Browsing by Author "Rademeyer, Marlize"

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    Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ʼn kreatiewe perspektief
    (Stellenbosch : Stellenbosch University, 2018-12) Rademeyer, Marlize; America, Carina Georgina; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT : It is a well-known reality in modern life that humanity is surrounded by the hard reality of violence, crime, and economic events and demands. These phenomena can mainly be attributed to the high unemployment rate in South Africa. Although there are several reasons for this, one cause can be attributed to the fact that the education system educates learners to think like employees, instead of job creators. Learners are taught to think in one direction, and thus they are deprived of the opportunity to think differently and innovatively. Learners are taught that only one way is acceptable and lapse into thinking that only certain outcomes are possible. This while South Africans live in a fast-changing society, and people are actually expected to take responsibility for their own economic survival. The phenomenon of more people entering the informal sector, for example with street markets or home industries, is increasingly seen as a means for survival. The problem is, however, that although this may be a possible resort for the unemployed, people, and especially early school leavers, do not know how and where to start. This is because what they have learned (theory) does not make sense and corresponds with what is happening in reality (practice). This gap can be attributed to the lack of basic economic and financial literacy as well as the lack of development of creative thinking and skills. The key to solving this problem lies in the promotion of creative thinking and the development of an entrepreneurial capacity at school level. With this research, the main purpose was to try to determine to what extent there is a creative space in the learning area Economic and Management Sciences and how creativity can be supported and stimulated to bring together theory and practice. The researcher, therefore, wanted to investigate whether Economic and Management Sciences teachers regard this learning area as important, whether there are any challenges and to what extent effective teaching takes place in the Economic and Management Sciences classroom. A qualitative study within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as participants in the study. This gave the researcher the opportunity to gain new insights, precisely because each person’s experience in terms of Economic and Management Sciences education is unique. The research results and conclusions show that the value of creativity in Economic and Management Sciences education has not yet been recognised by the teachers, because there is an incorrect attitude regarding Economic and Management Sciences education, as well as limited motivation and self-actualisation. Challenges, such as a lack of formal education and knowledge as well as the lack of sufficient time, relate especially to this study. Learners’ creative potential can be developed through exposure to and support of creative thinking and skills. The importance of creativity in Economic and Management Sciences education should be recognised by teachers, precisely because it can contribute to the improvement of problem solving, communication and reasoning.