Final Report NEW

Centre for Entrepreneurship Development
Chapter-1
EDUCATION INDUSTRY IN GLOBAL MARKET
Kalol Institute Of Managment Page 1

Brief introduction
 The Global education industry is the second-largest industry after healthcare.

It had a market size of in 2009 grew from in 2007.
 In 2009, tuition income in Ireland reached to an increase of almost from
2006/7, driven by increased number of students in this period.
 Indonesia is regarded as one of the major markets for US educational
institutes.
 In 2008, the size of South Korea’s private education market is estimated to
have grown to 30 trillion won in 2007, with the English learning industry taking up
nearly half of the market share.
 In India, Private sector has a strong hold in education industry starting from
pre-schools to universities, formal IES accounts for almost, non-formal IES and
together almost in 2009
 In terms of total education market revenue, K-12 contribution is the highest as
the market size for K-12 school is the biggest in India as compared to other
professional courses. By 2012 the overall pre-school market is expected to cross, the
organized segment is expected to grow faster.
 Educomp is the industry leader in K-12 segment, also has an 18-24 month
lead in multimedia within schools, its K-12 programme in India.
 The UK plays a significant role in contributing to the country’s economy.
International students in the UK contribute nearly to the economy.
 There were over 430,000 faculties in around 25,000 schools in England and
around 56,000 teachers in around 2,800 schools in Scotland in January 2009.
 Higher education sector contributed into the UK economy in 2008 while the
economy generated around in 2005. Universities in the UK now generate a large
amount for the UK economy. The sector even generated in 2007-08 in off-campus
expenditure by attracting international student.
 In 2008-09, tuition fees raised revenue of for UK universities, which
represents approximately 33% of the total university funding.

Chapter-2
EDUCATION INDUSTRY IN INDIA

Introduction
India holds an important place in the global education industry. The country has more
than 1.5 million schools with over 260 million students enrolled and about 751
universities and 35,539 colleges. India has one of the largest higher education systems
in the world. However, there is still a lot of potential for further development in the
education system.
India has become the second largest market for e-learning after the US. The sector is
currently pegged at 2 billion and is expected to reach 5.7 billion by 2020. The
distance education market in India is expected to grow at a Compound Annual
Growth Rate (CAGR) of around 11 per cent # during 2016-2020. Moreover, the aim of
the government to raise its current gross enrolment ratio to 30 per cent by 2020 will
also boost the growth of the distance education in India.
Market Size
The education sector in India is poised to witness major growth in the years to come
as India will have world’s largest tertiary-age population and second largest graduate
talent pipeline globally by the end of 2020.
The education market in India is currently valued at 100 billion and is expected to
nearly double to by 2020. Currently, the school segment is valued at 52 billion and
contributes 52 per cent to the education market in India, higher education contributes
15 per cent of the market size, text-book, e-learning and allied services contribute 28
per cent and vocational education in manufacturing and services contributes 5 per
cent.
Higher education system in India has undergone rapid expansion. Currently, India’s
higher education system is the largest in the world enrolling over 70 million students
while in less than two decades, India has managed to create additional capacity for
over 40 million students. It witnesses spending of over Rs 46,200 crore .

Investment
The total amount of Foreign Direct Investments (FDI) inflow into the education
sector in India stood at 1.42 billion from April 2000 to March 2017,
according to data released by Department of Industrial Policy and
Promotion (DIPP).
The education and training sector in India has witnessed some major investments and
developments in the recent past. Some of them are:
 Talent Sprint, a skill development company based in Hyderabad, has
announced the launch of 'Smart Campus', where it plans to skill around 1 million
people in the areas of IT and banking by the year 2020.
 KKR and Co Lp, the US-based private equity giant, plans to invest around Rs
700 crore 105 million in coaching firm Resonance Eduventures Limited, which will
be used to buy back shares from existing investors and expand its presence to more
geographies.
 UAE-based Gamma Group, outlined plans of investing around Rs 3,000 crore
in the infrastructure, health and education sectors of Kerala, which is expected to
generate around 2,000 indirect and direct jobs in the state.
 Welingkar Institute of Management Development and Research has signed
two memorandum of understanding (MoUs) with Israeli universities, namely Hafia
University of Israel and IDC Herzliya, which includes pledging cooperation in the
fields of study of technology, agriculture, archaeology, biology, etc.
 Education technology companies in India raised around 323 million across 26
deals in 2016, as against 98 million raised through 23 deals in 2015.
 New York Life Insurance Company, the largest mutual life insurance company
in the US, has invested Rs 121 crore in Max Ventures and Industries Ltd for a 22.51
per cent stake, which will be used by Max for investing in new focus areas of
education and real estate.

Government Initiatives
Some of the other major initiatives taken by the Government of India are:
 The Union Budget 2017-18 has made the following provisions for the
education sector:
o The Budget has pegged an outlay of Rs 79,685.95 crore for the
education sector for financial year 2017-18, up from Rs 72,394 crore in 2016-17—a
9.9 per cent rise.
o The Government of India has allocated around Rs 17,000 crore
towards skilling, employment generation, and providing livelihood to millions of
youth, in order to boost the Skill India Mission.
 The Government of India has approved an all-time record of over 4,000 post-
graduation (PG) medical seats to be added in various medical colleges and hospitals
for the academic session 2017-18, said Mr J P Nadda, Union Minister of Health and
Family Welfare.
 The Cabinet Committee on Economic Affairs, Government of India, has
approved the proposal to open 50 new Kendriya Vidyalayas (KVs) under
Civil/Defence sector in the country requiring an investment of Rs 1,160 crore.
 The Government of India and the World Bank have signed a million
International Development Association (IDA) credit agreement for the Third
Technical Education Quality Improvement Programme (TEQIP III), aimed at
improving the efficiency, quality and equity of engineering education across several
focus states.
 The Ministry of Skill Development and Entrepreneurship has launched the
Pradhan Mantri Yuva Yojana, which will provide entrepreneurship education and
training to over 700,000 students in 5 years through 3,050 institutes.
 The Union Cabinet chaired by the Prime Minister Shri Narendra Modi has
approved 'Pradhan Mantri Gramin Digital Saksharta Abhiyan' (PMGDISHA) to make
60 million rural households digitally literate. The outlay for this project is Rs 2,351.38
crore to usher in digital literacy in rural India by March, 2019.
 Prime Minister Mr Narendra Modi launched the Skill India initiative –
‘Kaushal Bharat, Kushal Bharat’. Under this initiative, the government has set itself a
target of training 400 million citizens by 2022 that would enable them to find jobs.
The initiatives launched include various programmes like: Pradhan Mantri Kaushal

Vikas Yojana (PMKVY), National Policy for Skill Development and

Entrepreneurship 2015, Skill Loan scheme, and the National Skill Development
Mission.
 PMKVY is the flagship program under the Skill India Initiative. The Union
Government plans to set up skill development centres across India with an investment
of Rs 12,000 crore to create job opportunities for 10 million individuals by 2020
under PMKVY, as per Mr Bandaru Dattatreya, Minister of Labour and Employment.
 National Policy for Skill Development and Entrepreneurship 2015 is India’s
first integrated program to develop skill and promote entrepreneurship
simultaneously. The Union Government plans to provide Rs 7,000 crore to states to
spend on skill development, and thereby accelerate the ambitious task of skilling 500
million Indians by 2022, and encourage creation of an ecosystem of entrepreneurs.
 The National Skill Development Mission has created an elaborate skilling
eco-system and imparted training to 7.6 million youth since its launch in 2015 and the
government now plans to set up 1,500 Multi Skill Training Institutes across the
country.
Percentage contribution in Indian economic

THE CENTRE FOR ENTREPRENEURSHIP INDUSTRY

OVERVIEW

4 TYPES EDUCATION
Technical Vocational Training Skill
Development
1) Technical
Technical Education plays a vital role in human resource development of the country
by creating skilled manpower, enhancing industrial productivity and
improving the quality of life of its people. Technical Education covers
programmes in engineering, technology, management, architecture, town
planning, pharmacy, applied arts & crafts, hotel management and catering
technology.
2) Vocational
Vocational education is a form of education focused on direct and practical training
for a specific trade or craft. Vocational education may come in the form
of an apprenticeship or internship as well as institutions teaching courses such
as carpentry, agriculture, engineering, medicine, architecture and the arts.
3) Training
Training is teaching, or developing in oneself or others, any skills and knowledge
that relate to specific useful competencies. Training has specific goals of
improving one's capability, capacity, productivity and performance. It forms the
core of apprenticeships and provides the backbone of content at institutes of
technology (also known as technical colleges or polytechnics). In addition to the basic
training required for a trade, occupation or profession, observers of the
labor-market recognize as of 2008 the need to continue training beyond initial
qualifications to maintain, upgrade and update skills throughout working life. People

within many professions and occupations may refer to this sort of training
as professional development.
4) Skill Development
Skills development is the process of
(1) Identifying your skill gaps, and
(2) Developing and honing these skills.
It is important because your skills determine your ability to execute your plans with
success. Imagine a carpenter trying to build a house.

Chapter-3

(A Govt. of Gujarat Organization)

ઉદદ્યયોગસસાહસસકતસા સવિકસાસસસંસ્થસાન -સસીઈડસી
The Centre for Entrepreneurship Development
Do you want to start your own business and want to become self-
employed?
Skill Development
DURATION OF THE PROJECT:

The project commenced from 15thJune, 2017 to 31stJuly, 2017.
INTRODUCTION OF COMPANY
The Centre for entrepreneurship Development (CED) is a premier organization of

government of Gujarat engaged in entrepreneurship development training and skill
development since 1979.Concept behind CED is to develop entrepreneurs in the
urban as well as rural areas of the state, who can establish their own manufacturing or
service enterprise which in turn aids in economic growth of the state and also creates
employment opportunities for others.
"Now a days in the era of cut throat competition there is a limited scope of job
opportunities hence it is very essential to think over other alternative options. An
individual can become self reliant and economically sound when he put his 100%
efforts in the different direction of Self Employment."
In the year 1970 the industrial Corporation - Gujarat Industrial Investment

Corporation (GIIC), Gujarat State Finance Corporation (GSFC), Gujarat Industrial
Development Corporation (GIDC) & Gujarat Small Industries Corporation (GSIC)
has started its activity named "Udyog Sahasik Vikas Yojana" as a part of GIIC.
Entered by their success in bringing about a perceptible change in public perceptions,
the Gujarat Corporations together with the State Government set up in May 1979 an
independent body "The Centre for Entrepreneurship Development (CED)".
Since 1979, CED has a firm belief that the Entrepreneurs are not born, but can
be developed. CED has been registered as a Society under the Societies
Registration Act – an autonomous body.
The Industries Commissioner of Gujarat is the Chairman, while Managing Directors

of four promoting Corporations, Prominent Industrialist, Chief Executive of Bank and
Management expert are the Members of the Governing Body. The financial
responsibility of running the organization is shared by majority State Government and
the promotion and the promoting Corporations.

CED has set up national-level Entrepreneurship Development Institute in Gujarat for

the development of micro and small enterprises (MSEs), particularly, the first
generation entrepreneurs.
In the year 1970 a small cell was created within GIIC to impart the entrepreneurship
training. The pioneering step-it was the first attempt of its kind in the whole of
country and this experiment turned out to be a phenomenal success. Later on, over a
period of nine years, 80 Entrepreneurship Development Programmes (EDPs) were
conducted and over 50% after completing the training successfully set up their own
industrial ventures.
1969 1970 1979
Recognizing that a quantitative increase in the number of entrepreneurs and a

qualitative improvement in entrepreneurship could considerably accelerate the
industrial and there by economic development, the Industrial Development
Corporations first thought of developing small entrepreneurs in a systemic manner
long back in 1969.
Enthused by the above success in bringing about a perceptible change in public

perceptions, the Gujarat Corporations together with the State Government set up in
May, 1979, an independent body- THE CENTER FOR ENTREPRENEURSHIP
DEVELOPMENT (CED). This is the oldest organization in the country in case in
promotion of Skill and Entrepreneurship.

In order to strike a deep and long lasting impact on the State economy, CED has
constantly been on an innovating spree, consistently coming out with imaginative
programs aimed at specified target groups.
Basic Information
Nature of Work
Entrepreneurship Training
1) State Level Anchor Institutes

2) Short-term Bridge Courses by
Industries/Institute
3) Specialized Skill Development
Centers
Additional Work 4) Skill Up-gradation Centers
(SUCs)
5) Skill Development to MSME
Sector
6) Training Center/Institute
7) Tuition fees for Enhancement of
Skill
1)Aspire Knowledge and
Skills
2) NIFA Infocomp
3) Everonn Skill Development
Key Training Partner Ltd
4) Prakshal Infotech Pvt Ltd.
5) All India Asian Educational

Foundation
Industry
Education
Registered Address Block 1, 9th Floor, Udhyog Bhavan,

Sector 11, Gandhi Nagar, Gujarat
Year of Establishment
1979

Total Number of Employees

20 to 45 People
MR. RAMPRASAD
Director Name
Infrastructure
Location Type
Urban
Building Infrastructure
Permanent
Size of Premises
600 sq.ft(approx.)
CED Head Office Location Photo 1
CED Campus Ahmedabad Naroda

Location Photo 2

AIMS AND OBJECTIVES OF THE CENTRE ENTREPRENEURSHIP

DEVELOPMENT
AIMS
To promote and implement Industry Responsive Skill and Entrepreneurship

Development across the state of Gujarat.
The process will be expected to enable industrial and sustainable growth along with
empowering the young generation in the state of Gujarat.
STRATEGIC OBJECTIVES
In the year 1970 the industrial Corporation - Gujarat Industrial Investment

Corporation (GIIC), Gujarat State Finance Corporation (GSFC), Gujarat
Industrial Development Corporation (GIDC) & Gujarat Small Industries
Corporation (GSIC) has started its activity named "Udyog Sahasik Vikas Yojana"
as a part of GIIC.
Entered by their success in bringing about a perceptible change in public perceptions,

the Gujarat Corporations together with the State Government set up in May 1979 an
independent body "The Centre for Entrepreneurship Development (CED)".

Since 1979, CED has a firm belief that the Entrepreneurs are not born, but can
be developed. CED has been registered as a Society under the Societies
Registration Act – an autonomous body.
The Industries Commissioner of Gujarat is the Chairman, while Managing Directors

of four promoting Corporations, Prominent Industrialist, Chief Executive of Bank and
Management expert are the Members of the Governing Body. The financial
responsibility of running the organization is shared by majority State Government and
the promotion and the promoting Corporations.
VISION OF CENTRE ENTREPRENEURSHIP DEVELOPMENT
Vision
Empowering youth through Skill and Entrepreneurship.
Entrepreneurship Development Programme
Gujarat Chamber of Commerce women wing Entrepreneurship

Development Programme

VISION OF CENTRE ENTREPRENEURSHIP DEVELOPMENT
Mission
To conduct over 40 Entrepreneurship Development Programme every year across the

state.
To conduct over 15 Skill cum Entrepreneurship Programme every year (In a year) for
the 2nd generation Entrepreneurs.
To organize over 20 Entrepreneurship Awareness Programme in colleges and

society/Association.
To organize over 10 Achievement Motivation Training programme for existing

faculties, staff and employees at different level.
To create over 50,000 Industry Responsive Skill Manpower (including Up-skilling)

annually along with Skill assessment and placement.
To establish over 200 modern Skill Development Centres with active involvement of
Industries/Industries Association.

To make a special approach for empowerment of women through Skill and

Entrepreneurship.
To run a special counseling cell for ST/SC/Women for Hand Hold Support for their
new enterprise/venture.
Work culture
 To practice integrity (honesty, commitment, making & keeping promises
 To promote team work
 To value leadership (result oriented , innovative, positive attitude)
 To have a passion for excellence( competing with global standards)
 To reward and organize talent
ORGANIZATION STRACTURE

DEPARTMETS INFORMATION
Marketing Finance Human resources

Website Taking Budget Advertisement

Twitter Budget section Selection

Face to face Screening Year Expense scheme wise Taking Place Decision
Meeting
Advertisement Start in September This process Age Selection Batch
Newspaper collection information Training day 15 Day /1
month
Exhibition Prepare Budgeting Book late Provide
Udyog Prerna Magazine All department prepare Fees Submission
Budgeting then after give to
Approve by director
As per Norms of Govt Permission Look Expenses Faculty
Udyog Prerna
Annual Planning making Advance Trainers
Payment pay
Programme start process MIS data entry for student
only
No profit no loss by because it’s a Patrak -1 =Student
govt society Selection
Analysis/Variance Patrak-3= Faculty Selection
Better plan for future any new Patrak-4= Student
plan Programme Attending
Approve by him/director Patrak-5= Confirm &
Success training Program
Attend
Salary After then give a certificate
General voucher
Bank grantees
Fix deposit bank Employees
Cash book/bank book Calculation
TDs tax income
Banking system like
communication
Corpondence
Handling &Dealing whit bank
Online Payments
Account Reconnection
TRAINING & SKILL DEVELOPMENT PROGRAMMES
Recognizing that a quantitative increase in the number of entrepreneurs and a

qualitative improvement in entrepreneurship could considerably accelerate the
industrial and there by economic development, the Industrial Development

Corporations first thought of developing small entrepreneurs in a systemic manner

long back in 1969.
TRAINING & SKILL DEVELOPMENTS PROGRAMME DETAILS
TRAINING PROGRAMME MODULE WISE DETAILS
MODULES INTRODUCTION:-
MODULE: 1
INFORMATION:-
 Age group – 18 to 50
 Education –minmum-10 to Any Graduates

 Experience – in priority basis

 S.C/ST/WOMEN/HENDICAP/EXSERVICEMAN/for Participants as per
requirement we will organize programme
 Content -43 subjects
PROGRAMME NAME:-
(1) (EAP) - Entrepreneurship Awareness Programme

(2) (EDP) - Entrepreneurship Development Program
(3) (HRD) - Human Resources Development & Achievement
Motivation Program
Programme Details:
(1) (EAP) - Entrepreneurship Awareness Programme
With the objective to spread the concept/thought of entrepreneurship to mass

of the society CED conducts Entrepreneurship Awareness Programs for the final year
students of ITI, Polytechnic, Engineering, Pharmacy, Ayruvedic, Science, Arts &
Commerce colleges, Management institutes to inculcate the entrepreneurial culture
and environment in such a way that students get encouraged to opt for entrepreneurial
career rather than searching for a job.
Also these kinds of awareness programs/camps are also useful for the professors,
faculties of the colleges so that in turn they can also motivate and guide their students
for entrepreneurial career. The entrepreneurship awareness program is for one or two
days as per the requirement of the group. CED organizes around 60 EAP in a year.
(2) (EDP) - Entrepreneurship Development Programme
The prime object of EDP is to conduct entrepreneurship training program of 2-4

weeks duration. CED organizes this kind of training program in various districts and
taluka level. There are two types of training program i.e. EDP Module-I and EDP
Module-II.
Any individual with or without basic qualification and experience can join this type of
training programs. Preference is given to the candidate who has completed post

graduate, graduate, diploma & ITI courses. The training module / Content of the
training program / subjects consists of Which industry to be started, how to start,
which type of held and facilities are available, how to manage the business
successfully, product guidance, information sources, market survey, managerial
inputs, project report preparation, counseling, achievement motivation and post
training supportive assistance.
Well known experts from the industries are invited in the training program to deliver
lectures and to give the professional guidance and detailed information.
(3) (HRD) - Human Resources Development & Achievement

Motivation Program
It is for the academic institutes, industrial and business group to excel in their
work performance and aptitude. This leads to strengthen the employee and employer
relationship.Major soft skills like and important behavior aspects like motivation,
communication, team building, and leadership quality, and positive attitude, problem
solving aptitude, creativity and stress management are being covered in this training
program.
CED is organizing need based training programs related to HRD for the employees of
government and private sectors. This programs include personality development,
achievement motivation, decision making, transaction analysis for improving inter
personal relationship and effective time management. Expert faculties are invited for
the training program.
MOUDLE:- 2
INFORMATION:-
 Age group – 18 to 50
 Education –minmum-10
 Experience – in priority basis
 S.C/ST/WOMEN/HENDICAP/EXSERVICEMAN/for Participants as per
requirement they will organize programme
 Content -22 subjects

PROGRAMME NAME:-
(1) (SGP) Second Generation Program

(2) (EAC) Entrepreneurship Awareness Camp
(3) (FDP) Faculty Development Program
Programme Details:
(1) (SGP) Second Generation Program
The centre for entrepreneurship development conducts training program for existing
entrepreneurs to solve their management problems in the area of technology up-
gradation, product diversification, quality marks, national and international strategies,
international market, export procedures, financial management and how to survive in
the competitive market, family business etc.
CED is organizing seminar/workshop, need based programs for the existing
industrialists in collaboration with research institutions and field experts.
(2) (EAC) Entrepreneurship Awareness Camp
CED conducts Entrepreneurship Awareness Camps to generate widespread

awareness about entrepreneurship among masses like for the students of various
engineering colleges, polytechnic, Universities & Institutions and also for general
public, from time to time so that they get an insight into various business
opportunities in manufacturing, trading, service sectors.
Such camps also aim at promoting entrepreneurship as a career option among
students. Students get opportunities to interact with experts and also benefit from
one-to-one counseling.
(3) (FDP) Faculty Development Program
CED organizes Faculty development training program for the overall as well as
professional development of the Professors, Faculty members and senior staff
members of the Engineering Colleges, Polytechnic, Universities and Institutions. This
is one kind of Trainers training program for the professors and faculties of the

colleges so that in-turn they can also motivate their students about entrepreneurship
and other self employment related aspects.
 Both Module Programme Content Ratio Is Below
20% information content
40% Bog (business opportunities guidance)
30% Management inputs
10% Human resources
Total = 100%
CED TRAINING PROVIED BY DIFFRENETS SCHEMES
SCHEMES TYPES:
7 SCHEMES
1) State Level Anchor Institutes

2) Short-term Bridge Courses by Industries/Institute
3) Specialized Skill Development Centers

4) Skill Up-gradation Centers (SUCs)

5) Skill Development to MSME Sector
6) Training Center/Institute
7) Tuition fees for Enhancement of Skill
ALL SCHEMES WORK BY THIS STRUCTURE
SCHEMES DEATILS
Scheme -1: State Level Anchor Institutes

Financial Assistance for setting up of Anchor Institute One Institution may apply for
more than one sector justifying their respective sectorial expertise & capability.
 Objective
To mentor over all Skill development activities, Training to high level trainers
and Faculty member in a specific sector to increase competence.
 Financial Assistance

Total financial assistance for Capital expenditure maximum up to Rs. 5 crore

and Operating expenditure maximum up to Rs. 5 crore out of total eligible
financial assistance of Rs. 10 crore during operating period of 5 years.
 Implementation modal
 The Anchor Institute will act as a nucleation center in the respective

sectors in collaboration with the Co-Anchor institute (If any)
 The selected Anchor Institute shall submit a proposal with details of
training courses to be run by the nodal institutions.
 Anchor Institute in its proposal will submit the yearly projection of
number of trainees in different courses proposed by them.
 The SLIC will approve the programmes to be implemented and budget
requirement of Anchor/Nodal Institutes.
 The representatives of industries shall be actively involved by selected
Anchor Institute for preparing the course material.

 Role and Responsibility
Anchor Institute will provide technical support to the technical educational

institutions in the sector across shop floor, supervisory and managerial level for
improvement of skill.
 To collect information on all the technical courses being offered in the State,
considering need to upgrade and make it industry responsive.
 To study and suggest to Government for required changes in the curriculum in
the technical courses with the changing need of industries.
 To organize training programmes for faculty development and training for
trainers.
 To benchmark the courses offered by ITIs / Polytechnics and Engineering
Colleges or Equivalent Institution with international/ national standards to
select and coordinate with Nodal Institute.
 To continuously evolve new training programmes based on the need of the
industries in the state and improvements/ changes/ modifications/ up gradation
in the courses based on the industry feedback.
 To arrange faculty/ speakers from the institutes, industries and professionals
for the training programmes.

 To encourage the faculties for undertaking R&D and consultancy with the
specific focus on skill development.
Scheme-2:Short-term Bridge Courses by Industries/Institute

 Objective
 For running need base specific courses at Existing ITIs /Polytechnics/
engineering colleges/Government Affiliated Institutions/Center affiliated by
any Recognized University/Center promoted by Trust of
Industries/Universities/ School (host institute) will offer the basic
infrastructure facilities i.e. land & building in association with
Industries/Industries association or any other legal entity as an Industry
Partner.
 Financial Assistance
 The cost of machinery & equipment including furniture & fixture and
refurbishing of building up to 75%, of the total cost limited up to Rs. 1 crore
Scheme - 3: Specialized Skill Development Centers

 Land should be owned by Industry/Applicant.
 In case of rental/lease premises, duration of rent/lease agreement should of
minimum of 10 year and more.
 Premises in Gala or Housing Complex in Ownership/Rented/Lease also can
be
considered for establishing such center.
Scheme - 4: Skill Up-gradation Centers (SUCs)

 In the Advisory Committee at least one Member should be from
Industry/Industry Association.
Scheme - 5: Skill Development to MSME Sector

 Training Partner/Organization should indicate the details of registered

candidates proposed to undergo training along with course content before
starting programme for necessary scrutiny at CED.
 Duration of Programme as per is minimum of one week duration or 40
hours/course in line of that one week.
 Training programme should be as prescribed and assessed by
MES/NCVT/GCVT/Sector Skill Council/Anchor Institute time to time.
Scheme - 6: Supports for setting up Gems & Jewellery

Training Center/Institute
 In case of Gems & Jewellery Training Center to set up in a rental premises,
rent or lease agreement must be minimum of 5 years. 100% support for
Equipment & Machinery excluding Furniture & Fixture, Electrification, etc.
may be considered as a financial assistance for establishing Gems &
Jewellery Training Center after evaluating the capability and credibility of the
Applicant. Preference should be given for the project with ownership of
premises instead of rented premises.
 For training institute applicant must submit a pre-feasibility report prepared
by National or State level institutes like Indian Diamond Institute/National
Institute of Design/Nationl Institute of Fashion Technology or any other
Sector specific consultant. Cost of Pre-feasibility report may be considered
maximum up to Rs. 2.00 lacs per project or in the line of Anchor Institute.
Training Center will focus more on Short term course training in line
MES/GCVT/Sector Skill Council, whereas Institute with address both Short
and Long term courses at all level i.e. Certificate, Diploma, Degree or Post
Graduate Level.
 Both the Cases premises with ownership or rented may be existed in Gala or
Commercial Housing Complex can also be considering. Both the cases, cost of
Land, if any, will be excluded from the eligible criteria in the total project
cost.
However, Cost of Building/Refurbishing, Furniture & Fixture in case of
institute may be considered as an eligible amount.
 Objective

 To Support Gems & Jewellery sector for their specific requirement.
 Financial Assistance
 100% financial assistance will be provided for capital expenditure to set up
Training Center/Institute.
Schemes: - 7 Assistance for Tuition fees for Enhancement of

Skill
Objective
Tuition fees support for running training programme at all levels.
Financial Assistance
Financial assistance shall be given for per training programme per candidate as under:
Rs. Up to 15,000/- for 121 hrs & above training duration
Rs. Up to 10,000/- for 61 to 120 hrs training duration
Rs. Up to 5,000/- for 40 to 60 hrs training duration
100% in case of BPL, Physically Handicapped, SC, ST, SEBC and Women.
75% for other candidate
Other:
Up skilling of candidates is allowed maximum of 30% of total trainees trained

 Specialized Skill Development Centers
Objective
To set up Specialized training center by Industry.
The assistance to the extent of 50% of the project cost, maximum of Rs. 2 crore
covering construction of new building or refurbishing of existing building, equipment
and machinery including installation cost, electrification, furniture and other related
investment, except of land cost, will be provided.
 Skill Up-gradation Centers (SUCs)

Objective
To set up Skill Up- gradation Centers (SUCs) at GIDC Estates / Other registered
Estates/ Industrial Parks/ SEZs / Investment Regions for minimize shortage of readily
employable manpower in various segments.
Support for acquisition of machinery/equipment/ tools/ furniture & fixtures costing

upto Rs. 1 crore will be extended to each SUC in the following manner.
 100% for GIDC Estates or Other Registered Estates.

 75% for Industrial Parks/ SEZs/ Investment Regions.
 The machinery & equipment/tools/ furniture & fixtures will be purchased
by the CED from Industries Commissionerate and supplied to SUCs. The
cost of transportation/ erection/ electrification etc., will be provided by the
CED.
 Procurement of machinery & equipment/tools/ furniture & fixtures costing
below Rs. 1 lakh per course
Skill Development to MSME Sector
Objective
To support for up skilling of MSME existing employees or newly recruited

employees.
100% of course fees, maximum up to Rs. 10,000/- per person for a one week or for
more duration training.
Other Support

Trainees after completing of training under any of the above scheme will be eligible
For reimbursement of GSRTC Bus passes to and from residence.

Training going on at various empanelled training centers

shown in photographs below.


Milestone
Autonomy 1979
1980
Launched Entrepreneurship Program
(EDP) for Women
1981
Launched EDP for Scheduled Tribes (ST)
1982
Launched EDP for Scheduled Caste (SC)
Launched EDP in industry less land 1983
Emergence of EDII 1984
 CED organized two national and international seminar for trainees

 CED organized COMAP and SIMAP with the help of EDII and SIDBI
 CED was the first organization to administer the NATIONAL
ENTREPRENERUSHIP DEVELOPMENT PROGRAM at Science and
Technology – New Delhi
 CED contributed significantly to the "Chief Minister’s Special Employment
Programme” launched by Assam Government.
 CED organized a national level conference in association with CII.

OUR PARENT CAMPUS
CED Campus - Ahmedabad

generation entrepreneurs.
Objective

generation entrepreneurs. The main objective is to promote Entrepreneurship & Skill
Development across the state of Gujarat along with handhold support.
Our group companies are:
 CED- Entrepreneurship Development Naroda Ahmedabad Training

Center
 EDP- Entrepreneurship Development Programme Bhat , Ahmedabad,
Gujarat

With a strategic mindset and good business acumen, our Managing Director,
MR. RAMNATH PRASAD has helped our organization reach the pinnacle of
success and eminence. His motivation and hard work has continuously encouraged
our team to perform to their optimum.
WHY ARE TRAINING NEEDED
Training and development is vital part of the human resource

development.
It is assuming ever important role in wake of the advancement of technology which

has resulted in ever increasing competition, rise in customer’s expectation of quality
and service and a subsequent need to lower costs. It is also become more important
globally in order to prepare workers for new jobs. In the current write up, we will
focus more on the emerging need of training and development, its implications upon
individuals and the employers.
Noted management author Peter Ducker said that the fastest growing industry would
be training and development as a result of replacement of industrial workers with
knowledge workers. In United States, for example, according to one estimate
technology is de-skilling 75 % of the population. This is true for the developing
nations and for those who are on the threshold of development. In Japan for example,
with increasing number of women joining traditionally male jobs, training is required
not only to impart necessary job skills but also for preparing them for the physically
demanding jobs. They are trained in everything from sexual harassment policies to
the necessary job skills
Before we say that technology is responsible for increased need of training inputs to
employees, it is important to understand that there are other factors too that contribute
to the latter. Training is also necessary for the individual development and progress of
the employee, which motivates him to work for a certain organization apart from just
money. We also require training update employees of the market trends, the change in
the employment policies and other things.

The following are the two biggest factors that contribute to the increased need to
training and development in organizations:
1. Change: The word change encapsulates almost everything. It is one of the biggest
factors that contribute to the need of training and development. There is in fact a
direct relationship between the two. Change leads to the need for training and
development and training and development leads to individual and organizational
change, and the cycle goes on and on. More specifically it is the technology that is
driving the need; changing the way how businesses function, compete and deliver.
2. Development: It is again one the strong reasons for training and development
becoming all the more important. Money is not the sole motivator at work and this is
especially very true for the 21st century. People who work with organizations seek
more than just employment out of their work; they look at holistic development of
self. Spirituality and self awareness for example are gaining momentum world over.
People seek happiness at jobs which may not be possible unless an individual is
aware of the self. At ford, for example, an individual can enroll himself / herself in a
course on ‘self awareness’, which apparently seems inconsequential to ones
performance at work but contributes to the spiritual well being of an individual which
is all the more important.
After employees have been selected for various positions in an organization, training
them for the specific tasks to which they have been assigned assumes great
importance. It is true in many organizations that before an employee is fitted into a
harmonious working relationship with other employees, he is given adequate training.
Training is the act of increasing the knowledge and skills of an employee for
performing a particular job. The major outcome of training is learning. A trainee
learns new habits, refined skills and useful knowledge during the training that helps
him improve performance. Training enables an employee to do his present job more
efficiently and prepare himself for a higher-level job. The essential features of
training may be stated thus. Increases knowledge and skills for doing a particular job
it bridges the gap between job needs and employee skills, knowledge and behaviors
 Focuses attention on the current job; it is job specific and addresses particular
performance deficits or problems

 Concentrates on individual employees; changing what employees know, how

they work, their attitudes toward their work or their interactions with their co-
workers or supervisors
 Tends to be more narrowly focused and oriented toward short-term performance

concerns.
Training is needed to serve the following purposes:
 Newly recruited employees require training so as to perform their tasks

effectively. Instruction, guidance, coaching help them to handle jobs competently,
without any wastage.
 Training is necessary to prepare existing employees for higher-level jobs

(promotion).
 Existing employees require refresher training so as to keep abreast of the latest

developments in job operations. In the face of rapid technological changes, this is
an absolute necessity.
 Training is necessary when a person moves from one job to another (transfer).
After training, the' employee can change jobs quickly, improve his performance
levels and achieve career goals comfortably
 Training is necessary to make employees mobile and versatile. They can be

placed on various jobs depending on organizational needs.
 Training is needed to bridge the gap between what the employee has and what
the job demands.
Training is needed to make employees more productive and useful in the long-run.
Training is needed for employees to gain acceptance from peers (learning a job
quickly and being able to pull their own weight is one of the best ways for them to
gain acceptance).

Our Training & Development Centre is located in Naroda of Ahmedabad District in

Gujarat. T &D Centre is fully equipped, and his experts have a good knowledge for
T&D so they provide information to employees and students for skill development T
& D Centre provide full all facilities with sufficient Class room and big hall for
conducting training for Skill Development. T & D is undertaking following activities:
It is addressed primarily to human resources development (HRD) managers and

training and development practitioners in either the public or private sector, and it
may also be useful to individuals responsible for developing instructional programs or
evaluating the effectiveness of training and development activities. It contains 22
chapters. The following topics are covered: understanding the dimensions of training
and development, challenges and issues, using a systems approach to training and
development, implementing a development strategy, assessing training and
development needs, collecting and analyzing job data, constructing criterion
measures, constructing evaluative instruments, writing training objectives, choosing a
delivery system, selecting and sequencing content, selecting and using training
strategies and media, developing and validating training materials, determining
equipment requirements, selecting and training instructors, producing training
documents, selecting trainees, conducting training, administering and analyzing
criterion measures, evaluating training systems, following up graduates, and
calculating costs and benefits. A rating scale for evaluating proposals for contract
training and list of 99 hardware and software sources are appended.
OUR TEAM OF PROFESSIONALS

Our team of qualified and experienced professionals/Experts helps with us in carrying

out all our training and skill development programmes operations with ease. With
their support and thorough Skill Development knowledge, we are able to process a
good range of Training & skill development, Entrepreneurship and given many types
technical work training. They work in close coordination with each others to carry out
improve training of our skill development. All their ardent efforts are directed in
meeting the diverse and arrange training and skill development programs organize for
all trainees & employees.
Our team members include:
 Experts trainers
 Professional Professors
 T & D Experts
 Skill Development trainers
 Trainers
 Management staff
It is owing to their professionals approach that we are able to maintain a

competitive edge over our competitors.
WHY US?
Owing to our ethical training and skill development programmes by we are

able to become one of the preferred choices for our employees & trainees. Further,
our ability to offer training range Training & development skill , Entrepreneurship
development, Technical Knowledge, Machinery work by we have enabled us to carve
a niche for ourselves in the industry.
Good Training assurance

 Good skill knowledge

 Full information provide
 Immediate feedback
 Practice on Machinery items
 All different business related stationary provide
 Exclusivity and innovation
 Strong infrastructure facilities

Chapter-4

LITERATURE REVIEW
Review of Literature this chapter deals with the review of the previous studies
relevant to the field of training and development.
According to the Michel Armstrong, “Training is systematic development of the

knowledge, skills and attitudes required by an individual to perform adequately a
given task or job.
According to the Edwin B Flippo, “Training is the act of increasing knowledge and
skills of an employee for doing a particular job.”
The term ‘training’ indicates the process involved in improving the aptitudes, skills
and abilities of the employees to perform specific jobs. Training helps in updating old
talents and developing new ones. ‘Successful candidates placed on the jobs need
training to perform their duties effectively’.
Oatey (1970) Training improves a person’s skill at a task. Training helps in socially,
intellectually and mentally developing an employee, which is very essential in
facilitating not only the level of productivity but also the development of personnel in
any organization.
Yoder (1970) Training and development in today’s employment setting is far more
appropriate than training alone since human resources can exert their full potentials
only when the learning process goes for beyond the simple routine.
Hesseling (1971) Training is a sequence of experiences or opportunities designed to

modify behavior in order to attain a stated objective.
Kane (1986) if the training and development function is to be effective in the future;
it will need to move beyond its concern with techniques and traditional roles. He
describes the strategic approaches that the organization can take to training and
development, and suggests that the choice of approach should be based on an analysis

of the organization’s needs, management and staff attitudes and beliefs, and the level
of resources that can be committed. This more strategic view-point should be of use
in assessing current efforts as well as when planning for the future
Raymond (1986) the influences of trainees’ characteristics on training effectiveness

have focused on the level of ability necessary to learn program content. Motivational
and environmental influences of training effectiveness have received little attention.
This analysis integrates important motivational and situational factors from
organizational behavior theory and research into a model which describes how
trainees' attributes and attitudes may influence the effectiveness of training.
Adeniyi (1995) Staff training and development is a work activity that can make a
very significant contribution to the overall effectiveness and profitability of an
organization.
Chris (1996) Training and development aim at developing competences such as

technical, human, conceptual and managerial for the furtherance of individual and
organization growth.
Seyler, Holton III, Bates, Burnett and Carvalho (1998) The continuous changing
scenario of business world, training is an effective measure used by employers to
supplement employees’ knowledge, skills and behaviour.
Akinpeju (1999) the process of training and development is a continuous one. The
need to perform one’s job efficiently and the need to know how to lead others are
Sufficient reasons for training and development and the desire to meet organizations
objectives of higher productivity, makes it absolutely compulsory.
Oribabor (2000) Training and development aim at developing competencies such as

technical, human, conceptual and managerial for the furtherance of individual and
organization growth.

Isyaku (2000) the process of training and development is a continuous one. It is an

avenue to acquire more and new knowledge and develop further the skills and
techniques to function effectively.
Tan, Hall and Boyce (2003) Companies are making huge investment on training
programmes to prepare them for future needs. The researchers and practitioners have
constantly emphasised on the importance of training due to its role and investment.
Stavrou et al., (2004) The main goal of training is to provide, obtain and improve the
necessary skills in order to help organizations achieve their goals and create
competitive advantage by adding value to their key resources – i.e. managers.
Chih , Li and Lee (2008) Training programme is dependent on the following

parameters for its success (i) perceived value of leaning programme (ii) attitude to
teacher (iii) response to learning conditions .

Chapter-5

CED is an important factor for the day to day operation of the training of the
company. The study is conducted to evaluate the of the company and identify and
know the position of the company.
During summer internship training following problems arise at “CED
Company is rigid in providing training & skill development information.
1. Due to the strict rules and regulations of the company, I have not received
some of the information accurately.
2. As the Head Office is in Gandhinagar & Naroda Center technical
instrumental aspects are not available at Ahmadabad.
3. No doubt the project was carried out with due diligence and definite
conclusion has been arrived at. However for an exact and accurate
analysis, analyst must have thorough knowledge of the Company’s
policies and its training process. Due to limited time it was not possible to
go through the above said areas. But an earnest effort has been made to
justify the gist of study.
4. Limited interaction with the concerned heads due to their busy schedule.
5. The findings of the study are based on the information retrieved by the
selected unit.

Chapter-6

TRAINING & SKILL DEVELOPMENT

Human resource management regards training and development as a function
concerned with organizational activity aimed at bettering the job performance of
individuals and groups in organizational settings. Training and development can be
described as "an educational process which involves the sharpening of skills,
concepts, changing of attitude and gaining more knowledge to enhance the
performance of employees”. The field has gone by several names, including "Human
Resource Development" "Human Capital Development" and "Learning and
Development".
The Training & Skill Development
Definition of Training & Development: Improve performance
“Training & Development is any attempt to improve current or future employee

performance by increasing an employee’s ability to perform through learning, usually
by changing the employee’s attitude or increasing his or her skills and knowledge.”
MEANING OF TRAINING & DEVELOPMENT: –
The need for Training and Development is determined by the employee’s

performance deficiency, computed as follows.
Training & Development Need = Standard Performance – Actual Performance,
We can make a distinction among Training, Development and Education.

Training and Development Starting Process

Training & Development Flow Chart Process
History
The name of the discipline has been debated, with the Chartered Institute of Personnel
and Development in 2000 arguing that "human resource development" is too
evocative of the master-slave relationship between employer and employee for those
who refer to their employees as "partners" or "associates" to feel comfortable with.
Eventually, the CIPD settled upon "learning and development", although that was
itself not free from problems, "learning" being an over-general and ambiguous name,
and most organizations referring to it as "training and development".

Training and development encompasses three main activities: training, education, and
development.
The "stakeholders" in training and development are categorized into several classes.
The sponsors of training and development are senior managers. The clients of training
and development are business planners. Line managers are responsible for coaching,
resources, and performance. The participants are those who actually undergo the
processes. The facilitators are Human Resource Management staff. And the providers
are specialists in the field. Each of these groups has its own agenda and motivations,
which sometimes conflict with the agendas and motivations of the others.
The conflicts that are the best part of career consequences are those that take place
between employees and their bosses. The number one reason people leave their jobs
is conflict with their bosses. And yet, as author, workplace relationship authority, and
executive coach, Dr. John Hoover points out, "Tempting as it is, nobody ever
enhanced his or her career by making the boss look stupid." Training an employee to
get along well with authority and with people who entertain diverse points of view is
one of the best guarantees of long-term success. Talent, knowledge, and skill alone
won't compensate for a sour relationship with a superior, peer, or customer.
Many training and development approaches available for organizations are proposed
including: on-the-job training, mentoring, apprenticeship, simulation, web-based
learning, instructor-led classroom training, programmed self-instruction, case
studies/role playing, and systematic job rotations and transfers .etc.
Typical roles in the field include executive and supervisory/management

development, new-employee orientation, professional-skills training, technical/job
training, customer-service training, sales-and-marketing training, and health-and-
safety training. Job titles may include vice-president of organizational effectiveness,
training manager or director, management development specialist, blended-
learning designer, training-needs analyst, chief learning officer, and individual career-
development advisor.
Talent development is the process of changing an organization, its employees,

its stakeholders, and groups of people within it, using planned and unplanned
learning, in order to achieve and maintain a competitive advantage for the
organization. Roth well notes that the name may well be a term in search of a

meaning, like so much in management, and suggests that it be thought of as selective

attention paid to the top 10% of employees, either by potential or performance.
While talent development is reserved for the top management it is becoming

increasingly clear that career development is necessary for the retention of any
employee, no matter what their level in the company. Research has shown that some
type of career path is necessary for job satisfaction and hence job retention. Perhaps
organizations need to include this area in their overview of employee satisfaction.
The term talent development is becoming increasingly popular in several

organizations, as companies are now moving from the traditional term training and
development. Talent development encompasses a variety of components such as
training, career development, career management, and organizational development,
and training and development. It is expected that during the 21st century more
companies will begin to use more integrated terms such as talent development.
Training: Training refers to the process of imparting specific skills. An employee

undergoing training is presumed to have had some formal education. No training
program is complete without an element of education. Hence we can say that Training
is offered to operatives.
Education: It is a theoretical learning in classrooms. The purpose of education is to

teach theoretical concepts and develop a sense of reasoning and judgment. That any
training and development program must contain an element of education is well
understood by HR Specialists. Any such program has university professors as

resource persons to enlighten participants about theoretical knowledge of the topics

proposed to discuss. In fact organizations depute or encourage employees to do
courses on part time basis. CEOs are known to attend refresher courses conducted by
business schools. The education is more important for managers and executives rather
than low cadre workers. Anyways education is common to all employees, their grades
notwithstanding.
Development: Development means those learning opportunities designed to help

employees to grow. Development is not primarily skills oriented. Instead it provides
the general knowledge and attitudes, which will be helpful to employers in higher
positions. Efforts towards development often depend on personal drive and ambition.
Development activities such as those supplied by management development programs
are generally voluntary in nature. Development provides knowledge about business
environment, management principles and techniques, human relations, specific
industry analysis and the like is useful for better management of a company.
OBJCTIVES
Management Development Programs (MDP)
1. Making them
 Self-starters
 Committed
 Motivated
 Result oriented
 Sensitive to environment
Understand use of power
ADVANTAGES
Advantages of Development
1. Creating self awareness

2. Develop inspiring leadership styles
3. Instill zest for excellence
4. Teach them about effective communication
5. To subordinate their functional loyalties to the interests of the organization.

Difference between Training and Development
Training Development
Training is skills focused Development is creating learning abilities
Training is presumed to have a formal Development is not education dependent

education
Training needs depend upon lack or Development depends on personal drive and
deficiency in skills ambition
Trainings are generally need based Development is voluntary
Training is a narrower concept focused on Development is a broader concept focused on

job related skills personality development
Training may not include development Development includes training wherever necessary
Training is aimed at improving job related Development aims at overll personal effectiveness
efficiency and performance including job efficiencies
What are the Training Inputs?
 Skills
 Education
 Development
 Ethics
 Problem Solving Skills
 Decision Making
 Attitudinal Changes

Importance of Training & Development
 Helps remove performance deficiencies in employees

 Greater stability, flexibility and capacity for growth in an organization
 Accidents, scraps and damages to machinery can be avoided
 Serves as effective source of recruitment
 It is an investment in HR with a promise of better returns in future
 Reduces dissatisfaction, absenteeism, complaints and turnover of employees
Need of Training
Individual level
 Diagnosis of present problems and future challenges

 Improve individual performance or fix up performance deficiency
 Improve skills or knowledge or any other problem
 To anticipate future skill-needs and prepare employee to handle more
challenging tasks
 To prepare for possible job transfers
Group level
 To face any change in organization strategy at group levels

 When new products and services are launched
 To avoid scraps and accident rates
Identification of Training Needs (Methods)
Individual Training Needs Identification
1. Performance Appraisals
2. Interviews
3. Questionnaires
4. Attitude Surveys
5. Training Progress Feedback
6. Work Sampling
7. Rating Scales

Group Level Training Needs Identification
1. Organizational Goals and Objectives

2. Personnel / Skills Inventories
3. Organizational Climate Indices
4. Efficiency Indices
5. Exit Interviews
6. MBO / Work Planning Systems
7. Quality Circles
8. Customer Satisfaction Survey
9. Analysis of Current and Anticipated Changes
Benefits of Training Needs Identification
1. Trainers can be informed about the broader needs in advance

2. Trainers Perception Gaps can be reduced between employees and their
supervisorsTrainers can design course inputs closer to the specific needs of the
participants
3. Diagnosis of causes of performance deficiencies can be done
Methods of Training
1) On the Job Trainings: These methods are generally applied on the workplace
while employees is actually working. Following are the on-the-job methods.
Advantages of On-the-Job Training:
It is directly in the context of job
It is often informal
It is most effective because it is learning by experience

It is least expensive
Trainees are highly motivated
It is free from artificial classroom situations
Disadvantages of On-the-Job Training:
Trainer may not be experienced enough to train
It is not systematically organized
Poorly conducted programs may create safety hazards
On the Job Training Methods
1. Job Rotation: In this method, usually employees are put on different jobs
turn by turn where they learn all sorts of jobs of various departments. The objective is
to give a comprehensive awareness about the jobs of different departments.
Advantage – employee gets to know how his own and other departments also
function. Interdepartmental coordination can be improved, instills team spirit.
Disadvantage – It may become too much for an employee to learn. It is not focused
on employees own job responsibilities. Employees basic talents may remain under
utilized.
2. Job Coaching: An experienced employee can give a verbal presentation to
explain the nitty-gritty’s of the job.
3. Job Instruction: It may consist an instruction or directions to perform a
particular task or a function. It may be in the form of orders or steps to perform a task.
4. Apprenticeships: Generally fresh graduates are put under the experienced
employee to learn the functions of job.
5. Internships and Assistantships: An intern or an assistants are recruited
to perform a specific time-bound jobs or projects during their education. It may
consist a part of their educational courses.
Off the Job Trainings: These are used away from work places while employees
are not working like classroom trainings, seminars etc. Following are the off-the-job
methods.

Advantages of Off-the-Job Training:
Trainers are usually experienced enough to train
It is systematically organized
Efficiently created programs may add lot of value
Disadvantages of Off-the-Job Training:
It is not directly in the context of job
It is often formal
It is not based on experience
It is least expensive
Trainees may not be highly motivated
It is more artificial in nature
2) Off the Job Training Methods
1. Classroom Lectures: It is a verbal lecture presentation by an instructor to

a large audience. Advantage – It can be used for large groups. Cost per trainee is low.
Disadvantages – Low popularity. It is not learning by practice. It is One-way
communication. No authentic feedback mechanism. Likely to boredom.
2. Audio-Visual: It can be done using Films, Televisions, Video, and
Presentations etc. Advantages – Wide range of realistic examples, quality control
possible,. Disadvantages – One-way communication, No feedback mechanism. No
flexibility for different audience.
3. Simulation: creating a real life situation for decision-making and
understanding the actual job conditions give it. Following are some of the simulation
methods of trainings

4. Case Studies: It is a written description of an actual situation and trainer is

supposed to analyze and give his conclusions in writing. The cases are generally
based on actual organizational situations. It is an ideal method to promote decision-
making abilities within the constraints of limited data.
5. Role Plays: Here trainees assume the part of the specific personalities in a
case study and enact it in front of the audience. It is more emotional orientation and
improves interpersonal relationships. Attitudinal change is another result. These are
generally used in MDP.
6. Sensitivity Trainings: This is more from the point of view of behavioral
assessment, under different circumstances how an individual will behave himself and
towards others. There is no preplanned agenda and it is instant. Advantages –
increased ability to empathize, listening skills, openness, tolerance, and conflict
resolution skills. Disadvantage – Participants may resort to their old habits after the
training.
7. Programmed Instructions: Provided in the form of blocks either in
book or a teaching machine using questions and Feedbacks without the intervention
of trainer. Advantages – Self paced, trainees can progress at their own speed, strong
motivation for repeat learning, material is structured and self-contained.
Disadvantages – Scope for learning is less; cost of books, manuals or machinery is
expensive.
8. Computer Aided Instructions: It is extension of PI method, by using
computers. Advantages – Provides accountabilities, modifiable to technological
innovations, flexible to time. Disadvantages – High cost
Barriers to Effective Training:
1. Lack of Management commitment

2. Inadequate Training budget
3. Education degrees lack skills
4. Large scale poaching of trained staff
5. Non-coordination from workers due to downsizing trends
6. Employers and B Schools operating distantly
7. Unions influence

How To Make Training Effective?
1. Management Commitment
2. Training & Business Strategies Integration
3. Comprehensive and Systematic Approach
4. Continuous and Ongoing approach
5. Promoting Learning as Fundamental Value
6. Creations of effective training evaluation system
Benefits
Training is crucial for organizational development and its success which is indeed
fruitful to both employers and employees of an organization. Here are some important
benefits of training and development
 Increased productivity
 Less supervision
 Job satisfaction
 Skills Development
Chapter-7

Objectives of the Study
The principal objective of training is to make sure the availability of a skilled and
willing workforce to the organization. In addition to that, there are four other
objectives: Individual, Organizational, Functional, and Social.

• Individual Objectives –
These objectives are helpful to employees in achieving their personal goals, which in
turn, enhances the individual contribution to the organization.
• Organizational Objectives –
Organizational objectives assists the organization with its primary objective by
bringing individual effectiveness.
• Functional Objectives –
Functional objectives are maintaining the department’s contribution at a level suitable
to the organization’s needs.
• Social Objectives –
Social objectives ensures that the organization is ethically and socially responsible to
the needs and challenges of the society.
Further, the additional objectives are as follows:
• To prepare the employees both new and old to meet the present as well as the
changing requirements of the job and the organization.
• To prevent obsolescence.
• To impart the basic knowledge and skill in the new entrants that they need for an
intelligent performance of a definite job.
• To prepare the employees for higher level tasks.
• To assist the employees to function more effectively in their present positions by
exposing them to the latest concepts, information and techniques and developing the
skills they will need in their particular fields.
• To build up a second line of competent officers and prepare them to occupy more
responsible positions.
• To ensure smooth and efficient working of the departments.
• To ensure economical output of required quality.
Chapter-8

INTRODUCTION:
Research methodology is a way to systematically solve the research problem. It May

be understood as a science of studying now research is done systematically. In that

various steps, those are generally adopted by a researcher in studying his problem
along with the logic behind them.
“The procedures by which researchers go about their work of describing, explaining
and predicting phenomenon are called methodology”.
TYPE OF RESEARCH:
This project “Training & Skill Development Of CED ” is considered as an
analytical research.
Analytical Research is defined as the research in which, researcher has to use facts or
information already available, and analyze these to make a critical evaluation of the
facts, figures, data or material.
SOURCE OF RESEARCH DATA:
There are mainly which the data required for the research is collected.
Primary data:
The Primary data has been collected from Personal Interaction with training &
skill development experts and managers i.e. Mr. Dharmendra Pandya and other
staff members.
SAMPLING DESIGN
Sampling unit : Training & Skill Development
Sampling Size : Trainees / Employees
0
TOOLS USED FOR ANALYSIS OF DATA
The data were analyzed using the following financial tools. They are
 Formula used to calculate.
 Formula to calculate for data analysis
 M.S. excel

Chapter-9
Q-1. Did you attend the training programme before joining

in the business?

No. of
respondent In % term
Yes 64 63%
No 37 37%
Interpretation:-
 More than 63% people attend the training programme before joining the
business.
 37% of people think that they don’t need training programme before joining
the business.
Q-2. Did you need a training to start a business?
No. of In % term

respondent
Yes 90 90%
No 10 10%
Interpretation:-
Generally all employees need training for any start business. From above sample it is
clear that there is 90% Employees need training to start a business.
Q-3. You acquired during training new technical skills?
No. of respondent In % term

yes 81 80%
no 20 20%
Interpretation:-
Above result shows that employees are more acquired new technical skills during
training.
Q4. Do you feel your skills have increased as a result of

training?

No. of
yes 79 78%
no 22 22%
Interpretation:-
Above data shown employees skills have increased or not increased by training so
this data shown a more employee’s skills have increased as a result of training.

Q5. Do you want to participate in any other training beside

this?
No. of
yes 73 72%
no 28 28%
Interpretation:-
This above result shows that employees more participate in any other training.

Q-6. What do you understand by training?

No. of
Learning 17 17%
Enhancement 10 10%
Sharing information 16 16%
All the above 58 57%
Interpretation:-
Generally in education/business skill development sectors, employees need training

so training by learning & understand different information. It is clear from these data
a respondent respectively says that Learning, Enhancement, sharing information by
all options understand by training.

Q-7. You think this training helpful in upgrading your any

Business skills?
yes 82 81%
no 19 19%
Interpretation:
Generally employee’s business skill upgrading by training help so this data shown an
80 % more employees think training helpful in upgrading any business skills.

Q8. What is the important of training?

Increase the
productivity 28 28%
Achieving the
organizational goals 29 29%
Achieving the target 33 32%
To reduce the wastages 11 11%
Interpretation:
generally all employees to training important for any skill development above data
shown Increase productivity, achieving the organizational goals, achieving the target
& to reduce the wastages It is clear from these data a respondent respectively mostly
says that Achieving the target important of training.
Q9. Do you receive positive feedback from your training?


yes 86 85%
no 15 15%
Interpretation:
This data shown more than People receive positive feedback from training
Q-10. How is this training useful to you professionally?

No. of In % term
respondent
To Improve Technology
Knowledge 19 19%
To Run Fast Business 19 19%
To Get Different
Information 17 17%
All the above 46 45%
Interpretation:
Generally all employees useful any training in professionally. Above shown
professionally all options useful for employees.
Q-11. Training does have in to interest for the any business

motivational level of the trainee?

yes 81 67%

no 40 33%
Interpretation:
Generally All employees get interest for the any business motivational level by
training Above data shown more employees interest by motivational level for the any
business.

Q12.Do you have any suggestion to improve this training?

yes 9 9%
no 92 91%
Interpretation:
This data shown no any suggestions to improve this training..

Chapter-10
FINDING

Respondents usually all of the Employees and trainees attend the training
program before joining any business.
 Respondents are needed training to start any business.
 Respondents generally acquired & increased new technical skills.
 Respondents mostly participated in any other training.
 Respondents mostly understand training means & importance.
 Respondents generally upgrading any business skills & very useful to

professionally.
 Respondents to help in to increase for any business motivation level.
 Training is really good for a trainees and employees.

Chapter-11

 CED increasing every year surplus & grants also increasing every year this is
good sign for the company. It has to maintain it further, to run the business long
term.
 Company was good credit policy but always bear in mind the desired balance
between inflow and outflows of funds for efficient operation of company.
 Company pays particular attention for training level, because companies have
long training and skill period, for excess training and development of company.
 Company correct information provide to employees.

Chapter-12

Every beginning has an end in the same way each & every introduction has a
conclusion.”
 Diagnosis of present problems and future challenges

 Improve individual performance or fix up performance deficiency
 Improve skills or knowledge or any other problem
 To anticipate future skill-needs and prepare employee to handle more
challenging tasks.
 Employees really needed training For skill development
 To face any change in organization strategy.
 This study concludes those training and skill developments are more
responsible respondents.
Chapter-13

BIBLIOGRAPHY
 Anthony Landale (1999). Gower Handbook of Training and Development.

Gower Publishing, Ltd.

 Diane Arthur (1995). "Training and Development". Managing Human

Resources in Small & Mid-Sized Companies. AMACOM Div Indian Mgmt
 Shawn A. Smith & Rebecca A. Mazin (2004). "Training and
Development". The HR Answer Book. AMACOM Div American Mgmt Assn.
 Cohn JM, Khurana R, Reeves L (October 2005). "Growing talent as if your
business depended on it".
 Chaudhuri, Manodip Ray. “Employ Training Grooming for a better
Tomorrow”. HRM Review, Vol.4, No.1, January 2004.
WEB SITE VISITED
Industries & Mines Department

http://www.imd-gujarat.gov.in/
Industries and Mines department plays a key and important role in effective and
economic industrial development and focuses on the possibilities to develop fast
growth in small, medium and large-scale industries.
Comissionerate of Industries
http://ic.gujarat.gov.in
Gujarat has registered an impressive industrial development since its formation as a
separate state in 1960.
Gujarat Industrial Development Corporation

http://www.gidc.gov.in
GIDC has been created for securing the orderly establishment and organization of
industries in industrial areas and industrial estates in the state.
Gujarat State Financial Corporation

http://www.gsfc.gujarat.gov.in
Gujarat State Financial Corporation (GSFC) is a pioneer term lending development
financial institution in the State of Gujarat. It is created under the State Financial
Corporation Act, 1951 passed by Parliament.

Directorate of Technical Education

http://dte.gswan.gov.in
To provide globally competitive technical education; Remove geographical
imbalances and inconsistencies;
Directorate of Employment and Training

http://talimrojgar.gujarat.gov.in/2014/default.aspx
The Directorate of Employment and Training, DET is working under the Department
of Labour and Employment, Government of Gujarat.
Industrial Extension Bureau

http://indextb.com
iNDEXTb was set up with a noble intention to function as a ‘facilitating’ organization
to ensure smooth and hassle-free experience for a prospective investor
MSME: Ministry of Micro Small and Medium Enterprises

http://msme.gov.in/mob/home.aspx
Ministry of Micro, Small & Medium Enterprises (M/o MSME) envisions vibrant
MSMEs. We promote growth and development of the MSME Sector, including
Khadi, Village and Coir Industries.

Chapter-14
Dear Respondents, We are MBA students pursuing from KALOL INSTITUTE

MANAGEMENT as this questionnaire is a part of Academic Research Conducted for
Academic Purpose only. We are doing our project in your company. Please give your
views/opinions to the questions given below about the training and development

program in CED (NARODA TRAINING CENTER) The information provided by

you will be kept highly confidential & will be used by me strictly for an analysis only.
Please answer each question which suits best to your honest opinions.
NAME :
……………………………………………………………………….
GENDER : …………… AGE : ……………
EDUCATION : …………… OCCUPATION : ……………
QUESTIONNEIRE
1) Did you attend the training program before joining in the Business?
શશશ તમ મ વ્યવસસાયમસાશ જજોડસાતસા પહમલસા કજોઈ તસાલલીમ કસાયર્યક્રમમસાશ ભસાગ લલીધજો હતજો?
Yes No
2) Do you need a Training to start a business?

શશશ તમસારમ વ્યવસસાય શર કરવસા મસાટમ તસાલલીમનલી જરર છમ?
Yes No
3) You Acquired During Training New Technical Skills?

મ વલી?
તસાલલીમ દરમમયસાન તમ મ નવલી ટમકમનકલ કશ શળતસા મળ
Yes No
4) Do you feel your skills have increased as a result of training?

શશશ તમનમ લસાગમ છમ કમ તમસારલી કશ શળતસા તસાલલીમનસા પમરણસામ મ વધલી છમ?
Yes No
5) Do you want to Participate in any other training besides this?

શશશ તમ મ આ ઉપરસાશત અન્ય કજોઈ તસાલલીમ ભસાગ લમવસા ઈચ્છજો છજો?
Yes No
6) What do you understand by training?
તસાલલીમ દદ્ રસારસા તમ મ શશશ સમજજો છજો?
a) Learning
b) Enhancement
c) Sharing information
d) All the above

7) You think this training helpful in upgrading your Any Business skills?
તમનમ લસાગમ છમ કમ આ તસાલલીમ તમસારસા કજોઈપણ વ્યવસસાય કકૌશલ્યનમ સશધસારવસામસાશ મદદરપ છમ?
Yes No
8) What is the importance of training?

તસાલલીમનશશ મહત્વ શશશ છમ?
a) Increase the productivity

b) Achieving the organizational goals
c) Achieving the target
d) To reduce the wastages
9) Do you receive positive feedback from your training?

શશશ તમ મ તમસારલી તસાલલીમથલી સકસારસાત્મક પ્રમતમક્રયસા પ્રસાપ્ત કરજો છજો?
Yes No
10) How is this training useful to you professionally?

વ્યવસસામયક રલીતમ આ તસાલલીમ કમવલી રલીતમ ઉપયજોગલી છમ?
a) To Improve Technology Knowledge
b) To Run Fast Business
c) To Get Different Information
d) All the above
11) Training does help in to increase for the any business motivation level of the
trainee?
તસાલલીમસાથલીર્યનસા વ્યવસસાય પ્રમરણસાસ્તરમસાશ વધસારજો કરવસામસા ટદ્ રમમ નશગ મદદ કરમ છમ?
Yes No
12) Do you have any suggestions to improve this training?

શશશ તમનમ આ તસાલલીમ સશધસારવસા મસાટમ કજોઈ સસચનજો છમ?

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Centre for Entrepreneurship Development

EDUCATION INDUSTRY IN GLOBAL MARKET

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 The Global education industry is the second-largest industry after healthcare.

Kalol Institute Of Managment Page 2

EDUCATION INDUSTRY IN INDIA

Kalol Institute Of Managment Page 3

Kalol Institute Of Managment Page 4

Kalol Institute Of Managment Page 5

Kalol Institute Of Managment Page 6

Vikas Yojana (PMKVY), National Policy for Skill Development and

Percentage contribution in Indian economic

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THE CENTRE FOR ENTREPRENEURSHIP INDUSTRY

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Technical Vocational Training Skill

Kalol Institute Of Managment Page 9

Skills development is the process of

(1) Identifying your skill gaps, and

(2) Developing and honing these skills.

Kalol Institute Of Managment Page 10

Kalol Institute Of Managment Page 11

(A Govt. of Gujarat Organization)

The Centre for Entrepreneurship Development

DURATION OF THE PROJECT:

Kalol Institute Of Managment Page 12

The project commenced from 15thJune, 2017 to 31stJuly, 2017.

The Centre for entrepreneurship Development (CED) is a premier organization of

In the year 1970 the industrial Corporation - Gujarat Industrial Investment

The Industries Commissioner of Gujarat is the Chairman, while Managing Directors

Kalol Institute Of Managment Page 13

CED has set up national-level Entrepreneurship Development Institute in Gujarat for

1969 1970 1979

Recognizing that a quantitative increase in the number of entrepreneurs and a

Enthused by the above success in bringing about a perceptible change in public

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1) State Level Anchor Institutes

5) All India Asian Educational

Registered Address Block 1, 9th Floor, Udhyog Bhavan,

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Total Number of Employees

CED Head Office Location Photo 1

CED Campus Ahmedabad Naroda

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AIMS AND OBJECTIVES OF THE CENTRE ENTREPRENEURSHIP

To promote and implement Industry Responsive Skill and Entrepreneurship

In the year 1970 the industrial Corporation - Gujarat Industrial Investment

Entered by their success in bringing about a perceptible change in public perceptions,

Kalol Institute Of Managment Page 17

The Industries Commissioner of Gujarat is the Chairman, while Managing Directors

VISION OF CENTRE ENTREPRENEURSHIP DEVELOPMENT

Empowering youth through Skill and Entrepreneurship.

Entrepreneurship Development Programme

Gujarat Chamber of Commerce women wing Entrepreneurship

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VISION OF CENTRE ENTREPRENEURSHIP DEVELOPMENT

To conduct over 40 Entrepreneurship Development Programme every year across the

To organize over 20 Entrepreneurship Awareness Programme in colleges and

To organize over 10 Achievement Motivation Training programme for existing

To create over 50,000 Industry Responsive Skill Manpower (including Up-skilling)

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To make a special approach for empowerment of women through Skill and

 To promote team work

 To value leadership (result oriented , innovative, positive attitude)