heterodox approach to understand the are staggered through the course of the programme
essential values that undergird our Institutions and so that students can apply classroom learning and
public affairs, resource allocation by the government appreciate policy and governance problems and
and other public actors, the complexities of policy solutions from the ground up. By this we mean that
systems and programmatic delivery and the everyday the field engagement is structured inductively so
experiences of engaging with the state. Students that students can understand these domains through
undergo rigorous methodological training to become first public ‘problems’ then as ‘programmes’ and
adept at research design, survey analysis, and finally as ‘policies’. The first engagement is a problem
multivariate analysis using interpretive, causal and identification and framing exercise of a civic problem
experimental methods. in an area of their choice. The second is a programme
oriented group internship in collaboration with
external agencies. The third and last engagement
Elective Courses
involves students undertaking critical policy and
Elective courses aim to deepen and widen knowledge
governance research through a fellowship mode in
in specific areas that are not limited to the Public
an organization.
Policy and Governance domains. For example,
they can expose students to sectoral practices and Students have undertaken field work exploring urban
contexts in a manner that will ease their transition and rural civic issues, water and sanitation governance,
into the ‘real world’. They can also choose courses that financial inclusion, urban and rural settlement
are informed by a deeper social science inquiry into patterns, welfare delivery, public transport, and
questions that go beyond matters that are essentially environmental sustainability among others. Students
of policy concern. Courses within the development have interned with policy research institutes, social
stream in areas of global politics, health, sustainability enterprises, non-government organizations and
livelihoods, education, and those focused on urban private firms.
governance, land governance, environmental policy,
energy security, implementation, strategic planning,
legal system reform, technology and citizenship, are
currently being offered as electives.
22
LL.M. in Law and Development
Objectives
The LL.M. in Law and Development is intended to achieve the following objectives (i) facilitate
the creation of a diverse cohort of academically proficient and socially engaged scholars and
practitioners of law; (ii) introduce students from law backgrounds to the context, debates
and imperatives of the processes of development in India, and the significant role of legal
institutions in conditioning these processes; and (iii) enable students to critically engage with
the possibility and the means of using law as an agency of positive social change. The LL.M.
is designed for a small cohort of students to ensure an immersive and intensive educational
experience, and is designed for students who seek to make a mark in the legal system,
government, civil society, academia and the world of ideas.

Teaching Philosophy dissertation. Students must achieve a minimum of 36
credits spread over these three components in order
In pursuance of the objective mentioned above, the
to complete the programme successfully over two
LL.M. in Law and Development integrates a rigorous
semesters. Students must complete the following
philosophical and conceptual analysis of legal doctrine
three mandatory courses with the objective of
with a social scientific enquiry into law and society in
acquiring an understanding of the law through a
India. This LL.M. will integrate two distinct approaches
substantive enquiry into justice and equity as well
to the study of law & legal institutions in India. The
as by gaining skills in legal research methods - Law
first is to develop a textured, empirical understanding
& Justice in the Globalizing World, Research Methods
of how law and legal institutions operate in Indian
& Legal Writing, and Comparative Public Law/ Systems
society that avoids a purely doctrinal or instrumental
of Governance. In addition, students must complete
approach to these phenomena. The second is to
a core course on Law and Development in order to
develop the disposition to use the professional &
gain an interdisciplinary understanding of the law.
academic knowledge developed through the LL.M to
Students are expected to complete three elective
respond to critical problems in law and social policy.
courses over two semesters. A wide range of
In this manner, the LL.M. in Law and Development at
elective courses that intersect the domain of law and
Azim Premji University seeks to make an intervention
other related areas such as anthropology, ecology,
in post-graduate legal education in India that has the
education and political philosophy are available for
potential to build a new cohort of legal academics,
students to develop their areas of academic interests.
scholars and practitioners who will make significant
All students will participate in a year-long field
contributions to India’s development through legal
engagement programme that will expose them to an
education and a critical legal practice.
experiential understanding of law and society. The
students are also required to write a dissertation that
Curriculum Outline will help them develop their skills and confidence in
The LL.M. in Law & Development is a one year conducting more advanced or independent research
programme spread over two semesters. The such as a doctoral degree or conceptualizing an
programme consists of three components - core independent research project, or make an informed
and elective courses, field engagement work and a social intervention.
24
Placements Overview
Central to realizing our vision is to see our students engaged with the social sector after they
graduate. The Placement cell at the University comprising students and faculty mentors work
on this aspect. For the fourth year running, the University has had very healthy placements.
In the last four batches, more than 700 students have graduated. It is heartening that over
70% of these students chose to work in the social sector (with NGO’s, schools and other
organizations) and among them more than 80% opted for work at the grassroots in rural areas
and small towns, where their competency is most needed. Reflective of the purpose of the
University, students have consciously chosen work, that they believe, fulfils their aspiration
of contributing meaningfully to social change on the ground.

Breakup of the sectors that students are working in is as follows
Nature ofOrganizations
Nature of organizaons 2011-13
2011 - 13
Schools
10%
Fellowships
12%
Government
Organizaons NGOs
4% 67%
Corporate Social
Responsibility (CSR)
7%
Nature ofOrganizations
Nature of organizaons 2012-14
2012 - 14
Government
Organizaons
2%
Fellowships
1%
NGOs
Corporate 82%
2%
Funding
Organizaons
2%
Schools / Library
11%
26
Nature
Nature ofofOrganizations
organizaons 20132013-15
- 15
Funding Organizaons
1%
Fellowships
1%
Corporate Social
Responsibility
4%
NGOs
Corporate 76%
3%
Training Instutes
13%
Schools
13%
Nature of Organizations 2014 - 16

i. The roles that students are typically engaged in are Programme Officer / Programme Manager / Project
Officer in Education and Development programmes at the block and district level .
ii. For most graduates without work experience, the salary offered, on an average, was between Rs. 3.00 -
3.60 lakhs per annum. Experienced students get higher salaries, depending on their competencies and roles
offered.
iii. About 240 organizations have participated in the University placement process so far.
Organizations that have participated in the placement process of

Azim Premji University are
• Aajeevika • Centre for Health and Social Justice • eVidyaloka
• Aangan • Christel House India • Experifun
• AIM for SEVA • Cipla Foundation • EZ Vidya
• Akshar School • CMS • FitKids Education & Training Pvt. Ltd.
• AMM Foundation • Creya Learning • Forum For Ecological Security
• Ansrsource India Pvt Ltd. • Dakshin Foundation • Foundation for Ecological Security
• APF • Delhi Public School, Warangal • Funfirst Global Skillers Pvt. Ltd.
• Arghyam • Deshi • Gandhi Fellowship
• Aurinko Academy • Design For Change • Gene Campaign
• BAIF • Digantar • Going To School
• Biome Solutions • Door Step School • Gram Vikas
• Bosch CSR • Edcite Learning Pvt. Ltd. • Gramin Shiksha Kendra
• Cashpor • eDreams Edusoft Pvt.Ltd. • Green Foundation
• Catalyst Management Services Pvt. • Educational Initiatives Pvt.Ltd. • Greenpeace India

Ltd.
• Edutel Technologies Pvt. Ltd. • Grey Sim Learning Foundation
• CENTA
• Eklavya Education Foundation • Gyan Prabodhini
• Central Square Foundation
• Ekya school • HaqDarshak
• Centre for Civil Society
• Enable India • Head Start Educational Trust
• Centre for Equity Studies
• ENTECRES Labs Pvt.Ltd. • Head Stream
• Centre for Good Governance
• EQUATIONS • Hippocampus
28
• Humana People to People India • Kherwadi Social Welfare Association • Quality Education Support Trust
• Ibtada • Knowledge Consortium of Gujarat • Rahmani Foundation
• iDiscoveri Education Pvt. Ltd. • Kotak Education Foundation • Ramana Group
• IHAT • Krishi Janani • Rang De
• IIMPACT • Kudumbashree • Re:Imagine Learning Community
• IL & FS Education • LabourNet Services India Pvt. Ltd. • Reap Benefit
• Inclen Trust • Leeds International School • Riverside school
• Independent Thought • Lend A Hand India • Room to Read India
• India Governs • Letzdream Foundation • RPG Foundation
• India School Leadership Institute (ISLI) • Life-Lab • SaciWATERs
• Initiatives for Development • M/s. Wunderbar Kids Pvt. Ltd. • Sagar Public School
Foundation
• Magic Bus Foundation • Salaam Bombay Foundation
• InOpen Technologies Pvt.Ltd
• Makkala Jagrithi • Samaj Pragati Sahayog
• Institute of Leadership & Institute of
Development ( ILID) • Malkha • Samhita Academy
• Inventure Academy • Mantra Social Services • Sampark
• Isha Vidhya • Medha • Sa-Mudra
• IT for Change • Meghe group of schools • Samvada
• Jaipur Rugs Foundation • Micro Housing Finance Ltd • Sankalp Taru
• Janaagraha Centre for Citizenship • MKSS • Sant Singaji Educational Society
and Democracy
• Mobility India • Saral Services
• Jeevika
• Next Education • Sathi
• Jhamtse Gatsal Children’s

• PRADAN • Savanna
Community
• Prakriya School • SBI Fellowship
• JK Papers
• PRAVAH • School Direct
• Justice and Care
• Prayas • Schools of Equality
• Kaivalya Education Foundation
• Puvidham Rural Development Trust • SELCO Foundation
• Karadi Path Education Company Pvt.
Ltd. • QMI Edu trust

• Self-Reliant Initiatives through Joint • Techno Soft • Walnut school & The wise Buddha
ActioN Project
• Tejasvita
• Serein • Watershed Support Services and
• The Akanksha Foundation Activities Network
• Seva Mandir
• The Bridge Schools • World School of Design
• Shantilal Muttha Foundation
• The Chipper Sage • Wunderbar Kids
• Shelter Associates
• The Concerned for Working Children • Xamcheck
• Shiv Nadar
• The Galaxy School • Youth for Seva
• Shoshit Seva Sangh / Shoshit
Samadhan Kendra • The Glocal University • YUVA
• Shrijan • The Heritage School • Zaya Learning Labs
• Skills2Succeed • The Samhita Academy
• SME Make in India Foundation • The Teacher Foundation
• Smile Foundation • Thermax Social Initiative Foundation
• Solid Waste Management • Thinklabs Technosolutions Pvt. Ltd.
• Solidarity Foundation • Timbaktu Collectives
• Spandana Sphoorty Financial Limited • Trans-disciplinary University
• Sri Atmananda Memorial School • Tribal Health Initiative
• Sri Sri Vidya Mandir Matriculation • TVS SST
School
• Udyogini
• Sudiksha Knowledge Solutions Pvt.

• Urmul Trust
Ltd.
• Usha Martin School
• Sulabh International
• Vanavil Trust
• Sunflower Group
• Varthana Fellowship
• Svadha
• Vidya Bhawan Society
• Swami Vivekananda Youth Movement
• Vidya Poshak
• Swasthya Swaraj Comprehensive
• Vignan Group of Institutions
• Swasti
• VOICE 4 Girls
• Teach For India
• Vrutti
30
Snapshot of Students’ Profile 2015 - 17
Geographical Dispersion
Age Profile

Work Experience
Educational Qualification
32
STUDENTS’ PROFILE
M.A. Education
Abdul Abhishek
Aanusha Das
Rahoof .K Somvanshi
EDUCATIONAL QUALIFICATIONS EDUCATIONAL QUALIFICATIONS EDUCATIONAL QUALIFICATIONS

B.A.Management, M.A. Education B.A. Sociology, M.A. Education MA Education
PRIOR EXPERIENCE PRIOR EXPERIENCE PRIOR EXPERIENCE

5 months in Nurturing Genius - 30 months in Human Resource, 24 Months
in Education
LANGUAGES KNOWN LANGUAGES KNOWN LANGUAGES KNOWN
Hindi, English, Bengali Malayalam, English, Hindi, Urdu, Arabi English, Hindi
FIELD EXPOSURE FIELD EXPOSURE FIELD EXPOSURE

• Testing of the guidelines for Anganwadi • Understanding functions of government • Art and Education at Jana SansKriti,
workers at Directorate of Integrated Child educational agencies at Azim premji Karanjali, Village, Kulpi Block, 24 Paraganas
Development Services, Bhopal, Madhya foundation, utharakashi, Utharakhand South District, West Bengal State
Pradesh • Impact of parents’ education on children’s • Drama in Education at Azim Premji
• Operation Management of the “Learn Now education at Darul huda academy, Barpeta Foundation, Jaipur
Pay Later” Scheme at Pratham, Mumbai, district, Assam
Maharashtra

Ahammeddali.
Aditi Khanna Aileen Chen
T

B.A. Psycology (H), M.A. Education B.A. Sociology, P.G. Diploma in Counselling B.Sc. Economics, M.A. Education
Psychology, M.A. Sociology, M.A. Education

- 24 months in Education 24 months in Education

Hindi, English English, Malayalam, Urdu, Arabic and Hindi English, Bengali, Hindi, Cantonese

• Study on the impact of RTE, 2009 on • Teacher’s Perspective on Teaching • Understanding the public education
the the functioning of Alternative Schools Alphabets at Pre-schools, Bangalore system at Azim Premji Foundation,
at Two alternative schools, Bangalore, • Community Engagement in Public Barmer(Rajasthan)
Karnataka Education, Kashmir • Study of the Factors influencing parental
• Reviewed curriculum for PG Diploma in school choice at Gori Palya, Bangalore.
Early Child Education at District Institute
of Education and Training, R K Puram, New
Delhi
Aishwarya
Sankara Angela Jain Aniket Kumar
Narayanan

B.Com, M.A. in International Studies, M.A. B.Sc. Chemistry, M.A. Education B.Sc (Hons.) Zoology, Diploma in child
Education nutrition and child care, M.A. Education

12 months in Education sector 84 months in teaching 29 months in Education, 19 months in Child
protection issues
Tamil, English, Hindi Hindi, English, Kannada Hindi, English Bhojpuri Maithili, Vajjika

• Studying the functioning of school systems • Understanding the Public Education • Economic instability impact on children
and administration with Azim Premji System in India at Azim Premji Foundation, dropout in ST area at Azim Premji
Foundation, Dhamtari, Chattisgarh Champawat, Uttarakhand Foundation, Raigardh, Chhattisgardh
• Studying the impact of social class on • A Study of Strategies Students Aged 10 • Different kinds of intervention in Govt.
teachers’ conception of learning at Akshara to 11 years Employ to Solve Addition school at Directorate of School Education
High School, Mumbai, Maharashtra Word Problems at Two private schools, Kashmir, under the Xuangzang International
Bangalore, Karnataka internship Program, Bandipoora, Kashmir
34
Anupriya
Anvar Sherief Archana Raju
Pandey

B.Tech in Electrical and Electronics B.A. English Language and Literature (Model B.Sc. Physics, B.Ed, M.A. Education
II) Journalism, M.A. Education

12 months in a construction company ; 10 Sales Officer for 11 months -
months as a Teacher
Hindi, English, Kumaoni English, Malayalam and Tamil Hindi, Malayalam and English

• Understanding the ground level reality • A Study on the Functioning of the • Study and analysing of the schooling at
of education system. at Azim Premji Government Education System and its Azim Premji Foundation, Rajsamand,
Foundation, Rudrapur, Uttarakhand Administration Structure at Azim Premji Rajasthan
Foundation, Udhamsinghnagar • Understanding of the reasons for tribal
• Internship at Peoples Action for dropouts at Thirunelly Panchayat at PEEP,
Educational and Economic Development Wayanad, Kelara
of Tribal People (PEEP) on Tribal Drop-out
Dribal dropout in Thirunelli Panchayath,
Waynad
Arushi Kumar Asmat Parveen Athira Thomas

B.A. Journalism (H), M.A. Education D. Ed, B.A in English, Hindi, Political Science B. Sc. Chemistry, B. Ed., M.A. Education
and History, M.A in History, M.A. in Education

24 months as a Teach for India fellow, 8 month in NGO, 5 years Teaching at home -
2 months in Monitoring and Evaluation
English, Hindi Hindi, English, Urdu English, Hindi

• Field Immersion at Azim Premji Foundation, • Understanding of Education System at • Teacher’s perspective on pedagogy of
Gulbarga(Karnataka) Azim Premji Foundation, Uttrakhand teaching english alphabets at pre primary
• Study on Teacher Motivation at • Challanges of economically weaker section level at Independent (group), Bangalore
Pune Municipal Corporation Schools, kids in school at Self Study in Tagore • Establishment of minimum levels of learning
Pune(Maharashtra). International school and 4B Foundation, in government schools in Anantnag at
Delhi Directorate of School Education, Kashmir,
Anantnag district in Kashmir

Devanand
Ayushi Sharma Chaitra B. S.
Sinha

B.Com, M.A. Education B. Sc. Math, Physics and Computer Science, B.Com, PG Diploma in Banking Operation,
M. Sc. Physics, B. Ed., M. A. Education M.A. Education

48 months in Aasraa Trust 108 months in Education sector 18 months in Banking sector

Hindi, English Kannada, Hindi & English English, Hindi, Chhattisgarhi

• Working with the team in the Government • Understand the educational aspirations • Understanding of the government
Schools. at Azim Premji Foundation, of government school children and their school education system at Azim Premji
Uttarkashi teachers at, Bengaluru foundation, Barmer(Rajasthan)
• Research on the Perspective of Urban • Education in Sanctuary schools at • .Understanding Teachers’ perspective on
Community on Alternative Education. Krishnamurti Foundation India, Kaigal Nai Talim pedagogy at Gram Daxina moorti
at Anand Niketan Democratic School., Lokshala, Ambla, Bhavnagar(Gujarat).
Bhopal
Gayathri
Disha Mishra Ekta Dhankher
Menon P

B.Sc Human Development, M.A.Education BBA, M.A. Education Bachelors in Business Management, M.A.
Education

12 months in an NGO 12 months in Corporate sector -

Hindi, English, Bengali, Bhojpuri Haryanvi, Hindi, English Malayalam, Tamil, Hindi and English

• Field immersion at Azim Premji Foundation, • Study of Curriculum and Pedagogy in a • Study of government schooling system
Uttarakhand school for children of migrant workers at at Azim Premji Foundation, Uttarkashi,
• Reasearch work on the use of ICT in Maths Santulan, Wagholi, Pune Uttarakhand
Education with Prtham, New Delhi • To study status of primary education, • Research on perceptions of teachers on art
society and culture as a cohesive and therapy for children with autism at bubbles
integrated background at Azim Premji center for autism
Foundation, Almora, Uttarakhand
36
Gayathri
Heena Parveen Ini Periodi
Prakash

B.A. English and Communicative English, B. Com, M. Com, B.Ed, M.A Education B.A in Communications Studies, M.A in
M.A. Education Education

- 8 months in education sector as a volunteer 6 months assisting a documentary film-
maker
Malayalam, English, Tamil, Hindi Hindi, English, Urdu Hindi, Kannada, English, Tulu, Tamil

• Understanding school structure at Azim • Understanding of education system • Understanding Education systems at Azim
Premji Foundation, Yadgir, Karnataka at Azim Premji Foundation, Dhamtari, Premji Foundation, Rajasthan
• Research study on tribal education at Chhattisgarh • Communalism and Education at various
Namaste; Wings to Fly, Trivandrum, Kerala • Study on knowing factors of drop out at schools, Mangalore
secondry level among the tribes at Azim
Premji Foundation, Chhattisgarh, Nagri
Jaai Uday Jayashree

Jayalakshmi
Phatak Doley

B.E. Instrumentation and Control, M.A. B.A. in Social Sciences, M.A. in Sociology, B.Tech. in Chemical Engineering, M.A.
Education M.A. in Education Education

36 months as a Research Assistant at IIT 144 months in education sector 8 months in Industry
Bombay
English, Marathi, Hindi English, Tamil, Telugu English, Hindi, Assamese, Mishing

• Field immersion with Azim Premji • Study on the Stakeholders perception • Study of government schools and
Foundation, Champawat, Uttarakhand on Extracurricular activities at Private associated funtionaries at Azim Premji
• Summer internship: Work on part of Math Schools, Bangalore Foundation, Raigarh, Chhattisgarh
content for gifted students at Kaveri Gifted • Social world of people living with HIV/ • Study of a school for children of migrant
Education Centre, Pune, Maharashtra AIDS at Government Hospitals, Madurai labourers at Vivekananda Sanskar Kendra,
& Chennai Jamnagar, Gujarat

K. Mayopam
Jhalak Jain Kamla Devi
Chahongnao

B.A. in Political Science and Economics, M.A. B.A. in Political Science and Sociology, M.A.
Education in Education, D.ed

- - 48 months in an NGO, 48 months in
Government sector
English, Hindi Hindi, English, Manipuri, Nagamese Hindi, English

• Field immersion in APF, Gulbarga • Field Immersion at Azim Premji Foundation, • To understand the holistic view of
(Karnataka) Rajasthan government functionaries and practices in
• Research on “Understanding Textbook • .Understanding Continous Comprehensive Govt Schools. at Azim Premji Foundation,
Review Process in Karnataka’’ with Evaluation (CCE) at Salaya Govt. Middle UdhamSingh Nagar
Karnataka Textbook Society, Bangalore School, Bhopal(M.P). • To know the Perspective of the Urban
Community on Alternative Education at
Anand Niketan Democratic School, Bhopal
Karthik Pinto Komal Pali Krishna Srivalli

B.Com, M.A. Education B.B.A., PGDM in Information System, M.A. B. Tech., M.A. Education
Education

12 months in Teaching - 10 months in IT sector

Kannada, Tamil, English, Hindi Hindi & English Telugu, Kannada, Hindi and English

• Study on Parental involvement in students • Study of the governement schooling • Study of the District Education System
achievement in Karnataka. system at Azim Premji Foundation, Almora, at Azim Premji Foundation, Gulbarga,
• Study of the connection between Uttrakhand Karnataka
Mathematics and Nai Talim • Understanding of the Work and Education • Comparitive study of communal identities
system at Vigyan Ashram, Pabal, Pune in different schools, Udupi and Mangalore
Maharastra
38
Lalitha
Kunal Kumar Lata
Ragunath

I.Com, B.Com, PGDBM, M.Com, MBA (HR), B.Com, M.A. Education B.Sc. Mathematics, Chemistry, Physics, M.A.
M.A. Education Education

23 months Teaching, 32 months in Customer - -
Service, 10 months in Office Administration
English, Hindi Tamil, Telugu, English Hindi, English

• Understanding District Level Education • Understanding the Problems of teachers in • understanding of education system at APF,
structure at Azim Premji Foundation, their profession at Azim Premji Foundation, Chhattisgarh
Udhamsingh Nagar, Uttrakhand Pondicherry. • role of family and Socio cultural factors
• Education & Social Development of in access to education of girls at APF,
children from socio-economically Madhya pradesh
challenged background at Shantilal Muttha
Foundation, Pune
Maccha Mahaveer Mathew M

Madhuri Singh George

B.Sc in Computer Science, M.A in Education B.SC in Zoology, Botany and Geology, M.A. B.Sc Botany
Education

14 months in Social Sector 12 months in Teaching Sector, 12 months in 24 months as a volunteer in NSS, 36 months
Education as a tutor in Jesus Youth.
Telugu, English, Hindhi Hindi, English English, Hindi, Malayalam, French

• Study of government education system • School leadership and manegment at • Study of socio-economic condition of
at Azim Premji Foundation, Damtari, Dehradun, Uttarakhand society and educational system at Azim
Chattisgarh • Understanding government school systems Premji Foundation Siro at Azim Premji
• Gender sensitivity in school curriculum at at Azim Premji Foundation, Yadiger, foundation, Sirohi, Rajasthan
Nirmaan Organization, Nizamabad Karnataka. • Understanding the role of family and
sociocultural factors that impact access
to education for girls at Azim Premji
foundation, Khargone, Madhya Pradesh

Mohamed
Md Farid Midlaj CH
Sakkeer T.

B.A (Hons) History, M.A.Education B.A.Sociology, M.A Islamic Philosophy and B.A in Sociology, PG in Islamic Studies,
Theology, M.A. Education Diploma in Arabic, Diploma in Farsi, M.A in
Education
12 Months in IT Sector , 15 Months in NGO 12 months in Thelitcham Monthly 12 months in Teaching
Sector and 46 Months in Teaching Sector
English , Hindi and Urdu Malayalam, English, Hindi, Urdu, Arabic English, Hindi, Urdu, Arabic, Malayalam

• Field Study on the dropout in ST area, • A study on tribal dropout and absenteeism • Organisational Structure of Public
due to economic instability at Raigarh , in lp and up schools of Tirunelli Panchayath, Education System and functions at Azim
Chhatisgarh Wayanad at PEEP Wayanad, Tirunelli Premji Foundation, Gulbarga, Karnataka
• Attended the teachers training programme • Implementation of MLL in Government • Organizing students at Muslim Students
at Azim Premji Foundation, Tonk, Rajasthan Schools at Xuanzang International Federation, Tanalur, Kerala
Internship on Education, Directorate of
School Education, Kashmir, Ananthnag
Mohammad Mohammed
Mohsin Shah
Hassaan Rafi M.T

B.Sc in Mathematics, M.A. Education B.A. Sociology, M.A. Education B.C.A, M.A. Education

6 months in teaching 10 months in education sector 12 months in Education

Hindi, Urdu, English English, Hindi, Arabic, Urdu and Malayalam English, Hindi

• Understanding how the school functions • Understanding the education system and • Understanding Education Policy and
at Azim Premji Foundation, Barmer, roles of education functionaries at Azim School System at Azim Premji Foundation,
Rajasthan Premji Foundation, Sirohi, Rajasthan Almora(Uttarakhand)
• Understanding of tribal residential school • Role of school amalgamation and • .Understanding Educational Aspiration
in Jharkhand at A project named “road community engagement in the of children from Slum at Bachpan,
teacher” by Jean Drèze, Bero, Ranchi improvement of government schools at Bhopal(M.P).
(Jharkhand) Directorate of School Education, Kashmir,
Bandipora, Kashmir
40
Muhammed Muhammed
Monika Shukla
Nuhman Shafi V

B.A. Psychology (H), B.Ed., M.A Education B.A. History, Certificate Course in Computer Diploma in Hindi, B.A. English Literature,
and Information Technology, M.A. Education M.A. Education

12 months in Teaching 12 months in the Education Sector 36 months part-tie volunteering in education
sector
Hindi, English Urdu, Hindi, English, Arabic, Malayalam Malayalam, English, Hindi, Urdu, Arabic

• Study of Educational Structure at Azim • Understanding school education systems • Explore educational structure and
Premji Foundation, Sirohi(Rajasthan) at Azim Premji Foundation, Sirohi, functionaries at Azim Premji Foundation,
• .Understanding ECE curriculum design Rajasthan Raigarh
and teacher training at AAROHI, • Undersatnding community attitudes • Impact of parent’s education on children’s
Satoli(Uttrakhand). towards Madrasa education at Muslim education at Darul Huda Academy,
Educational Trust, Mothihari, Bihar Barpeta, Assam
Mukula Muneer GVK Nanda Gopal T

Mukundan

B.A. Philosophy, M.A. Education B.A. in Islamic Studies, West Asian Studies B. Tech. Metallurgy and Materials, M.A.
and Malayalam Literature (H), M.A. Education Education

13 months in the Education and Social 36 Months in Education Sector 24 months in Manufacturing
Sector
Tamil, Hindi, Bengali, English English, Hindi, Malayalam and Arabic English, Tamil, Kannada and Hindi

• Studied the roles played and assumed by • School Libraries in the Lives of Young • Study of the District Education
different stake holders in the sector of Children, Al-Zaviyathul Fathih Educational Administration at Azim Premji Foundation,
education. at Azim Premji Foundation, Trusut, Kozhikode, Kerala Mandya, bangalore, Karnataka
Dhamtari, Chattisgarh • Analysing and Understanding of teacher’s
• How parental involvement is a perspective on using Nali Kali TLMs for
motivational factor for government school language teaching at Government Schools,
going children at Azim Premji Foundation, Bangalore
Almora, Uttarakhand

Narayan Dutt Nikhat Rizwan
Neha Mishra
Sharma Ahmed

B.E. Electronics and Communications B.A. in English, Economics and Political B.A. Economics and Commerce, M.A.
Engineering, M.A. Education Science, Masters in Journalism and Mass Education
communication, M.A. Education
24 months in Teaching, 15 months in Space 48 months in Hindi print media 48 months in Teaching, 18 months in
and defence sector Corporate sector
Hindi, English Hindi, English English, Hindi, French

• Understanding of education system and • Understanding Education System at Azim • Field Immersion at Azim Premji Foundation,
its structure at Azim Premji Foundation, Premji Foundation, Yadgir (Karnataka) Rajsamand, Rajasthan
Gulbarga, North Kartnataka Shadow • A research on Teacher absenteeism under • ITR at Karnataka Textbook Society,
Education - Pedagogic Practices and Voluntary Teacher Forum at Azim Premji Bangalore, Karnataka
Educational Impacts of Private tutoring foundation, Tonk (Rajasthan).
at Independent Coaching centres, South
Bangalore, Karnataka
Paridhi Pooja
Pankaj Tiwari
Kataria Jayaram

B.Sc in Physical Science, Diploma in Theatre, B.Com, M.A. Education B.A.Philosophy (H), M.A. Education
MA Education

60 months in Social Sector and Education as 12 months in Teaching Sector 25 months in Education
Theatre Facilitator
Hindi, English, Avdhi Hindi, English English, Hindi, Tamil

• worked as theatre facilitator for education • Field immersion at Azim Premji Foundation, • Understanding education landscapes at
and leadership development with different Yadgir, Karnataka Azim Premji Foundation, Sirohi, Rajasthan
organizations across the country. • ITR Research at Gram Daxina Murti • Understanding aspirations of student
• Used theatre for social change at places for Lokshala, Ambla, Gujarat teachers at Regional Resource Centre For
rehabilitation which are voilence affected Elementary Education, New Delhi
or natural disaster.
42
Prabhat Prachi Pragya
Kumar Singh Shirole

B.A. Economics, M.A. Education B.A. Economics, M.A. Education B.A in Geography and Economics, M.A in
Economics, M.A in Education

30 month in Education sector 18 Months working in NPO, Internship with 12 months tuition teaching experience
Bank Foundation
Hindi, English English, Hindi, Marathi Hindi, English, Mandarin

• Field immersion at Azim premji foundation, - • Holistic Understanding of Education
Bageshwar System with Azim Premji Foundation,
• Research on a tribal school in Chhattisgarh
Ranchi(Jharkhand). • Studay on different factors of dropout
among tribal children at secondary level.
at Azim Premji Foundation, Nagari,
Chhattisgarh
Prakash Pratik Dinkar Pratiksha

Mahato Damle Nigam

BSc. BEd. (Integrated), M.A. Education M.A. Education B.B.A., M.A. Education

22 Months in Teaching 54 months in Restaurant Business -

English, Hindi, Assamese, Odia English, Marathi, Hindi Hindi, English

• Understanding of the Government • Understanding education policy and public • Field immersion with govt. shools,
School Education System at Azim Premji school systems at Azim Premji Foundation, Teacher learning Resource Center and
Foundation, Almora(Uttarakhand) Baloda, Chhattisgarh Govt. Teacher Institute at Azim Premji
• .Understanding the Survival Strategies • Understanding gendering in preschool Foundation, Almora, Uttarakhand
of Street Children at The Hope Kolkata classrooms at 2 preschools, Bangalore, • Teacher selection criteria and training
Foundation, Kolkata(West Bengal). Karnataka process in LPS in delhi at STIR, Delhi

Praveen
Praveer
Chintaman Prince Kumar
Mishra
Lade

B.A. English Literature, Diploma course in B.E Information Technology, MA Education B.sc Physics (HONS), M.A Education
French Language and M. A. Education

12 months in NGO 15 months in education sector, 8 months in 26 months in Teaching Sector and 46 months
I.T sector in NGO Sector
Marathi, Hindi, English and French Hindi, English, Awadhi Hindi, English, Nepali, Bhojpuri and Maithili

• Understanding of education system • Field immersion on challenges of govt. • Field study on the Drop out in ST Area,
at Azim Premji Foundation, Dhamtari, school in hilly areas at Azim Premji due to economic instability at Raigarh
Chhattisgarh. foundation uttarkashi (U.K) (CHHATTISGARH)
• Field Immersion on Case Study on • Understanding Implementation of CCE • To assess the minimum learning level
Principals Efforts in Students Learning of govt.& Private schools at Azim Premji of the students at the school and the
anf Teachers Leadership in Government foundation Bhopal (M.P) improvement in the overall education
School, Bhandara, Maharashtra system at Bandipora district in the Kashmir
valley.
Purva
Purushotam
Priya Joseph Manojkumar
Pawar
Barot

B.A. Hindi, M.A. Education B.A. History and Economics, B. Ed, M.A. B. Com, Post Graduate Diploma in Corporate
Economics, M.A. Education Social Responsibility, M.A. Education

48 months in Human Resource 9 months in Education sector 6 months in an NGO

English, Hindi, Malayalam and Kannada English, Hindi, Marathi Gujarati, Hindi, English

• Observation of schools and district • Introduction to government education • Project On School Management
level education structure at Azim Premji system at Azim Premji Foundation, Committee at IIM Ahmedabad, Gujarat
Foundation, Mandya at Azim Premji Dhamtari, Chhattisgarh • Understanding the working of government
Foundation, Mandya, Karnataka • Study of survival strategies of street schools at Azim Premji Foundation,
children in Kolkata at Hope Foundation, Almora, Uttarakhand
Kolkata
44
Rachna Ram Prakash K
Radha Joshi
Goutam

B.Sc. Statistics, Mathematics, Economics, B.A. Philosophy, M.A. in education B.E. Production Engineering, M.A. Education
M.A Education

- - 20 Months in Corporate sector

Hindi, English Marathi, English, Hindi Tamil, English, Hindi

• Field Engagement at Azim Premji • Art and education at Sita school, Bangalore • Understanding the public school systems
Foundation, Tonk, Rajasthan at Azim Premji Foundation, Rajasthan
• Study of girls’ performances and attitude • A study of Puducherry government
toward science education at 1 private and school teachers’ understanding of the
1 government aided school, Chalisgao, opportunities and challenges at Azim
Maharashtra Premji Foundation, Puducherry
Reena Regila Remin Paulson

Marinus

B.A in Art, M.A in Hindi, M.A in Education Bachelors in Social Work,MA Education B.A. in English Language and Literature, M.A.
Education

96 months in NGO - -

Hindi, English English, Hindi, Tamil, Marathi, French English, Malayalam, Tamil

• Understanding Public Education System • Identifying Women and forming self help • Field Immersion at Azim Premji Foundation,
with Azim Premji Foundation, Udham group at Municipal Corporation of Greater Uttarakhand
Singh Nagar, Uttarakhand Mumbai • Internship at Bubbles Center for Autism,
• Study on Teachers’ Attendance at • Work with the ICDS project in Mokhada at Bengaluru
Voluntary Teacher Form with Azim Premji AROEHAN, Maharashtra
Foundation, Tonk, Rajasthan • Study of Incentives provided to girls in
schools with Azim Premji Foundation,
Pondicherry

Rukmani Ruth Shilpanjali
Rucha Pande
Vishwanathan Mohapatra

B.A. English (H), M.A. Education B.A. Psychology, M.A. Education B.A. English (H), M.A. Education

- 24 months Teach for India fellowship, 30 1 month internship at Educomp Solutions
months volunteer in an NGO Pvt. Ltd.
English, Hindi, Marathi English, Hindi, Marathi, Tamil English, Hindi, Odia, Bengali

• Field Immersion - Getting to know the • Field Immersion, Azim Premji Foundation, • Observations of classrooms in rural India
public school system at APF, Almora, Bageshwar, Uttarakhand at Azim Premji Foundation, Barmer,
Uttarakhand • ITR, Maths Pedagogy, Patel Public School, Rajasthan
• Xuanzang Internship - Working with Shibumi, Bengaluru, Karnataka • Teacher Motivation at Azim Premji
DSEK in relation to Minimum Learning University, Pune, Maharashtra
Competencies at Innovation Cell, DSEK,
Kashmir
Sagar
Sai Praveen
Sagar Jain Satagonda
Maddirala
Shitole

B. Ed, B.Sc. Zoology, Botany and Chemistry, B.A. Marathi Literature, Diploma in Bachelors in Commerce
M.A. English, M.A. Education Education, M.A. Education

12 months in Teaching sector 84 months in Teaching sector -

Hindi, English English, Hindi, Marathi, Kannada English, Telugu, Hindi

• Introduction to school systems at Azim • Understanding government schooling • Field Immersion at Azim Premji Foundation,
Premji Foundation, Rajsamand, Rajasthan system in backward area at Azim Premji Bageshwar district, Uttarakhand
• Case study of a blind child at Louies Braille Foundation, Bametra district, Chhatisgarh • Research on a tribal school in Ranchi,
Public School for Blind Children, Agra, UP. • .Principal’s efforts in students’ learning and Jharkand
teacher leadership at zilla parishad high
school, Sakoli, Bhandra, Maharashtra.
46
Sajid Latif Sakhir P Sakshi Pawar

B.Sc. Physics (Hons), M.A. Education B.A. History(H), M.A. Education B.E. Information technology, M.A. Education

- 6 Months of Marketing experience in 24 months in Teaching sector
Telecommunication Sector
Hindi, English and Urdu. Malayalam, English, Hindi, Urdu Hindi, English

• Understanding the educational structure • Independent study on Impact of parents • Understanding the educational system and
of governmental schools at Azim Premji education on childrens education at its structure at Azim premji foundation,
Foundation, Baloda Bazar, Chhattisgarh Bareppetta, Assam Uttarkashi, Utharakhand
• Pedagogy of various private tuition centers • Minimum Learning Level at Department • Study of effectiveness of “RTE duty by
at Bengaluru, Karnataka of Education, J&k, Anantnag and Marwah, teacher” for effective learning of tribal
j&k children at APF, Khargone(M.P)
Sanchali
Sandip Rabidas Sanhita Gadre
Kanjilal

B.Com Accountancy (H), M.A Education B.A. Education (H), M.A. Education B.A. Philosophy, M.A. Education

- - 12 Months of Marketing experience in
engineering firm
Hindi, Bangla, Assamese, English Bengali, English, Hindi Hindi, Marathi, English

• Understanding school systems at • Exploring Educational Structure, • Explored the education scenario at APF,
Azim Premji Foundation, Bageshwar Functionaries, School and Community, Dhamatri, Chhattisgarh.
(Uttarakhand) Azim Premji Foundation, Almora District, • Research project on significance of TLM
Uttarakhand in constructivism at Gram-mangal, Aine,
• Studying Survival strategies of Street Maharashtra
Children and their education, Hope
Foundation, Kolkata, West Bengal

Shaik
Sargam
Santosh Verma Mahammad
Sharma
Akbar Sharief

B. Com, M.A. Education B.A in Economics and Political Science, M.A B.Sc. Bio-Technology, M.A. Education
in Education

48 Months in Social Sector - -

Hindi, English Hindi, English Telugu, Hindi, English

• Understanding the Education Policies and • Government School System at Azim Premji • DIET Visit at Azim Premji Foundation,
School System at Azim Premji Foundation, Foundation, Janjgir, Chhattisgarh Dhamtari(Chattisgarh)
Sirohi, Rajasthan • Creating Fear-free Environments in Schools • .Study of Gender Sensitivity in school
• Research Topic: Parental Involvement at Rishi Valley School, Madanapalle, curriculum of Telangana at Nirmaan
as an motivational factor for Children Andhra Pradesh Foundation, Nizamabad(Telangana)
in Government Schools at Azim Premji
Foundation, Almora, Uttrakhand
Shivali
Shalini Nair Shreshtha Jain
Dhondiyal

BSc Environmental Science, MSc B.A. in Mass Media, M.A. Education B.Com, M.A. in Education
Environmental Science

144 months of experience in academic and 25 months in media sector, 9 months in 24 months in Education Sector
NGO sector NGO
English, Hindi, Kannada, Malayalam and Hindi, English English & Hindi
Tamil
• Understanding the Functioning of • Understand the role of a teacher in a govt. • Understanding Public Education Sytem
Education System at Azim Premji primary school along with the development at Azim Premji Foundation, Barmer,
Foundation, Yadgir of child at Azim Premji Foundation, Rajasthan
• Girl Child’s Access to Education at Azim Uttarkashi, Uttrakhand • Understanding the organisational structure
Premji Foundation, Khargone District • .Understand the effectiveness of Right to and role of the educational functionaries
Education “Duty of Teacher” with special of Madhya Pradesh Government, Indore,
refrence to tribal children. at Azim Premji M.P.
Foundation, Khargaun, Madhya Pradesh
48
Shubhangi
Shruthi H Shruti Shankar
Saini

B.E. Biotechnology, M.A. Education B.A. Political Science, M.A. Education Bachelor of Elementary Education, M.A.
Education

12 months in social sector, 10 months in 24 months in Education sector, 4 months in 25 months in Teaching sector
Teaching Philanthropy sector
Kannada, English, Hindi, Tulu English, Hindi, Tamil, Marathi, Telugu English, Hindi

• Understanding the Public Education • Understanding the Indian Public Education • Study of teacher’s perspective on ICT used
system at Azim Premji Foundation, Almora, System with Azim Premji Foundation, in Mathematics learning in LOTB (Learning
Uttrakhand. Yadgir, Karnataka out of the Box at Pratham, Delhi
• Assisted in Math classes and report writing • Understanding Social Class and Teachers’ • Assistance in conducting workshops of
in a summer camp conducted by Vidya Attitudes towards Learning at Akshara Para- teachers in early literacy-numeracy
Bhawan Society, Udaipur, Rajasthan. High School, Mumbai, Maharashtra and Assessment at CHIRAG, Uttarakhand
Simrita Kaur Srikanta

Sneha Jain
Takhtar Pradhan

B.A History, M.A History, M.A Education, B.Tech. Physics, M.A. Education B.A. English, History, Economics, Political
B. Ed Science, Logic, Odiya, English and History,
M.A. English, M.A. Education
72 months in Teaching 24 months in Education sector 30 months in Media

Hindi, English, Punjabi English, Hindi, Marathi, Sanskrit Odiya, Hindi, English

• Study of the Public School System at Azim • Understanding the educational system and • Problems of Teachers in Government
Premji Foundation, Dineshpur, Uttrakhand its structure at Azim Premji Foundation, Upper Primary Schools in Bhopal
• Teacher Agency in a Low Fee Private Dhamtari, Chhattisgarh • A study of eight government schools in
School in Bangalore, Karnataka • Research study on middle schools, Chhatisgarh
Chalisgaon, Maharashtra

Srinidhi L Sukriti Pant Supriya Ghosh

B.A. Economics, M.A. Education B.Com, M.A. Education B.A. English, M.A. English, B.Ed, CTE
(Certificate in Teaching of English as a Second
Language), M.A Education
24 months in teaching, 12 months in 24 months in an NGO 36 months in BPO, 36 months in Education
research
English, Hindi and Tamil Hindi and English Hindi, English, Bengali and Oriya

• Understanding of the Public Education • Understanding of government schools, • Understanding of the Public Education
System at Azim Premji Foundation, community, education functionaries and System at Azim Premji Foundation,
Gulbarga, Karnataka their roles at Azim Premji Foundation, Uttarkashi, Uttarakhand
• Understanding of the gendering in pre- Yadgir • My Life through My (Inner) Eyes: The Case
school classroom practices at Two Pre- • Study of Curriculum and Pedagogy Study of a Visually Impaired Child at Louie
schools, Bangalore adopted by a school for children of migrant Braille Residential Blind School, Agra (UP)
workers at Santulan, Wagholi, Pune • Internship on Womens Wellness and
Prevention of Child Sexual Abuse at Enfold
Proactive Health Trust, Bangalore
Sushmita
Surabhi Singh Swaathi.V
Anand

B.A. in Sociology, English Literature, General B.Com (H), M.A. Education B.Com, M.A. Education
Hindi, Fashion Designing, M.A. in English,
B.Ed, M.A. Education
48 months of Teaching 60 months in teaching 24 months in Banking

Hindi, English Hindi, English, Maithili English, Hindi, Malayalam and Tamil

• Functioning Schools at Azim Premji • Functioning of public schools at Azim • A study on the Educational Aspirations of
Foundation, Yadgir, Karnataka Premji Foundation, Uttarakhand the Children, their Parents and Teachers at
• Study on Teacher’s Behaviour at Azim • Study on Teacher’s behaviour at Azim Government Schools, Bangalore
Premji Foundation, Tonk, jaipur(Rajasthan) Premji Foundation, Tonk, Rajasthan • Internship on Child Sexual Abuse and
Women’s Wellness at EnfoldIndia,
Bangalore
50
Swetha Jeyani Tanneru Veera
Trupti A.
Devarajan Narayana

B.A.Sociology, M.A. Education B.SC in AME (AIRCRAFT MAINTENANCE M.A. Education
ENGINEERING), M.A. Education

- 49 months in corporate sector 1 year in PR, 10 months in Advertising, 3
years in Education
Tamil, Telugu, English, Hindi Telugu, English, Hindi English, Hindi, Marathi, Gujarati

• Functioning of Public schools at Azim • Study of how Incentive Schemes Help • Field Immersion at Azim Premji Foundation,
Premji Foundation, Barmer, Rajasthan In School Participation at Govt.Schools, Chhatisgarh
• Inclusive Education at Vidya Valley School, Pondicherry
Pune, Maharashtra • Survey and report on School Needs
Assessment at SHRIRAM FOUNDATION,
Andhra Pradesh
Vankadavath Vidhai
Vimal
Kishan Naik Ranawat

B.Com., M.A. Education B.Com Honors, Diploma in Mass B.A. Economics (Hons.), MA Education
Communication and Video Production, MA
in Education
- 7 months as a Content Writer in an Ad -
agency
English, Hindi, Telagu and Banjara Hindi, English, Marwari English, Hindi

• Analysing and understanding of the • Interned with Eklavya Foundation for a • Study of Organisational Structure of Public
Government Education System at Azim month in a village called Tamia for their Education System and functions at Azim
Premji Foundation, Gulbarga, Karnataka Teacher Education programme ‘Shiksha Ka Premji foundation, Sirohi, Rajasthan
• Study of the Parental School Choice in Protsahan’ • Study on the relationship between the
slum areas: Near K.R Market, Bangalore • Understanding the bureaucratic hierarchy parental involvement and the academic
of State Education in Sirohi district, performance
Rajasthan

Vindhya Vishl Wasudeo Yogendra
Velagapudi Indorkar Singh Chauhan

B.A. Political Science, Economics, M.A. B.A., M.A Education B.Tech. in Chemical Engineering, M.A.
Education Education

- 36 months in Life Insurance 8 months in 24 months in NGO
Market Research
English, Hindi, Telugu, Marathi Marathi, Hindi, English Hindi, English, Bhojpuri and Chhattisgarhi

• Rural Immersion: Exploring the real time • Observation of school system and • Analysing and understanding of Problem
Educational Scenario in Rural India. at Azim education at Azim Premji Foundation, of teachers in Government schools at Azim
Premji Foundation, Barmer, Rajasthan Newai-Tonk, Rajasthan, Educational Premji Foundation, Dhamtari, Chhattisgarh
• Research on ‘Creating Fear Free Learning aspirations of slum children at BACHPAN, • Analysing and understanding of Problem of
Spaces’ at Krisnamurti Foundation India, Bhopal, MP teachers in teaching English at Azim Premji
Rishi Valley School, Rishi Valley, Madnapalle Foundation, Bhopal, Madhya pradesh
52
STUDENTS’ PROFILE
M.A. Development
Abel Job Abhijeet

Abraham Abha Joglekar Kumar

BA English Literature, BA Criminology, B.E. Mechanical, M.A. Development B. Com (H), M.A. Development
PGDCRL, MA Development

- 22 months in Manufacturing sector -

Malayalam, English, Hindi English, Hindi, Marathi English, Hindi

• Understanding the challenges faced by • Study of migration and drought affected • Understanding socio-economic, political
the migrant workers and their children at children at Shantiwan, Beed, Maharshtra context and migration (livelihood) of
Shantiwan, Beed, Maharashtra. • Study of farmer producer companies at people at Shantivan, Beed(Maharashtra)
• A study of the PRISM project and providing Kalpavriksh, Pune • Worked on the M.H.M project addressing
suggestions for the Mission 100 project at Economic, social and political dimensions
Faizal and Shabana foundation, Kozhikode of Health. at SEWA Bharat, Delhi

Abhishek Abhishek Abhishek
Kumar Kumar Dubey Kumar Jha

Bsc Physics(Hons), PGDBM (Marketing and B.A. English Literature, M.A. Development M.Tech (FWT)
Rural Marketing) M.A. Development

Three years in a Microfinance organization - Teaching and Industrial

Hindi and English Hindi, English HIndi, English, Bhojpuri, Maithili, Nepali

• To understand the way of work of • “Role of local Community in conserving • Field Immersion- FES
organization. at Shantiwan, Beed Commons” and understanding livelihood • Field Internship- FES
(Maharastra) pattern. at Foundation for Ecological
• To understand the importance of Feminist Security, Chintamani, Karnataka
organization and see the world through • ”Jawabdehi Yatra” / Advocacy for “
the lense of women at Jagori Rural Trust , Accountability Law” at Mazdoor Kisan
Dharmshala(Himachal Pradesh) Shakti Sangathan(MKSS), Rajasthan
Aditi Sameer
Afazal Noor Ajay More
Rao

B.A (Hons.) in Economics, B.Tech Mechanical Engineering, M.A. B.Sc. Physics, M.A. Computer Applications,
M.A in Development Development M.A. Development

44 months in an NGO (volunteering) 19 months in automobile sector, 6 months 48 Months in Software engineering
in an NGO
English, Hindi, Kannada Hindi,English,Urdu,Punjabi,Bhojpuri English, Marathi, Hindi

• Study of the Common Property Resources, • Community role in restoration of commons • Field Immersion at Aarohi, Uttarakhand
dependence and impact on neighbouring at Foundation for Ecological Security, • Field Internship at PRS Legislative
villages at Foundation for Ecological Chintamani, Karnataka Research, New Delhi
Security, Madanapalle, Andhra Pradesh • Implementation of Forest Rights Act
• Documentations and Communications 2006 at Sundarban Jan Shramjibi Manch,
Intern for Avahan India under Swasti Kumirmari Island, Sundarban
Health Resource Centre, Bangalore
54
Akanksha Akshay
Akash Kumar
Behera Prakash

B.A. Political Science, Economics and B.A. Geography (H), M.A. Development B.E Mechanical Engineering,
Sociology, M.A. Development M.A. Development

12 months in an NGO Volunteer with MSF, MKSS, and AAGAAS 8 months as a Quality Consultant in IT firm,
federation 12 months as a program officer in NGO.
Odia, Hindi and English Hindi, English, Bhojpuri English, Hindi, Kannada, Marathi

• Conducting Surveys Regarding the Use and • Understanding Seasonal Migration at • Understanding livelihood initiatives in rural
Advantage of Common Pool Resources Shantivan, Arvi, Beed(Maharashtra) communities at Aarohi, Satoli, Uttarakhand
at Foundation for Ecological Security, • Study on the Need of Accountability at • Study of the impact of urbanisation on the
Madanapalle, Andhra Pradesh MKSS, Rajasthan. water management systems at Partners for
• Independent Study on the Violation of Urban Knowledge And Research, Mumbai
the Forest Rights Act and Resistance of
the Forest Department at Vasundhara,
Balasore, Odisha
Akshay
Akshit Patnaik Allika Naresh
Vashistha

B.A. (Hons) Economics, M.A. Development B.A. (Hons) Economics, M.A. Development B.Tech. Civil Engineering, M.A. Development

18 months as a content writer for a web 10 months in BPO 8 months in Education Leadership
designing firm shiftwave
Hindi, English, Rajasthani. English, Hindi, Odia, Assamese English, Hindi and Telugu

• Grass root activism at action council • Common Pool Resources, Impact and • Study of Livelihood Iterventions at Avani,
vellarda, Trivandrum, Kerala dependence on neighbouring villages Pithoragarh, Uttarakhand
• Building capabilities to strengthen the at Foundation for Ecoogical Security, • Study of Medicinal Plants and Their
resilience of livelihoods - An evaluation Mandanapalle, Andhra Pradesh Uses in Forest Areas of Adilabad District,
study and awareness exercise in Jhabla • Multidimensional rehabilitaion project Telangana at Centre for Sustainable
village (watershed) organisation-seva based on ICT & poultry using community of Agriculture, Hyderabad
mandir adapted practice at Prateek Consultancy/
State Govt. Of Odisha, Bhubaneswar

Amit Kumar Amit Kumar Amit Roy

B. Com, M.A. Development Bachelor of Computer Application, Master of BBA, Diploma in Information Technology
Computer Application, M.A. Development

24 months in NGO 12 months in Teaching Sector, 30 months in 12 months of underwriter experience,
NGO 6 months experience in telecom industry
Hindu,English,Sadri Hindi, English Nagpuri, Bhojpuri English, Hindi, Bengali

• Study on Challanges faced by migration • Community study at Foundation for • Analysing the education of mingrant
labour at shantiwan, Beed, Maharashtra Ecological Security, Kolar, Karnataka labourers children at Shantivan, Arvi,
• Study on Impact of modern • Financial Inclusion at Jharkhand State Maharastra
agriculture practice and Community Livelihood Promotion Society, Ranchi, • Work with AAGAAS federation
based organisations at PRADAN, Jharkhand Understanding the Working of the NGO
Gumla,Jharkhand
Aneesh
Anala H Reddy Laxmiprasad Anil Ausha
Lavalekar

B. Com, M. Com, M A Development B.E. Computer Science, M.A. Development BBA, M.A. Development

- 60 Months of volunteering in an NGO -

Kannada, Telugu, English, Hindi Hindi, Marathi, English, Sanskrit English, Kannada, Telugu, Hindi

• - • Field Immersion at Kshitij, Pune • Field Immersion at FES, Kolar (Karnataka)
• Field Internship at Srujan Research and • Field Internship at CHEA, Nainital
Planning Foundation, Pune (Uttarakhand)
56
Anil
Vishwanath Anish Kumar Anjali Mariam
Chavan Paul

B.S.W, M.A.Development (Livelihood B.Com (H), M.A. Development B.Arch, M.A.Development
specialization)

36 months work in social sector - 25 months as an Architect, 26 months as a
Development Professional
Hindi, Marathi, English English, Hindi English, Malayalam, Tamil, Hindi and Gujarati

• The World Vision India, Rajasthan- working • Understanding the programs implemented • Teaching English, Curriculum Development
for tribal mobilization. on Health, Education and Livelihood for the for Rajasthans CCE Model, KGBV
• Department of school education in community at Aarohi, Satoli(Uttarakhand) Programme Coordination at Bodh Shiksha
Kashmir - To study on Minimum learning • .Study on the project implemented for Samiti in Jaipur and Alwar
programme with local schools in Kashmir income generating livelihood activities • Studying Maternal and Infant Mortality and
and organic farming. at Sri Bhuvneshwari its Causes at Centre for North East Studies
Mahila Ashram, Uttarkashi(Uttarakhand). & Policy Research in Guwahati, Dibrugarh,
Kamrup, Jorhat and Bongaigaon
Ankireddy
Ankita Ghosh Ankita Redkar
Sravanthi

Bachelor of Pharmacy B.A. Sociology, Journalism & Elective English, B.A. Economic and Sociology, M.A.
M.A. Development Development

28 months in private sector 28 months in Social Sector, 3 months in 12 months in Social Sector
Event Management
Telugu and English English, Bengali, Hindi English, Hindi and Marathi

• A study on National Nutrition Mission • Study of Integrated watershed • Study of the Common Property Resources,
under Beti Bachao, Beti Padao in the Management programme and the socio- Dependence and impact on neighbouring
districts of Delhi at Action Aid, New Delhi economic factors of a viilage at Foundation villages at Foundation for Ecological
• Study of common pool resources, for Ecological Security, Andhra Pradesh Security, Andhra Pradesh
Dependance and impact on neighbouring • Understanding issues that prevail in the • Analysing and understanding of the
villages at Foundation for Ecological lives of the children of Sex workers In SHGs at Institution for Culture and Rural
Security (FES) Madanapalle, Andhra Kolkata. at NewLight India, Kolkata Development, Assam
Pradesh.

Anuprita
Anu Babu
Anshul Rawal Prashant
Karippal
Kelkar

B.A. Political Science, M.A. Development BA Political Science, Economics, MA B.A. English, M.A. Development
Development

- 2 month internship with CDS, Trivandrum -

Hindi and English Malayalam, English, Hindi, Tamil Marathi, Hindi, English

• Common Pool Resources, Dependence and • Study of the strategies of development • Field immersion at PRADAN, Rajasthan
Impact on Neighbouring at Foundation for intervention and socio economic analysis • Internship at MANAVYA, Pune
Ecological Security, Madnapalle, Andhra of village with Vellarada Action Council,
Pradesh Trivandrum.
• Impact Assessment of Kailash • Rethinking development (Sambhaavnaa
Sacred Landscape Conservation and Institute, Himachal Pradesh) and study
Development Initiative in five value chain of the rehabilitation and compensation
villages at Central Himalayan Environment of silicosis affected with Nayi Shuruvat,
Association, Nainital, Uttarakhand Madhya Pradesh
Archana
Anushree Deo Aparna Bajpai
Khyadi

B.A. Geography(H), M.A. Development B.A. Business Administration, M.A. B.A. in History, Economics and English, M.A.
Development Development

6 months internship with The YPF, 5 months 18 months in Implementation and Evaluation -
internship with ICCE of Development Programs at an NGO
English, Hindi English and Hindi Kannada, English, Hindi

• Socio-Economic Analysis of the Village at • A study on migration and drought affected • Study of coastal ecosystem around
Action Council, Vellarda, Vellarda, Kerela children at Shantivan, Beed, Maharastra Aghanashini river estuary and the
• Madhya Pradesh government project surrounding region at Panchabhuta
Knowledge Hub for E-Learning at Indian Conservation Foundation, Kagal, Uttara
Institute of Technology, Kanpur Kannada district(Karnataka).
58
Arunima Arvind
Ashmi K S
Ghosal Mamgain

B.A. Economics, M.A. Development B.A. Mass Communication, B.Com. Computer Application,
M.A. Development M.A. Development

- 24 months in media production, event -
management for an NGO
Assamese, Bengali, English and Hindi Hindi, English and Garhwali English, Malayalam, Hindi and Tamil

• Study of the role of education under the • Field work on Childhood Obesity at Inclen • Understanding the Micro Finance Program
Beti Bachao, Beti Padhao scheme in the Trust, Palwal, Haryana and Role of SHG as a Financial Intermediary
districts of Delhi at ActionAid, Delhi • Understanding Health issues among at Integrated Village Development Project,
• Study of survival monitoring of vegetation Youths at Project Concern International, Krishnagiri, Tamil Nadu
under the Integrated Watershed Seemapuri, Delhi • Study of Income Generating Livelihood
Management Project and socio-economic Programs and Organic Farming at Sri
conditions of village at Foundation for Bhuvneshwari Mahila Ashram, Uttarkashi,
Ecological Security, Andhra Pradesh. Uttarakhand
Ashmi Ashmita Ashok Joseph

Krishnan Pathak Mathew

B.Sc. in Mathematics, Statistics and BSc in Zoology (honours), Botany Currently pursuing Masters in Development.
Computer Science, M.A. Development

36 months in NGOs - -

English, Kannada, Malayalam, Tulu, Hindi Hindi, English English, Hindi, Malayalam, Tamil

• Understanding the social, political, • Study of intervention by Shantivan NGO in • One month internship at ‘the ant’ at The
economical and ecological structures of Arvi village, Beed, Maharastra. Action Northeast Trust (‘the ant’), Chirang
Vellarada GP at Vellarada Action Council, • Work in Sanjeevan Project of SNEHA NGO District, Assam
Trivandrum District(Kerala) (Mumbai) in KDMC slums.
• Wrote policy briefs on MGNREGA,
Environment and Police Modernisation
Schemes at Swaniti Initiative, New Delhi

Ashutosh Asmita Arun Astha
Kumar Mishra Salunkhe Bahuguna

B.A. in Business Administration, B.com, M.A. Development B.A. in German Language (H),
M.A. Development M. A. Development

23 months in Corporate Sector (Human - 25 months as Youth Coordinator at Jan
Resources) Jagaran Abhiyan Samiti, Dehradun
English and Hindi Hindi, English, Marathi Hindi, English, Garhwali, German

• A Study on the Health, Education & • Study on alternative education and • Alternative Education at Sarang Alternative
Livelihood of People at the Village Satoli in understand livelihood, health system School, Agali Panchayat in Attappady,
Nainital at Aarohi, Uttarakhand of village at Sarang Alternative School, Palakkad District, Kerala
• Worked with an M.P. in Dausa, Rajasthan Palakkad, Kerala • School Education at Directorate of School
on the Rural Development Project at • Study on women empowerment and value Education, Badugam Panchayat in Gurez
Center for Legislative Research and addition in society at BAIF (Bharatiya Agro Valley Zone, Bandipura District, Jammu
Advocacy, New Delhi. Industries Foundation), Pune and Kashmir
Ayush Kumar Bhakti Dinkar Bharamappa

Dwivedi Damle Aiduddi

B.E. in Information technology, B.A. Psychology, M.A. Development BSW, M.A. Development
M.A. Development

56 months in IT sector, 5 months in teaching - 48 months of volunteering in a rural based
NGO
Hindi, English and Bagheli English, Hindi, Marathi Kannada, English Hindi.

• Field Immersion at Aarohi, Sitoli, • Understanding the social, political, • Immersion at Covenant Center for
Uttarakhand economic and ecological aspects of development, Kanyakumari(Tamilnadu)
• Teachers training and leadership Vellarada at Action Council, Vellarada, • .Internship at Directorate of School
for minority education at Abhigyan Trivandrum, Kerala Education, Bandipura district(Kashmir).
foundation, Raichur, Karnataka • Qualitative Study with Forty Parents
of Children with Special Needs to
Understand Parents Awareness at Latika
Roy Foundation, Dehradun
60
Bhavya Bhawani
Bianca Shah
Gautam Shankar Mahto

B.Com, M.A. Development B. Com. (Accounts Hons.), M.A. Development Bachelor of Planning, M.A. Development
(Livelihood Specialization)

12 months in Theater and Street Play 93 months in NGO, 2 months in Corporate 23 months of Volunteering in NGO

Hindi, English, Maithili and Bhojpuri Hindi, English, Bengali, Odia (Functional) Hindi, English, Gujarati

• Two week of Exposure Visit and • Study of skill development programme for • Field Immersion at Gramin Shramin
Observation of Institution and their Work visually impaired people at SWADHAAR, Pratishthan, Latur(Maharashtra)
at Convent Centre For Development, Tamil Latur, Maharashtra • Internship at PRS Legislative Research,
Nadu • Field internship at AAGAAS Federation, New Delhi.
• Finding the Challenges of Unorganized Pipalkoti, Uttarakhand
Women Worker at Equity Foundation,
Patna
C R Narendra
Bijju Chandra Boban Baby Babu

B.A. Ancient Indian History and Archaeology, B.A. Political Science, Economics, MA MA Development
M.A. Development Development

- 10 Months in corporate sector, 2 Months in -
the education sector
Hindi and English Hindi, English, Malayalam, Basic Tamil telugu Hindi English Kannada

• Field immersion with VELLARADA ACTION • Studying Alternative Schooling within a • Under standing socio.economic, political
COUNCIL, TRivandrum village setup. at Sarang, Kerala structures of Vellarda at Action Council
• Internship with Nyaya Panchayat at Social • Donor Scoping Matrix (Funding from CSR) Vellarda, Neyyatingara Trivendram
uplift throgh rural action, Jagjeet nagar at ActionAid, New Delhi. Initiated with
(HP) Rashtriya Hammal Panchayat in making
of Labour Cards for the Informal workers
with the help of APMC, at Subzi Mandi,
Azadpur, New Delhi.

Chitrasena
Chirag Patil Das Antoni S
Pradhan

B.E. Information Technology, B.A. Economics (H), M.A. in Population B.Tech (Electrical & Electronics Engineering),
M.A Development Studies, M.A. Development M.A. Development

12 months in Stock Trading 24 Months in Insurance Sector, 36 Months 36 Months in Typesetting and IT Sector, 72
Volunteering in NGO Sector Months in NGO sector
English, Hindi, Gujarati, Marathi. Odia, Hindi, English English, Tamil, French

• Field Immersion at Swadhar, Latur, • Organic Farming and Livelihood in • Study of Solid Waste, Watershed
Maharashtra Mannur Village at Covenant centre for Management, functioning of SHGs
• Internship at Central Himalayan Rural development, Tamil Nadu and curriculum design on solid waste
Action Group (CHIRAG), Nainital, • Agricultural/Crop Insurance in India: management for school children at Mineral
Uttrakhand. An appraisal at Institute for Social and Foundation of Goa, Panjim, Goa
Economic change, Bangalore • Study of Watershed Management
and functioning of SHGs at Integrated
Village Development Project, Krishnagiri
district(Tamil Nadu)
Dattatray Debarati Debashree

Pujari Ghosh Gogoi

B.S.W., M.A. Development B.A. Sociology (H), M.A. Development B.A. in Political Science (DU), M.A. in Political
Science (DU)

10 Months in an industry, 15 Months in Teach for India(Ongoing project), 48 months 6 Months as a counselor in british council
catering/event management of volunteering
English, Hindi and Marathi English, Hindi, Bengali Hindi/English/Assamese

• Study & Observation of Complexities • Field immersion at Covenant Center for • Understanding the role of social
of Different Social Setting and Impact Development, Kanyakumari, Tamil Nadu movements in development process and
of Social Movements at Action Council • Internship at sabala handicrafts, Bijapur, studied the social, political, economic
Vellarada, Kerala Karnataka and ecological aspects at action council
• Studying Development of Rural Kashmir vellarada, Kerala
by Engaging with government schools, • Worked under directorate of school
Community and Local Leaders at Xuang education Kashmir(dsek) objectives was
zang Summer Internship on Education, to improved minimum learning level of
Jammu and Kashmir. students in remote areas of Kashmir
62
Deep Jyoti
Dechamma C.S Deep Shikha
Kalita

B.Sc. Physics, Mathematics, Electronics, B.A. Political Science, M.A. Development B.A. Economics (H), M.A. Development
M.A. Development

Interned at The New Indian Express, 34 months in Sales and Marketing -
Hyderabad
English, Kannnada and Hindi English, Hindi, Assamese, Bengali Hindi, English

• Study of the Rural Community • A study on community based sustainable • Field Immersion at Grameen Shramik
Development and Drought at Grameen development and the role of alternative Pratishthan, Latur, Maharashtra
Shramik Parishtan, Latur, Maharashtra education at Sarang Hill, Palakkad, Kerala • Internship at Child Rights and You, Delhi
• Analysing and understanding of Otter • A study on the role & efficiency of Human
Conservation at Nityata Foundation, Rights Commission in protection and
Kodagu promotion of Human rights in Assam at
Assam State Human Rights Commission,
Guwahati, Assam
Dinkar Patil Divya Chawan Donald Joseph

Bachelor of Perfusion Medicine, M. A. in BA in Politcal Science, Sociology, Economics B.S.W., M.A. Development
Development

- 12 Month in event management (EMCEE) 13 months in social sector

Hindi, Engalish, Marathi Hindi, English, Kannada, Telugu, Banjara English, Malayalam and Tamil

• Rajyavyapi Arogya Yatra for National Rural • Study of socio-economic profile of • Study of Sports For Development at The
Health Mission for 10 days at Sathi, Pune mannur village and understanding the CSR Action Northeast Trust, Assam
• Study of Imapct of the Right to Nutrition project of SUZLON at covenant centre of • Study of Jalanidhi Project at Centre for
Programme at Amhi Amchya Arogyasathi, development (CCD) Kanyakumari. Development, Thamarassery
Gadchiroli, Mahrashtra • Study on loss of public spaces and
lake degradation and rejuvenation at
Environment Support Group (ESG)
Bangalore.

Eashani Emmanuel
Erum Shakeel
Malhotra Tarul

B.A (Hons.) in Sociology, M.A. in Development B.Sc. Physics, M.A. Development B.A. Economics (hons), M.A. Development

3 months of volunteering in an NGO 3 months in rural Education and Health -

English, Hindi, Punjabi English, Tamil and Kannada Hindi, English, Urdu

• Understanding the Social, Political, • Study of Community Development at • Studying livelihoods of Gulf of Mannar
Economical and Ecological structures of Peoples Action for Development (PAD), region, SHG’s, fisherman, palmyrah
Vellarada, at Vellarada Action Council, Tuticorin, Tamil Nadu tappers and childline at People’s Action for
Trivandrum, Kerela. • Study of Public Health at Society of Development, Vembar, Tamil Nadu
people for Economic and Environment • Survey and study on livelihood patterns,
Development (SPEED), Dharmapuri, Tamil SHG and social issues at Umeed, J&K
Nadu State Rural Livelihoods Mission, Kashmir
Ganauri
Ganesh Pol Gauravi Mittal
Vishwakarma

B.Com. (Hons), Advance Diploma in B.A (Hons.) in Political Science, P.G Diploma 4 years Diploma-Craft Product Design, B.A.
Computer Application, M.A. Development in Journalism, M.A in Development Public Administration, Sociology & English
Literature, M.A. Development
60 Months in Teaching Sector, 3 Months as 24 months as Office Assistant to Member of 3 months in Design Organisation, 8 months
an Accountant Parliament as cluster developer of govt. schemes
Hindi, English and Bhojpuri Marathi, Hindi, English, Mandarin (level 1) Hindi, English, Marwari

• Study, understanding and analysing • Studied livelihood of fishermen • Worked as craft cluster developer under
the Political, Ecological, Economic and communities, salt workers at Peoples National Handicraft Development
Sociological aspects of community at Action Action for Development (PAD), Tuticorin, Programme (Ministry of Textiles)
Council Vellarada, Thiruvananthapuram, Tamil Nadu • Research Project by Ministry of Human
Kerala • Campaigning for Jawabdehi Yatra at Resource Development on Craftsman Skill
• Study of PRI, Ekal Nari Shakti Sangathan, Mazdoor Kisaan Shakti Sanghatan, Evaluation under IIT Kanpur
Creche, Financial Inclusion and SHG Rajasthan
formation and Mahila Mandal at Social Uplift
Through Rural Action (SUTRA), Solan, HP
64
Gautam Grace Jasmine
George Paul P
Malyala Jolliffe

B.A. Psychology, Sociology, Economics, M.A. B.A. Psychology, Sociology & English B.A. Mass Communication,
Development Literature, M.A. Development M.A. Development

- 22 months in BPO Sector, 2 months in 12 months volunteering in an NGO
Corporate sector
English, French, Telugu Hindi, English and Kannada Hindi, English

• Field Immersion at FES, Madanapalle, • Rural Education at Sarang, Attapady, • Field Immersion at Gramin Shramik
Andhra Pradesh Kerala Pratishthan, Latur, Maharashtra
• Internship at IT for Change, Bangalore, • Education and Community Involvement at • Summer Internship at HAQ Center for
Karnataka Hippocampus, Mandya, Karnataka Child Rights, Delhi.
Gurupada Harshita
Gunjit Kaur
Hannur Upadhyaya

B.A. in Psychology, Sociology and Economics, Bachelor of Business Administration, B.A. Social Work, Certificate in Social Work,
M.A. Development. M.A Development M.A. Development

- - Communication Facilitator for 12 months at
Resource and Support Center for Development
English, Hindi, Malayalam. English, Kannada, Hindi, Telugu Hindi, English, Marathi

• Holistic study of Land, Institutions, People, • Field Immersion at Swadhar, Latur, • A study of Sexual Harassment of Women
Ecological Restoration and Sustainable Maharashtra at Workplace (Prevention, Prohibition and
Alternatives at Saarang, Attapadi, Kerala • Field Internship at Central Himalayan Redressal) Act, 2013 at ActionAid, Delhi
• Study of the problems faced by Lakes in Environmental Association, Nainital, • A study on alternative education and
Bangalore, Rejuvanation and applicability Uttarakhand socio-economic factors at Sarang,
of Wetland rules at Environment Support Attapadi, Kerala
Group (ESG), Bangalore

Himani Himanshi Iffat Ara
Gautam Singh Parveen

B.A (Hons.) English Literature B.A. Philosophy and Political science, M.A. B.A. Economics (H), M.A. Development
Development

11 months of volunteering in NGO 24 months in KPO Volunteering in an NGO

Hindi, English Hindi and English Bengali, English, Hindi, Esperanto

• Study of community development and the • Livelihood at Vellarda Action Council, • Internship on Improving the Education
role of People’s Action for Development Vellarda, Kerala, Scenario in Kashmir with Directorate of
in coastal region of Rameshwaram and • Policy Analysis on Narcotics at Institute of School Education
Tuticorin (Tamil Nadu). Narcotics Studies and Analysis, Delhi • A Study on Poverty, Unemployment and
• Study of livelihood issues and role of SHG’s Underemployment in India at Jadavpur
in urban slums of Delhi at Action Aid in University, Economics Department,
association with their affiliate NGOs. Research wing, Kolkata
Iftakhar Indrajeet
Ishan Banerjee
Hussain Shah Mahato

B. Com, M.A. Development B.A. Mathematics (H), M.A. Development B.A. Mass Communication (Hons.), M.A.
Development Studies

15 months in Agriculture - 25 months in Media & cultural sector, 12
months in Bangla magazine
English, Hindi, Urdu, Punjabi, Pahari Hindi, English, Odiya, Bangla, Ho and Bangla, English, German, Hindi
Santhali
• Establishment of Play Schools under • Study of Drought among the Farmers of • Field engagement at Action Council,
the District Administration of Kupwara, Latur at Grameen Shramik Prashtishthaan, Vellarada, Kerala
Jammu and Kashmir Budhoda, Latur and Maharashtra • Socio-Economical study at Greenpeace,
• Participated in the Save Shaya Movement • Value Chain Analysis of Custard Apple and Jamui, Bihar
regarding hazardous effects of mining in Bio-Pesticide at Vrutti, Lakhanpuri, Kanker
Vellarada, Vellarada Action Council, Kerala and Chhattisgarh
66
Jency Anna
Jafar Dhaluj Jayaram Polaki
Abraham

BSW, M.A. Development B.A. in History, Economics and Political BSW, M.A. in Development
science, M.A. Development

Worked as field associate trainee with Kotak Field Investigation Officer for 2014 General -
Educaa Election Survey by CSDS
Hindi, English, Marathi English, Telugu, Hindi English, Hindi, Malayalam, Marathi

• Field Internship at PRADAN, Dholpur, • Study on Common Pool Resources, • Study of the organizational structure,
Rajasthan Dependence and Impact on Neighbouring functions and responsibilities assigned to
• Field Immersion at SARANG HILLS, villages at Foundation for Ecological KSHMA at Karnataka State Mental Health
Attapady, Kerala Security, Madnapalle, Andhra Pradesh Authority, Bangalore, Karnataka
• Underprivileged students Educational • Identified organizations working in Health
Development at Bighelp for Education, sector, engaged in Case Work & organized
Hyderabad Medical Camp at Prayas, Mumbai
Kailash
K. V. Ram Chandra Kanika Verma
Mahto

BE (Electronics & Telecomm) B.Sc in Agriculture Rural and Tribal B.Sc. Physical Science, M.A. Development
Development, M.A. Development

26 years in Corporate Sector - 6 months in NGO

Hindi, English, Tamil, Malyalam, Oriya, Hindi, English, Bangla Hindi, English
Bengali
• Facilitating Higher Education at Bharat • Understanding the function and activities • Understanding the Self Help Groups and
Calling, Itarsi, MP of organization at Jan Sahas, Devas(M.P) women empowerment at Lokpanchayat,
• Worked in the Watershed program, Climate Ahmednagar (Maharashtra)
change and Resilient Development at FES, • .Study of Child protection and participation
Pratapgarh(Rajasthan). at Sri Bhuvneshwari Mahila Ashram, Uttar
Kashi(Uttarakhand).

Kashika Kavya
Ketaki Prabha
Madaan Chowdhry

B.Tech Biotechnology, M.A. Development B.A. History (H), M.A. Development B.Sc. (Hons) Mathematics, M.A. Development

36 months in Social Sector 36 months volunteering in Education, 5 Intern at MKSS
months as a Research Intern
English, Hindi, Punjabi Hindi, English English, Hindi, Bengali

• Understanding Water scarcity in Latur • Study of the socio-economic profile of • Understanding the History of Manual
District of Maharashtra at AFARM, Delhi Manur village and understanding the CSR Scavenging and Related Community
• Understanding Climate Change Knowledge project of Suzlon at Covenant Centre for Initiatives at Jan Sahas, Dewas, Madhya
Network in Indian Agriculture (CCKN-IA) Development, Kanyakumari, Tamil Nadu Pradesh
at GIZ, Delhi, Odisha, Maharashtra and • Study of health, education and livelihood • Augmenting Organic Farming Practices
Jharkhand issues around the adivasi areas of with Tribal Health Initiative, Tamil Nadu
Baroda, Gujarat at Bhasha Research and
Publication Center, Tejgadh, Gujarat
Ketan Singh Koundinya

Kripa Jayaram
Parihar Dhulipalla

MA Development and BE in Electronics & B.Sc. Visual Communication, M.A. B.A. Economics, M.A. Development
Instrumentation Development

60 month of voluntary work in a Student 36 months in an NGO (part-time), 2 months Volunteer in Academy of Political and Social
Union in Designing Studies, Pune
English & Hindi, Braj, Bundelkhandi, Marwari Hindi, English, Telugu English, Malayalam, Tamil and Hindi
(Dial)
• Human Rights at PUCL, Rajasthan, Jaipur • Study of Self Help Groups at PRADAN, • Organic Agriculture at Covenent Centre
and Dungarpur Dhaulpur, Rajasthan for Development, Tirunelveli
• Engaged with Sambhaavnaa Institute,
Palampur for field internship
68
Krishna Kumari
Lalit Bhaskar V
Prasad A Ponnana

B.Sc. Geography, M.A. Development B.A. Psychology, Political Science & Public B.Tech (Hons.) - Mechanical Engineering,
Administration. M.A. Development M.A Development

- 6 months in banking sector Volunteer in NGO for 07 months

Telugu, English, Hindi, Kannada Telugu, English & Hindi English, Hindi, Telugu

• Understanding functions of the • SHG’s, Women empowerment and • Study of rural part in context of livelihood
organisation at Jana Jagruthi Shakti skill development programmes at sources, gender, politics. Also, the impact
Sangantan, Araria, Bihar Lokpanchayat organization, Ahmednagar, of an organization on them during
• Impact Assessment of TRICOR at ITDA Maharashtra Rural immersion at LOKPANCHAYAT,
Bhadrachalam, Bhadrachalam, Telangana • Federalism, Sub-constitutionalism, Ahmednagar, Maharashtra.
Governance models & GHMC Elections • To augment the income of rural poor through
at Foundation for Democratic Reforms, attempting to design market linkages
Hyderabad, Telangana vis-Ã -vis community based institution, with
PRADAN, Dholpur, Rajasthan.
Madhushree Mahendra
M S Mahala
R Rao Kumar Thakur

B.A (Hons) Geography, M.A Development B.A. History, Economics and Sociology, M.A. B.E (Electrical & Electronics Engineering),
Development Certificate in Great questions of life.

6 Months in Social Media Marketing Documentation intern for 4.5 months at 54 months in university teaching & Project
Greenpeace India handling,NCC & NSS Programme officer
English, Hindi, Punjabi, Urdu, Marathi English, Hindi, Kannada, Konkani and French Hindi,English

• Study of a village to understand rural • Field Immersion (Interactions with SHGs, • State level paralympic games 2013,
livelihood and economic development Organic farmers, Tribals of the Western Bhopal, leaded 40 volunteer team as
of underprivileged section at Jan Sahas, Ghats) at Lokpanchayat, Sangamner, programme officer with cooperatin of
Dewas, Madya Pradesh Maharashtra Ministry of youth affairs and sports,India
• One Law for Accountability- Jawabdegi • Intern at Swathi Mahila Sangha -through • Community mobilization for basic human
Yatra with Mazdoor Kisan Shakti Swasti (Partner Organisation), Bangalore rights at Jan jagran sakthi sanghatan, Bihar
Sangathan, Rajsamand, Rajasthan • Better cotton initiative, Organic farming
and FPO/FPC as Intern at Vrutti, Bhopal
region.
Mahesh. S.
Manish Kumar Manju Dev T
Shete

B.A. History, M.A. Development B. Tech Instrumentation & Control B.A. History, M.A. Development
Engineering, M.A. Development

- 3 months in Manufacturing Industries 10 months as a research assistant

Marathi, Hindi, English English, Hindi Malayalam, English and Tamil

• Study of SHG at Lokpanchayat, Sangamner, • A study of the impact of Community Health • Different Socio-cultural Background of
Maharashtra Initiative Project and health status of Villagers and How It is Interconnected
• Ontological study of Income & Expenditure tribal people at Swami Vivekananda Youth with Society at SIGN Institute of Social
of Gond Tribe at Amhi Amchya Arogyasthi, Movement (SVYM), Mysuru, Karnataka Leadership, Wayanad, Kerala
Kurkheda, Dist. Gadchiroli, Maharashtra • A study of the socio-economic, health and • Understanding the Career Perspective of
educational aspects of manual scavengers Rural India at Bharat Calling, Pathrota,
& tribal people at Jan Sahas, Dewas, Itarsi M.P
Madhya Pradesh
Manmeet Kaur Mayank

Maria Jose
Bhatia Porwal

Bachelors Of Business Administration (BBA), B.Tech Computer Science, M.A. Development B.Sc. (Mass Communication, Advertising and
M.A. Development Journalism), M.A. Development

1 month in Sales Office 26 months with NGOs, 12 months with an -
International Youth movement
Hindi, English and Punjabi Hindi, English, Malayalam Hindi, English

• Studying Issues Related to Gender Rights • Promoting Higher Education among • Awareness Sessions in different Govt.
and Updating Data of Network Members students from rural areas with BHARAT Schools at Bharat Calling, Itarsi, Madhya
and Media at Sahayog, Lucknow, Uttar CALLING, Madhya Pradesh Pradesh
Pradesh • Understanding runaway children at • Education Through Scientific Way of
• Understanding the Issues in the Life of Sex railway stations with SATHI, Delhi Thinking at Aavishkar, Sunghal, Himachal
Workers and their Children at New Light Pradesh
India, Kolkata, West Bengal • SHG Involved in Market Led Agri Based
Activities at Grameen Development
Services, Mahrajganj, Uttar Pradesh
70
Meenakshi
Mazhar Mohin Megha Hada
Sushma

B.Com, M.Com (EAFM), M.A.Development B.Sc. Food Science And Management, B.A. Public Administration, M.A Development
M.A.Development

12 months in NGO - Volunteer in Bhoomi Organisation and
Working with Slum Children
Hindi And English English, Hindi, Tamil Hindi, English and Rajasthani

• Studying the Working of an Alternative • Field immersion at Jan Jagran Shakti • Secondary Education and Community
School - Imlee Mahua School, Chhattisgarh Sanghathan, Araria, Bihar Engagement at Bharath Calling, Itarsi,
• Facilitated Trainings on Gender Sensitization • Internship in Sales and Marketing at Sabala Madhya Prasad
and Inequalities at Sri Bhuvaneshwari Handicrafts, Bijapur, Karnataka • Education and Policy Administration at
Mahila Ashram, Uttarakhand Directorate of State Education, Kashmir
Mugdha
Mohan Lal
Mohit Varyani Rajendra
Gorain
Ghaisas

B.A in English Literature, M.A in Development B.Com, M.A. Development B. Com, M.A. Development

24 months in a Government organization Community mobilization and awareness for Volunteer, Akanksha Foundation, Pune
education and maternal health for 18 months
Hindi, English Hindi, English English, Marathi, Hindi

• Immersion at Jan Sahas Social • Study of SHG’s, Sources of livelihood, Basic • Research and program management Intern
Development Society, Devash, Madhya education and organization impact at with Centre for Public Policy Research,
Pradesh LokPanchayat, Sangamner, Maharashtra Kochi on ‘Effective Decentralized
• Internship at ASHA, Kolkata, West Bengal • Assessment and Analysis of Quality of Governance through Participatory
Care for Maternal and New Born child Engagement’ project.
health in Government hospitals (Udaipur • Workshop on Effective Decentralised
& Dungarpur district) at CHETNA, Governance through Participatory
Ahmedabad Engagement at Centre for Public Policy
Research, Cochin, Kerala

Nagaraj
Namitha Namrata Jena
Kulkarni

B.Sc. in Electronics, M.A. Development B.A. Psychology, Sociology and Economics, B.A. English Literature (H), M.A. Development
M.A. Development

60 months in service and sales 3 months in social sector 4 months in an Event Management Firm

Kannada, English, Hindi English, Hindi, Kannada and Telugu Hindi, English, Odia

• Understanding the business module of • Studied socioeconomic structures at • A study of the underdevelopment of tribal
SHG’s and many successful interventions villages in Madhya Pradesh through the people in naxal infested areas in Odisha
at Integrated Village Development Project, NGO Jan Sahas. • A study of the juvenile observation
Krishnagiri(Tamilnadu) • Studied prevention and reduction of homes and their health and educational
• Impact analysis of community radio effects of Child Sexual Abuse through an provisions at Madiwala Observation
run by SVYM, and understanding other internship at Enfold, Bengaluru. Home, Bangalore, Karnataka
interventions at Swami Vivekananda Youth
Movement, Saragur(Karnataka)
Nand Nandan Navneet Neha Theresa

Tiwari Mishra Tini

B.A. in Political science and Sociology, M.A. B. Com., M.A. Development B.A. Economics, M.A. Development
Development

- 12 months volunteering experiences under a -
Member of Parliament
Hindi, English, Awadhi and Sanskrit(Primary) Hindi, English and Bhoipuri English, Malayalam, Tamil, Hindi

• Environmental Impact Assessment at • Socio-economic, Political and Ecological • MGNREGA at Jan Jagaran Sakthi
Ministry of Environment, Forest and Aspects of Dalit Community at JAN Sangatan, Bihar
Climate Change, Bangalore SAHAS, Dewas, Madhya Pradesh • Understanding the Weavers, The Action
• Roles and Responsibilities of Women Office • To study the legal issues of Human Rights North East Trust, Assam
Bearer at Gram Vikash Committee at Seva at National Human Rights Commission,
Mandir, Udaipur, Rajasthan New Delhi
72
Nikhil Vilasrao
Nidhi Harihar Nikhil Jangid
Kinhekar

B.A. Economics, M.A. Development B.com, M.A Development Bachelor of Business Administration, M.A in
Development

Field surveyor for the project Exploring 8 months in Banking & 30 months experience 15 months volunteering in an NPO
dimensions & dynamics of Indian Urban Poverty in All India Catholic University Federation
English, Hindi, Marathi, Tamil Hindi, English and Rajasthani Marathi, Hindi, English

• Reserve Bank of India, Bengaluru: Study • Organic Farming at AFARM, Latur, • CSR survey at Tata Institute of Social
of issues with the dual control of Urban Maharashtra Scienc, Mumbai, Bhandara and Gondiya
Cooperative Banks • Dalit Atrocities at Navsarjan Trust, District, Maharashtra
• Bharath Calling, Madhya Pradesh: Ahmedabad, Gujarat • Awareness about Higher Education in
Understanding the state of higher Government School at Bharat Calling
education in Indias villages Organisation, Itarsi, Madhya Pradesh
Nikhita Pai Nirad Vidrohi Niraj Kumar

B.Sc. Economics, M.A. Development BA Economics, Master of Social Work, MA B.Tech in Computer Science, M.A in
Development (Sustainability Specialization) Development

- 3 Months HR Practice in Corporate Sector 6 months in IT sector, 18 months in NGO
sector
English, Hindi, Konkani English, Gujarati, Hindi Hindi, English, Bojhpuri

• Understanding and engaging with the • Understanding Issues of Manual • Experience the implementation of
community at Pradan, Dholpur, Rajasthan Scavenging and Health practice at Ujjain government program including MGNREGA
• Insight into the interventions directed by and Khargone District by Jansahas at Jan Jagran Shakti Sangthan (JJSS),
a forum for women’s rights at Vimochana, Initiative Araria, Bihar
Bangalore • Understanding the Implimentation of • Exploring the development project on
Forest Right Act,2006 in Dediyapada Alternative Child Care (ACC) in mining
Region in Gujarat with Action Research for areas of Ramgrah, Ranchi at Srijan
Community Health for Development Foundation, Ranchi

Nobagata Das Nupur Singh Omkar Pandit

Integrated B.Sc.B.Ed (Botany Hons.), M.A B.Sc. Hotel Management, Diploma in Banking, BMM (Journalism), MA Development
Development Finance and Insurance, M.A. Development

11 months in Teaching sector 24 months in a bank 2 months in NGO film projects, 7 months in
NGO sector
English, Hindi, Assamese Hindi and English English, Hindi, Marathi

• Study of Basic Education and Maternal • Community Engagement with Anganwadi • Rainwater Harvesting and Organic Farming
Health at Kshitij, Pune, Maharashtra workers for Awareness Programmes at at Action for Agricultural Renewal in
• Accountability Yatra in demand of an Kshitiz, Pune Maharashtra (AFARM), Latur, Maharashtra
Accountability Law at Mazdoor Kishan • Education and Community Engagement at • Film Project about the Commons Initiative
Shakti Sangathan, Rajasthan Directorate of State Education, Kashmir at Foundation for Ecological Security (FES),
Bhilwara, Rajasthan
Padmaja
Pallavi Saini Parul Dubey
Goswami

B.A Sociology Honors, 6 months course B.A Economics(H), M.A. Development B.A. Economics (Hons), M.A. Development
on “Classical Sociological Theory” from
Amsterdam University
2 months in social sector - -

Assamese, Hindi, English, Bengali Hindi, English English, Hindi

• A study on education of the deprived • Holistic child development at Kshitij, • Strengthening Collective Action at
population in Mandya, Karnataka Maharastra Foundation for Ecological Security,
• A study of Santhal community, • Effective working of government schools Udaipur, Rajasthan
Shantiniketan, Kolkata in Kashmir at Directorate of School • Social, Economic and Political Explorations
• Self study on “child laborers in tea gardens Education, Kashmir at Action for Agricultural Renewal in
of Assam” Mahrashtra (AFARM), Latur, Maharashtra
• “Cohort Analysis of Education from
2005-12”, Assam
74
Pasupuleti
Paulami Dey Pavan Marbate
Kesava

B.A (Hons) Economics, M.A Development B.A English (Hons), M.A Development B.A. Additional English, M.A. Development
(Livelihoods Specialisation)

- - 14 months in Automobile industry

Telugu, English, Hindi & Kannada English, Hindi, Bengali English, Hindi, Marathi

• Field work on MGNREGA at Jana Jagaran • Providing Livelihood, Education, Health • Poverty reduction through watershed
Shakti Sangathan (JJSS), Araria, Bihar and Skill Based training to Women and management at AFARM, Pune,
• Volunteer ship in 100 days Accountability Locals at IVDP, Krishnagiri, Tamil Nadu Maharashtra
Yatra at Mazdoor Kisan Shakti Sangathan • Recognizing the potential of craft market • Women Empowerment through Self-help
(MKSS), Rajasthan in India and the subsequent challenges Group at Pradan, Dhaulpur, Rajasthan
• A study on value chains: Kailash Sacred hindering it at Aagaas, Pipalkoti,
Landscape Conservation and Development Uttarakhand
Initiative at CHEA, Pithoragarh,
Uttarakhand
Pawan Kumar Piyush Kumar Pooja Pandey

Current Program: M.A Development (Public B.E Computer Science, M.A. Development B.Com. (H), M.A. Development
Health specialization)

22 months working experience in Public - Project Head working for children at risk in
Health domain shelter homes in Delhi for 12 months
Hindi, English, Bhojpuri. English, Hindi Hindi and English

• Field Immersion at Jan Jagran Shakti • Worked on “Sustainable Agriculture, • Field engagement understanding
Sangathan, Araria, Bihar. Women Empowerment and Tribal functioning of Women Self Help Groups
Rights” at LOK PANCHAYAT, Sangamner, (SHGs) with Pradan, Dhaulpur, Rajasthan
Maharashtra • Field study documenting the extent of
• Donor Scoping Matrix(Funding from CSR), inclusiveness of the Van Gujjar community
Study on Beti Bachao, Beti Padhao at with subnational level govenrance
Action Aid India, Delhi proceesses and institutions for SOPHIA,
Dehradun, Uttrakhand

Pradip
Pratishtha
Prachi Mahabal Nishikant
Chaudhary
Sawalkar

B.A. Social Work, M.A. Development B.E. Mechanical, M.A. Development B.A. Economics, M.A. Development

24 months with Gandhi Fellowship 24 months in design and manufacturing field 24 Months in NGO sector

Marathi, Hindi, English English, Hindi, Marathi Hindi, English

• Community Mobilization Module, Intern at • Understanding the functioning of village • Organic farming at AFARM, Latur,
Avani, Tripuradevi, Uttrakhand and concept of microfinance at Pradan, Maharashtra
• Improve the learning outcome of students, Rajasthan • Atrocities on Dalit women at Navsarjan
Fellow at Kaivalya Education foundation, • Assessment of organic farming at Amhi Trust, Ahmedabad, Gujarat
Sujangarh, Rajasthan Amachya Arogyasathi, Maharashtra
Pritha
Pritha
Prashanth Priya Kamra
Banerjee
Mandothan

B.A Sociology, M.A Development B.A in English Literature, M.A Development B.A Sociology (Hons), Post Graduate Diploma
in Radio and T.V. Journalism, M.A. development

14 Months in different NGOs - Education, - 12 months in media & communication, 36
Project Development, Fundraising months in Theatre
English, Hindi, Bengali, French Marathi, English, Hindi Hindi, English

• Teaching, Community Outreach, • Engagement with field, Women • Drama in Education at Pratham Education
Project Development and management empowerment at Pradhan, Dholpur Foundation, New Delhi
at Samridhdhi Trust, Bangalore and (Rajasthan) • Photo essay on Lodha Basti, Haryana at
Chippersage, Bangalore • Livelihood at Chaitanya, Khed, Pune CRY, New Delhi
• Content Development for the Internet (Maharashtra)
Saathi Project, Tata Trusts, Mumbai
76
Raksha Ramesh
Rajarshi Roy
Balakrishna Hanagal

B.Sc (Hons.) in Economics, M.A in B.A. Psychology, B.A. Sociology, B.com, M.A. Development
Development M.A. Development

6 months volunteering in an NGO - -

English, Bengali, Hindi English, Kannada, Hindi Kannada, English and Hindi

• Study of livelihood sources of rural people • Rural Immersion at Astitva Pratishthan, • Livelihood Projects with special reference
and self-help groups, and organization Pune District, Maharashtra to Microfinance and Community
impact at LokPanchayat, Sangamner, • Comparative study of 3 villages at Central Development Programs at Pradan,
Maharashtra Himalayan Rural Action Group - CHIRAG, Rajasthan,
• Research on the impact of pesticides on Nainital District, Uttarakhand • Livelihood Projects with special reference
pollinators and policy making on pollination to SHGs formation, financial inclusion and
services at Applied Environmental Research agriculture at SUTRA, Solan (Himachal
Foundation, Sangameshwar, Maharashtra Pradesh)
Ramkumar
Rani Rai Ribhu Ranjan
Maloth

B.A. Economics, History and Political Science, B.Sc. Zoology, chemistry, psychology, B.Tech in Information Technology, Online
M.A. Development M.A. Development Certification in Greening the Economy, M.A.
in Development
- 12 months in an International NPO 10 months volunteering in Energy sector

English, Telugu, Hindi, Lambada and Kannada Hindi, English Hindia, English

• Implementation of RTE in Electronic City • Comparative study of socio economic • Community Profiling of the Lawarde Village
at Department Of Public Instruction, structures of three villages at Astitva at Kshitij, Pune, Maharashtra
Bengaluru Pratisthan, Pune • Assessing Impact of E-Governance policies
• Social Exclusion in Primary Schools with • Research on activity based School on Human Rights in weaker section of the
Special Reference to Nagarbhavi at The intervention at Nirman, Varanasi society at People’s Union for Civil Liberties,
Institute for Social and Economic Change, New Delhi
Bengaluru

Ronith
Richa Pandey Rohit G. Satkar
Banerjee

Bachelor of Pharmacy, M.A. Development B.Sc In Agriculture B.Sc Agriculture, Rural and Tribal
development, M.A. Development

36 months in Pharmaceuticals 15 Months Experience in Social Work -

Hindi, English Hindi, English, Marathi English, Hindi, Bangla

• An understanding of community • Rural Agriculture Work Experience at • RLLE (Rural Living and Learning experience)
engagement with a focus on holistic child Dr. Panjabrao Deshmukh Agriculture at Ramakrishna Mission Vivekananda
development through various activities - University, Akola Maharashtra, Amaravati, University, Ranchi
Kshitij NGO, Pune Maharashtra • Field immersion at Jan Jagruthi Shakti
• A research study to assess the current Samiti, Araria, Bihar
knowledge, attitude and practice among
village people on menstrual hygiene
and management - Aarohi, Nainital,
Uttarakhand
Roshna
Rupesh Patil Sagar Goyal
Humayun

B. Tech., M.A. Development B.A. Social Work, M.A. Development B.Com, M.A. Development

24 months in IT sector - 24 months at Bridge Club India

Malayalam, English, Tamil and Hindi. Marathi, Hindi, English English, Hindi.

• Study of socio-ecological impacts of • SHG at PRADAN, Rajasthan • Marine Conservation at Panchbhuta
quarrying of Western Ghats at Vellarada • Environment and social issues at Conservation Foundation, Kagal, kumta,
Action Council, Vellarada, Trivendrum Kalpavriksh, Maharashtra Karnataka
Kerala • Increasing cost efficiency of Cooperative
• Study of the need and implications of Society at Tata-Himmothan (Sri
inclusive secularism at Fireflies, Bangalore, Bhubaneshwari Mahila Ashram),
Karnataka Uttarkashi, Uttarakhand
78
Sahana Srinath Sajal Bhateja Sakshi Seru

B.A. Psychology, Sociology, Economics, M.A. B.A. Economics, P.G. Diploma in International BA.LLB(corporate honors), MA development
Development Trade, M.A. Development

12 months in Education Sector 24 months in social sector 24 months in Government Social sector

English, Kannada, Hindi, Basic French Hindi and English English, Hindi, Kashmiri

• A study of a village setting and • Analysing and understanding of the rural • Preparing a national level status note on
understanding the organization’s role there livelihood at Astitva Pratishthan, Pune, child marriage for NCPCR, in partnership
at Integrated Village Development Project, Maharashtra with Young Lives, NCPCR, New Delhi
Krishnagiri, Tamil Nadu • Study and analysing the Comparison
• Development of a certificate course on of Free Trade Agreements at Export
Sustainability and Wellbeing for Guwahati Inspection Council of India, New Delhi
University Students at earth&us, Auroville,
Tamil Nadu
Sandeep Sanjana Shahul

Kumar Gupta Santosh Hameed

B.B.A., M.A. Development B.A. in Economics and Sociology, B.S.W., M.A. Development
M.A. Development

24 months in marketing - 46 months in NGO

Hindi and English Hindi, English, Marathi, Tamil, Malayalam Hindi, English and Marathi

• Study of the livelihood patterns at Pradan, • A Study of Reproductive rights and public • Village Exposure, Education with children
Rajasthan, study of skill Development health system linkages with Gender Based at Astiva Pratisthan, Pune
at Yuva Parivatan, Lucknow U.P. SHGs Violence at SAMA, Delhi • Sustainable Development and Livelihoods
formation and financial inclusion at Social • A study of the working of a tailoring at Garbage Concern Welfare Society
Uplift Through Rural Action (SUTRA), collective in an urban slum at Sakhi (GCWS), Mumbai
Solan, H.P. Navnirman Sanghathan, Mumbai

Shailendra
Shivani Rawat Shivani Vatsa
Kumar Rai

B.A. in Hindi, Economics and English Bachelors of Arts Mass Communication, Diploma in communication skills, B.A English
literature, M.A. Development M.A Development Literature, M.A Development

12 months in NGO sector 6 Months in Event Managing company, 2 months in Social Sector
IcareIndia, 3 Months in NGO, Tvam
Hindi, English Hindi, English Hindi, English, Maghi, Bhojpuri

• Socio-ecological system perspective at • Field Internship at Sathi, Patna, Bihar • Youth Issues and Development at Astitva
Panchabhuta Conservation Foundation, • Field Immersion at Panchabhuta, Kumta, Pratishthan, Pune
Kagal, Karnataka Karnataka • Watershed Management & Livelihood at
• Microfinance at S.B.M.A, Uttarkashi, Kalamandir, Jamshedpur
Uttarakhand
Shreya Talwar Siddhi Pendke Soham Ghosh

B.A. Honours in Global Development Studies, B.A. (Hons) English Literature B.SC (H) Economics, Building State Capability
M.A. in Development (B.S.C) Part I & II

11 months as intercultural & non-formal education - Research Intern for Economic Research Unit
mentor, 12 months as research consultant at Indian Statistical Instittute for 4 months
English, French, Hindi, Bengali Marathi, Hindi, English, Spanish English, Bengali, Hindi (spoken and written)

• Field immersion at Kshitij in Kharwade, • Understanding the NGOs intervention at • Revisting Micro-finance and J.L.G model
Maharashtra Astitva Pratishthan, Pune prospects at Economic Research Unit, ISI,
• Internship at Vimochana: Forum for • Study of SNEHA health committees at Kolkata, West Bengal (2013)
Women’s Rights in Bangalore, Karnataka Society for Nutrition, Education, Health • 17th May- 12th July, 2016 Developed the
Action (SNEHA), Mumbai Dairy Based Livelihood Project in 3 blocks
of Dhaulpur District, Rajasthan as a part
of World Bank funded Rajeevika Program
(A national daily, Dainik Bhaskar covered
this project where I gave a brief interview)
80
Sourav Sukhram
Srishti Jha
Mukherjee Toppo

BA Economics Honors, MA Development Bachelors of Business Administration, B.A. Economics, M.A. Development
M.A Development

12 months at Tesco in online merchandising Interned with Toyota motors for a month 36 months in Teaching
and forecasting
Bengali, Hindi and English English, Hindi, Maithli Hindi, English, Mundari

• Study of the Election process in the State • Study of watershed management • Study on market linkage at NAV BHARAT
Election of Karnataka 2013 at Resurgent and organic farming at AFARM, Latur JAGRITI KENDRA (NBJK), Khunti
India - Under MP Prof. Rajeev Gowda, (Maharashtra)
Bengaluru • Study of rational change in education
• Child Focused Community Development system through community engagement
Project at Centre For Social Action, in Gurais, with Directorate of School
Bengaluru Education, Kashmir. Gurais (Kashmir)
Sukriti Sunil Kumar

Sumeet Gardia
Khurana VV

BSc. Applied Life Science, M.A. Development B.SC. (biology)., M.A. Develpoment B.Sc. Botany, Biotechnology, Chemistry,
M.A. Development

18 months of volunteering with NGOs, 16 12 months in Daimler India commercial -
months of freelance theatre vehicle.
Hindi, English Hindi, English, Chhatisghari, Sambalpuri Kannada, English and Hindi
(Odiya)
• Understanding formation of SHGs at • Field Immersion-Sustainable Development • Field immersion at Panchabutha, Kumta,
Pradaan, Rajastan at Panchabhuta Conservation Foundation Karnataka
• Psychosocial impact of Enforced Kumta, Karnataka. • Internship at Central Himalayan
Disappearances at Association of Parents • Field Intership-Community health at State Environmental Organization, Nainital,
of Disappeared Persons (APDP), Kashmir Health and Resource Center., Raipur, Uttarakhand
Chhattisagarh.

Sushma
Supraja
Surabhi Pant Dnyandeo
Rayabhari
Jagadale

B.A, LL.B, M.A. Development B.Tech. in Electronics and Communication B.S.W., M.A. Development
Engineering, M.A. Development

- 33 months in IT Women and child welfare department and
World vision
Telugu, Kannada, English Hindi and English Marathi, English and Hindi

• Study of SHG’s and Livelihoods of people • To understand the structure and • Immersion at Action for Agricultural
at Pradhan, Rajasthan intervention of a NGO at IVDP, Krishnagiri, Renewal in Maharashtra, Latur
• Intern at Foundation for Democratic Tamil Nadu • Internship at BAIF Development Research
Reforms, Hyderabad • Protection and Sustainable Utilization Foundation, Pune, Urulikanchan
of Natural Resources in 10 Farmer
Villages of Dehradun Dist. at Himalayan
Environmental Studies and Conservation
Organization, Dehradun, Uttarakhnd
Tamanna Vaibhavi
Utkarsh Hathi
Ahmad Deshpande

B.A. Economics, M.A. Development BCS, M.A. Development B.A. Economics, M.A. Economics,
M.A. Development

18 months in CSR consulting 25 Months in IT Sector 12 months as a research assistant

Hindi, English, Marathi English, Hindi, Gujarati Hindi, Marathi, English, Spanish

• A Study of Watershed Management • Understanding socio-cultural, political • Understanding the impact of water scarcity
and functioning of SHGs at Integrated and economical conditions in remote in Latur at AFARM, Pune, Maharashtra
Village Development Project, Krishnagiri villages of Tamilnadu at Integrated • Inter-sector water allocations and
district(Tamil Nadu) Village Development Project, Krishnagiri, use in Agriculture and Industries at
• Understanding the dependency on forests Tamilnadu SOPPECOM(Society for Promotion of
and human-animal conflict around Kalesar • Study of Common Property Resources Participatory Eco-system Management)
National Park, Haryana (for Wildlife and adaptation practices in response and The Forum for Policy Dial, Pune,
Institute of India, Dehradun) to Climate Change at Foundation for Maharashtra
Ecological Security, Pratapgarh, Rajasthan
82
Vaishnavi Vaishnavi
Vartika Joshi
Mahurkar Varadarajan

B.E. Electrical Engineering, M.A. Development B.A. History, M.A. Development B.A. Economics (H), M.A. Development

24 Months NGO ( Part-Time), Community mobilization for effective -
3 Months Fellow (Full-Time) utilization of RTE with MKSS for 2 months
English, Hindi, Marathi, German Hindi, English

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06. Master of Arts in Development (M.A. Development)�������������������������������������������������������������������������������16

07. Masters Of Arts In Public Policy And Governance (MPG)�����������������������������������������������������������������������21

13. Students’ Profile Masters of Arts in Public Policy and Governance������������������������������������������������������85

15. Guidelines for Organizations Participating in the Placement Process��������������������������������������������������98

University Placement Brochure 1

The Master of Arts in Development programme aims to provide students with a

Degree programmes at the University follow a credit based system.

Master of Arts in Development 1. Livelihood

Masters’ program in Law -

Bachelor of Arts (B.A.) and 1. Economics Bachelor

University Placement Brochure 5

University Placement Brochure 7

University Placement Brochure 9

Life after APU

A graduate of the programme is expected to become a reflective practitioner having the

University Placement Brochure 11

Course type Courses offered in M.A. Education (Illustrative)

Broadly, the field practice components of the Semester 3 - Field Internship

Life after APU

Reflections from field

Ram Prakash Krishnan

University Placement Brochure 15

Course type Courses offered in M.A. Development (Illustrative)

University Placement Brochure 17

Reflections from field

University Placement Brochure 21

University Placement Brochure 23

University Placement Brochure 25

Nature of Organizations 2014 - 16

University Placement Brochure 27

Organizations that have participated in the placement process of

• Aajeevika • Centre for Health and Social Justice • eVidyaloka

• Aangan • Christel House India • Experifun

• AIM for SEVA • Cipla Foundation • EZ Vidya

• Akshar School • CMS • FitKids Education & Training Pvt. Ltd.

• AMM Foundation • Creya Learning • Forum For Ecological Security

• Arghyam • Deshi • Gandhi Fellowship

• Aurinko Academy • Design For Change • Gene Campaign

• BAIF • Digantar • Going To School

• Biome Solutions • Door Step School • Gram Vikas

• Bosch CSR • Edcite Learning Pvt. Ltd. • Gramin Shiksha Kendra

• Cashpor • eDreams Edusoft Pvt.Ltd. • Green Foundation

• Catalyst Management Services Pvt. • Educational Initiatives Pvt.Ltd. • Greenpeace India

• Ibtada • Knowledge Consortium of Gujarat • Rahmani Foundation

• iDiscoveri Education Pvt. Ltd. • Kotak Education Foundation • Ramana Group

• IHAT • Krishi Janani • Rang De

• IIMPACT • Kudumbashree • Re:Imagine Learning Community

• IL & FS Education • LabourNet Services India Pvt. Ltd. • Reap Benefit

• Inclen Trust • Leeds International School • Riverside school

• Independent Thought • Lend A Hand India • Room to Read India

• India Governs • Letzdream Foundation • RPG Foundation

• India School Leadership Institute (ISLI) • Life-Lab • SaciWATERs

• Inventure Academy • Mantra Social Services • Sampark

• Isha Vidhya • Medha • Sa-Mudra

• IT for Change • Meghe group of schools • Samvada

• Jaipur Rugs Foundation • Micro Housing Finance Ltd • Sankalp Taru

• Janaagraha Centre for Citizenship • MKSS • Sant Singaji Educational Society

• Jhamtse Gatsal Children’s

University Placement Brochure 29

• Shrijan • The Heritage School • Zaya Learning Labs

• Skills2Succeed • The Samhita Academy

• SME Make in India Foundation • The Teacher Foundation

• Smile Foundation • Thermax Social Initiative Foundation

• Solid Waste Management • Thinklabs Technosolutions Pvt. Ltd.

06. Master of Arts in Development (M.A. Development)��16

07. Masters Of Arts In Public Policy And Governance (MPG)��21

13. Students’ Profile Masters of Arts in Public Policy and Governance��85

15. Guidelines for Organizations Participating in the Placement Process��98