Q. Tell us about your journey in brief.
A. My journey began after the completion of my Master’s in Dentistry in 2000. Initially, I dedicated nearly a decade to academia, serving as a professor specializing in Conservative Dentistry and Endodontics. In 2009, I transitioned to an important role within the KLE corporate office and was honored to become a life member of the esteemed
KLE Society.
Within KLE, the life members form a significant academic entity functioning parallel to the Board of Directors. This academic body holds substantial sway in shaping the educational landscape. Comprising three academicians immersed within KLE Society, our focus primarily revolves around driving academic enhancements across our educational institutions. Proposals and initiatives are thoroughly vetted within our academic body before advancing to the Board of Directors for final endorsement, particularly concerning academic changes, improvements, or introductions of new academic practices.
My involvement expanded further when I was entrusted with overseeing the English medium schools within our organization. Each academician member assumes responsibility for a specific sector within KLE—be it vernacular schools, health science organizations, degree colleges, and so forth. My area of focus centered on the development and progression of the English medium schools. This marked the genesis of a significant phase in my journey. Engaging in extensive research and learning, I delved into diverse facets of school education to strategize our future endeavors.
Our initial emphasis was on comprehensive infrastructure enhancements, not limited to physical structures but encompassing the enrichment of libraries, laboratory equipment, and mathematics resources across all schools.
Q. How would you like to be addressed- administrator, academician or social activist?
A. When I’m immersed in teaching BDS students, I assume the mantle of a professor and head of the department. In the corporate office environment, my role transforms into that of an administrator, steering the operational facets within this sphere. Additionally, I proudly embrace the identity of a social activist. I am dedicated to animal welfare and my passion for water conservation has led me to serve as the secretary of the PYAAS foundation.
PYAAS is instrumental in the rejuvenation of 13 lakes and a well in and around Belgaum. Our initiatives encompass extensive plantation drives and reviving dormant water bodies. The primary focus revolves around the revival of desolate lakes, often left neglected due to lack of maintenance. These lakes, once barren, undergo a transformative process—we refill them, establish pathways for rainwater to replenish them, and witness their resurgence post-monsoon. Apart from this, through the KLE Swashakti Empowerment Cell for Women, we empower women through skill programs, for income generation, and healthcare support.
Q. It was inevitable in a way for you to get involved in administration. How is the experience and challenges?
A. This shift marked my evolution from an academician to an administrator—an opportunity that presented both enjoyable moments and formidable challenges.
My father, who leads the organization, has been an unwavering source of support throughout this journey. The experience has been a blend of overcoming obstacles and relishing triumphs, all contributing to a
fulfilling path.
The geographical landscape of our institutions presents a unique challenge; a majority, about 22 out of 30, are situated in rural or sub-district areas. Addressing this scenario involved overcoming hurdles related to sourcing suitable manpower and aiding first-generation English learners among our students. Bridging the gap caused by parents’ limited English proficiency required proactive initiatives and significant efforts.
Moreover, challenges often arose from seemingly smaller changes, like implementing uniforms or new textbooks. Each adjustment demanded teacher training and an elevated level of execution. However, despite these challenges, witnessing the profound impact of these changes on the children made every hurdle worthwhile.
Q. The common grouse against higher education in India is that there is no ground breaking research. What is KLE doing in this front?
A. KLE has notably contributed a ground breaking achievement in the health sector through our women and child team. We pioneered certain drug protocols that have now become an integral part of the World Health Organization’s mandated guidelines for expectant mothers. This significant contribution has had a global impact, as these protocols are now implemented worldwide. What sets this breakthrough apart is the transformation of a drug initially requiring refrigeration at 8 degrees Celsius into a shelf-stable product at room temperature.
This adaptation has immense implications, particularly in areas where refrigeration facilities are scarce, including several third-world countries. The research conducted across diverse centers and countries culminated in making this vital drug accessible, thereby drastically reducing postpartum mortality rates—a substantial achievement from KLE’s perspective. I am confident that ground breaking technological research is also underway within our institution. Our dedicatedtechnological university undoubtedly hosts remarkable work and innovations in various domains.
The scope of innovation and research spans across multiple disciplines within our institutions. The strides made in the medical field, exemplified by our contributions to WHO protocols, signify our commitment to impactful research that transcends geographical and disciplinary boundaries.
Q. The NEP 2020 is being hailed by one and all but implementation is an issue. How are the institutions under KLE Society faring?
A. At present, our primary focus lies in bolstering our infrastructure to accommodate the expanded scope outlined in the NEP 2020. The envisioned increase in the number of rooms required is substantial, especially with the incorporation of alternative subjects such as carpentry, electrical work, and other skill-based courses aimed at catering to diverse student learning outcomes. Currently, the improvements regarding the necessary infrastructure and training equipment are underway. Our initial phase aims at ensuring all requisite spaces are available to effectively implement the NEP recommendations.
Furthermore, some of our schools currently lack integration of grades 11th and 12th. To address this, we’re actively working on integrating these classrooms toestablish a comprehensive KG to 12th-grade structure within our schools. However, certain aspects remain unclear, such as the qualifications necessary for instructors in specialized courses, e.g., skill based courses, etc. Preparing ourselves to facilitatethese changes swiftly and effectively is a priority we’ve already initiated. We acknowledge the imperative need for readiness and adaptability to align with the NEP’s objectives. The initial steps are underway as we navigate through the intricacies of implementing these recommendations across our institutions.
Q. Everyone talks about experiential learning. Tell us your views.
A. At our institution, we are earnestly striving to embed experiential learning into our educational framework. It’s a journey we’ve commenced, and I’m optimistic about our eventual success in this pursuit. I wholeheartedly advocate for experiential learning. I firmly believe that students grasp concepts more effectively when they have the opportunity to experience and engage with the subject matter first hand.
Incorporating experiential learning into every lesson plan is pivotal. It’s not merely about a singular approach or activity—it’s about providing students with tangible, hands-on tools and resources. The availability of hands-on equipment enables them to not just learn but to see, feel, and truly understand the underlying concepts being taught. It’s this active involvement that fosters a deeper comprehension and lasting retention of knowledge among students.
In essence, experiential learning isn’t just a buzzword; it’s a fundamental shift towards a more engaging and effective educational paradigm—one that empowers students to actively participate in their learning journey.
Q. What are your plans for the future and where do you see KLE Society in the next five years?
A. Certainly, the trajectory of KLE Society has been marked by substantial growth. From 34 organizations when my father assumed leadership to now encompassing 300, our expansion has been significant. Looking ahead, our focus remains on further expansion, particularly in rural sectors where our impact is crucial.
The foundation of our organization, spearheaded by seven visionary teachers who sought education in Pune and returned to establish an educational hub, was rooted in providing education to the underprivileged. This principle still drives us today. We firmly believe in reaching out to rural areas, continuing the legacy of extending education to those deprived of it.
