How Students can Learn Skills and Explore Careers through MSMEs

Imagine how different our education would be if we encouraged students to think, discover their talent and passion, and hone them with appropriate skills! This could definitely disrupt the employment and employability scene in India by combining many goals: do what you love, earn a sustainable livelihood, be aware of career options, embark on inquiry and research, and much more. Yes, we’re talking about how to ignite young minds by exposing them to the world of work in their own geographies, regions, and locations. 

When we think of industry exposure for students, apprenticeships and internships come to mind. Today, through the apprenticeship portal and the AICTE internship portal, most ITI and engineering students and job seekers can connect with prospective providers.

Nevertheless, if we go by the recommendations of NEP 2020 to integrate vocational subjects and skills in the curriculum, we will need more avenues for students—something they can experience informally, something in their neighbourhood or close to the environs of their school or college. At the same time, they can learn from online content such as videos to get an idea of a wide range of industries and businessess.

Sustainable engagement between academia and industry through MSMEs

Scenario 1: School level

From class 6 onwards, students are expected to explore life outside the school premises by visiting places of work, units where things are produced, and meeting people who make a difference in our lives through their services. The concept of bagless days in the school curriculum is intended to sensitize students to the world of work, crafts, products, and environments, opening avenues for experiential learning. Most importantly, when they interact with the entrepreneurs, they also learn different aspects of running a business through short internships.

• The schools can organize visits to micro and small enterprise to expose the students to the industry in their own region. And for students who are pursuing a skill subject (mandatory in most CBSE schools), they can get hands-on experience in local industry.
• This helps in two ways: one, the students become aware of the industry sectors, and two, they develop a sense of respect for all types of work. Also, it helps them get an idea of different trades to decide if they wish to pursue one of them as their career.

Scenario 2: College level

With programs like B. Voc and other UG and professional degree programs that include skill-based courses, there is a need to provide real work exposure to students.

Often, this is achieved through internships and apprenticeships in medium and large enterprises. Moreover, such opportunities are limited in the in the organized sector, and micro and small enterprises in the unorganized sector do not participate in these initiatives.

This is where students can explore many aspects of work and how skills are crucial to running a business, especially locally, catering to immediate needs. They can also learn about the scope of One District One Product (ODOP) scheme for promoting local entrepreneurship.

• For students, these enterprises provide a real work environment to observe, try, and learn. They can also reflect on issues faced by these enterprises and propose innovative solutions; this could be in technology adoption or business growth through sustainable solutions.
• By learning more about government schemes for MSMEs, they can provide appropriate information to the entrepreneurs and check out if they wish to pursue a similar journey to build their careers.
• With multiple-entry and multiple-exit (MEME) being implemented, building a relationship with MSMEs could even help students seek part-time or contractual jobs and resume their studies after the work break.

Web and video content on entrepreneurship and MSME business opportunities

In both scenarios, the students can make use of web and video content to get an idea about MSME, especially micro and small businesses. For example, the YouTube channel Udyami India has several videos explaining the process of setting up a business in many industry sectors. The students can watch and learn from these videos during their engagement with the enterprises. Since these videos are from India, they are highly relatable and applicable to our context.

To illustrate how MSMEs can play a pivotal role in nurturing young entrepreneurs and providing practical industry exposure, here are three examples of how students with diverse interests can benefit from engaging with MSMEs.

Example 1: Food Processing – Anjeer Processing

• Students with a passion for culinary arts might start by experimenting with preparing homemade food items. They may not initially know what specific skills are needed to turn this interest into a business. By watching instructional videos from the Udyami India channel, an initiative by the Ministry of MSME, students can learn about the processes involved in food processing, such as anjeer (fig) processing and packaging. These videos provide insights into obtaining licenses, sourcing raw materials specific to food processing and how it is made, and mastering packaging techniques.
• For those who already have culinary skills, these resources can help them understand the business side of food processing. With this knowledge, they can start their own ventures by applying what they have learned about quality control, marketing strategies, and supply chain management.

Example 2: Handicrafts – Recycled Fabric Products

• Students interested in crafts might enjoy creating items like bags or home decor from recycled fabric. They may not know how to turn this interest into a sustainable business. By engaging with local artisans or small enterprises specializing in fabric waste recycling and watching videos, they can learn about different recycling techniques, product design, and the business models behind sustainable crafts.
• For those already skilled in crafting, these resources can help them expand their knowledge about the business aspects of recycling fabric. This practical experience, combined with academic learning, can pave the way for successful green businesses by understanding how creativity and sustainability can lead to profitable opportunities.

Example 3: Automotive – Automobile Rubber Beading Manufacturing

• Students fascinated by engineering and manufacturing might have an interest in how automobile components, for example, such as rubber beadings, are made but may not know where to start. By watching these videos, they can learn about the production process, material science, and quality assurance involved in manufacturing rubber beadings for cars.
• For those with existing skills in engineering, these resources can provide the necessary business knowledge to start their own manufacturing units. They can learn about the intricacies of the manufacturing process, quality control measures, and market distribution, which are crucial for launching a successful business.

Also read: Empowering Indian MSMEs: How Strategic Partnerships and Technology Drive Growth

These are just a few examples, highlighting the diverse opportunities for students to explore and innovate. There are countless other fields and industries where young minds can find their passion and turn it into a thriving business.

So, with that being said; connecting students with MSMEs can transform the way they perceive and engage with the world of work. Whether through hands-on experience, creative endeavors, or innovative projects, students can see the potential for their skills to evolve into sustainable businesses. This requires integrating skills with business acumen, which can be facilitated through targeted educational programs and online resources like Udyami India to gain more knowledge.

By fostering these connections and encouraging students to explore their interests, more dynamic and entrepreneurial workforce equipped to drive economic growth and innovation can be created and empowers students to transform their passion and paving the way for successful careers and businesses.