This research sought to investigate how appropriate the Continuous Assessment (CASS) and Common Task for Assessment (CTA) are as assessment models for the General Education and Training Certificate (GETC) with specialization in Economic and Management Science. It examined the appropriateness of quality assurance mechanisms that were used in CASS and CTA at Grade 9 level, with specific reference to Economic and Management Science. The research question further examined how valid the CASS tasks are and how reliable the CASS and CTA marks are at Grade 9 level, with reference to EMS? The qualitative research approach was used within a case study research design. Thus purposeful sampling was used to select the five participants of this study, namely; two EMS educators, two EMS departmental heads and the District facilitator for EMS. Data was collected through semi-structured interviews, document analysis and observations, and triangulated to support the conclusions and to make the findings more reliable. The results indicated that teachers lacked the skills to construct tasks of high quality, assessment plans, and assessment tools. As a result, they resorted the use of tests as a dominant form of assessment. The study further revealed that moderation of Grade 9 School-Based Assessment occurred at various levels of the education system, namely at school, cluster and provincial level. The study showed that there was a corroboration of concepts used in the conceptual framework based on the open system theory, as teachers’ qualifications contributed to the effective development and implementation of the learning programmes in Economic and Management Science. However, the procedures used in conducting moderation were not regarded in a favourable light. The difficulty of CTA was attributed to the non-coverage of all assessment standards during the implementation of CASS. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

Thesis (M.A. (Education)) -- University of Limpopo, 2022 / This study sought to explore the perceptions of practitioners such as school principals, Heads of Departments and teachers towards the Grade9 curriculum changes in Economic and Management Sciences (EMS).This stems from the need for South African schools to have teachers with positive perceptions of teaching Economic Management Sciences since this is one subject that prepares learners for one of the scarce skills in the country entrepreneurship.The problem identified in this study is the perpetual poor performance of Grade 9 Economic Management Sciences learners.The review of the literature points out that since Economic and Management Sciences (EMS) in Grade 9 comprises the Accounting section, Business Studies section and Economics part, it is the former that contributes to the experienced learner's poor performance.This is a qualitative case study carried out at the Malelane circuit in Mpumalanga.This case study method allowed the researcher to use multiple data collection methods to enhance the qualityof the findings.The qualitative data generation methods applied in this study included the interviews, documents review and observations. Out of 12 secondary schools in the Malelane circuit, Mpumalanga, 3 secondary schools were conveniently sampled. In each secondary school, 3 research participants became part of this study. Teachers were specifically sampled for this study based on teaching Economic and Management Sciences in Grade 9. Key findings of the study revealed that a lack of sufficient teaching and learning resources in EMS delays the successful teaching of the subject. Furthermore, overcrowded EMS classes in secondary schools, make it difficult for the subject to be taught with enthusiasm by teachers. Finally, the difficult accounting section, which is part of the EMS, triggers negative perceptions against EMS by the EMS teachers. Lastly, inadequate support given to EMS teachers from secondary schools was worsening the negative perceptions against the subject. Based on the expressed findings, the researcher recommends that the Mpumalanga Education Department allocates more time for Economic and Management Sciences subjects in secondary schools to enable learners to build a better foundation of the subject. Inaddition, adequate teaching and learning resources for EMS are necessary