Rationale
The courses in Business Studies and Accountancy are introduced at + 2 stage of Senior Secondary Education as formal commerce education is provided after first ten years of schooling. Therefore, it becomes necessary that instructions in these subjects are given in such a manner that students have a good understanding of the principles and practices bearing in business (trade and industry) as well as their relationship with the society. Business is a dynamic process that brings together technology, natural resources and human initiative in a constantly changing global environment. To understand the framework in which a business operates, a detailed study of the organisation and management of business processes and its interaction with the environment is required. Globalisation has changed the way organizations transact their business. Information Technology is becoming a part of business operations in more and more organisations. Computerised systems are fast replacing other systems. E-business and other related concepts are picking up fast which need to be emphasized in the curriculum. The course in Business Studies prepares students to analyse, manage, evaluate and respond to changes which affect business. It provides a way of looking at and interacting with the business environment. It recognizes the fact that business influences and is influenced by social, political, legal and economic forces. It allows students to appreciate that business is an integral component of society and develops an understanding of many social and ethical issues. Therefore, to acquire basic knowledge of the business world, a course in Business Studies would be useful. It also informs students of a range of study and work options and bridges the gap between school and work.
Objectives:
· To inculcate business attitude and develop skills among students to pursue higher education, world of work including self employment.
· To develop students with an understanding of the processes of business and its environment;
· To acquaint students with the dynamic nature and inter-dependent aspects of business;
· To develop an interest in the theory and practice of business, trade and industry;
· To familiarize students with theoretical foundations of the process of organizing and managing the operations of a business firm;
· To help students appreciate the economic and social significance of business activity and the social cost and benefits arising there from;
· To acquaint students with the practice of managing the operations and resources of business;
· To enable students to act more effectively and responsibly as consumers, employers, employees and citizens;
Introduction
The course in Business Studies is introduced at Senior School level to provide students with a sound understanding of the principles and practices bearing in business (trade and industry) as well as their relationship with the society. Business is a dynamic process that brings together technology, natural resources and human initiative in a constantly changing global environment. With the purpose to help them understand the framework within which a business operates, and its interaction with the social, economic, technological and legal environment, the CBSE has introduced Project Work in the Business Studies Syllabus for Classes XI and XII. The projects have been designed to allow students to appreciate that business is an integral component of society and help them develop an understanding of the social and ethical issues concerning them. The project work also aims to empower the teacher to relate all the concepts with what is happening around the world and the student’s surroundings, making them appear more clear and contextual. This will enable the student to enjoy studies and use his free time effectively in observing what’s happening around. By means of Project Work the students are exposed to life beyond textbooks giving them opportunities to refer materials, gather information, analyze it further to obtain relevant information and decide what matter to keep. Objectives After doing the Project Work in Business Studies, the students will be able to do the following: · develop a practical approach by using modern technologies in the field of business and management; · get an opportunity for exposure to the operational environment in the field of business management and related services; · inculcate important skills of team work, problem solving, time management, information collection, processing, analysing and synthesizing relevant information to derive meaningful conclusions · get involved in the process of research work; demonstrate his or her capabilities while working independently and · make studies an enjoyable experience to cherish.
The following steps might be followed:
1. Students must take any one topic during the academic session of Class XI.
2. The project may be done in a group or individually.
3. The topic should be assigned after discussion with the students in the class and
should then be discussed at every stage of submission of the draft/final project
work.
4. The teacher should play the role of a facilitator and should closely supervise the
process of project completion.
5. The teachers must ensure that the student’s self esteem should go up, and he
/she should be able to enjoy this process.
6. The project work for each term should culminate in the form of Power Point
Presentation/Exhibition/ Skit before the entire class. This will help in developing
ICT and communication skills among them.
The teacher should help students to identify any one project from the given
topics.
I. Project One: Field Visit
The objective of introducing this project among the students is to give a first hand
experience to them regarding the different types of business units operating in their
surroundings, to observe their features and activities and relate them to the theoretical
knowledge given in their text books. The students should select a place of field visit from
the following: – (Add more as per local area availability.)
1. Visit to a Handicraft unit.
2. Visit to an Industry.
3. Visit to a Whole sale market (vegetables, fruits, flowers, grains, garments, etc.)
4. Visit to a Departmental store.
5. Visit to a Mall.
The following points should be kept in mind while preparing this visit.
1. Select a suitable day free from rush/crowd with lean business hours.
2. The teacher must visit the place first and check out on logistics. It’s better to seek
permission from the concerned business- incharge.
3. Visit to be discussed with the students in advance. They should be encouraged
to prepare a worksheet containing points of observation and reporting.
4. Students may carry their cameras (at their own risk) with prior permission for
collecting evidence of their observations.
Visit to a Handicraft Unit
The purpose of visiting a Handicraft unit is to understand nature and scope of its
business, stake holders involved and other aspects as outlined below
a) The raw material and the processes used in the business: People /parties/firms from
which they obtain their raw material.
b) The market, the buyers, the middlemen, and the areas covered. c) The countries to
which exports are made.
d) Mode of payment to workers, suppliers etc.
e) Working conditions.
f) Modernization of the process over a period of time.
g) Facilities, security and training for the staff and workers.
h) Subsidies available/ availed.
i) Any other aspect that the teachers deem fit.
Help students to select any ONE Topic for the entire year.
2. The topic should be assigned after discussion with the students in the class and
should then be discussed at every stage of the submission of the project.
The teacher should play the role of a facilitator and should closely supervise the
process of project completion. The teachers must ensure that the project work
assigned to the students whether individually or in group are discussed at
different stages right from assignment to drafts review and finalization. Students
should be facilitated in terms of providing relevant materials or suggesting
websites, or obtaining required permissions from business houses, malls etc for
their project. The periods assigned to the Project Work should be suitably spaced
throughout the academic session. The teachers MUST ensure that the student
actually go through the rigors and enjoy the process of doing the project rather
than depending on any readymade material available outside.
3. The students must make a presentation of the project before the class.
4. The teachers must ensure that the student’s self-esteem and creativity is
enhanced and both the teacher and the student enjoy this process.
5. The teachers should feel pride in the fact that they have explored the different
dimensions of the project in an innovative way and their students have put in
genuine work.
I. Project One: Elements of Business Environment
The teachers should help the students in selecting any one element of the following:
1. Changes witnessed over the last few years on mode of packaging and its economic
impact. The teacher may guide the students to identify the following changes:
a) The changes in transportation of fruits and vegetables such as cardboard crates being
used in place of wooden crates, etc. Reasons for above changes.
b) Milk being supplied in glass bottles, later in plastic bags and now in tetra-pack and
through vending machines.
c) Plastic furniture [doors and stools] gaining preference over wooden furniture.
d) The origin of cardboard and the various stages of changes and growth.
e) Brown paper bags packing to recycled paper bags to plastic bags and cloth bags.
f) Re use of packaging [bottles, jars and tins] to attract customers for their products.
g) The concept of pyramid packaging for milk.
h) Cost being borne by the consumer/manufacturer.
i) Packaging used as means of advertisements.
2. The reasons behind changes in the following:
Coca – Cola and Fanta in the seventies to Thums up and Campa Cola in the eighties to
Pepsi and Coke in nineties.
The teacher may guide the students to the times when India sold Coca Cola and Fanta
which were being manufactured in India by the foreign companies.
The students may be asked to enquire about
a) Reasons of stopping the manufacturing of the above mentioned drinks in India THEN.
b) The introduction of Thums up and Campa cola range.
c) Re entry of Coke and introduction of Pepsi in the Indian market.
d) Factors responsible for the change.
e) Other linkages with the above.
f) Leading brands and the company having the highest market share.
g) Different local brands venturing in the Indian market.
h) The rating of the above brands in the market.
i) The survival and reasons of failure in competition with the international brands.
j) Other observations made by the students
The teacher may develop the following on the above lines
3. Changing role of the women in the past 25 years relating to joint families, nuclear
families, women as a bread earner of the family, changes in the requirement trend of
mixers, washing machines, micro wave and standard of living.
4. The changes in the pattern of import and export of different Products.
5. The trend in the changing interest rates and their effect on savings.
6. A study on child labour laws, its implementation and consequences.
7. The state of ‘anti plastic campaign,’ the law, its effects and implementation.
8. The laws of mining /setting up of industries, rules and regulations, licences required
for running that business.
9. Social factors affecting acceptance and rejection of an identified product. (Dish
washer, Atta maker, etc)
10. What has the effect of change in environment on the types of goods and services?
The students can take examples like:
a) Washing machines, micro waves, mixers and grinder.
b) Need for crèche, day care centre for young and old.
c) Ready to eat food, eating food outside, and tiffin centres.
11. Change in the man-machine ratio with technological advances resulting in change of
cost structure.
12. Effect of changes in technological environment on the behaviour of employee.
