Earlier today, a few of my students walked up to me with questions—some hesitant, some concerned about the internship component that has now been made mandatory for all Third Year (TY) undergraduate students from the upcoming academic year. Their doubts were honest and varied. Some said they lived in remote areas and had no means of transport. Others shared that their parents were unsure or even unwilling to send them outside. A few, particularly female students, said they didn’t feel safe venturing into unknown workspaces. And there were others who just didn’t understand why this was being made compulsory in the first place.
As a teacher, I hear them, and I understand. But I also feel it’s important to open a dialogue about why this internship has been introduced, and how it fits into the larger academic and developmental framework under the National Education Policy (NEP) 2020 and the guidelines laid out by the Directorate of Higher Education (DHE), Goa.
Why the Internship Matters
The NEP 2020 envisions a shift from rote-based learning to holistic, experiential education. The mandatory internship component, carrying two credits and requiring 60 hours of engagement, is not just a tick-box exercise. It is meant to expose students to real-world environments, build professional confidence, and develop transferable skills like communication, time management, teamwork, and ethical responsibility.
The goal is to ensure that by the time a student graduates, they don’t just have a degree—they have experiences that help them transition into jobs, higher education, or even entrepreneurial ventures. The idea is simple but powerful: learning shouldn’t stop at the classroom door.
Addressing Real Concerns
That said, I am fully aware that not all students have equal access to opportunities or support systems. For those living in interior or rural areas, travel is a challenge. For others, parental hesitation or social factors make external internships difficult. Safety, especially for women students, cannot be ignored. Here’s where we, as educators and institutions, must step in—to adapt the internship framework in ways that suit our students’ realities. The DHE guidelines allow for flexibility. Internships can take multiple forms: assisting in panchayat offices, working in local libraries or NGOs, supporting schoolteachers, or even remote work like data entry or research assistance. In cases where students cannot travel, on-campus or virtual internships may be arranged in consultation with faculty mentors.
A Shift in Perspective
I urge students and parents to see this not as a burden but as a stepping stone. Yes, it requires effort, adjustment, and maybe even negotiation with family, but it is also an opportunity to discover strengths, build confidence, and test future career interests.
Students could try the following:
Start small: Look for opportunities in your locality or neighbourhood. Even helping in a local business or NGO can count.
Ask for help: Your college is there to support you. Speak to your mentors, coordinators, or even alumni.
Think beyond marks: This is about learning life skills, work ethics, and self-discipline—things that textbooks can’t teach.
Document your journey: Keep a journal or make a presentation of your internship. It’s something you can later show to employers or use in interviews.
Moving Forward Together
Change is never easy, especially when it involves a rethinking of how we approach education. But I genuinely believe that this internship initiative, if implemented thoughtfully and inclusively, will prepare our students better for the future. As we move into this new academic chapter, let’s keep the communication open. Institutions must stay flexible, and students must stay curious. We are all learning as we go, and perhaps that’s the most important lesson of all.
(The writer is an Assistant Professor, Government College of Arts, Science & Commerce, Quepem)
