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Business Model Development and Business Development of EoT


Amit Garg

Organisational Traineeship Segment

PRM 25

Submitted to
Dhriiti – The Courage Within

JUNE – JULY 2005



In completing my project on “Business Model Development and Business Development for

EoT Programme” I have incurred indebtedness of a number of persons and would be failing
in my duty if I do not acknowledge their contribution.

I extend my sincere thanks to Mr. Anirban Gupta, Chief Executive Director, Dhriiti – “The
Courage Within” for providing me an opportunity to work with Dhriiti for two months as
volunteer. I also thank Prof. Jayant Negi, Organizational Traineeship Segment Coordinator,
IRMA for providing me this opportunity. I am extremely grateful to my Reporting Officer
Miss Nidhi Arora, Director, Entrepreneur Development Cell her continuous guidance and
support to me at various stages of the project.

I also thank Prof. Arvind Gupta, my Faculty Guide for his guidance and encouragement to

I am also grateful to Mr. Pranay Shah Singh, Consultant, EDC for his guidance from time to

I am grateful to the Principals and teachers of schools of Delhi for providing me time from
their busy schedule for the project and providing valuable insights for the project.

Last but not the least, I am also grateful to Mr. Manish Kumar, Board Member, Dhriiti for
extending his support.

I hope that the project might prove to be of some use to the EDC division of Dhriiti.

PRM 25


Title : Business Model Development and Business Development for EoT

Organisation : Dhriiti – The Courage With In
Reporting Officer : Miss Nidhi Arora
Faculty Guide : Prof. Arvind Gupta
Student’s Name : Amit Garg

Dhriiti has developed a comprehensive module, called EoT (Entrepreneurship of Tomorrow) programme, with
the main objective of developing entrepreneurship skills by the process of capacity building of the students of
age group of 13 to 21 years. It wants to introduce it in the schools and colleges of Delhi by establishing its cell
in these institutions, so that it could get a proper platform. The objectives of the study include need assessment
of entrepreneurship education among the students of the age group of 13 to 21 years, determining factors on
which sales campaign of EoT programme could be based, finding feasible structure of EDC in schools and
developing comprehensive business model for efficient running of such system.

Scope of the Study

The study confined mainly to southern and eastern part of the Delhi, as it was not possible to cover each part of
Delhi in the scheduled duration. The model is based on the opinions and observations of the interview of the
principals and schools. Though around 40 schools were visited, responses were gotten only from 18 schools as
schools were very busy in the admission process.

The study was conducted in three phases. 1. For need assessment, survey of 80 respondents was conducted with
the method of personal interview and structured questionnaire. 2. For determining appropriate factors for
approaching the students, attitude survey of 57 students was conducted with the method of personal interview
and with formal and informal talking. 3. For finding out possible structure of EDC in schools principals and
teachers were directly contacted. They were sent a synopsis of the research to help them understand the concept
of entrepreneurship. All these surveys were followed by discussions with members of the organisation.

Youths of today have lots of creative skills, but they don’t have any relevant course from their early age to hone
these skills, hence there is a need of such course for turning their creative energy in right direction. They give
importance to money most in their life. They take it as the essential mean for satisfying their different kind of
desires and expectations. There is a very little difference between the attitudes of students of different age group
and of different types of schools.
Almost all the schools, whether government or private have very busy schedule and they don’t want to
incorporate any new regular activity. While government schools start any new activity according to the
directions of directorate of education, Private schools find it difficult to adopt it as a regular feature of their
school due to time pressure. Students of Government schools are generally unable to pay any amount of fee for
this activity. Though the views differed from one school to other, but they differed only with in a narrow range.

Dhriiti should meet personally with the proposal with the school authorities instead of sending letters. First
school authorities should be convinced by giving them presentation about the plan. Then it can approach with
two alternative ways. For schools that even after presentation are not ready to open a chapter, should be
approached with Model 1, in which Dhriiti should conduct some workshops with these schools and after
showing effectiveness of these, it opens the chapter.
It should open the chapter directly in those schools (Model 2) who are satisfied with the presentation. As EoT
programme is a serious endeavour and demands some seriousness on the parts of students and schools, it should
not be introduced directly, but after one or two month of opening of the chapter.
The chapter should be opened only in those private schools where it is financially viable. For government
schools it should be a funded model but Dhriiti should start the process of granting permission from Director of
Education for these schools, as it might be a lengthy process. Dhriiti also needs to set its targets that in how
many institutions it will approach each year.



4. WHAT IS EoT 9
9.1 Methodology 10
9.2 Limitations 11
9.3 Findings 11
10.1 Attitude Survey 11
10.1.1 Why Specifically Attitude Survey 12
10.1.2 Objectives of Attitude Survey 12
10.1.3 Methodology 12
10.1.4 Limitations 13
10.1.5 Questions Asked 13
10.1.6 Findings and Analysis of the Responses 14
10.1.7 Analysis of Responses from Students of Low-end Schools 15
10.1.8 Analysis of Responses from Students of Middle-end Schools 17
10.1.9 Overall Conclusion 18
10.1.10 Suggestions 18

11.1 Criteria 19
11.2 Survey of Principals/Teachers of Schools 19
11.2.1 Introduction 19
11.2.2 Objectives of the Survey 20
11.2.3 Methodology 20
11.2.4 The Questions Asked 20
11.2.5 Findings from Middle-end Schools 21
11.2.6 Analysis and Conclusion for Middle-end Schools 22
11.2.7 Findings from Lower-end Schools 24
11.2.8 Analysis and Conclusion for Low-end Schools 24
15. MODEL 1- PHASE 2 29
16. MODEL 2- PHASE 2 30

21.1 Trainers 33
21.2 Faculty 33
21.3 Student Body 34
21.4 Student Members 34
22.1 For Middle-end Schools 34
22.2 For Lower-end Schools 34
24.1 Director EDC 36
24.2 Coordinator Chapters 36



1. Distribution of Respondents according to School and Class 13

2. Analysis of responses from students of Low-end Schools 15
3. Analysis of responses from students of Middle-end School 17
4. Expected Sources of Income and Expenditure for EDC 38





Dhriiti is a national level NGO registered on December 3, 2005 under societies act. It was
started with the mandate to promote a culture of entrepreneurship among Indians specifically
among youths and to promote and protect Small and Medium enterprises (SMEs). It has three
cells; first, there is the Entrepreneurship Development Cell (EDC), which will build the
capacity of young students so that they can be future entrepreneurs. Second division is Micro
Enterprise Development and Management (MEDM), which collaborates with grassroot level
organizations in setting up sustainable enterprises. It also acts as the training ground for
enhancing the skills of the potential entrepreneurs. Third, being Research and Facilitation
Cell (RFC), this provides value added services to existing SMEs and other promoting
organizations. Since it is very new organisation, it is in the process of developing its
activities. Currently it is working in Assam, Delhi and Andhra Pradesh. Its EDC division has
started conducting workshops with children of schools of age group of 13 to 21 years and
also developed a module for its Entrepreneurship of Tomorrow Programme (EoT).


The EDC cell of Dhriiti wants to create entrepreneurs from the community of the youth. It
believes that entrepreneurship could also be a career option for youths of today along with
other career options. When a student reaches in his 9th standard he starts to thinks about his
career, but he only think about the traditional opportunities and follow only them. The child
at this stage is mature enough to learn new things and if given proper guidance could be able
to understand what option is better for him. Though he has lots of inherent skills in the form
of creativity, leadership etc. but nobody is there at that critical time to divert those skills in
some meaningful direction. So it is the right time that entrepreneurship education could be
given to him keeping in view his level of understanding. But this type of education would be
effective only if he does not take it as an additional burden on him, as he has to study a lot of
subjects, which are a regular feature of his academic education. Dhriiti is planning to build
these skills of students through its EoT programme. It is in this direction that Dhriiti wants to
open chapters in schools and the colleges of Delhi and later in whole of India, but it didn’t
know in what form such chapters should be opened and how would they differ from school to
school. So it wanted to develop a model for implementation of its EoT programme following
which it would be able to start its activities in schools of the Delhi.


Entrepreneur development Cell of Dhriiti has very specific aim of developing attitude of
entrepreneurship among youths of today. It is developing this with two-prong strategy, first it
has started to spread awareness about this concept by organizing workshops and second it is
planning to open chapters in schools and colleges for it. Under these chapters a lot of related
activities would be run and EoT would be a part of these activities.


Entrepreneurship of Tomorrow (EoT) programme is a structured course module, which would

help the students in learning the basic and advanced skills of entrepreneurship by building
their existing soft skills. It will also provide them functional inputs such as project
management, marketing, finance and operations in simplified form. It is a module based,
interactive practical training method.


The area of the project is limited to Delhi’s medium end and lower end schools. The criterion
for dividing the schools in above two categories was the fee charged by these. All
government schools were considered under low category.


At the time this study was undertaken, Dhriiti had prepared its course module of EoT
programme for each level, but was not sure that how it should pitch this course to the students
and how should it introduce activities of EDC in schools. The study evolved from the
assessment of need of these activities for students to derive a structure of feasible platform
for introduction of these activities.
The study was undertaken with the following objectives:
1. To identify need of entrepreneurship education.
2. To identify the relevant factors on which sales campaign of EoT programme should be
focused. This study was done through survey of attitude of the students.
3. To find out the possible structure of EDC in schools.


1. The study was limited to low and middle end schools of Delhi. Upper end school’s
teachers and college teachers were not surveyed due to inadequacy of time.
2. No formal questionnaire process was undertaken for survey of attitude and of school
teachers and principals.
3. It was not possible to cover all the parts of Delhi for these surveys, so by simple
random technique only parts of South, East and Southeastern Delhi were covered.
4. Government schools were not ready to give adequate information without permission
from the Directorate of Education, Delhi.


1. Need assessment Survey and Attitude survey were undertaken of students of the age
group of the 13 to 21 years.
2. Personal interview of school teachers and principals were taken.
3. Several rounds of discussion conducted with Dhriiti members.



To introduce any new concept first it is necessary to know the need of it. For this purpose
need assessment survey was conducted among the students of age group of 13 to 21 years.
This survey covered total 80 students from the colleges to schools in various places from the
college premises and playground to cinema hall and shopping malls. The only objective of
this survey was to get views of these youngsters about entrepreneurship and introduce them
towards a new career alternative.

9.1 Methodology
1. Simple Random Sampling: Students were selected randomly in the places
described above.

2. Students were interviewed personally with the help of a questionnaire

9.2 Limitation
It was not possible to collect responses equally from participants of each age group as due to
ongoing summer vacations schools were closed and in July month schools did not permit me
to talk to the students.

9.3 Findings
On the basis of survey all participants responded positively about the need of such type of
education. But their view were that this education should not be mere academic but it should
be training oriented and in such form so that they do not feel any additional burden.
They all were agreed that though there are several types of the job oriented courses but none
gave them security of job. They were apprehensive about the required investment for starting
any new venture, but they were also agree that where there is a will, there is a way also and
for that first that kind of thinking and courage they should have in their mind.
Through this survey and survey conducted by Dhriiti earlier it was sure that student would
like this type of education if given in proper form. So by taking the objective of spreading
awareness about entrepreneurship specifically among youths and developing
entrepreneurship skills in them, EDC was established in New Delhi as a separate cell of



10.1 Attitude Survey

Though through need assessment survey acceptability of this idea had been found out, but it
was also necessary to know the existing mindsets of students to figure out relevant factors on
which the campaign of this course could be pitched. For this purpose an attitude survey was
conducted with 57 students.

10.1.1 Why specifically Attitude survey
Attitudes are evaluative statements- either favourable or unfavourable- concerning objects,
people, or events. They reflect how one feels about something. It has three components viz.
cognition, affect and behaviour. The cognitive component is the opinion or belief segment of
an attitude, affective component is the emotional or feeling segment of an attitude and
behavioural component is an intervention to behave in a certain way toward someone or
As for selling of any new product or concept appropriate market survey about demand of that
product is necessary. In this case the product was not a physical or tangible product but it was
a concept and this concept was purely new for its buyers, so it was necessary to identify the
mindsets of the target people for whom this product had been designed. The best way to
evaluate the mindsets, their pattern of general thinking and their way of seeing the
opportunities around them was the attitude survey, which was administered keeping in view
the above definition of the attitude.

10.1.2 Objectives of Attitude Survey

1. To identify the suitable variables on which sales campaign of “EoT”
programme could be based.
2. To get first hand understanding of the attitudes of the students of Delhi.
10.1.3 Methodology
1. Personal Interview
Each respondent was interviewed personally and nearly same kinds of questions were
asked from them. 57 respondents were surveyed by this method.
2. Focused Group Discussion
Two focused group discussion was conducted, but these were not informed and
organized sessions.
3. Informal talking
Respondents were also analysed by the way of talking informally or by discussing the
matter of their general interest with them.
Sampling Plan
Respondents were surveyed randomly and their distribution according to school and
class is given below.

Table1: Distribution of Respondents according to School and Class
School Low Medium Upper

9th and 10th 9 4 1

th th
11 and 12 5 13 2
1st year and above 14 7 2
Total 28 24 5

10.1.4 Limitations
Following limitations were faced during this survey:
1. It was not possible to cover each and every part of Delhi.
2. Number of samples may be inadequate especially for upper end schools.
3. Due to summer vacations it was not possible to get equal number of the respondents
from each class under each category of the school but fortunately I got equal numbers
for middle and lower end schools.
4. The responses from female respondents were low as compared to their male

10.1.5 Questions asked

In this survey respondents were interviewed personally and questions asked covering the

 What are your ultimate career objectives? For example-to get money, satisfaction, or
fame etc.
 Who do you want to become in your life? For example- Bill Gates, Swami
Vivekanand, Abdul Kalam Azad etc.
 How are you planning to become that?
 Why do you want to become that?
 What other options you have for your career?
 What kind of movie you like to watch?
 What kind of music you like to listen?
 Which section of the newspaper you like most?

10.1.6 Findings and Analysis of the Responses
For doing proper analysis first of all the schools in which these respondents’ study are
categorized as Upper end, Medium end and Lower end according to the fee charged by them.
Respondents from each category of the school were categorized on the basis of job seekers,
persons who are desirous of job and also interested in starting their business and the persons
who want to something exceptional like who want to join Army, Navy or Air force or who
want to become an actor, model or a cricketer.

10.1.7 Analysis of responses from student of Low-end Schools

Table2: Analysis of responses from students of Low-end Schools

Standard 9h and 10th 11th and 12th 1st Year

Classification Job Job and Actor, Job Job and Actor, Job Job and Actor,
67% Business Model 100% Business Model 42% Business Model
22% or 0% or 50% or
Army Army Army
Parameters 11% 0% 8%

Money and Fame Nil Nil Nil Nil Nil Nil 2 Nil Nil
Money and Comfort 3 Nil Nil 3 Nil Nil 2 7 1
(50%) (60%) (33%) (100%) (100%
Money and Country 3 Nil 1 Nil Nil Nil Nil Nil Nil
(50%) (100%
Fame and Country Nil Nil Nil Nil Nil Nil Nil Nil Nil
All (Money, country, Nil 2 Nil 2 Nil Nil 2 Nil Nil
comfort, fame) (100%) (40%) (33%)

Total 6 2 1 5 Nil Nil 6 7 1

As shown in the table there is total 28 samples from the students of low-end schools. The
respondents are classified according to the class/ standard in which they are studying, then in
each category they are divided as job seekers, job and business seekers and who wants to
become actor, model or wants to join army. Percentage of each classification is shown in the
brackets. In each classification they are further categorized according to their ultimate career
objectives and reason for choosing it (e.g. why they want to earn money – for getting fame,
for doing something for country, and/or for getting comfort). Based on the analysis done in
the above table following insights could be drawn for students of low-end schools.

1. For students of 9th, 10th and 11th, 12th job seekers are more than those who wants to
start their own business but there are almost equal number of people in both
categories in 1st year who want to do job and who want to do job first and then
2. For all the students of 9th and 10th money is their ultimate career objectives but there
are equal number of respondents who wants to earn it for getting comfort and doing
something for country. But the students who want to do job first and then business
wants to earn money for fulfilling their all kind of desires as shown in the table. There
is only one person who wants to do something exceptional.
3. For all the students of 11th and 12th also money is their ultimate career objectives, but
in this sample nobody wants to start his/her business. But there are nearly equal
number of people who wants to earn money for getting comfort and who wants to
earn it for getting comfort, fame and doing something for their country.
4. The interesting factor in the category of 1st year students is that there is almost equal
number of the people for only job seekers and of desirous of both job and business.
There are equal number of the people for comfort, country and for all category, means
this category wants money for different reasons, but the persons from both business
and job seekers wants to earn money only for comfort.

10.1.8 Analysis of responses from students of Middle-end Schools

Table3: Analysis of responses from students of Middle-end School
Standard 9h and 10th 11th and 12th 1st Year

Classification Job Job and Actor, Job Job and Actor, Job Job and Actor,
75% Business Model 69% Business Model 55% Business Model
0% or Army 23% or Army 45% or Army
Parameters 25% 8% 0%
Money and Fame Nil Nil Nil 2(22 1 (33%) Nil Nil Nil Nil
Money and Comfort 2 Nil Nil 1(11 1 1 2(50 1 Nil
(67 %) %) (33%)
Money and Country 1(33 Nil Nil 6(67 Nil Nil Nil Nil Nil
%) %)
Fame and country Nil Nil 1(100%) Nil 1(33%) Nil 2(50 2 Nil
%) (67%)
All(Money, country, Nil Nil Nil Nil Nil Nil Nil Nil Nil
comfort, fame)
Total 3 Nil 1 9 3 1 4 3 Nil

Responses from students of this category are analyzed by the same method.
Based on the above table following conclusions could be drawn for middle end schools-

1. Students from all classes gave priority to the job than business. For 9th and 10th
standard most of them want to use it for their comfort and very few people
wants to earn it for doing something for their country.
2. For students who are job seekers in 11th and 12th standard most of them want to
earn money to contribute in the development of the country by donating it. But
there are equal number of the people in job and business category who wants
to earn money for comfort and fame. Interestingly in this category equal
number of the people do not want earn money but they want to do business to
earn fame and for contributing towards their country.
3. Students of 1st year who are job seekers want to do it for earning money and
for getting fame. Money earners want to use it in their comfort and the other

persons do not want to earn money but want to earn fame and to contribute to
their country. The same is true for persons who want to do job first and then

There are some common trends like most of the respondents like to read Delhi Times and HT
City daily. There is no specific choice for movie for them, but most of them like that it should
contain all the elements viz. fighting, comedy, romance etc. There is very little difference in
attitudes of students of different standards but there exist some difference as it is described in
the above conclusion.

10.1.9 Overall conclusion

It is quite clear from the above survey that today’s youngsters of all age group have very deep
desire for earning money whether they want to do job or business. But they have different
thoughts according to their age and atmosphere in terms of utilizing it.

10.1.10 Suggestions
Based on the above analysis and conclusion following suggestions were recommended for
designing the sales campaign of “EoT” module.

For Low-end Schools

1. For students of 9th and 10th Dhriiti should pitch its sales campaign on money as a means
for getting comfort and also that they can contribute towards society by taking this as a career

2. For students of 11th and 12th also it should be pitched on the money but for fulfilling their
all desires, like by taking the entrepreneurship as a career option they can also earn money
and could get more fame, comfort and would be able to contribute towards the society and
the country.

3. For 1st year students it should be pitched on the money but as a means for getting comfort.

For Middle-end Schools

1. For students of 9th and 10th it should be focused as an easy way out for getting money by
that they can achieve comfort and also as the best way for contributing to the society.

2. For students of 11th and 12th also it should be focused as an easy way for getting money but
this should be focused as such by that they could contribute maximum to their society. The
money should also be introduced as a mean for getting fame and publicity.

3. For students of 1st year the main focus should be on as a way of earning fame and of
contributing to the society. The focus should also be for money but as a way of getting
comfort by it.

For all categories this module should be associated with fun and entertainment, along with
money as all of them like to see light movies and also like to read entertaining newspaper.


11.1 Criteria
1. It should be functional with minimum possible number of employees.
2. It should be financially viable
3. All the members should be involved actively in it.
4. It should be acceptable to the schools.

11.2 Survey of Principals of schools

11.2.1 Introduction
Though through the surveys discussed above it was quite clear that present generation could
adopt entrepreneurship as an alternative career option, and that they choose their career
options according to their career objectives, but it was not clear how this type of education
should be provided to them, so that they learn the relevant skills without affecting their
mainstream academic courses. Because this concept is to be implemented through schools, it
was necessary to know the acceptability of these toward this concept and the form in which
they could adopt it.

11.2.2 Objective of the Survey

To know the various possible ways by which entrepreneurship education should be given to
the students.

11.2.3 Methodology
For this survey also method of personnel interview was adopted. In each school covered
either the principal or teacher assigned by the principal was interviewed. No formal

questionnaire method was adopted as I was surveying the highest authority in the school; it
looked odd to ask them to fill a questionnaire. Also only through discussion they would be
able to tell about various possible ways because first it was necessary to make sure that he is
perceiving the right meaning of entrepreneurship. So formal discussion method was
employed with or without prior appointment with them. All these schools were given a
synopsis of the research (See Annexure 2) after which they provided permission for talking
either with the principal or with their teacher.

Sampling Plan
Total 35 schools were covered randomly in various parts of Delhi, but only 18 schools gave
permission to meet the principal or teachers. Among them 9 schools were from middle end
and rest 9 were from lower end category.
Criteria of dividing them in lower and middle end are the fee charged by them from the
students and the discussion with members of the Dhriiti.

11.2.4 The Questions Asked

The questions on the following lines were asked from them:
 What type of activities they are running in their schools in addition to regular
academic teaching?
 How much time they devote to such type of activities?
 What type of skills and knowledge students are learning by these activities?
 Are these skills providing her right direction or contributing in any way towards
developing her career perspective? Would the effects of these activities be long lasting
so that she can make benefit from them in developing her career?
 What do they think about mindsets of the students; in what age student get mature
enough to take decision about her career?
 Should students take entrepreneurship as one of their career options?
 What should be the age of the students who could be given such type of education?
 What could be the various possibilities by which entrepreneur education could be
given to the students?
 What is the perspective of their school towards this? Could it be possible to
implement it in their school in the manner told by them?
 Would it be possible to implement it in their school time?

 What more could be done to improve this kind of course?

11.2.5 Findings from Middle end Schools

Responses were received from total 9 middle end schools. These schools are situated in
various parts of Delhi. The list of these schools is given in Annexure 3. Among them in three
schools principal directly responded and in other schools either the activity teacher of the
school or senior in charge of that school responded who were assigned by the principal to
discuss this matter. Initially each one of them responded according to his/her own meaning of
entrepreneurship, but after discussing deeply with them following kind of responses and
observations were gotten:

 Most of the schools are running extracurricular activities, but these activities are very
occasional and not a regular feature of their schools. They don’t give much emphasis
on these activities.
 All the schools wants to finish all of their academic and non academic programmes in
their scheduled school time only as according to them they could not stretch school
time for any activity as students would be overburdened by it.
 These activities are running by the school themselves. Some school have separate post
for career counselor but its work limits to organize a one week counseling session
with the students and to make them aware about various available possibilities
according to their interest.
 According to them their activities are enough for building soft skills like leadership,
motivation, creativity and innovation. But on the question of effectiveness of these
they accept that these activities are not specially focusing on such aim, but inherently
the students are learning by them.
 All the schools have very packed schedule and it is very difficult to them to
incorporate any new programme or activity.
 All of them accepted that idea of this type of education is very good but they
responded very differently about required duration of such type of education. Also
there are contrasting views that for which age group of students this education should
be given.

 While some of them were of view that students from their 9th standards onward should
be given this education, some other one were of the view that at 9th the students are
not mature enough to understand the difficult concept of entrepreneurship.
 About the possible options of the ways of implementing this concept only three
schools responded directly, among which one school was of the view that 8 to 10 hrs
are enough for this kind of activity, and other two were of the view that this activity
should be a regular weekly feature of the schools. According to one of them this could
be the part of their existing activities, and for others they only could think about it
when some formal presentation is given to them. Only one school said that this type
of activity should be outside the schools, as they don’t have time for implementing
any new activity.

11.2.6 Analysis and Conclusion for Middle-end Schools

 On the basis of the above responses it is quite clear as most of the schools have
lots of activities, there schedule is tightly packed and for incorporating any new
activity they have to remove some existing activity. They could be bound to
implement it only if CBSE authorities make it compulsory for them to implement
 The other important thing is that most of them don’t know meaning of
entrepreneurship clearly; they only attach this with some technical education,
which would teach the students to run a particular business. They do not
understand that first a change in the attitude is necessary or first thinking should
be built in the child about her capacities that could be building up by this
education. This was the reason that they think that the soft skills they are giving
are enough.
 Though they are not much agree that functional skills should be provided to the
students, but they accepted that these could be given at a lighter level.
 There are differences in view whether entrepreneurship activity should be run as a
full time activity or periodically. There is also another important thing that they
might incorporate it with their existing activities but some schools might run this
as a distinguished activity.

 School want to finish all their work and activities with in the scheduled school
time, presently they may perceive it as an additional burden if it is introduced as
an activity after school time period.
 EoT programme should not be introduced for students of standard 10 th and 12th as
during these classes they have board examinations and do not want to engage in
any extra activity.
 Schools are also apprehensive that in the busy schedule of the students there
would be additional burden on them; already they are studying lots of courses.
 Though most of the schools have some or other extracurricular activities but they
are not focused towards any particular area, they are general activities.
 Schools could not tell you clearly about the appropriate form for implementing
this course unless they themselves understand the concept rightly.

On the basis of the findings and the responses following suggestions could be drawn:
It is necessary to first convince the school authorities about the concept. For that formal
presentation should be given to them. Dhriiti people are required to meet them personally
with their proposal and take permission for presentation. Only by then they can judge the
utility of it in their schools. Schools would implement it as a full time activity only if they
see some benefit for their students, directly it would be difficult to run it as a regular
activity. So we have to present both models for workshop and for opening a chapter in
their schools. The workshop model will be for those schools that are hesitating to directly
accept it in chapter form, they would be shown utility of this education through the
workshops, and then chapter would be opened in them after convincing them.
EoT programme is the most serious stuff of this chapter; it can be implemented only after
a basic level of understanding would be developed among the students and in the schools,
so it should not be implemented from this year. It should be introduced only in those
schools where entrepreneurship chapter of Dhriiti would exist.

11.2.7 Findings from Lower-end Schools

All lower end schools covered were government schools as private school in this category
denied to discuss any thing regarding any activity straight forwardly. Among them one
was central school (Kendriya Vidyalaya) and rest were of state government of Delhi.

 There are not many extracurricular activities in government schools. Though there
are lots of clubs but there activities are limited only once or twice a year.
 They accepted the requirement of entrepreneurship education but according to
them students do not have capacity to pay for it.
 Their schedule is also completely packed and they cannot provide any extra time
for it. Moreover in the state run government schools two shifts runs daily, in the
morning for girls and in the evening for the boys.
 The most important thing is that for any kind of decision they are not independent,
they have to take permission from directorate of education to incorporate or
conduct any kind of programme in their schools.
 They also suggested that any serious part of this type of activity should not
involve students of 10th and 12th standard as they are already burdened with
preparation for their board examinations.
 For central schools also they are not independent and implement any new activity
only if they get orders for it. They have only one period of sport in one week as
some activity other than academics, and according to them physical development
is also necessary for child, but entrepreneurship activity would involve mind
bugling events.

11.2.8 Analysis and Conclusion for Lower-end Schools

Govt. schools are agreeing on this concept, but they are not independent, also they don’t want
to work more than their scheduled work. Due to already known culture of the government
schools they are not enthusiastic and willing to add any new activity to them. But they would
be bound to do so if directorate of education instructs them about it. It is very much possible
in these schools since they have one period for sport every week and neither the students nor
the teacher take it seriously, apart from this there are lots of period remain vacant, so this
activity could be adjusted in their schedule.
So for these schools both proposals as for middle schools should be presented to directorate
of education, Delhi and permission should be granted for it.

The difference in the model for government and private schools would be that for
government schools it would be funded model while for middle end private schools it would
be self-sufficient model.


In the backdrops of the conclusions of the surveys conducted two model could be suggested
for implementing activities of EDC in schools.

Model 1 Model 2

Presentation to the concerned Presentation to the concerned

school authorities and/or students school authorities and/or students

Workshops with school students Entrepreneurship chapter

(8 to 10 workshops)

Introduce EoT Programme

Entrepreneurship Chapter

Introduce EoT Programme

The name of the chapter will be “My own World – the Entrepreneurship Club”
The models in detail are described according to the following heads

 EDC Structure
 Approaching the schools
 Structure of Entrepreneurship Chapter of Schools
 Activities of the Entrepreneurship Chapter
 Bylaws of Entrepreneurship Chapter
 Management of Entrepreneurship chapter
 Role Definition of Members of Chapter
 Financial Viability of the Chapter

 Overall Administration of EDC in Integration with the Club
 Role Definition of EDC Members
 EDC Activities
 EDC Finance

At present EDC cell of Dhriiti has only one full time and one part time employee, but this
structure is proposed for near future when there would be more number of employees and it
would have been implemented it’s all activities.

Advisory Board Director EDC

Coordinator Coordinator Coordinator Non-

Chapter/Trainers Rural Formal Education
Head Branch (NFE)

Advisory board would comprise of following persons


Principals of
Schools Advisory Board

Entrepreneurs and

Total 8 members will be in this board among which 2 persons will be Academicians, 3
persons from Entrepreneurship or business section and 3 persons will be from the schools.
Every year these six members would be changed.


Approaching the Schools

Phase 1
(Similar for Both Models)

Director EDC

Meet School heads

Show both models

Permission for presentation

Transfer the matter to the

Coordinator Chapter/Trainers

15. MODEL 1 – PHASE 2

Chapter/Trainers Head

Fix Schedule for Workshops of 1 to

1.30 hrs each with school

Fix a faculty as contact and

resource person after consulting
with school

Trainer - Conduct workshop, also

invite principal and teachers

Get feedback of the students and

contact person after each workshop

Prepare report on the basis of

feedbacks of the workshop

Send a copy of the report

to Principal of the school

Formation of “My Own World-

the Entrepreneurship Club”

16. MODEL 2 – PHASE 2

Approaching the Schools
Phase 2

Coordinator Chapter/
Trainers Head

Presentation to the School authorities

and/or students

Registration of interested

Fix a faculty as contact person

in the school with consultation
with Principal

Formation of “My Own World-

the Entrepreneurship Club”

17. STRUCTURE OF THE “MY OWN WORLD- the Entrepreneurship Club”

Components of My Own World

Faculty Member

My Own World- the club

Students for Entrepreneurs


As shown in the Diagram, faculty member assigned by the Principal, Registered students and
Trainers will comprise the Entrepreneurship Club for that school.

18. ACTIVITIES OF “MY OWN WORLD – the Entrepreneurship Club”

The club would conduct following kinds of the activities
 Simulation games and exercises
 Exposure trips and tours
 EoT Programme
 Debates, Essay and extempore completion
 Cultural events might also organize like-small drama, puppet show, cartoon show,
paper presentations etc.
 Interactive sessions of prospective entrepreneurs, businessmen and personalities like
 Workshops for awareness of Entrepreneurship Education
 Weekend camps etc.


1. Students from standard 9th to 12th will be eligible for becoming member of “My own
World - the Entrepreneurship Club”
2. Students of standard 9th and 10th will be eligible for EoT Level 1 and of 11th and 12th
will be eligible for EoT Level 2. But for EoT programme entry point will be 9th and
11th standard.
3. In each school there will be only one club for all activities, only for EoT programme
there would be separate sessions according to Level 1 and Level 2
4. With in the seven days of registration of students, a student body of 3 members will
be elected. They will be designated as student coordinators of the club. This student
body will be reelected every month and no student would be eligible to become
coordinator more than once.
5. There will be a maximum limit for number of students. If they were more than that
limit, separate club would be formed for them. But it should have a minimum fixed
number of students.
6. Student Body would be responsible for arranging all resources in consultation with
faculty and trainers.
7. Trainers have full authority to expel any member from the club, if he find any
member indulging in behaviour of misconduct.

8. All registered members would be allowed to attend workshops conducted by Dhriiti
outside their school, but it would be subjected to availability of the seats and Dhriiti
authorities depending on the circumstances in this regard would take final decision.
9. There would be monthly evaluation of the students’ members of the club. Evaluation
methods would be designed by the Trainers, faculty member and Chapter Coordinator.


 All general resources would be arranged by Student Body and the faculty.
 Only specific resources would be arranged by the Dhriiti team.
 There would be a monthly meeting of trainers, student body and faculty, in which
the activities of the past months, future resources needed, and schedule of next
months would be discussed. In addition to this problems faced during past month,
and their remedies would also be discussed.
 Trainer may request Chapter Coordinator to attend their meetings.


21.1 Trainers
 Conduct and facilitate the sessions of My Own World.
 Apprise faculty guide about activities to be conducted.
 Evaluation of progress made each month.
 Decide on the activities in consultation with faculty member, student body and
Chapter Coordinator.
 Prepare monthly report of each club of which he/she is a member and submit it to
Chapter Coordinator.
21.2 Faculty
 Assist the student body in arranging the resources and logistics.
 Assist the trainer in conducting the activities.
 Suggest the trainers for incorporating any new activity and provide their feedback on
existing activity.
 Fix the schedule and timing of activities of whole year in consultation with the

21.3 Student Body
 Arranging the resources and logistics.
 Assist the trainers and faculty in conducting the sessions.
 Convey any new information and about future activities to the other student members.
 To spread awareness about the activities of the club and about entrepreneurship clubs
in their school.
 To work as the ambassadors of the importance of entrepreneurship education in and
outside the schools.
21.4 Student Members
 Help the student body in their work.
 To give their feedbacks and suggestions to any of the above three authorities.
 To work as the ambassadors of the importance of entrepreneurship education in and
outside the schools.


22.1 For Middle end Schools

 Total cost would be conveyed to the principal in with the proposal. School would pay
to the Dhriiti, monthly fees.
 Dhriiti would not directly involve in collecting fees from the students. For those
chapters in which EoT is not running school would bear all the expanses and for the
chapters in which EoT is running students would pay to schools which in turn will
pay to the Dhriiti.
 The expanses on the prize would be made by the Dhriiti itself.
 Model would be implemented only in those schools where it is financially viable.
 Model would not implement in any middle end school free of the cost.

22.2 For Lower end Schools

 For Government schools it would be a funded model. It would be started only when
fund for it starts coming.
 For lower end private schools it might be run on no profit-no loss basis initially.

23. Overall Administration of EDC in Integration with the Club

Overall Administration of EDC in Integration with

the Club
Student Body Faculty

Flow of Information
Trainer Flow of Feedback
No regular link

Coordinator Chapter/ Prepare monthly

Trainers Head report of club’s

Director EDC Compile all reports and

make overall report


Advisory Board Keep track on the overall



24.1 Director EDC

 She would call monthly internal meeting of the management staff (It would include
Coordinator Chapters and trainers.).
 In this meeting all the progress made during the month, problems faces and new
inputs given by the members will be discussed.
 Based on the outcome of meeting strategy for the coming month would be prepared.
 A monthly document comprising feedbacks of all stakeholders and progress of clubs
would be prepared and would be sent to Advisory Board.
 In addition to this Director EDC would make frequent visits to the clubs and take part
in their activities.
 She would call quarterly meeting of Advisory Board and would transfer the feedback
of it to the other authorities.
 Would meet with school authorities and would explain about both models.
 Would explore new schools and other institutions where this model could be worked
 After taking permission from the schools hand over the matter to Coordinator
Chapter/ Trainers Head.
 Convey, if there is a need of any change in the models that would be based on her
experience of meeting with school authorities, to the Coordinator Chapter/ Trainers

24.2 Coordinator Chapter

 Would prepare material for the workshops and deliver it to the trainers.
 Instruct the trainers and work according to the inputs received from them.
 Would prepare an overall report in a month based on the reports submitted by the
 Provide feedback to the trainers and occasionally conduct workshop sessions by him
own subject to the need and availability of time.
 Work with trainers for developing new exercises, games and activities.
 Would prepare materials for the EoT programme and deliver it to the trainers.

 Provide feedback to the trainers and occasionally conduct EoT sessions by him own
subject to the need and availability of time.


EDC would be responsible for following tasks

 It would continuously keep track of the funding agencies for EDC activities and
update them about progress of EDC.
 Opening chapters in schools.
 Organising workshops in and outside the school. For that Director EDC would be
responsible for finding out such opportunities outside the school and Coordinator
Chapter would conduct such workshops with the help of the trainers.
 It would contact mentors for its Advisory Board.
 Contact entrepreneurs, businessmen and academicians for seminar sessions.
 Contact and tie up with micro enterprises. These would also be worked as visiting
sites for the students.
 Providing consultancy services to these organisations.
 Research and Development - Continuously upgradation of its Course Module and
developing new exercises, games and other relevant materials.


This year EDC has targeted atleast 2 Middle end Schools and 2 Colleges where it will open
the chapter, My Own World. This year it is not going to Government schools as it would
require taking permission from the Directorate of Education towards that, but if it is able to
do so early, then it will also target at least one such school.
Next year it has targeted 5 schools including one government schools and 2 additional

This year only two employees would be there. Director EDC would also work as Coordinator
Chapters and Trainer. There would be only one trainer for all types of activities inside and
outside the schools and colleges. Director EDC will also assist the trainer in conducting these
Next year one additional trainer will be recruited, and now Director EDC would be involved
in same type of work as for this year, but not on training.
The total number of employees will be approximately six when the EDC activities will be
expanded in 10 schools and 5 colleges. From this phase one employee would hold only one


Table 4: Expected Sources of Income and Expenditure for EDC

Sources of Income Sources of Expenditure
Fixed Variable
Revenue from school Salary of employees Resources to be arrange by
chapters Dhriiti in schools and
EoT programme fees Rent of building Prize given to students
Workshop fees Electricity Charges Stationeries
Consultancy fees Purchasing Computer Visiting organisations and
other relevant places
Grant from funding Internet Charges Telephone Charges
Expanses on posting letters
and documents


It has to find out such employees who themselves have zeal and spirit of entrepreneurship,
and could be able to contribute in all activities, as Dhriiti is a very new organisations.
Simultaneously the maintaining continuously same level of enthusiasm for existing members
of Dhriiti is also must to achieve their dreams.


1. Questionnaire
In which standard/class you are studying?

2. What is Your Background (Optional Subjects in 11th and 12th)?

3. Is there any Change between subjects in 12th and those in graduation?


4. If Yes, Why?

5. What are the options you are thinking for your career?

6. Do you think that there should be some course for alternative career options, which can be run
simultaneously with your main academic course?


7. If yes, could you suggest those options?

8. Who do you trust most during the time of deciding about your career? (tick one or more than one

1. Parents 2. Teachers 3. Friends 4. Own

9. What is your ambition/dream?

10. Have you ever heard about entrepreneurship in your life?

11. Do you think that it (entrepreneurship) could be an alternative career option in today’s world?

12. What factors should be there in such course, if introduced to you?

Your Name:
Ph. No.:


To find out the ways of implementation of entrepreneurship programme in schools and



The desire of getting job is almost a universal phenomenon among youths of today. Though
they have lots of ideas, desire to do something of their own; in the absence of proper
guidance they are not able to achieve their dreams.

The result is that everybody is fighting for getting jobs and most of them either remain
jobless or have to compromise with, that is not compatible with her abilities. This job
oriented mindset or sense of dependency that they have to ultimately become employee
of someone must be changed. It is urgently necessary to take appropriate and timely steps
to help in regaining the lost confidence of them.

They can do wonders if their skills, creative and innovative mindset are turned in the right
For this there is a need of the kind of education, which could build their talents of
leadership, creativity and innovation and motivate them to change their attitudes.

In addition to this a small dose of functional skills viz. marketing, finance, and training of
doing business in simulated environment is also necessary which finally leads them
towards developing projects by their own.
But at the end of the day the bigger question is that how this kind of course could be
handled in the already jam-packed schedule of the institutes.
Annexure 3
List of Schools Visited


1. AVB Public School, IP Extension
2. National Victor Public School, IP Extension
3. Mayo International School, IP Extension
4. Bal Bhavan Public School, Mayur Vihar-2
5. Government Sarvodaya Boys Sr. Sec. School, IP Extension
6. Government Sarvodaya Girls Sr. Sec.School, Trilokpuri, 20
7. Government Sarvoday Girls Sr. Sec. School. Trilokpuri, 27
8. Government Sarvodaya Girls Sec. School, Trilokpuri, 27
9. Government Sarvodaya Boys Sr. Sec. School, Mayur Vihar-1, Pocket 4
10. Government Sarvodaya Boys Sr. Sec. School. Vasant Vihar
11. Kendriya Vidhyalaya, RK Puram Sector 2
12. Chinmaya School, Vasant Vihar
13. Holy Child School, Vasant Vihar
14. Modern School, Barakhamba
15. Amity Public School, Saket
16. Gyan Bharati Public School, Saket
17. Red Rose Public School, Saket
18. DAV Surajbhan Public School, Vasant Vihar
19. Upras School, Vasant Vihar
20. Modern School, Poorvi Road, Vasant Vihar
21. Apeejay Public School, Shekh Sarai
22. Apeejay Public School, Saket
23. Government Sarvodaya Public School, Shekh Sarai
24. Delhi Public School, Vasant Kunj
25. Ryan Public School, Vasant Kunj
26. Kathuria Public School, Vasant Kunj
27. Bhatnagar Public School, Vasant Kunj
28. Evergreen Public School, Dallupura
29. Summer Vila School, Dallupura
30. Kalka Public School, Alaknanda
31. St. George School, Alaknanda
32. Frank Anthony School, East of Kailash
33. Blue Bells School, East of Kailash
34. Tagore International, East of Kailash

35. Tagore International, Vasant Vihar
36. Daisy Dells School, East of Kailash
37. Government Sarvodaya Boys Sr. Sec. School, Kalyan Bass
38. Government Sarvodaya Girls Sr. Sec. School, East Vinod Nagar
39. Government Sarvodaya Girls Sr. Sec. School, Mayur Vihar-1, Pocket 2
40. Delhi Public School, R K Puram
41. Florense Public School, Mayur Vihar – 1
42. ASN Public School, Mayur Vihar – 1
43. Rishabh Public School, Mayur Vihar – 1
44. DAV Public School, Noida
45. Heritez Public School, Vasant Kunj


Entrepreneurship Club”

My Own World – the Entrepreneurship Club

Registration Form

My Name
My Photo
My Class

Presently I am member of the(write the name of the club or

organisations of which you have

My Hobbies

My Future Plans

I am entering in the “My Own World – the Entrepreneurship Club”


I have read the bylaws of “My Own World – the Entrepreneurship

Club” and accept all of them; I will participate in all the activities of
“My Own World” sincerely and always try to hone my skills.

My Signature _____________

Date _______________

My Address including Telephone No.