The Pehli Peedi Fellowship presents the first in a series of stories highlighting the experiences of first-generation students across India.
Education has been a transformative force in Rajesh Kawade’s life. Coming from a modest background where higher education was uncommon, his journey has been shaped by resilience, hard work, and the quiet encouragement of his family. Balancing work and studies from a young age, he learned to navigate challenges independently while holding onto the belief that education could change his future. His journey—from a small locality to institutions of higher learning—has not only shaped his aspirations but has also strengthened his commitment to learning and personal growth.
“Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela
Read his full story below. Profile by Bhumeshwari.
Where are you from? Tell me about your family—what do your parents or guardians do? Specifically ask about both parents’ educational backgrounds.
I was born and brought up in Kanchanwadi, a small locality that shaped much of my early experiences. Growing up there was a mix of simplicity and resilience—our community was close-knit, and I learned the value of hard work and perseverance from a young age.
We are a family of six: my grandmother, my parents, and four siblings. My father studied until the 4th standard. Until I was in the 7th grade, he worked in a garage. Later, after we migrated, he began working in the steel industry, where he remained employed until 2022. My mother has been working in a company, assisting my older brother with machine operations; her role involves both support work and hands-on engagement with machinery.
Their educational backgrounds are modest, but their work ethic and determination have always inspired me. Despite their limited formal education, they consistently prioritized our learning and growth, which has deeply influenced my academic journey.
Which school did you attend? Government or private?
I studied in government institutions throughout my academic journey, including during my graduation.
Was education something people in your family or community talked about often?
In my family and community, education was not a frequent topic of discussion. However, my parents were always curious and hopeful about it. Despite their limited formal schooling, they showed a deep interest in our academic progress. Their quiet encouragement and belief in the value of learning became an important source of strength and motivation for me.
How many students were in your 12th class with you? How many went to college?
I started working from the 7th standard. During my 11th and 12th grades, I was also working full-time, which meant I could only focus on my studies during breaks and prepare for exams independently. It was a challenging time to balance work and education, but I remained committed to completing my schooling.
Because of this situation, I was not part of a regular classroom environment and did not have a fixed group of classmates. However, from what I observed, not many students from my batch went on to pursue college. The transition to higher education was not common in my community, often due to financial constraints or lack of awareness. Despite these challenges, I was determined to continue my education and eventually completed my graduation in Political Science from Fergusson College, Pune.
Was it always known that you would go to college? If not, who inspired you to go to college?
It was not always certain that I would go to college. Although I had heard about the civil services examination and dreamed of changing my circumstances, the path to higher education was not clearly visible to me.
One day, while I was working, a customer noticed my situation and asked, “Why are you working here?” That simple question led to a deeper conversation. He encouraged me to pursue higher education and suggested that I explore good colleges across India. His words stayed with me and gave me the push I needed.
Motivated by that interaction, I researched colleges and eventually filled out the application form for Fergusson College. That moment marked a turning point—it was the beginning of a journey that led me to study there.
Were there any hurdles that you had to overcome to go to college?
Pursuing college was not easy. Financial challenges were a constant part of my journey. I contributed about 75% of my earnings to support my family and saved the remaining 25% to invest in my education. With those savings, I enrolled in computer classes and tried to make the most of every opportunity to learn.
I followed an “earn and learn” path—working while studying. I received support from Vidyarthi Sahayak Samiti, which helped me manage my basic needs. I also worked in data entry at a mess to support myself. Since my family was unfamiliar with the processes of higher education, I had to navigate most of these steps on my own.
Finding a stable place to live was another challenge. I had to change my residence three times to find something affordable. Even during holidays, I continued working to sustain my education.
These experiences taught me resilience, time management, and the value of every small step toward a larger goal.
Tell us about your college experience. Are there any areas or issues that you feel students of your background face?
My college journey began with a profound personal loss. On the very day of my admission, my father passed away. I could not attend his funeral because it coincided with the admission process. During that difficult time, a professor supported me and helped me navigate both grief and responsibility. That moment marked the beginning of a challenging yet transformative phase in my life.
Just six days into my first year, I went for an interview at Vidyarthi Sahayak Samiti, an organization that supports students financially and logistically. During the interview, I was asked, “How should I trust you?”—a question that reflected the skepticism students from underprivileged backgrounds sometimes face. From that moment onward, the hurdles began, but I held on to my faith in myself.
Living far from college meant managing long commutes, attending lectures regularly, and dealing with issues like hygiene and access to proper food. These are common struggles for students from economically weaker sections, especially those who migrate for education. Stability in housing, financial security, and emotional resilience become daily challenges.
Despite all of this, I remained committed to my education. These experiences taught me strength, independence, and the importance of community support.
How has the university experience been for you so far? What surprised or challenged you?
My time at Azim Premji University has been a wonderful opportunity that I deeply cherish. Receiving a scholarship made it possible for me to be part of a learning environment that was both intellectually stimulating and emotionally supportive.
What surprised me most was the university’s pedagogy. The teaching methods were thoughtful and discussion-based, encouraging critical thinking. The examination system focused more on understanding than memorization, which was a refreshing change from my previous academic experiences.
I was also moved by the patience and dedication of the professors. They were approachable, empathetic, and genuinely committed to helping students from diverse backgrounds succeed. Being part of a diverse peer group challenged me to broaden my perspectives and engage with ideas and experiences very different from my own.
How has your background (language, class, caste, religion, urban/rural) shaped your experience?
Coming from a Marathi-speaking rural background, language was a major challenge—especially my accent and fluency in English. For the past six months, I have been actively working to improve my communication skills.
My social and economic background also shaped my experience in many ways. Adjusting to an urban, English-speaking academic environment was initially difficult, but it ultimately helped me grow both personally and academically.
What were your goals when you joined university? What are your goals now?
When I joined the university, my goal was to pursue my master’s degree with enthusiasm and explore research opportunities. Over time, my aspirations have expanded. I now aim to study abroad and deepen my academic journey through global exposure and advanced research.
What does “success” mean to you at this stage?
For me, success at this stage is simply being here. The journey itself—reaching this point despite the challenges—is already a success.
Do you feel being a first-generation learner affects how others perceive you?
Being a first-generation learner has certainly shaped how others perceive me. For instance, a neighbor once questioned my decision to study outside Pune and warned me about societal dangers, expressing doubt about my choices. Such reactions often stem from a lack of understanding about higher education.
When compared to students whose families have had generations of formal education, the differences are visible—especially in terms of confidence, access to resources, and social networks. At times, this leads to sympathy or underestimation, but I have learned to stand firm and trust myself.
What have you discovered about yourself during this journey?
This journey has taught me the value of hard work and self-motivation. I have discovered that I have the potential to become an influential speaker and a determined learner. If given the opportunity, I am ready to work even harder.
I have also learned to let go of painful memories while carrying forward the lessons they have taught me.
What advice would you give to a first-generation student just starting out?
As a first-generation student, you may face resistance—even from your own family—due to limited cultural and financial capital. However, if you truly believe in the power of education, do not let those limitations hold you back. Break through them. There is a beautiful world ahead waiting for you to explore and grow.
If you could change one thing about higher education today, what would it be?
If I could change one thing about higher education in India, I would incorporate elements of the Finland education system, particularly its flexible and student-centered pedagogy. The current system is often too structured and exam-focused, even at the school level.
There is also a need to address issues such as discrimination, outdated textbooks, and the lack of institutional support for first-generation learners. Education should continuously evolve, but many traditional practices have remained unchanged for decades. We need a system that adapts, includes, and empowers every learner.
This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.