MOUNIKA GANTHI Corporate Internship FPB1719/149

Corporate Internship Project Report On

“A Study on professional’s preferences towards analytics courses

online vs. offline.”

Submitted in Partial fulfilment of the requirement for the Post Graduate Diploma in Management

At

Submitted by

Mounika Ganthi
FPB1719/149
PGDM and Batch 17-19

CIP CERTIFICATE

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MOUNIKA GANTHI Corporate Internship FPB1719/149

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MOUNIKA GANTHI Corporate Internship FPB1719/149

DIRECTOR’S CERTIFICATE

This is to certify that Ms Mounika Ganthi is a bona fide student of Indus Business
Academy, Bangalore and presently she is pursuing a Post Graduate Program in
Management.

Under my guidance she has submitted her project report titled “A STUDY ON
PROFESSIONAL’S PREFERENCES TOWARDS ENROLLING ANALYTICS
COURSES ONLINE VS. OFFLINE.” for the partial fulfilment of the requirement for
Post-Graduate Diploma in Management. This report has not been previously
submitted as part of another degree or diploma of another Business School or
University.

________________________

Dr. Subhash Sharma

Director

Indus Business Academy,

Bengaluru

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MOUNIKA GANTHI Corporate Internship FPB1719/149

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MOUNIKA GANTHI Corporate Internship FPB1719/149

MENTOR’S CERTIFICATE

This is to certify that Ms Mounika Ganthi is a bona fide student of Indus Business
Academy, Bangalore and is presently she is pursuing a Post Graduate Program in
Management.

Under my guidance she has submitted her project report titled “A STUDY ON
PROFESSIONAL’S PREFERENCES TOWARDS ENROLLING ANALYTICS
COURSES ONLINE VS. OFFLINE.” for the partial fulfilment of the requirement for
Post-Graduate Diploma in Management.

To the best of my knowledge, this report has not been previously submitted as part of
another degree or diploma of another Business School or University.

_______________________

Dr Ramesh S

Internal Mentor,

Professor

Indus Business Academy

Bengaluru.

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MOUNIKA GANTHI Corporate Internship FPB1719/149

DECLARATION

I hereby declare that the project work entitled “A STUDY ON PROFESSIONAL’S

PREFERENCES TOWARDS ENROLLING ANALYTICS COURSES ONLINE VS.
OFFLINE.” submitted to the Indus Business Academy, Bangalore is a record of an
original work done by me, and this project work is submitted for the partial fulfilment
of the requirement for Post-Graduate Diploma in Management. The results embodied
in this thesis have not been submitted to any other University or Institute for the
award of any degree or diploma.

________________________

Mounika Ganthi

FPB1719/149

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MOUNIKA GANTHI Corporate Internship FPB1719/149

ACKNOWLEDGMENTS

Any accomplishment requires too many people and this is no

different. I have been fortunate enough to get a help and
guidance of many people. It is my pleasure to acknowledge
them, though it is still in adequate appreciation for their
contribution.

I take this opportunity to extend my sincere thanks to Mr Manish

Jain, CEO, and

Dr Subhash Sharma, Dean for being so encouraging and

helpful throughout my report
On “A STUDY ON PROFESSIONAL’S PREFERENCES
TOWARDS ENROLLING

ANALYTICS COURSES ONLINE VS. OFFLINE.”

I wish to thank my Corporate Mentor, CEO of Brainswig Edutech

Pvt Ltd.
Mr Dinesh Babu for guiding me throughout my Internship

I express my sincere thanks to my Mentor Dr. Ramesh

Satyanarayana, whose continuous guidance throughout the
project inspired me to accomplish it. I am thankful to him for
giving me the guidance.

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MOUNIKA GANTHI Corporate Internship FPB1719/149

Table of Contents

1. Abstract......................................................................................................................................................8
2. Industry Profile.........................................................................................................................................9
2.1 Introduction................................................................................................................... 9
2.2Evolution of the Education Industry..............................................................................14
2.3 Segmentation of Indian Education System.........................................................................18
2.4 Growth and market size of the education industry.......................................................19
2.5 Significance of Education Industry...............................................................................20
2.6 Occupations in the Industry.........................................................................................22
2.7 Source of Financing for Education sector....................................................................26
2.8 Barriers facing India’s Education economy..................................................................28
2.9 2017 Education Industry Statistics, Trends, and Analysis............................................28
3. Porters 5 Forces Analysis for the Industry....................................................................................31
4. Company Profile....................................................................................................................................32
4.1 About the Company.................................................................................................33
4.2 History of the Company..................................................................................................................33
5. Swot Analysis for the Company........................................................................................................35
6. Research Methodology.......................................................................................................................36
6.1 Objectives of the Research......................................................................................36
6.2 Research Design..............................................................................................................................36
7. Problem Definition and Key Result Areas.....................................................................................37
7.1 Problems.................................................................................................................. 37
7.2 Key Result Areas..............................................................................................................................37
8. Analysis and Interpretation................................................................................................................39
8.1 Factor Analysis:........................................................................................................39

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8.2 Hypothesis Testing............................................................................................................................44

9. Findings & Recommendations..........................................................................................................49
10 . Bibliography..............................................................................................................................................51

1. Abstract

The report has been drawn up with the objective of identifying

and analysing the professional’s preference towards enrolling
the analytical courses online vs. offline.
Brainswig edutech Pvt. Ltd. It is an educational institution. It is
offering more than 10 different types of courses so called
Business analytics, data analytics, machine learning, python, R
programming advanced statistics, SPSS, Tableau etc. It is a
start-up company established in 2016. The research aims at
identifying the professional’s preferences towards enrolling the
analytical courses online vs. offline. The sample size taken for
the survey was 57 professionals. The demographic variables
such as gender, age, has been taken. The data has been
collected through a structured questionnaire via telephonic
interview. The respondents were asked a series of questions
through which analysis has been made on their preferences for
enrolling the analytical courses online vs. offline. Here what I
am supposed to do is I need to develop the business of this
company by generating the leads and converting those leads
into sales prospectus. For this I need to search for the people
who are looking for enrolling the courses mentioned above. I

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need to call them and convince them for enrolling the courses,
and we are also responsible for the queries of the leads and
customers of the company. For the development of the business
I was given a task to do the market research a study on
students/professionals preferences toward enrolling the online
courses, and also we will be going to the colleges and
corporates for making them enrolling the courses which the
company is offering where we understand the customer’s
behaviour.

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2. Industry Profile

2.1 Introduction
India holds an important place in the global education industry. India has one of the
largest networks of higher education institutions in the world with 850 universities (as
of April 2018) and 42,026 colleges. A total of 35.7 million people were enrolled in
higher education institutes in 2016-17. However, there is still a lot of potential for
further development in the education system.
Moreover, the aim of the government to raise its current gross enrolment ratio to 30
per cent by 2020 will also boost the growth of the distance education in India.
Market Size
The education sector in India is poised to witness major growth in the years to come
as India will have world’s largest tertiary-age population and second largest graduate
talent pipeline globally by the end of 2020. The education sector in India is estimated
at US$ 91.7 billion in FY18 and is expected to reach US$ 101.1 billion in FY19E.
Higher education system in India has undergone rapid expansion. Currently, India’s
higher education system is the largest in the world enrolling over 70 million students
while in less than two decades, India has managed to create additional capacity for
over 40 million students. By 2025, the segment is expected to reach US$ 35.03
billion.
The country has become the second largest market for e-learning after the US. The
sector is expected to reach US$ 1.96 billion by 2021 with around 9.5 million users.
Investment/Recent developments.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector
in India stood at US$ 1.67 billion from April 2000 to December 2017, according to
data released by Department of Industrial Policy and Promotion (DIPP).
The education and training sector in India has witnessed some major investments
and developments in the recent past. Some of them are:
 Indian education sector witnessed 18 merger and acquisition deals worth US$
49 million in 2017.
 The Ministry of Human Resource Development, Government of India is also
planning to raise around Rs 1 lakh crore (US$ 15.52 billion) from private companies
and high net worth individuals to finance improvement of education infrastructure in
the country.

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 India has signed a loan agreement with World Bank under 'Skills Acquisition
and Knowledge Awareness for Livelihood Promotion' (SANKALP) Project to enhance
institutional mechanisms for skills development.

 Singapore is going to open its first skill development centre in Assam, which
will provide vocational training to youth in the region.

Government Initiatives
Some of the other major initiatives taken by the Government of India are:
 The allocation for school education under the Union Budget 2018-19 is
expected to increase by 14 per cent, to focus on accelerating existing schemes and
quality improvement.
 In order to boost the Skill India Mission, two new schemes, Skills Acquisition
and Knowledge Awareness for Livelihood Promotion (SANKALP) and Skill
Strengthening for Industrial Value Enhancement (STRIVE), have been approved by
the Cabinet Committee on Economic Affairs (CCEA), Government of India, with an
outlay of Rs 6,655 crore (US$ 1.02 billion) and will be supported by the World Bank.
 The Government of India has signed a Financing Agreement with the World
Bank for IDA credit of US$ 125 million for the “Skills Strengthening for Industrial
Value Enhancement Operation (STRIVE) Project”.
 NITI Aayog is launching the Mentor India Campaign which will bring leaders
and students together at more than 900 Atal Tinkering Labs in India, as part of the
Atal Innovation Mission. As of June 2018, 5,441 schools have been selected across
India for establishing Atal Tinkering Labs (ATLs) under the Atal Innovation Mission
(AIM).
 The Government of India will spend around Rs 20,000 crore (US$ 3.10 billion)
to build six new Indian Institutes of Technology (IITs) by March 2024, of which Rs
7,000 crore (US$ 1.08 billion) will be spent by March 2020.
 The Ek Bharat Shreshtha Bharat (EBSB) campaign is undertaken by Ministry
of Human Resource Development to increase engagement between states, union
territories, central ministries, educational institutions and general public.
 Prime Minister Mr Narendra Modi launched the Skill India initiative – ‘Kaushal
Bharat, Kushal Bharat’. Under this initiative, the government has set itself a target of
training 400 million citizens by 2022 that would enable them to find jobs. The
initiatives launched include various programmes like: Pradhan Mantri Kaushal Vikas

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Yojana (PMKVY), National Policy for Skill Development and Entrepreneurship 2015,
Skill Loan scheme, and the National Skill Development Mission.

Road Ahead
In 2030, it is estimated that India’s higher education will:
 Adopt transformative and innovative approaches in Higher education.
 Have an augmented Gross Enrolment Ratio (GER) of 50 per cent
 Reduce state-wise, gender based and social disparity in GER to 5 per cent.
 Emerge as a single largest provider of global talent
 Be among the top 5 countries in the world in terms of research output
 Have more than 20 universities among the global top 200.

Various government initiatives are being adopted to boost the growth of distance
education market, besides focusing on new education techniques, such as E-
learning and M-learning.
Education sector has seen a host of reforms and improved financial outlays in recent
years that could possibly transform the country into a knowledge haven. With human
resource increasingly gaining significance in the overall development of the country,
development of education infrastructure is expected to remain the key focus in the
current decade. In this scenario, infrastructure investment in the education sector is
likely to see a considerable increase in the current decade
Moreover, availability of English speaking tech-educated talent, democratic
governance and a strong legal and intellectual property protection framework are
enablers for world class product development, as per Mr Amit Phadnis, President-
Engineering and Site Leader for Cisco (India).
The Government of India has taken several steps including opening of IIT’s and IIM’s
in new locations as well as allocating educational grants for research scholars in
most government institutions. Furthermore, with online modes of education being
used by several educational organisations, the higher education sector in India is set
for some major changes and developments in the years to come

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Indian education sector has been on the centre stage during last few months. The
government is trying to change/ challenge status quo, and the union budget holds a
significant importance for Indian education sector.
To tackle mammoth challenges Indian education is facing with respect to enrolment,
excellence and employability, the education sector was expecting announcements for
structured education reforms. However, the Finance Minister’s budget speech
sounded more like a manifesto than budget.
It’s an absolute pleasure to find education listed amongst the “9 pillars” of this year
budget. However, budgetary allocation doesn’t create an image of education to be
the top priorities. Reduction in education allocation during the last budget was widely
criticised by all the segments.
In this year’s budget, the FM announced an allocation of Rs 72,394 crore compared
to Rs 68,963 crore for last year, which is 4.9 per cent increase in the education
budget.
In last year budget Rs 42,219.5 and Rs 26,855 crore was allocated for school sector
and higher education sector respectively. In this budget, Rs 43,554 crore (approx. 3
per cent increase) is allocated for school education and Rs 28,840 crore (approx. 7.3
per cent increase) is allocated for higher education.
Increase in the education budget is a welcome step, however, if you consider
inflation and GDP growth rate, education budget may come down to lower than the
last year allocation (as % of GDP). Even after this increased allocation, education
sector budget remains far from 6 per cent of the GDP, which is desired by the
education sector.
Here, is the detailed analysis on each point of the Minister’s budgetary speech:
1) In his budget speech, Hon’ble finance minister said the government will strive to
make 10 private and 10 public institutions become world class. This is a welcome
step towards empowering select institutions of excellence to compete at the global
level.
2) An announcement of the capital intensive long-term plan, on the line of Chinese
985 or Korean Brain 21, would have been more appropriate.
3) Digital repository of academic records is a timely move towards curbing forgeries
in the educational credentials of job seekers.

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4) The main highlight of the budget remains, its focus on skills development and
entrepreneurship. Allocation of Rs 1,700 crore for 1500 multi-skill development

centres, target of skilling 1 crore youth in the next 3 years under the PM Kaushal
Vikas Yojna and allocation of Rs 500 crore for promoting entrepreneurship among
SC/ST are welcome steps.
5) The Finance Minister also announced an allocation of Rs 1804 crore for skill
development however, it is insufficient to gain advantages of demographic divide.
6) FM announced Digital Literacy Mission for rural India with target to cover 6 crore
new households within next 3 years. If this scheme is implemented successfully, it
can play an important role in increasing literacy in rural areas. The Government’s
effective usage of technology for imparting education in the remote parts can be a
game changer for a large country like India.
7) Opening 62 new Navodaya Vidyalayas to provide quality education will help in
increasing enrolments in Navodaya Vidyalayas, however, deteriorating quality of
existing government schools also requires government’s immediate attention and if
the FM could have addressed it in the budget.
8) Creation of a Higher Education Funding Agency (HEFA) has been announced with
initial fund of Rs 1,000 crore. This is exactly in sync with my budget expectations
published in The Indian Express earlier.

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2.2 Evolution of the Education Industry

In ancient times, India had the Gurukula system of education in which anyone who
wished to study went to a teacher's (Guru) house and requested to be taught. If
accepted as a student by the guru, he would then stay at the guru's place and help in
all activities at home. This not only created a strong tie between the teacher and the
student, but also taught the student everything about running a house. The guru
taught everything the child wanted to learn, from Sanskrit to the Holy Scriptures and
from Mathematics to Metaphysics. The student stayed as long as she wished or until
the guru felt that he had taught everything he could teach. All learning was closely
linked to nature and to life, and not confined to memorizing some information.

The modern school system was brought to India, including the English language,
originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was
confined to “modern” subjects such as science and mathematics, and subjects like
metaphysics and philosophy were considered unnecessary. Teaching was confined
to classrooms and the link with nature was broken, as also the close relationship
between the teacher and the student.

The Uttar Pradesh (a state in India) Board of High School and Intermediate Education
was the first Board set up in India in the year 1921 with jurisdiction over Rajputana,
Central India and Gwalior. In 1929, the Board of High School and Intermediate
Education, Rajputana, was established. Later, boards were established in some of
the states. But eventually, in 1952, the constitution of the board was amended and it
was renamed Central Board of Secondary Education (CBSE). All schools in Delhi
and some other regions came under the Board. It was the function of the Board to
decide on things like curriculum, textbooks and examination system for all schools
affiliated to it. Today there are thousands of schools affiliated to the Board, both within
India and in many other countries from Afghanistan to Zimbabwe.

Universal and compulsory education for all children in the age group of 6-14 was a
cherished dream of the new government of the Republic of India. This is evident from
the fact that it is incorporated as a directive policy in article 45 of the constitution. But
this objective remains far away even more than half a century later. However, in the
recent past, the government appears to have taken a serious note of this lapse and
has made primary education a Fundamental Right of every Indian citizen. The
pressures of economic growth and the acute scarcity of skilled and trained
manpower must certainly have played a role to make the government take such a
step. The expenditure by the Government of India on school education in recent
years comes to around 3% of the GDP, which is recognized to be very low.

“In recent times, several major announcements were made for developing the poor
state of affairs in education sector in India, the most notable ones being the National
Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA)
government. The announcements are; (a) to progressively increase expenditure on
education to around 6 percent of GDP. (b) To support this increase in expenditure on
education, and to increase the quality of education, there would be an imposition of
an education cess over all central government taxes. (c) To ensure that no one is
denied of education due to economic backwardness and poverty. (d) To make right to
education a fundamental right for all children in the age group 6–14 years. (e) To
universalize education through its flagship programmes such as Sarva Siksha
Abhiyan and Mid-Day Meal

In India the education system has various aspects and it has evolved since ancient
time. The unique things about Indian education system are diversity in fundamentals
like language, culture and dialect etc. In the times of yore, India had the Gurukula
System of education where the teacher and the pupils used to live together in a
distant place and were taught philosophy, arts, science administration and military
techniques. Guru was the central persona and the students returned the favour by
helping their teacher in their daily chores. Women like Gargi, Gayatri and Maitrayi
were prominent personas who participated in educational debates and scholarly
researches. However the biggest demerit of the Vedic education was that only one
section of society such as the Brahmins had the privilege of education. The
Kshatriyas were also given Gurukula educations but the lower strata of the society
were never imparted any kind of knowledge.

During medieval period Vedic schools and Madrasas were dominant before British
colonial intruded. The modern education system was introduced during the British
rule. In the 1830s Lord Thomas Babington Macaulay brought English language to
India and the syllabus was limited to modern and specific subjects like science,

mathematics, language, history, geography and civics. Subjects like philosophy and
metaphysics were considered unnecessary at school level education system. The
mode of teaching was mainly confined to classroom and the teacher student
relationship became stronger. The education system in India got shaped by the
influence of various institutions throughout different periods. During the second half
of nineteenth century Rama Krishna Mission and the Theosophical Society of India
tried to combine the western pattern of education with the congenial ancient
knowledge to inspire the young minds of Indians and making them more open and
accepted universally. For a rational mind set intellectuals had come together from
various countries and have translated their knowledge and skills. Education became
free and was allowed to be pursued by anyone without any discrimination like caste,
creed religion and colour .As India progressed and got its independence from the
British colonial modern education system gradually evolved. Presently in the Indian
School System has four levels pre-primary, primary, secondary and higher
secondary. There are two national level boards Central Board of Secondary
Education (CBSE) and Indian Certificate of Secondary Education (ICSE) and also
state boards. Government run schools and the private schools mainly follow both
CBSE and ICSE board for their students. However with the introduction of E-
Learning through technology many of the private schools are moving towards
digitization. Some of the best of schools in Noida like JBM Global School has
increased their student’s engagement with the smart teaching techniques like digital
textbooks.

There has been a radical change in the Indian education system from teaching
religion, Vedas, scriptures etc. to coaching technologies like virtual reality,
programming and others. After Independence India established numerous schools to
foster education in every region among every strata of the society. English medium
schools have sprouted up in every corner of the country therefore it is important for
the parents to identify the potentials of their child and send them to the school that is
giving the best of education and co-scholastic outlook. JBM Global School is among
the best of schools in Noida who have successfully combined both scholastic as well
as co-scholastic and is helping the students to excel in all the fronts all over the
world.

In the Indian education system the greatest challenge is the vastness and diversity in
terms of languages, culture and acceptability of all religions. JBM being one of the
best schools in Noida have formed the activity schedule of every session is such a
way that students are educated in modern and in contemporary format so that they
excel all over the world. The best part in imparting education in JBMs classroom is by
maintaining a good disciple and creating bond between the teacher and the students.
For imparting meaningful and creative learning it is important to place disciple in the
first place. Our learning techniques mainly focus to think critically and creatively not
just by mugging bookish knowledge. To encourage quality education and hands-on
dimension even to primary children it is necessary to educate ones soul first which
will define the intellect and its preferred so journey.

With the progress of modern education system in India best schools in Noida focus
on the child’s mental health and overall development. Jbm Global School has
introduced opening circles where students talk their heart out with the teachers. It is
seen that even pre-primary children sometimes goes through emotional downturns
and loads of patience, understanding, care and guidance is required to keep their
spirits high for overall psychological and mental development. Teachers are trained
and services to promote child development are executed in JBM Global School.
Teaching modules are made simple, consistent, and are continuously evolved by the
core management group based on the hands-on skill in the school backdrop. Then
the other teachers are trained in a specialized and in isolation so that they can
effectively become councillors in their own way. The program is successful as the
teachers are linked to the school system. The entire training of teachers to counsel is
supervised by the school management. Thus it can be said that only when a teacher
is motivated she can help a child in working effectively and making him a better
personality.

As we wind up we can say that the world is now a small global village and education
is one of the most important aspect for bonding the future generations. India is a hub
of knowledge creation and human resource is cultivated through sound education
system. JBM Global School is one of the best schools in Noida with 40 years of
experience in education background have successfully put into operation the earlier
and modern learning ways so that the student emerge a successful in all phase of
life.

2.3 Segmentation of Indian Education System

The Indian Education System can be broadly divided into three segments; namely
Schools, which include pre-schools and the K12segment, Professional colleges
imparting education in the field of medicine, engineering and management, and
lastly, Vocational training institutes, which includes IT training and teacher training
institutes
2.4 Growth and market size of the education industry

India holds an important place in the global education industry. The country has
more than 1.4 million schools with over 227 million students enrolled and more
than 3 6,000 higher education institutes. India has one of the largest higher
education systems in the world. However, there is still a lot of potential for further
development in the education system.
India has become the second largest market for e-learning after the US. The
sector is currently pegged at US$ 2-3 billion, and is expected to touch US$ 40
billion by 2017. The distance education market in India is expected to grow at a
Compound Annual Growth Rate (CAGR) of around 34 per cent# during 2013-14
to 2017-18. Moreover, the aim of the government to raise its current gross
enrolment ratio to 30 per cent by 2020 will also boost the growth of the distance
education in India.

Market Size
The education sector in India is poised to witness major growth in the years to
come as India will have world’s largest tertiary-age population and second largest
graduate talent pipeline globally by the end of 2020. In FY 2015-16, the education
market was worth about US$ 100 billion and is expected to reach US$ 116.4
billion in FY 2016-17. Currently, higher education contributes 59.7 per cent of the
market size, school education 38.1 per cent, pre-school segment 1.6 per cent,
and technology and multi-media the remaining 0.6 per cent.
Higher education system in India has undergone rapid expansion. Currently,
India’s higher education system is the largest in the world enrolling over 70 million
students while in less than two decades, India has managed to create additional
capacity for over 40 million students. At present, higher education sector
witnesses spending of over Rs 46,200 crore (US$ 6.93 billion), and it is expected
to grow at an average annual rate of over 18 per cent to reach Rs 232,500 crore
(US$ 34.87 billion) in next 10 years.
 2.5 Significance of Education Industry
 Educational services is the second largest industry, accounting for about 13.5 million
jobs in 2008.
 Most teaching positions, which constitute nearly half of all educational services jobs,
require at least a bachelor's degree, and some require a master's or doctoral degree.
 Retirements in a number of education professions will create many job openings.

Goods and services. Education is an important part of life. The amount and type of
education that individuals receive is a major influence on both the types of jobs they
are able to hold and their earnings. Lifelong learning is important in acquiring new
knowledge and upgrading one's skills, particularly in this age of rapid technological
and economic changes. The educational services industry includes a variety of
institutions that offer academic education, career and technical instruction, and other
education and training to millions of students each year.

Industry organization. Because school attendance is compulsory until at least age

16 in all 50 States and the District of Columbia, elementary, middle, and secondary
schools are the most numerous of all educational establishments. They provide
academic instruction to students in kindergarten through grade 12 in a variety of
settings, including public schools, parochial schools, boarding and other private
schools, and military academies. Some secondary schools offer a mixture of
academic and career and technical instruction.

Recent developments. In recent decades, the Nation has focused attention on the
educational system, because of the growing importance of producing a trained and
educated workforce. Many institutions, including government, private industry, and
research organizations, are involved in improving the quality of education. The
passage of the No Child Left behind Act of 2001 established Federal guidelines to
ensure that all students in public elementary through secondary schools receive a
high-quality education. Through this act, States are given some flexibility on how to
spend the educational funds they are allocated. However, the Act requires
standardized testing of all students in core subject areas. Students, teachers, and
staff involved in education are held accountable for the results of testing, and
teachers and teacher assistants must demonstrate that they are sufficiently qualified
in the subjects or areas in which they teach. States are responsible for following
these guidelines and can lose Federal funding if standards are not met. Despite this
increased Federal role, State and local governments are still the most important

regulators of public education. Many States had already begun to introduce

performance standards individually prior to passage of the Act, and the Act still
allows States a considerable amount of discretion in how they implement many of its
provisions.

Employment

The educational services industry was the second largest industry in the economy in
2008, providing jobs for about 13.5 million wage and salary workers.

Table 1. Percent distribution of employment and establishments in education services

by detailed industry sector, 2008
Industry Employment Establishments
Educational services, public and
100.0 100.0
private, total

Elementary and secondary schools 66.5 48.1

Junior colleges, colleges,
universities, and professional 28.2 8.1
schools
Colleges, universities, and
22.5 6.5
professional schools
Junior colleges 5.7 1.6
Other educational services 5.3 43.7
Other schools and instruction 2.5 24.7
Technical and trade schools 1.2 5.7
Educational support services 0.9 6.9
Business schools and computer and
0.7 6.4
management training
2.6 Occupations in the Industry
Workers in the educational services industry take part in all aspects of education,
from teaching and counselling students to driving school buses and serving cafeteria
lunches. Although 67 percent of workers in educational services are employed in
professional and related occupations, the industry also employs many administrative
support, managerial, service, and other workers. (See table 2.)

Teaching occupations. Teachers account for 47 percent of all workers in the industry.
Their duties depend on the age group and subject they teach, as well as on the type
of institution in which they work. Teachers should have a sincere interest in helping
students and should also have the ability to inspire respect, trust, and confidence.
Strong speaking and writing skills, inquiring and analytical minds, and a desire to
pursue and disseminate knowledge are vital prerequisites for teachers.

Preschool teachers nurture, teach, and care for children who have not yet entered
kindergarten. They provide early childhood care and education through a variety of
teaching strategies. They teach children, usually aged 3 to 5, both in groups and
one-on-one. They do so by planning and implementing a curriculum aimed at
covering various areas of a child’s development, such as motor skills, social and
emotional development and language development.

Kindergarten and elementary school teachers play a critical role in the early
development of children. They usually instruct one class in a variety of subjects,
introducing the children to mathematics, language, science, and social studies.
Often, they use games, artwork, music, computers, and other tools to teach basic
skills.

Middle and secondary school teachers help students delve more deeply into subjects
introduced in elementary school. Middle and secondary school teachers specialize in
a specific academic subject, such as English, mathematics, or history, or in a career
or technical area, such as automobile mechanics, business education, or computer
repair. Some supervise after-school extracurricular activities, and some help students
deal with academic problems, such as choosing courses, colleges, and careers.

Special education teachers work with students—from toddlers to those in their early
twenties—who have a variety of learning and physical disabilities. While most work in

traditional schools and assist those students who require extra support, some work in
schools specifically designed to serve students with the most severe disabilities. With
all but the most severe cases, special education teachers modify the instruction of
the general education curriculum and, when necessary, develop alternative
assessment methods to accommodate a student's special needs. They also help
special education students develop emotionally, feel comfortable in social situations,
and be aware of socially acceptable behaviour.

Vocational education teachers, also referred to as career and technical education

(CTE) or career-technology teachers, instruct and train students to work in a wide
variety of fields. Coursework in career and technical education is focused on
assisting students enter a particular career or be better prepared for the world of
work. Career and technical teachers can be found in middle, secondary, and
postsecondary schools. Postsecondary teachers, or faculty, as they are usually
called, often are organized into departments or divisions, based on their subject or
field. They teach and advise college students and perform a substantial part of our
Nation's research. They prepare lectures, exercises, and laboratory experiments;
grade exams and papers; and advise and work with students individually.
Postsecondary teachers keep abreast of developments in their field by reading
current literature, talking with colleagues and businesses, and participating in
professional conferences. They also consult with government, business, non-profit,
and community organizations. In addition, they may do their own research to expand
knowledge in their field, often publishing their findings in scholarly journals, books,
and electronic media.

Adult literacy and remedial education teachers teach English to speakers of other
languages (ESOL), prepare sessions for the General Educational Development
(GED) exam, and give basic instruction to out-of-school youths and adults. Self-
enrichment teachers teach classes that students take for personal enrichment, such
as cooking or dancing.
Other professional occupations. Education administrators provide vision, direction,
leadership, and day-to-day management of educational activities in schools, colleges
and universities, businesses, correctional institutions, museums, and job training and
community service organizations. They set educational standards and goals and aid
in establishing the policies and procedures to carry them out. They develop
academic programs; monitor students' educational progress; hire, train, motivate,
and evaluate teachers and other staff; manage counselling and other student

Services; administer recordkeeping; prepare budgets; and handle relations with staff,
parents, current and prospective students, employers, and the community.

Instructional coordinators evaluate school curricula and recommend changes. They

research the latest teaching methods, textbooks, and other instructional materials
and provide training to teachers. They also coordinate equipment purchases and
assist in the use of new technology in schools.

Educational, vocational, and school counsellors work at the elementary, middle,

secondary, and postsecondary school levels and help students evaluate their
abilities, talents, and interests so students can develop realistic academic and career
options. Using interviews, counselling sessions, tests, and other methods, secondary
school counsellors also help students understand and deal with their social,
behavioural, and personal problems. They advise on college majors, admission
requirements, and entrance exams and on trade, technical school, and
apprenticeship programs. Elementary school counsellors do more social and
personal counselling and less career and academic counselling than do secondary
and postsecondary school counsellors. School counsellors may work with students
individually or in small groups, or they may work with entire classes.

Librarian’s help people find information and learn how to use it effectively in their
scholastic, personal, and professional pursuits. Librarians manage library staff and
develop and direct information programs and systems for the public, as well as
oversee the selection and organization of library materials. Library technician’s help
librarians acquire, prepare, and organize material; direct library users to standard
references; and retrieve information from computer databases. Clerical library
assistants check out and receive library materials, collect overdue fines, and shelve
materials.
 Teacher assistants, also called teacher aides or instructional aides, provide
instructional and clerical support for classroom teachers, allowing the teachers more
time to plan lessons and to teach. Using the teacher's lesson plans, they provide
students with individualized attention, tutoring and assisting children—particularly
special education and non-English speaking students—in learning class material.
Assistants also aid and supervise students in the cafeteria, in the schoolyard, in
hallways, or on field trips. They record grades, set up equipment, and prepare
materials for instruction.

Other occupations. The educational services industry employs many other workers
who are found in a wide range of occupations. This industry employs many office and
administrative support workers such as secretaries, administrative
assistants, and general office clerks. They also employ many school bus drivers, who
transport students to and from schools and related activities.

Employment of wage and salary workers in educational services, 2008 and

projected change, 2008-2018. (Employment in thousands)
Employment, 2008 Percent
Occupation Change,
Number Percent
2008-18
All Occupations 13,471.1 100.0 12.5
Management, business, and financial
863.1 6.4 12.9
occupations
Professional and related occupations 9,076.8 67.4 14.5
Counsellors 219.5 1.6 13.9
Postsecondary teachers 1,660.6 12.3 15.2
Preschool and kindergarten teachers 230.5 1.7 13.7
Elementary school teachers, except special
1,520.1 11.3 15.8
education
Middle school teachers, except special and
652.5 4.8 15.4
vocational education
Secondary school teachers 1,172.5 8.7 8.9
Special education teachers 451.6 3.4 16.8
Librarians, curators, and archivists 148.3 1.1 6.8
Teacher assistants 1,091.7 8.1 9.5
Service occupations 1,431.6 10.6 7.9
Food preparation and serving related
474.9 3.5 10.8
occupations
Building cleaning workers 480.8 3.6 -1.3
 Employment of wage and salary workers in educational services, 2008 and
projected change, 2008-2018. (Employment in thousands)
Employment, 2008 Percent
Occupation
Number Percent Change,
Child care workers 147.7 1.1 22.1
Office and administrative support
1,528.4 11.4 7.5
occupations
Installation, maintenance, and repair
163.1 1.2 10.7
occupations
NOTE: Columns may not add to totals due to omission of occupations with small
employment.

2.7 Source of Financing for Education sector

There are multiple sources of finances for education in India. These sources can be
broadly classified into external and internal or domestic sources of financing (see
Figure 1). External sources do not form a significant part of educational finances in
India. The domestic sources of funding are broadly divided into public and private
sources. The public sources include contributions made by central, state and local
governments. The private or non-governmental sources include fees and other
household expenditures incurred by the direct beneficiaries (students/parents) of
education and endowments and donations mad e by individuals, trusts, etc. Among
the private sources, fees are a compulsory payments whereas others are voluntary
contributions. Table 2 shows the growth in the relative contributions of these
different sources to financing of education in India. As can be seen from the Table,
the governmental contribution to education in India has gone up from 68 per cent in
1950-51 to 88 per cent in 1981-82. Correspondingly, there has been a decline in the
contributions mad e by the private sources. The contribution from fees has come
down from 20.4 per cent in 1950-51 to 8.4 per cent in 1981-82. Similarly, the
contributions from endowments and donations also have come down steeply from
11.6 per cent to 3.2 per cent during the same period.
 2.7 The Future of Education system in India

Similar to the most major developing nation in the world, India is currently facing a
crisis of effective and skill-providing education to its vast pool of younger generation,
ready to step into the real world.
In the fast paced and rapidly transforming world of today, a university is not the only
place where one can get this education. The expectation of the millennial generation
is a clear indicator of how education systems need to evolve and the future of
learning models in India. The millennial generation expects an education that has
following key attributes:
 The access to education should be available anytime
 It should be accessible anywhere
 And the course or the learning process designed should be personalized.
These three characteristics are going to define the future of all education models,
not just in India, but the world over. These complex questions are rooted in the need
for an overhaul of the existing norms. The existing models in the field of education
are archaic. A One-Size-Fits-All such as a traditional classroom learning is not
completely effective in terms of learning, for a very simple fact, that to begin with all
the students do not possess an equivalent base knowledge. Also, every student has
their individual speed and rate of absorption.
The quality of academic teachings in the university and colleges are not keeping
pace with the requirement of the industries. Resulting in population pool that
possesses college education but their skills lag far behind from what employers are
expecting from them.
The defining challenge of our time in terms of education in India is to bridge this
gap. How can we do this? One way is to think about education in terms of:
 Offline process and
 Online process
The Offline process will not only include university and colleges, but also Training
Institutes and Certification Programs. The major hurdle in the path towards effective
education is the unavailability of quality trainers and teachers. There is a chronic
shortage of higher education faculty in India. Reports estimate that 30-40% of
faculty positions are unfilled.
Similarly, in the online process, one can opt for Massive Online Open Courses
(MOOCs) that can provide access to an inexhaustible amount of learning resources.

The major problem faced in this model is again ‘One-Size-Fits-All’ methodology,

where all students watch the same video, and the flow of information is
unidirectional and lacks effective interaction.
These complex problems are where we are observing the real disruptions by the
start-ups. With the help of new technologies and business models, there is a scope
of a radical transformation of the education industry.
I am fairly confident that the future models of education are going to evolve from
overcoming these significant hurdles and we should keep a look out for the
disruptive models that are going to achieve this.

2.8 Barriers facing India’s Education economy

 A lack of funding for education.

 Having no teacher, or having an untrained teacher
 No classroom
 A lack of learning materials
 The exclusion of children with disabilities
 Being the ‘wrong’ gender
 Living in a country in conflict or at risk of conflict
 Distance from home to school
 Distance from home to school
 The expense of education

2.9 2017 Education Industry Statistics, Trends, and Analysis

The educational services market is large and growing with multiple types of
opportunities available for franchisees. According to the Bureau of Labour Statistics,
there are over 100k establishments in the private Education Service industry; almost
200k when including local, state and federal government institutions; combined this
industry employs over 3.5 million people. On the private side, the industry is largely
fragmented – the fifty largest companies represent just 30% of the total revenue in
the industry.
Last year there were 55 million students attending school in grades K-12, all of
whom are potential clients for educational services. However, franchise
opportunities in the educational services industry are not limited to tutoring school
age kids in subjects like math and science - opportunities abound in childcare and
early education, career education, art, dance, adult language, test preparation and
even driving.
Industry Overview

The vast majority of revenue in this industry comes from tuition or program fees.
Gross profits tend to range from 60-90% depending on geographical location and
subject matter, and net profit averages out to between 2-10%.
As companies within the industry have grown they have realized some benefits to
scale - lower fixed costs and greater operational efficiency; however with that growth
has often come a difficulty finding qualified instructors. If considering franchising in
this sector it is important to understand the demographics and potential fit in your
local hiring pool.
Online training resources, programs and even mobile apps have traditionally been
seen as challenges to the industry, but in recent years successful educational
service providers have found ways to leverage this technology to their great benefit.
Not only are these tools helping students learn in new and exciting ways, but they
are helping providers manage students, administrative functions and source
material distribution more efficiently.
The growth in this industry is in part attributed to the growing global competitive
landscape for higher education, but also for greater recognition of the value of trade
schools. Many folks are realizing that the cost of a college education can saddle a
person for life - and are opting to skip college, learn a trade and start making money
faster and with less debt.
Tutoring and Child Education
Tutoring in the US is a $7 billion dollar industry and a popular franchise option,
either based out of the home or at an on-site location. The home-based model
employs the franchisee as a broker who acts as an intermediary between educators
that provide tutoring and students needing instruction in any number of subjects.
Examples of this model include Club Z Tutoring and Creative. Interesting for those
considering opportunities in this sector: brokering franchisees of this type do not
need to have prior experience in education.
The on-site location based model involves the franchisee having a centre at which
kids come to be tutored or take classes. In addition to subjects like math and writing,
these franchises will also often offer standardized test preparation. Two franchises
with this model are Kumon and Huntington Learning Centre. The disadvantage of
this model relative to the home-based model is that, because it requires real estate,
it is more expensive to start.
Some franchises are geared towards younger children and provide a combination of
child care and education. It’s estimated that 11 million children under the age of 5
spend at least 35 hours/week in childcare, and there is a growing recognition that
early childhood education is immensely important and provides lifelong benefits.
Child care is a growing field and the US Bureau of Labour Statistics reports the

industry will have some of the fastest employment growth through 2020. In addition
to standard child care during the work day, these franchises often also provide after
school programs. Child care franchises include Primrose Schools and Rainbow
Station.
Artistic Education
Some franchises instruct children in subjects such as music or painting. Similar to
the options in tutoring, some of these are home-based – the franchisee for,
say, Virtuoso Music, manages the music instructors and matches them up with
students eager to learn.
Adult Educational Services
Educational franchises aren't just for the young. Estimates say that there are about
30 million US residents without a high school diploma, and 20% of the adult
population has only basic literacy skills. There are various types of franchises
designed to teach or train adults either in GED programs, occupational training,
language and more.
Franchises are also available to help teach adults business skills – teaching
salesmen better sales techniques (such as Sandler Training) or passing on
organizational and leadership skills (such as Crestcom); there are also franchises
designed to teach financial planning, both for business and personal finance.
3 Porters 5 Forces Analysis for the Industry

Bargaining Power of Customers - High

In our industry it can be said that bargaining power of customers is very high. We are
frequently asked by the people who are enrolling for analytics courses either online
or offline regarding fee concessions. They also have access to few websites where
government and other trainers are providing the courses for free.

Bargaining Power of Suppliers - Moderate

Suppliers to our industry including trainers, electronics like computers, printing

machines, and etc. providers. Since it’s mandatory to have these equipment’s in the
institution the suppliers will demand a better price, so suppliers usually exert
moderate pressure.

Threat of New Entrants - Very High

The barriers to entry in our business is very high. As there is more demand to these
courses, new competitors can enter at any time. So, the threat of new entrants is
very high.

Threat of Substitute Products - Low

As there is much demand to these courses, in order to upgrade their skills people are
willing to enrol for the courses. So, threat of substitutions is low.

Competitive Rivalry within an industry - Very High

As there is much demand for the courses related to analytics, many institutions are
offering the same courses at low cost. So, the competitive rivalry within the industry
is high.
4 Company Profile

BRAINSWIG EDUTECH PVT LTD

VISION

Company vision is to make learning easy, interesting, affordable and accessible to

millions of learners across the Globe. They pledge to promote professional
excellence through continuous learning experience through our innovative and up-to-
date training programs that focus on updating the skills of professionals.

MISSION
To create an alternative learning platform, using a unique learning methodology of
live online interactive courses along with 24x7 support. They promote progressive
training that is customized to meet the organizational standards and motivate the
students for overall development. They aim to empower our customers with skills
which will help them upgrade their career and improve their lives. By leveraging
technology and building an ecosystem of industry practitioners and learners, they
aim to become the largest and most engaging learning platform in the universe.

Brainswig Edutech Pvt

Name of the Company Ltd

Mr Dinesh Babu
Primary Contact Person
Managing director and
CEO

#12-1st floor,
Sairam nagar,
Vadakupattu main road,
Medavakkam, Chennai -
600100

Address

Phone +91 – 9626201705

E-mail brainswig@gmail.com
4.1 About the Company

Brainswig is a live and interactive e-learning platform that is revolutionizing

professional online education. They are a leading provider of training for working
professionals in the areas of Business Analysis, Data Analysis, Advanced Statistics
and Microsoft Excel Advanced. They deliver instructor-led courses supported by
online resources, along with 24x7 on-demand support. They provide professionals,
the flexibility to learn at their own time and location, even from their mobile devices.
Brainswig courses are specially curated by experts who monitor the IT industry with a
hawk’s eye, and respond to expectations, changes and requirements from the
industry, and incorporate them into our courses.

Programs offered

 Business Analysis – CBAP

 Data Science - Python / R Programming
 Machine Learning - R/Python
 SPSS
 Data Visualization - Tableau
 Business Analytics
 Data Analytics
 Advanced Statistics
 Corporate Training

4.2 History of the Company

Brainswig Edutech Private Limited is a Private incorporated on 18 March 2016. It is

classified as Non-govt Company and is registered at Registrar of Companies, Chennai.
Its authorized share capital is Rs. 100,000 and its paid up capital is Rs. 100,000.It is
involved in Higher education [Includes post-secondary/senior secondary sub-degree
level education that leads to university degree or equivalent.
Brainswig Edutech Private Limited's Annual General Meeting (AGM) was last held on
30 September 2017 and as per records from Ministry of Corporate Affairs (MCA), its
balance sheet was last filed on 31 March 2017.
Directors of Brainswig Edutech Private Limited are Anusha and Dineshbabu.
SNO Particulars Response

Online Education
1 Type of the Business service provider

2 Type of Industry Education Industry

3 No of Years into present business 2 years

4 Company’s growth rate 20% every year

5 Company’s future plan Branches expansion

7 Number of Employees 5

Competitors
 IMARTICUS
 NIIT
 SILVERSIS
 INTELLIPACT
5 Swot Analysis for the Company
6 Research Methodology

6.1 Objectives of the Research

 The Research objectives was to know professional’s preference
towards enrolling analytics related courses online vs. offline.
 To find out which mode is most preferred by the professionals to
enrol for the courses.
 To generate the maximum number of leads from the websites.
 To convert the leads into sales.

1. Sample Size - 57 professionals

2. Sample Unit
enroll the
3. Sampling Technique
Technique.
4. Sampling Frame
5. Collection of Data
Questionnaire (via telephone).
6. Analysis of Data
graph, Factor analysis,
Correlation
- Professionals who wants to
Online courses
- Stratified random sampling
- Across India.
- Self-designed
- Pie-charts, Bar
ANOVA and
.

6.2 Research Design

Primary Data:

Primary data will be collected from the professionals of different

age groups across India through a structured Questionnaire.
Sample size is 57 Sampling used for collecting data will be
simple random sampling.

Secondary Data:

Secondary data has been collected from Journals, magazines,

bike portals, newspapers etc.
7 Problem Definition and Key Result Areas

7.1 Problems

The problems that company was facing are:

 Collecting the details of the professionals who look to enrol the courses.
 Generating Leads from the websites called urban pro, Private Twitter and
learn pick.
 No sales.

7.2 Key Result Areas

 Collecting Database of the professionals who are looking for enrolling the
Courses which the company is offering
 Lead Generation
 Conducting the Market research on Professional’s preference towards
enrolling
Courses online vs. offline
 Data Collection

Nature of responsibilities delegated by the company:

The following were the key responsibilities:

 Generating leads through Urban Pro, Learn pick, Private

Twitter etc.

 Mailing and SMS campaign.

 Meeting college HOD and giving them a short demo

about the courses offered by the institution.

 Conversion of the Leads into Successful Business.

 Market research on Professional’s Preference towards

enrolling the analytical
Courses online vs. offline.
Overview of the assignments
The Mentor at work has given series of tasks, which has
to be done within the specified deadline. Those tasks
are related to business development.

1. Collecting the details of the customers who are looking

for enrolling the
Courses.
2. Lead Generation
3. Converting leads to sales.
4. Market Research on professionals preferences towards
enrolling analytical
Courses online vs. offline.
5. Data collection.
6. Data analysis.

Sales Process in the organization:

Step-1: Collecting the leads from the given website.

Step-2: Calling the leads for mail id.
Step-3: Sending course content to the leads.
Step-4: Call them and take Skype id.
Step-5: Arrange a free demo session.
Step-6: Call the leads and ask for feedback about demo
session.
Step-7: Send the fee details.
Step-8: Call them for conformation.
Step-9: Scheduling regular classes for them.
8 Analysis and Interpretation

8.1 Factor Analysis:

Factor Analysis is done to basically identify the important factors
or variables that influence the measuring variable. In this project,
Factor Analysis is done to identify the important factors that
influence the investor preference towards pre-paid products. A
set of techniques for finding the number and characteristics of
variables underlying a large number of measurements made on
individuals or objects. The variables that have been chosen for
analysis are as follows:
a. Important attribute while making decision among online
and offline
b. Comparison of course fee
c. Affordable fee to purse analytical courses through
online
d. Affordable fee to purse analytical courses through
offline
e. Comparison of courses

KMO value:
KMO value is a measure of adequacy. It is a measure that tells
whether the number of samples taken for analysis is sufficient or
not. If the KMO value is greater than 0.5, the number of samples
is sufficient. Else the analysis has to be repeated by increasing
the number of samples. % variation explained by factors in the
variables selected. Higher the value of KMO better it supports
the idea of factor analysis.

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .536
 Approx. Chi-Square 35.627
Bartlett's Test of Sphericity df 10
Sig. .000

The above mentioned table indicates the KMO factor obtained

after the analysis with 57 samples. Since the KMO value
obtained (0.536) is greater than 0.5, the number of samples
taken for the analysis is sufficient.

Factor Pattern:
Factor Pattern is a matrix showing the factor loadings i.e. the
variances between the variables and the factors. The factor
loadings, also called component loadings in PCA, are the
correlation coefficients between the variables (rows) and factors
(columns). Analogous to Pearson's r, the squared factor loading
is the percent of variance in that indicator variable explained by
the factor. To get the percent of variance in all the variables
accounted for by each factor, add the sum of the squared factor
loadings for that factor (column) and divide by the number of
variables. (Note the number of variables equals the sum of their
variances as the variance of a standardized variable is 1.) This is the same as
dividing the factor's Eigen value by the number of variables.
Sl.
N Component Matrix 1 2
O
1 Important attribute while
.
making decision between .528
187
online and offline
2 .
Comparison of course fee .386
776
 3 Affordable fee to purse
-.0
analytical courses through .881
46
online
4 Affordable fee to purse
-.7
analytical courses through .399
47
offline
5 . -.08
Comparison of courses
674 8

The above mentioned table shows the factor loadings between

all the five variables and the two factors.

Rotated Factor Pattern:

The rotated factor pattern is obtained by rotating the factor
pattern along the 90 degree axis. The rotated factor pattern can
be used to assign the variables to the suitable factors. The sum
of Eigen values is not affected by rotation, but rotation will alter
the Eigen values (and percent of variance explained) of
particular factors and

will change the factor loadings. Since alternative rotations may

explain the same variance (have the same total Eigen value) but
have different factor loadings, and since factor loadings are used
to intuit the meaning of factors, this means that different
meanings may be ascribed to the factors depending on the
rotation - a problem often cited as a drawback to factor analysis.

Varimax rotation is an orthogonal rotation of the factor axes to

maximize the variance of the squared loadings of a factor
(column) on all the variables (rows) in a factor matrix, which has
the effect of differentiating the original variables by extracted
factor. A Varimax solution yields results which make it as easy as
possible to identify each variable with a single factor. This is the
most common rotation option.

Naming the factor Rotated Component Matrix

 Factor 1 Factor 2
1 Important attribute while making decision
.087 .553
between online and offline
2 Comparison of course fee .692 .522
3 Affordable fee to purse analytical courses
-.207 .857
through online
4 Affordable fee to purse analytical courses
-.808 .255
through offline
5 Comparison of courses .678 .037

S.N Eigen
Factor
O Value
1 Factor 1:

Comparison of course fee .692

comparison of courses .678

2 Factor 2:
Important attribute while making decision between online
.553
and offline
Affordable fee to purse analytical courses through online .857

Affordable fee to purse analytical courses through offline .255

The above mentioned factors can be named based on the

characteristics of the variables lying underneath.
Factor 1 can be named as.
Factor 2 can be named as
 Factor Scoring Coefficients:
This is a measure of the importance of each variable i.e. how
much does a variable influence the measuring factor. This can
be calculated by the sum-product of each standardized scoring
coefficient with its factor pattern. Also called component scores
in PCA, factor scores are the scores of each case (row) on each
factor (column). To compute the factor score for a given case for
a given factor, one takes the case's standardized score on each
variable, multiplies by the corresponding factor loading of the
variable for the given factor, and sums these products.

Sl.
Component Score Coefficient Matrix 1 2
no
1 Important attribute while making
.040 .400
decision between online and offline
2 Comparison of course fee .410 .363
3 Affordable fee to purse analytical
-.146 .627
courses through online
4 Affordable fee to purse analytical
-.498 .203
courses through offline
5 Comparison of courses .413 .012

Eigen Values:
Eigen value is a measure of sum of variances of the variables
present in a factor. If the Eigen value for a factor is greater than
1, it means that the factor is significant else it can be ignored. It
is a measure of the variance of each factor, and if divided by the
number of variables (i.e., the total variance), it is the percent of
variance summarized by the factor. The Eigen value for a given
factor measures the variance in all the variables which is
accounted for by that factor. Eigen values measure the amount
of variation in the total sample accounted for by each factor.

Total Variance Explained

 Extraction Sums of Squared Rotation Sums of Sq
Initial Eigenvalues
Comp Loadings Loadings

onent % of Cumulative % of Cumulative % of Cum

Total Total Total
Variance % Variance % Variance e

1 1.652 33.039 33.039 1.652 33.039 33.039 1.642 32.849

2 1.370 27.403 60.442 1.370 27.403 60.442 1.380 27.593
3 .984 19.673 80.116
4 .636 12.718 92.833
5 .358 7.167 100.000
Extraction Method: Principal Component Analysis.

The above mentioned table shows that the seven values for
three factors are greater than one. Hence only three factors will
be retained by the MIN EIGEN criterion and the rest would be
ignored.
1. Brand 2.028
2. Brokerage fees 1.370
3. Fetch more return 1.181
4. Value Trade fees 0.957
5. Advertisement 0.678

Hence from the values mentioned above it is clear that the

Brand of the Brokerage Company is the most influential
variable on the Preference of a pre-paid brand.

Scree plot:
The Cattell scree test, shown below for SPSS output, plots the
components as the X axis and the corresponding Eigen values
as the Y axis. As one moves to the right, toward later
components, the Eigen values drop. When the drop ceases and
the curve makes an elbow toward less steep decline, Chattel’s
scree test says to drop all further components after the one
starting the elbow. This rule is sometimes criticized for being
amenable to researcher-controlled "fudging." That is, as picking
the "elbow" can be subjective because the curve has multiple
elbows or is a smooth curve, the researcher may be tempted to
set the cut-off at the number of factors desired by his or her
research agenda. Researcher bias may be introduced due to the
subjectivity

involved in selecting the elbow. The scree criterion may result in

fewer or more factors than the Kaiser criterion.

8.2 Hypothesis Testing

Hypothesis testing of Chi-square between course fee and

teaching pedagogy through online mode of training.
The t-values for the null hypotheses of equality of means Ho: ρ =
0, and equality of alternative hypothesis, Ha: ρ =! 0 should be
rejected at a = .05 significance level. Standard error of the
coefficient = .068. The statistical test for the significance of a
correlation coefficient is conducted using a t-statistic. The
hypothesis to be tested is mentioned below.
Ho: ρ = 0 = There is no significant dependency between course
fee and teaching pedagogy through online mode of training.
Ha: ρ =! 0 = There is significant dependency between course fee
and teaching pedagogy through online mode of training.
 Level of Significance = 0.05
n-2 = The degrees of freedom.

X113 * X116 Crosstabulation

Count

X116 Total
1 2 4
X1 18 5 0 23
12 16 11 2 29

13 1 3 0 4
3
Total 35 19 2 56

Chi-Square Tests

Value df Asymp. Sig.

(2-sided)
a
Pearson Chi-Square 7.058 4 .133
Likelihood Ratio 7.666 4 .105
Linear-by-Linear
4.351 1 .037
Association

N of Valid Cases 56
a. 5 cells (55.6%) have expected count less than 5. The
minimum expected count is .14.

Pearson Chi-Square coefficient =7.058a, Chi-Square test for the

significance of the coefficient = .133

Result:

The table value of t at a 5 % level of significance is given by

7.71. The corresponding sample value is 7.058. Since the
computed values are less than the corresponding Table values,
the null hypothesis is accepted in this cases. Therefore there is
no significant dependency between course fee and teaching
pedagogy through online mode of training.

Hypothesis testing of Chi-square between course fee and

teaching pedagogy through offline mode of training.
The t-values for the null hypotheses of equality of means Ho: ρ =
0, and equality of alternative hypothesis, Ha: ρ =! 0 should be
rejected at a = .05 significance level. Standard error of the
coefficient = .068. The statistical test for the significance of a
correlation coefficient is conducted using a t-statistic. The
hypothesis to be tested is mentioned below.
Ho: ρ = 0 = There is no significant dependency between course
fee and teaching pedagogy through offline mode of training.
Ha: ρ =! 0 = There is significant dependency between course fee
and teaching pedagogy through offline mode of training.

Level of Significance = 0.05

n-2 = The degrees of freedom.

Chi Square Analysis for X114 and X116

X114 * X116 Cross tabulation

Count
X116 Total
1 2 4
1 10 3 0 13
X114 2 22 14 2 38
3 3 2 0 5
Total 35 19 2 56

Chi-Square Tests
Value df Asymp. Sig.
(2-sided)
a
Pearson Chi-Square 2.115 4 .715
Likelihood Ratio 2.744 4 .602
Linear-by-Linear
.835 1 .361
Association
N of Valid Cases 56
a. 6 cells (66.7%) have expected count less than 5. The
minimum expected count is .18.
Pearson Chi-Square coefficient =2.115, Chi-Square test for the
significance of the coefficient = .715

Result:

The chi-square significance level at 5% is .05. The

corresponding sample value is .715. Since the level of
significance is less than the corresponding Table values, the null
hypothesis is accepted in this cases. Therefore there is no
significant dependency between course fee and teaching
pedagogy through offline mode of training.
9 Findings & Recommendations

• It was found that most of the people are showing interest

towards enrolling for the DATA SCIENCE course. Hence it is
recommended to focus more on leads who are interested to
enrol for DATA SCIENCE course.

• It was found that people who had posted their requirement for
TABLEAU course are changing or showing interest to take other
courses. Hence it is recommended to invest less on collecting
tableau leads.

• It was found that not more than 30% of the leads generated are
willing to take courses through online mode. Hence, it is
recommended to focus on development of providing offline
mode of training.

• It was also observed that most of the leads are showing interest
in taking demo sessions, but later they are not replying. Hence, it
is recommended to know better about their interests and then
proceed for arranging a demo session for the leads.

• It was found that people who are willing to enrol for the courses
through online mode are looking for instructed led training i.e.
live sessions or face to face sessions. Hence, it recommended
that focus less on pre-recorded sessions.

• It was found that the professionals who are enrolling for the
courses are looking at the experience of the trainer. Hence, it is
recommended that institution should hire a trainer who has
experience of 3-5 years.
• It was also found that other institutions who are offering the
same courses are offering for lesser fee. Hence, it is
recommended to reduce the course fee in order to overcome the
competition.

CONCLUSION:
The purpose of the research was to know professionals
preferences towards enrolling for the courses offered by the
institution online vs. offline. Though many people are aware of
online education and online analytics related classes, many
people are not interested in taking online courses because of
reasons like lack of class room environment, lack of face to face
interaction etc. And maximum number of people who are
showing interest towards taking online courses are expecting
their session to be an instructed led training. And few people are
facing problems regarding the fee structure. During this 2
months of my SIP, I was given the project of business
development, where I need to increase the sales of the
organization by generating the leads, cold-calling in order to
maintain a follow-up to convert the leads into sales.

Value to the organization:

 Converted 1lead for SPSS program – 16,000
 Converted a batch of 35 people for SPSS program – 1,75,000
 Converted 2 leads for python training – 32,000
 Converted 1 lead for Data Analytics – 16,000
10 Bibliography

https://www.scribd.com/document/55348875/Segmentation-of-
Indian-Education-System
https://collegegrad.com/industries/educational-services
https://www.brainbuxa.com/blog/types-of-education-in-india
https://www.gnu.org/education/edu-system-india.en.html
http://www.business2business.co.in/article/800/the-impact-of-
technology-on-the-indian-education-industry
 Annexure

• Name ______________
• Email address______________

1. Age group
• 18-25
• 26-35
• 36-45
• Above 45

2. Education qualification
• Under graduation
• Post-graduation
• Ph.D.
• Others

3. Have you ever heard about courses related to analytics?

• Yes
• No

4. Which mode of training do you prefer for enrolling analytics

courses?
• Online
• Offline

5. If you prefer offline, why do you prefer?

• Face to face to interactions
• Class room environment
• Learnings from class room discussion
• All of the above
• Others

6. If you prefer online why do you prefer?

• Easy accessibility
• Less fee compared to offline
• Time saving
• All of the above

• Others

7. Have you ever experienced online course?

• Yes
• No

8. If yes, rate your online class experience on the scale of 5.

 1 – highly satisfied
 5 – highly dissatisfied

9. Have you ever experienced offline training?

 Yes
 No

10. If yes, rate your offline class experience on the scale of 5.

 1 – highly satisfied
 5 – highly dissatisfied

11. If online, which among the following you would be comfortable

with?
• Pre-recorded sessions
• Instructed led training (live sessions)
• Both

12. If offline, which among the following you would be comfortable

with?
• Projector based explanation (PPT's)
• Material based explanation (hard copy's)
• Both

13. When you have to decide among the online and offline training,
which plays an important role?
• Quality of education.
• Fee structure
• Convenience
• Others

14. Which among the following do you agree with?

• Online course fee should be less than offline fee
• Offline course fee should be less than online fee
• Both can be same

15. What do you think is an affordable fee to pursue an analytics

course through online?
• 8000-10,000
• 11,000-15,000
• 16,000-20,000
• Above 20,000

16. What do you think is an affordable fee to pursue an analytics

course through offline?
• 8000-10,000
• 11,000-15,000
• 16,000-20,000
• Above 20,000

17. Choose among the following

• Online courses are better than offline courses
• Offline courses are better than online courses
• Both are same

18. In case of analytics courses, which type of sessions do you

prefer?
• 50% theory & 50% practical
• 30% theory & 70% practical
• 70% theory & 30% practical
• Others