The use of cooperative learning in economics in the further education and training phase in the Free State province

In recent years, South African teachers were compelled to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. Put differently, the emphasis is now on an outcomes-based education (aBE) approach as the key underlying principle of the National Curriculum Statements (NCS). Furthermore this paradigm shift in teaching and learning emphasized an active participation of learners which necessitated Economic teachers to restructure their teaching strategies in terms of the NCS. The purpose of this study was to design a framework for the implementation of cooperative learning as a teaching strategy for Economics teachers in the Further Education and Training (FET) phase in Free State secondary schools. A literature study and an empirical research was conducted for structuring of such a framework with different components in the design and implementation of cooperative learning as a teaching strategy for Economics teachers. To achieve the aforementioned, aBE in general was outlined. Secondly, the elements, principles, different aBE curriculum models were discussed. Thirdly, problem areas and arguments in defence of the implementation thereof in South African schools were explained. Fourthly, a multi paradigm perspective on the aBE approach, the National Qualifications Framework (NQF) and the place of the NCS for the FET phase were interrogated from an aBE curriculum model point of view. Furthermore Economics as a social science was compared to other sciences and models of economic teaching. Economics as a school subject and the interrelated components to the curriculum were broadly explained. As reinforcement to the previous mentioned aspects, a historical development as well as viewpoints on cooperative learning were outlined. Subsequently the importance of cooperative learning models, strategies, and group compositions were thoroughly analysed. In conclusion, the perspective on the development of cooperative learning, the rationale thereof, as well as the advantages and disadvantages were scrutinized. Emanating from the literature review an empirical study was conducted to determine the current status of in-service training amongst Economic teachers and to which extent they apply cooperative learning techniques. Economic teachers and Learning facilitators acted as respondents for obtaining data that was used for the design of a framework for implementation of cooperative learning. Findings of the responses of the questionnaires and interviews revealed that there was a great need for more in-service training especially for both beginner and experienced teachers. Furthermore the majority of respondents indicated a deficiency in the application of cooperative learning in their Economic classes. Thereafter a number of recommendations were made regarding the inservice training and the effective application of cooperative learning as a teaching strategy in Economics teaching. In summation, the literature study, the findings of the empirical research and recommendations of this study forms the basis for the design of a framework for the implementation of cooperative learning as a teaching strategy for Economics teachers in the Further Education and Training (FET) phase.