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| Format: | Recurso digital |
| Sprache: | Englisch |
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Zenodo
2026
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| Online-Zugang: | https://doi.org/10.5281/zenodo.18978724 |
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| _version_ | 1866902245620056064 |
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| author | Dr. Satyajit Rajvardhan Kosambi |
| author_facet | Dr. Satyajit Rajvardhan Kosambi |
| contents | <p class="MsoNormalCxSpFirst"><em><span>The National Education Policy (NEP) 2020 has introduced a paradigm shift in the Indian education system by emphasizing experiential learning, skill development, and industry exposure. Two of its most innovative efforts are the On-the-Job Training (OJT) and Field Projects, designed to bridge the theoretical-to-practical gap. These elements have come to form a ‘cult’ in modern education, influencing what students think, how institutions operate, and what employers expect. This paper critically analyses OJT and field projects, as they have been outlined in NEP 2020, discussing the purposes, pedagogical significance, modalities of implementation, and examining their merits as well as problems. Qualitative analysis and policy comparison evidence the value of experiential learning on employability, professional competence, and personal development. Case-based insights from the colleges and universities that offer NEP-aligned curricula. The results suggest that OJT and field projects are not peripheral but rather integral to the academic programs, establishing a culture of industry- preparedness. But some challenges, like insufficient collaboration with industry, a lack of uniformity in assessments, and a gap in how students can be engaged, need strategic interventions. The paper ends with suggestions for lasting implementation, focusing on whether academia-industry partnerships, mentorship, and evaluation frameworks are well- integrated to contribute positively to learning.</span></em></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18978724 |
| institution | Zenodo |
| language | eng |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | OJT and Field Project as per NEP 2020: A Cult in the Education System Dr. Satyajit Rajvardhan Kosambi <p class="MsoNormalCxSpFirst"><em><span>The National Education Policy (NEP) 2020 has introduced a paradigm shift in the Indian education system by emphasizing experiential learning, skill development, and industry exposure. Two of its most innovative efforts are the On-the-Job Training (OJT) and Field Projects, designed to bridge the theoretical-to-practical gap. These elements have come to form a ‘cult’ in modern education, influencing what students think, how institutions operate, and what employers expect. This paper critically analyses OJT and field projects, as they have been outlined in NEP 2020, discussing the purposes, pedagogical significance, modalities of implementation, and examining their merits as well as problems. Qualitative analysis and policy comparison evidence the value of experiential learning on employability, professional competence, and personal development. Case-based insights from the colleges and universities that offer NEP-aligned curricula. The results suggest that OJT and field projects are not peripheral but rather integral to the academic programs, establishing a culture of industry- preparedness. But some challenges, like insufficient collaboration with industry, a lack of uniformity in assessments, and a gap in how students can be engaged, need strategic interventions. The paper ends with suggestions for lasting implementation, focusing on whether academia-industry partnerships, mentorship, and evaluation frameworks are well- integrated to contribute positively to learning.</span></em></p> |
| title | OJT and Field Project as per NEP 2020: A Cult in the Education System |
| url | https://doi.org/10.5281/zenodo.18978724 |