Mayuri Kulkarni: Someone before we begin, if you put you know quickly give an introduction with you know the name the Institute that you work with your area of specialization what causes you up to the Program.
Sybil Thomas: Okay yeah so as you're aware i'm civil commerce I teach at the University of Hong by Department of Education and.
Sybil Thomas: yeah at the department currently I am teaching a course in philosophical foundations of education.
Sybil Thomas: Then higher education and E learning, as well as communication and academic writing So these are the current for courses that I engage with, and apart from.
Sybil Thomas: In the at the end I deal with the issues and concerns again in higher education and.
Sybil Thomas: Also, we have different diploma and certificate courses, so that goes on, but these are essentially the process that it could have been we I also be at the Masters level, we have students for the recitation and the doctoral level as well, is what I guide students for a pH D.
Mayuri Kulkarni: Okay, and how long has it been that you have been associated with the Mumbai university.
Sybil Thomas: With the Mumbai university, it has been now 11 years.
Sybil Thomas: wow yeah so in between, but I had moved out and.
Sybil Thomas: As a principal for sense areas.
Sybil Thomas: Of college of education Institute of education church gave us a brief period as principal their own lane from university and came back to university.
Sybil Thomas: Okay, in 2014.
Mayuri Kulkarni: Okay, and your mom you currently teaching the beard course right.
Sybil Thomas: No, we don't have to be at course we have cms and filling PhD medication.
Mayuri Kulkarni: Okay perfect so oh okay fine imitators day okay yeah so ma'am how and how long has it been that the embed code it's been running with the university.
Sybil Thomas: Ever since its inception in 1974.
Mayuri Kulkarni: Okay Okay, and what is the entity approve intake for a minute and 54 years.
Sybil Thomas: Oh yeah yeah yeah.
Mayuri Kulkarni: Okay Okay, and how many students were admitted.
Mayuri Kulkarni: In 19 and 20.
Sybil Thomas: And 2019 and 20 I think we had any seven students.
Sybil Thomas: There are no yeah lasted I think was maybe around seven to 10 but we're, the ones who we were able to retain their will drop outs as well, so maybe around seven is the one that ultimately finished in 1980.
Mayuri Kulkarni: So, so it mission, so you have to feel what you said right.
Mayuri Kulkarni: As your intake but only seven past.
Sybil Thomas: Yes, in the sense that 50 but after that it became two years.
Sybil Thomas: number of students, taking the course was very less like in probably in 1617 we had before, students, so this is what happened after the two years got implemented at the University of Mumbai.
Sybil Thomas: Okay, but strangely this year and I do suspect, because many probably think it was an online liquid the whole week classes, so we saw sudden surge and we've got 21 students.
Mayuri Kulkarni: Oh, how nice.
Sybil Thomas: One for 2020 21.
Sybil Thomas: Oh, but restarted itself in the month of November.
Sybil Thomas: Right yeah so the admissions for 2021 took place in November.
Sybil Thomas: And right now we have only finished one semester, instead of.
Mayuri Kulkarni: dying because of covert.
Sybil Thomas: yeah yeah so there, I told you, maybe people thought it was a very strict for attendance at the university and the other criteria, so the master thought in online they could manage both.
Sybil Thomas: And it's already know him so we got to anyone.
Mayuri Kulkarni: Right okay and i'm what is the proportion of students from say art commerce or chemistry biology.
Sybil Thomas: streaming strangely you would see nowadays, we are seeing a lot of students from the commerce.
Sybil Thomas: So the commerce is coming in, because most of the colleges, especially private colleges, are the only ones who take students from commerce.
Sybil Thomas: Okay, it has been aided colleges would have been two or three seats for.
Sybil Thomas: Farmers economics, that is private colleges take whatever combination they feel like.
Sybil Thomas: Right, and these are the ones i'm seeing who are aspiring and coming in, for higher education and things like that and other ways humanities and sciences is more or less the same.
Mayuri Kulkarni: OK OK.
Mayuri Kulkarni: And then, how would you describe the quality of this academic qualifications, I mean what proportion, would you say our first class today.
Mayuri Kulkarni: and your assessment of.
Mayuri Kulkarni: Their academic strengths and.
weakness.
Sybil Thomas: And, most of them are, but our great challenge to the university is to cater to students coming from non English background, yes, because they're, the ones who come in from.
Sybil Thomas: rural parts of Maharashtra etc, and for them higher education is a ladder to climb.
Sybil Thomas: Right master's degrees, etc, is a ladder, to which they feel they perceive whereas good pH students through campus placement, since I was principal, I can tell you.
Sybil Thomas: That we had the have them who wants to go in for ma ma you know PhD is possible, but not, I made a batch 10 years they would do it, and another thing and Columbia University is the same university offers a medication to an online more distance education.
Sybil Thomas: It will be all going for a distance and not invest two.
Sybil Thomas: Years doing regular degree.
Mayuri Kulkarni: Right right okay good and how would you compare your students academic profile with that or the other college students.
Sybil Thomas: See colleges, we started having affiliation for master's degree very maybe as a result is 910 years ago 10 years ago.
Okay.
Sybil Thomas: To be precise, well, yes, sorry previous ago the affiliation for master's degree began with some our college of education being the first college to start an image Program.
Sybil Thomas: Along with the Department of Education department was continuing, but it was a Maya who started the first college level MFA Program.
Sybil Thomas: After which within this last 10 years, today we have around 35 colleges, offering them a degree and in the 35 colleges I don't think that there exists teachers or students.
Sybil Thomas: Except that the semis which do it.
Sybil Thomas: But the rest of them, maybe one or two in the 35 and rest of them it is actually marketization of education would be a good example to see how a medicine.
Mayuri Kulkarni: Oh that's a pretty sad.
Mayuri Kulkarni: Man, what would be the proportion of, say, men and women as your students.
Sybil Thomas: Or we would rarely get them first oh boy, like the car, we are very glad to have to St 20.
Sybil Thomas: Other is, we would get rabidly one is two or 10 that ratio.
Sybil Thomas: or sometimes nothing.
Sybil Thomas: Okay.
Mayuri Kulkarni: And that's how our students have admitted in your program I mean is there, like a.
Sybil Thomas: Universal know the common the common centralized instance test of the university University of Manchester come.
Sybil Thomas: Right over they given that comment ACTA exam and then they come to work comes we actually have no choice, and we take them.
Mayuri Kulkarni: Okay, and man, what do you think, which are the colleges, that the students prefer.
Mayuri Kulkarni: To take a big or image, or I mean you know.
Sybil Thomas: You should it be a level if you ask me, it is needed colleges that are in great demand.
Mayuri Kulkarni: Okay.
Sybil Thomas: If they don't get updated college, then, of course, whatever they get them money determines which college, you will.
Mayuri Kulkarni: die right.
Sybil Thomas: Because you would prefer looping college.
Sybil Thomas: Not the high thing with the one which will be speeds you don't mind anything just finish it off and get out to the.
Sybil Thomas: side, so that is the thing with regard to embed, these are the least at least 13,000 for two years, but.
Sybil Thomas: Other colleges, all this, they will have to 20 students per year when we will, I will be five and six.
Mayuri Kulkarni: and
Mayuri Kulkarni: Nine such students who are admitted in your college.
Mayuri Kulkarni: Whatever ranks.
Sybil Thomas: In the sense would you.
Mayuri Kulkarni: say, for example, if they if they get in through the CT right.
Mayuri Kulkarni: Are they, the ones who would.
Mayuri Kulkarni: who are in the.
Mayuri Kulkarni: premier layer of.
Sybil Thomas: immediately.
Mayuri Kulkarni: Yes.
Sybil Thomas: Okay number three I didn't really even be distributed so it's a split their choice they give.
Mayuri Kulkarni: Preference 1230 OK, and then how many students do take up math or science teaching once they come into him and.
Sybil Thomas: After coming to me to be going for school teaching and such.
Sybil Thomas: will be very few maybe less than.
Sybil Thomas: 30%.
Mayuri Kulkarni: Oh, I the way.
Sybil Thomas: or still them look into colleges I to read for.
Sybil Thomas: Jobs, if not colleges, then.
Sybil Thomas: Probably their own schools administrators kind of my responsibilities.
Sybil Thomas: And they can go to spend have ambitions.
Mayuri Kulkarni: Okay okay.
Mayuri Kulkarni: And i'm.
Mayuri Kulkarni: Like you said you know earlier, it was one year course, and now it changed or two.
Mayuri Kulkarni: So do you think the profile of students have also changed because of this.
Sybil Thomas: yeah they have definitely changed Why do I say definitely in the census previously when we had bonnier course we would have 30 seats and 2025 or 30 feet and we used to get a demand which would be almost like.
Sybil Thomas: 75 students to 80 students who were wanting to apply, so it was such a prestigious thing to get to the department and do ma for one year, so we could see we used to have the cream of all the colleges, which would come and try, but I sadly see how this has changed over the years and.
Sybil Thomas: Now we don't be screen students, I also guess, this is not only related to the two years it's also the mushrooming of these private.
Sybil Thomas: Schools I GCSE boards and so then started offering students around 40,000 45,000 that salary like, if you would see in college and serious, we would get many of them would not get less than 35 to 49 we also would have overseas.
Sybil Thomas: Schools coming in and taking students from there, so all this started, then it became more lucrative to get into this and pursue education to the distance mode.
Mayuri Kulkarni: Right yes.
Sybil Thomas: then became a distance moon oh.
Mayuri Kulkarni: Man, what do you think is the social economic profile of the students that get it with.
Sybil Thomas: Its various as any normal probability curve Okay, but at the summit, I would say, many of them come from struggling homes.
Mayuri Kulkarni: Oh.
Sybil Thomas: And also, I think this is, by and large in teacher education that.
Sybil Thomas: The majority would be from middle and lower middle income groups, it would also be women who are trying to make no entry into the workforce.
Sybil Thomas: And therefore, many women who actually struggling at the home front, and this will come into so teacher education.
Sybil Thomas: That is my experience.
Sybil Thomas: So you will have many of them either coming from disturbed trouble homes waiting for this degree, so that they could get separated.
Sybil Thomas: They could probably the are separated, and this is a way in which they.
Sybil Thomas: They can get an employment.
Sybil Thomas: So those kind of things on.
Mayuri Kulkarni: My board, do you think of had been not joined teaching what could have been good at the alternative.
Sybil Thomas: I think there are other alternatives, would have been short term jobs in some kind of I told you commercial institutions and businesses, but very short term.
Sybil Thomas: So in that way, I think this course says, give them something little stable and.
Sybil Thomas: A good anchor for their carriers.
Mayuri Kulkarni: dry dry and because we are talking about how this goes actually tools as an anchor, what do you think is a.
Mayuri Kulkarni: key motivation to join the Program.
Sybil Thomas: A motivation somewhere now if you ask me, my brief experience because prior to CVs I had taught for nine years at the Samira college.
Sybil Thomas: of education and i'm actively involved in at least four of these colleges quality assurance committees and the other one is at the College development and the other also, on the other, you know different academic bodies, so in that sense, I would say that.
Sybil Thomas: had to be a level and the can you repeat your question.
Mayuri Kulkarni: was asking what do you think is the motivation to.
Sybil Thomas: So if they're inspired but the big level, many of them come in here because it's you know they're taken commerce science humanities and innovative not make much sense to them as people.
Sybil Thomas: And we find that education and the kind of content that we are transacting is meaningful, so I would say that that is one contributor to getting them to the monsters.
Sybil Thomas: When they meaningfully connect their lives to the content and feel a certain amount of meaning they find in their own lives because of what they are learning so therefore, then they get motivated to come to higher education so here is that transforming platform for them.
Sybil Thomas: And the many who would have taken science and commerce, they are disillusioned with the job market, the kind of jobs that they take.
Sybil Thomas: and, probably, they have to make decisions and choices which really now they feel did not really make sense to them, so, then they come into bh and then they suddenly feel so liberated and some way connected with the content and experiences that they are going through.
Sybil Thomas: Given I think two three.
Mayuri Kulkarni: yeah and those are quite reflective so yeah It makes sense yeah.
Mayuri Kulkarni: And i'm, what do you think your students have like most about the Program.
Sybil Thomas: um I think at the.
Sybil Thomas: va level if you see what students really like is I told you, the content meaningfulness they like this working in groups and the kind of individual attention that they get from teachers, then they also like the.
Sybil Thomas: kind of co curricular activities those, sadly, very often, I feel it can education institutes, we water it down to you know non reflective but.
Sybil Thomas: certain kinds of.
Sybil Thomas: repetitive things like you know women and stereotyping activities that teachers would have to beat you down so let's do dance Let me run goalie.
Sybil Thomas: Because they have to decorate classes, so they need wrongfully they need the chart making don't they so do we do it that those kind of things.
Sybil Thomas: But these are opportunities for them to connect with one another connect with their teacher go out first time after 40 years the feeling that sense of bonding that meaningful feedback all this contributes to the beauty of course, is what I feel.
Mayuri Kulkarni: So that could also be the same with ma.
Sybil Thomas: ma we don't have too much of this it all depends, so at DMA level they do get that personal attention is at the time of their research guidance.
Sybil Thomas: At the time of doing it and groups being small they like each teacher would have only two or three or even when we had 25 and 30 students maximum five.
Sybil Thomas: Students, we have, so there again that kind of, for you know bonding takes place among the students, we have presentations or group presentations when the.
Sybil Thomas: Body wherever they go it's like we put them into everything is centered around learning from one another with one another.
Sybil Thomas: So I think that's What helps them off late at least after they've come back from saviors and try to do some new activities at the department, I think, yes, as you rightly said that.
Sybil Thomas: These we also try to bond with different institute's see that they get a wider exposure to issues.
Sybil Thomas: Other than teaching and learning about some new thoughts that are going around in a meditation challenge them to think for the than the kind of research paper reading so those kind of things, I think, definitely is what.
Sybil Thomas: makes them excited to be part of this course.
Mayuri Kulkarni: And what do your students, think about those to your Program.
Sybil Thomas: They are mixed feelings, but once they're in i'm sure they say that two years was not enough.
Sybil Thomas: When when they entertain the wonder whether really two years is going to be worth and how do we cross this two years.
Sybil Thomas: But after they are in an awfully time seeing the more we focus on these kind of group type of learnings.
Sybil Thomas: Like what do I do for my course especially the first time that they come in for philosophical foundations of education and then we have higher education, where a lot of it needs reading.
Sybil Thomas: Reading from different journals etc, so one or two months, is what I do is simply or inspirational short English passages that I take for the.
Sybil Thomas: Preparatory thing to get conversant with like to do their English is a major challenge for us to get them to do.
Sybil Thomas: and prepare them like sometimes I give speeches, or maybe Abdul Kalam Nelson Mandela speech, so it is two ways it proves them to.
Sybil Thomas: It helps them to learn the language but also personally connect them and I keep the light body system where they will come and.
Sybil Thomas: I need not sit through but i'll start it off, where they whatever they read yesterday, they will share with the students who are better off in English.
Sybil Thomas: And they have to tell what they're learning in English alone it's, not that I want them to learn English but grandma and this.
Sybil Thomas: But I do understand without having access to good English literature, they are there is no much literature in their local languages, especially Indian marathi So then, so I think they're that bonding begins.
Sybil Thomas: To after some time, you will see more than us they're looking to their friends for that support.
Sybil Thomas: The friends also take it upon themselves so, the more we increase the group activities.
Sybil Thomas: The more i'm seeing that there is a lot of bonding taking place, which I did not find faith in my time when I did my ma ma do as a regular student and, though, but the kind of the feeling that I see in my students today is much stronger than probably I would have seen in my time.
Sybil Thomas: or even these years, the more i'm moving the more i'm seeing how that comes okay okay and.
Mayuri Kulkarni: What do you think are your students opinion regarding the teacher eligibility.
Sybil Thomas: And they had their again I think that's something that they are very sad about because many of the real good students don't make it.
Sybil Thomas: So there is some mismatch in that test, and this, at least in the Viet colleges devious we used to have a very.
Sybil Thomas: Less percentage of students would qualify it and they would be our best creative teachers who would be absorbed in the best kind of sports, but some are not able to crack the tea.
Sybil Thomas: So I don't know why this is happening, maybe, what is happening in the tp the kind of questions are very technical and very.
Sybil Thomas: You know.
Sybil Thomas: There is a only one, they will give a situation, but they will have only one form of one answer which is correct, whereas I think in good colleges and even at the department all that we train them to do is looking at multiple ways of dealing with.
Sybil Thomas: Seeing the best option was becomes very difficult for them.
Sybil Thomas: So those are some of the drawbacks of.
Sybil Thomas: Identity system as.
Mayuri Kulkarni: A man and in what way, do you think the entire image program changes of the students into me when they come in and when they leave.
Mayuri Kulkarni: How do you see the change in them.
Sybil Thomas: I think, with regard to perspective in the sense that it does this made me not from the good colleges and by university but.
Sybil Thomas: Most of our students would come in from the private colleges and a nice thing I made it be edited so much of content, tried to be pushed into them and.
Sybil Thomas: More at the level of assimilation and remembering enter a new understanding, but it's here that you see this that thinking differently that critical outlook.
Sybil Thomas: The ability to understand that at all you multiple perspectives questioning content seeing diverse viewpoints, then, to be able to.
Sybil Thomas: You know, appreciate the.
Sybil Thomas: The contribution of research now these all come from the master's degree good colleges, we attempt, like some of the vision statements now in some is well where I taught nine years also had critical thinking in the mission statement, as well as.
Sybil Thomas: Various did have it, but.
Sybil Thomas: I think.
Sybil Thomas: With the exposure that kind of topics that they deal with and the way of independent discovery and able to give them opportunities to formulate their own viewpoints and stand by them, you know those kinds of things I think come at the Masters level.
Mayuri Kulkarni: And what is the kind of feedback that you receive from schools with respect to student preparation.
Sybil Thomas: Sadly, at the department, we don't do any feedback from schools okay from the va colleges, of course, they would prefer our students to the other college students, and that is because also of.
Sybil Thomas: The fact that we are serious for two years in terms of making sure they go through the rigor and things like that, so they always prefer.
Sybil Thomas: The regular students to the other college students, that is, the thing, but this is some area that I think we should be working more hard at is to see how feedback gets and i'm telling you this with regard to university, by and large.
Sybil Thomas: That, how do we use our exit feedbacks a stakeholder feedback to inform curriculum.
Sybil Thomas: Right that's something that we seriously, is an area that we.
Sybil Thomas: can design based on that, so it, since I am also on certain goals of studies, we have the university for the bh curriculum when it was revised as well.
Sybil Thomas: So this was a very weak area that I found it is not based on that so in direct feedback, yes, probably through campus placement they come and say you know.
Sybil Thomas: The people were telling me after students grenier una we will put this content into that and all that sorts, so those would that way does come, but nothing very structured and there and not lose.
Mayuri Kulkarni: yeah yeah and then after they take up teaching your students like keep in touch with you do, you have an alumina.
Mayuri Kulkarni: What kind of feedback do they give you I mean, obviously.
Mayuri Kulkarni: I mean like individual feedbacks you were saying so, is it regarding the course or the kind of implementation.
Sybil Thomas: um I think it's regarding the implementation and now sadly say in most feared colleges alumni involvement is who is there because it's a requirement.
Sybil Thomas: But with regard to content of teaching and regard to how and sharing of that doesn't really come, but sharing experiences yes.
Sybil Thomas: When the alumni we may every College will make sure that we have at least the element I will thing because.
Sybil Thomas: Without that, we cannot get aggravated what do we fill every year in our quality reports, so we do that, but so they will share their experiences, they are the expert and then now we are having in the.
Sybil Thomas: Each college committee has this IQ AC, that is, the internal quality assurance cell where we am it's mandated that we pick one element Ai on the sale okay.
Sybil Thomas: So, to discuss the different quality initiatives, etc, so it is probably there that there that one person or who is on the committee, and if they are vocal and reflective enough who can make a difference.
Mayuri Kulkarni: yeah and then we were talking about PT so I just wanted to understand.
Mayuri Kulkarni: Like from the previous day two or three batches so how many would have applied for the PT or the CPA exam.
Sybil Thomas: See we make sure that all 5050 in the college's at least the College, like some and xavier's make sure that all 50 apply at least me tell them train them.
Sybil Thomas: make them tell the day it is announced tell them that form filling any technical problem come so maybe out of 50 because somebody is not well or somebody passed away or some crisis in the family at least 40 will let them.
Mayuri Kulkarni: Okay, and fast think they would be.
Sybil Thomas: passing it will be only maybe 50 to 60%.
Mayuri Kulkarni: Okay, and do you provide any support for the this preparation.
Sybil Thomas: yeah yeah so you know this has become a new business, but in certain colleges, yes, teachers, take it voluntarily but otherwise, there are plenty there is a guide books, there are classes coaching, then there is, you know all the sites for getting these coaching all these sites are there.
Sybil Thomas: So you give them a plethora of options, where you can look at this thing.
Sybil Thomas: But certain teachers do it like at Xavier they do it on their own as well okay okay.
Mayuri Kulkarni: And then you know, there would be some colleges, where the pass rate is very high and there could be some colleges, where the rate is low, what.
Mayuri Kulkarni: would be the reason for this.
Sybil Thomas: i'm.
Sybil Thomas: See know they're also, I think.
Sybil Thomas: It also depends on a variety of factors like if.
Sybil Thomas: The passing percentage being high does not is not at all in correlation with the kind of preparation of teacher training that the College really provides.
Sybil Thomas: Because.
Sybil Thomas: The I told you, there is a total mismatch between the kinds of philosophy of an MC new construction for the tape and the.
Sybil Thomas: college objectives, sometimes make or the university curriculum objectives for teacher education that are there.
Sybil Thomas: So it would also mean skills and those who are trained themselves in giving lot of banking exam competitive test, then.
Sybil Thomas: Those who are good in those kind of analytical and logical reasoning things know so those were it of the but so far I have not reached a point to believe that there is a relationship.
Sybil Thomas: And that may be my personal thing which I am.
Mayuri Kulkarni: But I mean the end because, like you're saying it's you know the students were appearing in Wikipedia examination is also not supportive to what the students have already learned and I think there's a gap at that level.
yeah.
Sybil Thomas: Sadly, with MC kills know even with now with all this online and secure exams that we are conducting what shocks me and surprises me is to see that we are asking questions like.
Sybil Thomas: You know which you're like history questions which you wrote this, because these are easily found on all online sites frame guide books.
Sybil Thomas: right today, yes, we are asking those kinds of questions, but now I give you an example of we're teaching, for example, Paolo ready or we are taking education for nature for.
Sybil Thomas: Sorry, when we're teaching van BG we have Gandhi G and his teachings regarding morality in general okay.
Sybil Thomas: But you will sadly find that even the pool of question bank created for that particular unit, where we are specified aurobindo is for integrate dedication 90 geez for morality door is not we are not talking about naturalism alone, but we are saying the war and his ideas about.
Sybil Thomas: What it would say the goal was for spiritual ISM yeah so when we are doing this, but yet the bank question bank that will come to you when you see the kind of questions that they have setting from other colleges, you will see they're asking waivers and kimmy kitten located.
Sybil Thomas: yeah Okay, then they will say my experiments my throat was written by yeah but that's not what we said we were teaching in the course.
Mayuri Kulkarni: Right okay so there's a.
Mayuri Kulkarni: gap in what is being taught and what is being assessed.
Sybil Thomas: SS yeah now, when we are talking of beauty and Russo we want to understand them with the perspective of democracy and citizenship Okay, but they will ask you the teaching, but what learning by doing is the philosophy of.
Sybil Thomas: And they don't release that bar beyond if they have questions like in a classroom wow there was recently a student brought to my attention a question that was asked learning in the classroom where this kind of the behavior problem is there, what would the teacher doing okay.
Sybil Thomas: How that what would the teacher do is very contextual based no.
Sybil Thomas: But that is the question that comes in tech.
Sybil Thomas: And the kind of question that comes in, said so these kind of things that have to be really looked at no other kind of content.
Sybil Thomas: And like a.
Mayuri Kulkarni: side effect.
Sybil Thomas: So there if you have gone through at least any good guide books, we will definitely five questions will come from all these different with.
Sybil Thomas: The books, yes I.
Mayuri Kulkarni: Am oh So what do the students have like where are the students getting employed after completing their image.
Sybil Thomas: After image, as I told you, most of them would be either at the schools, yes, there is a good mix 50% would be maybe 40% in schools have their own or.
Sybil Thomas: they've applied for, and you know because I want, but many of them, sadly, join.
Sybil Thomas: are needed systems of education, those who come from the rural educational backgrounds and official areas where.
Sybil Thomas: They struggle with 10,000 12,000 even after doing an emphasis from the Department for years and years and hope one day that they will make it into some kind of a good college with them.
Sybil Thomas: or they will go to become principles in degree colleges in this small small remote areas and there again they will be getting that 14 15,000 and under management wound he wants to show your degrees for getting the approval from the inner city.
Mayuri Kulkarni: Man so i'm saying the budget, plus two years of what proportion of students actually look for a job and what kind of jobs were they looking for like say of private or you know getting into something is OK, but what do you think did they actually think of getting into government job.
Sybil Thomas: All of them want a government job, especially coming for masters that picture is still not getting wiped very slowly, it is going, but till now, it is that dream or for government job right.
Sybil Thomas: And in that so but slowly slowly as they realize, if not government job, then it is a stated that, at least for a higher education institute now 90.
Sybil Thomas: For school Bahati one club and made him make a bad school major to clarify that kind of.
Sybil Thomas: So, very often, we have to encourage them to see go to a school where you to get a sense of fulfillment kind of job security or sense of this but don't think it to be something that you don't want to engage.
Mayuri Kulkarni: that's important and then what So do you have like a pre sale or is it just through word of mouth or newspaper I that these students get face.
Sybil Thomas: To the scene is changing very drastically in the last 10 years previously, they would be one student of us who won't be employed, but that was the time when all these colleges were mushrooming in the city and in the.
Sybil Thomas: nba made in the last 10 years but now we see that it's not sure.
Sybil Thomas: So you suddenly feel that, even if they have mushroom they have enough and more.
Sybil Thomas: two candidates that they have already employed, and also the stories from those candidates are pretty sad, so there is no much encouragement there on that front.
Sybil Thomas: But then they will either, if they are financially good they try to pursue their PhD or try the J RS and, if not a GR a fence PhD then they try to.
Sybil Thomas: go into different like I oh now seem at least one or 2% of our students after PhD have gone into content, writing and designing and those kind of things which are also taking a sizable number of us OK OK.
Mayuri Kulkarni: And then, so we have code that are you know, the new teachers are generally given lower grades when they start teaching.
Mayuri Kulkarni: Right after they move.
Mayuri Kulkarni: Out of image, so this is the truth and war, your students who are placed they were taught to teach grades, that they were offered when they moved out.
Sybil Thomas: yeah that's true they offered lower standards lower grades in terms of teaching correct.
Mayuri Kulkarni: Yes.
Sybil Thomas: In terms of yeah yeah so the new teachers are usually sent to the lower grades, that is true, but then, if it's a good school, they only hope that with the years of experience they'll get a little higher.
Sybil Thomas: grades to teach certain so it all depends on personality types, whether they are willing to you know digest and.
Sybil Thomas: With the hope of a brighter future take whatever comes the kind of institution so here again, you see kind of students that kind of social backgrounds, they come from.
Sybil Thomas: The reasons why they looking for employment if they.
Sybil Thomas: As they many of them are nowadays I GCSE school says what is the content writer curriculum developers and things like that, but there again it is the English medium and the people coming from a fluent kind of.
Sybil Thomas: That background that would get in there yeah at the rest of them, then we'll keep on pushing studying studying for the taking courses, hoping that somewhere something will fit for them.
Mayuri Kulkarni: What do you think would be the starting salary your teachers who joined private school.
Sybil Thomas: Not more than 13,000.
Sybil Thomas: Okay.
Mayuri Kulkarni: And this is after beard or me.
Sybil Thomas: Yes, okay.
Sybil Thomas: And it doesn't make a difference on many coaches classism yes.
Mayuri Kulkarni: So.
Mayuri Kulkarni: We could just lay down say or other carriers or other than teaching, so what would those be.
Sybil Thomas: huh.
Sybil Thomas: see me right now I would look at these.
Sybil Thomas: Now last three years i've seen two students at least now my batches left, so I would say to also is great so who have gone in for their own consulting.
Sybil Thomas: For you know entrepreneurship kind of they have taken it as an entrepreneur to start up something with regard to life skills or starting with regard to teacher training or digital literacy.
Sybil Thomas: And so they started these kinds of efforts are there entrepreneur what they call them as a new printers or something like that there is a term in these little girls by BP so that's something that has come, you also see many of them looking for research assistant positions.
Sybil Thomas: So that is another feeling that we see coming now, then.
Sybil Thomas: junior colleges and coaching classes.
Sybil Thomas: Okay, because that is something where I think the rate of.
Sybil Thomas: What is the dropout rate of teachers on the job, a very high in that sector of junior college so that's where they go in and supplement that with coaching.
Sybil Thomas: Okay.
Mayuri Kulkarni: And then, they also get to any NGOs.
Sybil Thomas: In July, Jews very rarely.
Sybil Thomas: Very rarely so that's something that now that i'm talking to you is another thing that I should be exploring for them.
Okay.
Sybil Thomas: And do you ever really got me thinking.
Sybil Thomas: Okay.
and
Mayuri Kulkarni: So what do you think that some of the challenges that you and your colleagues face with reference to say teaching students.
Sybil Thomas: With regards to teaching.
Mayuri Kulkarni: Anything you're a maid course.
Sybil Thomas: yeah my first thing I would repeat again is language barrier.
Sybil Thomas: and making them think and write in a language that is alien to them.
Mayuri Kulkarni: hmm.
Sybil Thomas: Then, for them, and a big way alien to them is because even the books that we would have an ask them to refer to would be books, that is not in the language that they secondly.
Sybil Thomas: me when me and them.
Sybil Thomas: That also we could overcome because most of us are learned that language, though not the technical words and writing, but we can converse so that's something Secondly, I think the other challenge that we see as many of them.
Sybil Thomas: We have to at the Masters level, at least we are more of counselors and.
Sybil Thomas: counselors in the census struggling with personal issues.
Sybil Thomas: As I said, the ones who come for me then masters and all our people.
Sybil Thomas: So it's like.
Sybil Thomas: Sometimes even being willing to help them in the separation processes and the marriage things in as even unmarried they have so much of relationship issues and those kind.
Sybil Thomas: Of the during the two years that they are with us so those are things that is another challenge to see how you do, and last year or so, I must say technology.
Sybil Thomas: They have their You see, they are wanting to learn, and this, but even conducting one exam on a Google form, if you want to hear this travel, you should understand it from university department.
Sybil Thomas: We.
Mayuri Kulkarni: could have another course.
Sybil Thomas: To those like even now, if you tell them but ideally they are willing and the drive is very high, but very often we see that the.
Sybil Thomas: Their own capabilities and their own, this is not matching.
Sybil Thomas: they're not able to have that agency to push themselves.
Sybil Thomas: and also an expectation of self learning not having no it's not that something I have broken, but that notes culture when they come from the Ba class, they are guilty enslaved by that.
Sybil Thomas: Okay, and that they want known they want PPP they want point they want is the BAT is but they slowly wean them off So these are some of the challenges that we face, sometimes financial.
Sybil Thomas: They joined, but maybe you will even see now and decide to do because we get the ones who are mostly coming from.
Sybil Thomas: A very disadvantaged backgrounds.
Sybil Thomas: yeah those kind of and if you're open enough to see you see it, but they bring in their joy in the senses.
Sybil Thomas: When they contribute to a reading a video because of these kinds of different diverse backgrounds, they come from and, as I told you, the content they start applying to their life they change your own perspective.
Sybil Thomas: So that's the greatest joy yeah.
Sybil Thomas: And then.
Mayuri Kulkarni: Have challenges with respect to you know your own tenure or salary or opportunities to grow professionally do you feel you face doors.
Sybil Thomas: yeah you do, but.
Sybil Thomas: Now, at this stage it, which I am I think it's a very difficult question to ask me because somewhere.
Sybil Thomas: I seem to have pushed through these things, and now they don't really matter to us but yes of course at.
Sybil Thomas: The workload sometimes and know those kind of things which are free doesn't come in the way of teaching and learning but i'm the wrong person to us, because when when he does is sell found a solution to my own business and.
Mayuri Kulkarni: that's nice if you.
Mayuri Kulkarni: You know, at the end it's not like you're depending on someone you know the problem you're seeking help and you're getting through it, so I think that's a nice way to look at it.
Sybil Thomas: yeah yeah so that's something that they will do their whole i'm not too sure whether i'm the right person to talk to, there are many, many problems, but I think for me now they're a little bit, but of course the human problems are there.
Sybil Thomas: yeah we got to but other than that I think that's creationism.
Mayuri Kulkarni: And man with respect to the mcp regulation, do you face any issues from that side.
Sybil Thomas: yeah but it with regard to that is well they kind of paperwork that they do expect and the kind of documentation the detailing all the time, submit the submit that those are there.
Sybil Thomas: but personally I enjoy.
Sybil Thomas: Okay, because I make sense, through even data so that's something again the wrong person.
Sybil Thomas: To ask because, for me, even feeling or form is exciting.
Sybil Thomas: Okay, and insightful.
Sybil Thomas: But I do hear this as a problem, but as it is in the department, I would take up all that very willingly and happily.
Mayuri Kulkarni: So they have found an angel in you.
Mayuri Kulkarni: Okay, and because you are a part of the university, how does the university come down with their own regulations.
Sybil Thomas: We hardly have anything, and we cannot do much.
Sybil Thomas: in the sense that we only say this this.
Sybil Thomas: But managing an affiliate system with 88 or 90 colleges, who prefer being alone, I am telling you each one does what they want and honestly University in such a big affiliating system.
Sybil Thomas: Minimum tries to disturb them because university is run by the College.
Sybil Thomas: Do you hear me or am I out of the meeting.
Sybil Thomas: i'm sweating I think i'm also the meeting or she is out of the meeting I think she's a.