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A curriculum for vocational business subjects in Botswana junior secondary schools

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dc.contributor.advisor Lumadi, Mutendwahothe Walter Sithole, Burman Musa 2012-10-31T09:32:16Z 2012-10-31T09:32:16Z 2012-06
dc.identifier.citation Sithole, Burman Musa (2012) A curriculum for vocational business subjects in Botswana junior secondary schools, University of South Africa, Pretoria, <> en
dc.description.abstract The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform to pedagogical practices recommended for imparting practical business skills relevant to the world of work. It also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to proffer a teaching model that would help to maximize learner acquisition of business skills and competencies. Literature related to the pedagogy of business education subjects was reviewed to give a general conceptual and methodological foundation for the investigation. An overview of the methodological approaches and the qualitative research design selected for application to the study were provided including the data-gathering procedures and the conceptual framework that supported and informed the research. The major findings of the study were that Business Studies teachers subscribe mainly to the transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested syllabus and problems associated with striking a balance between the theoretical and practical aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with the little time allocated to teach it on schools timetables, it is impractical to expect them to complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the mini enterprise whereby students are involved in setting and running a concrete enterprise is prevalent. The study concluded by suggesting a pedagogical model, based on the findings, to improve Business Studies curriculum delivery. It was also recommended that support structures aimed at monitoring and ensuring that the delivery of business education is done according to the stipulated business curriculum standards be put in place. en
dc.format.extent 1 online resource (vi, 214 leaves) : ill. (some col.)
dc.language.iso en en
dc.subject Business education en
dc.subject Constructivism en
dc.subject Curriculum en
dc.subject Entrepreneurial pedagogy en
dc.subject Experiential learning en
dc.subject Junior secondary school en
dc.subject Kinaesthetic learning en
dc.subject Mini enterprise en
dc.subject Pedagogy en
dc.subject Teacher-centred pedagogy en
dc.subject Traditional teaching en
dc.subject Vocational education en
dc.subject.ddc 650.07126883
dc.subject.lcsh Business -- Study and teaching (Secondary) -- Botswana
dc.subject.lcsh Education, Secondary -- Curricula -- Botswana
dc.subject.lcsh Vocational education -- Botswana
dc.title A curriculum for vocational business subjects in Botswana junior secondary schools en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en D. Ed. (Didactics)

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