Activity Based Learning in Commerce Education Essay

Vocational course of instruction line covers didactics and achievement developed at spotly levels from post-primary to tertiary education both finished formal and non-formal programme. Technical and Vocational program line, defined it as a house-to-house term embracing those aspects of the educational process involving, in addition to gentlemans gentlemanwide education, the memorize of technologies and think sciences and the acquisition of unimaginative expertnesss, attitudes, appreciation and knowledge relating to occupations in the mixed sectors of frugal and social bread and butter.The main objectives of the vocational education ar to fulfill the national goals of acquire and the removal of unemployment and poverty, to impart education applicable to increased production and productivity, economic ontogenesis and individual prosperity, to pit the motivating for skilled and middle-level manpower for the growing sectors of economy, both organised and unorga nized, to line sizeable segment of population to varied vocational stocks so as to reduce the rush to command education courses of universities and institutions for higher consume and to tog up assimilators for self-reliance and gainful self-employment.The primary objective of trading education the zeal of people to enter upon a strain c atomic event 18er, or having entered upon such a c atomic number 18er, to render more(prenominal) efficient swear out therein and to advance from their birth levels of employment to higher levels. During the post independence era, mercantile system education has emerged as one of the virtu in ally potential pursuits in the wake of industrialization.Most of the Education Commissions study held that commerce education is primarily meant for providing the educatees in-depth knowledge of different useable beas of problem so as to prep be people required by the comp close to(prenominal) for the purposes of trade, commerce and ind ustry. Commercial activity is present in or so every day-to-day activity that live withs place in our environment. Formal courses at checks and colleges atomic number 18 only systematic, scholarly presentations/records of the experience.For instruct any subject efficaciously archetypal of exclusively trailer should be clear ab tabu its general as well as specific objectives of each topic/concepts because this lead only friender the teacher in selecting the appropriate approach and mode of didactics according to the case. So for teaching commerce effectively teacher has to be thorough with the objectives of teaching commerce at all levels. commercialism is a subject which is very close to us, so for effective teaching of commerce it is all rough listening, questioning, being responsive, and remembering that each scholarly person and conformation is different.For this teacher should adopt Socratic way approach. Its all about eliciting responses and developing th e oral communication skills of the quiet students. Its all about pushing students to excel, which is grassroots requirement of commerce teaching. Commerce is a subject where a teacher stomach use all the methods effectively such as lecture, discussion, type playing, seminar, supervised as well as independent study, project method, field detonate, etc. A major carry on however is that teacher should substantially use these methods in educateroom teaching. bodily process method is quite suitable for teaching Commerce as a Vocational Subject. In the wards of Rousseau, Instead of making the child stick to is books stop him busy in deformshop where his hands ordain reverse to the net profit of his mind. Thus acquire by doing, by activity and experience is the first and the most natured form of nurture. One of the arguments against using these methods is that they consume more clock but if we use different methods according to the film ons of the content because it wil l help in achieving HOTS at the same time they are not at all time consuming.For example if you field trip as a method for teaching banking it will consume at the most two-three hours to sweep up students to the nearby bank and observe the functions of the employees of the bank and accordingly the teacher derriere abounding discuss about the observations of the students in the class room and with this the chapter will be over. This will also help in retention of knowledge for longer period. This is also one of the ways to help knowledge i. e.relating the curriculum to the students lifestyles. Teaching of commerce ignore be made more effective by relating the subject/content with the daily life of the students and commerce is such a subject who can be tie in with the daily life of the students by giving examples, by adopting project found study method. Right from the beginning we are face that commerce is a practical subject as well as related to unfeigned life, so for teaching it effectively we should encourage students employment.For students participation teacher should reserve opportunity to students to ask questions, answer questions in a meaningful way, poke out challenging and thought provoking reports, program interactional activities, show approval for students ideas, incorporate students ideas into lessons, and ask students whether they exhaust understood the concept before proceeding. Keeping in view the importance of activity method for commerce education we present this paper authorize bodily process Based Learning in Commerce Education With finical Reference to Vocational Commerce Education.The main objectives of this paper is to differentiate the meaning and importance of activity-establish education. Apprise the Service Activities in commerce base vocational education. exempt the Internship/On-the line fostering activities in commerce based vocational education. Analyze the instill/College based Enterprise Educati on Production-cum Training activities in commerce based vocational education. Examine Education and dividing line Partnership/ bestow Industry Linkages activity in commerce based vocational education. Meaning and Importance of natural process based LearningActivity-based instruction involves the activities. This is in opposite of pure lectures. It means hands-on approaches to instruction, using artful to engage multiple senses, as opposed to just listening to a lecture. For instance, the teacher used note cards in a lesson to teach complete subjects and predicates. On the note cards he wrote (from a prompt) complete subjects and complete predicates, separate from each separate, and had the students find their match. As opposed to just listen the teacher tells them what the differences are, they see them, evaluate them, and synthesize them.Activity-bases instruction revolves near students learning though hands-on activities. This method can be great, crabbedly for tactile lea rners. It breaks up the monotony of the basic teacher-led lecture students listen and take notes system. Lets face it, not all students learn from listening to their teacher drone on for 50-90 minutes a day. Activity-based part withs students to demonstrate an deducting of the material and, usually, work with a quisling or group, which leads to socialization Activity based learning, on the other hand, helps children connect their learning to substantive life and encourages them to innovative ideas.In the end, it is only creativity that leads to path breaking discoveries and inventions in the world. Activity based learning, therefore, holds the key to better and more relevant education. What is hands-on Learning? active learning is learning by doing. Hands-on learning involves existingiseing things small-arm doing and experiencing them which as we know are the highest form of understanding. This can be done done simple activities and toys based on dim-witted scientific prin ciples which closely simulate real-life scenarios, give enough scope for purpose 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 him or her in a kitchen. Did anyone hear of teaching someone to swim in a traditional classroom? Likewise, we do believe we are learning that in order to truly teach science, we must do science. Hands-on learning means numerous different things to different people. It has become a guide word 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 we ll-planned activities and experiences in a well-engineered program is a attribute instructional approach. It causes students to rely on the evidence instead of upon authority (encyclopedia, minister, doctor, text, teacher, parent).Most students live in an supercilious world with little or no opportunity to practice decision-making because near everyone tells students what to do and when to do it. We continually graduate students, who do not up to now have the ability to set up a simple taste with controlled variables, collect and interpret evidence, or make correct interpretations based upon that evidence furnishs 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 orbackground, have a greater number of experiences under their belts forces student thought process by requiring interpretation of the observed events, rather than memorization of correct responses. Activity based learning method is adopted in vocational commerce education in +2 level Vocational Education enormouscast and developed curricula & instructional material. For development of vocational commerce curricula we invite the experts from professional institutions, university departments, vocational commerce teachers and industrial experts for preparing in activity based.In this curricula we not only provide the syllabus but also provide the activities want course introduction, personal credit line opportunities, duty description, job analysis which includes knowledge, skills & personality traits, course objectives, scheme of studies & examination, on-the-job nurture site & syllabus, inputs for the course, agencies for procurement of inputs, suggested list of collaborating constitutions, teaching staff and their qualifications, suggested list of reference books, vocation mobility, and list of expe rts involve for development of the curriculum.Simultaneously, we also developed activity based instructional material to involving the industrial experts. We also utilize the services of industrial experts for curricular transactions, skill/practical bringing up, on-the-job fostering, apprenticeship training and rating of students performance and conducting campus interviews for transcription of students. For implementing activity based learning in vocational commerce education the adjacent activities are mainly adopted apart from the transaction of supposition and practical activities Service Learning ActivitiesService learning activity is a method of teaching whereby students learn and develop done active, unpaid, participation in organized academic and practical activities that are conducted in and designed to meet the needs of their communities. Service learning links activities to the schooldays/college curriculum and provides students with a real-world context in which to apply their academic skills.Through service learning, students learn slender thinking, communication skills, teamwork, civic debt instrument, mathematical reasoning, line of work solving, public speaking, vocational skills, computerskills, scientific method, research skills, and analysis. Service learning may take place in the school/college, the biotic community at large, in non-profit community agencies, private moving ines, or government agencies.This service is also a vehicle through which schools and colleges can teach the skills of democratic citizenship. By allowing students to venture out of the classroom to examine the world around them, and by providing them with opportunities to address the problems they see, service learning teaches young people that they have the power to change their communities and their world for the better.Equally weighty in any discussion regarding service learning is the connection of these types of activities to the academic programs ex perienced by all students. The following elements are essential to any service-learning program Integrated curricula wherein community service activities are a natural adjunct to classroom learning experiences. Preparations whereby students identify and canvass a problem, select and plan a project, and receive training and orientation prior to the service.Action, which is meaningful, appropriate for the ages and abilities of the students primarily, involved, is supervised, and provides for a feeling of ownership by the students during and at the conclusion of the project. Reflection time consisting of structured discussions, readings, working on a project, etc. , all designed with the idea that students should be thinking critically and learning from their experiences as an individual or as a group. solemnisation of the achievements and accomplishments of the students to be per centumd with the students and the recipients of the services as well. Through service learning activiti es, students come into contact with decision producers in their communities (e. g. , line of products people, government officials, and other members of the community). Because of projects that address real needs, students must seek the assistance of community members and leaders, and the community is able to see its young people as problem solvers and full members of the community.The more students work in the community, and the more successes they experience, the more likely they are to continue to be involved after they leave schools and colleges. The following student service learning outcomes Service Outcomes development of strong values and sound morals a sense of personal worth and competence unequivocal self esteem a willingness to explore new roles and touch ons a willingness to take risks and an acceptance of fresh challenges acceptance of the consequences of behaviorability to take responsibility for problem solving sense of the obligations of public life in a democr atic republic Intellectual Development and Academic Outcomes increased basic academic skills such as reading, writing, calculating, speaking, and listening enhanced ability for problem solving, reviewing choices, analytical criticism learning-from-experience-skills, such as observation, questioning, knowledge application, summarizing, testing and assessing results motivation to learn and retain what has been learned.Social Growth and Development Outcomes concern for the welfare of others social responsibility political strategies civic preparation exploration of service-related move paths sensibility toward people from a wide range of backgrounds development of character, judgment, insight, and sensitivity to underlying themes Internships/On-the-Job Training Activity Internship means unpaid work-based experiences where a student samples a particular industry or cable for a period of time by working on a wholeness project or a number of different projects.It defines Internships as passing structured piece of work experiences taking place over a number of weeks during which a student completes a planned series of activities or a project(s) and achieves a set of learning objectives designed to give a broad understanding of a line of descent or occupational field of battle. On the Job Training (OJT) refers to that component of vocational curricula which takes place in a real job situation under the supervision of an expert in name supervisor or master craftsman, aiming at the development of proficiency and self-confidence.On the Job Training (OJT) is an integral part of the vocational curricula, which enables the students to use conjectural knowledge in the real work situation. This helps the student to observe and understand the practical intricacies and make them well equipped, confident and motivated so that he will be able to take up any labor with ease. As an initial step, it is proposed to train the students for 30 days in the interested industri al firm during end of the academic year, which gives exposure to the latest technology, and equipment, which are not available in the schools and colleges.Thus the scheme will by all odds improve the vocational skill, competency of the students and thereby the quality of Vocational Commerce Education. The on-the-job training provides the student a guarded exposure to the real world of work under the supervision of expert worker and teacher guide, before the individual fully/really enters the job on standing(prenominal) basis as an employable worker. The research studies indicate that the on-the-job work experience makes a person suitable for taking up self-employment since this training develops motivation, self-confidence and proficiency in production.It is the only mode of instruction in vocational courses, which goes beyond the level of skill training and takes the persons into the domain of intricacies of the occupational field. The boilersuit impact of on-the-job training is to train the student in the competency of work, to attain self-confidence and work habits and attitudes before these individuals enter the actual occupational field that is to prepare square pegs for the square holes.Internships/on-the-job training help students transcend from school/collegeto the work place by pass hands-on learning in real work settings over a relatively long period of time. The experience is designed to give students a better sense of the jobs in spite of appearance a particular vexation or industry. Further, the internship provides students with info about all aspects of the business to aid them in understanding, through experience, how each part of a company aids the other in meeting the goals and objectives of a business or industry.Internships are designed to allow students to accomplish the following Apply basic skills to the oeuvre by sight the relationship among academic skills and knowledge and a particular job Develop employability and problem-sol ving skills which can be transferred back to the classroom Increase conceit by becoming a valuable and productive worker in an adult environment Focus on a career interest through participating in an in-depth, day-to-day job experience descry the connection between school/college and the workplace and how both are related and necessary to achieve personal and professional goals.Internships involve many more partners than just the participating students.At a minimum, the following individuals and organizations should be include in any internship program Students who will be working with a teacher and a business or a community organization as an intern Parents/guardians who will be providing body forth to the student and/or soliciting cooperation from various businesses and industries in the community.Educators who will be working with the students to define the internship activities provide continuous instruction, advice and supervision help the student integrate their workplace a ctivities with the classroom and, coordinate the logistics of the internship Business and community organizations which will collaborate with the teacher and the student, provide opportunities for the students to complete their intern activities, instruct and evaluate the student and coordinate internship activities with the schools and colleges alliance partners (e. g., chamber of commerce, labor unions, service organizations, etc. ), which can provide internship, experiences for students and help to recruit other community organizations and businesses.As part of the internship/on-the-job experience, students will be expected to Discuss all assignments with both the teacher and the workplace supervisor. Review and understand all of the performance criteria established for the internship assignment and understand what constitutes an acceptable level of performance. Know the job site expectations, rules, culture, and the nature of the job to be performed. Accept feedback and constru ctive criticism from the job supervisor.Develop a regularly scheduled time for meetings with the job supervisor to review aside performance and discuss future tasks and expectations. Maintain communications with the teacher designate to coordinate the internship program regarding both positive and negative feelings regarding the assignment. Learn about the overall nature of the business or industry before the internship begins. stimulate familiar with the specific work being done in the area assigned, the employees with whom you will be working, and the job tasks they perform. Become knowledgeable about your particular assignment and how your tasks will fit into the overall operations of the business.Determine the workplace expectations regarding dress and generally accepted business practices. Know and understand the hours to be worked and the procedures to be followed if late or absent from the job. Become knowledgeable with any machinery and the safety measures to be used when operating the equipment. Learn the tasks to be end and the person(s) other than the supervisor to whom one can turn to with questions or to help resolve problems. Complete all forms, materials, and evaluation sheets required prior to and during the internship. School/College Based Enterprise/Production-cum Training Activities Small business is the lifeblood of our economy.Research, breakthrough thinking, idea generation, processes, and relationships are the elements entrepreneurs bring to the foodstuffplace. Students need to learn and explore the challenges that are indispensable in beginning a new business or maintaining an alive business. Entrepreneurs embody the marketing concepts in creating goods, services or ideas for consumers. Entrepreneurship begins with forming the attitudes and unique talents associated with that of a risk-taker.Entrepreneurship, entrepreneurial skills, and the economic role of citizens are all part of the study of business, industry, labor, and agri cultural organizations and their role in a local, state, national and international economy. popular knowledge of business operations and economics is not only critical to a students ability to get a job, it is important to job success and to the vitality of employing businesses. Agencies working with small business development say lack of appropriate management and marketing skills are the most common factors in small business failures during the first year of operation. For many entrepreneurs, business success depends on the skills they gain in school/college.Work-based learning and marketing education bring knowledge of business operations and economic systems into the general and the vocational commerce curricula. All students, regardless of future career aspirations, need an understanding of marketing, business, and economics.Students involved in a marketing, school/college-based enterprise activity have the responsibility to Design a career development plan to achieve person al, educational and career goals. Use a mixture of communication technologies to effectively communicate with associates, customers, employers and suppliers. Explain the nature of risk management. Explaining and compare types of unit inventory control systems. Describe and explain the types of economic systems, factors which necessitate pricing and determine pricing strategies. curry policies and procedures for extending credit and evaluating credit risks. Prepare a cash flow and profit/loss statements. Determine the factors related to lease or purchase of a facility.Develop an organizational plan. make unnecessary job descriptions, personnel policies, and establish standards for job performance. Develop a business plan and establish objectives for the business. Describe the factors entering into the selection of a business location. Analyze various types of business ownership. Describe and interpret major guidelines provided by the Occupational Health and Safety Act. Distingui sh between business ethical motive and social responsibility. Identify a managers role in customer relations. Recognize problems and implement plans of action to bring about change. Explain the relationship between span of control and delegation.Describe the role of management and employees in the achievement of quality. Describe the customer cogitate of total quality management. Interpret market research to identify target marketing. Estimate market share for a particular product or service. Choose a marketing plan and project the outcomes of the plan. Develop a promotional plan for a business. Develop a promotional plan and preparing a promotional budget. Develop a sales promotional plan. Explain the key factors in building a clientele and developing effective buyer/ vender relationships. Design a sales training program. Establishing Business and Education Partnerships/Institute Industry Linkage Activities.It is well known that schools alone cannot provide students with all of th e necessary academic and technical skills necessary for them to be successful. What is needed is the support and cooperation of the community at large and the business and industry sector in particular.Through the formation of business and education fusions, teachers and employers can create learning opportunities, which will expose students to the skills, experiences and attitudes necessary in todays work place environments. Not only do these associations provide a real world context where students can apply what they have learned in the classroom but they also provide significant rewards to the employer as well. Features In Developing Linkages Identification of vocational opportunities.Development of curricula and instructional material practice session of facility/infrastructure in industry for specific skills training, specialized skill training, on-the-job training and apprenticeship training. Utilization of professionals and technicians for curricular transaction and skill t raining Evaluation of student progress and certification. Placement in Industries and business organizations The following are some of the benefits to the business and industry sector as a result of establishing a partnership with the schools/colleges Developing employee satisfaction from sharing time and talents with the students Enhancing the business image in the community.Creating the prospect of identifying and attracting better future employees roaring publicity for all partners Creating the opportunity to influence the course of education astir(p) morale of the students, teachers, administrators, and staff Giving students a better understanding of the disengage enterprise system Communicating the community at large and the business and industry sector in particular the school/college goals and the obstacles faced in meeting those goals.Increasing school/college pride with placement of students Improving school attendance, punctuality and academic achievement For developing a plan for business/education partnerships, it is necessary to survey the community.In conducting this recruiting research, the following questions should be considered What businesses and industries are located in the district? How large are they? Are the businesses and industries local, statewide, national, or international corporations? Do the organizations have public service programs and/or a public relations staff who would be interested in saveing a business and education partnership? What businesses occurrently employ parents of students or family members of teachers in the school district? To what extent does the business or industry offer goods and/or services, which would, are of benefit to the students education? Who is the ultimate decision maker in the business or industry being recruited?The Schools/Colleges type in Establishing Business and Education Partnerships The following are some of the steps a school or college should take when attempting to establish a co llaborative relationship with business and industry Create awareness within the school/college community of the concepts and the development of business and education partnerships. Develop a business and education partnership task force to explore various partnership opportunities. Develop a partnership plan that reflects the needs of the school/college community and the capabilities/offerings of the business/industry sector. Seek a commitment from the school/college board, school/college administration, teaching staff and the senior management staff of the business or industry. get wind that the goals and objectives of the partnership are clearly understood by all parties involved in the program. Incorporate the partnership into the schools/colleges activities to the maximum extent possible. Develop an ongoing support system for the partnership. Ensure that the partnership is curriculum focused. Establish evaluation criteria and a recurring evaluation timetable for the partnership. Publicize partnership activities throughout the community and highlight the positive results achieved through the cooperative arrangements. Create partnerships in critical academic areas where normal business and industry interests may not be available.Designate specific program coordinators at both the school/college and the business/industry sites. Provide overall coordination for the maintenance and support of the partnerships. Maintain flexibility regarding the needs of the school/college and the business or industry. Ensure that the relationship between the school/college and the business partners is reciprocal. The Role of Business and Industry in the Partnership As a partner in the education program, the cooperating businesses and industries will have the responsibility to Provide role models and mentors. Exemplify the benefits and advantages of an education. Enhance a students self image. advocate regular school/college attendance and punctuality. Share employment readiness information with the student, the coordinating teacher and the parent/guardian. Serve as advisors on partnership task forces and curriculum development committees. Encourage parental involvement in all phases of the business and education experience. Initiate special projects to increase student involvement and experience. Serve as resources for teachers regarding current workplace skills business operations technological and operational changes to the business resulting from market place demands and keeping current with the trends in labor market informationBusiness and education partnerships have a positive effect on and increase the effectiveness of school coordinated, student work programs. Moreover, by working together, these collaborations have been shown to be a critical component of any successful program, which has established working alliances between schools/colleges, local businesses and industries, and the community.Through these partnership agreements, each partner ca n share important information, build a mutual collection of resources, and clearly focus the programs on the students. While the majority of partnerships exist in urban and suburban areas, they are also being successfully implemented in campestral communities.They reduce the isolation and expand the resource base of small schools by getting businesses more directly involved in the education of younker and the professional development of teachers through the sharing of expertise, resources, and experiences. Be it an urban or rural, the increased communication between business and schools helps students make a ironed transition from the classroom to the workplace.Communities and businesses receive the benefit of better prepared workers, while schools become more efficient at promoting career development and planning, preparing students for further education and citizenship, enhancing student self-esteem, and reducing dropout rates. Conclusions and Suggestions Commerce based vocatio nal education is totally service and practical activity based education.