1© 2021 University of South Africa 2All rights reserved 3Printed and published
1© 2021 University of South Africa 2All rights reserved 3Printed and published by: 4The University of South Africa 5Muckleneuk, Pretoria 610011994 7OTE260/1/2021–2023 8 9 10 11 12 13 14MNB_style CONTENTS 1212 Page INTRODUCTION iii SECTION A Economic and management sciences issues 1 Learning unit 1: The economy in a South African context 2 Learning unit 2: The consumer in the economy 43 SECTION B Management sciences and entrepreneurship 69 Learning unit 3: Entrepreneurship 70 1213BIBLIOGRAPHY 202 15 (iii) OTE2601/1 INTRODUCTION AIM The aim of this module is to equip students with a basic study into the teaching of Economic and Management Sciences (EMS) as a school subject from Grade 7. It will assist teachers to perform their roles as teachers when they start teaching the subject EMS, specifically in the intermediate and senior phases of the general education and training (GET) band. The value of the course cannot be overemphasised, as Grade 9 marks the end of the GET phase and constitutes an exit level. LEARNING OUTCOMES When you have completed this module, you should be able to: • instil the Economic and Management Sciences knowledge to teachers to be able to teach the subject • enlarge the teacher’s capacity and ability to think critically and holistically regarding the educational and economical context • provide a broad overview of the field of EMS from a pedagogical context knowledge perspective • identify key concepts and mediate understanding of these key concepts • examine possible ways of promoting entrepreneurship in the intermediate and senior phase of the GET band 16In this module, I introduce primary school teachers to the Economic and Management Science reality. Our daily involvement as consumers and participants in the economic world can be seen in our economic activities. Moreover, I also give teachers a glimpse of the world that school leavers enter. (The first exit level is at the end of Grade 9. According to the Education Laws Amendment Act 57 of 2017, the first nine years of schooling are compulsory and free). Then I proceed to discuss the necessity of promoting a culture of entrepreneurship in a South African context. 17All learners require economic knowledge, skills and attitudes because they will all be required to participate in economic and consumer activities. The primary aim of this module is to teach you how to impart the required knowledge, attitudes and skills to primary school learners. My aim is to help learners to participate in these activities in a responsible way and to develop an entrepreneurial approach to life, both while they are still at school and when they leave school. (iv) 18I hope that you will find this module interesting and stimulating, and that the knowledge you gain here will help you to prepare your learners for the Economic and Management Sciences world. HOW TO USE THE STUDY GUIDE 19This is the only study guide for Orientation to Teaching Economic and Management Sciences; there is no prescribed textbook. All the subject matter is contained in the study package. 20The study guide is divided into two sections: 21SECTION A: ECONOMIC AND MANAGEMENT ISSUES 22SECTION B: MANAGEMENT SCIENCES AND ENTREPRENEURSHIP 23The subject matter is divided into different learning units. Every learning unit covers a specific theme. Note that it is virtually impossible to deal comprehensively with the whole Economic and Management Sciences reality in one module. There are many good sources you could consult to extend your knowledge of the EMS reality. 24A number of learning outcomes are listed at the beginning of each learning unit. It is your responsibility to ensure that you comply with these requirements. 25It is imperative that you complete the activities that appear in the text before you move on to the content that follows. 26The learning units are divided as follows: 27SECTION A: ECONOMIC AND MANAGEMENT SCIENCES ISSUES 28LEARNING UNIT 1: The economy in a south african context 29LEARNING UNIT 2: The consumer in the economy 30SECTION B: MANAGEMENT SCIENCES AND ENTREPRENEURSHIP 31LEARNING UNIT 3: Entrepreneurship 32Please refer to the contents page before you study any theme. This will enable you to comprehend how the section fits into the course. 33Take a glance at the following icons that are used throughout the study guide to highlight different sections. (v) OTE2601/1 ICONS USED IN THIS STUDY GUIDE AND THEIR MEANING Icon Description I use this symbol whenever I refer to learning outcomes. Learning outcomes are the outcomes you need to achieve during this course. This symbol means that you should think about the topic in the light of what you have already learnt. I do this to place new content into context and to enable you to progress from a deductive approach. You should read these boxes carefully before you begin to study any new content, since the text serves as a link between your existing knowledge and the task that follows thereafter. . This symbol indicates a written activity. You may not have to sub- mit your written answer, but the activity will help you to grasp and interpret the work. Written activities often serve as practice for the assignments that you have to submit. I use this symbol for self-assessment questions. These questions may require you to think, reflect and evaluate. My aim is to enable you to apply theoretical content in practical situations. 34I suggest that you keep a journal and record your responses. Write down the plans of ac- tion you could follow when dealing with the case studies, which approach works best for a particular situation, and any information gleaned (learned) from additional reading or from your practical experience. This is not compulsory, but you will find that a journal is an asset and an invaluable source of reference when you are involved in real-life teaching. PROGRAMME FOR THE YEAR 35You will not be able to work through this course if you do not start as soon as possible; the earlier the better. Please do not attempt to start studying days before the examina- tion. I recommend that you work throughout the year and hand in all your assignments timeously. Study the relevant sections carefully before you tackle the assignments. If this is your first year of studying at a distance education institution such at Unisa, you will have to adapt your approach to your studies. You will have to work through the study (vi) material at your own pace, in your own time and at any place of your choice. You need to draw up a work schedule and then stick to it. Tackle the work unit by unit. 36I hope that this module will help you gain more knowledge and a better understand- ing of the challenging, exciting disciplines of EMS. I also hope that you will acquire the theoretical and practical knowledge you need in your specific situation. 37Prof MW Lumadi 1 OTE2601/1 SECTION A Economic and Management Sciences issues SECTION CONTENT 38Learning unit 1: The economy in a south african context 39Learning unit 2: The consumer in the economy 2 Learning unit 1 The economy in a South African context CONTENTS Aim Learning outcomes 1.1 The economic reality 1.2 The South African economic system 1.3 Economic growth, inflation and unemployment 1.4 The government sector 1.5 The monetary sector and other important financial institutions that play a role in the economy 1.6 The foreign sector AIM In this learning unit, I introduce you to the economy in a South African context. LEARNING OUTCOMES After you have worked through this learning unit, you should have some knowledge of, insight into and skills regarding the South African economic system. At the end of this learning unit, you should therefore be able to: • grasp what is happening in the South African economy • explain economic growth, inflation and unemployment to learners • discuss the role of the state, the monetary system, politics and foreign countries in the economy, so that you are able to communicate this to learners • prepare the learner for the economic world and the world of work • introduce the learner to various economic concepts 40In section A, you are introduced to the South African economy and the role of the indi- vidual in the economy. It is worth noting that this section only gives an overview of the economy. In compiling this section (learning units 1 and 2), various sources have been used; kindly consult these sources if you wish to learn more about specific aspects. You will find the sources listed in the references. 3 OTE2601/1 1.1 THE ECONOMIC REALITY Why should primary school learners know what is happening in the South African economy? No doubt you repeatedly asked yourself this question when you enrolled for the course. 41The importance of EMS in the current economic climate in South Africa cannot be overemphasised. According to Johnson (2016), the fact that adults are so ignorant about the economy necessitates the introduction of EMS in the primary school phase. He goes on to say that it is the school’s primary and uploads/Management/ guide - 2023-05-29T153901.008.pdf
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- Publié le Apv 07, 2021
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- Langue French
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