http://dspace.ediindia.ac.in:8181/xmlui//handle/123456789/339 2026-05-15T14:22:13Z 2026-05-15T14:22:13Z Ghosh, Subhabrata http://dspace.ediindia.ac.in:8181/xmlui//handle/123456789/388 2016-07-27T11:51:24Z 2011-02-16T00:00:00Z

Modern Trends of Edupreneurship in India Ghosh, Subhabrata The urgency and criticality of an educational system that delivers high quality in massive quantities is no longer a matter of debate. While the government turns a blind eye to the question of quality and the country runs the risk of having the largest misfit workforce in the coming future, the traditional alternative of private education does the same with very high cost. India being the second fastest growing economy in the world, a question then arises - "Do we have an educated work force to meet the challenges of a burgeoning, knowledge-based economy?" Many surveys from leading consultancy firm like McKinsey, and corporate like Infosys, have shown that only 5% of our graduates are employable. Needless to say, government, alone cannot meet the huge demand from various elements of the education ecosystem to provide quality education. Private entrepreneurship in the field of education, i.e.; edupreneurship, would be essential to interact effectively with the various elements of the educational ecosystem and define innovative solutions to education models at various levels, new learning methods, multi-skilling of workforce, inclusive education, empowerment, and use of technology to meet the growing challenges of maintaining India's growth. In this study, we have discussed the modern trends of edupreneurship in India and the role of both the private sector and the government to promote edupreneurship in the country, starved for quality education.

2011-02-16T00:00:00Z Ramkumar, S Varadaraj, S http://dspace.ediindia.ac.in:8181/xmlui//handle/123456789/387 2016-07-27T11:50:54Z 2011-02-16T00:00:00Z

Measuring Mechanism for Entrepreneurship Development Programme: A Study with special reference to Tamil Nadu Ramkumar, S; Varadaraj, S Developing Entrepreneurship has become a movement in India in the recent years. Entrepreneurship Development Programmes have been considered as an effective instrument for developing Entrepreneurship in the countryside. Hundreds of EDPs are conducted by various organizations to impart entrepreneurial training to participants in thousands. Though the EDPs are conducted with the genuine intention of grooming entrepreneurs, more often than not the programmes do not yield the desired results. It is that the EDPs face many problems such as Trainees are not motivated by the trainers to start their own enterprises, ED Organizations lack in commitment and sincerity in conducting the EDPs, The antithetic attitude of supporting agencies like banks and financial institutions, Selection of wrong trainees, etc. As long as problems like these exist, one can not expect EDPs to be effective. The effectiveness of EDPs can be gauged through the qualitative evaluation of EDPs. An EDP has three phases viz., a) Pre-Training phase includes activities and preparations required to launch the training programme. Training phase tries to bring desirable change in the behavior of trainees and the Post-Training phase involves assessment to judge how far the objectives of the programmes have been achieved. As recommended by the behavioral scientists this study intends to use some criteria to assess the effectiveness of EDPs in motivating the entrepreneurs such as Activity level of respondents, New enterprise established, Total investment made, Investments in fixed assets made, Number of people employed, Number of jobs created, Increase in Profit, Increase in sales, Quality of product / service improved, Quicker repayment of loan, etc.

2011-02-16T00:00:00Z Borthakur, Aradhana http://dspace.ediindia.ac.in:8181/xmlui//handle/123456789/386 2016-07-27T12:05:26Z 2011-02-16T00:00:00Z

Impact of Entrepreneurial Education Among the Educated Women of Assam Borthakur, Aradhana The growth of women entrepreneurship is related to literacy level, industrial and economic growth and deep rooted traditional ethos. In the Seventh Five Year Plan, the Government of India has focused on the "Integration of Women in Development" with suggestions like improvement in training, marketing assistance and involving women in decision making. It was the beginning to integrate women in the overall developmental process of the Nation. From then, over the years we have understood that mere government initiatives are not enough. To develop women as an entrepreneurial class we have to consider the socio-economic environment of the surroundings. But while working at the macro level, we all forget that along with macro moves we need to emphasis on the micro variables like entrepreneurial mindsets. The Colleges and Universities of the country at various levels have introduced "Entrepreneurship Development" curriculums, where "women entrepreneurship" is included as a special chapter. The present paper tries to make an analysis on the impact of the concept of entrepreneurship on the educated young women of Assam who are at least acquainted with the concept of entrepreneurship. It will also try to see the impact of entrepreneurial education in creating entrepreneurial mindset among the educated girls.

2011-02-16T00:00:00Z Sastrio, Tri Budhi Sari, Irina Floretta Tunjung http://dspace.ediindia.ac.in:8181/xmlui//handle/123456789/385 2016-07-27T11:51:18Z 2011-02-16T00:00:00Z

Entrepreneurship Education: Is it Possible to Teach Entrepreneurship? Sastrio, Tri Budhi; Sari, Irina Floretta Tunjung When entrepreneur in English is defined as a term applied to the type of personality who is willing to take upon herself or himself a new venture or enterprise and accepts full responsibility for the outcome, it is probably not many persons realizing that nowadays this term takes a slightly difference course, especially in a capitalist society. In modern society entrepreneur is coined to some one who is able to begin, sustain, and when necessary, effectively and efficiently dissolve a business entity. The key word in this case is business, even though in fact it is not necessarily that every single activity related with 'entrepreneur' must be related to business. Based on this simple argument, this paper tries to explore the position of entrepreneurship in education. Is it possible to teach entrepreneurship in a class room, especially if entrepreneur does not only belong for business?

2011-02-16T00:00:00Z