Entrepreneurship Programme
Walk in empty-handed. Walk out with an MVP.
One experiential entrepreneurship curriculum — twelve modules, one idea per learner, and every module ends with something made, tested or sold.
- Incubated at IISc D-CoE, Bengaluru
- Winner, Karnataka ELEVATE 2025 (Government of Karnataka)
- DPIIT-recognised start-up
Why entrepreneurship, taught by doing
Founders are taught what a start-up is. They are rarely made to build one.
Talks, posters and competitions leave a few students with vocabulary and nothing in their hands. Yet the skills a venture demands — noticing a problem, asking strangers about it, making something, pricing it, selling it, working in a team and deciding what to do next — are life skills, and they are learnt by doing them, early, with real stakes that are small enough to be safe. Laarish keeps every learner’s own idea moving from the first module to the last, with real tools, a book of evidence and a guide that asks the next question.
Who it is for
Grades 6–10, every board
One loop a year. From a stall to a Demo Day.
Why entrepreneurship at this age
Between eleven and sixteen children still try things without fear of looking foolish. That is exactly when noticing problems, asking people, making, selling and working in a team should be practised — not read about. A child who has run one stall, surveyed one street and pitched one idea arrives at Class 11 knowing how the world outside the classroom works. Studies of school mini-companies in Europe found that children who build and sell at school are measurably more likely to build things later in life.
What runs
One loop a year, each year a new skill
| Grade | Year | What the child practises | Ends with |
|---|---|---|---|
| 6 | Explorer | Noticing problems, asking people, following an item from maker to shop, making one thing and selling it | A Market Day |
| 7 | Investigator | Interviewing, surveying, finding the root cause, running a small fix and measuring it | A class Problem Atlas |
| 8 | Maker | Defining, designing, building, testing, costing and pricing — the how and what of a business, and why a business exists at all | A tested second version and a short pitch |
| 9 | Builder | A team forms one venture: customer conversations, a first working version, a business model, a visit to a real business or centre | A Venture Launch Day |
| 10 | Founder | Testing messages, running a real sales experiment in the market, order-to-delivery, unit economics | A Demo Day before an external jury |
What Laarish believes
The hours are already on your timetable. The content is not.
Every board now has periods for skills, projects and bagless days. We believe every child should make something and sell it at least once before they finish school — and that the school’s own teachers, not an outside vendor, should be the ones in the room. The ladder runs inside existing periods, in any room with tables, with badges earned by evidence and no marks.
Founding schools
A limited founding cohort of Karnataka schools starts with Grade 6 in the first quarter of 2027. Founding schools get first choice of start dates, a voice in the Grade 7–10 books, and priority on Kannada editions.
Engineering, management, degree, diploma
Every module ends with a made thing — and a record a mentor can review.
Why
87% of colleges now run something to promote entrepreneurship, but most of it is a course, a cell or a competition; only a small share give students sustained, hands-on mentoring (HirePro, 2024). Students notice: 71% weigh entrepreneurial support when choosing a college (IC3, 2025). The difference between a cell and a culture is whether students leave with something they built.
What runs
The twelve modules as a full journey or chosen individually, inside your Institution’s Innovation Council calendar — boot camps, hackathons, innovation challenges and mentoring slots. Each module follows one rhythm: the lesson watched before class in the app, the exercise done with the phygital book and the maker’s tray, the page scanned, a review from the AI guide and a mentor, then the next decision. Your faculty and mentors stay at the centre; Laarish adds the practical layer that keeps every venture moving between sessions.
Students leave with
A repeatable method, real customer conversations before building, a prototype tested in someone else’s hands, unit economics, and a pitch built from evidence.
The college gets
Reviewable artefacts after every module, a cohort view (stage, evidence, review gates), a Demo Day it can host and publicise, and a format it can repeat next year.
Incubators, Atal Incubation Centres, Centres of Excellence, CSR-funded cohorts
Keep your programme. Add what talks cannot.
Why
Most incubation programmes are strong on mentoring and weak on making. Founders attend sessions, nod, and go home to the same unbuilt idea. What moves a cohort is a module that ends with a thing in the founder’s hands and a page of evidence a mentor can read before the next session.
What runs
Laarish sits alongside your own sessions and mentors and adds physical tools, a phygital evidence record per founder and review gates. Run the full twelve-module journey for a cohort, or slot single modules — ICP and customer psychology, problem definition, unit economics, go-to-market — into the programme you already run. One AI guide with specialist agents behind it returns one review per decision: what we know, what we assume, what is still uncertain, the next small experiment. Mentors review the decisions that matter.
The organisation gets
Artefacts after every module for funders and ratings, a cohort dashboard, a Demo Day, and a joint review of outcomes at the end of the cohort.
The twelve modules
| Phase | Module | What the learner does | Physical tool |
|---|---|---|---|
| Discover & define | 1Vision Discovery | Turns strengths and frustrations into a vision and three problem areas | Strength and value cards |
| 2Hunch to Idea | Turns everyday frustrations into problem statements | Observation-walk cards | |
| 3ICP & Customer Psychology | Finds the exact customer by interviewing them | ICP frame | |
| 4Problem Definition | Separates root causes from symptoms | Problem-tree board | |
| Build & develop | 5Design Thinking I | Frames the problem, compares concepts, plans the prototype | Sketch and concept cards |
| 6Design Thinking II | Builds a first version, tests it with users, improves it | The maker’s tray | |
| 7Business Model | How value is created, delivered and paid for | Canvas mat with money tokens | |
| 8Pricing & Unit Economics | Unit cost, a defensible price, break-even | Costing and price-test cards | |
| Take it forward | 9Branding & Communication | A simple identity; tests which message people understand | Message-test cards |
| 10Sales & Go-to-Market | A small, measured sales experiment | Channel-experiment cards | |
| 11Operations | Maps order-to-delivery so it can repeat | Operations simulation board | |
| 12Pitch & Funding Readiness | Builds the pitch from evidence gathered in every module | Evidence storyboard cards |
The maker’s tray — a maker’s lab you can carry: tools, paper and card, clay, wood, metal, mechanisms, low-voltage electronics and evidence cards.
A demo day
One day. Every part of the curriculum.
Curriculum walkthrough, the app journey, the phygital books, a hands-on exercise with the tools, then fit and planning. Open to programme teams, educators, mentors and selected founders.
Book a demo day
Tell us about your institution and the cohort you have in mind; we write back within two working days.
Thank you.
We write back within two working days to fix a date for your demo day or a first call.
If anything is urgent, write to laarish@laarish.com or call +91 78920 21431.
Frequently asked questions
How are the twelve modules taught?
One rhythm every time: the lesson is watched beforehand in the app, the exercise is done in class with the book and the maker’s tray, the page is scanned, the guide and a mentor review it, and the learner decides the next step. In schools the short lesson is played in class.
Will students get funding or incubation?
The programme is built around how the student takes the idea forward — the evidence, the tested version and the pitch. Where an idea is ready, we recommend it to the incubators and investor platforms we work with, and the Demo Day puts it in front of outside mentors and juries. What happens next depends on the student and the idea.
How much classroom time?
Schools: one double period a week inside existing hours. Colleges and incubators: a module fits a typical innovation-council or boot-camp slot; the full journey runs across a semester.
What does it cost?
It depends on scope — grades or cohort size, modules, materials. After a demo day we agree a pilot scope and quote together.