Empowering tomorrow’s leaders: The importance of teaching entrepreneurship in schools

By Kanak Gupta

Today, as we stand at the cusp of a transformative era, it is not merely education but the infusion of entrepreneurship that becomes the catalyst for shaping the leaders of tomorrow. India has a rich history of entrepreneurial spirit, from ancient trade routes to contemporary start-up success stories. Our historical narrative of entrepreneurial prowess and legacy underwent a significant shift during the rule of outsiders. The colonial era saw a transformation in our mindset from being entrepreneurial beings to becoming job seekers and bureaucrats. “Babus” as the parlance popularly goes, at times allegedly boxed by the boundaries of the written mandates. Unfortunately, the echoes of this shift still resonate in our education system, which has long functioned to produce paper-pushers rather than fostering entrepreneurial spirits. The very structure of our classrooms emphasises uniformity, stifling individual creativity and diverse skill sets. To rekindle the entrepreneurial flame that once defined our nation, we need nothing short of a revolutionary overhaul in our education system and policies. There is great confluence of opportunity, skills and spirit in India, and it is time to break free from the moulds of conformity, fostering an environment that not only imparts knowledge but also nurtures innovation, and the spirit of entrepreneurship among our future generations.

They say it takes three generations for societal mind-set shift; the various small businesses that create value to the good old famous Indian jugaad, is perhaps indicative of the timeline, and all part of our working as a nation. Entrepreneurship is not merely about starting businesses; it is a mind-set that instals qualities essential for navigating the complexities of the 21st century.

The good news is that entrepreneurship in India stands as a key driver of economic growth, with a noteworthy ₹301 billion in business activity generated by Indian businesses in 2022, marking a substantial 9.8% increase from the previous year. The entrepreneurial surge has not only contributed to the national GDP but has also led to the creation of over 2 lakh jobs in 2022, reflecting a commendable 10% increase from 2021. The entrepreneurial activity in India, measured by the Total Entrepreneurial Activity rate, rose to 14.4% in 2021, a significant jump from 5.3% in 2020, according to many national reports. The opportunities for entrepreneurs are substantial, driven by India’s burgeoning consumer market, increasing adoption of digital technologies, and government support through initiatives like Startup India and Digital India. As the country continues to position itself as a hub for innovation, the future of entrepreneurship in India holds promise, marked by trends such as a focus on social entrepreneurship, technological innovation

The New Education Policy 2020 underscores the integration of entrepreneurship into the academic landscape, emphasising practical skills, problem-solving, and a holistic approach to learning. It encourages schools to nurture an entrepreneurial mindset, equipping students with the tools to navigate a rapidly changing world and contribute meaningfully to economic and societal progress. We believe our students are not just learners; they are architects of progress, creators of solutions, and ambassadors of change. The policy emphasises practical skills, problem-solving, and a holistic approach to learning. It urges us to go beyond traditional boundaries and cultivate an environment where innovation thrives, and responsibility becomes a cornerstone.

Our commitment to integrating entrepreneurship into education is not merely about preparing students for jobs; it is about empowering them to nurture independence, sharpen decision-making skills, and foster a deep sense of responsibility. In the realm of education and business, buzzwords like creativity, innovation, passion, and entrepreneurship have become part of the standard lexicon. While these terms are crucial, it’s essential to recognize that the stereotypical view of the entrepreneurial mind-set can be limiting. Beyond fitting entrepreneurship into a single time slot, we must cultivate a pervasive culture that transcends the timetable—a culture where every class, every interaction, becomes a canvas for fostering an entrepreneurial mindset. It’s not just about a subject; it’s about an atmosphere that constantly challenges, nurtures, and provides opportunities, creating a dynamic ecosystem where innovation becomes second nature for our students

As a parent and an advocate for transformative education, I have seen first-hand how entrepreneurial education goes beyond the clichés. It’s not just about cultivating future business tycoons; it’s about instilling qualities that transcend the conventional realms of academia. Students should not only be equipped with theoretical knowledge but also with practical skills that prepare them for the corporate landscape. Students need to learn that their decisions and actions have an impact beyond personal gain, influencing the well-being of their communities and the nation at large.

At Seth M.R. Jaipuria Schools, at the heart of this thought process lies SPICE: Sustainability, Possibility, Integrity, Collaboration, and Empathy. In a world driven by technology, the jobs and industries of the future are poised to be drastically different. It’s popularly said that data is the new oil, and there’s trust in God, and everyone else must bring data with analysed reports. The rise of Artificial Intelligence (AI) and automation has altered the employment landscape, demanding a shift in our approach to education, too. Technology is an enabler, and a hygiene factor. Even more reason for us to be humane, to have an understanding of people. SPICE becomes our guiding star, ensuring that students thrive in this transformative era. Our vision is to cultivate a generation that doesn’t just adapt to change but drives it, creating a world where compassion and innovation coexist harmoniously.

Creating a culture that truly embodies these values requires more than just superficial displays or vocal declarations of advocacy and social media posts on the likes of SDG and SEL. It demands a comprehensive integration of these principles into the very fabric of our institutions. Beyond mere posters and wall writings, it necessitates a dynamic and lived experience for students, educators, and administrators alike.
Consider that many of the educators and parents guiding school-going children today underwent their own educational experiences in the 80s, 90s, and 2000s. The substantial evolution of the world, particularly accelerated by technology, has created a notable generation gap, accentuating the differences in perspectives and experiences between the older generation and the current tech-savvy generation.

Our role as educators involves embedding the core values of developing entrepreneurial mindset into the curriculum, encouraging collaborative projects that reflect sustainability, fostering a culture of honesty and transparency, and actively promoting empathy in every interaction. It is heartening to see that effort is being made by the CBSE and the NSDC to integrate entrepreneurship education into its curriculum to encourage students to explore entrepreneurial skills from an early age. Entrepreneurship at our schools is often promoted through extracurricular activities such as business plan competitions, innovation challenges, and entrepreneurship clubs. Schools have established incubation centres or startup hubs within their premises. These centres provide a platform for students to work on real-world projects, receive mentorship and explore their entrepreneurial ideas.

It requires a commitment to real-world applications, where students witness the tangible impact of their efforts on sustainability goals and experience the power of empathy in fostering harmonious relationships. To make things happen, we need to be living and breathing these values daily, making them intrinsic to the educational journey rather than mere symbolic gestures.