skylark school of management report

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TRAINING REPORT

ON

“STUDY OF INSTITUTIONS OFFERING HIGHER EDUCATION AT

GURGAON”

Submitted to

MAHARSHI DAYANAND UNIVERSITY,ROHTAK

In partial fulfilment of the requirements for the award of the degree of

MASTER OF BUSINESS ADMINISTRATION

(INDUSTRY INTEGRATED)

(IIIrd

Semester)

Submitted by

Name: LOKESH KUMAR CHANDELIA

Regn. No.- 1073901950

Roll No .- 1090210697

SKYLARK SCHOOL OF BUSINESS & TECHNOLOGY,GURGAON

PALAM VIHAR-EXT GURGAON (HARYANA)



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CERTIFICATE BY THE GUIDE

This is to certify that the project work entitled “STUDY OF

INSTITUTIONAL MARKETS IN HIGHER EDUCATION ATGURGAON” is a piece of work done by LOKESH KUMAR

CHANDELIA, student of Skylark School of Business & Technology, under

my guidance and supervision for the fulfillment of the course MBA,

Skylark School of Business & Technology,Gurgaon

To the best of my knowledge and belief the project embodies the work of

the candidate himself and has been duly completed. Simultaneously, the

project fulfills the requirements of the rules and regulations related to the

internship of the institute and I am assured that the project is up- to the

standard both in respect to the contents and language for being referred to

the examiner.

I wish him all success in life.

Name : Ms. Nidhi Bansal



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STUDENTS DECLERATION

I hereby declare that the Training Report conducted at

Skylark Group,Gurgaon

Under the guidance of

(Ms.Nidhi Bansal)

Submitted in partial fulfillment of the requirements for the degree of

MASTER OF BUSINESS ADMINISTRATION

(Industry Integrated)

TO

MAHARSHI DAYANAND UNIVERSITY, ROHTAK

is my original work and the same has not been submitted for the award of

any other degree/diploma/fellowship or other similar titles or prizes.

LOKESH KUMAR CHANDELIA

Place : Regn. No.- 1073901950

Date : Roll No.- 1090210697



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CERTIFICATE FROM THE ORGANIZATION

This is to certify that Mr.Lokesh Kumar chandelia who is pursuing MBA

(Industry Integrated) course of Maharshi Dayanand University,Rohtak

at Skylark School Of Business & Technology, Gurgaon has undergone

management training at our organization from 15 Sep 2011 to 30 nov 2011.

His performance during the training period was found to be excellent.

We wish him success for his future endeavours.

HR Manager

Skylark Group,

Gurgaon.



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ACKNOWLEDGEMENT

I am thankful to Skylark School of business & technology, Gurgaon for

providing me an opportunity to undertake training in their esteemed

organization. I would like to special thanks to my project manager , HR

Manager Mr. Siddharth at , Skylark Group, Gurgaon, who helped me

throughout the project and also encouraged me to take this project in

future course for my career.

I am also thankful to director Mr. Hitesh Triphati of Skylark School of

business & technology,Gurgaon,Ms. Nidhi Bansal (faculty members),

NIAM’s training officer in charge for providing me guidance in preparing

my project report.

Last but not the least I am also thankful to all my friends, colleagues &

the staff members of Skylark Group and SSBT to make my project

successful.

LOKESH KUMAR CHANDELIA



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CONTENTS

PARTICULARS

CHAPTER 1 : INTRODUCTION

1.1 General Introduction of the Industry1.2 Industry Profile

A. Origin and development of the industry. B. Growth and present status of the industry.

C. Future of the industry.

CHAPTER 2 : PROFILE OF THE ORGANISATION

2.1 Origin of the organization.2.2 Growth, Development & present status of the organization.

2.3 Organization Structure & organization chart.2.4 Product and service profile of the organization.

2.5 market profile of the organization.

CHAPTER 3 : DISCUSSION ON TRAINING

3.1 Work profile(Role and Responsibilities)

3.2 Key learning from training.

CHAPTER 4 : STUDY OF SELECTED RESEARCH PROBLEM

4.1 Statement of research problem.4.2 Statement of the research objectives.

4.3 research design and methodology.

CHAPTER 5 : ANALYSIS

5.1 Data Analysis5.2 Summary Of Findings.

CHAPTER 6 : SUMMARY AND CONCLUSIONS

6.1 Summary of learning Experience.

6.2 Conclusions and Recommendations.

APPENDICES

Annexure re like copy of Questionnaires, Interview schedule, leaf lets, brochures, photographs to be enclosed.

BIBLIOGRAPHY



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CHAPTER 1

INTRODUCTION



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INTRODUCTION TO THE INDUSTRY

The present educational system of India is an implantation of British rulers. Wood's

Dispatch of 1854 laid the foundation of present system of education in India. Before theadvent of British in India, education system was private one. With the introduction of

Wood's Dispatch known as Magna Carta of Indian education, the whole scenario

changed. The main purpose of it was to prepare Indian Clerks for running localadministration. Under it the means of school educations were the vernacular languages

while the higher education was granted in English only. British government started

giving funds to indigenous schools in need of help and thus slowly some of the schools

became government-aided.

Contemplating on the new system which was introduced Mahatma Gandhi expressed

his anguish in following words, "I say without fear of my figures being challengedsuccessfully, that today India is more illiterate than it was fifty or a hundred years ago,

and so is Burma, because the British administrators, when they came to India, instead of

taking hold of things as they were, began to root them out. They scratched the soil and began to look at the root, and left the root like that, and the beautiful tree perished. The

village schools were not good enough for the British administrator, so he came out with

his program. Every school must have so much paraphernalia, building, and so forth.

Well, there were no such schools at all. There are statistics left by a Britishadministrator which show that, in places where they have carried out a survey, ancient

schools have gone by the board, because there was no recognition for these schools, andthe schools established after the European pattern were too expensive for the people,and therefore they could not possibly overtake the thing. I defy anybody to fulfill a

program of compulsory primary education of these masses inside of a century. This

very poor country of mine is ill able to sustain such an expensive method of education.Our state would revive the old village schoolmaster and dot every village with a school

both for boys and girls. "

Today education system in India can be divided into many stages.

Pre- Primary - It consists of children of 3-5 years of age studying in nursery, lower

kindergarten and upper kindergarten. At this stage student is given knowledge aboutschool life and is taught to read and write some basic words.

Primary - It includes the age group of children of 6-11 years studying in classes from

first to fifth.

Middle - It consists of children studying in classes from sixth to eighth.

Secondary - it includes students studying in classes ninth and tenth.

Higher Secondary - Includes students studying in eleventh and twelfth classes.



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Undergraduate - Here, a student goes through higher education, which is completed in

college. This course may vary according to the subject pursued by the student. For

medical student this stage is of four and a half years plus one year of compulsoryinternship, while a simple graduate degree can be attained in three years.

Postgraduate - After completing graduation a student may opt for post graduation to

further add to his qualifications.

Education Governing Bodies

The Central Board of Secondary Education (CBSE): This is the main governing body of education system in India. It has control over the central education system. It

conducts exam and looks after the functioning of schools accredited to central education

system.

The Council of Indian School Certificate Examination (CISCE): It is a board for

Anglo Indian Studies in India. It conducts two examinations 'Indian Certificate ofSecondary Education' and 'Indian School Certificate'. Indian Certificate of secondaryeducation is a k-10 examination for those Indian students who have just completed class

10th and Indian school certificate is a k-12 public examination conducted for those

studying in class 12th.

The State Government Boards: Apart from CBSE and CISCE each state in India hasits own State Board of education, which looks after the educational issues.

The National Open School: It is also known as National Institute of Open Schooling. It

was established by the Government Of India in 1989. It is a ray of hope for thosestudents who cannot attend formal schools.

The International School: It controls the schools, which are accredited to curriculum

of international standard.

Elementary Education

According to the Constitution of India, elementary education is a fundamental right of

children in the age group of 6-14 years. India has about 688,000 primary schools and110,000 secondary schools. According to statistics two third of school going age

children of India are enrolled in schools but the figures are deceptive as many don't

attend schools regularly. At least half of all students from rural area drop out beforecompleting school. The government has rolled out many plans to increase the

percentage of elementary education. The plans such as 'Sarva Siksha Abhiyan (SSA),

District Primary Education Program (DPEP), Operation Blackboard, Mid Day Meal

have been successful to great extent.

Sarva Siksha Abhiyan (SSA)

The main goal of this program is that all children of 6-11 years of age should complete

primary education by the year 2007 and all children of 6-14 years of age should



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complete eight years of schooling by 2010. This plan covers the whole country with

special emphasis on girl education and education of Schedule Caste (SC) and Schedule

Tribe (ST) children and children with special needs. The SSA centers are mainlyopened in those areas, which do not have any school or where schools are very far off.

Special girl oriented programs include:

Girl education at elementary level.

National Program for Education of Girls at Elementary Level (NPEGEL)

Kasturba Gandhi Balika Vidyalaya (KGBV)

Mahila Samakhya Scheme

District Primary Education Program

This program was launched in 1994 with the objective of universalization of primaryeducation. Its main features are Universal Access, Universal Retention and Universal

Achievement. It aims that the primary education should be accessible to each and everychild of school going age, once a child is enrolled in school he/ she should be retainedthere. The final step is achievement of the goal of education. The main components of

this program are:

Construction of classrooms and new schools

Opening of non-formal schooling centers

Setting up early childhood education centers.

Appointment of teachers.

Providing education to disabled children.

The program has been successful to the large extent as 1,60,000 schools and 84,000alternative schools have been opened under this program. And work is going on for the

construction of new buildings of 52,758 schools. 4,20,203 disabled students have beensuccessfully enrolled into the schools.

Operation Blackboard

It was started in 1987-88. The aim of this program is to improve human and physical

resource availability in primary schools of India. According to this program every

primary school should have at least two rooms, two teachers and essential teaching aidslike blackboard, chalk, duster etc.

National Bal Bhavan

The National Bal Bhavan was opened with the aim of developing overall personalities

of children of all strata of society irrespective of their caste, creed, religion and gender.

It supplements school education by helping children to learn in play way and naturalenvironment.



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Other important endeavors taken up by Indian government for the development of

education in India includes:

Navodaya Vidyalaya Samiti

Kendriya Vidyalaya Sangathan

Integrated Education for disabled children National Council of Educational Research and Training

Secondary Education

The enrollment at secondary school throughout the country was close to 28 million in

1998-99. Efforts are being made to increase this figure through the implementation of proposed new educational strategies.

Education system in India is making fast progress. The data of students' enrollment at primary and secondary level of school education testifies to it.

University Education

This massive system of higher education in India constitutes of 342 universities (211State, 18 Central, 95 deemed universities) 13 institutes of national importance, 17,000

colleges and 887 polytechnics. University Grant Commission (UGC), a national body,

coordinates and looks after the maintenance of standard of university education in India.The university education in India starts with undergraduate courses. Depending upon

the nature of course pursued its duration may vary from three to five and a half years.

Academic Degree Course

This undergraduate course in India is of three years' duration. After completing this

course student get a Bachelor's degree in the subject studied such as Bachelor of Arts,Bachelor of Commerce or Bachelor of Science.

Professional CourseThere are large numbers of professional courses at the undergraduate level. Student may

opt for any of it depending upon their interest and condition of eligibility.

Medical CoursesThis course at undergraduate level is known as MBBS (Bachelor of Medicine Bachelor

of Surgery). It is of four and a half year's duration plus one year of obligatory



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internship. Various medical colleges conduct entrance examination for admission to this

course. An all India level examination is also conducted by CBSE for admission to

colleges all over India based over 15% reserved seats. The important medical collegesof India are:

All India Institute of Medical Science (AIIMS), New Delhi Air Force Medical College (AFMC), Pune

Christian Medical College (CMC), Ludhiana

Christian Medical College (CMC), Vellore

Grants Medical College, Mumbai

Institute of Medical Science (BHU), Varanasi

Jawaharlal Institute of Post Graduate Medical Education and Research(JIPMER), Pondicherry

Maulan Azad Medical College (MAMC), Delhi

Lady Harding Medical College (LHMC), Delhi (for girls only)

Mahatma Gandhi Institute of Medical Science , Wardha

Engineering Course

The bachelor of Engineering (BE) or bachelor of Technology (B Tech) is a four-

year course. It has wide range of options. Some of them are:

Aeronautical and Aerospace engineering

Agriculture engineering

Computer engineering

Electronic and electrical engineering

Industrial engineering Marine engineering

Mining engineering

The best engineering colleges of India are:

Delhi college of Engineering, Delhi

Indian Institute of Technology, Delhi

Indian Institute of Technology, KANPUR

Indian Institute of Technology, Kharagpur

Indian Institute of Technology, Mumbai

Indian Institute of Technology, Chennai

Indian Institute of Technology, Roorkee

Institute of Technology, BHU

NIT Karnataka, Surathkal

National Institute of Technology, Warangal



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Management Course

In India education in management is one of the most sort out courses. The institutes,

which impart education in management, are known as "Business Schools". In India

management education is given at two levels, undergraduate and post-graduate.Undergraduate degree courses include BBA, BBS, BBM. Postgraduate degree course is

known as MBA (Masters of Business Administration). Some of the important Business

schools of India are:

Indian Institute of Management, Ahmedabad

Indian Institute of Management, Bangalore

Indian Institute of Management, Kolkata

Indian Institute of Management, Lucknow

Indian Institute of Management, Indore

Faculty of Management Studies, Delhi

Indian Institute of Foreign Trade, Delhi Symbiosis, Pune

JBIMS, Mumbai XLRI, Jamshedpur

The other professional courses offered by Indian universities include, Architecture,

Dental, Fashion Designing, Travel and Tourism.

Distance Education in IndiaIndian Education system offers distance education to those who cannot join regular

schools or colleges. National Institute of Open Schooling offers school education

through distance learning.

University Education is also offered thorough distance learning. Many college courses

like in arts (history, economics, literature, Islamic studies), commerce (finance,

banking, accounting) are offered by Indian universities. Apart from these, professionalcourses in management, mass media, para medical, engineering, law, travel and tourism

are also part of distance education in India.

Education Policy

The national policy of education (1986) and program of action (1992) lay down the

objectives and features of Indian education policy. It includes:

Development of International cooperation and peaceful coexistence through education.

Promotion of equality. It could be achieved by providing equal access and equal

condition of success to children.

A common educational structure (10+2+3) for the whole of India.



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Education for women's equality. The Indian education should be used as a tool to

change the status of women in the society.

Equalization of SC population with others in the matter of education. This is ensured bygiving incentives to parents who send their children to schools, providing scholarship to

SC students for higher studies, reservation of seats in institution of higher studies in

India, recruitment of SC teachers. Opening of primary schools in tribal area for promotion of education in ST people.

Development of curriculum and study material in the language of tribal people.

Emphasis on the education of minorities.

Adult education - Initiation of National Literacy Mission, for teaching illiterate peopleof age group 15-35. And making them aware of the day-to-day realities of their

surroundings.

Special emphasis on early childhood care and education by opening up of day carecenters, promotion of child focused programs.

Increasing the scope of Operation Blackboard for upliftment of standard of primary

education in India.

Secondary education curriculum should expose the students to differentiated roles ofscience, the humanities, and social science.

Redesigning of courses of higher education to meet the increasing demand of

professionalism.

Providing enhanced support to the research work in Universities. Efforts to relate

ancient Indian knowledge with the contemporary reality.

Setting up of Open Universities and Distance Learning centers to promote the goal ofeducation as a life long process.

A combined perspective of technical and management education.

Minimum exposure to computers and training in their use to be the part of professionaleducation.

The All India Council for Technical Education will be responsible for maintenance of

norms and standards, accreditation, funding, and monitoring of technical andmanagement education in India.

Multiple task performance for teachers such as teaching, research, development of

learning resource material, extension and management of the institution.

Providing teachers a better deal to make education system in India work in proper way,as teachers are the backbone of the system. Providing better facilities to institutions and

improved services to students.

Development of languages in great deal.

Measures to be taken for easy accessibility of books at minimum costs to all sections of

students.

Strengthening of science education for the development of spirit of inquiry andobjectivity in the minds of students.

The purpose of examination to be to bring about qualitative improvement in education.

It should discourage memorization.

Methods of teacher recruitment to be recognized one to ensure merit and objectivity inthe system.

Overhauling of the system of teacher education and establishment of District Institutes

of Education and Training (DIET) to organize courses for elementary school teachers.



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Reviewing of educational developments by the Central Advisory Board of Education

(CABE)

Involvement of local communities for school improvement programmes.

Review of the implementation of the parameters of the policy every five years,

Strengthening the base of pyramid of Indian population for proper development of

education system in India.

National Policy of Education (1992) laid down many objectives for the development ofeducation system in India but it has not been successful in achieving all of them. It has

specified that the examination system should discourage the memorizing but it is what

is going on. The education in India seems to encourage rote learning instead ofexperimentation and questioning. There is some disparity in assessment as all the State

Boards have different standards of evaluation.

The reservation on the basis of caste and religion is also a negative point in Indian

education. Corruption is visible in the allocation of seats of institutions of higher studiesand student politics is another sore point. These are some of the issues, which need to be

worked upon.

Though there are disparities between the objectives and their implementation in

education but still education system in India has come a long way and will continue to

improve in the future.

Some important facts about Indian education:

Ayurveda is the earliest school of medicine known to the world and 'charaka' is known

as the father of Ayurveda. He developed this system some 2500 years back.

Takshila was the first university of world established in 700 B.C.

Nalanda University, built in 4 AD, was considered to be the honor of ancient Indian

system of education as it was one of the best Universities of its time in the subcontinent.

Indian language Sanskrit is considered to be the mother of many modern languages ofworld.

Place value system was developed in India in 100 B.C.

India was the country, which invented number system.

Aryabhatta, the Indian scientist, invented digit zero.

Trigonometry, algebra and calculus studies were originated in India.



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India State Education

Andhra Pradesh

Arunachal Pradesh

Bihar

Chandigarh

Delhi

Goa

Gujarat

Himachal Pradesh

Jammu and Kashmir

Jharkhand

Karnataka

Kerala

Madhya Pradesh

Maharashtra

Manipur

Meghalaya

Mizoram

Orissa

PunjabRajasthan

Uttar Pradesh

Haryana

Assam

ChhattisgarhLakshadweep

Nagaland

Pondicherry

SikkimTripura

Uttarakhand

West Bengal

India City Education

Ahmedabad

Amritsar Bhavnagar

BhopalBikaner

Chittaurgarh

Cuttack Dalhousie

Diu-Island

Ghaziabad Gurgaon

Gwalior

Haridwar Hyderabad Imphal

Indore

Jabalpur Jalandhar

Jamshedpur

KochikodaikanalKodaikanal

Kota

Kottayam

Lucknow

MaduraiMadurai

ManaliMangalore

Mysore

Nagpur Ooty

Panaji

Porbandar Puri

Rajkot

RanchiSecunderabad Shimla

Surat

TamilnaduThanjavur

Thrissur

VadodraVijayawada

Visakhapatnam



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CHAPTER 2PROFILE OF THE ORGANISATION



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HISTORY OF THE GROUP

Skylark Group was formed in 1987 by Late Shri RC Rao. It all began with a small

company that provided simple manpower guarding solutions. The company soon pickedup and started to get noticed by the then major players in the industry. However, before

the company could flourish and expand business, it faced a major setback with the

demise of its founder Shri R C Rao. It was his dream to take Skylark places but fate had

it differently. Realizing what Skylark meant to his father Maj (Dr) T C Rao took over

the reins in 2000 after serving in Indian Army for over 24 years. Since the company

managed to achieve huge success in its formative years, the pressure to perform was

high considering that Dr. T C Rao was raw and as some put it, "too naïve" for the

industry. Taking everything in his stride, Dr. T C Rao made significant changes to the

company and it is all because of his dynamic efforts and business acumen, that the

group is now known amongst the biggest preferred Security & Urban Management

Solutions Providers in the nation. Skylark has introduced numerous quality standards

and more and more new entrant companies look up to Skylark as their role model in this

fast growing industry. With Dr. Rao's devoted efforts to maintain the strict company

standards, Skylark has managed to expand globally by opening up offices in New York,

Montreal, London and Kathmandu

Professional talent

Skylark is home to 22,000 professionals that include engineers, managers, IT experts

and security personnel.

The expertise, experience and judgment of our remarkable professionals sets us apart.

We empower our professionals and give them the technological resources they need to

add value at every step.

Commitment to Technology

Skylark's ability to deliver fully integrated security solutions to our clients worldwide

comes together in our global technology platform. A combination of internally-

developed tools and external partnerships enables us to manage communications,

assignments and performance throughout our organization.

Financial Stability

Skylark has been financially stable since its inception. With annual turnover of 22

lakhs in 2000 to the current projected annual turnover of 255 Crores.Skylark has seen

tremendous growth over the last decade.This growth has been possible because our



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extraordinarily talented and creative people delivered results worldwide for Businesses,

Industries and PSU's

SECURITIES SERVICIES

Skylark has been one of the pioneers in the Indian Private Security Industry. Throughthe three decades of its existence, Skylark has endeavored to provide the best security

solutions to its customers through innovation, commitment to quality, training and strict

compliance to international standards.

Skylark believes in continuously upgrading the quality of our resources and

infrastructure to support the ever-changing customer requirements. The company has

grown into a "Total Security Solutions Provider" and offers the following services:

Guarding

Security Audits & Consultancy

Antecedent Verification

Executive Protection

Electronic Security Solutions

Event Security Management

With over three decades of experience behind us, we have been fortunate to servevarious businesses. Our rich experience has helped us in designing Customized Security

Solutions for the following sectors:

Petroleum / Hydrocarbon / Pipeline

Chemical & Petrochemical

Power Plants

Ports

Telecom

Retail

Finance, Banking & Insurance

Information Technology



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Health Care Facilities

Manufacturing & Warehousing

Entertainment

Hotel Industry

Educational Institutions.



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PROFILE OF THE ORGANISATION

Institute Description

The Skylark School of Business and Technology is an educational venture of SkylarkGroup. At Skylark School of Business and Technology (SSBT) it is our endeavor to

locally offer a global exposure and be a nationally and internationally acclaimed leader

giving holistic education in the field of Business Administration and ComputerSciences. The right mix of theoretical and practical exposure will highlight SSBTians in

the professional world.

SSBT is affiliated to the MAHARSHI Dayanand University, Rohtak (MDU), SMU and

GJU amongst others all in process and is also ISO 9001:2000 Certified amongst many

other corporate affiliations.

We envision ourselves as an academic institution that dedicatedly plays a vital role inshaping the future of our talented young generation by being a premier institute offering

courses designed not only to enhance the intellectual ability of the students, but also

accentuate the latent skills of the students. And make them the future mangers with aname to reckon with

The mission of SSBT is to guide students in achieving a strong foundation in the field

of management and technical education, and provide its students the best career prospects in the emerging global Workplace and equip them for effective and organized

contributions in their chosen professional field.

Skylark School of Business and Technology (SSBT) it is endeavor to locally offer a

global exposure and be a nationally and internationally acclaimed leader giving holistic

education in the field of Business Administration, Computer Sciences & Security.



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SSBT helps student realize high business value by incorporating information strategy,

business collaboration, business integration and managing IT risk, across the value

chain of the enterprise. We are at the forefront of building business and technology

solutions.

Skylark management courses with specialization in different areas prepare students toface the constantly advancing corporate world and impart effective people-management

skills. It emphasizes not just in creating good managers but also on improving and

enhancing existing skills while passing on managerial competence to students.

SSBT offers full time and part time Management courses. Specialization is available in

the areas of marketing, international business, banking and financial services, human

resources, operation management, and information technology. With its multi layered

industry interface, Skylark ensures that students are provided practical orientation for

succeeding in the corporate world.

Courses Offered

MBA

Full Time

Approved by ISO 1901-2000

MCA

Full Time

BCA

Full Time


BBA

Full Time




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Placement:

The effort that the students and teachers put in the course of the respective programensures a holistic development of each individual student as future-ready manager or

entrepreneur in a challenging multi-cultural environment. The Employability SkillsProgram or the ESP designed especially for students’ offers professional counseling to

get over the initial inhibitions and nervousness. The placement cell strives to build a platform for a long-term mutual relationship between its students and the corporate

world.

Given the strong footing of the Skylark Group in the corporate world and a mutual

relationship that it has built over the 21 years with it’s more than 300 clients across

sectors, and the entrepreneurial characteristics that the students will display by the endof the respective courses can only open the window to the world full of opportunities

for them.

Top Recruiting Companies

Accretive Health

TCIL

Aircell

Vipul Infrastructure

Alps Consulting

Bharti Axa

Amadeus

Punj Lyod

American Express

Reliance

Capital IQ

GVK



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Bank of America

Lanco

Call BA

DS Constructions

Clay Telecom

Ansal API

Deutsche Bank

IVRCL

HDFC Bank

Unitech

HDFC Life

Indus Towers

IFCI

Lanco Power Project

ITC Ltd

JMC IOCL

Luminous Power Technology

Navayuga Engineering Co.Ltd



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Infrastructure

The wi-fi enabled campus is designed with the motive to create an environment thatencourages learning, however, not forgetting a student’s need for some entertainment.The campus is just a 10 minutes drive away from the IFCO chowk, which is the hub

that connects Gurgaon to its neighbors. The campus is at a walking distance fromfavorite hangouts like the Gurgaon Ansal Plaza with the multiple entertainment optionsthat it holds, Café Coffee Day, Pizza Hut etc. And all this apart from the recreational

facilities that the institute offers!

All the classrooms are designed to facilitate learning. The class rooms are air

conditioned and equipped with only the high-end teaching facilities which includes,Audio-visual equipments, internet, and intranet connections

The institute has two fully equipped labs with approximately 30 premium computers for

students to learn, practice and carve their way to success.

The knowledge center of the institute is a collection of resources. It holds a plethora of

books on both, academic and non-academic subjects. The depository is a collection of

relevant magazines pertaining to the offered field of studies and membership to online

journals which etc. which give the students the benefit of going beyond the boundariesand keeping themselves abreast with the international trends.

The Library also has an automated catalog system which enables the students to search

for all the books, magazines and research papers available in the library; including thosethat are available on the on-line memberships. The catalog gives the students a synopsis

of the respective books, the library code, and information on whether the book isavailable for borrowing or whether it has already been issued out. All this information

can only help them identify the relevant book faster. Books can also be booked by the

students at the issuing counter of the Library.

The auditorium with modern technological facilities can seat 100 people at a time. Thehigh-end audio-visual equipments, projectors and sound system make it a haven for

group discussions, seminars and conferences as well as cultural activities.

Like the proverb goes “All work and no play makes Jack a dull boy.” The recreation

facilities at the campus are bound to keep the students up and active. The wide array ofoptions is available for both; the indoor as well as the outdoor activities.

The indoor activities include facilities for carrom boards, brain teasers like chess etc.,



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scrabbles, pool tables, darts etc.

From the outdoor activities too, the students have a list of choices to select from. Theinstitute offers facilities to play cricket, football, basket ball, volley ball and badminton.

The informal setting of the cafeteria is a place dedicated for the students as well as the

teachers to satiate both, their hunger as well their intellectual need for discussions, or

even their need to relax and seep-in the soothing ambience. The cafeteria serveshygienic break-fast and lunch at affordable prices. Apart from this, it serves mouth-

watering delicious multi-cuisine delicacies; right for every weather.

The Institute is hardly a kilometer away from the Columbia Asia Hospital, and there is

always an ambulance at a stand-by in event of any emergency. The institute also has on

call doctor facility and nursing assistants. And also has a dedicated medical room incampus

The institute has its own 6-8 dedicated buses to ferry students wishing to avail the

professional transport facility provided by the institute. The buses run on fixed routes

covering the high-way and major pick points. The routes are designed keeping in mind

the convenience of all the students availing this facility.

Hostel Details

The Institute has separate wi-fi enabled hostel facilities for men and women. Eachhostel has spacious and well furnished rooms which are given to students on a twin-sharing basis. Apart from the hygienic food provided in the hostels, the hostels also

provide recreational facilities for its residents. The institute also provide

accommodation assistance to students. ( optional )

Top Faculty:

Dr. Niti Kapoor - Ph.D, B. Sc, MBA (Psy)

Mr. Romesh Raina - MBA (Marketing, HR)

Ms. Kavita Saxena - B.E. (CT), MBA

Mr. Navneet Pratap Singh - MBA (Marketing, Entrepreneurship) Rochester University, NY

Ms. Kanika Gupta - M.Com, CS

Col. Ramgopal - B.E. (Mech), M. Tech (IE) IIT Delhi, M. Phil

Mr. Vivek Bhatia - CFA

Col. Dil Bagh Singh - BA

Mr. Sanay Pratap Singh - MBA (HRM)

Mr. Aditya Malik - B.E. (CS), DCE



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Mr. Pushkal Kumar Pandey, PGDM (IIM Bangalore), B.Tech (IIT Delhi), M.Tech (IIT

Delhi)

Suprateen Banerjee - MBA, IIM (Banglore)

Ms. Kanika - MBA ( Finance)

Ms. Rachna - B. Tech (CS), MBA( Finance)

Nomi - MBA( HR), PGDBM (Mass Comm), Pol. Science (Hons) Dr. Major T. C .Rao - PGE, PGDS, GIRPM, Ph.D.

Mr. Suraj Kumar - Maths(Hons), LLB(DU), MBA(FMS)

Mr. Vinod Yadav - MBA (Finance) , IT, OM from COX School of Business

Mr. Nitin Malik - B. Engg., MBA, Post MBA (USA)



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DISCUSSION ON

TRAINING

Work profile

Key learnings

Work Profile: Admission counselor



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STUDY OF THE

SELECTED RESEARCHPROBLEM

Objective

Scope of study

Sampling methodology

Limitations



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RESEARCH METHODOLOGY

TITLE:

“STUDY OF INSTITUTES OFFERING HIGHER EDUCATION AT

GURGAON”

The above title is self explanatory. The study deals mainly with studying the buying

pattern in the education industry with a special focus on Skylark School Of Business &

Technology, Gurgaon. The various segments of the markets divided in terms of

Insurance Needs, Age groups, Satisfaction levels etc will also studied.

OBJECTIVE

Main objective of the research is to have an analysis of higher Education industry in

Gurgaon. To accomplish this objective it has been divided into five.

To determine reasons behind opting for a college.

To know the most preferred colleges.

To determine customers perception towards private colleges and Government Colleges

& their expectation form colleges.

To determine the feedback on education provided by the colleges.

To study the level of higher education.

To idenify the population needing higher education.



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SCOPE OF THE STUDY

A big boom has been witnessed in Higher Education Industry in recent times. A large

number of private institutions have entered the market and are trying to gain market

share in this rapidly improving market. The study deals with government colleges in

focus and the various segments that it caters to. The study then goes on to evaluate and

analyze the findings so as to present a clear picture of trends in the Higher Education

industry.

SIGNIFICANCE TO THE INDUSTRY:

This is a limited study which takes into consideration the responses of 100 people. This

data can be explorated to take in the trends across the industry. The significance for the

industry lies in studying these trends that emerge from the study. It is a rapidly changing

and evolving sector. People are only beginning to wake up to its vast possibilities. A

study like this can attempt to guide the future of the industry based on current trends.

SIGNIFICANE FOR THE RESEARCHER:

To facilitate and provide useful information for the study of the higher education system

and to justify the prevailing condition of institutions In Gurgaon & to know the

competitors and also provide recommendations for Skylark School Of Business &

Technology.



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RESEARCH DESIGN

NON-PROBABILITY

EXPLORATORY & DISCRIPTIVE EXPERIMENTAL RESEARCH

The research is primarily both exploratory as well as descriptive in nature. The sources

of information are both primary & secondary.

A well-structured questionnaire was prepared and personal interviews were conducted

to collect the customer’s perception and buying behavior, through this questionnaire.

SAMPLING METHODOLOGY

Sampling Technique:

Initially, a rough draft was prepared keeping in mind the objective of the research. A

pilot study was done in order to know the accuracy of the Questionnaire. The final

Questionnaire was arrived only after certain important changes were done. Thus my

sampling came out to be judemental and convinent

Sampling Unit:

The respondents who were asked to fill out questionnaires are the sampling units. These

comprise of students of different colleges, Govt. Employees, Self Employed etc.

Sample size:

The sample size was restricted to only 100, which comprised of mainly students from

different regions of Gurgaon due to time constraints.

Sampling Area:

The area of the research was Gurgaon, India.



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LIMITATIONS OF THE RESEARCH

1. The research is confined to a certain parts of Gurgaon and does not necessarily shows

a pattern applicable to all of Country.

2. Some respondents were reluctant to divulge personal information which can affect

the validity of all responses.

3. In a rapidly changing industry, analysis on one day or in one segment can change

very quickly. The environmental changes are vital to be considered in order to

assimilate the findings.



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ANALYSIS

Analysis of data

Summary of findings



35

DATA ANALYSIS & INTERPRETATION

NUMBER OF PEOPLE EMPLOYED OR STUDYING

RESPONSE NO. OF

RESPOND

ENTS

SHARE (%)

Studying 70 70%

Employed 30 30%

Total 100 100%

INTERPRETATION

Of the sample size of 100 surveyed respondents 70% of the respondents are students.

30% of the respondents are employed.

.



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SATISFACTION FROM OWN INSTITUTIONS

RESPONSE NO. OF

RESPONDE

NTS

SHARE

(%)

Non satisfied 75 75

Non

responding

25 25

Satisfied 45 45



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PREFERENCE FOR GOVERNMENT OR NON GOVERNMENT

INSTITUTIONS

RESPONSE NO. OF

RESPOND

ENTS

SHARE (%)

Government 85 85%

Non Government 15 15%

Total 100 100%



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EDUCATION BACKGROUND

COMPANY’S NAME NO.OFRESPONDENT

SHARE (%)

Management 25 25

Commerce 20 20

Science 20 20

Arts 15 15

Technical 10 10

IT 7 7

Others 3 3

TOTAL 100 100



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QUALIFICATIONS

QUALIFICATION

NO. OF

RESPONDANTS

SHARE(%)

Secondary 2 2

Senior secondary 10 10

Under Graduate 53 53

Post Graduate 20 20

Other 15 15

TOTAL 100 100



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PLAN FOR HIGHER EDUCATION

RESPONSE NO. OF

RESPONDENTS

SHARE (%)

Yes 35 35%

No 65 65%

Total 100 100%



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PREFERENC OF PEOPLE FOR HIGHER EDUCATION

RESPONSE NO. OF

RESPONDENTS

SHARE (%)

Regular 73 73%

Distance 27 27%

Total 100 100%



42

SUMMARY AND

CONCLUSIONS



43

SUMMARY OF LEARNING EXPERIENCE

Higher education in India is facing a chronic problem continuing as Higher education.

Some institutions like IITs, IIMs, research institutions like IISc, central universities are

funded by central government so they have fantastic infrastructure, good faculty, and

money for research while state universities and institutions lack all these. A balance

should be established between the central and state governments to bring all the higher

education institutions at the same level.

The success story of good market of different institutions depends upon the availability

of the quality of education which is provided by the institute, which can influence the

overall structure of education system.

Delivering good & quality education & providing excellent infrastructure & facilities at

economic costs can contribute great to the students as well to the organization.



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FINDINGS & RECOMMENDATIONS

The road ahead for india is directly linked to creation of quality higher education

institutions in a big way to meet the challenge of the knowledge hub, which india is fast

becoming.

The government resources for higher education are simply not enough.

Government supervision of higher education is dismal, to say the least.

Recourse to quality private higher education, both university and non-university is

essential.

India needs to have a proactive demand based policy towards private higher

Education including foreign institutions/universities desirous of setting up campus in

india or entering into joint-ventures. India could offer tax concessions/fiscal incentives

for setting up campuses.

The issue of raising the fees upwards to meet the cost of education is critical if we are to

maintain and sustain the quality of our government and aided institutions as private

institutions are already using a higher fee structure.

In a competitive setting there is no reason why the fees should not meet a reasonable

proportion of the cost of education.

a figure of 20 per cent of recurring cost is considered reasonable in the international scale.

The need for financing of higher education for students, especially those coming from

low income households needs special attention.

Good infrastructure & services are an essential requirement of higher education.



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CONCLUSION

Indian higher-education today suffers from three serious maladies: inadequate

competition among the better institutions, inadequate experimentation, and inadequate

measurement of outcomes.

consider inadequate competition between the institutes. The severe competition among

striving, smart youngsters allows institutions themselves to live the good life.

If credible global institutions enter India, it will make the incumbent institutions'

professional lives harder.

Expect India's 'best' institutions, therefore, to resist. Truth is, there are sufficiently few

institutes in India that merit the appellation "excellent," and the heavy supply of

applicants ensures that there's no urgency to improve these programs.

There is inadequate experimentation. The Indian education system reminds one of the

hamster endlessly rotating its hamster wheel with no end in sight.

There is a certain mind-numbing uniformity to the path which the average upwardly

aspiring family desires for its progeny. This is, to put it mildly, sad. All the ample

research on education, not to mention common sense, suggests that the phrase "different

strokes for different folks" is a better description of what India's youth need.

Institutions should specialize not just in classroom learning, but in vocational skills, in

experiential learning, in experimental learning, and many other modes. While there are

localized pockets of such experimenting in India, they are sufficiently scarce as to not to

make much of a difference (yet).



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ANNEXTURE QUESTIONNAIRE



47

QUESTIONNAIRE

NAME:______________________________________________________

___.

OCCUPATION: ______________________________________________

___.

CONTACT NO.___________________________________.

1. YOU EMPLOYED OR STUDENT? EMPLOYED STUDENT

2. WHAT IS YOUR QUALIFICATION ? SECONDARY HIGHER SECONDARY

UG PG

ANY OTHER______________.

3. WHICH TYPE OF INSTITUTION YOU PRFER THE MOST?

GOVERNMENT NON GOVERNMENT

4. MODE OF YOUR EDUCATION? REGULAR DISTANCE

5. WHAT IS YOUR EDUCATION BACKGROUND?

a) NON MEDICAL SCIENCE b) COMMERCE

c) ARTS

d) MEDICAL SCIENCEe) MANAGEMENTf) TECHNICAL

g) HOME SCIENCEh) IT & COMPUTERS

i) ANY OTHER _____________( Specify)



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6. IN WHICH INSTITUTE YOU ARE STUDIYING OR STUDIED ?

____________________________________________________________.

7. WHAT IS BEST IN YOUR INSTITUTE?a) _____________________________________.

b)______________________________________.

c)______________________________________.

8. ARE YOU SATISFIED WITH THE EDUCATION GAINED FROM

YOUR INSTITUTE?

a) SATISFIED

b) NOT SATISFIED

c) NOT RESPONDING

9. ARE YOU SATISFIED WITH THE FACILITIES PROVIDED?

a) SATISFIED

b) NOT SATISFIED

c) NOT RESPONDING

10. ARE YOU FIND YOURSELF SATISFIED WITH THE FEE

CHARGED BY THE INSTITUTION ?

YES NO

11. WHAT KIND OF EDUCATION YOU PREFER?

REGULAR DISTANCE



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12.WHAT DO YOU EXPECT FROM A INSTITUTION?

a) EDUCATION b) INFRASTRUCTURE

c) FACULTY d) PLACEMENTS

e) ALL ABOVE

13. ARE YOU PLANNING TO GAIN MORE HIGHER EDUCATION?

PLANNING NOT PLANING

14. FROM WHICH INSTITUTE YOU ARE

PLANNING ?

____________________________________________________________

____________________________________________________________________.

15. YOUR VIEWS ABOUT THE GOVERNMENT &

NON GOVERNMENT INSTITUTIONS?

____________________________________________________________

____________________________________________________________ ____________________________________________________________

____________.

THANK YOU.



BIBLIOGRAPHY

WEBSITES REFERRED

www.skylarkworld.com

www.google.com

Ugc.ac.in

www.thehindubusinessline.com

www.education.nic.in

skylark school of management report

Documents

Transcript of skylark school of management report