• Sukomal Agarwal

Abstract- The entrepreneurs are considered ‘change agents’ in the process of industrial and economic development of an economy. In a sense, entrepreneurs are the ‘spark plug’ who transform the economic scene of an economy. For example, Japan and United States are developed because of their entrepreneurial development and Bangladesh and Nepal are underdeveloped because of lack of their entrepreneurial development. Within India itself, Gujarat and Punjab are developed because of their entrepreneurial development and Bihar and Orissa are backward or underdeveloped because of the lack of entrepreneurial development. Thus, with entrepreneurs societies prosper, without them they are poorer. Currently, entrepreneurship skills are one of key attributes for students. These students are considered to be more accountable for their own actions, have teamwork skills and know how to execute. Students with entrepreneurship experience are also considered to have better communication and sales skills that are necessary to be successful in business today. It is also widely accepted that entrepreneurship can be learnt and a positive relationship can be found between higher education levels and high levels of entrepreneurial activity (GEM, 2006). Many universities in the USA, Europe, East Asia and Latin America developed or expanded entrepreneurship programs and designed unique and challenging curricula for entrepreneurship education (Kuratko, 2005). The rapid development of IT technology also provides many opportunities for learning entrepreneurship skills (Zunfeng and Chunling, 2011), or for college students to start their own businesses (Chen et al., 2012). Creating real-life opportunities for students to practice these skills, such as starting and operating a shop or an independent activity can bridge the distance between learning concepts presented in the classroom and skills needed to solve practical problems connected with business activities. A substantial body of literature deals with some aspects of entrepreneurship education, such as educational process and structure, preparatory role of entrepreneurship education, entrepreneurial learning, and other. However, some researchers argue that graduates’ needs for entrepreneurship education do not match actual outcomes in terms of entrepreneurial skills, knowledge and attitudes (Matlay, 2008). We are aware that the disparity between entrepreneurial skills education and the real practice exists. In this paper, I concentrate on how and to what extent our teaching approach helps to develop and support the students’ entrepreneurship skills. Hence, the purpose of this study is to understand the students’ experiences and their value perspectives with regard to the teaching approach that we use to promote students’ entrepreneurship skills. The results of this research can serve to improve programs aimed at developing entrepreneurship skill of students and can also be used as a reference for teachers when tasking students with establishing their own businesses.

Sustainability, Entrepreneurship, Education, development

"The need for development of sustainable entrepreneurship in India and the role of education", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 2, page no.112-122, February-2019, Available :http://www.jetir.org/papers/JETIR1902013.pdf

"The need for development of sustainable entrepreneurship in India and the role of education", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 2, page no. pp112-122, February-2019, Available at : http://www.jetir.org/papers/JETIR1902013.pdf