two year p ost graduation in evelopment management · p ost graduation in evelopment anagement d m...

2011 – 2013

Tata-Dhan AcademyMaduraiwww.dhan.org/tda

P ost Graduation inevelopmentanagement

DM

Two Year

Welcome

Are you a person interested in ‘Making a difference’ in the lives of poor?

Are you willing to take up chalinequalities in society?

lenges to bring down

Are you committed towards a ‘Cause’?

If Yes, explore with us.

Chairperson

Programme in Development Management

Tata-Dhan Academy

We

lc

om

e

The Development School

Twelfth Programme in Development Management

Tata-Dhan Academy1

he Tata-Dhan Academy (TDA) is the premier faculty members are active and experienced Tdevelopment school in India. It is a school development professionals, they can provide

dedicated to grooming development professionals valuable action-based lessons to improve the

who perceive the development of society as the knowledge and perspective of the students.

sole mission of their lives. They work to improve The Academy's students witness development in the lives of the poor and to handle complex action by being a part of projects implemented by development processes by promoting and national and international governments, donors, strengthening people organisations. Students and philanthropic institutions. Students also gain graduate from the Academy with high leadership experience during internships with field abilities, a unique set of values, motivations, and organisations working with women and farmers on ethics, and the academic, analytical, and large-scale microfinance and natural resource intellectual abilities the community requires. As a development programmes.development school, the Tata-Dhan Academy:

These learning-by-doing experiences ensure that l Inducts and grooms young graduates as

students get the most relevant development development professionals with attitudes,

management training available to them.values, empathy, knowledge, and skills to

work with disadvantaged communities.Tata-Dhan Academy as a development school has

l Builds knowledge through a process of the advantage of substantial field facilities of action —> reflection —> refined action and DHAN Foundation and a few select development the systematic adoption of global knowledge organisations (NGOs) with adequate infrastructure to the Indian context. to support students during their Fieldwork and

Development Practice Segments.l Builds the capacity of development

practitioners by offering short-duration

education and training programmes.

l Enables current and future practitioners to use

this specialised knowledge.

The Academy's curriculum is approximately 50%

fieldwork and development practice, and 50%

classroom learning. While the classroom sessions

are designed to teach students the necessary

theory and operational skills for becoming high-

quality development professionals, the fieldwork

and development practice sessions teach students

to apply this knowledge. Because the Academy's

people organisations and micro and macro realities.he Twelfth Programme in livelihood development Development Management T

The core values of excellence, activities.(PDM) is a two-year enabling, equity, creativity and programme. Graduates are l Have strong people-discipline inherent in each of awarded a Post Graduate focused skills necessary for the different segments of PDM Diploma in Development dealing with people, serve as the vital thread Management (PGDDM). building teams and running through the entire organisations, and

Students who complete the programme. The PDM is thus motivating people.PDM will: committed to producing high-

l Be creative, conceptual, calibre dedicated development

l Understand the intricate and critical in thoughts and professionals with appropriate

relationship between action and take motivation, values, and ethics

grassroots-level micro- development of society as who will create and manage mission of their lives.realities (including those of strong and vibrant people's villages, livelihoods, rural

The PDM students are exposed organisations to affect social change, and to the realities at grassroots significant impacts on the lives poverty) and macro-levels to understand livelihoods of the poor.realities (including of the poor communities, the

government policies, issues of poverty, and

macroeconomics, the social changes

globalisation, and the legal happening at micro

environment).level. Macro realities

such as government l Have the research policies, globalisation, capabilities necessary to and the macroeconomic identify development and legal environment issues and design are oriented to them. reasonable interventions.The students broaden

l Be equipped with their perspectives

managerial tools and through understanding

techniques for building the interrelationships between

Programme in Development Management


Tata-Dhan Academy2

3

Programme Structure

The Preparatory Segment

Experiencing rural life

Identifying coping abilities for the sector

Remedials

Fieldwork Segment

Adapting to and coping with field realities

Shaping beliefs and value systems

Fact finding

Building relevance

Classroom Segment

Building knowledge and perspectives

Building creative, critical and analytical skills

Consolidation of learning

Development Practice SegmentEnhance action - reflection process

Building ‘people-focused’ skills

Inculcating managerial skills

Exposure to organi-sational experiences

he PDM's curriculum can be divided into four segments: the Preparatory Segment, the Classroom TSegment, the Fieldwork Segment, and the Development Practice Segment.

Preparatory Segment

Classroom Segment (CRS)

The Preparatory Segment precedes the regular PDM curriculum and is designed to ensure that all

students have the best preparation for effective participation in the programme. During this four-week

segment, students experience life in the rural context and identify their own coping abilities; get

introduced to the case method of learning and other teaching methods used at the Academy; and

partake in remedial courses in quantitative analysis, written and oral communication, and computer

appreciation and application.

The Academy's CRS is designed to build knowledge and perspectives in subjects like economics,

development, and management; to enhance the creative, critical, and analytic skills of students; to

develop the oral and written communication skills of students; and to consolidate the learning

experiences of all programme participants.

The CRS is organised into five disciplines through 38 courses. The entire PDM will have 71 credits.

Regular classes, seminars, workshops, and class-based field visits will be enhanced by labs and

exposure visits to build perspectives on related subjects. While the 38 core courses are compulsory,

elective courses are offered to enable specialisation among the students.

Tata-Dhan Academy


Classroom Segment (CRS)

Basics of

Development

(BASICS)

Communication

for

Development

(CODE)

Leadership

Development and

Institution

Building (LAB)

Technology of

Development

(TECH)

ClassroomSegment

Management

for

Development

(MADE)

he CRS is organised into five disciplines Tthrough 38 courses.

Students develop interpersonal skills and a

better understanding of themselves during the This discipline builds perspectives on various

courses in this discipline. The courses and micro-development concepts, principles, and theories

labs help students to identify their leadership and exposes the students to new opportunities

abilities, their motivation, values, and ethics, and and challenges in the development sector. It

the importance of the institution-building also builds an emotional bond between the

processes. Yoga is a part of this discipline since students and the sector covering 'what and why'

it has a good effect in keeping people healthy aspects of development.

and active.

The courses in this discipline help students Along with enhancing the written and oral

design and implement various contextually communication skills of students, this discipline

sensitive development interventions. During also introduces students to various theories in

these courses, students analyze various effective mass communication for development.

development models and approaches and learn

about the different factors which influence

development.

Through 13 courses, students learn the

management tools, techniques, concepts, and

principles most relevant to development.

Leadership Development and Institution

Building

Basics of Development

Technology of DevelopmentCommunication for Development

Management for Development

Tata-Dhan Academy4


Various locations in Tamil Nadu, Andhra Pradesh,

Durg Dist., Chhattisgarh

Karnataka, Kerala, Madhya Pradesh, Orissa,

Rajasthan and Assam.

DHAN Foundation

Dalit Manav Kalyan Sansthan

Tata-Dhan Academy5

Fieldwork Segment (FWS)

Patna, Bihar

Garwah, Jharkhand

Organisations supporting the Fieldwork Segment

Bhubaneswar, Orissa

Orissa Development Action Forum (ODAF)

Adithi

AID-India

BAIF- Nasik

Nanded, Maharashtra

Madurai, Tamil Nadu

Udaipur, Rajasthan

Kanpur, Uttar Pradesh

Bhadrak Dist., Orissa

Bhubaneswar, Orissa

Dharmapuri Dist., Tamil Nadu

Balangir Dist., Orissa

Patna, Bihar

Dewas, Rajasthan

Professional Assistance for Development

Action (PRADAN)

Samaj Pragati Sahayog (SPS)

Sanskriti Samvardhan Mandal

Seva

Seva Mandir

Shramik Bharti

Solidarity

Shristi

South Indian Federation of Fishermen

Societies (SIFFS)

Trivandrum, Kerala

Tribal Health Initiative

Vikalpa

Patna, Bihar

Jaipur, Rajasthan

PRAYAS

PRATHAM

Bankura, West Bengal

Bihar

Tumkur, Karnataka

New Delhi

Patna

Kolkata, West Bengal

Noida, Uttar Pradesh

Lucknow, Uttar Pradesh

Barmer, Rajasthan

Secunderabad, Andhra Pradesh

Kendrapara, Orissa

CINI ASHA

Drishtee Foundation

Grameen Development Services (GDS)

Lok Kalyan Sansthan

M Venkatarangaiya Foundation

M S Swaminathan Research Foundation(MSSRF)

Centre for Science and Environment (CSE)

Budhi Margi Seva Sansthan (BMSS)

BIRD-K Beri Project

BIKASH

Bihar Sewa Samiti

he 14-credit FWS provides learning on development issues. The students take up fieldwork in Tdifferent contexts such as rural, urban, tribal and coastal. The FWS helps students identify

appropriate intervention strategies through systematic and rigorous field studies and practice. The FWS

enables students to learn and adapt to different contexts and improves their observational, analytical,

and conceptual skills through experiential research. In the process, students also gain an appreciation

for grassroots development action. This, in turn, reinforces their concern and commitment to working

with the poor and helps them develop a tolerance for the ambiguities and unstructured situations they

encounter in the field. One of the other strengths of the FWS is the opportunity to apply classroom

knowledge to real world situations. In applying the relevant theories and analysing the results, students

develop their logical and critical capabilities. During the two-year PDM, there are two 7-week FWS.

Sirsi, KarnatakaKadamba Foundation


Development Practice Segment (DPS)

Sri Kshetra Dharmasthala Rural

Sustainable Agriculture & Environmental

Development Programme (SKDRDP)

Voluntary Action (SEVA)

Dharmasthala, Karnataka

Madurai, Tamil Nadu

People’s Education Development Organisation (PEDO), Dungarpur, Rajasthan

Peermade Development Society

Idukki Dist., Kerala

Tarun Bharat Sangh (TBS)

Alwar, Rajasthan

Organisations supporting the Development Practice Segment

Action for Agricultural Renewal in

Maharashtra (AFARM)

Pune, Maharashtra

Guild of Service, Chennai, Tamil Nadu

Harsha Trust, Bhubaneswar, Orissa

Just Change India Producer Company Ltd

The Nilgiris, Tamil Nadu



DHAN Foundation

Various locations in Tamil Nadu, Andhra

Pradesh, Karnataka, Kerala, Madhya

Pradesh, Orissa, Rajasthan and Assam

Akshara Foundation, Bangalore, Karnataka

Dr. Reddy's Foundation, Hyderabad, Andhra

Grameen Development Services (GDS)

Lucknow, Uttar Pradesh

he DPS provides students with hands-on experiences for practicing people-focused development Tskills such as organising the community, training and capacity building, accounting and financial

management, planning, monitoring and evaluation, and project management. Students design,

implement, and manage development interventions during their DPS by associating with a

development organisation.

The major objectives of the DPS are for the students to:

l Build and shape attitudes and abilities to listen and learn from communities, adapt to different

development situations, empathise with communities, and develop confidence facing field

uncertainties. Develop people-focused skills for understanding diverse development contexts and

needs, establish rapport and build trust with communities, understand development and

organisational issues, and design intervention approaches.

l Integrate the lessons learnt during the classroom segment and bring back new knowledge to share.

The students—either individually or in groups—are placed in people's organisations or at a

development project and are guided by a senior member of the organisation and a faculty member

from the Academy. The 20-credit Development Practice Segment includes two 10-week sessions.

Aga Khan Rural Support Programme (AKRSP)

Ahmedabad, Gujarat

Centre for Rural Development (CRD)

Guwahati, Assam

Deshabandhu Club, Cachar Dist., Assam

Nav Bharat Jagriti Kendra (NBJK)

Hazaribagh Dist., Bihar

National Dairy Development Board (NDDB)

Anand, Gujarat

Professional Assistance for Development

Action (PRADAN), Orissa & Jharkhand

Vishwa Bharati Vidyodaya Trust (VBVT)

Tribal Health Initiative (THI)

The Nilgiris, Tamil Nadu

Dharmapuri, Tamil Nadu

Seva Mandir, Udaipur, Rajasthan

Shramik Bharti, Kanpur, Uttar Pradesh

Tata-Dhan Academy6

Foundation for Security Ecological (FES)

Madanapalli,Andhra and Anand, Gujarat

PRATHAM, Udaipur, Rajasthan


National Dairy Development Board

Anand, Gujarat

National Slum Dwellers Federation (NSDF)

Mumbai, Maharastra

Ralegan Siddhi

Ahmednagar Dist., Maharastra

AuroAnnam, Auroville, Pondicherry

GREEN Foundation, Bangalore, Karnataka

Timbaktu Collective

Tribal Health Initiative

Dharmapuri, Tamil Nadu

Tarun Bharat Sangh

Alwar Dist., Rajasthan

Anantapur, Andra Pradesh

Sevagram AshramWardha, Maharashtra

Shri Mahila Griha Udyog Lijjat Pappad

Mumbai, Maharastra

Karuna Trust, Chamraj Dist., Karnataka

Kutch Mahila Vikas Sangathan

Mazdoor Kisan Shakti Sangathan

Tata-Dhan Academy7

Exposure to Development Organisations

BAIF Institute of Rural Development-

Child in Need Institute (CINI)

Cooperative Development Foundation (CDF)

Dabbawala, Mumbai, Maharastra

Foundation for Ecological Security

Anand, Gujarat

Karnataka (BIRD-K), Tiptur, Karnataka

Kolkata, West Bengal

Hyderabad, Andhra Pradesh

MYRADA Talavadi Project (KVK)

Erode,Tamil Nadu

Integrated Tribal Development Agency (ITDA)

Warangal, Andhra Pradesh

Rural Development Trust (RDT)

Anantapur, Andhra Pradesh

Integrated Village Development Project (IVDP)

Dharmapuri Dist., Tamil Nadu

A few of the organisations where students were sent

t the end of the PDM, students go to different non-governmental organisations (NGOs) to learn Aabout specific development approaches taken by them to address poverty in India. Students

spend time with development leaders and gain an appreciation for the motivation and dedication

towards the development field demonstrated by these leaders. The exposure visit is a two-week two-

credit module. Some of the noted development leaders whom the students have interacted with are

Shri Baba Amte, Shri Anna Hazare, Shri M S Swaminathan, Shri Jockin Arputham and many other

development leaders who have made a difference in the lives of millions and continue to motivate the

next generation, which include the students of the Tata-Dhan Academy.

Aga Khan Rural Support Programme (AKRSP)

Ahmedabad, Gujarat

Agragamee, Rayagada Dist., Orissa

Society for Promotion of Area Resource Centre

Mumbai, Maharastra

Society for Promotion of Wastelands Development

Udaipur, Rajasthan



Missionaries of Charity, Kolkata, West Bengal

Bhuj, Gujarat

Rajsamand Dist., Rajasthan


Ecology, Environment, and Development(ECOD) 0.5

Tank Rehabilitation and Tankfed

Agriculture (TRTA) 1.0

Financial Management (FM) 1.0

Building People's Organizations for

Development (BUD) 1.5

Sustainable Livelihoods Development (LH II) 0.5

Human Resource Management (HRM) 0.5

Marketing of Development Programmes

and Concepts (MODE I) 0.5

Managerial Oral Communication (MOC I) 0.5

Written Analysis and Communication

(WAC III) 0.5

Development Practice Segment (DPS I) 10.0

Yoga 0.5

Macroeconomics 1.0

Participatory Learning Methods (PALM I) 0.5

Microfinance for Poverty Reduction (MFPR) 1.0

Sustainable Livelihoods Development (LH II) 0.5

Social Development (SD I) 0.5

Accounting for Development Management II 0.5

Research Methods for Development

(RMD II) 0.5

Interpersonal Behavior in Personal and

Organization Development (IBPOD) 1.0

Communication with Communities (CWC)

Academic and Professional Writing (APW II)

0.5

0.5

Written Analysis and Communication

(WAC II) 0.5

Fieldwork Segment (FWS II) 7.0

Yoga 1.0

Legal Environment for Development (LED) 0.5

Social Development (SD II) 0.5

Project Management (PM) 1.0

Marketing of Development Programmes

and Concepts (MODE II) 0.5

Management Information Systems (MIS) 1.0

Development Economics (DE) 0.5

Communication for Development (CD II) 0.5

Elective

Independent studies

0.5

0.5

Development Practice Segment (DPS II) 10.0

Yoga 0.5

Water and Development (WAD) 0.5

Motivation, Values, and Ethics in

Development and Change (MOVE II) 0.5

Leadership for Development (LEAD) 1.0

Human Resource Development (HRD) 1.0

Strategic Management 1.0

Elective 0.5

Exposure to Development Organizations (EDO) 2.0

Total Credits 71.0

Programme Curriculum

Basics of Development (BOD) 1.0

Social Environment, Change and Effect

on Development (SEED) 1.0

Research Methods for Development (RMD I) 0.5

Participatory Learning Methods (PALM I) 0.5

Sustainable Livelihoods Development (LH I) 1.0

Quantitative Techniques for Development

Management Research (QTMR) 0.5

Accounting for Development Management I

Academic and Professional Writing (APW I)

0.5

0.5

Motivation, Values, and Ethics in Development

and Change (MOVE I) 0.5

Communication for Development (CD I) 0.5

Written Analysis and Communication (WAC I) 0.5

Microeconomics 1.0

Fieldwork Segment (FWS I) 7.0

Yoga 1.0Term IV (16 credits)

Term V (6.5 credits)

Tata-Dhan Academy8

Term I (16 credits) Term III (17 credits)

Term II (15.5 credits)


Quantitative Techniques for Development

Management Research (QTMR) 0.5

Subject to Change

*

*

*

*

Tata-Dhan Academy9

Fellowship


he PDM costs around Rs. 2,50,000/- per student. All students who commit to Tworking with designated development organisations for at least three years after

completing the PDM are eligible for a fellowship which covers the entire programme

cost including tuition, boarding, and lodging.

Each selected candidate has to pay Rs. 5,000/- as a caution deposit. This deposit

will be refunded to students after graduation. Students who opt out of the PDM

after registering forfeit their caution deposit.

The fellowship is awarded subject to the following agreement:

a. Graduates must serve in designated development organisations for a minimum

period of three years after completion of the PDM.

b. Fellowship students must meet all the minimum academic performance

standards established by the Academy.

c. The student must repay the entire stipend amount received (fellowship including

institutional subsidy) plus interest on the date of leaving and must forfeit the

caution deposit if he or she leaves for any of the following reasons:

i) The student decides to discontinue the PDM according to her or his own

decision.

ii) The student is expelled from the Academy on disciplinary grounds.

iii) The student is asked to withdraw from the Academy for failure in meeting

the minimum academic performance standards.

iv) The student does not complete the minimum period of service with a

designated development organisation after joining.

Experience sharing

Tata-Dhan Academy10

Tata-Dhan Academy built the capacity and confidence to work with community by

imparting skills, knowledge with practical experiences during two years. It has also

provided me an opportunity to work for the development of the community. Now I am

proud to be in the development sector. Values of Tata-Dhan Academy motivated me to

work with the community.

Gajanan Hegde – Project Executive, DHAN Foundation, Karnataka

"Tata-Dhan Academy (TDA) shapes professionals for working with marginalized

community to improve their socio-economic status. During the two years study at TDA the

most interesting and valuable is the learning from the community. I am applying the same

in my day to day professional work and I am satisfied with the outcome.

I am working as a Deputy Manager in National Dairy Development Board (NDDB) at

Etawah. My role is to coordinate Milk Producers Institute (MPI) and we are running a

sustainable New Generation Cooperative (NGC). When I joined in 2009, the milk

procurement was 4500 liters/day through 150 MPIs. Now 5500 milk producers are

pouring milk and the procurement is 30,000 liters/day through 350 MPIs.

Milan Kumar Mishra - Deputy Manager, NDDB, Etawah

Entering the Academy is like entering a new world i.e., development world. Two years

experience what I got in the Academy is all about attitude, skill and knowledge. The

attitude towards development sector is changed positively after completion of two years.

The second one is management and administrative skills that are very much necessary to

complete the works within specific time period. And last but not the least is knowledge

about the society with whom we are dealing with. The fieldworks gave lot of

opportunities to experiment my creativity directly with community and guidance from

faculties encouraged me to face new challenges in an effective manner. Case studies and

assignments developed my writing and analytical skills and I learnt to manage time by

prioritizing the works. The friendly relationship between students and faculties is another

important aspect which enabled free flow of thoughts, ideas without any difficulties.

Sports week and cultural programmes were there to have separate track for enjoyment. At

the end of two years we naturally start love development sector and ourselves.

Shreekanth Balachandra Bhat, Project Officer, Foundation for Ecological Security, Karnataka


Activity Starting Date Closing Date

Induction & Orientation thMonday, 4 July 2011 th Saturday, 30 July 2011

Term I

Term II

Term III

Term IV

Term V

Classroom Segment I ndTuesday, 2 August 2011 th Saturday, 19 November 2011

Term Break IthSunday, 20 November 2011 Sunday, 2011th4 December

Fieldwork I Monday, Decemberth 5 2011 Friday, th 20 January 2012

Classroom Segment II Saturday, Januaryst 21 2012th Tuesday, 17 2012April

Term Break IIthWednesday, 18 2012April Saturday, April st 21 2012

Fieldwork II ndSunday, 22 2012April Thursday, June th 7 2012

Classroom Segment III Friday, June th 8 2012 Thursday, rd 23 August 2012

Term Break III Friday, August th 24 2012thFriday, 7 2012September

Development Practice I thSaturday, 8 2012September Wednesday, Novemberth14 2012

Classroom Segment IV Thursday, Novemberth 15 2012 Wednesday, 9th January 2013

Development Practice II thThursday, 10 January 2013 thMonday, 18 March 2013

Classroom Segment V thTuesday, 19 March 2013 rdWednesday, 3 April 2013

Exposure to Development OrganisationsthThursday, 04 April 2013 Thursday, 1 th8 April 2013

Classroom Segment V (Continued) th Friday, 19 April 2013 thSaturday, 25 May 2013

Tata-Dhan Academy11

Academic Calendar 2011-13

Please note: Dates are subject to change.


Pedagogy

Term Focus

Basics

and

self

Development

Intervention

Models

Management

and Community

Management

and Policies

Institution

Building and

Leadership

Exposureto NGOs

FWS I

FWS II

DPS I

DPS II

he Academy's faculty use diverse and innovative teaching methods to ensure that students with varied Tlearning styles acquire the skills necessary for enquiry, practical appreciation, and analytical reflections

on real life problems.

The case method—which involves analyzing first-hand descriptions from development practitioners to

identify problems and conceptualise solutions—is the most prominent method of teaching at the Academy.

The case analysis experience is enriched by field exposure through visits to NGOs which work with diverse

groups including street children or physically or mentally challenged individuals and NGOs which work on

themes such as HIV/AIDS, integrated farming, human rights management, gender issues, and livelihoods.

Guest lecturers are invited to speak on subjects including ecology, policy, and human resource

management. These experiences help "internalise" the development experience and understand the field

realities by the students, and also help to reinforce the motivation, values, and ethics necessary for

development practitioners.

In addition to the case method, the lecture method of teaching is used to impart knowledge about theories

and perspectives. Games, role-plays, and simulation exercises help build an understanding of social

behaviour and interpersonal behaviour. Other teaching methods include holding intensive micro labs on

leadership development, conducting intermittent field visits accompanied by classroom discussions, and

organising seminars and group discussions.

Tata-Dhan Academy12


Term V

Term IV

Term III

Term II

Term I

Tata-Dhan Academy13

Selection Process

Eligibility

Development Management Admission Test (DMAT)

Selection Camps

Results

1. Graduates or post graduates in any discipline with minimum 50% marks or equivalent. Those appearing

for the final examination of the qualifying degree and would be able to complete all their course strequirements on or before 1 July 2011 can also apply.

st2. Age should not be more than 26 years as on 1 July 2011.

3. Professionals, first time graduates from families, candidates working in development organisations are

encouraged to apply.

4. High motivation and enthusiasm to work for and with poor communities.

Candidates will be shortlisted on the basis of written test DMAT (Development Management Admission

Test) to be held at various centres in India. The DMAT is an objective test which measures:

l Proficiency in English

l Quantitative ability

l Analytical reasoning

Performance in all three areas will be taken into account in shortlisting candidates for a selection camp

which includes group discussions, a personal interview, and a rural interface.

The Academy has a unique process for the final round of selection which helps to enhance the quality of

selection. The two-day selection camps will be held in select places which will be intimated to the

candidates.

The results will be declared as per schedule given at the end of this information brochure. The results will be

published at www.dhan.org/tda and the selected candidates will be intimated individually.


Placements

raduates are placed in designated development organisations. The Academy Gdefines a designated development organisation as an organisation which:

l Has adequate space for working with poor communities i.e. field based programmes

and projects.

l Is able to nurture and groom individuals by providing a challenging and professional

work environment.

l Is able to provide reasonable remuneration to the graduates at par with the best in

the NGO sector.

As the placement of students in the right kind of organisation is indispensable to

motivate, inspire, and retain them in the development sector, the Academy takes utmost

care in identifying designated development organisations. The placement is facilitated

considering the mutual interest of both the graduates and the designated development

organisations through a process of campus placement. The responsibilities of the

graduates in the organisations placed involve planning and implementing development

programmes for the poor.

Nine batches of PDM graduates were placed in designated development organisations:

l Aga Khan Rural Support Programme (AKRSP), Ahmedabad, Gujarat

l Child In Need Institute (CINI), Kolkata, West Bengal

l DHAN Foundation, Tamil Nadu, Andhra Pradesh, Karnataka, Madhya Pradesh,

Orissa, Rajasthan, Assam, Jharkhand, Bihar, Maharashtra & West Bengal

l Foundation for Ecological Security (FES), Anand, Gujarat, Orissa, Karnakata

l Nation Dairy Development Board (NDDB), Anand, Gujarat

l PRATHAM, Jaipur, Rajasthan

l

l Srijan, New Delhi

l Tribal Health Initiative (THI), Dharmapuri, Tamil Nadu

All graduates are involved in direct action with the community in various thematic areas

such as microfinance, micro insurance, information technology for the poor, water,

rainfed farming, education, health, livelihood promotion, conservation of bio-diversity,

and natural resource management. They work across four different contexts such as

rural, urban, tribal and coastal with different target people such as women, farmers,

fishermen, and children.

Previous Placements

South Indian Federation of Fishermen Societies (SIFFS), Trivandrum, Kerala

Tata-Dhan Academy14


Tata-Dhan Academy15

Campus Life

Life in Madurai City

Campus Life

adurai, the “city of nectar”, is the oldest and

second largest city in Tamil Nadu. It is known Mall over the world for its famed Meenakshi Temple.

The city is located on the banks of Vaigai River and

has been a centre of learning and pilgrimage for

centuries. The city of Madurai has become an

industrial, commercial, and educational centre

while retaining its spiritual heritage. Madurai is

surrounded by several mountains. Madurai is

famous for its rich temples, architecture, and

sculptural works.

Madurai is warm; the temperature seldom falls below 20° C, even during winter. Rainfall is very frequent

and spread throughout the year. Madurai is also famous for the Gandhi Museum, Aravind Eye Hospital,

Meenakshi Mission Hospital and Madurai Kamaraj University. Madurai is very near to Rameshwaram,

Kodaikanal, Kanyakumari and Munnar.

he 50 acre campus is nestled in a serene location at the foot of Nagamalai hills. The campus is fully Tresidential with students' hostel furnished with single/double occupancy rooms.

The library has a rich collection of 5,305 volumes of books, 280 reference books, and 42 national and

international journals in all branches of development management; the collection is ever increasing.

The Academy is equipped with infrastructure facilities that match with natural ambiance, which include

classrooms, faculty workstations, hostel and dining facilities, computer centres, and a library. The student’s

hostel blocks are furnished with necessary facilities. Yoga, indoor and outdoor games are also available at

the Academy. Garden, lush greenery around the campus, and the good landscaping of the nature provides

pleasure to all.


et up in 1919, a year after the untimely demise of Sir Ratan Tata at the age of 47, the Sir Ratan STata Trust is one of the oldest philanthropic institutions in India, and has played a pioneering role in

changing the traditional ideas of charity and introducing the concept of philanthropy. Through its grant

making, the Trust supports efforts in the development of society, through institutional grants in areas

of rural livelihoods and communities; education; enhancing civil society and governance; health; and

arts and culture. Besides institutional grants, the Trust also makes individual grants for education and

medical relief.

The uniqueness of the Trust is characterised by its practice of giving grants to individuals and

organisations engaged in developmental and creative activities, rather than undertaking such activities

on its own. Situated in Mumbai, it is part of the prestigious Tata Group and is one of the many

philanthropic foundations of the Group, which has now become synonymous with creating wealth for

the people.

Sir Ratan Tata Trust

DHAN Foundation

HAN Foundation is a development organisation working towards bringing significant changes in Dthe lives of the poor through innovative themes. The organisation runs several field programmes

and activities to help the poor. DHAN's Community Banking Programme is building on the self- help and

collective action of the poor. It has an emphasis on creating access to microfinance services that

include savings, credit, and insurance to poor women through their own self-managed institutions.

These institutions would help address their other development needs. The Tankfed Agriculture

programme aims at rebuilding the small scale water reservoirs spread across the countryside for

benefiting small and marginal farmers. The experimentation projects and activities are on making

rainfed agriculture more remunerative; making information technology to serve the poor; and

democratising the Panchayats through local action. The salience of the programmes of DHAN are

placing high calibre human resources to work with the poor, organising them into self-managed

organisations to avail their entitlements and run their services on a cooperative and self-help basis.

DHAN always works in collaboration with individuals and organisations including the government and

philanthropies. As on March 2010, DHAN operates its programmes in 12 states of the country

benefitting around 8.10 lakh families through its network of more than 225 offices and 650 full-time

professional staff.

Promoters

Tata-Dhan Academy16


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he Tata-Dhan Academy aims at becoming a Centre of Excellence in TDevelopment Management. During a two-year Programme in Development

Management (PDM), students learn to become development professionals,

development entrepreneurs and development missionaries in long run. By the end

of the PDM, students possess a multi-disciplinary set of skills and knowledge

relevant to the development context.

The Academy undertakes teaching, training, research and consultancy through

experienced faculty members, with the guiding principles of (I) teaching by

practitioners, (ii) learning through action-reflection-action process and (iii) Attitude

first, Skill next and Knowledge must to work with the marginalised communities and

mainstream organisations.

The Academy undertakes research and consultancy activities on poverty, human

development, insurance, microfinance, leadership, water, health, education and

disaster management with state and central government, NGOs, and funding

organisations, besides teaching students. Similarly, it offers short duration education

and training programmes for practitioners in the development sector at national and

international level. It also offers internships for national and international students

on development issues.

Tata-Dhan Academy promotes specialisation through its resource centres (I)

Advanced Centre for Skill and Knowledge on Mutual Insurance (ASKMI) on insurance

and (ii) Advanced Centre for Enabling Disaster Risk Reduction (ACEDRR) on disaster

management.

Last Date for Application Submission - th15 February 2011

About Tata-Dhan Academy

Tata-Dhan AcademyT. Malaipatti, Thenkarai (BO), Mullipallam (SO),

Sholavandan (Via), Madurai - 625 207.

Tel.: +91-4543-293405; Fax: +91-452-2602247

Email: [email protected]

Website: http://www.dhan.org/tda PDM Blog: http://tdapdm.wordpress.com

Tata-Dhan AcademyT. Malaipatti, Thenkarai (BO), Mullipallam (SO),

Sholavandan (Via), Madurai - 625 207.

Tel.: +91-4543-293405; Fax: +91-452-2602247

Email: [email protected]

Website: http://www.dhan.org/tda PDM Blog: http://tdapdm.wordpress.com

Vadipatti (TK),

two year p ost graduation in evelopment management · p ost graduation in evelopment anagement d m...

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