1

TRAINING REPORT
ON
STUDY OF PRIME INSTIUTIONS 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)
(IVth Semester )
Submitted by

Name: LOKESH KUMAR CHANDELIA
Regn. No.- 1073901950
Roll No .- 1090210697
SKYLARK SCHOOL OF BUSINESS & TECHNOLOGY,GURGAON
PALAM VIHAR-EXT GURGAON (HARYANA)




2

CERTIFICATE BY THE GUIDE

This is to certify that the project work entitled STUDY OF PRIME
INSTIUTIONS AT GURGAON 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








3

STUDENTS DECLERATION

I hereby declare that the Training Report conducted at
Skylark Group,Gurgaon
Under the guidance of
(Ms.Richa)
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





4

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.











5

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),
NIAMs 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


6

CONTENTS
PARTICULARS



CHAPTER 1 : INTRODUCTION
1.1 General Introduction of the Industry
1.2 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 Analysis
5.2 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

7




CHAPTER 1

INTRODUCTION









8


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 the
advent 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 local
administration. 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 challenged
successfully, 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 British
administrator 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, and
the 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 about
school 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.
9

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 compulsory
internship, 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 of
Secondary Education' and 'Indian School Certificate'. Indian Certificate of secondary
education 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 has
its 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 those
students 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 and
110,000 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 before
completing 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
10

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 mainly
opened 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 primary
education. Its main features are Universal Access, Universal Retention and Universal
Achievement. It aims that the primary education should be accessible to each and every
child of school going age, once a child is enrolled in school he/ she should be retained
there. 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 84,000
alternative 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 been
successfully 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 aids
like 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 natural
environment.

11

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 (211
State, 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 Course
There 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 Courses
This 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
12

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 colleges
of 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
13



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 India
Indian 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, professional
courses 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.
14

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 by
giving 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 people
of 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 care
centers, 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 of
science, 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 of
education 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 professional
education.
The All India Council for Technical Education will be responsible for maintenance of
norms and standards, accreditation, funding, and monitoring of technical and
management 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 and
objectivity 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 in
the 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.
15

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 of
education 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 of
experimentation 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 studies
and 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 of
world.
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.

16






















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
Punjab
Rajasthan
Uttar Pradesh
Haryana


Assam
Chhattisgarh
Lakshadweep
Nagaland
Pondicherry
Sikkim
Tripura
Uttarakhand
West Bengal
India City Education
Ahmedabad
Amritsar
Bhavnagar
Bhopal
Bikaner
Chittaurgarh
Cuttack
Dalhousie
Diu-Island
Ghaziabad
Gurgaon
Gwalior
Haridwar
Hyderabad
Imphal
Indore
Jabalpur
Jalandhar
Jamshedpur
Kochikodaikanal
Kodaikanal
Kota
Kottayam
Lucknow
Madurai
Madurai
Manali
Mangalore
Mysore
Nagpur
Ooty
Panaji
Porbandar
Puri
Rajkot
Ranchi
Secunderabad
Shimla
Surat
Tamilnadu
Thanjavur
Thrissur
Vadodra
Vijayawada
Visakhapatnam
17






CHAPTER 2
PROFILE OF THE ORGANISATION











18


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 picked
up 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 nave" 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
19

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. Through
the 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 serve
various 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
20

Health Care Facilities
Manufacturing & Warehousing
Entertainment
Hotel Industry
Educational Institutions.




















21

PROFILE OF THE ORGANISATION



Institute Description
The Skylark School of Business and Technology is an educational venture of Skylark
Group. 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 Computer
Sciences. 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 in
shaping 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 a
name 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.

22

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 to
face 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
Approved by ISO 1901-2000
BBA
Full Time
Approved by ISO 1901-2000



23

Placement:

The effort that the students and teachers put in the course of the respective program
ensures a holistic development of each individual student as future-ready manager or
entrepreneur in a challenging multi-cultural environment. The Employability Skills
Program 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 its more than 300 clients across
sectors, and the entrepreneurial characteristics that the students will display by the end
of 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

24

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







25

Infrastructure
The wi-fi enabled campus is designed with the motive to create an environment that
encourages learning, however, not forgetting a students 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 from
favorite hangouts like the Gurgaon Ansal Plaza with the multiple entertainment options
that it holds, Caf 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 boundaries
and 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 those
that 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 is
available 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. The
high-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 of
options 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.,
26

scrabbles, pool tables, darts etc.

From the outdoor activities too, the students have a list of choices to select from. The
institute 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 serves
hygienic 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 in
campus
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. Each
hostel 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
27

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)















28

DISCUSSION ON
TRAINING

Work profile
Key learnings






Work Profile: Admission counselor


29

STUDY OF THE
SELECTED RESEARCH
PROBLEM

Objective
Scope of study
Sampling methodology
Limitations



30

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.






31

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.

32

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 customers 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.
33

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.








34




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.
.
36



SATISFACTION FROM OWN INSTITUTIONS
RESPONSE NO. OF
RESPONDE
NTS
SHARE
(%)
Non satisfied 75 75
Non
responding
25 25
Satisfied 45 45





37



PREFERENCE FOR GOVERNMENT OR NON GOVERNMENT
INSTITUTIONS
RESPONSE NO. OF
RESPOND
ENTS
SHARE (%)
Government 85 85%
Non Government 15 15%
Total 100 100%






38



EDUCATION BACKGROUND
COMPANYS NAME
NO.OF
RESPONDENT
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





39


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
40


PLAN FOR HIGHER EDUCATION
RESPONSE NO. OF
RESPONDENTS
SHARE (%)
Yes 35 35%
No 65 65%
Total 100 100%








41


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.









44

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.
45


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).


46




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 SCIENCE
e) MANAGEMENT
f) TECHNICAL
g) HOME SCIENCE
h) IT & COMPUTERS
i) ANY OTHER _____________( Specify)

48

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














49




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.















50



BIBLIOGRAPHY

WEBSITES REFERRED
www.skylarkworld.com
www.google.com
Ugc.ac.in
www.thehindubusinessline.com
www.education.nic.in