Entrepreneurship Education, Information Technology (IT) education, training, mentoring and post-training support is necessary to empower the rural youths for the establishment of their start-ups. Use of 'IT' in the business activity is now needed to cross geographical boundaries for its potential market. In this research, investigator studied effectiveness of various online tools and its impact upon the sustainability in terms of revenue generation of the business started by the youth in Satara. It is specifically related to rise in the rate of sale with the use of online tools. In this study, it is observed that well-organized training is found useful for capacity building of rural youth entrepreneurs and revenue generation in their start-ups through interventions of IT tools. During the training of participants of experimental group, market place simulations, IT product development, digital marketing and online platforms are found to be effective with social media platforms. It is for the interactive tele-collaboration and to develop latest skills with responsive webs, mobile and web apps. It is found useful to attract potential customers to the start-ups of the experimental group participants as compared to the start-ups of the participants of the control group.

In the context of the fourth industrial revolution (4th IR), there is a transformation in existing and new occupations. It emerges urgent need of advanced skilled manpower. It is because of impact of advanced technology in the day-to-day life. In general, rural youths are unaware of and unprepared for this challenge. To remain pace with, competencies need to be developed among the first-generation entrepreneurs for better livelihood and also to attain UN's Sustainable Development Goals SDG-2030. Awareness and preparedness about "Technical, Vocational Education and Training" (TVET) and entrepreneurial education (EE) skills among the rural youths needs to be assessed and compared among the various groups of TVET learners. Youths under the formal academic system of education and customized training module were the population of this study. Awareness and preparedness among the different group of TVET learners is different that effects on the advanced skills. This paper gives insight into addressing this research gap by the experimental and applied research. In the context of the 4th IR, tried-out TAILOR-C model gets modified to remain pace with time with a number of required various components of the skills. This research is for the policy makers, career aspirant youths and entrepreneurship educators in the context of basics in competency mapping. The scope of this research paper is limited to the TVET and EE to the competencies with 4th IR. Life skills, applied transformational skills, soft skills, skills of digital entrepreneurship and ICT should be the inherent components of the EE curriculum. It is the major outcome of this experimental research. Importance of digital pedagogy for TVET and EE in the post-COVID era is also addressed in this study. Keywords TVET • 4th IR • Digital entrepreneurship • EE • Skills • CompetenciesThe original online version of this article was revised: ethical declaration was missing.

NEP 2020 is concentrating on the role of educational institutes in the various areas, such as traditional local arts, vocational crafts, entrepreneurship education, agriculture or any other subject where local expertise exists, to benefit students and help preserve and promote local knowledge and professions. However, the main goal of the entrepreneurial education has been intertwined in the NEP and it desires to make young generation more imaginative, innovative, ingenious, proactive, pioneering and prospect oriented ( NEP, 2020 ). Therefore, it needs to understand various models of entrepreneurship education and their application in the learning field. Some models have been tried out either in colleges, universities or entrepreneurship development programmes. These models have been developed based upon the pedagogical requirement or to get outcome of business start-ups after the entrepreneurial training. The Entrepreneur in Economic Modeling, Kakinada Model of Entrepreneurship Education with the experiment done by David McClelland, AIM pyramid of NITI Aayog, an emerging model of EE by Creative industries professionals of UK, Twenty-first Century Model of EE by H. Ramakrishna Hulugappa, TAILOR-C model of EE by Dipak Tatpuje, Model of Entrepreneurial Learning by David Rae, COBLAS model by the Japan ASEAN Integration fund with Takeru Ohe are the few of models of EE studied in this research. This comparative study is based upon the features, components, perspective and the environment in which it was developed. Each model contributed significantly in the area of entrepreneurship education and its pedagogical strength ‘in the higher education. Subsequently, this is urgent need to understand the models of entrepreneurship education. The entrepreneurship education is being carried out effectively in the higher education institutes across the European universities’ ( Liu, 2021 ). This is a literature survey-based study is done for understanding the various efforts and experiments done in the EE to promote self-employment.

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