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This paper discusses a curricular reform in Maharashtra, India that introduced micro-projects embedded in each course. The reform aimed to address deficiencies in practical, experiential learning in Indian engineering programs. A new competency-focused, outcome-based curriculum model was developed and implemented across 452 polytechnic colleges in Maharashtra, impacting over 75,000 students annually. A key innovation was integrating theory and lab courses. Another major innovation was the micro-project - st

Author

Abhishek Hatagale

Language

EN