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Commerce Education Prospects and Challenges: Davangere University
Commerce Education Prospects and Challenges: Davangere University
Commerce Education Prospects and Challenges: Davangere University
CHALLENGES
Dissertation submitted in partial fulfillment of the requirements for the award of
the Degree of
MASTER OF COMMERCE
of
DAVANGERE UNIVERSITY
By
Ms. Vidhya K.C.
Reg. No: MC191566
DAVANGERE UNIVERSITY
2020-21
Davangere University
DEPARTMENT OF STUDIES IN COMMERCE
P.G Centre, Jnanagangotri,
Chitradurga-577502
DECLARATION
I also declare that, this project is the outcome of my own efforts and that
it has not been submitted to any other university or institute for the
award of any Degree or Diploma or Certificate.
CERTIFICATE OF ORIGINALITY
This is to certify that the dissertation titled “Commerce Edcation
Prospects and Challenges” is an original work of Ms. Vidhya K.C.
bearing University Register Number MC191566 and is being submitted in
partial fulfillment for the award of the Master Degree in Commerce of
Davangere University. The report has not been submitted earlier either
to this university / Institution for the fulfillment of the requirement of a
course of study.
Place: Chitradurga
Date: Vidhya K.C.
CONTENTS
1. Introduction 01 – 06
2. Review of Literature 07 - 17
6. Bibliography 81 - 82
LIST OF TABLES
1987)
2003)
courses
Commerce courses
colleges in Karnataka
Associations etc.
LIST OF FIGURE
Constituent units
business activities
INTRODUCTION
1.1 Introduction 1
References 6
CHAPTER - 2
REVIEW OF LITERATURE
2.1 Introduction 7
References 15
CHAPTER - 3
3.1 Introduction 18
3.2 History 18
Definition
References 34
CHAPTER - 4
4.1 Introduction 35
4.16 E – Commerce 65
References 71
CHAPTER - 5
5.1 Findings 75
5.2 Suggestions 77
5.3 Conclusion 79
BIBLIOGRAPHY
COMMERCE EDUCATION PROSPECTS AND CHALLENGES
CHAPTER - 1
INTRODUCTION
1.1 Introduction
The present day education has global centric. Today information and
knowledge are ruling the world. In this scenario Commerce education as a living
discipline of education, which develops knowledge, skills and attitude that are
required for the successful handling of trade, commerce and industry, has bright
prospects. The World Bank, IMF & WTO’s regulations have both positive and
negative implications on Commerce education in India. With the economic
integration corporate business entities are extending their business across globe.
The present day business provides vast job opportunities across the globe & at the
same time poses a challenges and threats. The corporate entities have to be
controlled by pool of skilled talented managers and global job market expects
people with multi skills than a sole skilled people. India is a young nation which is
a plus point in globalized scenario.
The commerce education institutions have to produce world class
graduates to shoulder the responsibilities successfully and out perform their
foreign counter parts. It is the responsibility of Commerce Educational institutions
to meet expectations of job market. In India commerce education is has
challenging task of producing students with multi-faceted skills like creativity
and innovative skills, information technology skills, ability to make decisions in a
dynamic environment, Human Resource Development skills, Services
Management skills, Entrepreneurial Skills, Stress Management, Strategic skills. In
India education is the joint responsibility of Centre and States. In India Commerce
Education is facing with many challenges like lack of world class business and
management institutions, inadequate educational infrastructure, lack learning
resources, inadequate faculty unscientific faculty- student ratio, lack of
professional bent in faculty. The governments, AICTE, IIMs, ICAI, Commerce
and Management Associations, universities and industries have to take more
rigorous measures to meet these challenges and equip our young people to
become world class entrepreneurial people. In this paper we made an attempt to
high light the challenges face commerce graduates and post graduates and
coping with the fast changing LPG era. The problems faced by the commerce
graduates and post graduates are of a great concern for the students, academicians,
business world and even for parents, as the students are only oriented towards
classroom theoretical related skills, lack of communication skills, lack of IT
knowledge and global scenarios etc., therefore, there is an urgent need to explore
some measures to overcome these challenges and to match the curriculum and
structure of business education to better fit the needs of changes in both in the
industrial and services sectors within the country.
Moreover, it is also important to properly asses the quality of commerce
education imparted to the students in various institutions for proper decision
making regarding selection and recruitment by potential employers. So, the
researchers have taken up the study to analyse the prospects and challenges
commerce education in India. this research will be helpful to point out the
prospects and challenges of the commerce education in India and it will helpful to
policy makers in making appropriate policies and suggest measures for
improvement in Education system of the country.
Secondary Data
For this research paper the data is collected from different kinds of sources like
internet, magazines, and some website.
References
1. Suraksha Ritu, Deepak Bhatia – Commerce Education in India: Issues and
Challenges
2. International Journal of Engineering, applied and management sciences
paradigms. 2013; 1(02)
3. Santosh Gupta - Emerging trends in Commerce and Management
Education, Published inUniversity News, 2003; 41(05).
4. Jagdishbhai Patil K. - The Changing face of management Education:
Challenges for tomorrow.
5. Getha Rani P. – Economic Reforms and financing higher education in
India, Indian Journal of Economics & Business, 2004; 3(1): 79 – 102,
www,UGC.com
6. Dr. Pravin Pandya - Commerce Education-its Problems and Prospects,
professor Departmentof economics.
CHAPTER - 2
REVIEW OF LITERATURE
2.1 Introduction
Review of literature is one of the most important steps in the research
process. It is an account of what is already known about particular phenomenon.
A literature review is an overview of the previously published works on a
specific topic. The term can refer to all scholarly paper or a section of a scholarly
work such a book, or an article. The purpose of a literature review is to convey to
the readers about the work already done and the knowledge and ideas that have
been already established on a particular topic of research. Literature review is a
laborious task, but essential if the research process is to be successful.
Suraksha, Ritu & Deepak Bhatia (2013), in this paper the problems
faced by commerce education in India is highlighted and authors new that it is
time for evolving new strategies for five a better deal to commerce education in
coming years. They come with some constructive suggestions like conducting of
seminars and workshops for the benefit of teachers and students SWOT analysis
of the commerce education institutions, interaction between industry and
institute for placement must be practical and skill oriented and syllabus should
Dr. Reeti Gupta (2013), this study mainly focus on commerce education
provides on in-depth knowledge of trade &aids to trade as well as trains the
people to work in different functional areas of business. It is recognized as one of
the critical elements of the national development due to its vital important in
fostering trade and industry. Reflecting on this that present study is a venture to
identify and address the challenges evolving in the dynamic world of commerce
education and to suggest some innovative practices in commerce education for the
improvement of its quality and content.
A.K. Mahto and Dr. S.K. Jha (2014), this paper studies the basic
function of education is preparation of students for life. It may be said that
commerce education in a globalized economy requires fresh look and new version
revamping the commerce education requires priority attention of the concerned
educational institutions.
Dr. Partap Singh, Sangeet Rani, Dr. Sanjay Singla, and Priti Singla
(2015), in this paper studied role of commerce education in growth of India.
Commerce education has been vastly affecting. the part of commerce education in
national development is well accepted. the product of commerce education should
be multidimensional and with full global competitiveness. this paper aims are to
known the role of commerce education in economic activities like profession,
business, employment generation, entrepreneurship development, and also in
Ms. Artiba V Rana (2015), this research focus on the emerging trend of
commerce education in India’s education system is often cited as one of India.
The size of India’s higher education is about $ 40 billion per year, commerce
education is very important part of education which is called as business
education. It is a living discipline and its totally different from other discipline
hence it must charter new routes to service the aspirations of the nation.
Dr. Pastap Singh, Virender Singh, Sangeeta Rani (2015), this research
paper highlighted the study of industry’s perception towards commerce education
in India. Under WTO regime commerce education has been immensely
influencing. commercial education is a type of training which, will playing its part
in the achievement of the general aims of education of any given level, as for its
primary objectives the preparation of people to enter upon a business career, or
having entered upon such a career, to render more efficient service there in and to
advance from their present levels of employment to higher levels. the practical
oriented commerce education is a need of the age. papers analyses examine the
industry perception towards commerce education in India.
Dr. Samir Maribhai Vohra (2015), this paper presents the current
education in in India by analysing the various data and identifies key challenges
and key initiatives by government and recommendations for revitalization of
commerce education. commerce education is the area of education which
develops the required knowledge, attitudes and skills for successful heading of
trade, commerce and Industry. The traditional commerce education has become
irrelevant in the new era of globalization there is an urgent need to over all the
existing business education system to cope up with the dynamic world with trade
and commerce assuming innovative dimensions in the context of growing
international business, the curricula for commerce faculty should be adapted and
re-structured to meet the future challenges of the economic, manufacturing and
service sectors.
Dr. Rohith Bansal (2017), in this research paper the author highlighted
the scope of three fundamental academic streams, the other two being humanities
and science. Commerce is a division of trade or production which deals with the
exchange of goods and services. The author opined that the higher education was
viewed as increasingly essential for the world’s population.
by knowledge as to be ushered in soon, but also new society where justice and
human values prevail has to be created.
Dr. Jathan Kanwas Jain (2018), in this paper the author focuses on the
most significant 60 cuses contributing to the economic development of India and
commerce education is considered as one of the popular career options for youths
of India. It is the backbone of economy, trade and industry and the Sydenham
college of commerce and economics. To archive this goal of commerce education
must be focus on linkage with business and industries. It should be more practical
and as like on training and hands on experience.
Guntur Anjana Raju, Suraj Velip (2018), this research studies the seed
of LPG (Liberalization, Privatization and Globalization) and its growing trends in
the current scenario has been continuously dominating the scene of commerce and
management education in India. The present paper highlights the importance,
recent challenges and opportunities in commerce and management education in
India and thereby it has also reported some of the noted measures to make our
commerce and management education is more effective.
Raj Kumar (2019), modern age is the age of commerce discuss the today
commerce education cover diversified field of education and research in different
aspects of business environment. In commerce education includes finance,
marketing, human resource management, entrepreneurship development,
commercial and business law etc. The focus of the paper is on the current status,
challenges and about different opportunities available incommerce education.
Dr. S.M.Y. Yamuna and Karthic Raja (2020), studied mainly focus on
commerce student’s opinion towards campus interview process in art & science
colleges at Coimbatore. This paper finally concluded that there are 3 reasons for
not on boarding in company’s candidate family structure, and choose higher
education. This paper suggested that students can attend the interview if they
ready to join (or) else better leave that opportunity to the offer needed students.
Dr. J. D. Gupta (2020), In this research the author highlighted the present
scenario education place vital role in student’s life. Education is important for
every student. Education and youth are the backbone of every economy. This
research is only concern with problems faced by commerce students regarding the
commerce education. In this research paper the author cover what are the
problems faced by commerce student? And now how to solve the problems of
commerce students?
Heena Tabasum and Dr. S.Venkatesh (2021), in this paper the problems
faced by commerce education on India is highlighted and this study research on
commerce education plays a very important role in economic growth it is one of
the keys which lead to success in all sectors of the economy commerce education
is the back bone of the business and development of the nation and it is already
established that food commerce plays a tremendous role in the economic
development of the country an attempt is made to analyse the role of commerce
education in the growing economy of India.
References
1. D. Obul Reddy, “Revitalising commerce education”, Vidyasagar
University journal of commerce, Year: March 2007, vol: 12.
2. Gudrun Baldvinsdottir, Andreas Hafbers, Insa-Lill Johonsson, Kristine
Jonoll, “Trust research in accounting a literature review”, Quantitative
research in accounts and management, Year: Aug 2009.
3. Suraksha, Ritu and Deepak Bhatia, “commerce education in India
challenges”, International journal of engineering and applied and
management sciences paradigms, Year: March 2013, vol: 01, issue: 02.
4. Dr. Reetigupta, “Evolving commerce education the way ahead”, SSRN
electronic journal, Year: May 2013, vol: 01, issue: 01.
5. A. K. Mahta and Dr. S. K. Jhe, “Need to relook commerce education in
India”, Indian journal of Research PERIPEY, Year: May 2014, vol: 03
6. Mr.Artiba V.Rana, “Emerging trends and revitalization of commerce
education in India”, A research paper presented at national seminar held at
department of commerce M.K. Bhavanagar University on 14 th Feb, Year:
March 2015, vol: 02, issue: 01.
7. Dr. Pratapsing, Songeeta Rani, Dr. Sanjay Singla, Dr.Pritisingla, “Role of
commerce education in inclusive growth of India”, International journal of
latest trends in engineering and technology, Year: Sep 2015, vol: 06.
8. Dr. Partap Sinh, Virender Singh, Sangeeta Rani, “Study of industry’s
perception towards commerce education in India”, 2nd International
conference on recent innovation in science, engineering and management,
Year: 22 Nov, 2015.
9. Dr.Samir Mazidbhai Vohra, “commerce education-challenges and
opportunities”, ISSN-2250-1991, Year: November 2015, vol: 04, issue: 11.
10. Chaluvaiah, “Commerce education in the new millennium prospects and
challenges in India”, International Journal of Applied Research, Year:
2015, ISSN print: 2394-7500.
11. Deborah Libv Pris, Mahadi Baheri, Noorminshah lahad, Waidah Ismail,
“Systematic literature review of E-commerce Implementation studies”,
Journal of theoretical and Applied Information Technology, Year: 31st July
2016, vol: 89, issue: 02.
CHAPTER - 3
THEORETICAL BACKGROUND OF COMMERCE
EDUCATION
3.1 Introduction
Commerce education is important to gain knowledge of business, trade,
industry and commerce. It provides the knowledge for various specialized and
professionalized study related to the business. In India commerce education is
available after the school period because of this school students were not taught
commerce subjects & they don’t possess any business & finance knowledge. There are
various courses available to commerce students which help them to gain
knowledge and competencies required for job in industries. But the students were
not possessing proper knowledge and competencies due to lack of faculties and
practical training provided by colleges and institution which lacks students to get job.
In present scenario everything is digitalized which also applies to education.
Modern education also adopted the online education & MOOC’s platform to achieve
the objectives of commerce education. There are numerous professional
opportunities available for commerce student’s viz. CA, CMA, CS, and more who
work on good managerial position. Many challenges are also there which are
presented in the paper in detail. The challenges need proper solution which mostly
possible by colleges and institutions with the help of good faculties. The faculties
are like root because of root tree stands. “Trees are capable of growing deep roots
but root is strongly influenced by soil and climate condition”. Like this faculty are
root which possess strong knowledge related to subject and make students capable
to build their knowledge and understanding about subjects to grow in their life.
3.2 History
The growth of industry and science in the recent past has demanded a
specialized education in the field of commerce and industry. Education of
commerce was started by private commercial institutions. To start with only book-
keeping was taught. We find Minims used to train junior Minims under their
apprenticeship. Later on private commercial institutes started teaching of book-
keeping and accountancy. If we see the history commerce in higher education is nearly
102 years old. For such an education, Madras became a pioneer state where it started in
100% Online Education: Fully online degrees are earned from the comfort
of your own home with no required visits to your college or university campus.
Many commerce courses are offered in this mode mostly by outside universities
with good designed syllabus and learning structure.
specific skill. Many certificatecourses are available in online mode viz. social media
marketing, human resource management, and more.
1. Graduate level courses are that which provides oneself platform to learn
basic study in the relevant field and go for work as entry level job in
industries or organizations. There are various courses available at bachelor's
level viz. B. Com, BBI, BAF, BBM, BBA, BMS, BMS, BFM, B. Com
(Actuarial Studies) and more.
2. Post Graduate level courses are that which provides oneself platform to
learn some advanced study in the field and go for work in industries or
organizations as advance knowledge in the field. There are various courses
are available at master's level viz. M. Com in various disciplines i.e.
Accountancy, Business Management, Banking Finance, Business
Economics, E- commerce and more.
3. Job oriented certificate or diploma courses are also available after 10+2
studies or after graduation which provides specialization in the relevant
fields. This courses are Computer Accounting Course (i.e. SAP, Tally),
Diploma in Export Import, Diploma in Chain Management, Diploma in
digital marketing, Certified Financial Planner, NSE or NISM modules,
Insurance Agent Certification, and more.
4. Professional Courses provides oneself platform to get high status job and
expertise in the relevant field. These courses are Chartered Accountant (CA),
Cost and Management Accountant (CMA), Company Secretary (CS),
Actuaries India (IAI), Master's in Business Administration (MBA), Law
(LLB), and more.
5. One can learn various subjects as per their chosen discipline in commerce
stream which gives knowledge and experience of theoretical learning with
some practical learning of subjects. The various subjects are available for
students which they can learn viz. Advertising, Auditing, Banking,
Business Ethics, Business Economics, Business Management, Business
Environment, Business Mathematics and Statistics, Business
Communication, Book-keeping and Accountancy, Corporate Accounting,
Corporate Law, Corporate Financial Reporting, Cost Accounting, Direct
Taxation, Entrepreneurship Management, Export Marketing, Financial
Accounting, Financial Management, Financial Market Study, Foreign Trade
Management, Human Resource Management, Indirect Taxation, Industrial
Law, International Business, Insurance, Marketing, Management,
Management Accounting, Operations Management, Quantitative Methods,
Research Methodology, Strategic Management, and more.
6. There are many industries available where commerce graduated Students
can go for work viz. Banking, Financial, Insurance, Logistics,
Telecommunications, BPO, Educational Institutions, Government
departments and more.
7. There are various areas available where commerce graduates can go for
work viz. Sales and Marketing Assistant, Management Assistant, Tax
Consultant, Tax Assistant, Account Assistant, Internal Auditor, Data Analyst,
Human Resource Management Assistant, Stock Broker, Security Dealer,
Fund Manager, Book Keeper.
8. Personal Finance Consultant, Cashier, and more.
9. One can also go for Lectureship or research oriented degree for continuing
education which provides the professionalized in teaching field and make
their contribution towards educational improvement and development of
economy.
10. One of the best things is that one can also start their own business and become
good entrepreneur as per the knowledge and competencies learnt during
studies.
degree holder or experience people for job which results graduate degree
holders negatively to get suitable job.
O - Identify the areas of opportunities still available for commerce even after
providing for CA, CWA, CS and MBAs and new opportunities into which you
can enter.
W - What are your weaknesses because of which you are not preferred?
(Here, deliberateefforts have to be made to overcome the weaknesses).
S - What are your strengths, if any? It is better to concentrate on and
consolidate on your strengths.
1. What should be the admission policy and procedures? What should be the
nomenclature of the degrees?
2. What skills are required to be imparted to commerce students so as to
make them cater tothe needs of industry and business?
3. Would you like them to be generalists or specialists in some skills? What
should be the nature of subjects and content of the subjects? What should
be the duration of the Course?
4. How to ensure practical exposure?
5. What is the pedagogy? (i.e., teaching methods and aids)
6. What type of examination and evaluation system is required to ensure
quality? How to ensure faculty training and development?
7. How to achieve and sustain re-designing of commerce university / college?
acquire the desired capabilities, contents of courses and their combinations need to
be revised, diversified and made more flexible”.
The first step in re-designing of commerce course is that, there should be a
survey of requirements of business and industry, in terms of nature of courses and
number of graduates. This requires a close liaison and co-operation with industry
and business to find out their requirements of men and skills. If the courses are
designed as per the requirements and the students are trained on those lines, then,
the courses become relevant and the product saleable, instead of preparing the
courses in an all pervasive manner without any market in mind. The contents and
delivery system must be tailored to meet the specific needs of the target groups for
whom the courses are designed.
The various alternatives available for re-orientation of commerce education are:
In India, there are many small and tiny industrial units, particularly in the
rural areas which need management orientation and a fair dose of management
culture. We should strive to create a new class of LICENTIATE MANAGERS for
them with complete practical bias just as engineering and medicine. They may be
even 5 year integrated courses with commerce laboratory/workshop
fully by the UGC, I.C.S.S.R, and the State Governments while in majority
of the cases costs are borne by the researchers. The lack of innovative and
quality-centric research in commerce field is a big drawback of commerce
education.
5. No emphasis on professionalism: It is easy for a student of any
professional course to get a good job after passing out as compare to a
commerce graduate. It is due to commerce students’ inefficiency in
interpersonal, intrapersonal, writing and presentation skills.
Notwithstanding a sound theoretical knowledge, commerce students found
themselves unsuitable for the job market.
References
Books
Websites
CHAPTER - 4
OVERVIEW OF COMMERCE EDUCATION
4.1 Introduction
Education plays a predominant role in the overall development of a country as
the progress accomplishable in any arena depends, to a greater extent, upon the degree
of human resource development which in turn is influenced by a large number of
factors including education. National Policy on Education, 1986 has, therefore, laid
greater emphasis on the role that the education has to play. Because, education not only
empowers the pupils in terms of professional competence but also serves as a vehicle
for upward socio-economic mobility. It also provides a number of avenues even to the
less-privileged and acts as a means to remove inequalities and disparities among the
people.
Swami Vivekananda considered „education‟ as the manifestation of the
perfection already in man. As per World Book of Encyclopaedia, education is the
process by which people acquire know1edge, skill, habits, values or attitudes. The word
„education‟ is also used to describe the results of the educational process. Education
should help people to become useful members of the society. It should help them to
develop an appreciation of their cultural heritage and live more satisfying lives. The
National Policy on Education, 1986 (reviewed in 1989 and modified in 1992) states “a
human being is a positive asset and a precious national resource which needs to be
cherished, nurtured and developed with tenderness and care coupled with dynamism.
The catalytic action of education in this complex and dynamic growth process needs to
be planned meticulously and executed with greater sensitivity”.
The Report of the Special Committee for Commerce Education (196l) narrates
the story of the growth of Commerce Education in India. According to it, Commerce
Education in India began in the year 1886 when a commercial school was established
in Madras by the Trustees of Pachiapp‟s Charities. Examinations in Commerce were
conducted by the then Madras Government by about the same time. A School of
Commerce was established in Calicut (Kerala) in 1895 by the Government of India.
Commerce classes were started in the Presidency College, Calcutta, in 1903 which
later became the Government Commercial Institute. Between 1903 and 1912. The
first independent Department of Commerce was established at the Lucknow
University in 1921. The subsequent years witnessed the wide spread of Commerce
Education at the university level throughout the country. To quote Madan Mohan
Malaria" (1915), “the importance of commerce education - that is a special training for
the young men who intend to devote themselves to commercial pursuits - as a factor
in national and international progress is now fully recognized.
“Growth of trade and commerce increased the demand for Commerce
Education in India particularly in the three Presidencies as is evident from a
memorandum submitted to the Calcutta University Commission (1917-19) on behalf
of Marwari Community of the city wherein it was urged that “an early saturation of its
youth in business methods and ideas is eminently desirable”. It was only in 1940 and
onwards that sincere efforts were made in certain universities to introduce
Commerce Courses though a large number of private and proprietary institutions were
training pupils for various jobs in Commerce apart from a few professional institutions
such as The Institute of Bankers (I 926) and The Institute of Chartered Accountants of
India (1934) which are concerned with conducting professional examinations in the
field of bank.
universities discharge their duties adequately, then it is well with the Nation and the
People.”
As reported by All India Survey on Higher Education (AISHE), 2018-19,
in the country, there are 993 Universities, 39931 Colleges and 10725 independent
Institutions; 385 universities in this list are privately managed. The Bangalore urban
district has the highest number of colleges, which is 880 whereas Jaipur has 566
colleges. In terms of college density, Bihar ranks the lowest, with only seven colleges
established per lakh of eligible population (18-23 years of age), whereas Karnatakaa
tops the list with its 53 colleges in contrast to the national average of 28. Around 88
per cent of colleges in Andhra Pradesh & Uttar Pradesh are private-unaided facilities,
while 87 per cent and 16 per cent are of the same nature in Tamil Nadu and Assam,
respectively. As far as student enrolment trend goes, less than 100 admissions are made
in 16.3 per cent colleges, and a meagre four per cent of colleges have an enrolment
figure of 3000 students and above. A net estimation of enrolment amounts to about
37.4 million, with figures of 19.2 million and 18.2 million for males and females
respectively. The Gross Enrolment Ratio(GER), as calculated for the eligible group,
i.e., 18 to 23 years, is also just a little more than 26 per cent, with almost equal figures
of 26.3 per cent and 26.4 per cent, for males and females, respectively. The figures for
SC and ST candidates are around 23 per cent and 17 per cent, as compared to the
national average of 26.3 per cent with Muslims at the lowest of about five per cent.
As per the findings of the same report, the number of international students from
164 different countries worldwide enrolled in Indian higher education institutes is
47,427, out of which highest number comes from Nepal (26.88 per cent). Afghanistan
(9.8 per cent), Bangladesh (4.38 per cent), Sudan (4.02 per cent), Bhutan (3.82 per
cent) and Nigeria (3.4 per cent), with their respective shares, constitute the most
significant proportion of international students enrolled. As far as programmes are
concerned, out of the total, programmes having relatively higher enrolment were
studied to see the students‟ concentration.
1. Bachelor of Arts (BA) has 93.49 lakh students enrolled in it, which is the
highest enrolment in any program.
2. Bachelor of Science (B. Sc) has 46.80 lakh students enrolled in total;
3. 40.30 lakh students enrolled in B. Com.
4. B Tech has 21.25 lakh enrolled students, out of which 72 per cent are male
where the percentage of females is 28 per cent;
5. Bachelor of Engineering (BE) has 16.45 lakh students enrolled, out of which
71.14 percent of students are males.
6. Master of Arts (MA) has a 15.12 lakh total number of students enrolled with
61.78 percent female students.
7. BA (Hons) has 16.39 lakh students with 44.79 per cent male and 55.21 per
cent female students.
8. The highest number of PhD students come from the Science section, followed
by Engineering and Technology.
In the light of the 2018-19 AISHE report, nearly 80 per cent of the colleges are
operating privately – both partially aided and unaided – but they provide for only 66.4
per cent of the total students enrolled. Whereas, more than 33 per cent of students
come from government educational institutions. The number of universities and
similar institutions listed on AISHE portal has increased from 760 in 2014-15 to
993 in 2018-19, which is almost 30.7 per cent, as demonstrated in Fig. 1. Whereas,
the number of colleges has gone up from 38,498 in 2014-15 to 39,931 in 2018-19
by more than 3.5 per cent as shown in Fig. 2.
Number of Universities
40500
40026
39931
40000
39500
39071 39050
39000
38498
38500
38000
37500
Number of Colleges
40500
40026
39931
40000
39500
39071 39050
39000
38498
38500
38000
37500
In larger states such as Rajasthan, Uttar Pradesh, Tamil Nadu and West
Bengal, very few universities have come up during the period 2018-19 as compared to
the previous year (Fig. 4.3).
Enrolment at all the levels has increased over the years. The Compound
Annual Growth Rate (CAGR) is 1.8 during the last five years, but in case of
integrated courses, the CAGR is 11.2.
Gross Enrolment Ratio (GER) has increased during the last five years, from
24.3 in 2014-15 to 26.3 in 2018-19. The increase is more under SC category, which
has increased from 19.1 in 2014-15 to 23 in 2018-19. In the case of ST category,
the GER has increased from 13.7 to 17.2 during this period. In comparison to
males, the increase in GER is higher for females.
The chapter does not undertake the analysis of our success or failure. It tries to present
a statistical matrix of higher education in Karnataka. This will help us to identify our
strengths and weaknesses for further analysis and discussion.
Year of Number of
SL No. University Establishment Affiliated Website
Colleges *
01 Rajiv Gandhi University
of Health Sciences, 1994 688 http://www.rguhs.ac.in
Bangalore
02 Visvesvaraya
Technological University, 1998 186 http://www.vtu.ac.in
Belgaum
03 Karnataka State Law 2009 87 http://www.kslu.ac.in
University, Hubli
* The data is subject to correction Total : 961 --
and Karnataka State Law University. The Agriculture, Horticulture and Veterinary
Universities have their own Constituent Colleges and off Campus centres.
The diversity in higher education institutions is an indication of many levels of
challenges that we face while dealing with the system of higher education. No one
segment of this entire system resembles the other in its functioning. Consequently, the
challenges in relation to governance and reform of these institutions are equally
multifaceted.
depleting natural resources, there will be a sizeable shift in how we meet the world‟s
energy, water, food, and sanitation needs, again resulting in the need for new skilled
labor, particularly in biology, chemistry, physics, agriculture, climate science, and
social science. The growing emergence of epidemics and pandemics will also call for
collaborative research in infectious disease management and development of
vaccines and the resultant social issues heightens the need for multidisciplinary
learning. There will be a growing demand for humanities and art, as India moves
towards becoming a developed country as well as among the three largest economies
in the world.
Indeed, with the quickly changing employment landscape and global
ecosystem, it is becoming increasingly critical that children not only learn, but more
importantly learn how to learn. Education thus, must move towards less content, and
more towards learning about how to think critically and solve problems, how to be
creative and multidisciplinary, and how to innovate, adapt, and absorb new material
in novel and changing fields. Pedagogy must evolve to make education more
experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centered,
discussion-based, flexible, and, of course, enjoyable. The curriculum must include
basic arts, crafts, humanities, games, sports and fitness, languages, literature, culture,
and values, in addition to science and mathematics, to develop all aspects and
capabilities of learners; and make education more well-rounded, useful, and fulfilling
to the learner. Education must build character, enable learners to be ethical, rational,
compassionate, and caring, while at the same time prepare them for gainful, fulfilling
employment.
The gap between the current state of learning outcomes and what is required
must be bridged through undertaking major reforms that bring the highest quality,
equity, and integrity into the system, from early childhood care and education
through higher education. The aim must be for India to have an education system by
2040 that is second to none, with equitable access to the highest-quality education for
all learners regardless of social or economic background.
This National Education Policy 2020 is the first education policy of the 21 st
century and aims to address the many growing developmental imperatives of our
country. This Policy proposes the revision and revamping of all aspects of the
education structure, including its regulation and governance, to create a new system
that is aligned with the aspirational goals of 21st century education, including SDG4,
while building upon India‟s traditions and value systems. The National Education
Policy lays particular emphasis on the development of the creative potential of each
individual. It is based on the principle that education must develop not only
cognitive capacities - both the „foundational capacities‟ of literacy and numeracy and
„higher-order‟ cognitive capacities, such as critical thinking and problem solving –
but also social, ethical, and emotional capacities and dispositions.
The rich heritage of ancient and eternal Indian knowledge and thought has
been a guiding light for this Policy. The pursuit of knowledge (Jnan), wisdom
(Pragyaa), and truth (Satya) was always considered in Indian thought and philosophy
as the highest human goal.
Previous Policies
The implementation of previous policies on education has focused largely on
issues of access and equity. The unfinished agenda of the National Policy on
Education 1988. A good education institution is one in which every student feels
welcomed and cared for, where a safe and stimulating learning environment exists,
where a wide range of learning experiences are offered, and where good physical
infrastructure and appropriate resources conducive to learning are available to all
students. Attaining these qualities must be the goal of every educational institution.
However, at the same time, there must also be seamless integration and coordination
across institutions and across all stages of education.
The fundamental principles that will guide both the education system at large, as
well as the individual institutions within it are:
1. Recognizing, identifying, and fostering the unique capabilities of each student,
by sensitizing teachers as well as parents to promote each student‟s holistic
development in both academic and non-academic spheres.
2. According the highest priority to achieving Foundational Literacy and
Numeracy by all students by Grade 3.
3. Flexibility, so that learners have the ability to choose their learning trajectories
and programmes, and thereby choose their own paths in life according to their
talents and interests.
4. No hard separations between arts and sciences, between curricular and extra-
curricular activities, between vocational and academic streams, etc., in order
to eliminate harmful hierarchies among, and silos between different areas of
learning.
5. Multi disciplinarily and a holistic education across the sciences, social
sciences, arts, humanities, and sports for a multidisciplinary world in order to
ensure the unity and integrity of all knowledge.
6. Emphasis on conceptual understanding rather than rote learning and learning-
for-exams.
7. Creativity and critical thinking to encourage logical decision-making and
innovation.
8. Ethics and human & Constitutional values like empathy, respect for others,
cleanliness, courtesy, democratic spirit, spirit of service, respect for public
property, scientific temper, liberty, responsibility, pluralism, equality, and
justice.
9. Promoting multilingualism and the power of language in teaching and
learning.
10. Life skills such as communication, cooperation, teamwork, and resilience.
11. Focus on regular formative assessment for learning rather than the summative
assessment thatencourages today‟s „coaching culture‟.
12. Extensive use of technology in teaching and learning, removing language
barriers, increasing access for Divyang students, and educational planning and
management.
13. Respect for diversity and respect for the local context in all curriculum,
pedagogy, and policy, always keeping in mind that education is a concurrent
subject.
14. Full equity and inclusion as the cornerstone of all educational decisions
to ensure that all students are able to thrive in the education system;
15. Synergy in curriculum across all levels of education from early childhood
care andeducation to school education to higher education.
16. Teachers and faculty as the heart of the learning process – their
recruitment, continuous professional development, positive working
environments and service conditions.
17. A „light but tight‟ regulatory framework to ensure integrity, transparency, and
resource efficiency of the educational system through audit and public
disclosure while encouraging innovation and out-of-the-box ideas through
autonomy, good governance, and empowerment.
18. Education is a public service; access to quality education must be considered
a basic right ofevery child.
19. Substantial investment in a strong, vibrant public education system as well
as the encouragement and facilitation of true philanthropic private and
community participation.
School education
This policy envisages that the extant 10+2 structure in school education will
be modified with a new pedagogical and curricular restructuring of 5+3+3+4 covering
ages 3-18 as shown in the representative figure
Higher Education
Quality Universities and Colleges: A New and Forward-looking Vision for India‟s
Higher Education System given the 21st century requirements, quality higher
education must aim to develop good, thoughtful, well-rounded, and creative
individuals. It must enable an individual to study one or more specialized areas of
interest at a deep level, and also develop character, ethical and Constitutional values,
intellectual curiosity, scientific temper, creativity, spirit of service, and 21st century
capabilities across a range of disciplines including sciences, social sciences, arts,
humanities, languages, as well as professional, technical, and vocational subjects.
A quality higher education must enable personal accomplishment and enlightenment,
constructive public engagement, and productive contribution to the society. It must
prepare students for more meaningful and satisfying lives and work roles and enable
economic independence. skills and values will be incorporated at each stage of
learning, from pre-school to higher education. At the societal level, higher education
must enable the development of an enlightened, socially conscious, knowledgeable,
and skilled nation that can find and implement robust solutions to its own problems.
Higher education must form the basis for knowledge creation and innovation thereby
contributing to a growing national economy. The purpose of quality higher education
is, therefore, more than the creation of greater opportunities for individual
15. “Light but tight” regulation by a single regulator for higher education;
16. Increased access, equity, and inclusion through a range of measures, including
greater opportunities for outstanding public education; scholarships by
private/philanthropic universities for disadvantaged and underprivileged
students; online education, and Open Distance Learning (ODL); and all
infrastructure and learning materials accessible and available to learners with
disabilities.
enable and support such a vibrant research and innovation culture across HEIs,
research labs, and other research organizations.
The statistics also reveal that at the national level, Maharashtra State has the
maximum number of colleges followed by Karnataka and Uttar Pradesh States. It is
quite natural that the industrially developed states like Maharashtra and Uttar Pradesh
have shared the top positions as far as the number of colleges are concerned.
However, it is very difficult to generalise as the figures for other states give different
meaning. In southern part of the country, Karnataka tops the list with 1,057 colleges
followed by Andhra Pradesh and Tamil Nadu States. North Eastern States are having
minimum number of colleges and some of the Union Territories like Dadra and
Nagarhaveli as well as Lakshadweep have no colleges at all. All these show the
regional disparities as far as educational activities are concerned.
Table No: 4.6 Number of Universities, Colleges and Students (All India)
Table No: 4.8 Locality wise No. of Colleges offering commerce courses
Private Private
Government
Government
University Total
Total
Total
Unaided
Unaided
Aided
Aided
Total
Total
Bangalore 43 67 110 8 118 10 6 16 17 33 151
Gulbarga 13 3 16 4 20 15 ꟷ 15 12 27 47
Karnataka 21 6 27 ꟷ 27 60 16 76 13 89 116
Kuvempu 10 9 19 3 22 15 14 29 11 40 62
Mangalore 10 3 13 1 14 22 9 31 13 44 58
Mysore 13 14 27 4 31 12 14 26 12 38 69
Note: „ꟷ‟ represents Zero
Source: Records of the Department of Collegiate Education, Government of Karnataka,
Bangalore.
The above table which shows the number of colleges offering Commerce
Courses indicates that the number of colleges offering Commerce Course in rural area
is more than that in urban area in the state accounting for 53.5% and 46.1%
respectively. It is also obvious from the table that the number of government colleges
in rural areas is almost four times that of in urban areas. This is an indication of the
initiative taken by the government to provide Commerce Education to the rural
students. It has established at least eleven colleges in rural area in each of the
universities to offer Commerce Education. Maximum number of urban colleges in
private sector can be noticed in Bangalore University and the least in Mangalore
University. Karnataka University stands first with 89 colleges (32.8%) in rural areas
to offer Commerce Courses and also having the maximum number of private colleges
followed by Mangalore University.
The details about the Men, Women and Co-educational colleges offering
Commerce Courses in Karnataka are presented in the table below.
Government
Government
University Total
Private
Private
Private
Total
Total
Total
Bangalore 3 4 7 3 25 28 19 97 116 151
Gulbarga ꟷ 2 2 ꟷ 6 6 16 23 39 47
Karnataka ꟷ ꟷ ꟷ 1 12 13 12 91 103 116
Kuvempu ꟷ ꟷ ꟷ 1 8 9 13 40 53 62
Mangalore ꟷ ꟷ ꟷ ꟷ 5 5 14 39 53 59
Mysore ꟷ ꟷ ꟷ 2 11 13 14 42 56 69
Total 3 6 9 7 67 74 88 332 420 503
Note: „ꟷ‟ represents Zero
Source: Records of the Department of Collegiate Education, Government of Karnataka,
Bangalore.
The contents of the table reveal that out of 503 colleges in the state offering
Commerce Course, co-educational colleges account for the highest number with 420
accounting for 83.5% (420/503) followed by women‟s colleges 14.7% (7J/503) and
lastly, men‟s colleges accounting for only 1.8% (9/503). It is obvious from the table
that co-educational colleges exist in the jurisdiction of all the universities in the state
and they are highest in Bangalore University area followed by Karnataka University
(27.7% and 24.5% respectively). The number of private co-educational colleges,
women colleges and men colleges offering Commerce Course exceed that of
government colleges as a whole in the state.
It can also be noted that except Bangalore University, no other university has
men‟s government colleges offering Commerce Course and Karnataka, Kuvempu.
Mangalore and Mysore Universities have no either government or private men
colleges in this category contributing nothing in this regards the state except
Gulbarga and Mangalore Universities in which private colleges are also less than in
other 04 universities. Institutions Run by Minorities, SC and ST Associations, etc.
The details about the number of colleges run by the minorities (religious and
linguistics), SC and ST associations and Mutts are presented below. It may be noted
that most of these colleges are offering Commerce Course in addition to other
graduate courses.
by the efforts of some teachers. More interestingly, these teachers were not the
Commerce teachers but the Economics teachers. Late T.R. Shamanna was the person
who took the initiative in starting L. Com Course at Basavanagudi, Bangalore.
However, L. Com Course was not successful due to many reasons. The important
reason was that the course did not have the State recognition as it was started
privately. Another reason was the lack of proper and clear-cut idea about the subjects
to be taught for L. Com Course students.
To overcome these drawbacks, a Diploma Course in Commerce [D. Com] was
started during 1939-40. It was nothing but the L. Com Course with some
modifications. World War-II (1939-44) helped the spread of D. Com Course in old
Mysore State. A number of private institutions were started exclusively to offer D. Com
Course.
At higher levels, Commerce Education in old Mysore State was started in
Bangalore in a government college. In the first phase, “Intermediate Commerce
Course” (I. Com) was started inl944 and the duration of the course was two years. The
course was first started in Poorna Prasad Building, Race Course Road, Bangalore and
during 1954, it was shifted to the present R.C. College of Commerce building. After I.
Com, the students willing to pursue their higher studies had to take up a degree course
called Bachelor of Commerce (B. Com). This course was of two-year duration and it
was also started in a government college, Bangalore. The first batch of B. Com
graduates came out during the year 1948. Thus, the higher education in Commerce had
four-year duration and was on par with other degree courses such as B.A, and B.Sc.
International Commerce and Transport were included in the curriculum. At the same
time within the purview of Economics subjects like Economic History, Co- opera6on,
Rural Economics, etc. were removed or kept as mere optional. Many universities at
the M.Com. level introduced practical training schemes as well. In most of the
universities and colleges, practicing accountants and lawyers were appointed as part
time lecturers to make teaching in these subjects as effective as possible. Then came a
management bias in commerce education. This was partlybecause of the popularity of
management courses abroad and partly because of the increasing demand in recent
times for management personnel in India. Many universities introduced in their
B.Com. and M.Com. Curriculum, subjects like Business Administration, Business
Forecasting, Personnel Administration, and Industrial Relations.
serves none, well. The business world takes its students but depreciates the value of
their training, extolling instead, the virtues of science and the liberal arts. It finds itself
at the foot of the academic table, uncomfortably nudging those other two stepchildren,
Education and Agriculture. It is aware of its ungainly size and views
apprehensively the prospect of still further growth, knowing that even now it lacks the
resources to teach well the horde of students who come swarming in search of a
practical education.
It is no wonder, then, that „Schools of Business Administration across the nation
are trying, sometimes almost desperately, to find their souls.‟ They are „bedevilled by
the problems of whom to teach and what teach‟. They seek to clarify their purpose and
to find out their proper place in the educational world. They search for academic
respectability, while most of them continue to engage in unrespectable, vocational
training. They seek to be professional schools, while expressing the doubt themselves
that the occupations for which they prepare students can rightfully be called a
profession.
This has been the problem of business education since the latter decades of the
twentieth century. The need for competent, imaginative, and responsible business
leadership is greater than ever before; the need becomes more urgent as business
grows even more complex and as the environment with which it has to cope up
continues to change at an accelerating rate. Business educators debate with each other
and with their critics as to how this need can best be met, or at least be met better than
is now being done; that is, the more thoughtful and alert ask the question and debate
the issue. The others plod in a rut they dug long ago. For them, it is enough to tell
their students what business did yesterday and the day before.
It is not only the business schools that are concerned about their purpose and
their future. Business itself is showing an unparalleled interest in the educational
process and it too is asking the question. How should businessmen be educated? At
commencement time company recruiters swarm over the college campuses, frequently
seeking that non- extent paragon, „the broadly educated specialist‟, but setting for an
engineering or business degree and a pleasant personality. Company officials are sent
back to the colleges to participate in „executive development programmes‟ and even
to study the humanities. Employees, in all ranks go to school within the company
walls. Aspiring candidates for advancement throng the evening classes conducted by
the urban universities and technicalschools, frequently at their employer‟s expense.
Business itself is pulled in two directions. It feels increasingly the need for
educated men who have breadth, perspective, and flexibility of mind to cope with a
business environment that grows in complexity and changes with bewildering
rapidity. Yet it also feels the pressure for more and better-trained specialists who can
master the technical problems that have been spawned by the technological and
organizational revolution of the twentieth century. Thus business looks to the colleges
to give it generalists and specialists, if possible, embodied in the same person. There
is an agreement that only business needs more and better-educated young men and
women. The dimensions of more are simple to understand; they have to do with
bricks and mortar, dollars, students and above all, teachers.
1. Knowledge
To impart knowledge is the basic purpose of education and so it is naturally
the basic purpose of teaching of any subject including commerce. By imparting
knowledge of commerce to the student, it is expected that he/she acquires the
knowledge about:
A. The nature, functions and responsibilities of commerce in society.
B. Economic education directed towards better understanding of economic
environment and better use of services of business.
C. Their interests and abilities in commerce as a field of work.
Knowledge objective is considered to have been achieved if the student is able
to recall and recognizes various terms, facts, symbols concepts etc.
2. Understanding
This objective is considered to have been achieved if the student is able to:
A. Interpret charts, graphs, data, concepts etc. correctly.
B. Illustrate concepts, facts, phenomenon etc.
C. Discriminate between deterrent facts, concepts etc. that are closely related to
eachother.
D. Identify relationships between various facts, concepts, phenomenon etc.
E. Find faults, if any, in statements, concepts etc.
3. Application
This objective seems to be the most neglected one in our educational system. It
can be achieved to a great extent if a student is able to:
A. Analyse a given data.
B. Formulate hypotheses from his observations.
C. Confirm or reject a hypothesis.
4. Skill
Under this head it is expected that the study of commerce helps the student
A. To develop skills of organizing and managing different business machines so
thatthey get acquainted with the daily activities of an office.
B. To develop skills in drafting of official correspondence, so that he/she may do
well on being appointed in an office.
C. Be able to serve in different sectors of trade, commerce and business.
D. To enable students to prosecute their higher education with better and complex
skills needed.
5. Interest
In order to achieve this objective, the student is provided with certain
commercial hobbies and other leisure time activities. By providing such activities our
aim is to inculcate, among the student, a living and sustaining interest in the
environment in which he / she lives.
This is considered to have been achieved if the student becomes curious and
develops such an interest in commerce that he/she is always eager to:
A. Take up some interesting commercial hobby.
B. Visit places of commercial interest.
C. Undertake some projects in commerce.
D. Meet and interact with some reputed persons in various fields of
commerce.
E. Actively participate in debates, declamation, contests, quiz etc.
6. Appreciation
To attain this goal, teaching of commerce has to be done in an evolutionary
way. For this the curriculum should include such topics where it is possible to reveal
suitable biographical anecdotes, stories etc., this objective is considered to have been
achieved, if the student is able to:
A. Appreciate the organization and management of business organization and to
know how various communities are benefited by his/her activities.
B. Develop ability to appreciate the services rendered by national and
international trade and commerce.
Appreciate the activities of the various instruments of business credits adopted by
business houses.
4.16 E-commerce
Information and communication technology (ICT) is radically transforming the
way individuals, organizations, and governments work. The internet in today‟s
information societies has become an essential channel that is used for dissemination
Note: High - web SMEs - These companies use a wide range of internet tools to
market, sell and support. Low - web SMEs - These companies have a website or a
social networking site or have no web site at all.
Source: The internet Economy in the G20, BCG
Fig no: 4.5 Percentage of SMEs who use the internet for business activities
From above comparison it is clear that SMEs have begun to recognize the
potential of e- commerce and understand that its adoption could play a major role in
enabling growth for their business, both in domestic and international markets. When
Indian SMEs are compared to those from other emerging countries such as China,
Brazil and Indonesia, it is found that on an average 100per cent of the high-web SMEs
have a website, use the internet for online advertising and transact using e-commerce.
It has been made possible by the new technologies that allow mobile phones
and other handled devices to access the internet. M-commerce is a wireless access to
personal information, to internet content, and it has intelligent telephone services also.
It may be applied for the scope of e-bills, ticketing, e-salaries, security services,
shopping, auctions, retailing, advertising, reservations, membership schemes,
passports and other endless possibilities. Mobile -commerce has made possible to the
management of any organization to tackle the dealings and to take care of all the
employees.
References
1. A.K. Mahta nd Dr.S.K. Jhe - “Need to relook commerce education in India”,
Indian journal of Research PERIPEY, Year: May 2014, VOL:03, issue:05.
2. Annual survey of industries, (1997-98) & (2004-05)
3. Chaluvaiah - “Commerce education in the new millennium prospects and
challenges in India”, International Journal of Applied Research, Year:2015,
ISSN print:2394-7500.
4. Commerce Edu [1] Problems & Challenges of caution in Darrang District,
Assam – Abdul Aziz, Kharupetia. IOSR journal of Humanities & Social
Science. 20(7): 14 - 21
5. Compiled from Selected Educational Statistics, 1995-96, Ministry of HRD,
GOI, New Delhi, PP.16-18.
6. Obvl Reddy, “Revitalising commerce education” Vidyasagar University
journal of commerce, Year: March 2007, vol: 12.
7. Datt & Sundharam - Indian Economy
8. Deborah Libv Pris, Mahadi Baheri, Noorminshah Lahad, Waidah Ismail,
“Systematic literature review of E-commerce Implementation studies”, Journal
of theoretical and Applied Information Technology, Year:31st Luly 2016,
Vol:89, issue:02.
9. Department of colliage education, Bangalore
10. Development of commerce in modern era overview of commerce trends in
India,
11. Dr. D Shivakumar and C. Seenivasan, “Assess and challenges of commerce
education in 21st century related to commerce education”, Special issue
published in international journal of trend in research development (FJTRD),
Year: 17th feb,2018.
12. Dr. Jatankanwas Jain, “An Analysis of commerce education in India”, Journal
of emerging Technologies and innovative research[TETIR], Year: 2018, vol:
05, issue: 06.
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perception towards Commerce Education in India”, 2nd International
CHAPTER – 5
FINDINGS, SUGGESTIONS & CONCLUSION
5.1 Findings
version.
15. The syllabus of commerce and management education should be designed by
relating it to the other professional courses such as certified management
account, chartered accountant challenges should be improved.
16. The commerce and management education should be re-engineered to prepare
the students who can be got absorbed corporate world.
17. Research in e-commerce implementation can give a significant result.
18. The paper provides insight in to the evolution of e-commerce in India.
19. The study found that TAM is the most useful and most used model for this
specific area.
20. The study provides for varied courses and not one straight jacket.
21. Build rapport with trade, commerce and Industry (or establish university
Industry Hub).
22. Today students of commerce at the graduate level could opt for arrange of
courses and options.
23. It is found that e-commerce as an alternative marketing channel is making
slow but steady progress in India.
24. The quality of commerce education has become a major marketing issue in the
changing environment.
25. Commerce education is facing numerous problems today.
26. There is a misconception that there is very less or no job opportunities for
those students who are involved in academic education only.
27. India is very poor country in case of education (commerce education), The
commerce students are facing many problems about their stream, because they
haven\t sufficient knowledge about commerce education.
28. Commerce education can play significant role in economic activities like
employment generation, profession, entrepreneurship development and
poverty alleviation.
29. Percentage analysis, Average score analysis.
30. Information technology and mobile technology is now forcing education sector
to change according to needs of time.
5.2 Suggestions
1. Education syllabus at school level needs to adopt subject like other art and
science subjects.
2. The traditional courses have to update in such manner which provides
theoretical and practical knowledge equally as per industrial requirements.
3. The junior colleges and degree colleges need to provide proper guidance and
counseling for the choosing right course for their career development.
4. The colleges and management institutes need to build good contact with
industries and research institutions which will provide good practical skills
development to students.
5. Commerce education need to be promoted in such manner as it is very much
important for financial manager and management of various activities.
6. Actuarial education also needs to be promoted as it provides good control
over the risk by use of strong mathematical and financial understanding. If
possible then this is adopted as bachelor and master degree course by every
universities and colleges.
7. Current business practices and modern terms need to be opted in the syllabus
which helps the students for proper understanding about various current
phenomenon’s in business world.
8. The colleges need to provide proper guidance and counseling to students
regarding various courses available in commerce and what type of
specialization respective courses offers for the personal and professional
development.
9. The colleges need to be providing autonomous status by UGC which results
in making good study and syllabus pattern with proper evaluation process
and timely declaration of results.
10. UGC has recognized SWAYAM MOOC’s platform for digital teaching
and learning process which need to be promoted by various means so that it
will reach to students who want to pursue further knowledge improvement
with their job.
11. Computer education should be provided to students of commerce with
consideration of the present need of industries and digitalization of
5.3 Conclusion
Commerce education is very important and helps to gain knowledge of various
accounting, commerce, trade, management and finance related areas. The
Universities and colleges not providing courses which include equal practical as
well as theoretical aspects of business and organizations. There are tremendous
opportunities available where commerce educated students can go for job and show
their knowledge and competencies acquired during study. One of the best thing is
that commerce graduate can also become a good entrepreneur as per knowledge and
skills acquired during their study. The industries and colleges are not summed up,
but there is need to summed up commerce institutions with industries which will
result students can learn practical aspects of work with theoretical knowledge.
Everything is possible when teachers of commerce give their self-effort to make
changes in commerce education to meet with modern or new scenario. At same time
students also need to give their self-effort to develop the soft skills and hard skills
required for outside industrial environment. Industries are not making their efforts
toward promoting and developing commerce education as per their need which
results they are not getting suitable candidate for job role specified by them. The
modern means of education are adopted slowly by teachers of commerce they need to
adopt it with good pace to mark their presence with current modern requirements
and provide better teaching learning aids to students. As you are aware that, in a
growing economy much of the expansion takes place in service sector (tertiary
sector) which particularly requires the type of skills and knowledge that our
courses offer. The much needed practical bias also can be brought in with the
developments in information technology, and with the help of a colour television,
video cassettes and computers. Our market is vast and their requirements are
varied. Hence, we have to provide for varied courses and not one straight
jacket. The changes are very fast and our courses also must keep pace with the
changes. Therefore, we have to adopt ourselves to the changing environment. We
cannot stop suddenly what is happening. But we can plan for the future Let the
liberal and general education be there. But mostly confined to open universities
and correspondence courses.
Let us develop micro specializations which are skill oriented or job
oriented and introduce with new nomenclature and in selected colleges which are
financially sound and have the necessary infrastructure facilities. Preferably, such
colleges may be asked to have industry linkage with a Memorandum of
Understanding with industry with regard to practical training, guest lectures,
teacher training etc. The admission to such courses must be selective and
restricted. Alternatively, the evaluation system should work like the quality
control laboratory of an industrial establishment.
The learned members may take this opportunity for an objective
introspection about the Commerce Education – its objectives, its problems, its job
potential, its quality and its relevance to the present day needs of our country. Let
it not be said that men of our generation failed to give it a timely turn towards
new meaning and usefulness.
We cannot stop suddenly what is happening. But we can plan for the
future. Let the liberal and general education be there. But mostly confined to open
universities and correspondence courses. Let us develop micro specializations
which are skill oriented or job oriented and introduce with new nomenclature and
in selected colleges which are financially sound and have the necessary
infrastructure facilities. Preferably, such colleges may be asked to have industry
linkage with a Memorandum of Understanding with industry with regard to
practical training, guest lectures, teacher training etc. The admission to such
courses must be selective and restricted. Alternatively, the evaluation system
should work like the quality control laboratory of an industrial establishment.
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