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Purpose: This chapter explores the two major schemes applicable to skill development in India: Skill Acquisition and Knowledge Awareness for Livelihood Promotion (SANKALP) and Pradhan Mantri Kaushal Vikas Yojana (PMKVY).

Need for the Study: The primary objective of this research is to check the role of these schemes in enhancing the skills of socio-economically stressed community members for their livelihoods. The secondary aim is to analyse the outcomes of these schemes through a qualitative inquiry.

Methodology: A survey was conducted, and the data was collected from trainees of the skill development programmes. Based on the responses, a qualitative content analysis was performed, which showed that most trainees have the thirst and urge to enhance their life skills for a minimalistic livelihood.

Findings: The study concluded that though there are many schemes, only PMKVY is active. They focus on more than just youth communities. Instead, they consider individuals in different age categories.

Practical Implications: The Government of India (GOI) is progressing towards a healthy economy to compete with other countries. For this mission to be achieved, skill and labour development is paramount. Appropriate training must be provided and administrated through government schemes.

Purpose: Nikoletta Taylor and Close, (2022) asserts that a skill gap analysis can be used to determine the lacking skill and carry out recruitment based on that gap. It goes without saying that for a student, that would be their first employment, and with internships, there is no way to experience all aspects of the working world.

Need for This Study: When it comes to the recruiter’s expectations and the applicant’s skills, specifically among students, a gap still exists, leading to a need for practical exposure for applicants.

Study Design/Methodology/Approach: A quantitative study was adopted. A questionnaire was prepared with constructs and variables from the review and a total of 403 responses was collected from reputed institutions in Tamil Nadu.

Findings: This study reveals that skill development is needed; it is found that experiential learning through the gamification process is a suitable learning strategy. The experiential learning factors supporting skill development are self-efficacy, outcome expectation, interest, choice actions, and performance, followed by review, feedback, and continuous improvement.

Originality/Value: Learning all these factors through the gamification process would give students practical exposure to real-time scenarios of the corporate world. The proposed model gives students experience through gamification and learning activities.

Youth unemployment is one of the crucial problems facing modern society. Although the findings of the Organisation for Economic Co-operation and Development (OECD) and European Commission (EC) suggest that around 40% of young people are interested in starting their own business after finishing formal education, current studies indicate that the entrepreneurial potential of young people is still underutilized. The analysis of the trend of youth unemployment in the countries of the European Union (EU) in the period from 2009 to 2022 conducted in this chapter gave a clear insight into the decreasing tendency of youth unemployment from 15 to 29 years of age in the last 10 years. However, although there is a tendency for the youth unemployment rate to fall, it is still significantly higher than the unemployment of other age categories. Further analysis carried out in this chapter was related to testing three trend models on a selected data set on youth unemployment. The most precise measures, mean absolute deviation (MAD) and adjusted R², unequivocally indicated the selection of the quadratic trend model as the most appropriate for the observed data set, given that the MAD value was the lowest (444.55) and the adjusted R² coefficient was the highest (81.88%). Furthermore, through a comparative analysis of the linear and quadratic trend models, the authors predicted youth unemployment in the coming period and concluded that by applying the estimated equations of both trend models, a further decline in youth unemployment in the EU could be expected.

This chapter provides an overview of entrepreneurship clubs. It charts the development of these organisations, as a form of extracurricular activity. It introduces different forms of entrepreneurship clubs, such as Junior Achievement (JA) and Enactus, and explains how they grew from 1919 to the present. It also illustrates the differences between self-organised clubs, organised programs using clubs as a learning method, structured societies and nationally organised cooperative societies. The second part introduces research on student clubs in entrepreneurship education. It explores the benefits of clubs. It shows that clubs assist student learning, enable the acquisition of practical skills and improve college attendance, employment opportunities and career attainment. We argue that entrepreneurship clubs have improved student learning outcomes in entrepreneurship and simulated entrepreneurial learning, while impacting student self-efficacy and intentionality as well as improving employability and social learning. The final part of the chapter provides advice and tips for educators advising student-run entrepreneurship clubs. Ultimately, the chapter explains how student clubs have developed, why they are important for student learning and how advisors can support them.

Introduction: Small- and medium-sized enterprises (SMEs) play a vital role in the economic development of economies by generating job opportunities. Considering their significance, understanding the challenges and skills required in these enterprises becomes essential and timely.

Purpose: This study aims to discuss the limitations and skill gaps faced by SMEs in emerging economies, such as India, Indonesia, Brazil, China, Malaysia, Ghana, Hungary, Saudi Arabia, South Africa, Türkiye, UAE, Iran, Kazakhstan, Türkiye, Zambia, Romania, and Vietnam.

Methodology: The study adopts a systematic review and meta-synthesis approach, utilising a literature review to comprehensively analyse, synthesise, and map the existing literature by identifying overarching themes.

Findings: The study examines the challenges SMEs encounter in emerging economies, including resource scarcity, limited access to credit, inadequate infrastructure, low technology adoption, restricted global market access, and ineffective marketing strategies. There is a notable shortage of skilled labour and development initiatives within SMEs in India even though the country has a sizeable pool of qualified workers. There is a pressing need for additional technical and managerial skills to remain competitive in the market. The findings of this study will assist HR managers in addressing skill shortages among employees in SMEs operating within emerging economies

Purpose: Entrepreneurship is one of the best ways towards self-sufficiency and poverty alleviation for women in a country without guaranteed employment. The research contributes and provides reasons for supporting women’s entrepreneurship, as although it is well-documented that women’s entrepreneurship increases economic growth, other approaches need attention, especially those related to sustainability.

Need for the study: Women have superior emotional intelligence, resilience, and capacity to maintain a healthy work–life balance; women make better business and entrepreneurial leaders. Many businesses see encouraging women to join the workforce as a key to achieving sustainability goals. This study will provide valuable insights into the role of female entrepreneurs in driving sustainable business practices in the USA and India – rural India and urban India.

Methodology: The chapter adopts a descriptive research design methodology in conducting a thorough literature review on the evolution of women entrepreneurship in India. The case-based approach has been adopted to depict women entrepreneurs and their growth stories. The analysis is based on qualitative analysis of secondary data and primary data. This research proposes exciting revelations regarding the trend of women entrepreneurship in India and, from a global perspective, challenges women entrepreneurs face in organised and unorganised sectors in India and policies in different countries that promote women entrepreneurship towards sustainability.

Findings: Women business owners in India help the economy thrive, reduce poverty, and have a greater chance of shaping India’s destiny. This chapter looks at how entrepreneurial actions affect cultural morals and values. Women’s business growth rates vary from country to country, and this variation is influenced by the fact that countries can be broadly categorised as either developed or developing.

This chapter presents the findings of an extracurricular online beta test of a competition between students of the University of Wales Trinity Saint David and the International University of Malaya-Wales. The competition is intended to promote the concept of harmonious entrepreneurship and the creation of student-led harmonious enterprises that address the global sustainability challenge and deliver a triple bottom line in which profit, people, and planet are in harmony. It reveals that extracurricular learning can attract students from disciplines other than business and can educate the participants, both staff and students, not just about harmonious entrepreneurship but also how to identify and launch an innovative harmonious enterprise that addresses a sustainability challenge. The test identifies how the competition may be improved prior to its global launch and makes recommendations for students, educators, mentors, providers, and universities as to how it might best be implemented. Once revised and launched the competition will be further tested to better understand how extracurricular learning can help advance the delivery of both entrepreneurship and sustainability education in universities and colleges around the globe.

Microenterprises (MEs) are vital to the growth and prosperity of economies around the world. All levels of society, from universities to national governments, have collaborated to improve the chances of survival and future growth of these businesses. The threat to life is serious, and unless concerted action is taken, the situation will spiral out of control. Policymakers and business leaders must work together to address the sustainability crisis. The study, therefore, set out to determine how various entrepreneurial skills (such as creativity, collaboration, networking, and risk-taking) affect the long-term viability of MEs. The overall objective of the study was to determine the importance of innovative problem-solving, collaboration, networking, and willingness to take calculated risks of microentrepreneurs for the long-term success of their businesses. A total of 274 microentrepreneurs in rural areas of the Ancash region of Peru were surveyed in the grocery, hardware, clothing, and food service sectors. The survival of the MEs was tested on four dimensions: innovation, leadership, networking, and risk-taking. According to the results, MEs managers can increase their longevity by cultivating creative skills, strengthening leadership as a key to business sustainability and survival, maximizing the use of networks to gain a market advantage and expand their customer base, and employing calculated risk-taking.

This chapter contributes to the scholarship of teaching and learning in extracurricular enterprise and entrepreneurship education. It draws on research from two annual ‘Business Challenge Weeks’ (BCW) held at Oxford Brookes University in 2021 and 2022, in which teams of postgraduate students from three faculties worked on external client projects, supported by an academic mentor. It presents and discusses findings derived from a survey and interviews conducted after the second of these years. The chapter takes a transdisciplinary perspective, after Budwig and Alexander (2020), Piaget (1972) and Klein et al. (2001) and explores the relationship between this and the enterprise and entrepreneurship development pipeline set out by QAA (2018). It analyses the experiences of the three main participating groups engaged in the challenge weeks – students, external clients and academic mentors – and explores the organising challenges inherent in multiparty pedagogical initiatives. The chapter contributes to knowledge in this area by revealing and reflecting on the motivations and expectations of the three participant groups, the roles they played during the week and the outcomes they reported. It also expands understanding of transdisciplinary enterprise pedagogy.