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The global economic fallout following the unexpected onset and rapid spread of COVID-19 pandemic worldwide, in early 2020, has necessitated international and national action plans towards new normal models of realignment in enterprise bottom-line and management. In 2020, ‘Supporting Small Business through the COVID-19 Crisis’ was declared the lead theme of the MSME Day – June 27 – by the UN. A ‘COVID Response Alliance for Social Entrepreneurs’ was launched by an affiliate of the World Economic Forum (WEF). Drawing inspiration from the ‘small business’ focus of the UN MSME Day declaration and the ‘social entrepreneurship’ perspective of the WEF, the study seeks to draw few perceptions and conclusions in the post-COVID economic recovery context of India, where Micro, Small and Medium Enterprises (MSMEs) are observed to be a key driver of development, thanks to an add-on supportive package in the wake of the COVID-19 economic crisis. It is found that the package fails to provide a direct push for promotion of social enterprises/entrepreneurship in the Indian MSME sector, as there is no focused policy approach on leveraging ‘entrepreneurship resources’. Hence, the general trend of the sector continues to be dominated by the ‘for-profit first’ concern rather than a fair blend of ‘social value creation first’, with ‘profit’. Discourse on social entrepreneurship and action-oriented rehabilitation tools proposed in the Covid context globally have failed to reorient the dominant outlook of social enterprises in India – business as a tool for achieving social impact – to social impact as a spontaneous/positive outcome from business. The study highlights the lapses on the ground, of theoretical formulations, despite their couching in Covid contexts, and the need for a more institutionalised enabling environment for social value creation, impact investment and social stock exchange in the social enterprise ecosystem.

Purpose. This chapter discusses the challenges and different strategies to increase skill development for the future workforce.

Methodology. Multiple sources on the topic were studied and reviewed in this chapter. The idea of skill and its development is discussed in the literature review.

Findings. Different nations’ governments have promoted human capital development by providing up-skilling and retraining programs to balance supply and demand. Skills gaps need to be brought to the attention of stakeholders, such as governments, businesses, and the educational system. Teachers, employers, and other stakeholders need to develop strategies and action plans to ensure that the skills gaps are appropriately identified and adequately addressed. These initiatives must be developed with input from various stakeholders.

Practical Implications. The research results would inform the curriculum, incorporating skill development processes tailored to various scenarios. These findings would aid business organisations in crafting skill development programs that address identified skill gaps. Challenges in skill development would be taken into account during course development, and relevant teaching–learning materials would be created. Key stakeholders, such as accrediting organisations, employers, and students, should exert more influence on academic institutions to prioritise societal demands for economic development.

Originality/Value. The uniqueness and significance of this chapter lie in its concise summary of the strategies to tackle the hurdles in skill development.

Introduction: In the modern period, environmental degradation has had negative effects on people’s health as well as the regular business environment. As a result, embracing a ‘Go Green’ philosophy has gained widespread acceptance among individuals and corporations worldwide. Going green is referred to as promoting eco-friendly ways and banks are essential in protecting the environment to improve our quality of life.

Purpose: This study will focus on the correlation between green banking practices (GBP), employee green behaviour (EGB), and banks’ sustainability performance and how this relationship will give a competitive edge in terms of sustainability to the banks adopting these GBP.

Methodology: EGB between GBP and bank sustainability occurrence is clarified by this study. The current study is descriptive and finds the relationship through previous literature reviews.

Findings: Employees are expected to be crucial in this transformation as the modern banking system adopts green banking initiatives and updates traditional banking processes. Employees help banks perform more sustainably by encouraging environmentally friendly banking practices.

Practical Implications: By understanding the mechanism, between GBP and bank sustainability, banks can adopt more effective strategies to enhance their sustainability performance while promoting environmentally friendly practices.

Purpose: Preserving a country’s culture is crucial for its sustainability. Handicraft is a key draw for tourism destinations; it protects any civilisation’s indigenous knowledge and culture by managing the historical, economic, and ecological ecosystems and perfectly aligns with sustainable development. It has a significant role in creating employment, especially in rural regions and is an essential contributor to the export economy, mainly in developing nations. The study focuses on the skills required and existing gaps in the handicraft industry, its development and prospects by considering women and their role in preserving and embodying the traditional art of making handicrafts.

Approach: A framework has been developed for mapping and analysing the skills required in the handicraft sector using econometric modelling; an enormous number of skills have been crowdsourced from the respondents, and machine learning techniques have been used.

Findings: The findings of the study revealed that employment in this area is dependent not only on general or specialised skills but also on complex matrix skills ranging from punctuality to working in unclean and unsafe environments, along with a set of personal qualities, such as taking initiatives and specific skills, for example polishing and colour coding.

Implications: The skills mapping technique utilised in this study is applicable globally, particularly for women indulged in casual work in developing nations’ handicrafts industry. The sustainable development goals, tourism, and handicrafts are all interconnected. The research includes understanding skills mapping, which provides insights into efficient job matching by incorporating preferences and studying the demand side of casual working by women in the handicraft sector from a skills perspective.

Today the research area on technology acceptance is mainly dependent on the theory of technology acceptance model (TAM). The TAM was used in this study primarily for the purpose of providing a basis for determining the impact of various external variables on the adoption of edtech platforms. The TAM is a theory of information systems that suggests steps for learners to take as they adopt and use new technologies. The primary TAM variables for adoption of edtech platforms are evaluated in this study: perceived usefulness (PU) and perceived ease of use (PEOU) by using the factors – perceived enjoyment (PE), information quality, electronic-word of mouth (e-WOM), perceived compatibility, computer self-efficacy and objective usability. By analyzing and defining the relationship between the external variables with respect to the adoption of edtech platform among students, we hope to contextualize the TAM model. The end result provides a clearer understanding of TAM and its growth as a useful model for technology adoption studies and for clarifying the relationship between the uptake of edtech platforms and technological acceptability. The study employed a qualitative methodology and selected publications and research papers about the adoption of technology. These were then carefully assessed, analyzed and scrutinized for the terms of how students adopted edtech platforms. It was proposed that the adoption of an edtech platform may result from proper training in technology usage and its application to real-world scenarios.

In many countries (Nigeria inclusive), major components of job creation and economic growth, are driven by small and medium-sized businesses that are mostly family-owned. However, over 50% of such businesses fail after intrafamily leadership transition. This chapter seeks to understand and explain the strategies that owners of medium-sized family-owned businesses explore in ensuring the sustainability of their business after a leadership transition from the founder. The focus is on three business leaders who sustained their family-owned businesses after a leadership transition from their founders. The conceptual framework is based on the transformational leadership theory. Data collection was from artefacts, company documents and semi-structured, face-to-face interviews. Analysis of data was supported by follow-up questions and member-checking to enhance the trustworthiness and credibility of the interpretations. Four themes that emerged were the founder's desire and support for transition, the preparation of successors or level of preparedness, trust and credibility of successors, and clarity of vision of both the founders and successors. Findings from this study may contribute to positive social change by providing leaders of African family-owned businesses with strategies for managing leadership transitions and ensuring the survival of the business after these transitions. Sustainability of family businesses might lead to job retention and creation, as well as enhance wellbeing and incomes of communities, family members and the African economy.

The role and performance of a teacher is central to the teaching and learning process in any educational system, but they are often misinterpreted in the context of educational monitoring and quality assurance. Although efforts to relate teacher quality to educational quality are rarely challenged, establishing linkages between teacher quality and student performance have proven to be complex and inconclusive. This holds true especially in the Indian context wherein teachers experience diverse working conditions that may make traditional measures of teacher quality seem impractical and speculative. Teacher roles and performance, apart from being subjected to contrasting realities in schooling systems, are influenced by cultural capital, systemic forces, and teacher education programs. This chapter attempts to unravel the complexities of an Indian school teacher and highlight some of the issues that teachers are likely to face and grapple within their work situations. Nevertheless, the role of a professional and humane teacher will stand paramount in building the future of India.