General Insuarance I

8/2/2019 General Insuarance I

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GENERAL INSURANCE

GOVERNMENT OF KERALA

DEPARTMENT OF EDUCATION

SCERT --- 2005-06

FIRST YEAR

VOCATIONAL HIGHER SECONDARY

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAININ G

VIDYABH AVAN, POOJAPPURA, THIRUVAN ANTH APURAM -12, KERALA


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GENERALINSURANCE

FIRSTYEAR

Preparedby:

State Council of Educational Research & Training

(SCERT), Vidyabhavan,Poojappura,

Thiruvananthapuram -12, Kerala

E-mail: [email protected]

Type setting by:

SCERT Computer Lab

Government of Kerala

Department of Education

SCERT --2005-06


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PrefacePrefaceDear Teachers,

The activity based, process oriented and learner-centred pedagogyis being introduced in the Vocational Higher Secondary Classes. Itbecomes necessary to make significant changes in the learningprocess as well as in evaluation system for its successfulimplementation.

Insurance is a service oriented subject. It is a fast developing field ofeducation which requires a learning methodology suitable in

accordance with the changing situaions. The learners may have toundergo different learning activities based on practical skills andknowledge to cope-up with the requirements of the hour.

This sourcebook has been prepared in such a way to help the teacherto provide suitable learning activities for effective learning. Thesuccess of the approach depends upon the vision and commitmentof the teacher. For the preparation of the sourcebook, SCERT Keralahas drawn the expertise of eminent personalities from the field ofcommerce as well as the pedagogic and expertise of VocationalHigher Secondary teachers. This book provides guidance on

theoretical and practical aspects of the subject as well asopportunities for planning the activities needed for the transactionof the curriculum and the evaluation process.

I solicit your comments and suggestions for the improvement of thesourcebook.

With regards,

Dr. E. Valsala Kumar

Director

SCERT, Kerala

Thiruvananthapuram

25.11.2005


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Contents

Part I

Approach .................................................. 5

Learning Strategy ......................................... 1 7

Curriculum Objectives & Syllabus .................... 24

Planning ................................................... 28

Evaluation .................................................. 32

Part II Unitwise analysisUnit 1The Nature of Risk ............................ 48

Unit 2 Introduction to Insurance ................... 52

Unit 3Classes of Insurance .......................... 57

Unit 4 Principles of Insurance ....................... 62

Unit 5 Underwriting and Claims .................... 69

Unit 6Insurance Documentation and Publicity .. 73

Unit 7Insurance Market Place ..................... 77

Unit 8 Application of Computers ................ 81

Part III

Sample Questions ....................................... 85


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Approach

APPROACH

I

Vocational Education Programme

Th e goal of vocat ion al edu cat ion is

to fu lfil the m an power requ iremen ts

for na tion al developm en t an d for social

s e c u r i t y f o r t h e c i t i z e n s t h r o u g h

e m p l o ym e n t . Th e c o u r s e s a r e

designed a s vocation ally orien ted with

ample scope for self as well as wage

employment .

A cu rr icu lu m which fac i lita t es th e

s t u d e n t t o s e l e c t s p e c ia l is e d

v o c a t i o n a l c o u r s e s f o r h i g h e r a n d

i n d e p t h s t u d i e s a n d a l s o t o a t t a i n

g e n e r a l u n d e r s t a n d i n g o f t h e b a s i c

s ec to r a r e the n eeds o f the h our . The

act iv i ty based learn ing and grading

s ys tem s ta r t ed from s tan dard 1s t h as

a l r eady r eached to s t andard X. The

cha nges in m ethodology and evalua tion

system is to be extend ed to Vocationa lH i g h e r S e c o n d a r y c l a s s i n o r d e r t o

make the l ea rn ing p roces s f ru i t fu l .

Therefore learn ing sh ould be:

l Activity ba sed

l Process or ien ted

l Le a r n e r c en t e r e d

l Environment based

l Life orien ted

Objectives of Vocational EducationProgramme1 To fu lfill t h e n a t i on a l go a ls o f

deve lopmen t and the r emova l o f

unemployment and poverty.

2 To im p a r t e du c a t ion r ele va n t t o

in c r e a s e d p r o d u c t io n a n d

prod u ctivity econom ic developm ent ,

individua l prosperity.

3 To m e e t t h e n e e d fo r s k il l e d

manpower for the growing sectors

o f economy, bo th o rgan i s ed and

unorganised .

4 To p r e p a r e s t u d e n t s fo r s e l f

r e l ia n c e a n d g a i n fu l s e l f

employment .

5 To c r ea t e va lu e s , n a t io n a l t h o u gh t

a n d e n vir o n m e n t a l a w a r e n e s s ,

a i m e d a t s o c ia l a n d c u l t u r a ldevelopment am ong s tu dents .

6 To c re a te a n a wa r en e s s a b ou t

phys ica l an d m en ta l hea lth am ong

s t u d e n t s .

7 To fac ilita te the expan s ion of h igher

e d u c a t i on a n d e m p lo ym e n t

oppor tun i t e s th rough conduc t ing

ca ree r gu idan ce p rogam mes .

8 To p r o vid e t r a i n i n g fa c i lit i es i n

related vocational subject .

Approach to learning commerce

C om m e r c e i s d o w n - t o - ea r t h

p rac t i ca l d i s c ip l ine . Hence l ea rn ing

process should be organised around

cur ren t bus ines s p roces s . There i s ,

therefore , a need to c lose ly in teract

with bu s iness . A s tu dent of comm erce

mus t be ab le to re la te h imself to the

chang ing bus ines s env i ronmen t and

t o u n d e r s t a n d t h e i r i m p l i c a t i o n s

th rough the in te rac t ion pee r s ha r ing

o f e x p e r ie n c e a n d e x p e r im e n t a l

learn in gs . Learn ing thr ough act ivi t ies

wil l def in i te ly make the learn ing of

com m erce effective.

T h e c o m m e r c e b a s e d v o c a t i o n a l

cou rses a re one of the p opular courses


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TeachersSourcebook VHSE General Insurance

in the coun t ry Genera l In s u rance i s

o n e s u c h s u b je c t t a u g h t u n d e r

commerce ba sed vocat iona l cours e .

Objectives of general insurance

l T o g i v e s t u d e n t s a m p l e

oppor tuni t ies to acquire re levantknowledge about l i fe and genera l

i n s u r a n c e .

l To fa m i li a r i s e s t u d e n t s w i t h

i n s u r a n c e m a r k e t a n d v a r i o u s

types of policies.

l To prepare s tu den ts for a ca reer in

the f ie ld of insurance by get t ing

wage employment as wel l as se l f

employment .

l

T o d e v e l o p s k i l l s i n r i s k m a n a g e m e n t i n t h e fi e ld o f

bus ines s an d indus t ry .

l To enable the s tudents to analyse

th e need o f in s u ran ce in t he da ily

life es pecia lly in t h e field of motor

i n s u r a n c e s .

l T o d e v e l o p t h r i f t a n d s a v i n g

m e n t a l i t y a m o n g t h e s t u d e n t s

th rough in s u rance educa t ion .

l To deve lop a capab i l i ty in each

s t u d e n t s t o id e n t i fy b u s i n e s s

oppor tun i t i e s and i t s r i s k - r e tu rn

p o s s i b i l i t i e s a n d i n v e s t m e n t o f

i n s u r a n c e fu n d s i n s o c ia l ly

desirable projects .

Theoretical foundations of newapproach of Commerce

The b as is of the n ew cu rr icu lu m is

d e r i v e d f r o m d e v e l o p m e n t s i n

philosophy, psychology, anthropology,an d sociology taking place in Ind ia an d

in E u r o p ea n c ou n t r i e s . Th e s e

developments have helped to make a

sh ift from teach er cent red learn in g to

s t u d e n t c e n t r e d l e a r n i n g a n d , t h a t

l ea rn ing t akes p lace th rough s oc ia l

in teract ions .

Th e n e w c u r r i cu lu m g ive s

adequ ate th ru s t to the fo llowing.

l Multiple Intelligence

l Constructivism

l Emotional Quotient

I Understanding a student - A uni-fied approach to Multiple Intelligence.

Accordin g to th e th eory of Howar d

G a r d n e r , h u m a n i n t e l l i g e n c e h a s

d i f f e ren t componen ts and a l l thes e

c om p o n e n t s a r e p r e s e n t in a l l

ind iv iduals in d i f ferent propor t ions .

S o m e c om p o n e n t s m a y b e m o r e

p r o m i n e n t i n s o m e i n d i v i d u a l s . H e

c o n s i d e r s t h a t g i v i n g s u i t a b l e

environmen ts an d th rough con t inu ed

e f f o r t s , s t u d e n t s c a n i m p r o v e t h e

various components of intell igence to

a g rea te r exten t .

Components of Intelligence

1 Ve r ba l/ li n gu is t ic in t e llig en c e

The ab i l i ty fo r r ead ing , wr i t ing ,

v e r b a l p r o d u c t i o n , s p e a k a n d

com m u n icate effectively belong to th is

type. This type of intelligence can b e

developed through activit ies such as

oral com m u n ication, report writin g etc.

2 Lo gic a l/ m a t h e m a t ic a l in t e llige n ce

Abilities like logical thinking and

f i n d i n g o u t p a t t e r n s a n d r e l a t i o n s

belon g to th is compon ent . This type

of intell igence is developed through

e s t a b l is h in g r e l a t io n s h ip s a n d

mathemat ica l opera t ions .

3 Vis u al/ s pa c ia l i n t ellige n c e

People wi th prominent ly v isual /

s pa t i a l in te l l igence wi l l be ab le to

des ign mode ls a nd execu te ideas th ey

h a ve . Ar c h i t e c t s , d e s i gn e r s a n d

scu lptors will be s tron g in th is t ype of

intelligen ce. Model bu ilding, m ak ing


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Approach

of ar t mater ia ls , scu lp t ing , pa in t ing

an d d rawing will he lp th is comp onent

develop.

4 Bo d ily -Kin e s t h e t ic In t e lli ge n c e

Th is in te l liegen ce is r e la ted t o th e

a b i l i t y t o m o v e t h e b o d y p a r t s .Dan cers , actors and sports people who

can move the body aes thet ica l ly and

e x p r e s s e m o t io n s t h r o u g h b o d y

m o v e m e n t b e l o n g t o t h i s c a t e g o r y .

Activit ies involving dance, aerobics ,

s p o r t s a n d g a m e s h e lp t h e

d e v e l o p m e n t o f t h i s t y p e o f

in te l l igence .

5 Mu sic a l In t e llige n ce

I t i s b e l i e v e d t h a t t h i s t y p e o f

in te l l igence i s h igh ly deve loped in

people with the abil i ty to dis t inguish

t h e d i f f e r e n t e l e m e n t s i n m u s i c ,

per forming mus ic ians and those who

can app reciate mu sic. Playing m u sical

i n s t r u m e n t s , s i n g i n g a l o n g w i t h

o t h e r s , k e e p i n g r h y t h m e t c . a r e

act iv i t ies tha t he lp the development

of th is comp onent .

6 In t e rp e rs on a l In t e llige n c e

People who demon str ate leader sh ip

qua lit ie s a nd a re a b le to in te rac t in a

posit ive way with others will have a

b e t t e r d e v el op e d in t e r p e r s o n a l

in t e lligence . They can u nd ers ta nd t he

th ink ing of others a nd can su ccessfu lly

involve in negotiat ion activities. Role

play and group act ivit ies can be u sed

to cu l t iva t e th is in t e ll igence .

7 In t r a P er so n al In t e llige n c e

This i s e s s en t i a l ly the ab i l i ty to

u nd ers ta nd onesel f. Su ch people will

have the ab i l i ty to unders tand thei r

ab ili t ies an d sh ortcomings. Ana lytical

dai ry wr it ing , ass essm ent of ideas an d

act iv i t ies of o thers and ass ignments

can h elp th e growth of th is fact or .

8 Na t u r ali st i c In t e lli ge n c e

T h i s i s c h a r a c t e r i s e d b y d e e p

in te res t in na tu re and the f lo ra and

fau n a, love for fellow bein gs, int eres t

in s p i r it u a l a n d n a t u r a l is t i c

phenomena . This component can be

s t r e n g t h e n e d t h r o u g h n a t u r e s t u d yan d enjoying the bea u ty of na tu re .

G a r d n e r s p e a k s a b o u t a n o t h e r

d imen s ion of in te l ligence - ex is ten t ia l

in te l ligence . Bu t th is ha s not been

elab orated su fficien t ly. The teach ers

m a y e n s u r e t h a t l e a r n i n g a c t i v i t i e s

tha t ca te r to a l l the componen ts o f

i n t e l l i g e n c e a r e p r o v i d e d t o t h e

s t u d e n t s .

Multiple Intelligences inthe Commerce class room

The mul t ip le in te l l igences of the

s t u d e n t s a r e s t r e n g t h e n e d a n d

developed a s t h ey go th rou gh d ifferen t

l e a r n i n g a c t i vi t ie s . Th e d i ffe r e n t

dimensions of multiple intell igences

a re s een in each s tu den t in d i ffe ren t

levels.

Th e t e a c h e r m u s t o r ga n i s e

learn ing ac t iv i t ies tha t fac i l i ta te the

g r o w t h o f a l l t h e d o m a i n s o f

in te l ligence in a l l the s t u den t s .

Se e Table given in Next pa ge

II Facilitates learning throughConstructivism

Th e p a s t d e c a d e s h a v e s e e n a

r a d i c a l c h a n g e i n t h e c o n c e p t o f

lear n ing. Th e contr ibut ion of Piaget,

Vygotsky an d Bru n er ha ve given a n ew

direct ion to th e developmen ts in th is

a r e a .

Im p o r t a n t a m o n g t h e s e n e w

concep t s a r e :


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l L e a r n i n g i s t h e c o n s t r u c t i o n o f

knowledge.

l L e a r n i n g t a k e s p l a c e a s p a r t o f pr oblem s olvin g.

l Le a r n in g t a k e s p l a c e b y

i n c o r p o r a t i n g n e w e l e m e n t s o f

k n o w l e d g e i n t o t h e c o g n i t i v e

s t ru c tu r e of the l ea rn e r .

I m p o r t a n t i d e a s p u t f o r w a r d b y

cons t ru ct ivism ma y be exam ined n ow;

1 Dis co ve ry le ar n in g

Te a c h e r s m u s t c r e a t e a n

a t m o s p h e r e t h a t e n a b le s t h e le a r n e r

to d iscover ideas and fac ts . Rather

that leaving the s tudent to d iscover

for hers elf, providin g opport u n ities th at

prompts the learner to d iscovery is

i m p o r t a n t . P r o vi d in g d i r e c t

exp lana t ions and as k ing the s tuden t

t o i m i t a t e m o d e l s a r e n o t w h a t i s

expected from th e teach er . Help ing

th e s tu den t to develop a model on h er

own is m ore impor tan t .

2 Le ar n in g t h rou gh d eba t e

Deba tes l ead to l ea rn ing is a n idea

of Brun er . Here debate does not mea n

an a rgum ent . It is a sha r ing of ideas .

New ideas can be developed by as king

for explanations , contr ibuting ideas ,

i n t e r n a l i s i n g i d e a s a n d a n a l y s i n g

ideas in deba te . It is an ac t ive meth od

where a l l s tuden t s in the c la s s canpar t ic ipate .

3 Le a rn i n g t h r o ug h P ro ble m s olv in g

Learn in g ta kes place only when t he

s tuden t s ees in a pa r t i cu la r l ea rn ing

s i t u a t i o n a p r o b l e m t h a t n e e d s a

s o lu t i on . Wh e n a n i m b a l a n c e in

k n o w l e d g e i s p r o d u c e d t h e n a t u r a l

l Biju insured his stock of goods worth

Rs.10,00,000 for Rs.8,00,000. A fire occureddu r ing the year a nd lost the goods wor thRs .5 ,00 ,000 a nd he c la imed the am ount . Bu t

the insurer paid only Rs.4 ,00,000. Find thereasons.

l A group discussion is arranged on the

examp le cited a bove.

l Ask th e s tud ents to prepare a cha r t showing

different types of Life insurance policies.l An a gen t a pproaches a p roponan t an d

canvasses l ife insurance business - Thestu dents a re asked to mak e a role play.

l Giving an ass ignmen t to visi t an agent an d

collect details of catt le insurance and preparenotes

l Logical/ ma them atical intelligence

l Logical/ ma them atical, inter

person al intelligence

l Visua l/ sp acial intell igence

l Bodily/ kinest het ic int elligence

l Linguist ic, natu ral in t rapersona l

intelligence.

SCOPE FOR DE VELOPMEN T OFMULTIPLE IN TELLIGEN CES

Topic - Fire I nsurance Stra tegy: Di s cu s s ion

Ac t iv i t ie s S cop e f or m u lt ip le in t e l l igen ce


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Approach

tend ency is t o car ry out some act ivity

to cor rec t th i s . The s tu den t n eeds to

be conf iden t tha t he / sh e will be ab le

to find a solut ion . Problem s fra m ed

n e e d t o c o n s i d e r t h e a b i li t i e s ,

cognitive level an d p ra cticab ility.

4 Co lla bo ra t ive le ar n in g

This is a form of learning which

s h a r e s t h e l e a r n i n g r e s p o n s i b i l i t y

a m o n g m e m b e r s o f a g r o u p w h i c h

works towards a common goal . The

comm on goal can be ach ieved only

when a l l the group mem bers per form

t h e ir d u t i e s s a t i s fa c t o r i ly . Th e

outcome of learn ing can be sh ared by

al l th e m emb ers of th e grou p. Theteach er who fac i li t a t e s l ea rn in g need

to clar ify th e resp ons ibil it ies of each

m e m b e r . Th i s c a n b e d o n e o n l y

throu gh discu ssions with th e members

of th e group. Th e s i tu at ion where on e

person acts on beh alf of th e group can

be a voided in th is type of lear n ing.

Collab orative learn ing meth od can

be followed only by a teacher who is

p r e p a r e d t o s h a r e k n o w l e d g e a n dau tho r ity with th e s tuden t s .

5 Co -o pe ra t ive le ar n in g

This is a mode of learning where

th e lea rn e r s he lp each o the r to lea rn .

Those wh o ha ve bet ter kn owledge and

exper ience h e lp o the r s tu den t s . It

mu s t be ens u red tha t the he lp is no t

mere copying of o ther s tu dents work .

It is a need bas ed interaction providing

su pport for learn ing at al l s ta ges . All

th e mem bers of th e group will be read y

t o a n s w e r t h e q u e s t i on s o n t h e

c om m o n t a s k a n d t h e gr ou p s

ach ievemen t will be evalu ated on th e

ba sis of th e performa nces of th e grou p

m e m b e r s .

6 Zo n e o f p r ox im a l d e ve lo p m e n t (ZP D)

Accordin g Vygotsk y, th ere is a level

o f ach ievemen t tha t can be r eached

b y a l l l e a r n e r s o n t h e i r o w n , a n d

a n o t h e r h i g h e r l e v e l w h i c h c a n b e

achieved through help f rom teachers

or peers . Wh ile an y learn ing act ivity

can be su ccessfu lly comp leted by ma ny

learn ers , wi th th e h elp of kn owledge

e lde r s a l l can r each a h igher l eve l .

Those who complete the activity only

in pa r t s can comp le te it with the h e lp

of th e teach er . If ap propriat e h elp is

received, al l learn ers p roceed to better

pe r fo rman ce . The a rea be tween the

level ach ieved b y own efforts an d t h at

wh ich can be ach ieved with the h e lp

of others is called as zone of proximal

development by Vygotsky.

7 Sc a ffo ld in g

I t is o n l y n a t u r a l t h a t m a n y

l e a r n e r s a r e u n a b l e t o c o m p l e t e

l e a r n i n g a c t i v i t i e s i f h e l p i s n o t

r ece ived in t ime . The s tu den t n eeds

h e l p fr o m t h e t e a c h e r in m a n y

lear n ing ac t ivi t ies . Here , h e lp doesnot m ean tak ing over an d complet ing

the work fo r the s tu den t , bu t ma k ing

t h e s t u d e n t h e r s e l f c o m p l e t e it .

Teacher ma y provide h in t s , exam ples ,

evidences , or a sk ques t ions to d i rect

th e th ought to specific pa th . In some

s it u a t io n s t h e s t u d e n t m a y b e a s k ed

t o e xa m in e h o w o t h e r s h a v e

a p p r o a c h e d t h e p r o b l e m . Wh a t is

import an t in providing th is scaffolding

i s to bea r in mind tha t the s tuden t

mu s t gradu al ly be equipped to take up

an d complete the task . The concept

of sca ffolding h igh ligh ts th e imp ortan t

ro le o f th e t each er in lea rn e r cen t r ed

educat ion .


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8 Le a rn in g an a c t ive m e n t a l p ro ce ss

L e a r n i n g b e i n g a c o n g n i t i v e

p roces s , the t eacher needs to know

cogni t ive processes to fac i l i ta te the

c r e a t i o n o f l e a r n i n g o p p o r t u n i t i e s .

Learn ing can be made e f f ec t ive by

p r o v i d i n g l e a r n i n g e x p e r i e n c e s

involvin g m ent al p rocesses like

l R e t r ie ve s / r e c o ll ec t s / r e t e l l s

information

l Readi ly mak es conn ect ions t o new

i n fo r m a t i on b a s e d o n p a s texper iences a n d formu lates in i t ia lideas / concep t s .

l D e t e c t s s i m i l a r i t ie s a n d

differences .

l C la s s ifie s / c a t e go r is e s / o r ga n is e sinformation appropriately.

l Tran s la tes / t ran s fers knowledge or

u nder s tan d ing and app l ie s them ina n ew s i tua t ions .

l E s t a b l is h e s c a u s e - e ffe c tre la t ionships .

l M a k e s c on n e c t io n / r e la t e s p r i ork n o w l e d g e t o n e w i n f o r m a t i o n / a p p l i e s r e a s o n i n g a n d d r a w

in fe rences .

l

C om m u n i c a t e s k n o wle d ge / u n d e r s t a n d i n g t h r o u g h d i f f e r e n tmed ia .

l Im a g in e s / fa n t a s i s e s / d e s ign s /

p r e d i c t s b a s e d o n r e c e ive d

information.

l J u d g es / a p p r a is e s / e va lu a t e s t h e

m e r i t s o r d e m e r i t s o f a n i d e a /

d e v e l o p s o w n s o l u t i o n s t o a

problem.

9 In t er na l m o t iva t ion

C on s t r u c t iv i s m e m p h a s i s e s

i n t e r n a l m o t i v a t i o n o v e r e x t e r n a l

mot ivat ion . Teach ers mu s t m ake a l l

e f f o r t s t o s e e t h a t s t u d e n t s h a v e

in t erna l m ot ivat ion . Only a s tu den t

who is int ern ally motivat ed ca n involve

comple te ly in l ea rn ing and own up

r e s p o n s i b i l i t y f o r a l l a c t i v i t i e s i n

lea rn ing. The t each er may fr equen t ly

eva lua t e how fa r s he h as been a b le to

m o t i v a t e t h e s t u d e n t s a n d d e v e l o p

adequ a te s t r a t egies .

II I Development of ones own feel-ings through E motional Intelligence

Th e c o n c e p t o f e m o t i o n a l

i n t e l l i g e n c e p u t f o r w a r d b y D a n i e l

Golma n was u s ed in fr am ing the n ew

c u r r i cu lu m . Th e fa c t t h a t o n e s

E m o t i o n a l Q u o t i e n t ( E . Q ) i s t h e

great est factor a ffectin g su ccess in life

is now widely accept ed . Th e teach er

who aims to focus on improving the

e m o t i o n a l i n t e l l i g e n c e o f s t u d e n t sneed to concent ra t e on th e fo llowing.

i ) Abi l i ty to t ake deci s ions

Rather than impos ing decis ion on

s tu dents while p lan ning and execut ing

activit ies , th e s tu den ts m ay be allowed

to t ake pa r t in the dec i s ion mak ing

proces s . Tak ing dec is ions th rou gh

open discussion in the class , invit ing

s t u d e n t s s u g g e s t i o n s o n c o m m o n

p r o b l e m s e t c . a r e h a b i t s t o b e

cult ivated.

i i) Ab i li t y t o r eac h co n s e n s u sl Wh en d ifferen t opinions , idea s an d

pos it ions a r ise the s tu dents m ay be

given the responsibil i ty to reach a

c o n s e n s u s .

l Imaging what would be the course

o f a c t i o n i n s o m e s i t u a t i on s ,

a l lowin g to in t ervene in a hea lth y

w a y in p r o b l em s b e t w e e n

individuals.

i i i) Prob lem so lv ing

ll D eve lo p in g t h e id e a t h a t t h e r e is

reason a nd solu tion to an y problem.

l T r a i n i n g i n f i n d i n g r e a s o n s f o r

problems.


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Approach

l S u g g e s t i n g s o l u t i o n s t h r o u g h

individua l or group efforts.

l Discu ss ing s ocial problems.

l A n a l y s i n g t h e s h o r t c o m i n g s i n

meth ods to s olve problems .

W h e t h e r p l a s t i c c a n b e b a n n e dwith in school premises can be g iven

as a problem. Group discu ssion will

p r o vid e r e a s o n s a n d s o lu t i on s .

P r ob l em s w h i ch c a n in f lu e n c e

clas s room learn ing an d for which th e

le a r n e r c a n a c t i ve ly c on t r i b u t e

solu tion s n eed to be posed.

l Self cr i t icism , evalu at ion

l Ability to face prob lem-situ at ion in

lifel T h i n k i n g w h a t o n e w o u l d d o i f

p laced in the s i tua t ion of o thers ,

how one would respond to certain

exper iences of o thers - Al l these

f o s t e r t h e g r o w t h o f e m o t i o n a l

in te l l igence .

iv) Life skills

L i f e s k i l l s n e e d t o b e g i v e n a

prom inent place in edu cation. W.H.O.

h a s l i s t e d t e n s k i l l s r e q u i r e d f o rsu ccess in l ife .

l Se lf awar enes s

l Empathy

l In t er person al re la t ions

l Communication

l Crit ical thinking

l Creat ive th ink ing

l Decis ion ma king

l

Problem solvingl Copin g with em otion

l Copin g with s tres s

The new approach of cur r icu lum

a d d r e s s e s t h e s e a r e a s .

The l ea rn e r cen t r ed approach h as

a d ifferen t per sp ective from th e ear l ier

approach as to the character is t ics of

th e learn er , learn ing ac t ivi ty, ro le of

t h e t e a c h e r , t h e u s e o f t e a c h e r s

sou rce book, the role of sch ool and th e

facil it ies for learn ing which h elp th e

t e a c h e r t o p la n a n d im p l e m e n t

learning activities effectively.

Role of the student in the learner cen-tred curriculum

Th e s t u d e n t i n t h e le a r n e r c e n t r e d

curr icu lu m will a lso be chan ged as he

becam e an in tegra l par t o f th e sys tem.

Th e l ea r n e r in a n d o u t s i d e t h e

clas s room a re expected to be:

a c tive p a r tic ip a n t in t h e le a r n in g

process

fo rm u la t e con c ep t s of h is ow n

e n ga gin g in g r ou p a c t ivit ie s

s h a r e in for m a t ion / k n owle dge

s h a r e re sp on s ib ilit ie s

t ak e lea der sh ip

co-p art icip an t

in t e rp r et a n d dr a w in fe re n ce s

Features of Learning Activityl I n v o l v e m e n t a l p r o c e s s e s w h i c h

faci lita te learn ing/ cons t ru ct ideas .

l P r e s e n t c h a l l e n g i n g s i t u a t i o n

problems

l Time bound

l Active involvemen t of each learn er

l P o s s i b i l i t y f o r v a r i o u s t y p e s o f

in terac t ions

L e a r n e r L e a r n e r

L e a r n e r Teacher

L e a r n e r

Mater ia ll C h a n c e s fo r s u c c es s / s e l f

cor rec t ion/ imp rovemen t

l M o t i v a t e f o r f u r t h e r s t u d y a n d

inquiry.

l Appr opriate to a ge level/ clas s

l B a s e d o n s p e c i f i c o b j e c t i v e /

objectives


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Role of Vocational Teachers

In th e lea rn e r cen te red edu ca t ion

t h e t e a c h e r i s a p e r s o n w h o h a s t o

create in t r ins ic mot ivat ion am ong the

s tudents . For achieving th is goal the

teachers shou ld be

l a b l e t o c o n s i d e r t h e a b i l i t i e s ,

n e e d s , s p e c i a l f e a t u r e s , a n d a g e

g r o u p o f s t u d e n t s a t V o c a t i o n a l

Higher Secondary level

l able to unders tand the l imi ta t ions

o f s t u d e n t s a n d t h e i r l e a r n i n g

problems

l a g o o d g u i d e t o t h e o v e r a l l

developmen t of the s tu dent

l a facil ita tor of lear n ing

l an ins t ru ct ional m ater ia l developer

l a good comm u nicator

l an inn ovator

l able to ra ise leadersh ip qual i t ies

an d s e lf confiden ce of th e s tu den ts

l a n a u t h o r it a r ia n in t h e c o n c er n e d

subject .

l a b l e t o a r r e s t a n d s u s t a i n t h e

a t t en t ion o f the s tu den t

l

a good observer an d m otivatorl able to bring out a nd en coura ge th e

inb orn ta len ts

l a r e s o u r c e m a n a g er t o en s u r e t h e

optimum uti l isation of resources

l a s ys tema t ic r ecord keeper

l a councel lor to i s sue guidance to

t h e s t u d e n t s

l a person with h igh level of pra ctical

competency

l ab le to correlat e area of s t u dy withfam il iar environm enta l s itu a t ions .

l a prom otor of extens ion activit ies

l a se l f evalua tor a nd good l is ten er

l ab le to c r ea te a warenes s in s oc ia l

problems

l a p e r s o n w i t h d e m o c r a t i c a n d

hu man ita r ian app roach .

l a p r o fe s s i o n a l is t a s w e ll a s

philosophor

l a good evalu ator

l a good organisor an d a fr ien d

l a c o - l e a r n e r a s w e l l a s a c o -

r e s e a r c h e r

l able to give ass is tance and advice

i n p l a c e m e n t n e e d s a n d s e l f

employment by g iv ing moral and

technical su ppor t

l ab le to keep m oral valu es

l a person equipped wi th sk i l l for

u s ing new tech niques of learn ing

l optimistic an d impa rtial .

Nature of course content

Th e c o u r s e c o n t e n t o f a g o o dstru ctured cu rr iculum sh ould be of the

followin g na tu re.

l J ob o r ien ted

l Lear n er fr iend ly

l Activity and problem oriented

l Plann ed / t ime boun d

l W i t h s t u d e n t c e n t e r e d a p p r o a c h

(democratic)

l Flexible

l Techn ologically u pda ted

l Su itable to ach ieve th e objectives

l With s pecified a rea of s tu dy

l Activit ies su itable to th e locality

l Concept fulfilling

l Need bas ed

l To achieve the objectives

l To develop curiosity

l Bas ic sk ill developing

l Li fe r e l a t e d a n d e n v ir o n m e n t

r e l a t e d

l S h o u l d c o n t a i n f e e d b a c k /

evaluat ion techniques .

Child friendly classroom atmosphere

L e a r n i n g c a n b e e f f e c t i v e a n d

e n j o ya b l e o n l y wh e n t h e c l a s s


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Approach

a tmos phere i s acco rd ing to the new

c o n c e p t i o n o f l e a r n i n g a n d t h e

c h a r a c t e r i s t i c s o f t h e V o c a t i o n a l

Higher Secondary s tudent .

l Clas s an d s ea t ing a re a r r an ged in

an a t t rac t ive way.

l Democra t i c na tu re is u phe ld .

l Always active

l S t u d e n t s i n t e r a c t w i t h t e a c h e r s

with out fear .

l O p p o r t u n i t y f o r a v a r i e t y o f

activit ies

l S t u d e n t a l l o w e d t o i n v o l v e i n

interes ting grou p a ctivit ies .

l Learn ing speed , learn ing s ty le an d

d i f f e r i n g l e v e l s o f a b i l i t i e s a r e

c o n s i d e r e d . H e lp i s e x t e n d e d

whenever needed .

l Suff ic ien t ins t ruct ional mater ia ls

are avai lab le.

l There i s f r eedom o f exp res s ion ,

s t u d e n t s s h a r e t h e i r i d e a s a n d

exper iences .

l Stud en t s a r e given a ccep tan ce and

encouragemen t

l Heal thy a tmosphere

l N e e d s o f e a c h s t u d e n t i s g i v e n

c on s id e r a t i on . H a p p y a n d

energe t ic a tm os phere .

l T e a c h e r s w o r k c o n s i d e r i n g t h e

r ight s of th e s tu den t .

l Problems ha nd led in a pa t ien t way.

l Teach ers look a t a l l events from t he

students viewpoint.

Difference in levels

There will be s tudents of various

a b i l i t y l e v e l s i n a n y c l a s s b e c a u s e

lear n ing s tyle, lear nin g speed, varyin g

e x p o s u r e t o l a n g u a g e e x p e r i e n c e s ,

physical and psychological problems

an d varying socio-cu ltu ral backgroun d.

The learning experiences provided

mu s t h elp to br ing th e low achievers

to an expected level and extend the

breadth an d depth of the s k i lls of the

high a chievers .

By repeat ing learn ing exper iences ,

in t roduc ing va r ia t ions in a l ea rn ing

exper ience to su it d i fferent levels an d

i f n e e d e d , f o r m u l a t i n g a d d i t i o n a l

exper iences , the problem of vary ing

ab ili ty levels ca n be ta ckled.

Teachers' Source book

Th e teachers s ource book is a imed

a t h e lp i n g t h e t e a c h e r in t h e

t ransact ion of the new curr icu lum.

l M a k e s c le a r t h e c u r r i c u l u m

objectives

l Conta ins th e minimu m pa ckage of

learning activit ies .

l Provides guidelin es for plan n ing the

activities.

l P r o v i d e s h i n t s f o r e v a l u a t i n g

activities.

l St imu la tes t eacher ' s th ink ing .

School

I n o r d e r t o s h i f t f r o m t e a c h e rc e n t r e d a p p r o a c h t o t h e le a r n e r

cen t r ed approach the en vironmen t in

the school is also to be modified. The

s c h o o l s h o u l d f u n c t i o n a s a s o c i a l

ins ti tution which provides opportun ity

t o p a r e n t s a n d s o c ie t y t o e a s i ly

in t e r a c t . It e vo lve s a s a r e s o u r c e

centre of inform at ion a nd kn owledge.

For th e effective tra n sa ction of th e

c o m m e r c e c u r r i c u l u m i n t h e c l a s sr o om , lib r a r y a n d o t h e r s u p p o r t

sys tems sh ould be or ien ted in su ch a

way to cope u p with sam e.

Bulletin Board

B u l l e t i n b o a r d i s a d e v i c e t h a t

d i s p l a y s n e w s c u t t i n g s , p o s t e r s ,

a r t i c l e s , p a i n t i n g s a d v e r t i s e m e n t


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copies , leaflets etc, collected by th e

s t u d e n t s t h a t h a s r e le va n c e t o

I n s u r a n c e . B u l l e t i n b o a r d i s v e r y

s u i t ab le fo r pas t ing announcemen ts

a n d a s s i gn m e n t s . S t u d e n t s

them selves shou ld be mad e in ch arge

o f the bu lle t in boards a nd the t each er

should only act as a guide. The skil l

o f i n f o r m a t i o n g a t h e r i n g a n d

d i s s e m i n a t i o n c a n b e a c h i eve d

th rough th is activity.

Commerce Library

A commerce l ibrary is a resource

centre which provide informat ion to

t h e s t u d e n t s t h r o u g h s e c on d a r y

devices namely text books, referenceb o o k s , j o u r n a l s , m a g a z i n e s ,

n e w s p a p e r s , in t e r n e t e t c . If

a s s i g n m e n t s i n c l u d i n g s o l u t i o n t o

problems are carefully given work in

the l ibrary for their completion will

d e v e l o p d e s i r a b l e r e a d i n g h a b i t s

a m o n g s t u d e n t s . I t c r e a t e s r e a d i n g

h a b i t s a m o n g s t u d e n t s a n d e n a b l e

th em to be t t e r u t i lis e l e is u re t ime in

the School.

Commerce Club

Comm erce clu b h elps to develop

the potent ia l sk i l l s , capabi l i t ies and

k n o w le d g e of t h e s t u d e n t s . I t

enha nces th e t eam bu ild ing p roces s ,

collective and part icipatory learning,

promote inn ovat ive ideas , en r ich th e

e x i s t i n g k n o w l e d g e , a n d d e v e l o p

in teractive sk il ls ena ble organ isationa l

an d lead ersh ip qua lit ies .

Activities1 C on d u c t in g C o m m e r ce a n d

m a n a g em e n t q u iz

2 C on d u c t in g es s a y com p e t it ion s o n

c om m e r c e t o p ic s a n d c u r r e n t

affairs

3 C on d u c t in g in v i t e d le c t u r e s /

s e m i n a r s o f p r o fe s s i o n a l s ,

a c a d e m i c ia n s , in d u s t r i a l is t s ,

educat ional is ts e tc .4 C o n d u c t in g d e b a t e s o n

con tempora ry top ics wi th ac t ive

participation of s tudents .

5 C on d u c t in g ex h ib it io n s on

commerce .

6 Condu c ting s tudy t r ip s to indus t r ia l

u n it s , b u s in e s s e s t a b lis h m e n t s ,

f inancia l en terpr ises .

Vocational Diary

V o c a t i o n a l d i a r y i s a r e c o r d o f

ac t ivit ie s u nder tak en by the s tu den t s

as par t of the learn ing process . The

s tudents should record the problems

e n c o u n t e r e d d u r i n g t h e l e a r n i n g

process , poss ib le courses of ac t ion ,

cons tra ints a n d difficulties, inn ovat ive

ideas e tc .

Contents

1 Ma t t e rs r ela t in g t o p r oje ct s

2 Ma t t er s re la t in g t o s e m in a r s

3 Ma t t er s r e la t e d t o fie ld t r ip

4 Ma t te rs r ela t ed t o d eb a t e

5 Ma t t er s r e la t ed t o com m e r ce

club

6 Ma t t e rs r ela t e d t o b u l le t in b o a r d

7 Ma t t e rs r ela t e d t o e xh i b it io n s

8 Ma t t er s r e la t ed t o com m e r ce

libraryT h e t e a c h e r s h o u l d p e r i o d i c a l l y

verify an d r eview th e vocat ion al diar y

ma in ta ined by the s tuden t s a nd m ake

necessary comm ents an d su gges t ions .


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Approach

Multi media Room

T o p r o v i d e a p p r o p r i a t e l e a r n i n g

exper iences in the new approach of

cu r r i cu lu m, a dvan ces in s c ience an d

techn ology may be m ade u se of. Sett ing

u p a m u lt imedia room in each school

w ou ld h e lp in t h is a i m . Th e

m u l t im e d i a r o om m a y h a v e t h e

following equipments.

Over Head Projector (O.H .P)

I t i s a ve ry us e fu l in s t rumen t a s

au diovisu al a id . Tran spa rency sheets

s h owing wr it t en / p r in ted ma te r ia l can

be pro jec ted to the screen .

OHP is based on a s imple working

pr inciple. A power fu l bea m of light

from a b u lb is a llowed to fall on a m irror

a ft e r p a s s i n g t h r o u g h a le n s . Th e

m i r r o r r e f l e c t s t h e m a t e r i a l t o t h e

s c reen . The t r an s pa rency is p laced

in t he pa th of the l igh t beam .

The followin g can be u sed to record

on t r an s parency.

l OHP ma rker pens

l Indian inkl Hecto carbon paper

l photocopy on tra ns paren cy

l Laser pr in t on t ransparency

I f t h e b u l b o f O H P i s u s e d

cont inu ous ly for more that 10 m inu tes

it m ay black ou t.

W h e n t r a n s p a r e n c y s h e e t s a r e

prepared the following points may be

kept in m ind.l The m ain ideas re la t ing to a topic

m a y b e p r e s e n t e d u n d e r s e r i a l

n u m b e r s .

l Us e b igger s i zed l e t t e r s . Wr i t e

c lear ly

l Use colour s

l One t r ans parency may be l imi ted

to 12 -15 lines . More l in es wi ll

m ak e i t difficult to rea d.

Information Technology

D u r i n g a t i m e o f i n f o r m a t i o n

e x p l o s i o n , c o m p r e h e n s i v e s t u d y o f Commerce bas ed voca t iona l cou r s e

c a n n o t b e l i m i t e d t o b o o k s a l o n e .

Information technology is a medium

w h i c h c a n h e l p o n e t o c o l l e c t a n d

e x c h a n g e n e w k n o w l e d g e t h a t i s

c rea ted by the minu te . It he lps u s to

s t u d y a n d u n d e r s t a n d t h e c o n c e p t s

w h i c h a r e n o t a m e n a b l e t o d i r e c t

o b s e r v a t i o n , n e w d e v e l o p m e n t s ,

ha bitats , an d p h ysiological act ivit ies .

Computer

The computer i s a medium which

can s to re eno rmous da ta an d he lp in

a n a l y s i n g a n d p r e s e n t i n g d a t a i n

ma ny forms . 3 D p ictu res , movements

and soun ds can be recorded and s tored

in a compu ter . It can a lso be shown

on th e moni tor screen or pr in ted when

n e e d e d a n d c a n b e s e n t t o ot h e r

compu te r s th rough in te rne t .

Making use of computerl S l i d e s a n d a n i m a t i o n s c a n b e

prepared bas ed on lesson u ni ts .

l Th e a n im a t i o n s a n d o t h e r

d e m o n s t r a t i o n s p r e p a r e d c a n b e

u s e d i n c o n n e c t io n w i t h

t ran sa ct ion of th e lesson u ni t .

l Pr in t ou t cop ies o f the ma te r i a l

p r e p a r e d c a n b e u s e d f o r g r o u pwork.

Internet

Th e i n t e r n e t i s a n e t w o r k o f

mi l l ions o f compu te r s a l l ove r the

world.


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The l ea rne r s can s ea rch and f ind

t h e in f or m a t i o n r e q u i r e d b y

them s e lves . They can ma ke u s e o f

th e in forma t ion collec ted from t he n et

in a variety of ways.

The in ternet makes avai lab le notonly information and ideas , but tools

fo r e va l u a t i on a l s o . A n u m b e r o f

websites pr ovide you a great variety of

ma ter ia l a t no cos t .

Liquid crystal display (LCD) Projector

The LCD projector helps to project

t o a b i g s c r e e n , t h e d i s p l a y o n a

compu ter mon itor . Schools which do

not have LCD projectors must try to

acquire one wi th the help of NGOs,

P T A a n d l o c a l a d m i n i s t r a t i o n

ins t i tu t ions .

Media like TV, VCD, DVD a n d t a pe

r e c o r d e r s m a y a l s o b e u t i li z ed

ap propr ia t e ly . Us ing th e edu cat ion

programs o f Doordar s han and o the r

cha nn els is a lso imp or tan t .


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Approach

LEARNING STRATEGY

II

Th e ad vent of globalisa tion ens u res

only the surv ival of the f i t tes t . The

field of edu cation h as n o exception to

th is . It deserves to equip the learn ers

to face th e growing cha l lenges in t h e

complex wor ld . Hen ce th e t ra d i t ional

a p p r o a c h l i k e c l a s s r o o m c e n t r e d -

l e c t u r i n g t o n e o f t e a c h in g a n d

learn ing has n o more re levan ce . Now

t h e l ea r n e r s a r e n o t m e r e ly t h e

p a s s i ve li s t e n e r s b u t t h e a c t i ve

p a r t i c ip a n t s in t h e p r o ce s s o f

a s s i m i l a t i o n a n d d i s s i m i l a t i o n o f

kn owledge. Th is comp els the learn ers

as we ll a s t each er s to cope with the

t remendous changes tak ing p lace in

t h e r e a l m o f e d u c a t i on . T h e

educa t iona l r e fo rms , e s pec ia l ly the

Gra ding System is a leap toward s th is

d i r ec t ion . Hence th e re is a d i r e needto r edes ign the l ea rn ing s t r a teg ies .

T h i s w i l l o p e n t h e n e w s p h e r e s o f

knowledge to the In s u ran ce s tuden t s

to enlighten the knowledge explosion

in Insurance. In view of this objective

th e followin g act ion orien ted learn ing

s t r a t e g ie s a r e in t r o d u c e d a t t h e

Vocationa l High er Second ar y level .

Project Method

P r o j e c t i s o n e o f t h e m o s t

a p p r o p r i a t e s t r a t e g i e s f o r l e a r n i n g

c o m m e r c e . I t i s a s e q u e n c e o f

a c t i v i t i e s o f a l e a r n e r t o c o l l e c t ,

t a b u l a t e , a n a l y s e a n d i n t e r p r e t

relevan t d at a s o as to evolve findings

t o s o l v e t h e f e l t p r o b l e m . P r o j e c t

Method is ba s ed on the idea tha t t rue

knowledge is acquired not merely by

reading books and a t tending lec tures

b u t b y t h e l e a r n e r t h e m s e lve s .

Learn ing by do ing and l ea rn ing by

livin g ar e two car din al pr inciples of

th is method. I t i s a crea t ive way of

self learn ing which h elp t o develop t h e

fu ll po tent ia l of th e learn ers .

Stages of project methodI Se le ct ion of t op ic s

a Iden tify the prob lem

A project has to be done on a fel t

problem in th e c las s room learn ing

situa tion. I t sh ould n ot be done for

the sake of project work, but for

problem solving. Most of th e pr oject

w o r k a r e a e vo lve fr o m t h e

a c a d e m ic d is c u s s i on i n t h e

classroom.

For exam ple: Tsu na mi a ffec ted th e

c o a s t a l a r e a s o f K e r a l a d u r i n g

2 0 0 5 . H o w c a n w e e s t i m a t e t h e

tota l liabili ty of th e insu rers .

b Formulate a suitable title

Based on th e ident i fied problem a

su i tab le t i t le ha s to be formu lated .

The t i t l e mus t be s pec i f i c , c l ea r

and appropriate to the subject . Inth e above exam ple the t i t le ma y be

Liability of th e In su rers on a ccoun t

of Tsu n am i.

II S t at e t h e o bje c t iv esIn view of the problem identified,

the learner wants to co l lec t some

inform ation relating to th e problem.

T h i s w i l l h e l p t h e l e a r n e r s i n


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unders tanding the problem bet ter .

Hence t he objectives for t he ab ove

exam ple ma y be th e followin g

To es t imat e the am oun t of ins u rers

liability.

II I P la n n in gTh i s c a n b e d o n e t h r o u gh a

discus s ion in the c las s .

(a ) Formu lation of hypothes is

P l a n n i n g c a n b e g i n w i t h

f o r m u l a t i o n o f h y p o t h e s i s . F o r

example

l Tsu na m i affected all th e persons

in th e cos ta l area s of Kerala .

l S o m e o f t h e p e r s o n s i n t h e

Ts u n a m i a f fe c t ed a r e a a r eins u red pe r s ons .

(b) Methods an d Techn iques

Methods an d techniques s hould be

b a s e d o n t h e ob j e ct i ve s a n d

hypothes is of the s tu dy . The n atu re

o f s t u d y , s u i t a b i l i t y o f r u l e s ,

m ethod of learn ing, etc. shou ld be

re la ted to one a no th e r .

F o r e x a m p l e . c o n d u c t i n g a n

interview with people visiting the

loss affec ted ar ea .

(c) Iden tify the s ou rce of da ta

Based on the object ives data may

b e c o l l e c t e d b y p r i m a r y o r

seconda ry sou rces . Primary sources

include r eal field of s tu dy. Th e da ta

c a n b e c o ll e c t e d t h r o u g h

o b s e r va t i on , q u e s t i o n n a i r e ,

in terv iews , e tc . Second ary sou rces

in c l u d e p u b l i s h e d d o cu m e n t s

na mely repor t , news ar t ic les , pa perrepor ts , e tc .

(d) Collection of da ta :

Data m ay be collected th rou gh field

t r ip s b y s c h e d u le s a n d

q u e s t i o n n a i r e s a n d p e r s o n a l

observation.

(e) Ana lysis an d int erpreta tion of da ta:

The da ta s o co l l ec ted s hou ld be

t a b u la t e d , a n a ly s e d a n d

i n t e r p r e t e d t o d e r i v e p o s s i b l e

conclus ion s . Collected informa tion

f r o m t h e i n t e r v i e w s h o u l d b e

p r o c e s s e d f o r a n a l y s i s a n din terpre ta t ion .

In th e ab ove exam ple the co llec ted

d a t a s m a y b e p r e s e n t e d b y t h e

lea rn e r s in th e p ro jec t r epo r t in an

a t t r a c t ive man ner .

(f) Lis t ou t th e find ing:

T h e c o n c l u s i o n d e r i v e d b e

sys temat ica l ly l i s ted to ar r ive a t

s ugges t ions o r convey ing us e fu l

informationFor exam ple

Total percent age of insu red pers on

15%.

Total percentage of motor vehicle

ins u red - 100%.

T o t a l p e r c e n t a g e o f p r o p e r t y

ins u red - 10%

I V E xe c u t io n of t h e p r oje c t :

An out line of th e project b as ed on

the componen ts d i s cus s ed abovem a y b e d r a w n . T h e p r o j e c t

a c t i v i t i e s m a y b e c a r r i e d o u t

a c c o r d i n g t o t h e p l a n w i t h

n e c e s s a r y m o d i f i c a t i o n a s a n d

when r equ ir ed .

V Presentation of Project

Thr ough a pr oject presenta tion, th e

learn er i s ge t t ing accepted . Ideas can

b e c o m m u n i c a t e d a n d s h a r e d w i t h

o t h e r s . I t c a n b e p r e s e n t e d in a

comm erce c lu b m eet ing .

Project Diary

The pro jec t d iary can b e ma de u se

of to prepa re project report. Each sta ge

of the project should be recorded in

th e diary while doing the pr oject . Th e


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Approach

credibili ty of th e project an d da ta can

be es tab l ished wi th the help of the

d i a r y . N e c e s s a r y d i r e c t i o n m a y b e

provided to the s tudents to wr i te the

project diar y. At frequ ent intervals th e

t e a c h e r m u s t c h e c k t h e r e c o r d i n g s

m a d e i n t h e p r o j e c t d i a r y o f t h e

stu den ts . A portion of vocat ion al diary

can be uti l ised for this purpose.

Assignment

Assignment is some specif ic work

a s s i g n e d t o t h e s t u d e n t s a s p a r t o f

the i r academic en r ichm en t . Thes e a re

l e a r n i n g a c t i v i t i e s u n d e r t a k e n a s a

continu ation of classr oom activit ies to

realise th e cu rr iculum objectives . Theys hou ld be comple ted in t ime bound

ma nn er . They he lp to lead th e lea rn e r

to h igher level of learn ing f rom the

p r e s e n t s t a t u s . I t m a y v a r y f r o m

writ ing an ess ay to organ is in g project

works . Chal lenging ass ignments can

motivate the s tudents to involve in

group dynamics and achieve fruitful

r e s u l t s . T h e t e a c h e r m a y a c t a s a

guide .A s s i g n m e n t s m a y b e g i v e n o n

individu al or grou p ba sis. Ass ignm ent s

i n c l u d e p r e p a r a t i o n o f n o t e s ,

p r e p a r a t i o n o f c h a r t s , m o d e ls ,

collection of m at erials from in du str ial

a n d f in a n c i a l in s t i t u t i on s e t c .

A s s i g n m e n t s d e v e l o p s k i l l s o f

r e f e rence obs e rva t ion , enqu i ry and

report ing etc It en su re th e affective

u t i l i z a t i o n o f l e i s u r e t i m e o f t h es t u d e n t s .

For instance

1 Prepare a note on types of Insu rance

policy.

2 P re p a r e n ot e on d i ffe r en c e b et we en

u tm ost good faith an d good faith .

Seminar

S e m i n a r i s a l e a r n i n g m e t h o d

invo lv ing an in -dep th ana lys i s o f a

specific topic, preparation of a paper

an d p res en ta t ion be fo re the s tu den t s .

The paper i s presented by e i ther one

s tu dent or a group of s tu dents . After

t h e p r e s e n t a t i o n , t h e r e w i l l b e a

d is cus s ion / in te rac t ion in wh ich a ll

s tu dents can par t icipate . The s tu dents

get an opportun ity to clear th eir dou bts

a n d m a k e c l a r i f i c a t i o n s . S e m i n a r

helps to develop communication skil l

an d overcome s ta ge fear .

Stages

1 Selection of topics

The topic of seminars should be

relevant to the subject of s tudy.

Example

a Be n efit s of in s u r a n c e

b D iffe r en c e s b e t we en d e p o s it in g

m o n e y i n B a n k s a n d o t h e r s

s e c u r i t i e s a n d e f f e c t i n g l i f e

insurance policy

2 Assignment of topic to individual student or

teams

The topic may be prepared by one

s tu dent or a grou p of s tu dents

3 Collection of relevant information

Informat ion required for seminar

can be collected from various sou rces

n a m e l y we b s i t e s , Ne w s p a p e r s ,

Magazines , T.V, Rad io etc.

4 Preparation of the draft paper

Based on th e inform ation collected,

t h e p r e s e n t e r m a y p r e p a r e a d r a f t

paper a nd s u bm it it to the teacher for

comments .

Revise th e draft pa per bas ed on th e

comm ents by the t eacher


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5 Finalisation of the paper

The s tu dent m ay su bmit the revised

dra ft to the tea cher for ap proval.

6 Program scheduling

Now the task of the s tudents i s to

f ix the date , t ime and venue of the

s emina r . For th i s a s eminar convener

ma y be s e lec ted from th e s tu den t s .

7 Seminar paper presentation

The s tu den t / s tuden t s s h a ll p res en t

the pa per in th e s eminar . One o f the

s t u d e n t s c a n m o d e r a t e t h e s e m i n a r .

I n i n i t i a l s t a g e s t h e t e a c h e r m a y

m o d e r a t e t h e s e m i n a r .

8 Discussion/ Interaction

A panel of respondents f rom the

s tu dents m ake comm ents on the topic .

Th i s wi l l be fo l lowed by a genera l

d iscuss ion .

9 Summing up the deliberations

Th e m o d e r a t or s u m s u p t h e

deliberations

10 Evaluation/ Feed back

B ot h t e a c h e r a n d s t u d e n t s

eva lua te th e p rogram me.

11 Preparation of final report

I t s h o u l d c o n t a i n a l l t h e p o i n t s

covered in t he s emina r a long wi th th e

a d d i t io n a l p o in t s d i s c u s s e d a n d

c o n s o l i d a t e d . I n d i v i d u a l r e p o r t i s

n e e d e d .

Debate

D e b a t e i s o n e o f t h e e f f e c t i v e

l ea r n i n g s t r a t e g ie s fo r c o m m e r c e

c l a s s e s . I t i s b a s e d o n t h e m o d e r n

p s y c h o l o g i c a l c o n c e p t o f s o c i a l

cons t ruct iv ism. Debate i s a crea t ive

and collective process of eliciting all

related fact s of a t opic. It a lso ena bles

t h e p a r t i c ip a n t s t o e n r i c h t h e i r

kn owledge th rough hea lth y d ia logues .

In a debate , there wi l l be minimum

two groups an d a moderat or . The s kills

of critical th inking, p ositive in tera ction

etc of the s tudents can be developed

t h r o u g h t h i s l e a r n i n g m e t h o d . I t

a v o i d s s t a g e f e a r o f s t u d e n t s a n d

enhances s ubs tan t i a t ing ab i l i t i e s o f

t h e l ea r n e r .

Stages

1 Topic Selection

The topic of the debate should be

r e l e v a n t a n d h a v i n g p o t e n t i a l f o r

d i f f e ren t v iew po in t s . Fo r in s tance

m er its a nd dem er its of E-Comm erce .

2 Selection of panels

At leas t two pan els of s tu dents ma y

be se lec ted to argue for and agains t

th e topic. Special care sh ould be tak en

to se lec t the s tu dents keeping balance

with their individual differences l ike

in te l l igence , gender , socia l s ta tus inthe c lass . (The ideal nu mb er in a pan el

m ay vary from th ree to f ive)

3 Selection of a moderator

A s tu dent representa t ive sh ould be

s e l e c t e d t o m o d e r a t e t h e s e s s i o n

w h e r e a s t h e t e a c h e r s w i l l a c t a s a

g u i d e . I n t h e i n i t i a l s t a g e s t e a c h e r

ma y ac t a s the modera to r .

4 Collection of information

The pane l o f s tuden t s s hou ld be

guided by the teachers to co l lec t as

enou gh inform ation from n ews papers ,

Magazines , Webs i tes , Govt . repor ts ,

TVs, Ra dios et c.


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O n c e b r a i n s t o r m i n g h a s e l i c i t e d

q u a n t i t y s u ffic ie n t n u m b e r o f

responses , the s tu dents m ay be guided

to u s e the ir an a lyt ica l an d s yn th es is

sk i ll s to determine bes t ideas .

Steps in brain stormingThe followin g s teps m ay be u sed t o

ru n a b ra in s torming sess ion

1 P re s en t a t ion o f t h e p rob le m

2 Provide r elevan t in fo rmat ion

3 Re co rd t h e id e a s p u t for t h b y t h e

participants

4 C om b in e s im ila r id ea s

5 E va lu a t e e a ch id ea / s olu t ion

6 S e le ct io n o f t h e b e s t s olu t i on

It is impor tan t to note tha t th e las t

s t e p i s n o t a n e s s e n t i a l p a r t in

b ra ins to rming when i t i s u s ed as an

ins t ru ct ion s t ra tegy .

Discussion

Discuss ion is a s t ra tegy in which

s tu den t s lea rn by s ha r ing exper iences

a n d o p i n i o n s w i t h e a c h o t h e r . T h e

t e a c h e r h a s t o c a r e f u l l y p l a n s t h ele s s o n t o r e a c h d e s i r e d l ea r n in g

outcomes and guides the d iscuss ion

throu gh qu es t ioning and su mm arizing

The group in teracts in resp onse to

qu estions . Th e flow of comm u nication

c a n b e s m o o t h e n e d a m o n g a l l t h e

l e a r n e r s .

Organisation of Discussion

The following stages are involvedon th e organ isa tion of discu ss ion.

1 In t rod u ct ion

I t s h o u l d b e i n i t i a t e d b y t h e

t e a c h e r . As m u c h a s fa c t s a n d

fea tu res tha t can be e l i c i t ed s hou ld

be drawn

Th e topic for discu ss ion m ay be

p inpo in ted and the key a reas a re to

be developed

2 Develop men t

In t h i s s t a g e t h e t ea c h e r c a n u s e

l Lead pointsl Follow u p intera ctions

3 Tra n sit ion s

In th is s tage , the key poin ts may

b e r e v i e w e d . P a r t i c i p a t i o n o f a l l

le a r n e r s m a y b e en s u r e d .

4 S u m m a ris a tion / Con clu s ion

At this s tage teacher may provide

addi t ional su ppor t ma ter ia l to ens u re

the achievement of the objectives .

Role Play

In ro le-p lay the s tudents have to

p r o j e c t t h e m s e l v e s i n t o s i m u l a t e d

in te rpe r s ona l s i tua t ions and ac t ou t

the pa r t of the persons a nd s itu a t ions

ass igned to them. I t i s a very usefu l

st ra tegy to develop inter pers ona l sk ills

an d s t r eng then lea rn ing in iden t i fied

a r e a s .

Case study

A case m ay be a person , ins t i tu t ion

or a commu ni ty.

Case s tudy is an indepth analys is

o f a n a c t u a l e v e n t o r s i t u a t i o n . I t

p res en t s r ea l p ic tu res o f s i tua t ions

with facts , objective information or

d a t a . L e a r n e r s a n a l y s e t h e c a s e t o

in terpre t , p redic t and revolve is sues

a s s o c i a t e d w i t h i t . T h e c a s e s t u d y

provides th e learn er an oppor tun ity to

an alyse an d apply concepts , da ta a nd

theory tau ght from th e c las s . Learn ers

can work individually or in groups.

By s tudying rea l is t ic cases in the

c l a s s r o o m , s t u d e n t s d e v e l o p n e w


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Approach

ins ights into the solution of specif ic

on-the-job problems and also acquire

kn owledge of th e la tes t concepts an d

principles used in problem solving.

C a s e m a y b e p r e s e n t e d b y t h e

teacher or may be provided in pr in t

form.

A s imple case s tu dy may h ave the

following steps.

l Collection of da ta

l Conversion of da ta into inform at ion

l Ana lysis of th e cas e in group s

l Presen ta tion of th e findings by each

grou p leader

l Evaluation

Collections

Collec t ion is cont inuous learn ing

a c t iv i t y w h ic h e n s u r e s s t u d e n t s

p a r t i c i p a t i o n a n d i n v o l v e m e n t i n

whole. In comm erce, collection can be

o f p i c t u r e s , b r o c h u r e s ,

adver t isemen ts , ideas , docum ents e tc .

Collection of m at erials p rovides direct

experience to learners . An exhibit ion

c a n b e c o n d u c t e d t o d i s p l a y t h e

collec ted ma ter ia ls which s t rengthen s

var iou s concepts a mon g learn ers .

In add it ion to th e ab ove m ent ioned

l e a r n i n g s t r a t e g i e s , t h e r e a r e m a n y

o the r l ea rn ing s t r a teg ies wh ich can

be used in appropr ia te s i tua t ions to

e n r i ch l e a r n i n g p r o ce s s s u c h a s

inter view, problem solving etc.


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CURRICULUM OBJECTIVES

&

SYLLABUS

III

Curriculum Objectivesl To obta in an unders tanding about

th e concept of r isk an d fea tu res of

r isks which can be insu red through

g r o u p d i s c u s s i o n a n d p r e p a r e

no tes .

l To get an idea ab out differen t types

o f r i s k a n d t o a n a l ys e t h e i r

implications in l ife, business ando t h e r h u m a n a c t i v i t i e s t h r o u g h

cas e s tud y and p repare no tes .

l To get a thorough idea about pure

a n d s p e c u la t i ve r is k a n d i t s

a p p l i c a t i o n i n b u s i n e s s t h r o u g h

cas e s tu dy and d is cus s ion .

l T o d e v e l o p a n i d e a a b o u t

management of r i sk and d i f ferent

methods of handl ing r isk through

group d iscuss ion an d n otes .

l To m a k e a n id e a a m o n g t h e

s t u d e n t s a b o u t t h e f u n c t i o n s o f

i n s u r a n c e s u c h a s p r o t e c t i o n ,

f inanc ia l s t ab i l i ty , s ecu r i ty , r i s k

t r a n s f e r , r i s k d i s t r i b u t i o n , l o s s

r e d u c t i on , c r e a t i n g fu n d fo r

investment, promotion of foreign

trade and bas is of credi t th rough

discus sion an d prepar ation of notes.

l T o e x a m i n e t h e b e n e f i t s o f

ins u ran ce to ind ividu als , bus iness

an d socie ty through d iscuss ion an d

prepar ing char ts .

l To c r ea t e a n id e a a m o n g t h e

s tu den t s abou t in s u ra nce con t r ac t ,

e le m e n t s o f c o n t r a c t s , a n d

class if ication of contract through

cas e s tu dy and genera l d is cus s ion

an d p repare no tes .

l To obtain a n informat ion ab out th e

o r ig in o f in s u r a n c e a n d i t s

d e v e l o p m e n t t h r o u g h g r o u p

discuss ion , reading mater ia ls and

thereby prepare notes .

l To obta in kn owledge ab out different

t y p e s o f i n s u r a n c e s u c h a s l i f e ,

h e a l t h , a n d n o n - l i f e i n s u r a n c e

t h r o u g h c a s e s t u d y a n d g r o u p

discuss ion an d prepare notes .

l T o m a k e a d e t a i l e d a n a l y s i s o f

p r o p e r t y i n s u r a n c e s u c h a s c r o p

i n s u r a n c e , b u i l d i n g i n s u r a n c e ,

s t o c k o f g o o d s i n s u r a n c e a n d

ma ch ine ry in s u rance th rough cas es t u d y a n d g r o u p d i s c u s s i o n a n d

prepare n o tes .

l To get an idea about insurance of

in t e res t s u ch a s fed ility gu ara n t ee

t h r o u gh c a s e s t u d y , gr o u p

discuss ion an d prepare notes .

l To get a n ins ight a bout th e different

as pects of liability ins u ran ces su ch

as pu blic liab ility, pr odu ct liability,

p r o f e s s i o n a l i n d e m n i t y a n dem ployers l iab ili ty th rou gh cas e

stu dy, grou p discu ssion an d prepare

no tes .

l To acqu ire concepts ab out different

aspects of f ire, marine and motor

i n s u r a n c e a n d t o a n a l y s e t h e i r

e lements throu gh group d iscus s ion



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Curriculum Objectives

l To develop an idea a bout Ins u rable

In t e r e s t a n d t o a n a l ys e i t s

i m p l i c a t i o n s w h i l e i n s u r i n g a

s ub jec t ma t te r , to under s tand the

f i n a n c i a l i n t e r e s t i n a s u b j e c t

m a t t e r a n d t o d i ffe r e n t i a t e

in s u rance and gambl ing th roughcas e s tudy and g roup d i s cus s ion


l To ana lys e the e th ica l va lues o f

d i s c l o s i n g m a t e r i a l f a c t s a n d

e f f e c t s o f n o n - d i s c l o s u r e o f i t ,

t h r o u g h b r a i n s t o r m i n g , g e n e r a l

d icu ss ion an d prepare notes .

l To get an idea a bout th e procedure

of paymen t of compens ation to th e

insured and i t s mode of payment

through case s tudy and prepar ing

no tes .

l To obtain a clear k nowledge about

th e a pplication of th e principles of

subrogat ion and the r ight of the

i n s u r e r a f t e r p a y m e n t o f c l a i m

through case s tudy and prepar ing

no tes .

l To cri t ically evaluate the r ight of

t h e i n s u r e r i n c a s e o f d o u b l e

in s u r a n c e a n d t h e m e t h o d o f

paymen t of claim a nd to prove tha t

t h e p r i n c i p l e s o f i n d e m n i t y ,

subrogat ion and contr ibut ion are

corollary to each other .

l To class ify the causes of accident

an d to ident i fy the d i rec t caus e of

a c c i d e n t a n d r e m o t e c a u s e o f

acc iden t th rough cas e s tudy and

prepar ing notes .

l To ana lys e the p roces s o f under

writ ing a new bu s iness , to compa re

t h e m e t h o d s o f u n d e r w r it i n g

p e r s o n a l a n d c o m m e r c ia l

i n s u r a n c e a n d t o u n d e r s t a n d t h e

b a s is o f c a l c u l a t i n g p r e m i u m

t h r o u g h d i s c u s s i o n a n d s e m i n a r

an d prepare notes on it .

l To ob ta in in fo rmat ion r ega rd ing

cla ims re la ted to life insu ran ce an d

g e n e r a l i n s u r a n c e a n d t o g e t a n

idea about notif ication of claims,

se t t lement of c la ims and d isputes

b y c o n d u c t i n g a d i s c u s s i o n a n d

in terview with a n ins u ran ce exper t

an d prepare notes on it .

l T o u n d e r t a k e a p r o j e c t o n t h e

documen ts i s s ued by the in s u re r

in differen t occass ion a n d to list ou t

the i r con ten t s . The s tuden t s may

b e a b l e t o a n a l y s e t h e u s e s o f

d i f f e r e n t f o r m s i s s u e d b y t h e

i n s u r e r .

l To es ta b l ish th e fac t tha t renewal

o f g e n e r a l i n s u r a n c e p o l ic y i s

o p t i o n a l a n d i t c a n b e d o n e b y

paying renewal premium from th e

group discuss ion an d m aking notes .

l To ma ke a deta i led an alys is abou t

the marke t ing s t r a teg ies adop ted

by the in s u re r s fo r s e l l ing the i r

p r o d u c t s t h r o u g h f i e l d t r i p ,

observat ion an d prepare repor ts .

l To co l l ec t in fo rmat ion abou t r e -

ins u ran ce and d i fferent m ethods of

r e - i n s u r a n c e a n d t o a n a l y s e i t s

necess i ty in socie ty through case

stu dy, grou p discu ssion an d prepare

no tes .

l To get an idea about the different

dat a pr ocessing su ch a s ADP, EDP,

IDP, sys tem s a nd to locate it s u ses

t h r o u g h g en e r a l d i s c u s s io n ,

t h r o u g h r e a d i n g m a t e r i a l s a n d

prepare n o tes .

l T o a c q u i r e k n o w l e d g e a b o u t

different types of data processing

m a c h i n e s a n d t o l o c a t e i t s u s e s

t h r o u g h g e n e r a l d i s c u s s i o n a n d

prepare n o te.


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l T o d e v e l o p a n i d e a a b o u t b a s i c

te rms s u ch a s Hardware , S o ftware ,

CPU, memory , Networks through

g r ou p d is c u s s i o n , r e a d in g

ma te r ia l s and p repare no tes .

l To get an idea of viru s infection a n d

antivirus software through reading

ma ter ia ls and p repare notes .

l T o d e v e l o p c o n c e p t s a b o u t

E-commerce and make a de ta i l ed

a n a l y s i s o f i t s o p p o r t u n i t e s i n

bus ines s , th rough demons t r a t ion ,

i n t e r a c t i o n w it h e x p e r t s a n d

t h r o u g h r e a d i n g m a t e r i a l s a n d

prepare n o tes .


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Syllabus

Unit 1l Concep t of risk

l Meaning of risk

l Clas sification of risk

l Fina ncia l and non -fina ncia l r isk

l Pure an d sp ecula t ive r isk

l Fun dam en ta l and pa r t i cu la r r is k

l Mana gem ent of r i sk

Unit 2l Fun ct ions of ins u ran ce

l Ris ks t r an s fe r

l The benefits of ins u ran e

l Peace of m ind

l Loss controll Social benefits

l Development of insurance

l In s u ran ce con t r ac t s

Unit 3

Li fe a n d n o n - l i fe i n s u r a n c e -insurance of person - P .A insurance ,s icknes s in s u ran ce, hea lth in s u ran ce,pens ion s cheme;

Insurance of proper ty - bu i ld ing ,

ma ch ine ry, a i r c ra ft , s t r ea mers , s tock o f g o o d s , c a s h , s e c u r i t i e s , c r o p ,televis ion, et c.

In s u rance o f in te res t - gua ran teein s u r a n c e , fi d e li t y g u a r a n t e ei n s u r a n c e , p r o f e s s i o n a l i n d e m n i t yi n s u r a n c e , e m p l o ye r s l ia b i li t yi n s u r a n c e .

F i r e , m a r i n e a n d m i s c e l l a n e o u si n s u r a n c e .

Unit 4l Principles of insurable interes t

l Principles of ut m ost good faith

l Principles of Indemnity

l Principles of su brogation

l Principles of cont ribu tion

l Principles of proxima te ca u se

Unit 5

T h e u n d e r w r i t i n g p r o c e s s . T h e

underwr i t ing o f pe r s ona l in s u rance

an d comm erc ia l in s u ra nces . C la ims

L i f e I n s u r a n c e c l a i m s , C l a i m snot i fic t ion in conn ect ion with genera l

in s u r a n c e , c la i m s s e t t le m e n t ,

adequ acy of cover, dispu tes .

Unit 6

In s u r n a c e d o cu m e n t a t io n a n d

pu blicity: Proposa l form s, p olicies, cover

notes an d cert ificates , ren ewals , Non-

p a y m e n t o f p r e m i u m s , l o n g t e r m

a g r e e m e n t s .

Unit 7

Th e i n s u r a n c e m a r k e t p l a c e -

in s u r a n c e m a r k e t , s e ll e r s ,

i n t e r m e d i a r i e s , b u y e r s - i n s u r a n c e

b r o k e r s , i n s u r a n c e c o n s u l t a n t s , r e -

i n s u r a n c e .

Unit 8

Data process ing - Data p rocess ing

syst em - ADP, IDP, EDP - Types of da ta

process ing sys tems .

D a t a p r o c e s s i n g m a c h i n e s

clas s ification of comp u ter system s -

i n p u t d e v i c e s - o u t p u t d e v i c e s .

Compute r t e rmino logy - Hardware ,

Software - CPU, RAM - ROM - LAN -

WAN - Laptop - Virus infection - anti

viru s - E-Com mer ce.

Syllabus


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PLANNING

IV

ANNUAL PLAN

Te r m Mo n t h Un it No . Na m e o f Un it s H o u r s e To t a l P e r io d s

I J u n e 1 Na tu re of Ris k 1 0

J u ly 2 In trodu ction to In su ra n ce 1 0Au gu s t 3 Classes of In su ran ce 2 0Au gu s t 8 Applica t ion of Com pu ters 8 4 8

II Sep tem ber 4 Specia l Pr in ciples of In s u ra n ce

Con tra ct 2 0October 8 Applica t ion of Com pu ters 8Noverm ber 5 Un d erwr it in g a n d Cla im s 2 0

Decem ber 6 In s u ra n ce Docu m en ta t ion pu b licity 1 2 6 0

III J a n u a ry 6 In s u ra n ce Docu m en ta t ion Pu b licity 8Febru ary 7 In su ra n ce Market p la ce 2 0Febru ary 8 Com p u ter App lica t ion 4 3 2

In th e context of th e cha n gin g scena rio in th e field of Edu cation,

the ro le of the teacher i s no t s imply to teach the sy l lab i . The

em erging n eeds of edu cat ion ca lls for a facil ita tors role from

teacher s . The l ea rn ing p roces s s hou ld be s tuden t cen te red and

act iv i ty or ien ted . Learn ing ac t iv i t ies mus t enable the s tudent to

develop process domain and multiple intell igence skil ls to their

m a x i m u m e x t e n t . N o m a t t e r w h e t h e r t h e s e s k i l l s a r e a t t a i n e d

ins ide o r ou t s ide the c la s s room, bu t the t eacher mus t bea r in

mind, the fac t tha t they are to be accomplished wi th in a t imef r a m e . I n o r d e r t o a c h i e v e t h i s e n d , t h e t e a c h e r m a y m a k e

n ecessa ry p lan s in term s of lear n ing ac t iv it ies , the t ime requ ired

at var iou s s tages of learn ing , the t ime requ ired for each u n it , an d

also the desired outcome. The plan m ay be hierarchically s tru ctu red

a s :

a ) Ann u a l Plan cover ing th e en t i r e ac t ivi t ie s fo r the yea r a s a

whole .

b) Un it p lan wh ich ha s to be p repared ju s t befo re the s t a r t of a

u n i t . Each cha p te r is t r ea ted as a u n i t .

c) Daily Plan to provide learn ing activit ies for a days learn ing.


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Planning

UNITPLAN

NatureofRisk

No.

Curriculum

Objectives

Ideas/C

oncepts

Activities

Materials

Evaluation

Hours

1

Toobtainan

understandingabou

t

theconceptofriskand

featuresofriskswh

ich

canbeinsuredand

preparenotes

2

Tounderstandabou

t

differenttypesofris

k

andtheirimplicatio

ns

inlife

,business,

an

d

otherhumanactivit

ies

throughcasestudy

andpreparenotes.

3

Togetthoroughide

a

aboutpureand

specu

lativerisk

andpreparenotes.

4

Todevelopanidea

aboutmanagement

of

riskanddifferent

methodsofhandlin

g

risk

Meaning/conceptofrisk

,

financialnonfinancial

risk

,fundam

entaland

Particu

larrisk

Physicaland

moral

hazard

,

Risk

,Perila

ndhazard

Featuresofinsurable

risk

.

Pureandsp

ecu

lative

risk

Riskmanagement,

managementofpure

risk

,Managementof

specu

lativerisk

Group

discussion

Group

discussion

Casestudy

Group

discussion

Reference

books,

Newspaper

cuttings

Reference

books,

Journals

Newspaper

cuttings

Ref.books

Broucher

Newspaper

cuttings

Ref.books

Newspaper

cuttings

Chart,

Assignment

Notes,

Acqu

ired

conceptual

know

ledge

Chart,Notes

Discussion

Acqu

ired

conceptual

know

ledge

Chart,Notes

Discussion

Acqu

ired

conceptual

know

ledge

Chart

Acqu

ired

conceptual

know

ledge

Notes

2Hrs

2Hrs

3Hrs

2Hrs


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DAILY PLAN

Ac t iv i t ie s F e e d b a c k

Strategies used: Discussion

Act ivi t y I : Discussion

Suppose you visi t an insu ran ce market .

An a ly s e :

1 S eller s in t he in s u r an ce m a rk et

2 Bu yer s in t h e in s u ra n ce ma rk et3 In t er m ed ia r ie s in t h e in s u r a n ce m a rk et .

The a bove detai ls en able the s tu dents to get an ideaabout the insurance market .

The par t ies in the insuran ce market are insu rers , insu rance

agents a nd prospect ive bu yers .

Act ivi t y I I : Field Vis it

A field visit can be organ ised to United India Ins u ran ceCompany, Changanassery branch.

P l a n n i n gStudents are given a n overall idea ab out insu rance m arketbefore the tr ip is organised. The following details should becollected.

1 Pr os p ec tive b u ye rs o f t h e in s u r a n c e m a r k et

2 Wh o a r e s e lle rs of t h e in s u r a n c e m a r k et

3 Wh o a r e t h e in t er m ed ia r ie s of t h e in s u r a n c e m a rk et

A discussion may be carried out in the classroom to preparean interview schedule for interviewing the followingper sons .

1 Ma n a ge rs o f Un it ed In d ia In s u r a n e Com p a n y2 Deve lopment officer s of Unit ed Ind ia Insu rane

C o m p a n y

3 Age n ts o f Un it ed In d ia In s u r a n e Com p a n y

4 P ro s pe ct ive b u ye rs in t h e in s u r a n c e m a r ke t lik e

1 In d ivid u a l s

2 Firm s3 In d u s t r ia l C on c er n s4 Hos p it a ls

Class: F is r t Yea r

Date:

Su b ject : Ge n e r a l In s u r a n c e

Un it : In s u r a n ce Ma rk e t Pl a ce

Tim e : 1 Hr

Curr icu lar Object ives : To mak e a d etai led an alysis abou t th e ma rket ing st ra tegies a dopted

by the insurers for sell ing their products through field visit to an insurance office andana lyse about m arket ing st ra tegies a nd prepare repor t .

Almost all students havepar t ic ipated in the

discussion, except Madhuand Sas i

All students were able to getan idea about the par t ies in

insurance market .

All the students havepar t ic ipated in thediscussion a nd have actual ly

involved in preparing theinterview schedule.


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Planning

T h e r e m a i n i n g 1 2 h o u r s c a n b e

utilised for the following purpose:

Th e s t u d e n t s a r e r e qu i r e d t o

proceed on th e t r ip as per the sch edule

fixed. 4 per iods a re n eeded for th e trip.

Ask them to prepare a repor t on the

basis of the data collected from the

insurance of f ice . On the next per iod

brief discussion among the group can

be ar ra nged. On th e next two per iods

the leader of each group is asked to

p res en t the de ta i l s o f r epo r t . Af te r

d i s c u s s i o n , s u g g e s t i o n c a n b e

incorporated in the f inal report .

Th e s t u d e n t s a r e r e qu i r e d t o

prepa re in dividua l final report sh owing

a S elle rs in t h e in s u r a n c e m a r k e tb Bu y er s in t h e in s u r a n c e m a r k et

c In t e rm e d ia r ie s in t h e in s u r a n c e

m a r k e t

The r emain ing 5 pe r iods can be

u ti lised for th is p u rpose

The s chedu le an d qu est ionn aire mu st contain the following

quest ions

Question to manager and Development officer

1 S ta t e the a r ea o f opera t ion o f the compan y

2 What i s t he a r ea o f opera t ion o f the agen t s3 What are the var ious classes of insu rance4 Types of polic ies i ssued in each class .

Question to prospective buyers

1 Are you an insu red per son

2 In which company do you have insu red3 In which company do you have insu red

Quest ion to agents

1 What i s your qu a l ifica t ions to ac t a s an agen t

2 Have you fixed an y t a rge t fo r the bus iness du rngthe year

3 Wha t is the target given by the ins urer for thebus iness dur ing the year

Ac t iv i t i e s F e e d b a c k


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EVALUATION

Documents

General Insuarance I