Accounting as information system

• Provide a comprehensive understanding of the meaning, objectives, advantages, and limitations of accounting.
• Differentiate between bookkeeping and accounting, highlighting their respective roles in financial management.
• Equip students with the knowledge and skills necessary for maintaining company data accurately and efficiently.
• Familiarize students with various source documents such as invoices, credit notes, and vouchers and their importance in accounting processes.
• Explore the practical application of Tally software and its role in generating accounting reports, with a specific focus on GST.

• Articulate the core concepts of accounting and explain its significance in business operations.
• Understand the distinctions between bookkeeping and accounting and recognize their interdependence in maintaining financial records.
• Apply practical techniques in organizing and managing company data, ensuring data integrity and accessibility.
• Develop proficiency in recognizing, interpreting, and utilizing different source documents for accurate financial recording.
• Gain hands-on experience in using Tally for accounting purposes, including the generation of GST reports, enhancing their employability in the field of finance and accounting.

The academic approach of the course focuses on ‘work-centric’ education. With this hands-on approach, derive knowledge from and while working to make it more wholesome, delightful and useful. The ultimate objective is to empower learners to also engage in socially useful and productive work. It aims at bringing learners closer to their rewarding careers as well as to the development of the community.

• Step 1: Learners are given an overview of the course and its connection to life and work
• Step 2: Learners are exposed to the specific tool(s) used in the course through the various real-life applications of the tool(s).
• Step 3: Learners are acquainted with the careers and the hierarchy of roles they can perform at workplaces after attaining increasing levels of mastery over the tool(s).
• Step 4: Learners are acquainted with the architecture of the tool or tool map so as to appreciate various parts of the tool, their functions, utility and inter-relations.
• Step 5: Learners are exposed to simple application development methodology by using the tool at the beginner’s level.
• Step 6: Learners perform the differential skills related to the use of the tool to improve the given ready-made industry-standard outputs.
• Step 7: Learners are engaged in appreciation of real-life case studies developed by the experts.
• Step 8: Learners are encouraged to proceed from appreciation to imitation of the experts.
• Step 9: After the imitation experience, they are required to improve the expert’s outputs so that they proceed from mere imitation to emulation.
• Step 10: Emulation is taken a level further from working with differential skills towards the visualization and creation of a complete output according to the requirements provided. (Long Assignments)
• Step 11: Understanding the requirements, communicating one’s own thoughts and presenting are important skills required in facing an interview for securing a work order/job. For instilling these skills, learners are presented with various subject-specific technical as well as HR-oriented questions and encouraged to answer them.
• Step 12: Finally, they develop the integral skills involving optimal methods and best practices to produce useful outputs right from scratch, publish them in their ePortfolio and thereby proceed from emulation to self-expression, from self-expression to self-confidence and from self-confidence to self-reliance and self-esteem!