Learners’ views on challenges encountered during practical work in Consumer Studies: A case of one school in KwaZulu-Natal.

• Main Authors: Jabulisile C. Ngwenya, Nomfundo L. Shange
• Format: Article
• Language: English
• Published: AfricaJournals 2019-01-01
• Series: African Journal of Hospitality, Tourism and Leisure
• Subjects: Consumer Studies; practical work; entrepreneurship knowledge and skills; lack of funds; infrustructure
• Online Access: https://www.ajhtl.com/uploads/7/1/6/3/7163688/article_31_vol_8_1__2019.pdf

South Africa faces persisting youth unemployment which is partly attributed to shortage of the relevant marketable skills and work experience youth need to secure employment opportunities and to develop their own businesses. Entrepreneurial knowledge and skills should be encouraged and incorporated in education from early foundational years through secondary education to engender entrepreneurial experience and to provide young people with the means to be self-employed. Consumer Studies as a practical school subject supports the development of foundational entrepreneurship knowledge and skills by engaging learners in activities pertinent in exposing them to entrepreneurship in schools. While early exposure to entrepreneurial activities is believed to be essential, teaching and learning during practical work in Consumer Studies is afflicted by challenges and problems. This paper explores the learners’ views on the challenges encountered during practical work in Consumer Studies in one secondary school in KwaZulu-Natal. A qualitative case study research design using semi-structured focus group interviews, observations and reflective journals was adopted to explore Grade 11 learners’ views on the challenges in learning during practical work in Consumer Studies. Findings revealed that although the practical component is regarded as the crucial part in learning Consumer Studies, the challenges learners encountered during practical work hindered their effective learning. Insufficient infrastructure was additionally found to be the major constraint facing the teaching and learning of the subject. Lack of funds to support the teaching and learning of the subject was reported to be the dominant hindrance.