Final Draft- Jayadev Datawise

8/8/2019 Final Draft- Jayadev Datawise

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Contents1.INTRODUCTION .............................................................................................................................

1.1. PROJECT TOPIC: DIFFUSION OF INNOVATION ....................... ........................... ............

1.1.1. THE DIFFUSION PROCESS ........................ ........................... ........................... ............

1.1.2. ADOPTION PROCESS ......................... .......................... ........................... .....................

1.2. NEED TO DIFFUSE THE INNOVATIVE LEARNING AIDS ................................................ ...

1.3. INTRODUCTION TO THE PROJECT .......................... ........................... ........................... .......

2.COMPANY PROFILE ......................................................................................................................

2.1. DATAWISE MANAGEMENT SERVICES INDIA PVT LTD: ........ ........................... ................

2.2. BUTTERFLY FIELDS: ....................... ........................... ........................... ........................... ...... 2.3. HANDS ON LEARNING: ........................ .......................... ........................... ........................... ..

3. INTRODUCTION TO THE LEARNING AIDS DEVELOPED BY BUTTERFLY FIELDS: .....

3.1. SUB-JUNIORS KIT ............................................. ........................... ........................... ...............

3.2. JUNIORS KIT ....................... .......................... ........................... ........................... ....................

3.3. SENIORS KIT ........................... ........................... ........................... ........................... ............... 2

3.4. FACTORS INFLUENCING THE DIFFUSION PROCESS OF THE LEARNING AIDS ............ 2

4.OBJECTIVES OF THE STUDY..................................................................................................... 2

5.METHODOLOGY: DESIGN OF THE STUDY..................................................................... 2

6.DIFFERENT APPROACHES USED FOR SELLING THE LEARNING AIDS ........................ .. 2

7.SCOPE OF THE STUDY ................................................................................................................ 2

8.LIMITATIONS OF THE STUDY .................................................................................................. 2

9.DATA ANALYSIS AND INFERENCES ........................................................................................ 3

9.1. QUESTIONNAIRE FOR THE STUDENTS: .................................... ........................... ............... 3

9.2. QUESTIONNAIRE FOR THE SCHOOL MANAGEMENT .......................... ........................... .. 3

10.KIT WISE FEEDBACK ABOUT THE LEARNING AIDS FROM IN-DEPTH

INTERVIEWS ..................................................................................................................................... 410.1. SUB-JUNIORS KIT ...................................... ........................... ........................... .................... 4

10.2. JUNIORS KIT ......................... ........................... ........................... ........................... ............... 4

10.3. SENIORS KIT ......................... ........................... ........................... ........................... ............... 5

11.OBSERVATIONS .......................................................................................................................... 5


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12.RECOMMENDATIONS ............................................................................................................... 5

13.SUGGESTIONS............................................................................................................................. 5

14.LEARNINGS ................................................................................................................................. 5

15.CONCLUSION .............................................................................................................................. 5

16. ANNEXURE .................................................................................................................................. 5

16.1. EDUCATION SYSTEM IN INDIA ......................... ........................... ........................... ........... 5

16.2. CHALLENGES FACED BY INDIAN EDUCATION SYSTEM ....................... ........................ 5

16.3. PRIVATE EDUCATION ........................ .......................... ........................... ........................... .. 5

16.4. BACKGROUND OF THE STUDY.......................... ........................... ........................... ........... 5


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1. INTRODUCTION

1.1. PROJECT TOPIC: DIFFUSION OF INNOVATION

Diffusion of innovations deals with a major issue in marketing and consumer

behavior- the acceptance of new products and services. Getting a new idea adopted even when

it has obvious advantages is often very difficult. Diffusion of innovations helps in

understanding two closely related processes: the diffusion processand the adoption process.

In the broadest sense, diffusion is a process concerned with the spread of a new product from

its source to the consuming public. In contrast adoption is a process that focuses on the stages

through which an individual consumer passes when deciding to accept or reject a new

product. The consumers who are first to purchase a new product are called consumerinnovators. The ability of marketers to identify and reach to this important group of

consumers plays a major role in the success or failure of new-product introductions.

1.1.1. The Diffusion process

Diffusion is the process by which an innovation is communicated through certain

channels over time among the members of a social system.

The four basic elements of diffusion process are:

y The innovationy The channels of communication

y The social system

y Time

The Innovation:

An innovation is an idea, practice, or object that is perceived as new by an individual

or an other unit of adoption.

No universally accepted definition of the terms innovation or new product exists. The

following are the firm, product, market and consumer oriented definitions of innovations.

Firm-oriented definitions:


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When the product is new to the company, it is considered new. This definition ignores

whether or not the product is actually new to the market place (i.e. to competitors or

consumers).

Product oriented definitions:

a) Continuous innovation: It involves the introduction of a modified product rather than

a totally new product.

b) Dynamically continuous innovation: It may involve the creation of a new product or

the modification of an existing product.

c) Discontinuous innovation: It requires consumers to adopt new behavior patterns.

Market-oriented definitions:

a) A product is considered new if it has been purchased by a relatively small percentage

of the potential market.b) A product is considered new if it has been on the market for a relatively short period

of time.

Consumer-oriented definitions:

Here a new product is any product that a potential consumer judges to be new. The newness

is based on the product rather than on physical features or market realities.

Productcharacteristicsthatinfluencediffusion:

All products that are new do not have equal potential for consumer acceptance. Some products seem to catch on almost overnight, whereas others take a very long time to gain

acceptance or never seem to achieve wide spread consumer acceptance. The five product

characteristics that seem to influence consumer acceptance of new products are:

1) Relative advantage

2) Compatibility

3) Complexity

4) Trialability

5) Observability

y Relative advantage:

The degree to which potential customers perceive a new product as superior to

existing substitutes is its relative advantage.


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y Compatibility:

The degree to which potential consumers feel a new product is consistent with their

present needs, values and practices is a measure of its compatibility.

y Complexity:

Complexity refers to the degree to which the new product is difficult to understand or

use.

y Trialability:

Trialability refers to the degree to which a new product is capable of being tried on a

limited basis.

y Observability:

Observability is the degree to which a products benefits or attributes can be observed,imagined or described to the potential customers.

Thechannelsofcommunication:

How quickly the innovation spreads through the market depends to a great extent on

communications between marketer and the consumers, as well as communication among

consumers. Mass media channels are often the most rapid and efficient means to inform an

audience of potential adopters about the existence of an innovation. Examples of mass media

channels are radio, television, newspapers etc. Internet has become a source of major

consumer related information. In the recent years a variety of new channels of communication

have been developed to inform consumers of innovative products and services.

Thesocialsystem:

The diffusion of a new product usually takes place in a social setting frequently

referred to as a social system. A social system is a physical, social, or cultural environment to

which people belong to and within which they function. The social system serves as the

boundary within which the diffusion of a new product is examined.

Time:

Time pervades the study of diffusion in three distinct but interrelated ways.

1. The amount of purchase time

2. The identification of adopter categories

3. The rate of adoption


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Purchasetime: Purchase time refers to the amount of time that elapses between consumers

initial awareness of new product or service and the point at which they purchase or reject it.

Adoptioncategories:

Five adoption categories are cited in the diffusion literature.

1. Innovators:

Venturesome- very eager to try new ideas; acceptable if risk is daring; more

cosmopolite social relationships; communicate with other innovators.

2. Early Adopters:

Respect- more integrated into the local social system; the persons to check with before

adopting a new idea; category contains greatest number of opinion leaders; are rolemodels.

3. Early Majority:

Deliberate- adopt new ideas just prior to the average time; seldom hold leadership

positions; deliberate for some time before adopting.

4. Late Majority:

Skeptical- adopt new ideas just after average time; adopting may be both an economic

necessity and a reaction to peer pressures; innovations approached cautiously.

5. Laggards:

Traditional- the last people to adopt an innovation; most localite in outlook; oriented

to the past; suspicious of the new.

Product life cycle:


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Rateofadoption:

The rate of adoption is concerned with how long it takes a new product or service to

be adopted by members of a social system, that is, how quickly it takes a new product to be

accepted by those who will ultimately adopt it. The general view is that the rate of adoptionfor new products is getting faster and shorter.

1.1.2. Adoption process

There are five stages in the adoption process. They are:

1) Awareness:

Consumer is first exposed to the product innovation.

2) Interest:Consumer is interested in the product and searches for additional information.

3) Evaluation:

Consumer decides whether or not to believe that this product or service will satisfy the

need- a kind of mental trial.

4) Trial:

Consumer uses the product on a limited basis.

5) Adoption( or rejection):

If trial is favorable, consumer decides to use the product on a full rather than a limited

basis- if unfavorable the consumer decides to reject it.

[Source: Consumer behavior by Leon.G.Schiffman, Leslie Lazar Kanuk 9th

Edition,

Diffusion of Innovation by Everett .M. Rogers 4th Edition]


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1.2. NEED TO DIFFUSE THE INNOVATIVE LEARNING AIDS

In the current system of school education not many practical activities are undertaken

for the students. Emphasis is laid on passing examinations with high percentage. Very few

institutes give importance to developing personality and creativity among students. There isalso pressure from the parents who would like to see their children score high marks in the

examinations rather than see an overall development in their children. As a result the theory

based education has gained prominence. Therefore the conceptual understanding of the

students has decreased considerably.

The Company Butterfly Fields which believes in the philosophy learn while doing

has developed some innovative learning aids. These learning aids are some card games and

board games that will help the students learn the concepts better. Here the practical aspect of

learning is emphasized. The concept itself is given more importance rather than the marks.

These learning aids being very innovative and being developed based on a new idea there is aneed to diffuse them through proper channels.

1.3. INTRODUCTION TO THE PROJECT

The project undertaken is sales and research based. The researcher was sent to various

schools to sell the innovative learning aids. The researcher was asked to design a strategy to

sell these learning aids base on the research conducted. The research was carried out by

collecting data from the students and the school managements.


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2. COMPANY PROFILE

2.1. DATAWISE MANAGEMENT SERVICES INDIA PVT LTD:

DATAWISEis a six year old company with offices in India and the US that is in the businessof consulting, analytics and outsourcing. DATAWISE's services support the full spectrum of

the needs of clients' that are in the start-up and growth phase of their businesses. Most of our

clients are in the aviation and healthcare domain. As a company, DATAWISEplaces

emphasis on client relationships and view every interaction as an opportunity to strengthen

relationships with its clients and deepening its understanding to help enhance value to the

enterprise.

Vision:

To become a leader in providing customers all across the world with analytical and researchoriented methodologies to contribute meaningfully and share in their entrepreneurial growth.

Mission:

The mission is to ensure excellence in solutions in consulting and business analytics and to

assist the customers in making the right decisions. We will achieve this through a process of

continuous learning, research, and understanding of our customers to provide customized

solutions. Our team members are the key to developing such a relationship and shall serve our

customers with the same sense of integrity and emphasis on relationship that the company

will have towards them.

Philosophy:

The philosophybehind DATAWISE is simple: we act as your friend throughout the growth

and progress of your enterprise. Unlike anyone else who looks on an engagement as an

assignment, we look at every interaction with you as a means of establishing relationships that

will last forever.

We believe that it is important for us to be biased towards the growth and well being of the

enterprise, and firmly believe in taking unbiased views (unlike most consultants).

Also, naturally, you can expect us to be critical of areas where we would like to ensure that

the enterprise improves its performance, and will not hesitate to bring to your attention any

issues that we believe need to be addressed.


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From your side, we expect you to treat us as your confidante, and provide us all information

and views without any inhibition; this is important for us to be able to deliver the best advice.

Finally, we treasure the relationship far more than whether it is commercially viable or not.

Where we believe that we cannot justify a commercial relationship, we will be pleased toadvice you for free, in order that you can find your way.

Where you decide to engage us in a contractual relationship, the payments that you make to us

will be justified only by your financial position and not by our time and effort. We are fully

aware that the growth of our relationship is based on a mutual and longer term appreciation of

your needs and needs to be nurtured.

They offer below services.

y Management Consulting

y Business Analytics

y Outsourcing Solutions

y Marketing Channel

Datawise is planning to set up a Marketing Channel which will market some of products of

other companies. First of its initiative is with Butterfly fields, which is an IIT and IIM

initiative and which is into education services with innovative learning aids and some other

services.

Industries DATAWISE serve:

The team consists of people with diverse experience in a number of industries. As a

result, we are able to offer our services in a number of industries. Every client of ours gives us

additional insights into their industry, which helps us in servicing you better. Moreover, we

believe that it is sometimes possible to offer innovative solutions that have been successfully

deployed in other industries, to the benefit of your industry.

y Business Consultancy y Consumer Products

y Education y Energy

y Financial Services y Healthcare


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y Hi-tech y Banks, Financial Sector, and Insurance

y Internet y Manufacturing

y Retail y Telecommunication and Entertainment

y Trading y Transportation industry

y Travel and hospitality

[Source: http://www.mydatawise.com]


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2.2. BUTTERFLY FIELDS:

Philosophy: The Team strongly feels that the career choice of an individual should be driven

by his passions and interests which are intrinsic to him rather than by any external influence.

We believe that knowledge imparted at the right time and in the right manner in a milieu

where relevant information is readily available is extremely critical to the making of this

choice. We strive towards imbibing in the future generations a sense of confidence which

comes through self-realization so that they make their choices undeterred by the external

forces.

Process: Butterfly Fields believes in learning by doing. The entire program comprises of

various kinds of activities and experiences which are specifically designed to make the child

understand the underlying concepts or principles and at the same time, enjoying it. At

Butterfly Fields, the child is placed in an atmosphere where he is made to work in a team, is

challenged to take decisions, asked to gather information, posed with questions and

encouraged to think laterally.

Methodology: It is the single most critical aspect of their program. It entails the manner in

which children are made to understand and grasp the various concepts and ideas imparted

during the program and the way in which they are assessed and monitored. Butterfly Fields

believes in learning by doing. The entire program comprises of various kinds of activities and

experiences which are specifically designed to make the child understand the underlying

concepts or principles and at the same time, enjoying it.

A hands-on approach to problem solving and conceptualizing is what we practice and

preach. At Butterfly Fields, the child is placed in an atmosphere where he is made to work in a

team, is challenged to take decisions, asked to gather information, posed with questions and

encouraged to think laterally. Feedback for the child, extremely critical for his improvement

or progress, is easily one of the strong points of Butterfly Fields. We believe that every child

is unique in his own way so we refrain from drawing any comparison between children.

Instead we look at each child individually and generate a detailed analysis of his strengths,

weaknesses, interests and passions.

This analysis goes into giving a very personalized and specific feedback to the childsparents. Butterfly Fields leaves the child with an alacrity to learn, bliss of realization and a

sense of direction. But the onus is on the parents to take it forward by creating an atmosphere

at home which aids their child to develop his interests and improve upon his weaknesses while

preserving that fine balance between guiding and goading.


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Pedagogy: The techniques and methods of knowledge transfer used in the programs are

developed after a lot of research, development and consultation with experts. The Butterfly

Fields team believes in continuous improvement.

It constantly develops, evolves and refines the content of the program.

Key Aspects:

At Butterfly Fields, your child is encouraged to

y Learn by doing

y Work in a team

y Problem Solving

y Take decisions

y Gather information

y Ask questions and

y Think laterally while he is observed, studied and analyzed.

The Team:

The Butterfly Fields team consists of highly-qualified, motivated, energetic, and multi-

talented individuals who share a common belief that real learning happens in an atmosphere

Products and Services Offered by Butterfly Fields:

Handson Learning

Hands-on learning is learning by doing. Hands-on learning involves understanding things

while doing and experiencing them which as we know is the highest form of understanding.

This can be done through simple activities and toys based on elementary scientific principles

which closely simulate real-life scenarios, give enough scope for innovation and challenge

and make learning science fun and exciting.

Concept Maps

A Concept map is a colorful, visual form of representing key concepts covered in a chapter. It

can be used as an effective overview, learning and revision tool. At its heart is a central topic

of the chapter. This is then explored by means of branches representing main ideas, which all

connect to this central idea.


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Math and Science Games

Learning should be FUN. All kids learn faster and retain more when they are engaged,involved and having fun. Carefully selected games can have a positive impact on your child's

learning.

Curriculum BasedContent Development

Butterfly Fields can join hands with your school to create content customized to suit your

school curriculum. In order to bridge the gap between classroom learning and practical

application of the concepts, we work closely with teachers to draw up course content and

related activities / experiments.

Assessment

We provide concept-based testing and evaluation support for the schools where we frame the

multiple choice question based assessment papers which test students on their understanding

of the key concepts in each chapter.

Teacher Training

Hands-on learning is still a niche area in India. Although widely used in most developed

nations, most Indian schools still advocate learning by rote. Changing the mind set of teachersand making them aware of the benefits of hands- on teaching is, therefore, of utmost

importance in our pursuit of interactive learning.

Mini ScienceCenters

Most of the current methods of learning depend largely on books and lectures and the

knowledge transmitted to children is, therefore, bookish. Very few opportunities exist for

children to apply their knowledge to real life situations. We, at Butterfly Fields, believe that a

critical aspect of learning is direct experiences with materials and objects to understand the

various phenomena that are written about in textbooks.

E-Learning

E-Learning is an online tool to have more content, online quizzes, assessment tests etc.


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Partnering with Butterfly Fields:

Channel Partnersfor Products

The entire range of products comprises of various kinds of activities providing rich

experiences which are specifically designed to make the child understand the underlying

concepts or principles and at the same time, enjoying it. Butterfly Fields products make

children do teamwork, take decisions, gather information, pose with questions and encourage

thinking laterally.

Channel Partnersfor Services

Butterfly Fields believes in learning by doing. A hands-on approach to problem solving and

conceptualizing is what we practice and preach. The offerings can be categorized as Programs

for Students & Programs for Teachers.

In School Programs:

1. Funda labbz program:

Features: Year Long, Integrated within time table, All students of the chosen classes get to

participate in the workshops, Each student gets an Activity Workbook, Common Tool kits

given to the school

2. Hobby workshops:

Features: 10 Projects/Activities, Integrated within time table, Optional for students, 15 hoursof instruction/sessions in total, every student gets an Activity Workbook & Tool Kit, Student

get to take back the models made by them

3. Modulespecific workshops:

Features: Modules can be chosen by the school viz. Electricity, Light, Electromagnetism,

Energy, Motion, Trigonometry, etc. Compulsory for all students, 1.5 hours of

instruction/sessions per module, every student gets Activity Worksheets, students work in

groups of 3-4 to work on the project/ activity.

After Schoo

lPrograms:

1. Vacation Workshops - Christmas, Summer, Diwali, Pongal

2. Short Duration Camps 3 day, 5 day etc.

3. Year long program after school hours


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What would butterflyfields Provide?

y Brand & design of the promotional material to be provided by Butterfly Edufields

Ltd.(BEL)

y Activities: Samples / Models of the activities to be provided by BELy BEL would provide support & inputs for the selection of the trainers & then

subsequent Training of Trainers

y Regular visit to the partner site

y Support in giving the material specifications & initial help in procurement of the

material, to be provided by BEL.

y Support for Trainers through eLearning System

y BEL would take active part in common events / Promotional Seminars for the

Educators / Academia

CompetitorsofButterflyfields:

1) Aakar Knowledge Solutions:

Mexus Education is an education innovations company. The key work of Mexus

Education is towards creating futuristic technology based model for education. In an era

marked by rapid changes in technology and its utility, Mexus has identified technologys

potential in aiding education. Based on this learning, Mexus has been promoting learning

through technology based platforms like multimedia DVDs, motion films and interactive

online tools which has been the first of its kind in India.

Mexus innovations benefit not just students but teachers as well. Mexus has begun itsfoundation work for formulating state-of-the-art teacher training and diploma programs that

will enable teachers to adopt technology in the knowledge sharing process. It will help

facilitate better communication between teachers and parents and will allow many-to-many

interactions for students to benefit from peer and expert interactions. A socio-educational

learning platform has been initiated where knowledge from all possible sources and forms can

be shared and accessed.

One the whole, Mexus is for all who seek to experience a re-invented learning process.

2) Hippocampus Bangalore:

Hippocampus is all about books and children having access to them. We do this

through our experience centers and by working with schools, NGOs, and corporate. We have

three centers, in Koramangala and Shankarapuram in Bangalore and one in Abhiramapuram,

Chennai. We also work with close to 50 government schools, community centers, Montessori

and mainstream schools in Bangalore city. In addition, we organize events and productions,


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which are children-centric, like Hoophoria (a three-day carnival), Stand up, Noah Small!

Music with a cast of about 50 children! And read it? Spread it! (A books collection drive

among children).

3) Educomp Solutions Limited:

Educomp Solutions Limited, founded in 1994 is a globally diversified education

solutions provider and the largest education company in India.

Educomp Group reaches out to over 26,000 schools and 15 million learners and educators

across the world.

They have 27 offices worldwide including an office in Canada, 20 in India, two in

Singapore, one in Sri Lanka, and three in the United States. In addition, the Company operates

through its various subsidiaries including authorGEN, Threebrix eServices, Learning.com,

USA, AsknLearn Pvt Ltd, Singapore and via its associates such as Savvica in Canada.

Educomp is now Indias number one education company. For many years, we have

been at the forefront of various pioneering initiatives in the e-education space.Their mission is to reach to 15 million learners through our products, services and

solutions by 2010 and be amongst the top 5 education companies worldwide by the year 2012.

\

[Source: http://www.butterflyfields.com ]


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2.3. HANDS ON LEARNING:

Indians are widely acclaimed as being some of the most intelligent people in the

world. The education system in India mostly dependent on theoretical oriented. It is not

emphasizing on activity based approach to education. Rote learning kills a childs creativityand lays excessive emphasis on grades. Activity based learning, on the other hand, helps

children connect their learning to real life and encourages them to innovate.

Hands-on learning is learning by doing. Hands-on learning involves understanding

things while doing and experiencing them which as we know are the highest form of

understanding. This can be done through simple activities and toys based on elementary

scientific principles which closely simulate real-life scenarios, give enough scope for

innovation and challenge and make learning science fun and exciting. Vocational education

has always understood that if you want someone to learn to repair an automobile, you need an

automobile to repair. If you want to teach someone to cook, you put them in a kitchen. Didanyone hear of teaching someone to swim in a traditional classroom? Hands-on learning

means many different things to different people. It has become a slogan and is often used to

describe any activities in classrooms that use materials. Hands-on learning, however, is not

simply manipulating things. It is engaging in in-depth investigations with objects, materials,

phenomena, and ideas and drawing meaning and understanding from those experiences. Other

terms for this are inquiry learning, hands-on, and minds-on learning.

Learning by well-planned activities andexperiences in a wellengineered program is a

qualityinstructional approach. It:

y Causes students to rely on the evidence instead of upon authority (encyclopedia,

minister, doctor, text, teacher, and parent). Most students live in an authoritarian world

with little or no opportunity to practice decision-making because nearly everyone tells

students what to do and when to do it. We continually graduate students, who do not

yet have the ability to set up a simple experiment with controlled variables, collect and

interpret evidence, or make correct interpretations based upon that evidence.

y Provides students with a similar set of experiences so everyone can participate in

discussions on a level playing field regardless of their socio-economic status. In this

way, special benefits are not awarded to those who, by virtue of their wealth or

background, have a greater number of experiences under their belts.

y Forces student thinking by requiring interpretation of the observed events, rather than

memorization of correct responses.

[Source: http://www.butterflyfields.com ]


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3. INTRODUCTION TO THE LEARNING AIDS DEVELOPED BY

BUTTERFLY FIELDS:

The learning aids are divided into 3 kits; for sub-juniors i.e. 3rd

to 5th

standards, for juniors i.e.

6th and 7th standards and for seniors i.e. 8th to 10th standards. Each kit consists of 3 learning

aids.

3.1. SUB-JUNIORS KIT

1. Nutrimania: Nutrimania is an exciting game and thereby which can be played by 2-4

students and thereby learn nutritional facts with fun. This game consists of a set of 44

cards with a food item and its ingredients imprinted on each card. The food item can

be a fruit, vegetable, honey, cereal, grain etc. This game is played similar to the trump

card game. Due to this reason children will find it very interesting and also will help

them learn the amount of different nutrients present in various food items.

2. Integer Maze I: The very aim of the game is to equip students with the skills of basic

operations of Integers. By playing this game the students become well-versed with the

addition and subtraction of integers. This game is a board game which is similar to

snake and ladder. In this game we will have both positive and negative integers

imprinted on the board in sequential order. This game will have 2 dice. One of them is

a normal dice and other dice will have 3 positive signs and 3 negative signs. So when

a player rolls the 2 dice simultaneously, he will get a positive or negative number and

he has to move his coin on the board accordingly. This game can be played by 2 to 5

members.

3. Piratesof Prime Numbers: Pirates of Prime Numbers is an interesting game which

can be played by 2-5 students and thereby learn the concept and importance of prime

numbers, perfect squares and at the same time, mathematical operations as well as

trends followed by prime numbers. This game is a board game. The board will have

numbers 1-100 imprinted on it with prime numbers and perfect squares highlighted.

The player has to move his coin from 1 to 100 covering maximum number of prime

numbers and perfect squares.

3.2.JUNIORS KIT

1. Integer maze II: Integer maze II is similar to that of Integer maze I. The only

difference is that in integer maze II the numbers are not arranged in a sequential order.


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2. Nutrimania: Nutrimania is an exciting game and thereby which can be played by 2-4

students and thereby learn nutritional facts with fun. This game consists of a set of 44

cards with a food item and its ingredients imprinted on each card. The food item canbe a fruit, vegetable, honey, cereal, grain etc. This game is played similar to the trump

card game. Due to this reason children will find it very interesting and also will help

them learn the amount of different nutrients present in various food items.

3. IAS: IAS is a game mainly intended to make the students well versed with various

facts about different states. It is a card game. These cards will have information about

states. Using these cards we have to form a chain by connecting the information about

same states. A fact sheet about the states is also provided.

3.3. SENIORS KIT

1. Chemo-cards : The game chemo-cards is mainly aimed at making students familiar

with different anions, cations, their atomic numbers, structures, valencies and the

different compounds that can be formed using them. This is a card game. It consists of

65 cards. Each card has an anion or cation its atomic number, valency and structure

imprinted on it. This game is played in a manner similar to that of rummy. In rummy

we form sets and sequences with the cards whereas here we form compounds using

the cards having various cations and anions.

2. Concept maps: A Concept Map is a colorful, visual form of representing key

concepts covered in a chapter. It can be used as an effective overview, learning and

revision tool. At its heart is a central topic of the chapter. This is then explored by

means of branches representing main ideas, which all connect to this central idea. It is

developed based on mind mapping techniques. The concept maps are a wonderful add-

on to the text books. It is an effective revision tool and can also be used by the

teachers to make their lesson plans.

3. Geometry board: Geometry board is a wooden board the will help the students to

learn the concepts in geometry. Basic geometric concept of a point to certain

complicated theorems can be dealt using this board. Screws and rubber bands are used

on this board to form different figures. Using the Geometry board the concepts can be

learnt very practically.


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3.4. FACTORS INFLUENCING THE DIFFUSION PROCESS OF THE

LEARNING AIDS

y Relative advantage:

The learning aids developed by Butterfly Fields are designed in such a way that they

emphasize on practical orientation and play way method of learning. As a result the

student will be able to get a clear picture about the concepts and will also retain them

better. By using these learning aids the students learn while doing. Therefore they

have a relative advantage over the other learning aids like educational softwares etc.

y Compatibility:

Butterfly Fields has developed these learning aids mainly for the concepts where thestudents are facing difficulty to understand and conceive inspite of the lectures given

by the teachers (For example, addition and subtraction of integers, concepts in

geometry etc.). Therefore the learning aids are consistent with the present needs. Some

of the schools are also undertaking activity-based learning techniques for which these

learning aids will be of great use.

y Complexity:

The learning aids developed by Butterfly Fields is a mixed lot when comes to

complexity. Some of the learning aids like Integer maze, Nutrimania are very easy to

understand and use where as some others like IAS, Pirates of Prime are difficult to

understand. So the complexity of some of the learning aids is a challenge as far as

diffusion is concerned.

y Trialability:

The learning aids are made of paper, board and plywood. Their trialability is low as

the ultimate users are children. The learning aids are prone to be damaged.

y Observability:

The learning aids developed by Butterfly Fields are very innovative. Therefore by a

mere glance on them the potential customers may not be able to understand their


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benefits. As a result there is a need for the representative to explain the characteristics

and benefits of the learning aids clearly to the potential customers.


23/60

4. OBJECTIVES OF THE STUDY

y To understand the present scenario in the schools with regard to the utilization of

different teaching methodologies and learning aids.

y To understand the level of acceptance of the hands-on learning materials.

y To design the right marketing strategy to sell the innovative learning aids before its

wide rollout into the different markets.


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5. METHODOLOGY: DESIGN OF THE STUDY

Sourcesofdata

1. Primary Source: The primary data was collected through personal interaction withthe principals and teachers in schools and students who are the ultimate consumers.

2. Secondary Source: Secondary data was collected through various articles from

internet.

Sampling

The sample size of the for the project is 100 students and 45 schools for whom the

questionnaire was administered.

Methodology

The data for the research has been collected through structured questionnaire and in-depth

interviews.

The project has been undertaken in the following steps:

Step 1: A structured Questionnaire is prepared in order to find out the general response of the

consumers (i.e. the school managements and students) towards the Innovative learning aidsand the various factors that influence this response, which will help in designing a strategy to

sell them.

Step 2: The attitude and the response towards these learning aids were captured by the

feedback given by the Principals, teachers, parents, and students who are ultimate user of the

learning aids.

Step 3: The data is analyzed; interpreted and important findings were derived. Based on the

findings, recommendations are suggested.

Data Collection Instruments

y The instrument used in the data collection is Questionnaire.

y The questionnaire includes Close ended questions.


25/60

y Multiplechoices: Questions offering two or more choices for answering.

y Dichotomous: This consists of only two choices Yes or No.

y

Open Ended

Quest

ions

Data Collection

The instrument used in the data collection is questionnaire for the students and school

management.

Data Processing and Analysis

The collected data is analyzed using simple statistical tools & descriptive measures of cross

tabs etc., Analysis is done with the help of SPSS 15.0 (Statistical Package for Social

Sciences).

Field Work

Project period: The study was conducted for a period of 60 days. The field work included

visiting different schools to send the learning aids and also collect the data through

questionnaires for research.


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6.DIFFERENT APPROACHES USED FOR SELLING THE

LEARNING AIDS

1) Conventional sales:

In conventional sales the representative approach a school by taking or not taking

an appointment in prior and giving the demo to the school management

emphasizing mainly on the sales aspect. This method didnt prove much successful

as far as the learning aids are concerned as here the innovativeness of the learning

aids were not given much stress and the sales aspect was highlighted. This

approach couldnt create an interest among the school managements for the

learning aids.

2) Research pitch:

Here the representative approaches a school and gives the demo by saying that heis conducting a market research to know the perception and attitudes of the school

management, students and teachers towards such learning aids and also

emphasizing on the creativity and the innovativeness with which the learning aids

have been developed. This approach proved effective as here were seldom speak

about sales and our learning aids itself is highlighted. This approach also could

generate more sales than the conventional sales approach.

3) Giving demo at tuition centers:

In this approach the representative goes to tuition centers and gives the demo to

the students and the tutors. This approach also proved effective as here as thenumber of students are less when compared to schools and the representative can

demonstrate better. Moreover the tutors could also recommend these to the parents

of the students and also give references of other tuition centers. At tuition centers

there is a scope for more personal interaction.

4) Selling directly to households:

In this approach the representative gives the demo to the student and his/her

parents mostly at the students house. Here also more personal interaction takes

place and also the feedback about the learning aids is known immediately. If the

student is impressed then sale takes place for sure as the demo is given in the

presence of his parents.


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5) Conducting in depth interviews and driving the sale:

Here we interact with the student first and discuss about the different teaching

methodologies used in their schools, practical aspect of education, different

learning aids used in their schools etc and slowly driving the point towards our

learning aids and explaining its utility and the expertise that the student would gain

by using them. As here first we discuss various aspects of their schools, learning

aids etc the chance of the student getting impressed by the learning aids is very

high and he/she recommending them to his/her friends is also high.

6) Selling directly to the parents:

Here the representative demos the learning aids directly to the parents of the

students and make them understand how useful these learning aids are. This

approach is best suited especially for the sub junior level learning aids as at thatlevel the parents interact more with the students about their studies and the parents

themselves can play the games with the students.

7) Workshop approach:

Here we approach the schools with a motive to conduct workshops for the students

using the learning aids. In this approach the students will have a chance to use and

understand the learning aids. Here the probability of sale is very high as we are

introducing the learning aids directly to the students and they also understand the

importance and the utility of these learning aids.


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7. SCOPE OF THE STUDY

y The study focuses on the response and attitude of the School Management and

students mostly in private schools of Alappuzha and Kottayam Dist in Kerala.

y The study was limited to only Hands-on learning materials and other learning aids like

software, e-learning techniques were not considered.


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8. LIMITATIONS OF THE STUDY

y

Heavy monsoons prevented the researcher from reaching more number of schools.

y Parents already burdened with students books, uniform and tuition fees. So few of the

school managements were reluctant in introducing the learning aids to the students.

y Some schools do not admit any salesmen and also do not undertake any activities

involving cash collection from students. This practice acted as a barrier for the

researcher to get into some schools.

y Admission process in schools didnt allow the researcher to get into some schools as

the principal and the other staff were busy.


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9. DATA ANALYSIS AND INFERENCES

9.1. QUESTIONNAIRE FOR THE STUDENTS:

Before giving demo:

1) Are you satisfied with the traditional teaching methodology? (Yes/No)

Note: This question is mainly intended to know whether the student is satisfied with the

traditional teaching methodology i.e. lecture method and some lab activities for some

subjects.

Inference: The bar diagram clearly suggests that majority of students in all the three groupsare satisfied with the traditional teaching methodology. The reason for this can be that the

students in most of the schools are not exposed to any other teaching method.

Yes

No

Clas s 3-5 Clas s 6-7 Clas s 8 -10

Class

0

5

10

15

20

No:ofstudents

17

13

19

11

24

16


31/60

2) Do you think that the traditional teaching methodology emphasizes on practicality?

(Yes/No)

Note: This question is intended to know whether in their school, which uses the traditional

methodology of teaching, practicality is being emphasized or not.

Inference: The bar diagram clearly suggests that in traditional teaching methodology majority

of the students feel that practicality is not being emphasized.

Class

0

10

20

30

No:ofstudents

7

23

10

20

9

31


32/60

3) Do you think that practical learning techniques make you understand the concepts

better? (Yes/No)

Note: This question is intended to know whether the practical learning techniques help

the students understand and retain the concepts better.

Inference: From the bar diagram it is evident that majority of students in all the three

groups feel that practical learning techniques help them understand and retain the

concepts better and the others feel that reading text books will make them understand

the concepts better.

!

"

#

$

% %

&

(

"

#

$

% %

)

0

"

#

$

% %

1

2

3

Cl

0

10

20

30

No:of

tud

nt

4

6

4

4 5

6

6 6

5


33/60

4) Do you think the practical learning techniques can help you score better marks?

(Yes/No)

Note: This question is intended to know whether the students feel that practical

learning techniques can help them score better marks.

Inference: From the bar diagram it is clearly evident that the majority of the students

believe that practical learning would surely help them to score better marks. But here

the number of students who gave the negative response is more when compared to the

previous question. The reason for this might be that some students feel that in order to

score marks reading text books is the only way.

7

8

9

@ A

B

lC D D

E

G

B

lC D D

H

I

B

lC D D

P

Q

R

Cl

5

10

15

20

25

S T

U

T

S

U

V

S

5

U

5


34/60

After giving demo:

1) Do you think that these learning aids are useful? (Yes/No)

Note: This question is intended to know whether the learning aids can be of any use to

the students. Indirectly it is used to know the acceptance level of the learning aids

among the students.

Inference: From the bar diagram it is evident that majority of the students from all thethree groups find it useful. There is a good level of acceptance. When we observe the

class 6-7 the negative responses are more when compared to the other two. The reason

can be that the learning aids for the 6-7 classes may not be very appealing.

W

X Y

N

Ca

b c c

d

f

Ca

b c c

g

h

Ca

b c c

i

10

Class

0

10

20

30

No

o

s

uden

s

23

7

19

11

29

11


35/60

2) Do you think that these learning aids can help you understand and retain the concepts

better? (Yes/No)

Note: This question is intended to know whether the students feel that the learning

aids can help them understand and retain the concepts better.

Inference: From the bar diagram it is evident that majority of students in all the three

groups feel that these learning aids will help them understand and retain the conceptsbetter. Here also it signifies that there is a problem with the 6-7 class kit as among 30

students 12 of them gave a negative response.

p

q r

s

t

u

v

w x x

y

5 Clas s

Class

10

Cl

0

10

20

30

No

o

ud

n

8


36/60

3) Would you like to take these learning aids home with you? (Yes/No)

Note: This question is intended to know whether the students like to take these

learning aids home. This question suggests the level of acceptance of the learning aids.

Inference: From the above bar diagram it is clearly evident that majority of the

students in all the 3 groups would like to take the learning aids with them which

suggest that most of them are very impressed with the learning aids.

-

-

-10

Cl

5

10

15

20

25

:

f

tud

nt

j 8

j

j


37/60

4) Will you recommend these learning aids to your friends? (Yes/No)

Note: This question is intended to know whether the students are ready to recommend

the learning aids to their friends and relatives.

Inference: It is clearly evident from the bar diagram that majority of the students in the

entire three groups would like to recommend these learning aids to their friends which

signifies a higher acceptance level for the learning aids.

k

l

s

Nm

Cln

s s 3-5 Cln

s s o -7 Cln

s s -10

Class

0

10

20

30

No

o

s

uden

s

23

7

1

12

29

11


38/60

9.2. QUESTIONNAIRE FOR THE SCHOOL MANAGEMENT

1) What is the strength of the school?

a) Below 200

b) 200 400

c) 400 700

d) 700 1500

e) Above 1500

Note: This question is intended to know the strength of the school and thereby understand the

response pattern for the learning aids based on it.

Inference: From the bar diagram it is clearly evident that for the schools having strength 200-

400 and 700-1500 the positive and negative responses have been more or less the same. In the

case of schools having strength 400-700 we can see that out of 15 schools visited 11 of them

p

itiv

n

g

tiv

Response

200 40 0 40 0 70 0 70 0 15 00 ab ov

1500

s reng h o he school

2

4

6

8

10

No

o

schools

11

2

10


39/60

giving a positive response. Most of the schools that try something different in terms of

curriculum and other activities fall under this category. The schools having strength more than

1500 normally suggest that these are very well established schools and it is very difficult to

introduce the learning aids in these schools. Most of the well established schools will also

have a School Management which will be the ultimate decision maker and the School

Principal and teachers cannot take a decision alone.

Recommendation: The Company has to concentrate more on schools having strength of about

400-700 as it will be comparatively easier to make the sale happen.

2) How old is the school?

a) 1 3 years

b) 3 10 yearsc) 10 30 years

d) Above 30 years


40/60

Note: This question is intended to know the age of the school and thereby

understand the response pattern for the innovative learning aids.

Inference: In the case of the schools which are 1-3 years old the positive and

negative responses are more or less the same. This indicates that some new schools

are ready to recommend the new learning aids to their students whereas some other

new schools are not sure of the success of the implementation of the learning aids.

When coming to the schools which are 3-10 years old and 10-30 years old the

positive response is much better. But in the case of the schools which are above 30

years old only 3 schools gave a positive response out of 10. These schools will be

very well established and resistant to changes. In some of such schools no activity

involving cash collection is allowed. Moreover the sale of the learning aids in such

schools is a tedious process.

Recommendation: The Company has to concentrate on schools which are about 3-

30 years old as the response is better from such schools.

3) The children studying in the school belong to which income group?

a) LIG+MIG

z { |

}

t}

v~

~

t}

v~

Response

1-3 years 3-1 0 yea rs 10 -30 ye ars ab ove 30

Age of the school

2

4

6

8

o:ofschools

5

4

9

5

8

4

3

7


41/60

b) MIG+HIG

c) LIG+MIG+HIG

Note: This question is intended to know the different income groups to which the

students belong in a particular school. There are 3 choices for this question viz,

LIG+MIG, MIG+HIG, LIG+MIG+HIG.

Inference: From the bar diagrams it is evident that that the schools having students

belonging to LIG+MIG have more or less equal positive and negative response.

When coming to the schools where the students belong to MIG and HIG the

positive response is much better when compared to the negative response. The

schools having students belonging to all the 3 income groups has more negative

positiv

n

gativ

Response

lig+mig mig+hig lig+mig+hig

Incomegroup

0.0

2.5

5.0

7.5

10.0

No:ofschools

10.0 10.0

12.0

.0

3.0

.0


42/60

response. The reason for this can be attributed to the presence of students

belonging to LIG and as a result school management is hesitating to implement the

learning aids in the school as they are answerable to the parents.

Recommendation: The Company has to concentrate more on the schools where the

students mostly belong to MIG and HIG as in such schools there is a higher

probability of these learning aids being recommended to the students.

4) What is the fee that you are taking per month?

a) Below 200

b) 200 400

c) 400 600

d) Above 600


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Note: This question is intended to know the monthly fees at different schools and

thereby understand the response pattern of the schools towards the learning aids

with reference to the fees.

Inference: From the bar diagram it is evident that number of schools visited in the

first category i.e. schools taking fees less than Rs.200 is only 2. They showed a

positive response to the learning aids and also some sale happened in these schools

as they have a special fund to purchase the learning aids as a part of SAS (Sarva

Shiksha Abhiyan) programme. When coming to the other three categories the

positive and negative response are more or less the same.

Recommendation: By looking at the inferences it is difficult to draw a conclusion

regarding the response with reference to the monthly fees. However it will be

better for the company to concentrate more on schools taking fees ranging from

200 to 600.

positivenegative

Response

be low 2 00 20 0-40 0 40 0-60 0 above 600

Fees

0

5

10

15

No:ofschools

2

16

14

6

1 1


44/60

5) Do you organize any co-curricular activities in your school? (Yes / No)

Note: This question is intended to know whether the school is organizing any co-

curricular activities for the students and thereby study the influence of the co-

curricular activities on the response pattern. The co-curricular activities consists of

both scholastic activities like seminars, workshops, debates etc and non-scholastic

activities like arts and sports.

Inference: From the bar diagram it is evident the response from the schools that

organize co-curricular activities for the students is more positive. On the other

hand the positive and negative responses are more or less equal for the schools

which are not undertaking co-curricular activities. The schools which gave a

positive response here are those which are willing to organize some co-curricular

activities for their students with the help of our learning aids.

positive

negative

Res se

Ye s No

-curricul ractivities

0

5

10

15

N

:

fsc

ls

15

10 10 10


45/60

Recommendation: The Company has to concentrate both on schools which

undertake and also on schools which do not undertake co-curricular activities. The

inference clearly suggests that there is an opportunity in both types of schools.

6) Do you use any hands-on learning aids in your school? (Yes / No)

Note: This question is intended to find whether there are any hands-on learning

aids being used in the school and thereby study its influence in the response

pattern.

Inference: From the bar diagram it is clearly evident that majority of the schools

do not use hands-on learning aids. This is both an opportunity and threat. Out of

45 schools visited only 2 of them used hands-on learning aids and their response

positive

negative

Res se

Ye s No

Lear i g ai s

5

10

15

20

25

N

:

fsc

ls

2

25

18


46/60

towards our learning aids were negative. In the other category i.e. the schools that

are not using hands-on learning aids, the positive response is higher. Also there is

a need to make the school management understand the relevance of hands-on

learning activities.

Recommendation: The Company has to concentrate more on schools that are

currently not using any hands-on learning aids as the probability of sale is higher

in such schools. The relevance of the hands-on learning has to be clearly explained

to the School Management.

7) How much do the students spend each month average on learning aids/tuitions/books(beyond the syllabus)?

a) 0-300 b) 0-500 c) 0-700


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Note: This question is intended to know the average monthly expenditure of

students on learning aids, tuitions, books etc other than regular text books and notebooks and thereby response pattern towards the learning aids.

Inference: From the bar diagram it is evident that the positive response in schools

where students spend Rs. 0-300 per month is more or less equal to the negative

response. In the schools where the students spend Rs. 0-900 or more per month the

response is similar. On the other hand the schools in which the students spend Rs.

0-600 per month the positive response is higher which suggests a potential market

in such schools.

Recommendation: The Company has to concentrate on schools where the students

expenditure other than regular text books and notebooks falls within a range of

about Rs. 0-600 per month.

positivenegative

Response

0-300 0-600 0-900o

o

e

Expendit re therthanreg lartextandnote b ks

0

5

10

15

N

fschools


48/60

8) Response towards the innovative learning aids.

a) Positive

b) Negative

Note: This question is intended to know the response of the school management towards the

learning aids.

Inference: The bar diagram clearly indicates that out of 45 schools visited the

responses of 25 schools were positive and the responses of 20 schools were negative.

As the positive response is higher we can say that these innovative learning aids surely

have a potential.

posi

i

e

negati

e

Response

Freque ncy

5 0

10 0

15 0

20 0

25 0

o:ofschools

2

0

20 0


49/60

10.KIT WISE FEEDBACK ABOUT THE LEARNING AIDS FROM

IN-DEPTH INTERVIEWS

10.1. Sub-juniors kit:

The sub-juniors kit consists of Nutrimania, Pirates of prime and Integer maze I.

Among these 3 learning aids the students liked Nutrimania the most. The

reason for this can be attributed to the fact that Nutrimania is played in a manner

similar to that of the trump card game which the children love to play. Moreover theteachers were also ready to recommend Nutrimania to the students as they felt that it is

an easy way to learn the nutritional facts.

Next comes the Pirates of Prime. This game being very innovative and useful

the students and teachers liked it. But this game was little complicated when compared

to the other two games in this kit. Therefore it was a challenge to make the students

and teachers understand how to play the game.

Finally comes the Integer Maze I. This game was played in a manner similar to

that of Snakes and Ladders. The difference is that in Integer Maze the negative

numbers are also incorporated. Most of the teachers are of the opinion that it doesnt

cover many numbers and most of the children dont need it. Even the students were

not much impressed by this learning aid.

10.2. Juniors kit:

The juniors kit consists of Nutrimania, Integer Maze II and IAS.

In this kit also Nutrimania is the most preferred learning aid. As mentioned

earlier students liked the game as it was simple and interesting and also teachers

recommended these for the students.

Next comes the Integer Maze II. In this game the numbers are not arranged in a

sequential order. So by playing this game the students are encouraged to do the

calculations mentally. As a result the attitude of teachers towards this learning aid was


50/60

very positive. Also the students liked it; but they found little difficulty in playing the

game.

Finally comes the IAS. IAS is a complicated card game. Making the students

and teachers understand the game itself was very challenging. Neither the students northe teachers were much impressed by it and the response for this learning aid was very

poor.

10.3. Seniors kit:

The seniors kit consists of Geometry board, Concept maps and Chemo-cards.

The seniors kit was the most preferred kit. The students and teachers were

impressed by all the 3 learning aids. Specifically the Geometry board and the Concept

maps had great response. The students and teachers liked the practical learning aspectof the Geometry board. They also felt that the Concept maps would be of great help as

it servers various purposes.

The students and teachers were also impressed by the Chemo-cards. The

students felt that it would be of great help to remember the chemical formulae and

understand the concept of atomicity. The teachers were also of the opinion that it

would be very useful to the students.


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11.OBSERVATIONS

y In the schools in Alappuzha Dist, Kerala where the study was conducted majority of

the students are from middle income group. The price of the learning aids kit isRs.650.00 which was not very affordable for them. Moreover even the schools felt that

it was priced high and were not able to force the students to purchase them inspite of

finding them useful.

y In Kerala it was necessary to take appointment in prior to visiting the school. This

helped in creating a difference as in a normal scenario about 2-3 salesmen visit a

school with some text books, encyclopedias or dictionaries.

y Due to many salesmen visiting the schools there is a perceptual blocking by the

previous experience of the school management and teachers. As a result there wassome difficulty for the researcher to get into some of the schools.

y Replicability of the learning aids is a major matter of concern. Some of the school

management claimed that they could produce learning aids like Geometry boards and

Integer maze at lower costs. The other learning aids can also be photo copied.

y It is necessary to have a clear database of the schools in Kerala as most of the schools

in Kerala are located away from the city and also they do not flaunt the phone

numbers. The parents choose a particular school based purely on word-of-mouth andthe image of the school.


52/60

12.RECOMMENDATIONS

y Our innovative learning aids have a good untapped market. The students feel that

these learning aids will be of great help to them in terms of both conceptual

understanding and also for securing marks. Therefore the company has to see to it that

these learning aids are directly introduced to the students.

y The sub-juniors kit and the seniors kit have comparatively more response than the

juniors kit. The juniors kit has to be made more appealing to the students by adding

other learning aids or by replacing the existing learning aids with other learning aids.

y The Company has to concentrate more on schools having strength of about 400-700 as

it will be comparatively easier to make the sale happen.

y The Company has to concentrate on schools which are about 3-30 years old as the

response is better from such schools.

y The Company has to concentrate more on the schools where the students mostly

belong to MIG and HIG as in such schools there is a higher probability of these

learning aids being recommended to the students.

y The Company has to concentrate on schools where the monthly fees ranges from Rs.200-600.

y The Company has to concentrate both on schools which undertake and also on schools

which do not undertake co-curricular activities. There is an opportunity in both types

of schools.

y The Company has to concentrate more on schools that are currently not using any

hands-on learning aids as the probability of sale is higher in such schools. The

relevance of the hands-on learning has to be clearly explained to the School

Management.

y The Company has to concentrate on schools where the students expenditure other

than regular text books and notebooks falls within a range of about Rs. 0-600 per

month.


53/60

13.SUGGESTIONS

y

The price of the learning aids is a problem as the students, teachers and schoolmanagements are finding it difficult to afford. So there has to be appropriate reduction

in the price or discount in the case of bulk sale.

y Instead of going individually to schools it is always better to go in a group by taking a

prior appointment. The workshop approach is one of the best approaches as here we

can introduce the learning aids directly to the students and make the students use them.

As a result there is a higher probability of sale to happen.

y As replicability is a serious problem the company has to decide what can be done in

this regard.

y With regard to these learning aids it is better to concentrate on schools in urban areas

as the response has been much better there when compared to the schools in rural

areas.

y Even though the learning aids are developed on the basis of CBSE syllabus, most of

them can be used for State syllabus schools also. So the company can concentrate on

ICSE, CBSE and also State board schools.


54/60

14.LEARNINGS

y Realized the importance of patience for a marketer.

y Learnt the way to interact with the school managements, teachers and students.

y Learnt to face negotiations.

y Learnt to sell the same product through different approaches.


55/60

15.CONCLUSION

By the study we can conclude that no hands-on learning aids are used in most of theschools which can be cited as both opportunity and threat. This study reveals that majority of

the students and school managements find the learning aids really helpful for conceptual

understanding. The study also reveals that the learning aids are not affordable for some

sections. The study also shows that the schools with right attributes has to be selected in order

for the sales to happen and also the learning aids has to be directly introduced to the students.


56/60

16.ANNEXURE

16.1. EDUCATION SYSTEM IN INDIA

India has a long history of organized education. The Gurukula System is one of the

oldest in the world. Gurukuls were traditional Hindu residential schools of learning; typicallythe teacher's house or a monastery. At the Gurukuls, the teacher imparted knowledge of

Religion, Scriptures, Philosophy, Literature, Warfare, Statecraft, Mathematics, Medicine,Astrology and History. Only the students belonging to Brahmin and Kshatriya community

were taught at the Gurukuls. However, with the advent of Buddhism and Jainism a democraticcharacter was brought into the education system.

British records show that by 18th century education was wide spread with a school for every

temple, mosque or village. Printed books were not used, and most writing was done on palmleaf, plantain leaf, or on sand. There was no fixed class routine, timetable, or school calendar.

Raja Ram Mohan Roy, in 1823 was instrumental in introducing the current system ofeducation with its western style and current content. After independence, education became

the responsibility of the states. In 1976, education was made a joint responsibility of the statesand the Centre, through a constitutional amendment.

The Indian government lays emphasis to primary education up to the age of fourteen years(referred to as Elementary Education in India. The Indian government has also banned child

labor in order to ensure that the children do not enter unsafe working conditions. The DistrictPrimary Education Programme (DPEP) was launched in 1994 with an aim to universalize

primary education in India by reforming and vitalizing the existing primary education system.85% of the DPEP was funded by the central government and the remaining 15 percent was

funded by the states.

Indian Education System comprises stages called Nursery, Primary, Secondary, HigherSecondary, and Graduation & Post Graduation. There are broadly four stages of school

education in India, namely primary, upper primary, secondary and higher secondary (or highschool). In India, the main types of schools are those controlled by:

y The state government boards like SSC,

y The Central Board of Secondary Education (CBSE) board,

y The Indian Certificate of Secondary Education (ICSE) board.

y The National Institute of Open Schooling (NIOS) board.y International schools affiliated to the International Baccalaureate Programme and/or

the Cambridge International Examinations.


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16.2.CHALLENGES FACED BY INDIAN EDUCATION SYSTEM

Modern education in India is often criticized for being based on rote learning.

Emphasis is laid on passing examinations with high percentage. Very few institutes give

importance to developing personality and creativity among students. The presence of anumber of education boards (SSLC, ICSE, CBSE etc.) leads to non-uniformity. The syllabiprescribed by the various boards are accused of being archaic. The boards are recently trying

to improve quality of education by increasing practical activities conducted in the schools andalso allotting more marks for practical projects. But even this has not proved much effective.

This is attributed to pressure from parents who are eager to see high scores more than overalldevelopment.

16.3. PRIVATE EDUCATION

According to current estimates, 80% of all schools are government schools making the

government the major provider of education. However, because of poor quality of publiceducation, there is a vast development in the field of Private Schools and now there is a

tremendous increase in the number of students being enrolled in private schools. Howeverprivate schools fail to provide education to the poorest families. In the favor of the private

schools, it has been pointed out that private schools cover the entire curriculum and offerextra-curricular activities such as science fairs, sports, music etc. The pupil teacher ratios are

much better in private schools. The competition in the school market is intense, yet mostschools make profit. Nowadays even the poorest prefer to go to private schools.

Private schools are often operating illegally. A 2001 study found that it takes 14

different licenses from four different authorities to open a private school in New Delhi and

could take years if done legally. However, operation of unrecognized schools has been made

illegal under the Right to Children to Free and Compulsory Education Act which has also

significantly simplified the process of obtaining recognition.

[Source: Education System in India by RecruitGurus, http://en.wikipedia.org]


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16.4. BACKGROUND OF THE STUDY

Kerala's achievements in the field of education - near total literacy, free and universal primary education, low dropout rate at the school level, easy access to educational

institutions, gender equality in access etc. -are well known. In these respects, Kerala is oftencompared not only with the other Indian states or developing countries but also with some of

the developed countries. It is not as though we are unaware of the contribution of education,particularly women's education to the laudable health status of Kerala. The higher educational

level has also helped the state in arresting population growth and bringing about the muchacclaimed demographic transition. Its contribution to the large scale migration of people

whose remittances today sustain the Kerala economy also cannot be minimized. Obviously,Kerala's education system played a major role.

A discussion about Kerala education scenario brings forth the question, about the growth anddevelopment of the education profile of Kerala. Modern Education in Kerala started several decades

back with the declaration of the Maharaja of Travancore in 1844 that those trained in English Schoolwould be given preference in Public Services. Rajas Free School was established by Government in1834 to provide English Education. In the erstwhile Cochin State 33 Vernacular schools were

established in 1818. The English education taken care by Rev. Dawson, he opened English school at

Mattancherry in 1818. Later more number of English Schools opened at Thrissur, Thrippunithura andErnakulam. In 1868, the first batch was presented for the Matriculation examination. Some evidenceof the long-term effect of the Christian missions is that the Districts with heavy concentrations of

Christians, Kottayam, Pathanamthitta and Alappuzha, had the highest literacy rates in Kerala

The educational scenario in Kerala is far advanced than other states of India. The

Kerala model of development owes it attributed success to the achievements in the area ofeducation and health. Most of the changes and development in the field of education has

occurred since independence. The State had pursued a liberal higher education policy from1956 through mid eighties in terms of quantitative expansion and access to higher education.Today, it boasts other states in terms of high literacy rate of 90.86% as against 65.38% in the

national level.

Schools and colleges in Kerala are run either by the government, private trusts andindividuals. The schools in Kerala are affiliated to Indian Certificate of Secondary Education

(ICSE), the Central Board for Secondary Education (CBSE) and the Kerala State EducationBoard. The Education Department of the state gives special attention to the primary

education. The primary schools in Kerala include private aided, private unaided andgovernment schools. Though both English and Malayalam are offered as medium of

instructions by the state run schools, most of the private schools resort to English as theirlanguage of teaching. After completing the secondary education that involves 10 years of

schooling, students usually enroll in higher secondary education in any one of the threedisciplines - Science, Commerce and Humanities. Apart from this there are teacher training

institutes, special schools for the differently abled persons and an Anglo Indian High School.


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The excellent education system of Kerala attracts students from other nations. Theprogress in the number of educational institutions in the state is rapid. Presently (2006-07),

there are 12644 schools constituting 2790 high schools, 3037 upper primary schools and 6817lower primary schools respectively. While analyzing the distribution of schools it may be

noted that the number of lower primary schools had decreased from 6861 (1980) to 6817(2006-07). This is due to change in the demographic pattern and the fall in the fertility rate of

the state. The private unaided schools are more prevalent in high schools, where theyconstitute 13.12% of the total high schools in the state. However, there is a sharp increase in

the private aided schools in Kerala in all the 3 sections. Its distribution, in the year 2006-2007was 1428 private aided high schools, 1870 private aided upper primary schools and 3992

private aided lower primary schools.

At primary level, all the private schools but only some of the aided schools are English-medium. Since all secondary education is English-medium many parents ambitious for their

children, even if their income is not high, try to give their children a good start in English by

sending them to aided or even private schools. These are also considered of higher qualitythan the government schools.

Private and aided schools are generally run by religious organizations such as Christianchurches, the Muslim Education Society (MES) (this was started in Kerala and now has

branches all over India and in the Gulf) and Hindu societies such as the Nair Service Society(NSS) and the Shree Narayana Dharma Parishad (SNDP). Parents, however, seem to choose

the school they consider the best, irrespective of their or the school's religion. Similarlyschools take children from any religious group.

[Source: Literacy in Kerala Report of research undertaken November 2005 - October 2006]


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