Azim Premji University

Azim Premji University

Motto	Work not towards a just, humane, equitable and sustainable society.
Type	Private
Established	2010
Chancellor	Azim Premji
Vice-Chancellor	Anurag Behar
Academic staff	120
Undergraduates	105
Postgraduates	300 (2012)[1]
Location	Bangalore, Karnataka, India
Website	azimpremjiuniversity.edu.in

Azim Premji University, Admission day

Azim Premji University was established as a not-for-profit, private autonomous university under the Azim Premji University Act 2010 of the Karnataka Legislature in India.^[2] The mission of Azim Premji University is to create outstanding and effective programmes of learning, research and advocacy in education, development and allied fields like health, nutrition, and livelihood. The university aims at facilitating systemic change in education and allied development areas by conducting extensive research, developing new talent, and creating domain knowledge.

The Azim Premji Foundation is the sponsor of the university. Azim Premji is the chancellor of the university and Anurag Behar is the vice chancellor.^[3][4]

The university offers post-graduate courses in Education and in Development (M.A. in Education and M.A. in Development). Starting July 2015, it will offer undergraduate programme leading to a degree in Bachelor of Arts (B.A.) or Bachelor of Science (B.Sc.). Specializations will be offered in the Humanities (combined History, Literature and Philosophy), Sciences (Physics, Biology) and Economics. Students will also have the opportunity to take up research and projects to obtain an honours degree. This will be a will be a full-time, three-year, residential programme.

The campus is on Hosur Road on the outskirts of Bangalore in Karnataka, India, which is a leased premise. The private campus is under construction between Attibele and Sarjapura.^[5]

History

Azim Premji University was established by the Azim Premji Foundation (APF).^[6] APF is a non-profit organization focused on primary education. The University was founded as one of the key responses to the constraints and challenges that the Foundation encountered both within and in the environment, and as part of a larger strategy to contribute to the Education and Development sectors in the country. The university was granted its charter by the Karnataka Legislative Assembly through The Azim Premji University Act of 2010.^[7][8][9]

The degree programmes offered are aimed at socially committed students. The university began with the launch of two post-graduate programmes: Master of Arts in Education and Master of Arts in Development with a few specializations.^[10]

The first academic session started in August 2011. The first batch of 86 students who joined in July 2011 completed their two-year program in May 2013. The university held its first convocation ceremony on 1 October 2013 at Bangalore. The governor of Karnataka, Hans Raj Bhardwaj, who is the Visitor of the University and Azim Premji, chancellor of the university, presented degrees to the first batch.^[11][12][13]

The university student strength rose to 260 in the third batch inducted in July 2013. There were nearly 400 students in the two Masters programs and more than 120 faculty and staff in 2013. Nearly 50% of students were from rural areas and small towns of India, across 20 states.

Campus

Pixel Park, Azim Premji University

Azim Premji University began its operations from an interim campus on the premises of P.E.S. School of Engineering on Hosur Road in Bangalore.^[14] The university operates on leased premises of over 1 lakh square feet.

A permanent campus for the university is being developed on Sarjapur Road on the outskirts of Bangalore. The new 80-acre campus will cater to a community of 3500, with staff and student residences.

Academics

Azim Premji University offers post-graduate programs in education, development and public policy & governance.^[15] From the year 2015, undergraduate courses for students have also been started.^[16]

The university has identified teacher education and undergraduate programmes (undergraduate courses for the 2015-17 batch) as a key requirement in India and is preparing to offer undergraduate and Integrated Teacher Education/Masters Programs from the academic year 2015. With these new courses and programs, the university envisages around 800 students by 2014 and around 3000 students by 2017.

Schools and Centers

The University is organized into 5 schools and a University wide Research centre.

• All Schools have an overarching coherence and alignment with our core social purpose.
• These schools have ownership for their respective programmes. They will engage with key initiatives in their respective domains, through research, conferences, workshops, publications and several other mechanisms.
• While each faculty member will have a primary affiliation to a School, in spirit they are "University faculty" and will teach across schools, engage in institution building and contribute significantly to the overall academic development of the University.

The five schools are:

School of Education

Education in its broadest terms is often seen as an endeavour directed at the flourishing of humankind. It is a deliberate initiation into human ways of thinking and knowing, of feeling and of doing. Varying viewpoints about education have found their assertions in a diverse society like India. While one viewpoint positions education as an endeavour towards social justice, another visualizes it as a tool of economic progress^[17]

Attempts to improve public education in India depend for their success on the availability of highly capable and committed personnel in substantial numbers. There is a dire need for people (fresh and current practitioners) who can understand education and can assume a variety of responsibilities ranging from classroom teaching to policy formulation to theoretical or conceptual analyses in education.

The School of Education at the Azim Premji University is the broad umbrella under which all its work in the education domain will unfold. The School of Education focuses on the following:

1. Develop and offer M.A. in Education programme and contribute towards development and teaching of other programmes and courses in education.
2. Foster research excellence in these fields by undertaking empirically grounded and methodologically rigorous studies.
3. Critically contribute to the continuing education efforts of the University, through active engagement in capacity enhancement of professionals from the Government and other non-governmental organizations.
4. Support and enable the work of the other schools within the University through the design and delivery of interdisciplinary courses.
5. Undertake key initiatives within specific areas of education that seek to enhance our understanding of education and bring together a network of academics, practitioners and other stakeholders.

Programmes

The School of Education currently offers an M.A. in Education Programme. The Programme is offered as a general programme or as a programme that permits students to pursue specific interests and develop expertise in a chosen area while drawing upon concepts, perspectives and skills developed in the core courses.

Students interested in a specialization area, by the beginning of their third semester, choose electives from a set of courses within the specialization areas on offer. Of the twenty-six credits that students need to obtain from elective courses, they are required to obtain a minimum of eighteen credits from courses within the specialization area. A specialization may specify compulsory pre-requisite courses. In addition, specializations will require students to do their third semester six credit field practice over and above the taught courses in that area.

Currently the M.A. Education programme offers three specializations:

• Curriculum and Pedagogy
• School Organization, Leadership and Management
• Early Childhood Education

School of Policy and Governance

The School of Policy and Governance is committed to creating a leading centre for multi-disciplinary research and scholarship in the area of law, governance and public policy. It seeks to advance the vision of Azim Premji University by designing and delivering new academic programmes and generating new and relevant knowledge through research in the fields of law, public policy and governance. It also seeks to intervene in development practice through direct engagement and advocacy with the state and other actors in society.^[18]

Law

In a variety of contexts, substantive law and legal institutions have been seen as vital components of the development process. The actual mechanisms by which the law and legal institutions influence development outcomes have however been the subject of intense academic debate over the years. The School of Policy and Governance (SPG) is engaged in the fine grained analysis of the Indian Legal System in order to assess its potential to help or hinder the country's pursuit of development outcomes. On the one hand, this consists of the quantitative analysis of the performance of instrumentalities in the legal system. Some examples of these are formal courts, institutions of alternate dispute resolution and the civil and criminal processes. On the other hand this consists of a careful exposition of the relationship between Law and Society in India. The study of the theoretical, historical and empirical aspects of this relationship is vital to an understanding of the mechanisms through which changes in the legal system affect the lives of ordinary people in the country.

Public Policy

Public Policy broadly demarcates the intellectual terrain in which the government and other public institutions operate. Multiple actors are now responsible for service delivery and governance in development, challenging theories of Public Administration that focus on the bureaucracy and have mostly originated from the experience of developed countries. The challenge therefore is to problematize, and teach, theories and skills that animate this dynamic institutional space.

Governance

With the belated recognition of the role and significance of institutions, questions such as what institutions are, how they work and how they shape political and administrative actions and outcomes have become important. India has an elaborate system of public administration. These systems while playing an enabling role also impose major constraints on the process and potential of development. The reform of public administration has been the focus of people's movements in the last decade. This programme encompasses the theoretical foundations and practical realities of India's governance on three specific but overlapping axes: capacity, equity and accountability.

Programmes

• Masters in Policy and Governance
• Masters in Law

In coordination with the School of Development, the School of Policy and Governance conducts the following specializations programmes for their MA in Development:

• Public Policy
• Law and Governance
• Clinical Field Engagement Programme

School of Development

Development, broadly construed, refers to the range of interventions that purport to advance and secure individual and social well-being in a sustainable and equitable manner. Any attempt to explain development must contend with the plurality of conceptions of human well-being.^[19]

India continues to have serious development challenges: for example, after more than six decades of independence, India has an unacceptably high percentage of its population living in absolute poverty and alarmingly high levels of infant mortality and malnutrition. These statistics emphasize the moral necessity for state and non-state sectors to renew their engagement with the challenges of development in constructive ways.

A robust engagement with this domain needs a large number of persons with varied backgrounds, capacities and interests and an ethical outlook that provide inspiration for development action. The Azim Premji University intends to contribute, through its educational programmes, to the knowledge and practice of and reflection on development in India. We recognize that development is not a unitary discipline but an integrative field that brings together understandings from the social and behavioural sciences, the humanities, science/ technology, within a framework of analysis, policy and institutional action.

The School of Development focuses on the following:

• Developing and delivering Masters Programmes in Development with specializations in key domains that constitute development.
• Foster research excellence in these fields by undertaking empirically grounded and methodologically rigorous studies.
• Critically contribute to the continuing education efforts of the University, through active engagement in capacity enhancement of development professionals from the Government and other non-governmental organizations.
• Support and enable the work of the other schools within the University through the design and delivery of interdisciplinary courses.

Key Areas of Work

Health and Nutrition

Issues in health, health care and nutrition have long been addressed through narrow bio medical and techno-managerial lens. Driven by a technical logic, such a lens fails to address some of the complex challenges India is facing today around health inequities, implementation challenges of health and nutrition programs and persistent malnutrition. The Health, Nutrition and Development work at the University aims to offer a broader and integrated understanding of health by locating it within the larger development narrative and by necessarily engaging with multiple perspectives, approaches and methods. The initiative, consisting of a multi-disciplinary faculty, focuses on the creation of new and relevant knowledge through a series of teaching and research activities based at the University.

Sustainability

As we envision a path towards sustainable development we are confronted with an array of complex socio-environmental challenges, ranging from rapid urbanization, unfettered economic growth, threats to public health, malnutrition and poverty, to growing fresh water scarcity, waste-management woes, unsustainable agriculture, biodiversity loss, deforestation and climate change. Development that aims at securing social wellbeing in all its plurality is largely dependent on the health of natural systems. The nature and complexity of the challenges indicate that the solutions have to be inclusive, sustainable. Many current discourses are polarized between extreme visions of industrialized society co-dependent on relentless economic growth, or of returning to a wilderness driven by deep ecology.

It is imperative that coherent personal and collective responses are urgently explored and that such an exploration becomes part of any sensitive educational endeavour. The sustainability work at the university will have a three-fold vision for its students. Firstly it will enable students to understand and engage with the national and global debates on sustainable development. Secondly, it will empower students to locate their role in development through a perspective of sustainability that includes the inter-relationships between Nature, Society and Economy. Thirdly, it will provide students the means to gain depth and breadth in sustainability across three broad cognitive areas, such as: theoretical and conceptual understanding, inter-disciplinary methods and analytical skills, and the frameworks for effective policy and governance including management.

Livelihoods

The growing public acknowledgment about the inability of national economies to generate gainful employment, let alone a dignified life for all, especially the poor, marginalized and vulnerable – require a reshaping of approaches to development. While issues of employment, decent work, just remuneration, income generation, livelihoods transition, the dignity of work, and sustainable livelihoods are central to development, they constitute a distinct area of knowledge, theorization, and intervention.

As such, the Livelihoods Specialization would locate the understanding of "livelihoods" within the larger historical, socio-cultural, ecological, political-economic and legal-institutional frameworks and then proceed to address contemporary processes of socio-economic transformation such as globalization of production and trade, agrarian transformation, development-induced displacement, urbanization, de-regulation and informalisation of labour, feminization of poverty, and the ways in which these (re)structure and transform work, employment and livelihoods and the social ways of life based upon them.

The specialization will enable students to engage in action and interventions in areas related to poverty reduction /alleviation, livelihood security and diversification, financial inclusion, migration and work, labour standards and labour regulation, resource crises and livelihoods, technological change and skills development, by providing them

Programmes

• MA in Development (Specializations currently offered in Health and Nutrition, Sustainability, Livelihoods, Law and Governance, Public Policy)

The School is working on the following Programmes to be offered soon:

• MA in Public Health (Launch 2016)
• MA in Sustainability

School of Liberal Studies

The School of Liberal Studies at Azim Premji University aims at developing and conducting programmes that will help redefine the Undergraduate learning experience and Teacher Education in India.^[20]

The School will:

1. Develop and offer an Undergraduate programme in the Humanities, Sciences and Social Sciences
2. Develop and offer integrated Teacher Education programmes
3. Prepare students to become active, self‐directed learners with capacities for critical understanding and thinking.
4. Build a diverse student community, moderating the role of social and economic disadvantage in determining access and outcomes.
5. Bring together students, faculty and mentors to create a vibrant community of learners

Education should strive for both personal accomplishment of students in areas of interest and meaningful public engagement. We believe that an education that encourages these will lead to flourishing of individuals and the society at large. This is potentially a creative and often disruptive process that happens not in individual isolation but in dialogue with a community of learners that includes faculty and peers. Such a community, in the Indian context, is not there for the asking but has to be nurtured and built.

Programmes

Three-year, full-time, residential Bachelor of Arts (B.A.) and Bachelor of Science (B.Sc.) degrees are offered in the following specializations:

• Physics or Biology
• Economics
• Combined Humanities (History, Language & Literature and Philosophy)

Students also have the choice of selecting from several minors including Physics, Biology, Economics, Development Studies, Education Studies and Data Sciences. For example, a student may choose to take up Physics as a major and Data Science as a minor or Economics as a major and Biology as a minor. Students can also opt for an Honours degree through advanced research projects.

School of Continuing Education & University Resource Centre

In-service programmes have a direct impact in enhancing the capacity of practicing professionals. Given that their work deals with very complex issues, the need for high quality and effective programmes is evident. This need cuts across perspective building, specific areas within their domains and also in general areas like communication, project management etc.^[21] They believe they are in a unique position to deliver these:

• The deep field experience of our state and district institutes in working with these functionaries gives us insight into their context (daily work, challenges, constraints and priorities) that helps us structure our programmes for effectiveness.
• The collaborative working of the University faculty and the Field Institutes brings together both academic expertise and field realities; this helps us integrate theory and practice in meaningful ways and adds significantly to the effectiveness.

The School of Continuing Education and University Resource Centre is responsible for the design and conduct of all in service programmes. They do this in active collaboration with the other schools, field institutes and other partner institutions. School also works in the area of assessment in Education and offers frameworks and tools for student assessment, institutional assessment and assessment of personnel.

To date, we have designed and conducted more than hundred capacity enhancement programmes, largely for district/state level government functionaries

• Continuing education programs in the education and development domains - functional competencies and skills areas such as academics, pedagogy, education leadership & management, planning and execution, workshop design and facilitation skills, livelihood and health.
• Menu of programs customized for professionals in the government, NGO and private domains - top management and bureaucrats, corporate leaders and thought leaders
• Through direct and indirect – secondary, tertiary – capability building initiatives for significant and tangible "application and practice on the ground."

Create assessment framework with the intention to encourage self-assessment and self-development.

Programmes

The School has designed and conducted more than hundred programmes over the past few years. Most of these programs have been customised programs designed in line with the needs of the participants, and in collaboration with the governments, our field institutions, external experts and University faculty. Some of the key programmes designed and delivered recently include:

• Induction programme for District Education Officers (DEOs) of Rajasthan, in collaboration with our Rajasthan state team. Around 80 DEOs attended the programme in two batches, which covered topics important for developing a systemic understanding of education, such as The journey from constitutional values to Right to Education (RTE), Universalisation of education, equity and inclusion, teacher development, quality of education, working at scale and experience sharing by senior government functionaries.
• Programme for academic faculty of District Institute of Education and Training(DIETs), College of teacher education (CTE), Institute of advanced studies in education(IASE) and State Council of Education research and Training (SCERT) at SCERT Raipur, Chhattisgarh in collaboration with our Chhattisgarh team. The programme focused on perspectives on teacher education.
• Program for Senior functionaries of Health and Education department od Karnataka State was offered in collaboration with ATI (Administrative Training Institute) Mysore.
• Workshop on continuous and comprehensive evaluation for Azim Premji Schools, addressing concepts of assessment and evaluation, the process of doing continuous assessment while teaching, principles guiding continuous assessments, and the notions of comprehensiveness within each subject and across school curriculum.

Library

The library, which spans over 8000 sq. ft area, has a collection of over 27,633 books and more than 150 print and online journals. The modern IT infrastructure in the library allows students and researchers to access to its catalog and e-resources through WiFi technology. The library has a comprehensive collection of print, digital and media resources on education, philosophy, psychology, sociology, development studies, law, political science, health and public policy. Online resources such as Ebsco, JSTOR, Manupatra, Questia, Sage and World Bank eLibrary are provided for the teaching and research staff.^[22]

Admission process

• UG programme: Admissions are open to 12th standard/pre-university certificate students from all disciplines. Students appearing for their final examinations who expect to write their examinations by June 2015 are eligible to apply. The admission process includes a written test and an interview. The program is residential so every student need to stay in hostel.
• PG programme: Admissions are open to graduates from all disciplines. Students from rural areas are given preference. Students have to clear a three-layered admission process including a written test, group discussion and interview.

Fees and scholarship

PG programme: In 2015, the tuition fee has been structured at Rs. 53000/- per annum, which is in line with many similar state-run educational institutions.

UG Programme: In 2015, the tuition fee has been structured at Rs. 1,00,000/- per annum.

The university extends some scholarships to help students cover their fees. The scholarships may cover part of the tuition and student accommodation related boarding and lodging expenses or sometimes even the entire expenses.^[23][24]

In addition to scholarships, the university offers loan repayment support for students who take up careers in the social sector or pursue higher education in related domains, and contribute through teaching, research or field engagement. This support is provided to students in forms such as interest waiver or subsidy, and part reimbursement of the loan. For the selected students, the university works out the procedure for such support on a case-by-case basis during the admission process. The university helps arrange concessional education loans for students as well.^[25]

People

Faculty

The university has a faculty group of over 100 in varied disciplines and fields including Education, Development, Science, Social Science & the Humanities. More than 60% of the faculty have doctoral degrees in relevant domains. The student-faculty ratio is 10:1. It has some of the well-known scientists, researchers, educationalists, philosophers, writers, economists and many more famous personalities as its faculty.

Research and partnerships

Azim Premji University is engaged in research projects and has conducted more than 30 capacity-enhancement programs in education perspectives, leadership and academics for government functionaries. It has Memoranda of Understanding with national and state capacity development institutions such as Administrative Training Institute, Mysore^[26] and National Institute of Administrative Research (NIAR) to develop capacity enhancement frameworks for government functionaries in leadership positions. The university has also partnered with Michigan State University^[27][28][29] and (INET) to train education experts and, ultimately, improve India’s vast, struggling school system and to create strategies for development that have proven successful in promoting equitable growth and reducing poverty.

Vibrant academic discourse

Since its inception, the university has conducted international seminars in the area of Philosophy of Education,^[30][31] and Law, Governance and Development. The first international seminar was held in January 2013. The second international seminar on Philosophy of Education was scheduled for May 2014. University has also hosted lot of public seminars, some which were given by Billionaire investor George Soros, Historian Ramchandra Guha, Economist Sanjeev Reddy and etc.

Azim Premji University has partnered with Institute of New Economic Thinking (INET)^[32] and has conducted summer and winter advanced graduate workshops on development.^[33]

References

1. "Frequently Asked Questions". Azim Premji University. Archived from the original on 1 February 2012. Retrieved 2012-06-02.
2. "KARNATAKA ACT NO. 14 OF 2010" (PDF). Retrieved 21 November 2013.
3. "Anurag Behar is VC of Azim Premji University". Deccan Herald. 22 March 2011.
4. "Anurag Behar is VC of Premji varsity". The Hindu. 23 March 2011.
5. "Heights of learning". Pune Mirror. 3 August 201. Check date values in: |date= (help)
6. "Azim Premji Foundation".
7. "Nod for Azim Premji University". Times of India. 19 June 2009.
8. "Decks cleared for setting up Azim Premji University". 13 March 2010.
9. "Azim Premji University to be set up soon in Banglore". The Times of India. 3 December 2010.
10. "Archived copy". Archived from the original on 3 December 2013. Retrieved 2013-11-21.
11. "First batch of students pass out of Azim Premji University". The Hindu. 3 October 2013.
12. "Azim Premji University holds its first convocation". OneIndia Education.
13. "Azim Premji varsity's first convocation". The New Indian Express. 6 October 2013.
14. "Campus and Community". Archived from the original on 3 December 2013. Retrieved 21 November 2013.
15. http://azimpremjiuniversity.edu.in/SitePages/postgraduate-programme-programme-overview.aspx
16. http://azimpremjiuniversity.edu.in/SitePages/undergraduate-programme-programme-overview.aspx
17. http://www.azimpremjiuniversity.edu.in/SitePages/school-of-education-overview.aspx
18. http://www.azimpremjiuniversity.edu.in/SitePages/school-of-policy-governance-overview2.aspx
19. http://www.azimpremjiuniversity.edu.in/SitePages/school-of-development-overview.aspx
20. http://www.azimpremjiuniversity.edu.in/SitePages/school-of-liberal-studies-overview.aspx
21. http://www.azimpremjiuniversity.edu.in/SitePages/University-resource-centre.aspx
22. "Azim Premji Foundation Library".
23. http://azimpremjiuniversity.edu.in/SitePages/admissions-programme-ug-faqs.aspx
24. http://azimpremjiuniversity.edu.in/SitePages/admissions-programme-pg-faqs.aspx
25. "Financial Aid and Student Support". Azim Premji University. Archived from the original on 1 June 2012. Retrieved 2012-05-31.
26. "Azim Premji varsity, ATI-Mysore in pact". Business Line. 13 June 2013.
27. "Video on MSU/Azim Premji University collaboration".
28. "MSU helps transform Indian schools". Michigan State University. Retrieved 21 November 2013.
29. "Helping India's educators teach new lessons". Michigan State University.
30. "Seminar series to explore philosophy of education". The Hindu. 29 March 2012.
31. "Azim Premji University invites abstracts on Philosophy of Education". Deccan Herald. Retrieved 29 March 2012.
32. "Azim Premji Summer School". Archived from the original on 27 September 2013. Retrieved 21 November 2013.
33. "Advanced Graduate Workshop On Poverty, Development and Globalization 2013". Archived from the original on 12 September 2013. Retrieved 21 November 2013.

Coordinates: 12°51′46″N 77°39′54″E / 12.8627°N 77.6649°E