A learning programme to introduce business acumen : a basic economic literacy project

Abstract

The progress of a society depends, not only on its capital, natural resources and technology, but it depends on the education or literacy of its workers and educated labour has access to pertinent economic information. Thus, success in the educational area is a decisive element to ensure economic competitiveness of the new South Africa. With the twenty-first century approaching and South Africa undergoing radical transformation, the necessity of having an economically literate society is becoming more imperative. Business activities are encountered by all people and all institutions on a daily basis. Competitive business is accepted as a way of life in most Western countries. The way to achieve success in business, is to understand how businesses operate. Centre stage to the transformation process of education in South Africa is the rapidly changing structure to an outcomes-based system. Eight learning areas are identified and this research resorts under the learning area of Economic and Management sciences. Present research is intended to be used in school context for Grade 8, to introduce commercial concepts and provide an introductory framework to be used as platform in daily economic occurrences or for more intensive study. Research methodology includes a thorough literature study to find out what other researchers conclude on the topic . The qualitative method of research and questionnaires were utilized to accumulate information on business acumen. Use was also made of description to report what the current situat ion is concerning business acumen. The quantitative method of research is also made use of as method of testing the success of the programme. A pre- test as well as a posttest was administered to the same group of students at the night school of the President Steyn Gold mine as initial testing. A second set of tests were conducted to a group of grade eight learners at the Nanabolela Secondary School to ensure validity of the learning programme. The conclusion was reached that it would require adaptation by schools to introduce such programme, but that the time was ripe for change and such change could only be advantageous to learners. Adult education could also benefit from such programme which would serve to facilitate a smoother progress of any course in commercial subjects .