Examining the instructional approach of the National Certificate Vocational Finance, Economics and Accounting curriculum in promoting employability skills.
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This study set out to examine the promotion of employability skills within one of the national curriculum programs. The examination intended to understand the instructional approach of the official curriculum design by examining the recommended instructional methods. The intention behind the examination was to identify areas in which the curriculum could be strengthened and improved. This study was underpinned conceptually by Instructional Theory, as the focus was to examine the instructional aspect of the curriculum. The key research questions intended to examine which employability skills and instructional methods were potentially dominant within the curriculum, and the nature of instruction reflected by the recommended methods. This approach assisted the study in being able to identify what government envisages in terms of policy and what the implementation of the official curriculum would potentially entail. The study examined the curriculum’s subject and assessment guidelines, particularly focusing on the curriculum outcomes and recommended methods to be utilized in achieving the curriculum outcomes. The study investigated the potential embedding of employability skills within the various correlations: between the curriculum outcomes and the recommended instructional methods. Hence the study utilized document and text analysis as its method of collecting and analysing data. The findings do show commonality of employability skills within the various curriculum outcomes and in some parts matching of skills promoted by the instructional methods and those that would be potentially fostered by outcomes. It was discovered that Self-management and Communication were the most identified employability skills both within the curriculum outcomes and instructional methods. The significance of this is that the curriculum is primarily student centered and relies increasingly upon the student to manage their own work, if implemented accordingly. The curriculum allows for more interactive learning and an instructor who has a clear understanding of curriculum outcomes. It was discovered that this does have potential repercussions if the factors within an instructional context are not accommodative enough and if there is inadequate understanding of the implementation of outcomes. However, it did emerge that the curriculum has a strong recommendation of the utilization of Tests and it has no definite instructional nature.