The importance of literacy and literacy practices as an instrument of conceptual and cognitive development is well documented. Reading and writing skills have an integral role in higher education, yet the application of these skills is normally the domain of language specialists or academic support programmes and not the focus of subject lecturers. This article reports on business education student teachers' reflections of a small-scale 'read-talkwrite' project. I argue that introducing a disciplinary literacy component in business education may infuse a critical-reflective approach in business education teacher training to encourage habits of reading, writing, speaking and reasoning with the intention to cascade it to school level. Data was collected by means of open-ended survey questions using content analysis. Findings suggest that content literacy instruction in business education can be applied by introducing deliberate and consistent literacy practices for students to become critically aware of and confident in interrogating disciplinary content in business.
The continuously changing business world demands that students entering the world of work have an adaptable skill set. The acquisition of appropriate exit-level knowledge, skills and competencies also holds true for young school learners and early school leavers. At school level the engagement and connectedness with the outside world and the development of subject-specific practical competencies could be structured through an experiential education approach that will allow learners to become self-regulating and active in their learning. This kind of active learning could involve an education that also facilitates a "real-life" experience in the workplace. This article argues for a workplace-based learning approach for Business Studies teaching by reflecting on the "connectedness" dimension of the productive pedagogies framework. In doing so, the authors deliberate on a unique Irish model called the "transition year" (TY), its orientation of "real-life" learning, the background to the development of the TY, its implementation and its viability within a South African school context.
The relevance of Business Studies Education (BSE) at school and in higher education is undisputed, given the rising levels of youth unemployment and the need for an appropriate skill set for potential entrepreneurs. Although a relatively large corpus of general business education literature is available, the same does not necessarily apply to published research related specifically to business studies teaching and learning at school and in teacher education. The aim of this research was to explore the scope, similarities, differences and potential gaps in the teaching and learning of Business Studies within school and teacher education contexts. A meta-study methodology was applied in this study to provide a comprehensive review and synthesis of peer-reviewed research publications in business studies education. An overview of the challenges facing BSE within the South African context is provided. A framework encompassing situational, pedagogical, practical and disciplinary knowledge areas guided the analytical overview to underscore the limitations and particular points of focus of current and past research. In addition, the meta-study set out to establish the scope, similarities and differences of promising areas for future research. Findings suggest that BSE research remains limited, entrepreneurship is an important focus for research and that not enough research has been conducted about situational knowledge. Recommendations include the need to analyse the complexities of teacher education and training, to investigate and critique the theoretical foundations of business studies education and to evaluate the shifts in school curriculum policy, development and design.
is 'n dosent en vak-koördineerder van Ekonomiese en Bestuurswetenskappe in die Departement Kurrikulumstudie, Fakulteit Opvoedkunde aan die Universiteit Stellenbosch. Sy doen navorsing en gee onderrig in die vakgebiede Ekonomie-, Rekeningkundeen Besigheidstudies-onderrig. Vir die afgelope tien jaar is sy betrokke in verskeie navorsingsprojekte, onder andere oor kurrikulum-ontwikkeling en assessering en het verskeie navorsingsverslae in haar hoedanigheid as leier van die Besigheidstudies-groep vir Umalusi geskryf.
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