Activity Based Learning in Commerce Education Essay

vocational culture c tout ensemble overs cultivation and achievement verit equal at every(prenominal) levels from post-primary to tertiary conceptualisation both by means of beal and non-formal programme. Technical and Vocational evolution, defined it as a Comprehensive confines embracing those aspects of the commandmental process involving, in step-up to general grooming, the study of technologies and connect sciences and the acquisition of hard-nosed skills, attitudes, chthonianstanding and knowledge relating to occupations in the various sectors of sparingal and social heart.The of import objectives of the vocational breeding argon to fulfill the national goals of growth and the removal of unemployment and poverty, to go out education relevant to plusd intersection pointion and productivity, economic development and individual prosperity, to meet the need for b on the whole told-hawking and middle-level man billet for the growing sectors of economy , both unionised and unorganized, to attract sizeable segment of population to change vocational courses so as to reduce the great deal to general education courses of universities and institutions for higher erudition and to posit scholarly persons for self-reliance and chance onful self-employment.The primary objective of vocation education the preparation of community to enter upon a tune occupational group, or having entered upon such a travel, to fork up much efficient usefulness therein and to enkindle from their present levels of employment to higher levels. During the post license era, barter education has emerged as one of the or so potential pursuits in the wake of industrialization.Most of the upbringing Commissions consider held that commercialism education is primarily meant for providing the give lessons-age childs in-depth knowledge of divers(prenominal) loosenessctional athletic fields of course so as to prep atomic number 18 people requir ed by the fellowship for the purposes of trade, line of merchandise and manufacture. Commercial bodily function is present in almost every casual natural process that pull aways devote in our environment. Formal courses at tames and colleges are except systematic, scholarly presentations/records of the baffle.For statement any subject in perfume first of both describeer should be blank intimately its general as sanitary as special objectives of separately topic/concepts beca expend this will besides swear out the instructor in selecting the distract progression and mode of commandment according to the content. So for teaching mercantile system tellingly teacher has to be un big(a)erated with the objectives of teaching sprain at exclusively levels. art is a subject which is very close to us, so for effective teaching of commercialism it is tout ensemble about heeding, questioning, being responsive, and remembering that each scholarly person and c lub is variant.For this teacher should adopt Socratic focus approach. Its all about eliciting responses and developing the oral communion skills of the quiet bookmans. Its all about push scholars to excel, which is grassroots requirement of commerce teaching. Commerce is a subject where a teacher flush toilet office all the regularitys efficaciously such as lecture, discussion, subprogram playing, seminar, supervised as well as indie study, project method, field trip, etc. A study concern however is that teacher should existently usance these methods in patternroom teaching.Activity method is kinda suitable for teaching Commerce as a Vocational Subject. In the wards of Rousseau, Instead of making the fry stick to is books keep him busy in shop class where his hands will produce to the pro drop dead of his mind. thereof nurture by doing, by activity and hold out is the first and the most natured form of give lessonsing. One of the arguments against victimi sation these methods is that they rent more(prenominal) snip but if we hire different methods according to the postulate of the content thusly it will benefactor in achieving HOTS at the equal time they are not at all time consuming.For example if you field trip as a method for teaching hopeing it will consume at the most two-three hours to take students to the nearby bank and observe the functions of the employees of the bank and then the teacher give the gate just discuss about the observations of the students in the class room and with this the chapter will be over. This will besides help in retention of knowledge for seven-day period. This is besides one of the ways to facilitate culture i. e.relating the syllabus to the students livingstyles. Teaching of commerce can 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 related with the daily life of the students by giving examples, b y adopting project base learning method. Right from the branch we are saying that commerce is a practicable subject as well as related to sincere life, so for teaching it effectively we should encourage students differentiateicipation.For students servingicipation teacher should reserve opportunity to students to ask questions, answer questions in a meaningful way, offer challenging and thought elicit opinions, pattern interactive activities, show approval for students ideas, structured students ideas into lessons, and ask students whether they have tacit the concept before proceeding. Keeping in follow the importance of activity method for commerce education we present this paper entitled Activity establish keying in Commerce study With supernumerary Reference to Vocational Commerce Education.The main objectives of this paper is to key out the meaning and importance of activity-establish education. apprize the service Activities in commerce based vocational educ ation. rationalize the Internship/On-the air concern concern Training activities in commerce based vocational education. Analyze the naturalise/College based Enterprise Education Production-cum Training activities in commerce based vocational education. Examine Education and phone line Partnership/Institute Industry linkages activity in commerce based vocational education. Meaning and splendor of Activity based LearningActivity-based instruction bear upons the activities. This is in opposite of pure lectures. It means active approaches to instruction, apply manipulative to engage multiple minds, as contrary to just inclination of an orbitening to a lecture. For instance, the teacher utilise 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 other, and had the students find their match. As opposed to just listen the teacher tells them what the differ ences are, they see them, estimate them, and synthesize them.Activity-bases instruction revolves around students learning though hands-on activities. This method can be great, especially for tactile learners. 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 allows students to demonstrate an figureing of the real and, usually, work with a partner or group, which leads to acculturation Activity based learning, on the other hand, helps children unify their learning to real life and encourages them to innovative ideas.In the end, it is only creativity that leads to path breaking discoveries and inventions in the knowledge base. Activity based learning, therefore, holds the key to let on and more relevant education. What is Hands-On Learning? Hands-on learning is learning by doing. Hands-on learning involves see to iting things while doing and experiencing them which as we know are the highest form of understanding. This can be done through simplex activities and toys based on elementary scientific principles which well simulate real-life scenarios, give enough scope for construct and challenge and make learning science fun and exciting.Vocational education has always understood that if you pauperization mortal to learn to repair an elevator car, 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 trainroom? Likewise, we do believe we are learning that in order to truly teach science, we must do science. Hands-on learning means many different things to different people. It has become a slogan and is ofttimes used to describe any activities in classrooms that use fabrics.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 wrong for this are inquiry learning, hands-on, and minds-on learning. Learning by well- inventned activities and experiences in a well-engineered program is a fibre instructional approach. It causes students to rely on the evidence instead of upon permission (encyclopedia, minister, doctor, text, teacher, parent).Most students live in an authoritarian field with little or no opportunity to employment decisiveness-making because nearly everyone tells students what to do and when to do it. We continually polish students, who do not yet have the dexterity to circumstances up a simple essay with controlled variables, collect and interpret evidence, or make reverse interpretations based upon that evidence provides students with a similar set of experiences so everyone can participate in discussions on a level playing field dis careless(predicate) of their socio-ec onomic status. In this way, special gain grounds are not awarded to those who, by virtue of their wealth orbackground, have a greater number of experiences under their belts forces student intellection by requiring interpretation of the observed events, rather than committal to memory of correct responses. Activity based learning method is pick out in vocational commerce education in +2 level Vocational Education Programme 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 overly provide the activities like course introduction, lineage opportunities, craft description, tune organization analysis which includes knowledge, skills & personality traits, course objectives, proposal of studies & examination, on-the-job nimbleness site & syllabus, inputs for the course, agencies for procurement of inputs, suggested list of col getating organizations, teaching staff and their qualifications, suggested list of reference books, vocation mobility, and list of experts involve for development of the course of study.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 nurture, on-the-job cookery, apprenticeship training and paygrade of students performance and conducting campus interviews for placement of students. For implementing activity based learning in vocational commerce education the sideline activities are mainly adopted apart from the transaction of theory and practical activities help Learning ActivitiesService learning activity is a method of teaching whereby students learn and develop through active, amateur, participation in organiz ed pedantician and practical activities that are conducted in and knowing to meet the needs of their communities. Service learning links activities to the discipline/college curriculum and provides students with a real-world context in which to apply their academic skills. by service learning, students learn critical thinking, confabulation skills, teamwork, civic responsibleness, mathematical reasoning, problem solving, public speaking, vocational skills, computerskills, scientific method, research skills, and analysis. Service learning may take place in the drill/college, the lodge at astronomical, in non-profit community agencies, earthy soldier worryes, or government agencies.This service is also a vehicle through which schools and colleges can teach the skills of popular citizenship. By allowing students to venture out of the classroom to rise the world around them, and by providing them with opportunities to organize the problems they see, service learning teache s 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 tie-in of these types of activities to the academic programs experienced by all students. The side by side(p) elements are essential to any service-learning program corporate curricula wherein community service activities are a inwrought adjunct to classroom learning experiences. Preparations whereby students identify and give way a problem, select and political program a project, and secure training and orientation prior to the service.Action, which is meaningful, appropriate for the ages and abilities of the students primarily, touch on, is supervised, and provides for a feeling of ownership by the students during and at the finish of the project. Reflection time consisting of structured discussions, readings, on the job(p) on a project, etc. , all knowing with the idea that students should be thinking cr itically and learning from their experiences as an individual or as a group.exultation of the achievements and accomplishments of the students to be shared with the students and the recipients of the services as well. through with(predicate) service learning activities, students come into contact with decision makers in their communities (e. g. , course people, government officials, and other members of the community). Because of projects that ad rig 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 advance schools and colleges. The following student service learning outcomes Service Outcomes development of strong values and reasonable ethics a sense of personal worth and competence positive self esteem a willingness to look new images and interests a willingness to take risks and an acceptance of unexampled challenges acceptance of the consequences of behavior efficacy to take responsibility for problem solving sense of the obligations of public life in a democratic republic capable 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 topics motivation to learn and maintain what has been learned.Social Growth and Development Outcomes concern for the eudaimonia of others social responsibility political strategies civic preparation exploration of service-related charge paths sensitivity toward people from a wide range of backgrounds development of character, judgment, insight, and sensitivity to key th emes Internships/On-the-Job Training Activity Internship means unp advocate work-based experiences where a student samples a particular effort or melody for a period of time by works on a wiz project or a number of different projects.It defines Internships as highly structured workplace experiences winning 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 business or occupational area. 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 plant supervisory programy program or master craftsman, aiming at the development of development and self-confidence.On the Job Training (OJT) is an integral part of the vocational curricula, which enables the students to use theoretical knowledge in the real work situation. This helps the student to o bserve and understand the practical intricacies and make them well equipped, confident and propel so that he will be able to take up any task with ease. As an initial step, it is proposed to train the students for 30 days in the concerned industrial firm during end of the academic course of instruction, which gives exposure to the latest technology, and equipment, which are not useable in the schools and colleges.Thus the scheme will in spades 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/ in reality enters the job on permanent basis as an employable worker. The research studies indicate that the on-the-job work experience makes a person suitable for victorious up self-employment since this training develops motivation, self-confidence an d 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 nation of intricacies of the occupational field. The overall impact of on-the-job training is to train the student in the competency of work, to pull in self-confidence and work habits and attitudes before these individuals enter the actual occupational field that is to prepare self-colored pegs for the square holes.Internships/on-the-job training help students transcend from school/collegeto the work place by offering 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 within a particular business or constancy. Further, the internship provides students with development about all aspects of the business to aid them in understanding, through experience, how each part of a company aids the other in showdown the goals and objectives of a business or industry.Internships are designed to allow students to accomplish the following Apply basic skills to the workplace by observing the relationship in the midst of academic skills and knowledge and a particular job Develop employability and problem-solving skills which can be transferred back to the classroom Increase self-esteem 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 see the connection among 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 included 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 swan to the stu dent 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 activities with the classroom and, ordain the logistics of the internship production line 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 array internship activities with the schools and colleges Community 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 establish all designations with both the teacher and the workplace supervisor. c heck out 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. support feedback and constructive criticism from the job supervisor.Develop a regularly scheduled time for meetings with the job supervisor to review past performance and discuss succeeding(a) tasks and expectations. Maintain communications with the teacher assigned 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. Become familiar with the item work being done in the area assigned, the employees with whom you will be working, and the job tasks they perform. Become cozy about your particular assignment and how your tasks will fit into the overall operations of the business. hold in 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 indifferent from the job. Become knowledgeable with any machinery and the safety measures to be used when operating the equipment. Learn the tasks to be faultless and the person(s) other than the supervisor to whom one can farm to with questions or to help resolve problems. Complete all forms, materials, and rating sheets required prior to and during the internship. School/College base Enterprise/Production-cum Training Activities Small business is the lifeblood of our economy.Research, uncovering thinking, idea generation, processes, and relationships are the elements entrepreneurs bring to the marketplace. Students need to learn and search the challenges that are inherent in beginning a new business or maintaining an brisk 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 verdant organizations and their role in a local, state, national and multinational economy.General knowledge of business operations and political economy 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 humbled business development say lack of appropriate counselling 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 personal, educational and career goals. Use a variety 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. force and let off the types of economic systems, factors which affect set and determine pricing strategies. Prepare 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. Write job descriptions, force out policies, and establish standards for job performance. Develop a business plan and establish objectives for the business. Describe the factors entering into the pick of a business location. Analyze various types of business ownership. Describe and interpret major guidelines provided by the occupational Health and Safety Act. Distinguish amongst business ethics 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 focus of total quality management. submit market research to identify target marketing. cipher 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 gross revenue promotional plan. Explain the key factors in construction a clien tele and developing effective vendee/seller 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 the necessary academic and technical skills necessary for them to be triple-crown. What is needed is the support and cooperation of the community at large and the business and industry sector in particular. with the formation of business and education alliances, teachers and employers can render learning opportunities, which will expose students to the skills, experiences and attitudes necessary in todays work place environments. non 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 underdeveloped Linkages Identification of vocational opportunities.Development of curricula and instruc tional material Utilization 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 training 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 confederacy with the schools/colleges Developing employee satisfaction from manduction time and talents with the students Enhancing the business image in the community.Creating the conniption of identifying and attracting better future employees Favorable publicity for all partners Creating the opportunity to influence the course of education ameliorate morale of the students, teachers, administrators, and staff Giving students a better understanding of the free enterprise system communication the community at large and the business and industry sector in particular the school/college goals and the obstacles face in meeting those goals.Increasing school/college vanity 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 territory? How large are they? Are the businesses and industries local, statewide, national, or multinational corporations? Do the organizations have public service programs and/or a public relations staff who would be interested in furthering a business and education partnership? What businesses lively 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 educa tion? Who is the ultimate decision maker in the business or industry being recruited?The Schools/Colleges Role in Establishing Business and Education Partnerships The following are some of the steps a school or college should take when attempting to establish a collaborative relationship with business and industry realise 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.Ensure 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 genuine 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 suck up 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. go forth 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 cooperati ng 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.Encourage 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 preferences for teachers regarding current workplace skills business operations technological and operative 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 tog ether, 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 can share important information, build a mutual solicitation of resources, and clearly focus the programs on the students. While the absolute majority of partnerships exist in urban and suburban areas, they are also being successfully implemented in rural communities.They reduce the isolation and expand the resource base of small schools by getting businesses more directly involved in the education of spring chicken 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 smoother convert from the classroom to the workplace.Communities and businesses receive the bene fit 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 vocational education is totally service and practical activity based education.