FEASIBILITY ANLYSIS OF IN-HOUSE TUTIONS IN SCHOOLS LOCATED IN AND AROUND KOLKATA THROUGH VSAT”.

Asian School of Business Management (Bhubaneswar)

“FEASIBILITY ANALYSIS OF IN-HOUSE TUTION IN SCHOOLS LOCATED
IN HOUSE
IN AND AROUND KOLKATA THROUGH VSAT”
FOR: - “NEW AGE KNOWLEDGE SOLUTION LTD.” (NAKS)
W

SUBMITTED By: - RAKESH KUMAR PGPIB/2010
IB/2010-2012/19

Submitted for partial fulfillment of the requirement of PGPIB
llment

Under the guidance of

CORPORATE GUIDE:- FACULTY GUIDE:-

MR.SASWATA BASU. PRF. SOMA DEY

(Manager) Senior Lecturer

NEW AGE KNOWLEDGE SOLUTION LTD. ASIAN SCHOOL OF BUSINESS MANAGEMENT

KOLKATA Date: 18/06/2011 BHUBANESWAR.

ASIAN SCHOOL OF BUSINESS MANAGEMENT, BHUBANESWAR

1 New Age Knowledge Solution Ltd.


CERTIFICATE FROM ORGANIZATION

This is to certify that the project entitled, “FEASIBILITY ANALYSIS OF IN-HOUSE TUTION IN
SCHOOLS LOCATED IN AND AROUND KOLKATA THROUGH VSAT” is a bonafied record of
Interim report carried out by Rakesh Kumar at ASIAN SCHOOL OF BUSINESS
MANAGEMENT, Bhubaneswar Bearing Roll no- PGPIB/10-12/19 Of Batch 2010-2012 has
successfully completed his summer training project for a period of 8 weeks from 25th April to
18thJune 2011. For the partial fulfillment of post Graduate program of Business Management
2010-2012. He has worked sincerely in this duration and has completed the project successfully.

We wish him all the best in his career.

Mr. Saswata Basu

Manager, New Age Knowledge Solution ltd.

Kolkata, West Bengal .



CERTIFICATE FROM THE GUIDE

This is to certify that work entitled Project title “FEASIBILITY ANALYSIS OF IN-HOUSE TUTION IN
SCHOOLS LOCATED IN AND AROUND KOLKATA THROUGH VSAT” is a piece of work done by
Student’s name Rakesh Kumar under my guidance and supervision for the partial fulfillment of degree of
PGPIB, Asian School Of Business Management, Bhubaneswar.

To the best of my knowledge and belief the thesis:

a. Embodies the work of the candidate himself.
b. Has duly been completed.
c. Fulfills the requirements of the rules and regulations relating to the summer internship of the institute.
d. Is upto the standard both in respect to contents and language for being referred to the examiner?

Signature of the Faculty Guide

Name of faculty guide

Prof. Soma Dey Senior Lecturer.

Date: Designation



DECLARATION

I do here by indemnify my research work to be authentic and original in all respects of the
process carried out in this project. Under any evitable circumstances, if my project could be
scrutinized and screened and evades of copying, I am liable for any demarcation or variation of
marks what so ever my guides of this project deem fit.

Place: Bhubaneswar Signature:-

Date:



ACKNOWLEDGEMENT

I take this opportunity to thank all those people for their unstinted support.My project work,
which is a step of mine towards the professionalism, has been successfully accomplished only
because of my timely support of supporters.
I wish to express my sincere gratitude to the entire team at New Age Knowledge Solution. Ltd.
and Asian School of Business Management who has helped me in every possible way to make
this summer training project a roaring success.
I also acknowledge the support and guidance of Mr. Sandip Das (Vice President), Mr. Saswata
Basu (Manager) our Mentor, Ms. Anshita Agarwal (Regional HR), Mr. Avijit Choudhury
(academic coordinator) at NAKS for the confidence they have in us. We must express our
appreciation to Mr. Basu for continually challenging us to improve and refine and extend our
thinking.

At the outset I owe my sincere and whole hearted thanks to Miss. Soma Dey (Faculty Guide) for
constantly guiding me without whom this project could not have been possible and tackling
variety of hurdles with implicit patience throughout my research project and whose deep
involvement and interest in project infused in me great inspiration and confidence in taking up
this study in right direction.
Without these extended supports and co-operation, the project wouldn’t have been the same.



CONTENTS

• ABOUT New Age Knowledge Solution…………………………………………8-22
i. Executive summary……………………..…………………………………..8
ii. About NAKS……………………………..………………………………...9
iii. Philosophy……………………………… .…………………….................10
iv. Ethos……………………………………….……………………….….......10
v. Corporate profile……………………………………………...………. .10-11
vi. Vision………………………………………….……….…………………..11
vii. Mission…………………………………………..…………………………11
viii. Guiding principles………………………………….…………………...11-13
ix. Board of Director………………………………………………………….14
x. Strength……………………………………………………………………15
xi. Strategies………………………………………………....………………..15
xii. Product offered by NAKS…………………………….……..………..16-19
xiii. VSAT & L-LIVE…………………………………………….……......19-22

• OVERVIEW OF THE INDUSTRY……………………………………….
i. Industry section…………………………………………………….. ..….23
ii. Indian Education Sector…an interesting class…………………… ..24-26
iii. Private initiatives and GATS………………………………………..…..27
iv. The constitutional structure………………………………………...……27
v. Market structure and size………………………………………….…27-28
vi. Indian education sector- segmentation……………………………....29-33
vii. Technology in education………………………………………….…33-34
viii. Present Situation: Why the sector is lagging.......................................34-35
ix. What could spur up the sector……………………………………….35-36
x. Indian scenario………………………………………………………36-37
xi. Private Public Partnerships……………………………………………..37
xii. Central Gross Budgetary Support for Education Sector…………….....38
xiii. Basic features of Sarva Shiksha Abhiyan………………………….…..39



xiv. Budget Provisions………………………………………………........39-40
xv. Budget Impact…………………………………………………………..40
• LITERATURE REVIEW…………………………………………………...41-42
• JOB ASSIGNED/TITLE……………………………………………………….43
• RESEARCH METHODOLOGY……………………………………………...44
• Problem & Research Objectives………………………………………..44
• Research plan….………………………………………………….....44-45
• Method for Data Collection…………………………………………….45
• Research Instruments…………………………………………………...45
• Sampling plans………………………………………………………….45
• Contact Methods…………………………………………………..........46

• TOP SCHOOLS OF THE CITY…………………………………………….46-47
• DATA ANALYSIS………………………………………………………….48-57
• NMTSE………………………………………………………………………58-62
• SWOT ANALYSIS……………………………………………………….....63-64
• PORTER’S FIVE FORCES MODEL…………………………………….....65-66
• RECOMMENDATION………………………………………………………...67
• LIMITATION………………………………………………………………......68
• CONCLUTION…………………………………………………………….......69
• BIBLIOGRAPHY……………………………………………………………...70
• QUESTIONNAIRE………………………………………………………...71-72
• NMTSE-2011 Registration form……………………………………………….73



EXECUTIVE SUMMARY

“Education’s purpose is to replace an empty mind with an open one”….Malcolm S Forbes.
Education- one sector the outlook towards which is changing in our country; from being
considered an expense it is now seen as an investment for future. With children’s education a
key priority in every household today, we believe any call on a thematic investment
opportunity identified in this sector will yield long-term benefits.

India is one of the largest markets in the world for formal school education with an
addressable population of about 400-450 mn and an annual spend of about $35bn. The rising
middle class income levels will act as a catalyst in increasing the accessibility and quality of
education. Over 350 mn Indian populations will have an average annual income of over US $
5,000 by 2020 compared to 12 mn in 2004.

The methodologies of education have also changed for the better, with new initiatives
undertaken by many players in this segment. ‘Learn Live’-VSAT based coaching program for
IIT JEE, AIEEE, and other Engineering Entrance Exam in schools is an initiative taken by
NAKS.

In today’s cut throat competitive world success in IIT JEE, AIEEE, etc, essentially depends on
three factors i.e.

I. Experienced subject expert for guidance
II. Strategic Study Planning for time management
III. Consistent Hard Work for effective knowledge creation

My project “Feasibility analysis of in-house tution in schools located in and around Kolkata
through VSAT” which mainly focus on holistic survey of schools, conducting scholar’s hunt
test and analysis of competitors.



CORPORATE PROFILE
ABOUT NEW AGE KNOWLEDGE SOLUTION

New Age Knowledge Solutions Ltd. (NAKS) founded by Mr. Arun K Khetan (MD, CEO) on 8th
July 2008, is a new generation organization primarily aimed to offer solutions across multiple
levels in EDUCATION. The foundation of NAKS is an excellent blend of a pool of talented
NAKS
professionals from the field of child education, education research and experts with an infinite
wealth of experience in corporate and Strategic Management.

Enabled with rich leadership the company is born with the vision of setting new benchmarks in
with
the field of education by optimizing quality in all deliverables through INNOVATION.

Innovation being the corporate mantra the company is committed to the concept of “Shared
growth, shared onus, Shared success”.

The company introduce themselves as an educationally focused organization that intends to raise
he
the bar on standards of quality in education across the Nation by their sincere performance and
dedicated efforts towards dynamic growth.

The organization is poised to attain leadership in the domain and create a niche for itself in the
ised its
industry with a focused, inclusive and collaborative approach that is echoed by its corporate
sed,
slogan of ‘Shared Growth, Shared Onus & Shared Success’ Further, the company’s quest to
become a premiere Education organization is further enunciated by its inherent operative
intelligence which emerges from the embedded comprehensive business strategies that seek to
integrate all the relevant business variables which are so unique for any education business, and
any
so different from any other industry.

NAKS H.O AT MUMBAI

EAST ZONE SOUTH ZONE NORTH ZONE CENTRAL ZONE

Kolkata Bangalore Delhi Raipur



Philosophy:

Today if we teach our children the way we were taught yesterday then we are robbing them of
their tomorrow.

- John Dewey

Ethos imbibing PRIDE

PERFORMANCE MANAGEMENT through deliverable work culture ,
effective organizational design, defined people hierarchy and responsibility and employee
development techniques;
REGULATE PROCESSES to establish strong fundamentals of work culture, quality
consciousness and high productivity standards across the organization in order to harness
every individual to evolve for a competitive edge;
IDENTIFY & NURTURE POTENTIAL to ensure job enlargement, job enrichment,
training and re-training, career & succession planning across all the levels;
DIGNIFIED WORK ENVIRONMENT that values respect, diversity, integrity,
openness, communication & accountability ;
EMPHASISING CARE by playing a vital role of friend, guide & philosopher.

Corporate Profile
Our business model revolves around the fundamental concept of creating value synergy that
defines our concept of unique Brand Partnership. Naturally, the strategic determinants like
designing business models & conventions, devising technology integrated systems and ongoing
support services are churned out from relevant requirements of individual products that we cater
into-

Early child education and development,
Child care,



Competitive & Board Tutoring,
Schooling,
Vocation &
Institutional Tie ups.

and are extended derivatives of functional competencies that are required to make it successful as
well as operationally apt so as to approach the core objective of business as the nuclear goal and
integrating the ever-changing peripheral enablers as the propelling tools to reach the main
objective.

Strengthened by sincere performance and dedicated efforts towards dynamic growth, NAKS
embarks the path with an endeavour to outperform by raising the bars of quality in education
across the nation.

Vision:
Endow the opportunity to improve human capital by providing education & learning solutions to
Anyone, Anywhere and at Anytime, thereby fostering the potential of innovations for the
progress of individual and the society as a whole.

Mission:
Develop and execute mechanisms for creation and effective dissemination of learning catering
individual demands of quality educational needs at multiple levels, thereby enhancing holistic
talent excellence.

Guiding Principles:
Embarked with a niche philosophy of Shared growth, shared onus, shared success, the guiding
principles are based on the partnership of performance focussing on the success towards
improved quality, efficiency and ongoing talent development. The same is thrived through:



Strong Management Ethos

Establishing strong corporate governance with key emphasis on shared knowledge, defined
accountability, improved quality, committed integrity, innovation for progress and transparent
work culture in order to achieve the goals

Leadership with Guidance

Garnering the capabilities of developing enthusiastic and institutionalized leadership focusing on
challenges and opportunities to evolve within the organization

Customer Relationship

To achieve customer happiness by aligning the strategies of the organization with
complementary partners through quick quality service, delivering superior values, and leveraging
mutual benefits

Employee Involvement & Empowerment
To design, implement and sustain high performance work culture through effective
organizational design, defined people hierarchy, nurturing job enrichment through quality
development programs.

Sustained commitment to Quality
Designing and implementing systematic integration of well defined work procedures to ensure
desired quality at all levels of work

Ongoing Improvement facilitating INNOVATION

Motivating and encouraging creativity, up gradation and ongoing value additions thereby
acknowledging and upgrading the innate talent within the organization



Fostering Effective Communication

Design and implement transparent and structured communication flow through policies and work
procedures promoting effective decision making evolve a participative work environment

Social Foundation

To emerge as a value-based caring corporate destined to evolve educational solutions and make
it accessible to all the levels of the Society, thereby promoting Right to Education to all

Technology Integration

To endow competitive edge to the organization by providing faster and quality service to internal
and external customers by integrating and ongoing up gradation of technology suited to business
needs.



Board of Directors:

Mr. Arun K Khetan
CEO & MD
B.Sc (Hons), FCA

A Chartered Accountant with 20+ years of Chronicle success driving benchmark, strong management and
entrepreneurial skills, steered his way up the ladder, managing key positions in varied premium companies
he worked for. He has been instrumental in re-defining franchising as a successful business model across
the Country. Being a pioneer in conceptualizing and corporatizing the Pre-school segment he has
also successfully introduced business/franchise models in childcare, Schools and other models in
Education industry. The brands Kid zee, Kid care, Kidzeehigh & ZIMA are his brain child. Under his
leadership the brand ‘Roots to Wings’ became a successful pre-school chain in a period of less than a year.
His Vision and passion for Education motivated him to not only conceptualize and introduce a number of
products in Education industry in the franchise models, but also successfully roll out -almost a 1000+
franchisee units across India and abroad. His entrepreneurial drive with corporate and strategic
Management skills, garnered him in the past with number of professional career out of which his
Education portfolio includes being

.



Our Strength
Innovativeness: Innovation being the corporate mantra the company is committed to the concept of
“Shared growth, Shared onus, Shared success”.

Quality in Education: We introduce ourselves as an educationally focussed organization that intends to
raise the bar on standards of quality in education across the Nation by our sincere performance and
dedicated efforts towards dynamic growth.

Our Learning Programs: Students are assessed scientifically to determine their skill level at the time of
their enrollment and the care is imparted accordingly. We provide an inclusive infrastructure to impart a
vibrant and competitive environment with a soothing ambience, which is conducive to generate the
required concentration and attention among the tutees.

Indigenous Study Material: Our study materials are conceptualized & developed with relevant subject
contents in outstanding format. Enough attention has been put-in to orient the chapters scientifically in
multiple modules for the tutees convenient learning and easy understanding.

Empower Test Series: In order to keep our students in continuous practice of test taking, we have arranged
a series of tests for students of classes VIII-XII. ETS is conducted in three separate modes, classroom,
postal and online.

Strategies:
In our pursuit of consistently building a customer satisfaction value and retention, the decision making
process is guided by ethics which contributes to:

Aiming to exercise leadership by ensuring the sustainability by foraying into various product
portfolios to permeate every aspect of Quality learning envisaging the demand and potential for
Education.
Fostering lucrative business concepts for attaining and motivating the highest return to our
customers/ business partners to prosper and grow in a prudent manner.
Harnessing a work environment that values quality, esteem, integrity, sincerity, communication,
and responsibility.
Escalating organization capacity for effective and efficient use of resources by retaining and
fostering a high performance work culture utilizing employee development, technology, and
dynamic leadership and management strategies.



Products Offered by NAKS:
I Play I Learn :: the gen-next Pre-school

In light of our firm belief that every child is a precious gift to the world
and possesses uniquely distinct qualities and potential, our effort at I
Play I Learn has been to integrate learning by playing.

Every child has a unique learning approach which is defined by the
wits they use in processing and learning the information around them.
Helping a child Learn’ and develop his/her potential by Playing
catalyses the development process, since children, by their natural
instinct, love to be engaged in their favourite activity Playing.

Child educators and experts at New Age Knowledge Solutions Ltd.
have scanned the prominent global opinions meticulously in their
research to postulate a simple, realistic, age appropriate and balanced
curriculum that would offer a rewarding childhood to the children at ‘I
Play I Learn' centers across the Nation.

Website : http://www.iplayilearn.com/

The Scholars' Hub :: your neighborhood tuition centre

The Scholars Hub is founded with a broad vision of empowering
students to develop, pursue and achieve their educational goals by
providing a stimulating environment that fosters a positive attitude and
propels them towards a healthy competition, which goes a long way in
instilling the much needed confidence that is required as a lifelong
learning in today’s world of cut-throat competition.



The Scholars Hub tutoring centers are envisaged with an aim to raise
the student’s performance level multifold and help them to score higher
in examinations at the school levels. We simultaneously aim to take
away the regular worries/tensions of the parents towards their wards
study pattern, academic discipline and sincerity thereby bringing an
improved and healthy family climate. Our aim is to provide an
ambience where every tutee will find motivation not only to get better
and excel in examinations but also make a mark on their future.

The Scholars Hub aims to facilitate the students to unlock their
potentials and to enable them to master the required academic skills to
perform well in their relevant examinations through well
conceptualized and Integrated Tuition programs.

Website : http://www.thescholarshub.com/

The Scholars' Hub :: an ultimate IIT JEE interface

The Scholars Hub, an initiative of New Age Knowledge Solutions Ltd.
is founded with the broad vision of empowering the students to
develop, pursue and achieve their career goals by accomplishing
Academic Excellence. The Scholars Hub is conceptualized with an aim
to raise the students performance level multi-fold and help them score
high in school as well as competitive examinations, by providing the
much needed inspiration, motivation and competitive spirit enabling
them to compete and emerge as the brightest.

The Scholars Hub programs include wide range of learning packages
with specialized focus on competitive preparations. Each program is
uniquely designed to hallmark a focussed mentoring and developing
the necessary skills required to achieve the success.

Website : http://www.thescholarshub-iitjee.com/



I Care :: the symphony of child nurturing

I-Care is conceptualized based on the study of the years of research in
child development and strongly believes on the fact that "Every Child
is a unique individual in himself/herself and they develop at their own
pace through exploration and discovery of their own environment and
the people around them. Children are big explorers and inquisitive and
have a natural curiosity to explore & learn and with little ability to
think abstractly, to reason logically, create hypotheses about how
things work and invent new ideas and behaviors to seek knowledge
about themselves and the environment. They seek to pattern themselves
watching the people and environment instinctively and create their own
personalities and strengthen their character. The entire I-Care
infrastructure and environment have been developed as a child friendly
and conducive environment to impart children the required love,
security, strong relationships for their holistic development.

The I-Care centers are designed to create an aura that exudes lots of
warmth and can manage to create long lasting impression on the child's
mind due to its carefully planned and well organized environment to
maximize the opportunities for a child to explore and grow using all
their senses and appropriate care have been in-built to establish the
required links between the children and their families and the overall
community, which contributes in facilitating the holistic development
of a child.

The world is changing rapidly and has changed beyond
our wildest imagination. No one could have foreseen the
world of today? A world of laptops, computers, mobile
phones, Walki-talkies, Google, facebook, calls centers
and multiplexes where in Globalization is engulfing and
impacting each and every segment across the country's
and the geographical boundaries are becoming
redundant.

India today is an active global player, where India & .
Indians are making their presence felt in every part of
the world and many stands for who's who in the world stage .Indian Corporate are tuning out to be large
Multinationals with regular takeovers of giant organizations across the world.



Universal Minds' Global School is conceived not just to teach or create a platform for learning
mathematics, science, language and history but more about identifying and developing awareness about
one's self and the world around him/her. The syllabus is aimed to be a judicious mix of the rich Indian
culture with the best learning methodologies from around the world duly inculcating the continuous zeal
for learning in the students.

The Journey is as important as the destination and UMGS has been conceived to ensure an adequate blend
of stress free enjoyable co-curricular activities and meaningful teaching aids ranging from books and
pencil to computers, CD ROMs, Multimedia kit, LCD projectors, and online and Wi-Fi environment. It
has been conceptualized to provide access to world class curriculum and infra-structure to shape young
global minds. Efforts are being put over to integrate the universally accepted Indian values, culture &
ethos with judicious blend of modern values & technology to churn out a perfect global citizen.

What is VSAT?
The term Very Small Aperture Terminal (VSAT) refers to a small fixed earth station. VSATs provide the
vital communication link required to set up a satellite based communication network. VSATs can support
any communication requirement be it voice, data, or video conferencing.

What is L-Live?

L-Live is an innovative solution to provide near to real content delivery involving a faculty at a central
location and students across geographically diverse locations through a VSAT enabled e-learning system.



With the advent of the internet and telecommunication, the
information industry has changed forever. Similarly with the use of satellite technology and interactive
virtual learning systems, the coaching class industry is undergoing a sea change and reinventing itself as
the days are passing by.

Learn Live is an innovative solution to provide near to real classroom lecture & content delivery involving
the best of the faculty at a central location and students across geographically diverse locations through a
VSAT enabled e-learning system enabling the students at the remote locations to study from the best of
the faculty at NAKS central studio.

Learn Live is a “technology-led initiative” from NAKS to address the coaching needs of students across
the country on various subjects and streams. This initiative is primarily aimed to help students preparing
for various competitive examinations across the country for Engg. / Medical / CAT and also to help those
pursuing post grad courses such as B.E. / B.Tech / MCA / CA / ICWA etc. Students get advanced,
scientific and personalized coaching from acclaimed faculty at their home town, and at a lower cost
compared to what they would have incurred if they took face-to-face classes from the same faculty

PEDAGOGY

“Learn Live” Delivery model



Learn Live: A paradigm shift

Learn Live aims at providing an interactive solution with the aid of advanced Telecommunication
technology. This integrates the strengths and advantages of the traditional method of learning with the
latest in telecom and VSAT technology.

Faculty's expertise and delivery-skills form the pivotal component of knowledge-based teaching and
learning. The Learn Live platform is designed to emulate classroom teaching and learning. The Faculty
teaches in just the same way as they would in the face-to-face class. They are able to see and hear the
students, just as the students are able to see and hear the faculty. The system allows the faculty to enhance
their lectures by using presentations, videos, audio and multiple white boards to effectively communicate
ideas and interact with students. The two way video, audio and data interactivity enables the student to
have highly interactive session with faculty and other students across the country. The faculty present in
the Learn Live Studio teaches the students spread across geographic locations. Interactions with the
faculty are spontaneous and as natural as in a regular classroom.

Some important features of Learn Live is:

• Technology aided virtual facilitation
• Time is saved at both the end and thus can be cost effective to a larger extent
• Teaching by the most acclaimed and experienced subject specific faculties
• Sessions can be recorded for future references and usage
• Even the best faculty can be tapped sitting miles apart from the classroom
• Learners can interact in more than one channel (Q&A board, tests etc)
• All the learners can collaborate among themselves to create an effective learning paradigm.

Improved Assessment and Feedback

Learn Live aims to introduce a unique Assessment System in due course of time. The Faculty will display
multiple choice questions pertaining to topics taught recently and the Student responses would guide
faculty on attention, retention and abilities of their students for past sessions and need for revision or
rework. In addition Learn Live further aims to introduce a progressively customized Learning
Management System for all subjects.

A Time Relevant Solutions to Challenges.....

Faced by a School today.....

Now a days, almost every student is willing to prepare for competitive exams like

IIT-JEE, AIEEE or PMT, CAT….etc along with school / colleges / other institutes syllabus. Schools also
wish to provide such additional facilities to students, but there are many challenges which schools face
while deploying any such program in school. Few of them are as follows :



• Lack of Basic Orientation and Specialization.

• Lack of duly Oriented faculty members for competitive exams.

• Insufficient teaching resources like Study Material, Assignments, Test Series etc.

• Academic management.

• Retention of quality student.

• Brand dilution due to poor performance in competitive exams.

• Cost of such education.

Advantages

• Students can interact with teachers on a real time basis.

• Teacher can see all students across classes.

• Students can ask questions using SAS or Mike.

• Live testing can be done using the Assessment system.

• Same quality of education provided to all students.



OVERVIEW OF THE INDUSTRY

Industry Section

The evolution of education in India:
The history and structure of education system in India has not been stable. With India having a history of
invasion during the feudal period, the system of imparting education also kept changing. Indian
educational system has moulded itself on the pattern of British education system. Post Independence, all
government’s greatly emphasized the importance of spreading education to all corners of the country. The
central and state governments in accordance with constitutional directives have tried their best to
implement them. Keeping all these developments in mind, we can safely assume that, although Indian
Education System has noticeable blemishes, things have definitely improved in the last decade. Indian
education policy makers have tried to prepare a well defined curriculum, which enables Indian students
maintain their position in the top quartile on international stage. Currently, with hundreds of universities
and thousands of colleges affiliated to them, India has positioned itself comfortably as a country that
provides quality higher education to its people in specific and to the world in general.
The first millennium (& few centuries
Up to 17th century preceding it) saw the flourishing of higher
education at Nalanda, Takshila, Ujjain, &
VikramshilaUniversities. Takshila specialized
in medicine, while Ujjain specialized
astronomy. Nalanda was the biggest centre and
it handled all branches of knowledge
Prior to British rule Indigenous education was widespread with a
school for every temple, mosque or village in
most regions of the country.
In British rule The current system of education was introduced
& funded by the British during this time,
following recommendations by Macaulay.
Traditional structures were not recognized by
the British govt. &have been on the decline
since.
Post Independence till 1976 Education became the responsibility of the
states. The Central Government's only
obligation was to co-ordinate in technical and
higher education and specifies standards.
From 1976 till 2005 Education was made a joint responsibility of the
State and the Centre. National Policy on
Education (NPE) 198, stated that free and
compulsory education should be provided for



all children up to 14
years of age before the commencement of 21st
century. Government made a commitment that
by 2000, 6% of GDP will be spent on
education, out of which half would be spent on
primary education
From 2005 Government proposes to introduce a grade
based system to move away from marks based
system. This was done to ease competitive
pressure on students

Source: Prime Broking

Indian Education Sector (IES) – an interesting class

IES – The Largest Inefficiencies – The Highest Investability Quotient (IQ) – The
Lowest

Largest Capitalized space ‘Insufficient’ funds $40bn:‘overregulated & under
• Public spend of $30bn (3.7% • Free product (public schools) governed’
of GDP) loses • For 80% of the private spends
• Private spend of $50bn (14% market share – 40% of the (formal
CAGR student IES), regulations (not-for –profit
over FY08-12E) base enrolled in private schools mandate) a big deterrent
(7% of • Low political will to bring about
the total school network the
much required structural change
Largest Supply ‘Inefficient’ supply
• A network of 1m schools and • 66% of the school network
18,000 only till
HEIs primary level _
• First Indian satellite - • Only 0.85% of USD 30bn
EDUSAT (launch spent on
Sep-04) to serve the education capital expenditure
sector
Largest Demand Lowest enrollments, highest $10bn: Scores low on scalability
• Globally the largest dropouts • For remaining 20% (non-formal
population of • 61% of target population IES),
572m within the 0-24 years enrolled, 40% scalability remains a big issue
age group dropout at school level (a mere



37%
net enrolled)
• Lowest GER* globally of
9.97 at higher
education level

Players exhibiting the four key success factors (4Cs) - Credibility (management intent & ability),
Capital (built to last),
Creativity (to ‘manage’ an over-regulated environment) and Content (ability to differentiate and build
annuity) offer maximum value creation potential
IES: THE ‘LARGEST’…

IES is by far the largest capitalized space in India with government spend of $30bn (2006; at 3.7% of
GDP, it is in line with the global average). For the 11th 5-yearPlan, the Centre has allocated a 6x higher
spend on education. Importantly, the extent of the spends have created one of the ‘largest’ education
networks globally of 1m schools and 18,000 higher education institutes (HEIs) in India, home to the
largest population within the age group 0-24 years.

The ‘inefficient’ equation – ‘Largest’ capitalized = Largest demand = ‘Largest’ supply

Government spend as % of GDP – India at
the global average
7
6
5
4
3
2
1
0

Largest demand Largest supply



Total no. of schools 1,025,000

Total no. of students enrolled 219m

Total no. of colleges 18,000

Total no. of students enrolled 11m

The statistics are indeed impressive, but a closer look reveals that these spends are not only
‘insufficient’ but also ‘inefficient’. Considering global distribution patterns of public education
expenditure (international PPP$) and population, India’s spend on education is highly
disproportionate! While countries in North America and Western Europe account for more than
half of the global spend on public education, less than 10% of the world’s school-age population
(5-25 years of age; from primary to tertiary levels) lives in these countries. USA’s assigned
public spends amounts to25% of the cumulative spends on just 4% of the target population
group. In sharp contrast, India’s public spend on education amounts to 5.2% of the world’s
cumulative public spend, but the country is home to 20% of the population in the target group.

Further, a break-up of government spend shows that only a miniscule 0.82%component goes
towards capital expenditure. A whopping 80% of the revenue expenditure on teachers’ salaries
leaves little to be spent on infrastructure creation, which eventually translates into ‘ineffective’
infrastructure/ quality of education. While India has a network of more than 1m schools, 66% of
these are only till the primary level. Inefficiency of the public education system is amply
captured in the fact that only 61% of the target group is enrolled in schools and with dropouts as
high as 40%, net enrollment levels are a dismal 37%.
IES – an ‘insufficient’ and ‘inefficient’ public education system

Even though India spends 3.5% of GDP ($30bn) on education,
spends are highly disproportionate
30

25 public education
20 expenditure(Internati
onal PPP$)
15 GDP

10
Population aged 5-25
5 Yrs
0



Private Initiatives and GATS

Education in India was not open for private participation. However, off late, the government has
given permission to private bodies to run schools and colleges for profit. Now the WTO (World
Trade Organization) has widened its sphere of control by introducing GATS (General Agreement
on Trade in Services).GATS is a legally enforceable agreement aimed at deregulating
international markets in services, including education. This covers not only services in
production sectors (banking, transportation) but also essential social services like healthcare and
education. Increased demand for education has led to major changes in supply. Higher education
has now entered the market fray. Universities that had a virtual monopoly for decades and even
centuries are now encountering a range of competitors - virtual consortia, global branches of
universities, for-profit institutions - that are vying for revenues and profits.
The Constitutional Structure

Till late 70s, school education was on the State List of the constitution, which meant that states
had the final say in their respective education systems. However, in 1976, education was
transferred to the Concurrent list and currently the Centre makes the policies
On education while the States just follow it.
Constitutional provisions
Article 15 (4) gives the right to the States to make special provision for advancement of
socially and educationally backward class and for SCs and STs.

Article 21 (A) provides that the State shall provide free and compulsory education to all
children in the age group of 6 to 14years.

Article 51A (k) provides that it is the duty of the parent or guardian of all children to give
opportunities for education between the age of six and fourteen.

Market Structure and Size

India is one of the largest markets for education in the world in terms of number of students.
Currently, there are over 1 MM schools in India providing education to over 200 MM students.
The number of teachers in India currently stands at 5.8 MM (Source: Everonn RHP).

(A) School Managed by (%)

Type of Number Govt. Local Private Private
Institutions (MM) body (Aided) (Un-
Aided)
Primary 0.8 43.3 46.9 2.6 7.2



Upper 0.3 43.0 29.2 6.4 21.4
Primary
Sec./Sr. Sec 0.2 33.1 7.9 29.4 29.6

Source: http://www.education.nic.in/stats.asp

(B) Higher education institutes and others

Type of Institutions Number
(I) Institutions running Diploma and
Certificate course
Polytechnics 1,171
Teacher training institutions 1,465
Tech., Indus., Arts & Crafts 5,114
Total (I) 7,750

(II) Universities and colleges 543
Colleges 16,009
Total (II) 16,552


(B) Higher education institutes and others

Type of Institutions Number (MM)
Primary 2.2
Upper Primary 1.6
High Schools 1.1
Hr./Sr. Secondary 1.0
Total 5.8




Indian Education System - Segmentation
The Indian Education System can be broadly divided into three segments; namely Schools,
which include pre schools and the K12segment, Professional colleges imparting education in the
field of medicine, engineering and management, and lastly, Vocational training institutes, which
includes IT training and teacher training institutes.

Indian Education System

Elementary Education

Secondary Board Examination Vocational Secondary

(SSC/ICSE/CBSE Board)

Polytechnic

Senior/Higher Secondary Board exam Engineer/ (Diploma Program)

Doctor degree

Graduation degree

(BCom, BSc, B.A)

Master Degree Master Degree

(MBA, CA, CFA) (MTech, MD)

Doctorate Level Program

Schools

School sub-segment

Pre schools K12 (Kinder Garten to 12th) Private Tutoring



Pre-Schools are places where formal education is not imparted, but children are taught basic
activities which help them get independent faster. While pre-school has been an old concept in
the west, it is catching up in India, mainly because of working parents.
Currently, there are no listed players in this segment in India. The largest pre-school player is
Kidzee, part of Essel Group (Zee Group). It has over 700 centers across 265 cities in India and
abroad. Apart from Kidzee, the pre-school market is very fragmented and going by the way the
concept is catching up in India, we expect some consolidation in this space mainly by listed
players like Educomp, which has already entered the K12 segment and has indicated intentions
to cater to the pre-school segment. The big advantage in the pre-school segment is that it is not
capital intensive and can generate positive cash flows as early as second year of operations
currently.
K12 Segment: In the K12 segment, formal education is imparted to children. It starts with lower
kinder garten (LKG) till XII standard, following which, students go for professional education.
Currently, most schools are run by non-profit charitable institutions. In the past few years, urban
areas, in particular, have witnessed rapid growth in number of private unaided schools. This was
mainly due to resource crunch in public schools, which suffer from high rates of teacher
absenteeism. Private schools are divided into two types namely; recognized schools and
unrecognized schools. Some famous schools include Delhi Public School (DPS), Dayanand
Anglo Vedic (DAV) and Ramakrishna Mission Schools. Setting up of schools involves huge
initial investment to be made. The break even
Period is about 4-5 years per school.

Private Tutoring for schools: Private tutoring has become a flourishing business in India with
an estimated market size of almostUS$2 Bn. While the sector is very fragmented, with classes
being run even in residential premises, larger players like Chate Coaching Classes, Mahesh
Tutorials etc., who have a wide network, are benefiting from this growing market. Initial
investment for setting up the infrastructure is high but break even period is about 2 to 3 years,
and generates good cash flows.

Pre Schools in India Status Number of schools
Kidzee It’s a part of Zee Group 700
Shemrock Agencies Private Limited 90
Apple Kids Private Limited 60
SunShine PreSchools Private Limited 9
Euro Kids, Tree House etc...
K12 Schools in India Status Number of schools
Delhi Public School (DPS) Managed as trust NA
Dayanand Anglo Vedic (DAV Managed as trust 700



Ramakrishna Mission Managed as trust NA
Maharshi Vidya Mandir Managed as trust 143
Vidya Bharti Schools * Managed as trust 28,925
VHP Schools Managed as trust 130
Amity University Private Limited 7
Private Tutoring Company Number of classes
Chate Coaching Classes Private Limited 89
Mahesh Tutorials Private Limited NA
Aggarwal Classes Private Limited NA

* Includes formal and informal schools
Source: Data sourced from website of respective institutions. Actual number may differ.

Higher Education

Professional Colleges: Sub-segment

Medical, Engineering and Private Tutoring
Management Colleges

Currently there are no listed companies Currently there are no listed companies in this
in this sub-segment sub segment .Private companies include Brilliant
Tutorials, TIME and IMS

The growth of higher education in India has been commendable. However, on the flip side,
India's spending on higher education (as% of GDP) has been among the lowest in the world. In
1951, India's spending on higher education was 0.2% of the GDP, which increased to 1% in
1980s. But the share in higher education dropped considerably in mid-90s to about 0.4% and
since then, the spending on higher education has been languishing in this range.
Currently, both public and private institutions operate simultaneously. But as far as universities
are concerned, only central and state government can open a new university and that too by
legislation in parliament and state. Debate over private universities has continued for more than a
decade. In 1995, the Private Universities (Establishment and Regulation) bill was introduced in
the Parliament. While a central legislation for private universities is still pending for want of a
consensus, several state governments have established private universities through state
legislation. Today, there are 10 private universities in Indian higher education.
The resources and spending of government on higher education is not enough to tackle the rapid
growth in the enrollment in higher education, which India is currently witnessing. Also, the



management and supervision of the government funded higher education institutes is fairly
dismal.
To improve quality of imparting higher education and to attract foreign students, the government
may have to allow private institutes to operate in the country in a free manner. While free entry
and exit of foreign institutes into India may take time due to political issues, private sector
initiatives in higher education have started making their presence felt.

The distinction between private and public institutions in Indian higher education is ambiguous.
If the government promotes and sets up an institution, it is referred to as a 'public institution'. On
the other hand, an institution promoted and set up by a private party is referred to as a 'private
institution'. However, some private
Institutions are supported by government and are thus highly regulated. Although they come
under the category of private institutions, these are in fact public institutions. Hence, private
institutions actually mean only institutions that are set up by private promoters and do not
receive government funding. Currently in India, there are over 700 private colleges and 10
private universities imparting education in the field of engineering, medical and management
studies. To ease the pressure of central legislation over private universities, the government has
started granting deemed university status to private institutions. The transition from private
college to private deemed university is a new and growing trend.

The economics of imparting higher education are such that, barring a few courses in arts and
commerce, imparting quality education in science, technology, engineering, medicine etc.
requires huge investments in infrastructure, all of which cannot be recovered through student
fees, without making higher education inaccessible to a large section of students. Unlike many
better-known private educational institutions in western countries that operate in the charity
mode with tuition waivers and fellowships, most private colleges and universities in India are
pursuing a profit motive. This is the basic reason for charging huge tuition fees, apart from
forced donations, capitation fees and other charges. Despite huge public discontent, media
interventions and many court cases, the governments’ (both centre and state) have not been able
to regulate the fee structure and donations in these institutions. Even the courts have only played
with the terms such as payment seats, management quotas etc., without addressing the basic
issue of fee structure. On the other side, Indian fee structure continues to be lower than most of
the developed world.

Private Tutoring for higher education
The private tutors in higher education include Brilliant Tutorials, IMS, TIME, Career Launcher
etc., which provide coaching facilities in particular stream of higher education. Brilliant
Tutorials is into engineering and medical segment coaching, while IMS provides coaching for
MBA aspirants.



Vocational Training

This is the third segment in education services. Vocation is an occupational skill on which a
person is specifically trained. Currently, in India there are many privately owned institutes that
are providing vocational training. NIIT's and Aptech's core IT training business falls under
vocation. Frankfinn Institute of Airhostess Training, which provides training to airhostesses, also
comes within the ambit of vocational training institutes.

Teacher Training
Teacher training also comes within the aspect of vocational training. Educomp has a separate
division for teacher training. In FY08, Educomp trained 81,000 teachers. IT Training, by its very
nature comes under vocation, but for the purpose of this report, we have classified it separately.

IT Training
The IT sector currently employees around 1.7 MM people and has grown at a CAGR of 26.6%
from FY04 to FY07 (Source: NASSCOM).Thus, the requirement for skilled people in the sector
continues to grow at a healthy rate, which will definitely benefit companies like NIIT and
Aptech. The Global IT training industry has grown a little over 3% in CY07 and stood at US$24
Bn. More importantly, the IT industry is facing a shortage of employable professionals and going
forward, this problem is likely to worsen. So there is ample scope for growth of core IT training
companies like NIIT and Aptech.

Technology in Education

E learning and online tutoring
India's education policy has largely missed out on taking advantage of technological revolution
in education. The general notion is that e-learning is expensive and entails huge investment as it
is inconvenient to use. But the reality is that E-learning is not expensive and its biggest
advantage is that a student can opt for employment while still pursuing his studies. Thus, as far
as India is concerned, online education is the need of the hour, but at the same time, this is
heavily dependent on reliable and high-speed Internet coverage. Also, it is essential that different
parts of the country be connected with broadband Internet. Current players include Educomp
(through math guru, learning hour and learning.com), Extra marks and Tutor Vista.

ICT in public schools
India recognized the importance of Information & Communication Technology (ICT) in
education as early as 1984-85 when the Computer Literacy And Studies in Schools (CLASS)
Project was initially introduced. A total of 12,000 computers were distributed to secondary and



senior secondary schools through State Governments. The CLASS project was subsequently
adopted as a centre sponsored scheme during the 7th plan. During the 8th plan the scheme was
widened to provide financial grants to institutions, which were earlier given computers and also
to cover new aided schools. A total of about 2600 schools were covered during the 8th plan.
The CLASS program was renamed in FY02 and was subsequently reintroduced as '
ICT@School'.
The scheme has been a huge success in the last couple of years and every year different state
governments are rolling out tender’s for100s of public schools within their state. This has
resulted in rapid growth in companies like Educomp, Everonn and NIIT.

Providing digital content in private schools

Unlike the government schools, for private schools, companies like Educomp, NIIT provide
educational content in digital format through its software packages. Educomp has its Smart Class
offering for private schools while NIIT has e-Guru. Everonn has recently started i-school, which
is in line with Educomp’s Smart Class for private schools. These companies are witnessing
increased adoption of these products in the schools and more private schools will be going the
digital way.

Present Situation: Why the sector is lagging?

Highly regulated sector
Indian education sector is regulated by two agencies namely the University Grants
Commission (UGC) through the UGC Act and the All India Council for Technical
Education (AICTE) through the AICTE Act.

The UGC controls the establishment of private universities in the country while the
AICTE has the sole authority to plan and maintain technical education in the country.
Obtaining approval for setting up of a higher education institution is a lengthy and
cumbersome process and the regulation and fees fixation are also highly ambiguous.
Where it should have been acting as an 'enabler'. Also, the AICTE acts as a 'controller'



Secondly, since the sector is controlled by the government, it is marred by the poor
governance and high absenteeism of teachers in rural as well as urban areas. Teachers are
paid full wages and all the perquisites and their salaries are higher than that of teachers in
unaided schools leading to poor quality of schooling.

Another reason for slow pace of growth in this sector can be attributed to delay in
allowing FDI in education. Every year the outflow of funds on higher education from
Indian to foreign countries amount to US$4 bn and if foreign universities are allowed to
operate here, then this amount can be saved. However, the government is gradually
allowing more private institutions after having relied, for decades, on publicly funded
institutions and the IITs and IIMs, for higher education. This was mainly because of lack
of ability of the government to add capacity in the publicly funded institutions.

Also, there is an effort on the part of the government to block the entry of foreign
universities into India. The case of CFA Institute (Formerly AIMR) is a classic example
of bureaucracy in education in India. It is, however, interesting to note that countries like
Singapore, Dubai and China have allowed foreign universities to set up operations in
their countries so that students can have easy access to degrees from well recognized
universities. However, in India, there is a statutory requirement of partnership with Indian
institutions, which restricts the autonomy of the foreign institutions. The worst affected
due to these are the economically weaker students, who cannot afford to go abroad and
acquire foreign degrees.

What could spur up the sector?

De-regulations
FDI in Education including, higher education, is allowed under the automatic route, without any
sectoral cap, since 2000. We believe that if FDI is allowed in education, it will arrest the outflow
of Indian students to foreign countries for higher studies. Also, if foreign educational institutions
are allowed to operate freely in India then it will compete with the local institutions enabling
them to become internationally competitive. This competition would force the local institutions
to change their curricula and respond to the immediate needs of the students. And by this, the
degrees offered by these institutions will become internationally comparable and acceptable.
Further, the FDI in education would create new institutions and infrastructure and generate
employment.



E - Learning/Online Tutoring
United States is the leader in e-education. Private companies like Kaplan, BPP and Apollo Group
also have their e-learning ventures. Kaplan is a subsidiary of Washington Post. BPP Professional
Education has tied up with British Universities so that students enrolled into their professional
courses can earn degrees from the Boston Post Graduate University. University of Phoenix is the
first University to offer a full time on-line degree and is owned by the Apollo Group. India's
education policy has largely missed out on taking advantage of technological revolution in
education. On the positive side, on-line tutoring is catching up in India. Tutor - Vista, a company
set up in Bangalore provides Indian teachers in English, Math’s, Physics, Chemistry and Biology
for 3rd to 12th standard students in UK and the US charging less than half the local rates there.
The success of math guru, extra marks, learning hour will ensure that in the coming year's e-
learning and online tutor will change the mode of teaching in India. We believe that focus on
education is only going to intensify, opening huge opportunities for companies that operate in
this space. The Indian education sector is at the crossroads. This report analyses prospects of four
key players in the sector; Educomp Solutions, Everonn Systems, NIIT and Core Projects.

Indian Scenario…

Investment in the education sector would be required for India’s impressive
figures of economic growth to continue. This is one sector the outlook towards
which is changing, from being considered an expense it is now taken as an
investment for future.

There are about 20 million persons entering the work force each year. It is
therefore essential to create the environment that will encourage the individuals
to take up self-employment. While loans, fiscal incentives and appropriate
policies are necessary; we believe the education sector will play a major role.

Of all the children who enroll in schools, over 50% drop out by class VII and 70% by class X.
Most of them, as also many who complete schooling, then join the unofficial workforce, doing
odd jobs on farms, homes or in the millions of small business that abound in both the city and
village. In a short period, they pick up rudimentary work skills, learning on the job, and life skills
that enable them to cope with an adverse environment. The few-or even many-years of
traditional school education contribute little to prepare them for such work or for the
environment.

We are of the opinion that vocational education will be very important going ahead as many
traditional occupations face extinction due to industrial production and change in life styles. A
host of new technology products are entering the markets and into the lives of people. These
offer immense opportunities for self-employment, which calls for vocational training.



Vocational training has not been very successful in the past. Vocationalisation of secondary
education, introduced in 1988 at the +2 stage, did well initially but later lost stream. At the
university level, career oriented courses were introduced in 1994 but have never been popular.

Different ministries have initiated numerous other schemes, but none seem to have really been
successful. The major problems are insufficient practical training, irrelevant courses and
inadequate training of faculty. Overall, the lack of involvement of practitioners and a lack of
market responsiveness seems to be the problem.

Fewer schemes, far greater involvement of industry, responsiveness to market needs and a well-
structured programme of faculty training should be the areas to focus on. In order to promote
self-employment, the course must include training in entrepreneurship and low cost loans must
be made available to all who pass such courses. Courses must begin at the school level and must
be made available to school dropouts too.

We believe a massive programme is urgently needed, implemented as a public-private-
partnership (PPP) and focusing on the disadvantaged, especially in poorer areas (like the so
called naxal affected districts).

Such an effort can increase productivity, create jobs, and provide substantial benefits to
individuals and society.

Private Public Partnerships…
We believe Private Public Partnerships (PPP) is the way ahead. PPP should be encouraged to
enhance the critical priority sectors of education, infrastructure and facilities in
schools and teachers’ training institutions and examination reforms. PPP should
mean joining hands to improve the system, not for nurturing a sub parallel sub-
system. Private capital should be allowed to flow into government schools.
Government schools need help from industries in numerous aspects. Health, medicine and sports,
science kits and toys, libraries and laboratories, electricity and telephones are among the obvious
needs, which the government finds difficult to meet in its schools. Private capital should be
bought forward to respond to these needs, only then a new era of partnership will generate new
kinds of pressure for efficiency and accountability. Private capital will enhance the government
capacity to fulfill a responsibility, which only the government can fulfill and should.



Central Gross Budgetary Support for Education Sector…

The XIth Five Year Plan is in fact a “National Education Plan”. The XIth Plan attempts to
bring about a massive transformation in the area of education through many new initiatives.
Observing that education is the 'most favored sector', Prime Minister Manmohan Singh stated
that the outlay on education would be up from 7.68% of the Central Gross Budgetary Support in
the Xth Plan to over 19% in the XIth Plan. The XIth Five Year Plan would focus on education,
particularly vocational and science education, with a five-fold increase in the actual outlays and
a three-fold increase in its share compared to the Tenth Plan, demonstrate the criticality of this
sector in ensuring sustained inclusive growth in the future.

The Planning Commission has decided to treble the
budget allocation for higher and technical education
in the country for the XIth Five-Year Plan (2007-
2012). The commission has put agriculture, education
and health among the most important sectors this
Five-Year Plan and plans to spend a substantial
amount on the same. Total spend by the GOI on the
education sector is set to cross Rs.1.25 lakh cr. in
fiscal 2008. IT is expected to account for anywhere between 7-10% of this spend, resulting in an
opportunity worthRs.8,750-12,500crore.
The government will also be looking at sponsorships in the education sector through the public-
private mode. Plans have been chalked out to fund 30 new Central Universities, 5 new Indian
Institutes of Science, Education and Research, 8 new Indian Institutes of Technology, 7 new
Indian Institutes of Management and 20 new Indian Institutes of Information Technology," he
added.
The Central government would launch a Mission on Vocational Education and Skill
Development through which 1,600 new Industrial Training Institutes (ITIs) and Polytechnics,
10,000 new vocational schools and 50,000 new Skill Development Centers would be opened
across the country.
The aim would be to ensure that annually, over 100 lakh students get vocational training - which
is a four-time increase from current levels. Detailed plan for implementing these proposals will
be spelt out in the next six months. The thrust and increased outlay on education should benefit
Computer training corporate. To enlarge the pool of scientific manpower and foster research in
the sciences, a new programme entitled "Innovation in Science Pursuit for Inspired Research"
(INSPIRE), is being launched. Under this programme, over the next 5 years, 10 lakh school
students will be given science innovation scholarships of Rs 5,000 each. The Plan will also
support Scholarships for Higher Education (SHE), providing 10,000 scholarships of Rs One lakh
(Rs 100,000 million) per year, to attract talented students to enroll in B.Sc. and M.Sc. courses.



Strategy for the promotion of science education in the XI Plan will aim at
expanding and strengthening the Science & Technology base in
Universities and promoting excellence through competitively secured
funding at centers for advanced research. In addition, discipline-specific
education programme will be launched in strategic sectors like nuclear
sciences and space sciences to capture talent at the "plus-two" stage itself. This would mark a
quantum leap in the infrastructure available for good quality teaching and research. It is the
Central Government's commitment to increase the annual expenditure on science and technology
from less than 1% of the GDP to 2% of GDP in the next 5 years.

Basic features of Sarva Shiksha Abhiyan (SSA)

Sarva Shiksha Abhiyan is an effort to universalize elementary
education by community-ownership of the school system and a decisive start to bridging the
knowledge gap in our country. It is a response to the demand for quality basic education all over
the country.
The SSA programme is also an attempt to provide an opportunity for improving human
capabilities to all children, through provision of community-owned quality education in a
mission mode.
The Sarva Shiksha Abhiyan is to provide useful and relevant elementary education for all
children in the 6 to 14 age group by 2010. There is also another goal to bridge social, regional
and gender gaps, with the active participation of the community in the management of schools.
Budget Provisions…
The budget proposes to increase the allocation for school education by about 35% from Rs
17,133 crore in FY 2007 to Rs 23,142 crore in FY 2008. Out of this amount, Sarva Shiksha
Abhiyan (SSA) will be provided Rs.10,671 crore. Further, the budget proposes to increase the
provision for strengthening teachers training institutions from Rs.162 crore to Rs. 450 crore.
Next year, the government plans to appoint 200,000 more teachers and construct 500,000 more
classrooms.
Secondary education schemes are under formulation to increase access to secondary education.
The budget proposes to double the provision for secondary education from Rs.1,837 crore in
2006-07 to Rs.3,794 crore in 2007-08.



The budget proposes to increase allocation for e-
governance from Rs 395 crore in FY 2007 to Rs 719 crore
in FY 2008. The Central Government supports e-
governance action plans at State levels, and further
proposes to increase allocation for such support from Rs
300 crore in FY 2007 to Rs 500 crore in FY 2008.

The Budget proposes to raise the rate of dividend
distribution tax from 12.5% to 15% on dividends
distributed by companies.
The Budget has proposed to increase education cess to 3% out of which cess of 2% on all taxes
to fund basic education will remain, additional cess of 1% on all taxes to fund secondary
education will be levied.

According to the National Survey 2006-07, total expenditure on the
education sector for fiscal 2007 is estimated to be Rs.1,17,812 crore and
that is close to 15% more than that spent in the previous fiscal. With the
Union Finance Minister announcing a further increase in the outlay for
the education sector, total expenditure on the education sector is likely
to cross the Rs.1,25,000 crore mark in fiscal 2008.

Budget Impact…
The increased allocation to the SSA and secondary education would have a positive impact on
all the IT training companies as there would be increased allocation to computer training as well.
Also, increased allocation to teacher’s training would lead to increased allocation to computer
training of teacher’s computer training.
The tax incidence of Corporate, including IT education companies are set to increase due to
increase in dividend distribution tax from 12.5% to 15% and education cess from 2% to 3%. On
an overall basis, the budget has been positive for the IT-Training companies with increased
allocation to the SSA and secondary education. Along with this, the demand for corporate
training increasing with more and more companies outsourcing training to specialized IT
training companies, the growth of the IT-Training companies will be further boosted.



LITERATURE REVIEW

VSAT (Very Small Aperture Terminal) is a micro-Earth station that uses the latest innovations in
the field of satellite communications to allow user's access to reliable satellite communications.
VSATs provide users with services comparable to large gateways and terrestrial networks, at a
fraction of the cost. A typical VSAT consists of communications equipment and a small antenna
with a diameter less than 3.5 meters.
There are basically two ways to implement a VSAT Architecture

STAR = VSATs are linked via a HUB. In this network architecture, all of the traffic is routed via
the master control station, or Hub. If a VSAT wishes to communicate with another VSAT, they
have to go via the hub, thus necessitating a “double hop” link via the satellite. Since all of the
traffic radiates at one time or another from the Hub, this architecture is referred to as a STAR
network.

MESH = VSATs are linked together without going through a large hub. In this network
architecture, each of the VSATs has the ability to communicate directly with any of the other
VSATs. Since the traffic can go to or from any VSAT, this architecture is referred to as a MESH
network.

The concept of the geostationary orbit was originated by Russian theorist Konstantin
Tsiolkovsky, who wrote articles on space travel at the turn of the century. In the 1920s, Hermann
Oberth and Herman Potocnik, aka Herman Noordung described an orbit at an altitude of 35,900
kilometers whose period exactly matched the Earth's rotational period, making it appear to hover
over a fixed point on the Earth's equator.

Arthur C. Clarke contributed to the understanding of satellites through an article published in
Wireless World in October 1945 titled "Extra-Terrestrial Relays: Can Rocket Stations Give
World-wide Radio Coverage?" In this article, Clarke not only determines the orbital
characteristics necessary for a geostationary orbit, but also discusses the frequencies and power
needed for communications.

Live satellite communication was developed in the sixties by NASA, named Syncom 1-3. It
transmitted live coverage of the 1964 Olympics in Japan to viewers in the US and Europe. Soon
after, on April 6, 1965 the first commercial satellite was launched into space, Intelsat I,
nicknamed 'Early Bird'



The first commercial VSATs were C band (6 GHz) receive-only systems by Equatorial
Communications using spread spectrum technology. More than 30,000 60 cm antenna systems
were sold in the early 1980s. Equatorial later developed a C band (4/6 GHz) 2 way system using
1 m x 0.5 m antennas and sold about 10,000 units in 1984-85. In 1985, Schlumberger Oilfield
Research co-developed the world's first Ku band (12–14 GHz) VSATs with Hughes Aerospace
to provide portable network connectivity for oil field drilling and exploration units. Ku Band
VSATs make up the vast majority of sites in use today for data or telephony applications. The
largest VSAT network (more than 12,000 sites) was deployed by Spacenet and MCI for the US
Postal Service.
In 1994, the sales and revenues from VSATs was Rs 27 crore with a unit shipment of 300
VSATs. The installed base of VSATs in India as on March 31, 1995 was 1,500. The VSAT
market is expected to grow at a CAGR of 146.5 per cent in terms of unit shipments and 141 per
cent in terms of revenue for the period 1994-97. These are some of the observations made by the
International Data Corporation (IDC), India, in its study on the VSAT market in the country.

According to IDC, the worldwide VSAT market consists of around 1.35 lakh installed earth
station antennas. The United States is the largest VSAT market, with a share close to 75 per cent.
In the total market of $700 million in 1994, Asia's share was only five per cent. However, India
was one of the first countries outside the US to install VSATs with the National Informatics
Centre (NIC) setting it up as early as in 1987.
Now the trend of using VSAT in education industry is very well known to everyone. Educom
has first started VSAT based coaching concept for CFA Aspirants in India.



JOB ASSIGNED/TITLE

Management Trainee (Marketing department)

Key responsibilities

Product Training
Market Research
Appointment with decision makers
Conducting NMTSE in schools
Brand Promotion in Scholars Hub Centers
ETEN CA Center visit
Activities
Presentations

Stages of Project

•schools
•seminars
•product Market •coaching
•coordinating
Training Activities training
centres
•Brand Research •ETEN CA
•NMTSE test
visits



Research Methodology
Research is one of the most important parts in the survey to collect information and knowledge.
Marketing research is defined as the systematic design, collection, analysis, and reporting of data
and findings relevant to a specific marketing situation facing the company.

Type of Research: Exploratory Research
Area of research study: Kolkata

Problem and Research Objective
Our main objective was to find out the ICSE/CBSE/ISC schools and the right person to whom
we contact for Learn-Live VSAT program. The main problem was how to find out the potential
schools and the right person from various schools without knowing them in detail.

To get all this information a thorough planning had to be done, so I first started with designing
the questionnaire for the clients whom I was going to target and to know about their behaviour
towards Learn-Live VSAT program. The main things to be known from the clients were:

In science stream how many students are aspiring for IIT JEE, AIEEE, WBJEE,
etc..?
Do they provide any special coaching for IIT JEE, AIEEE, WBJEE?
Are they open to any form of optimal solution which provides coaching by
national level experts at their campus for their students?
Have they heard of VSAT based e-learning system?
Can they provide a dedicated room for coaching their students in their campus?

Research plan
The research process depends upon developing the most efficient plan for gathering the needed
information. Designing a research plan calls for decisions on the data sources, research
approaches, research instruments, sampling plan, and contact methods.

Our objective was to find the “Feasibility analysis of in-house tution in schools located in and
around Kolkata through VSAT”.



This objective had made our project too narrow because from now onward our task was to find
the top schools and to take appointment with the decision makers i.e., principal of the school. So
from now onwards I started to target only to a special segment of the schools.

Method for Data Collection
For this project both primary and secondary data were the most valuable source of information.

Primary Data:
Primary data are data freshly gathered for a specific purpose.

Procedure of data collection: Survey
Tools for data collection: Questionnaire

Secondary Data:
Secondary data provide a starting point for research and offer the valuable source of information.
For my project sources of secondary data are:- School Directory, Web Sites, Newspaper.

Research Instruments

There is various way of research instrument of collecting primary data, the various methods are:-

1. Questionnaires.
2. Psychological tools.
3. Mechanical Devices.
4. Qualitative Measures.
From the above mentioned research instruments I had used only Questionnaires technique to
find out the various information about the clients behavior towards Learn-Live VSAT program
etc. And this was the technique which I felt the best way to extract information about the client.

Sampling Plans
After collecting entire data and deciding on the research approach and instruments, now I had to
decide on the sampling plan which was one of the important task, because from various schools I
had to select only those school ,whom I can target from now onward .

Sampling Unit: who is to be surveyed? And now my task was to define the target
population, which will be sampled from the number of people.
Sample Size: large sample give more reliable result than small sample, so for this reason
I had taken around 50 respondents to whom I should focus upon.
Sampling procedure: random sampling



Contact Methods
Once the client had been decided now my task was how to contact them and for me there only
two ways of contacting them.

1. Personal Interview: - This method was the most appropriate way of survey, because by
personal interview I came to know their feeling about the NAKS. Their personal behavior and
many more things.

2. Telephone: - This method was also used by me.

TOP SCHOOLS OF THE CITY
• STEPPING STONE SCHOOL (HIGH).
• PRAMILA MEMORIAL SCHOOL.
• NETAJI PUBLIC SCHOOL.
• SERAPHIM’S ASSEMBLY.
• ST. STEPHENS SCHOOL.
• MAHESHWARI GIRLS SCHOOL.
• BALIKA VIDYALAYA.
• SILVER POINT SCHOOL.
• BODHI BHAVAN COLLEGIATE SCHOOL.
• RAJASTHAN VIDYA MANDIR.
• RADCLIFFE SCHOOL.
• NATIONAL ENGLISH SCHOOL.
• LAKE POINT CONVENT SCHOOL.
• CENTRAL ACADEMY.
• ST. GEORGE DAY SCHOOL.
• ST. MICHAELE’S HIGH SCHOOL.
• LORETO DAY SCHOOL.
• APEEJAY SCHOOL.
• ASHOK HALL.
• BALLYGUNJE SHIKSHA SADAN.
• B.D MEMORIAL INSTITUTE.
• BHARATIYA VIDYA BHAVAN.
• BIDYA BHARATI GIRLS HIGH.
• BIRLA HIGH SCHOOL (GIRLS).



• BIRLA HIGH SCHOOL (BOYS).
• CALCUTTA INTERNATIONAL.
• CALCUTTA PUBLIC SCHOOL.
• DON BOSCO SCHOOL.
• DPS MEGACITY.
• DPS NEW TOWN.
• DPS RUBY PARK.
• GARDEN HIGH SCHOOL.
• HARYANA VIDYA MANDIR.
• INDUS VALLEY WORLD SCHOOL.
• LAKE SCHOOL FOR GIRLS.
• LAKSHMIPAT SINGHANIA ACADEMY.
• LA MARTINIERE SCHOOLS FOR BOYS.
• LA MARTINIERE SCHOOLS FOR GIRLS.
• ST XAVIER’S INST. PANIHATI.
• MAHADEVI BIRLA HIGH SCHOOL.
• NATIONAL GEMS HSS.
• NAVA NALANDA HIGH SCHOOL.
• NORTH POINT SR. SEC.
• SOUTH POINT HIGH SCHOOL
• SRIAUROBINDO INSTITUTE EDUCATION
• SUDHIR MEMORIAL INST.
• THE BHAWANIPUR GUJARITY EDUCATION SOCIETY.
• THE HERITAGE SCHOOL.
• ST JUDES HIGH SCHOOL.
• SERAPHIMIS ASSEMBLY SCHOOL.



DATA ANALYSIS & FINDINGS

FINDING-1

Do you provide any special coaching for IIT JEE, AIEEE, other entrance exams etc?
coaching
Yes
No

Special coaching to IIT JEE, AIEEE aspirants

Total no. of Yes No
respondents
50 17 33

Providing Special coaching to IIT JEE,AIEEE
aspirants
Yes
33%

No
67%

From the above pie chart, it is clear that very few schools are providing special coaching to their
students for competitive exams like IIT JEE, AIEEE, etc. (33%). These schools have tie-ups with
tie
coaching centres like Pathfinder, Akash institute, etc. However, majority of schools are not
providing any special guidance or coaching to their students for competitive exams.



FINDING-2

Do you think such endeavor in your school campus will add value to your service?
Yes
No

Total no. of Yes No
respondents
50 40 10

VSAT will add value to schools

No
20%

yes
80%

From the above pie chart, it is clear that such endeavor in the schools campus is definitely going
to add value to the schools.



FINDING-3

Do you think students going to coaching centre get enough time to do their self study?

Yes
No
Not answered

Students going to tution get enough time for self study

Total no. of Yes No Not
respondents answered

50 15 30 5

Students going to tution centers get enough time
for self study
Not answered
10%
Yes
30%

No
60%

From the above pie chart, it is clear that students going to coaching centre are not getting enough
time to do their self study. 60% respondents disagreed with this.
me


FEASIBILITY ANLYSIS OF IN-HOUSE TUTIONS IN SCHOOLS LOCATED IN AND AROUND KOLKATA THROUGH VSAT”.

FEASIBILITY ANLYSIS OF IN-HOUSE TUTIONS IN SCHOOLS LOCATED IN AND AROUND KOLKATA THROUGH VSAT”.

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