Business Studies

Textbook for Class XI

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 11108 – Buisness Studies ISBN 81-7450-530-X
Textbook for Class XI

First Edition
ALL RIGHTS RESERVED
March 2006 Phalguna 1927
 No part of this publication may be reproduced, stored in a retrieval
Reprinted system or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the
October 2006, December 2007, prior permission of the publisher.
March 2009, January 2010,  This book is sold subject to the condition that it shall not, by way
January 2011, January 2012, of trade, be lent, re-sold, hired out or otherwise disposed of
March 2013, November 2013, without the publisher’s consent, in any form of binding or cover
December 2014, April 2016, other than that in which it is published.

March 2017, January 2018, The correct price of this publication is the price printed on this
page. Any revised price indicated by a rubber stamp or by a sticker
March 2019, October 2019, or by any other means is incorrect and should be unacceptable.
and January 2021
OFFICES OF THE PUBLICATION
DIVISION, NCERT

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 Foreword
The National Curriculum Framework (NCF), 2005, recommends that
children’s life at school must be linked to their life outside the school. This
principle marks a departure from the legacy of bookish learning which
continues to shape our system and causes a gap between the school,
home and community. The syllabi and textbooks developed on the basis of
NCF signify an attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp boundaries between
different subject areas. We hope these measures will take us significantly
further in the direction of a child-centred system of education outlined in
the National Policy of Education (1986).
The success of this effort depends on the steps that school principals
and teachers will take to encourage children to reflect on their own learning
and to pursue imaginative activities and questions. We must recognise that,
given space, time and freedom, children generate new knowledge by engaging
with the information passed on to them by adults. Treating the prescribed
textbook as the sole basis of examination is one of the key reasons why
other resources and sites of learning are ignored. Inculcating creativity
and initiative is possible if we perceive and treat children as participants
in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of
functioning. Flexibility in the daily time-table is as necessary as rigour in
implementing the annual calendar so that the required number of teaching
days are actually devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this book proves in making
children’s life at school a happy experience, rather than a source of stress
or boredom. Syllabus designers have tried to address the problem of
curricular burden by restructuring and reorienting knowledge at different
stages with greater consideration for child psychology and the time available
for teaching. The textbook attempts to enhance this endeavour by giving
higher priority and space to opportunities for contemplation and wondering,
discussion in small groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT)
appreciates the hardwork done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of the advisory
group in Social Sciences, Professor Hari Vasudevan and the Chief Advisor for
this book, Professor Sanjay K. Jain, for guiding the work of this committee.

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 iv

Several teachers contributed to the development of this textbook; we are

grateful to their principals for making this possible. We are indebted to
the institutions and organisations which have generously permitted us
to draw upon their resources, materials and personnel. We are especially
grateful to the members of the National Monitoring Committee, appointed
by the Department of Secondary and Higher Education, Ministry of Human
Resource Development under the Chairpersonship of Professor Mrinal Miri
and Professor G.P. Deshpande for their valuable time and contribution. As
an organisation committed to systemic reform and continuous improvement
in the quality of its products, NCERT welcomes comments and suggestions
which will enable us to undertake further revision and refinements.

Director
New Delhi National Council of Educational
20 December 2005 Research and Training

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 Rationalisation of Content
in the Textbooks

In view of the COVID-19 pandemic, it is imperative to

reduce content load on students. The National Education
Policy 2020, also emphasises reducing the content load
and providing opportunities for experiential learning
with creative mindset. In this background, the NCERT
has undertaken the exercise to rationalise the textbooks
across all classes. Learning Outcomes already developed
by the NCERT across classes have been taken into
consideration in this exercise.

Contents of the textbooks have been rationalised in

view of the following:

• Overlapping with similar content included in other

subject areas in the same class
• Similar content included in the lower or higher class
in the same subject
• Difficulty level
• Content, which is easily accessible to students
without much interventions from teachers and can
be learned by children through self-learning or peer-
learning
• Content, which is irrelevant in the present context
This present edition, is a reformatted version after
carrying out the changes given above.

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 Textbook Development
Committee
Chairperson, Advisory Committee for Social Science Textbooks at the
Higher Secondary Level
Hari Vasudevan, Professor, Department of History, University of Calcutta,
Kolkata

Chief Advisor
Sanjay K. Jain, Professor, Delhi School of Economics, University of Delhi,
Delhi

Members
Anand Saxena, Reader, Deen Dayal Upadhyaya College, University of Delhi,
Delhi
Davinder K. Vaid, Professor, DESSH, NCERT, New Delhi
Garima Gupta, Lecturer, PGDAV College, University of Delhi, Delhi
G.L. Tayal, Reader, Ramjas College, University of Delhi, Delhi
J.K. Parida, Professor, Department of Commerce, Utkal University,
Bhubaneswar, Odisha
K.V. Achalapati, Professor and Head, Department of Commerce, Osmania
University, Hyderabad
M.M. Goyal, Reader, PGDAV College, University of Delhi, Delhi
M. Usha, Associate Professor, University College of Commerce and Business
Management, Osmania University, Hyderabad
Pooja Dasani, PGT, Convent of Jesus and Mary School, Gol Dakkhana,
New Delhi
Shailendra Nigam, NIILM Centre for Management Studies, Sher Shah Suri
Marg, New Delhi

Member-Coordinator
Minoo Nandrajog, Reader, DESSH, NCERT, New Delhi

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 Acknowledgements
The National Council of Educational Research and Training acknowledges
the valuable contributions of the Textbook Development Committee which
took consiberable pains in the development and review of manuscript as well.
Thanks are due to Savita Sinha Professor and Head, Department of
Education in Social Science for her guidance and constant support at every
stage of the textbook development process. The textbook has been reworked
and updated at appropriate point of time in the context of recent development
in business scenario, and the Companies Act 2013. The contribution of
practicing teachers of Business Studies is also duly acknowledged for
developing e-resources for QR codes.
The contribution of APC Office, Administration, Publication Division,
and Secretariat of NCERT are also duly acknowledged for bringing out the
updated textbook of Business Studies. The efforts of the review committee
members towards the rationalisation of the contents of this textbook are
duly acknowledged. They are Savita Shangai, PGT (Retd.) Saket, New Delhi;
Seema Srivastava, Assistant Professor, DIET, R.K.Puram; Sandeep Singh
Grewal, CA and Pracademic; Sunder Singh Sehrawat, DC (Retd.), KVS;
Shipra Vaidya, Assistant Professor, DESS NCERT, New Delhi.

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 Note to the Teacher
As you read through this textbook you will develop an understanding of the
environment in which a business operates. The textbook discusses emerging
modes of business in the context of entrepreneurship development, ethics
in business and corporate social responsibility, small scale industries,
intellectual property rights, goods and services tax and many other
contemporary issues in the conduct of internal and internal business
scenarios. Due emphasis is laid on entrepreneurship and innovation in
unorganised sector along with content from corporate world. This will
enable the learners observant of their immediate surroundings and business
environment.
You will find additional reading material, interactive activities, stories
of innovation and entrepreneurship, etc., as enrichment material for self
learning. You will find newer e-resources under embedded QR codes
(accessed via e-pathshala app) at various intervals.
The textbook is updated in the light of The Companies Act 2013, and
the content is modified in accordance to new provisions of the Act 2013 in
respective chapters.

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 Contents
Foreword iii

Note to the teacher viii

Part I Foundations of Business 1

Chapter 1 Business, Trade and Commerce 2

Chapter 2 Forms of Business Organisation 26

Chapter 3 Private, Public and Global Enterprises 57

Chapter 4 Business Services 79

Chapter 5 Emerging Modes of Business 113

Chapter 6 Social Responsibilities of Business

and Business Ethics 133

Part II Corporate Organisation, Finance and Trade 151

Chapter 7 Formation of a Company 152

Chapter 8 Sources of Business Finance 172

Chapter 9 MSME and Business Entrepreneurship 198

Chapter 10 Internal Trade 215

Chapter 11 International Business 246

Form No. INC-1 Application for reservation of Name 279

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 Constitution of India
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these

Fundamental Rights
Right to Equality
• before law and equal protection of laws;
• irrespective of religion, race, caste, sex or place of birth;
• of opportunity in public employment;
• by abolition of untouchability and titles.
Right to Freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
• of protection of life and personal liberty;
• of free and compulsory education for children between the age of six and fourteen years;
• of protection against arrest and detention in certain cases.
Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
• for prohibition of employment of children in hazardous jobs.
Right to Freedom of Religion
• freedom of conscience and free profession, practice and propagation of religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in
educational institutions wholly maintained by the State.
Cultural and Educational Rights
• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High Courts
for enforcement of these Fundamental Rights.

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