Mulaudzi, M. P.Dube, B.Mbhenyane, Charlotte Misaveni2019-10-082019-10-082019-09-20Mbhenyane, Charlotte Misaveni (2019) Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South Africa, University of Venda, South Africa.<http://hdl.handle.net/11602/1438>.http://hdl.handle.net/11602/1438DEd (Curriculum Studies)Department of Curriculum StudiesThe focus of this study was to investigate the sustainability of teaching Consumer Studies as a school subject. The study was conducted in Vhembe District schools. The main purpose of the study was to establish the extent of the challenges affecting the sustainability of teaching Consumer Studies and to develop the necessary measures to address them. Consumer Studies is in a struggle for legitimacy as a school subject, despite its recognition and designation by the Department of Education. The study argued that Consumer Studies as a school subject is a tool for creating a sustainable future for learners. The nature of the study demanded for the adoption of a qualitative research design. Purposeful sampling procedure was used to select the population for the study. 42 secondary schools which offered Consumer Studies in all the circuits of the Vhembe District were purposefully selected. Participants constituted of school principals, heads of departments and Consumer Studies teachers of the sampled schools. Interviews, Observation and Document analysis were used as strategies for data collection. Data was analyzed thematically. The study revealed that Consumer Studies as a school subject was gradually downgraded and was not given the value that it deserves by the relevant authorities. This was evident as five out of the fifteen sampled schools were in the process of excluding the subject from the curricular. The study also revealed that the school subject Consumer Studies was not promoted as a viable career option for learners. The subject was regarded as an elective in the curricular of most schools selected for the study. It was recommended that the value of Consumer Studies be considered in order to avoid its elimination while other learning areas were added into the system and given compulsory status as well. The study further recommends the promotion of Consumer Studies as a viable career option for learners at secondary schools. The study suggested a model for sustaining the teaching of Consumer Studies at secondary schools.1 online resource (xiii, 184 leaves)enUniversity of VendaConsumer StudiesUCTDCurriculumSustainabilitySustainable DevelopmentEconomic SectorEducation for Sustainaable Development373.270968257Consumer education -- South Africa -- LimpopoEducation -- South Africa -- LimpopoEducation, Higher -- South Africa -- LimpopoHome economics -- South Africa -- LimpopoHigh school teaching -- South Africa -- LimpopoTeaching -- South Africa -- LimpopoThesisMbhenyane CM. Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South Africa. []. , 2019 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1438Mbhenyane, C. M. (2019). <i>Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South Africa</i>. (). . Retrieved from http://hdl.handle.net/11602/1438Mbhenyane, Charlotte Misaveni. <i>"Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South Africa."</i> ., , 2019. http://hdl.handle.net/11602/1438TY - Thesis AU - Mbhenyane, Charlotte Misaveni AB - The focus of this study was to investigate the sustainability of teaching Consumer Studies as a school subject. The study was conducted in Vhembe District schools. The main purpose of the study was to establish the extent of the challenges affecting the sustainability of teaching Consumer Studies and to develop the necessary measures to address them. Consumer Studies is in a struggle for legitimacy as a school subject, despite its recognition and designation by the Department of Education. The study argued that Consumer Studies as a school subject is a tool for creating a sustainable future for learners. The nature of the study demanded for the adoption of a qualitative research design. Purposeful sampling procedure was used to select the population for the study. 42 secondary schools which offered Consumer Studies in all the circuits of the Vhembe District were purposefully selected. Participants constituted of school principals, heads of departments and Consumer Studies teachers of the sampled schools. Interviews, Observation and Document analysis were used as strategies for data collection. Data was analyzed thematically. The study revealed that Consumer Studies as a school subject was gradually downgraded and was not given the value that it deserves by the relevant authorities. This was evident as five out of the fifteen sampled schools were in the process of excluding the subject from the curricular. The study also revealed that the school subject Consumer Studies was not promoted as a viable career option for learners. The subject was regarded as an elective in the curricular of most schools selected for the study. It was recommended that the value of Consumer Studies be considered in order to avoid its elimination while other learning areas were added into the system and given compulsory status as well. The study further recommends the promotion of Consumer Studies as a viable career option for learners at secondary schools. The study suggested a model for sustaining the teaching of Consumer Studies at secondary schools. DA - 2019-09-20 DB - ResearchSpace DP - Univen KW - Consumer Studies KW - Curriculum KW - Sustainability KW - Sustainable Development KW - Economic Sector KW - Education for Sustainaable Development LK - https://univendspace.univen.ac.za PY - 2019 T1 - Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South Africa TI - Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South Africa UR - http://hdl.handle.net/11602/1438 ER -