We observed that while students perform well academically, they often have limited opportunities to apply their learning in real-life situations. Skills such as decision-making, financial understanding, communication, and responsibility are not easily developed through classroom learning alone.
We created the Young Entrepreneurs of Shraddha programme to bridge this gap. The idea was to give students a platform where they could take ownership, make decisions, and learn by doing. At the same time, we wanted them to understand the value of giving back to society. By combining entrepreneurship with community contribution, the programme helps students develop practical skills along with a strong sense of social responsibility.
In practice, Young Entrepreneurs of Shraddha is implemented as a structured, student-led programme integrated into school activities. Students from Grade IV onwards work in small teams to plan and run their own stalls. They begin by identifying what they want to create or sell, often drawing from skills they have developed in school clubs such as art, craft, or cuisine.
Students are involved in every stage of the process—planning the product, estimating costs, deciding pricing, preparing the items, and managing the stall during the event. On the day of the activity, they interact with customers, handle transactions, and take responsibility for managing their work.
Teachers act as facilitators, guiding students when required but allowing them to take ownership of decisions. After the activity, students reflect on what worked well and what could be improved. The earnings from these initiatives are collectively contributed towards supporting a local Panchayat school, helping students connect their efforts to a larger social purpose.
The programme has grown steadily within the school over the past few years. It began with a small group of students and has gradually expanded to include all students from Grade IV onwards. As more students experienced the programme, interest and participation increased naturally.
The model is simple and adaptable, which has allowed it to be repeated across different classes and activities. Teachers have also become more confident in facilitating the process, making it a consistent part of school practice rather than a one-time event.
While the programme is currently implemented within the school, its structure makes it easy to adopt in other schools. We have begun sharing the approach informally with visiting educators and parents, and there is potential to extend it further through structured sharing and collaboration in the future.
The programme has evolved gradually based on our observations and student feedback. In the initial stages, students participated in smaller, teacher-guided activities. Over time, we have increased student ownership by involving them more actively in planning, decision-making, and execution.
We have also expanded participation to include all students from Grade IV onwards, ensuring that more learners benefit from the experience. The structure has been made more organised, with clearer roles for students, better coordination during activities, and more opportunities for reflection after each event.
Another key addition has been strengthening the connection to community impact. While earlier activities focused mainly on the learning experience, we now consciously link the outcomes to supporting a local Panchayat school, helping students understand the purpose behind their work.
These gradual modifications have helped make the programme more structured, student-driven, and meaningful over time.
If a school wants to try this model, the first step is to create a small, structured opportunity for students to take ownership of a simple enterprise activity. Schools can begin with a small group of students and gradually expand once the process becomes familiar.
Students should be encouraged to work in teams to plan what they want to create or sell, using skills they already develop through regular classroom or club activities. Teachers play a key role as facilitators by guiding students in planning, basic budgeting, and organising the activity, while still allowing students to make decisions and learn through the process.
The model does not require specialised infrastructure or significant financial investment, making it accessible for most schools. Starting small, keeping the process simple, and allowing students to reflect and improve after each activity are important for successful implementation.
Schools can also connect the activity to a meaningful purpose, such as supporting a community initiative, to help students understand the value of their efforts beyond the classroom.
