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Program Intent

Curriculum

Learning is a life-long process, it is emergent. Rashtram aims to initiate the learner deeply into this process by creating the necessary humility, grace and intellect. 

We consider things such as deep listening, ethical orientation, sense-making, generative conversations etc as ‘enablers of emergent learning’.

This is achieved through a curriculum focused on instilling a  set of  ‘Meta-Skills’ that equip our learners to remain relevant in a rapidly changing context. In the VUCA (Volatility, uncertainty, complexity and ambiguity) world of today where the boundaries of physical, digital and biological are collapsing into each other, a truly trans-disciplinary outlook that can tap into first principles of key disciplines helps address the crisis of meaning-making that has become pervasive.

The MA programme is carefully curated into 3 parts:

  1. Common Core Course: This is the common core which is the foundation for all the learners and which seeks to bind the learner with the learning process
  2. Track Specific Courses: The three tracks at Rashtram are intensive and highly focused. This part is curated to provide the learners with the skills specific to their track –  Combined with rich reflection, field experiences and projects helps students translate their skills into competencies i.e apply them towards specific outcomes.
  3. Research Project: Extended project or research dissertation for learners in the two-year MA Public Leadership program

 

Course Structure

  • The first year of the MA programme will have the same curriculum as the Accelerator Programme.
  • The First Year (Accelerator) is organised into 3 terms and two project phases. Each term is a mix of classroom teaching, case studies, group discussions and presentations, fieldwork, internships, research publications and representation in seminars/conferences.
  • The basic unit of coursework is a module. Each module consists of 20 hours of classroom teaching spread over a week. These weekly modules are threaded together through program flow and personalized mentorship, thereby creating a coherent learning journey for each learner.
  • Term 1 is the common core which is the foundation course for all 3 tracks and the Masters programme.
  • The Second Year is spent on an extended project or research dissertation. The learners can choose to do fieldwork as per the nature of the topic. The exact schedule is designed with the help of your research/project guide.

 

Academic Calendar

Period Start Date End Date Duration
First Term – Common Core Courses Jul-20 Oct-20 16 Weeks
Navaratri Break Oct-20 Oct-20 1 Week
First Project Oct-20 Dec-20 6 Weeks
Second Term – Track Specific Courses Dec-20 Mar-21 12 Weeks
Second Break Mar-21 Mar-21 1 Week
Second Project Mar-21 Apr-21 6 Weeks
Third Term Apr-21 May-21 6 Weeks
Summer Break Jun-21 Jul-21 8 Weeks
Project Work/Dissertation – I Aug-21 Nov-21 16 Weeks
Winter Break Nov-21 Dec-21 4 Weeks
Project Work/Dissertation – II Jan-22 May-22 20 Weeks

Essential Components Of Learning

Building Blocks

Mentors: At the core of our design are ‘Mentors’ – Highly accomplished and motivated teachers who share the dream of shaping the next generation of leaders who demonstrate Intellectual clarity, Moral commitment and a sense of purpose for the Nation and humanity.

Curriculum: A highly engaging, intellectually stimulating and morally uplifting set of courses delivered by masters in those subjects – Imagine learning political strategy and negotiation skills through a study of the kuru sabha ahead of Kurukshetra. Imagine understanding public finance through a lesson on Sukraniti and Artha shastra and imagine learning about perseverance, alliance building and moral fortitude through a field tour of Sri Rama’s journey from Ayodhya to Lanka. This highly innovative method fixes its sights firmly on the knowledge areas and skills required for the 21st century while situating it in the civilizational context.

Rituals:  Real learning is about becoming one with the subject – Elevating one’s perceptual and intuitive faculties to function at a higher level. This is achieved through a careful set of rituals that activate the energy centers in the learner – Yoga, self-reflection, deep listening, sports, group chanting etc

The ‘Learner’ is at the center of everything we do and we create the conditions to generate perceptual clarity. After all, experiential learning is simply function of the level of consciousness of the learner to engage in the learning process. This combination of focused mentorship and proximity with accomplished leaders, a rich experience centric curriculum and a set of core rituals that energize is our promise and offering to the dedicated learner.

Knowing Yourself To Leading Change

Learner's Journey

Knowing Oneself

Understanding your Svabhava from a multi-dimensional perspective rooted in one’s physiological, emotional, and energy dimensions.

Building the Intellect      

A critical engagement with the ideas that shaped the course of history, understanding institutional design, decoding the discourses of our times and the worldview they stem from, and “reversing the gaze.”

Developing Inter-Personal Intelligence

Collaboration, ability to work in groups, the freedom of spirit to initiate interaction with anyone, understanding the nuances of different perspectives, negotiations, and interpersonal skills.

Leading

Ability to imagine and articulate a larger vision, inspire action, generate momentum, exercise refined judgment, endurance, and restraint required to take people along on a path of excellence in execution.

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Rashtram School of Public Leadership produces ‘self-aware’ and ‘civilisationally assured’ public leaders who are nourished by Indic Knowledge traditions and systems of thought. The specific focus of the school is to prepare leaders in three domains - Academia, Politics, and Community.

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Rashtram School of Public Leadership, Rishihood University, Delhi NCR. All rights reserved.