Uitkomsgebaseerde onderwys van die vak Ekonomie

Abstract

In the current political-economical transformation process in which South Africa finds itself, Outcomes-Based Education is presented as a new teaching approach in order to find a solution to the problematic nature of education. Keeping in mind the new initiatives in education this education model is studied critically, especially with regard to the applicability thereof in the Economic- and Management Sciences and more specific in the subject Economics. The purpo'se · of this study, within the framework of the proposed South African Outcomes-Based Education model, ~as to determine which criteria the OutcomesBased Education of Economics should have to conform to in order to ensure effective teaching and learning of Economics in the Further Education and Training band. The literature study that was undertaken, lay emphasis on the following: • the new education system of South Africa by focusing on perspectives as regards the origin, nature and shortcomings of the Outcomes-Based Education model in general and the South African model specifically; • the bringing about of specific guidelines for an effective teaching-learning model in the subject Economics in the Further Education and Training . band specifically based on Outcomes-Based Education. The theoretical teaching-learning model for the subject Economics proposes a variety of teaching-, learning and assessment strategies which could lead to effective teaching and learning (and the consequent attainment of laid down outcomes). The purpose of the empirical survey was to gather information regarding the current practice of the teaching of Economics to learners in _Grades 1 O to 12, as well as investigating the current pre-service and in-service-training which Economic teachers have at their disposal especially with regard to Outcomes-Based Education. The survey also attempted to identify and analyse shortcomings and problems that may occur in the teaching of the subject Economics and in the training of Economic teachers. In order to put this information in perspective, it was necessary to gather information regarding the following aspects related to the Outcomes-Based Education of Economics among which: biographical detail of respondents, critical and specific outcomes, didactic principles, learning content, didactical strategies, teaching methods, educational media, assessment, the essentials of the subject science Economics, different forms of learning and learning styles as found in Economics and problem areas as regards the implementation of Outcomes-Based Education. Hereby it is attempted to identify possible problems in the teaching of Economics and to make recommendations that will lead to change or renewal that will really be an improvement. The conclusion of this survey is that the Outcomes-Based Education of Economics can indeed succeed, should all the role players be involved in the planning and implementation thereof. In order to teach and learn effectively, Economic teachers have to be trained thoroughly in Outcomes-Based Education in general and more specifically in the Outcomes-Based Education of the subject Economics