DEPARTMENT OF LSSE

PROGRAMME OR OFFERING: B Ed Senior Phase and Further Education Training

Teaching

SUBJECT CODE: ESM31ES

SUBJECT NAME: ESM31ES METHODOLOGY

STUDY GUIDE 2022

 FACULTY OF HUMANITIES

DEPARTMENT OF LANGUAGES AND SOCIAL SCIENCES

PROGRAMME

B Ed Senior Phase and Further Education Training

Teaching

(ECONOMIC & MANAGEMENT SCIENCES EDUCATION METHODOLOGY I)

SENIOR PHASE

ESM31ES
2022
Compiled by:

Mr Zwane
THE CUT LEADERSHIP CHARTER

Excellent, quality and inspirational leadership is the cornerstone of any successful

organisation. This value-based leadership charter sets out areas in which managers
should lead by example and demonstrate appropriate behaviour to the rest of the CUT
community. At all times, it is expected of all managers to live by institutional and
progressive societal values and exhibit the expected behaviours when discharging
their duties.

I shall:

✓ provide vision and direction;

✓ manage the unit or division I am responsible for;
✓ develop my unit or division;
✓ manage performance of my subordinates;
✓ develop people and subordinates;
✓ develop students;
✓ engage with our internal and external communities;
✓ communicate regularly and effectively.

This leadership charter should be read and practiced in conjunction with CUT’s motto,
vision and mission and its core values as reflected below.

MOTTO

THINKING BEYOND captivates the aspirations of a new university of technology

prepared to boldly shape its own future in dynamic and innovative ways.

VISION

The vision of CUT is to be a globally connected African university of technology that

focuses on the needs of Southern Africa and supports graduates for citizenship with
skills and competencies in appropriate technologies.

MISSION

In aspiring to fulfil its vision, CUT:

✓ Delivers high-quality appropriate Science, Engineering and Technology (SET)
academic programmes supported by applied research.
✓ Engages with the community for mutually beneficial development.
✓ Promotes access with success in attracting high- quality students and supports
them to become employable graduates.
✓ Attracts and retains expert staff and supports their development and
wellbeing.
✓ Forges strategic partnerships.

SYSTEMIC CORE VALUES

A primary core value of any University is academic freedom, which is enshrined in the
Bill of Rights of the Constitution of the Republic of South Africa. This core value must
be buttressed by institutional autonomy, but within an environment where public
accountability is seen as a virtue. Principles and behaviours defined in the Charter
must accord with these and the institutional core values below.

INSTITUTIONAL CORE VALUES

✓ Customer service
✓ Integrity
✓ Diversity
✓ Innovation
✓ Excellence

A word from your Lecturer:

Curriculums are becoming increasing explicit in what competencies are expected. A

competency (defined as the ability to perform an activity within an occupation to a set
standard) is a natural unit of curriculum and professional development. The importance
of being able to reflect on a learner’s knowledge and ability cannot be overstated. The
first steps in developing a lifelong approach to learning entail attitudes and not only skills.

A teacher should strive not only to equip the learners with academic knowledge, but also
the necessary life skills to maintain a positive attitude towards life. Also motivate and
encourage the learners to make responsible decisions, and if not, to face the
consequences. A teacher must commit him/herself in teaching them how to become
responsible citizens of our country, whereby they will be able to be disciplined
individuals, committing themselves to a successful career.

It becomes important to affirm the learner's core values, such as moral, social, religious,
family, political, etc. Learners who attend training in which their beliefs or values are
supported are much more likely to "let down their guard" and accept the learning points.
One of the purposes of education given is to make individuals aware of their
responsibilities towards their state and themselves, and to carry out these
responsibilities. Teachers should build classrooms where learners’ needs are met, and
their rights are guaranteed in a safe and active learning environment.

CAPS form the foundation for the curriculum in South Africa. It strives to enable all
learners to reach their maximum potential by setting the various Learning Topics to be
achieved by the end of the education process. CAPS still encourage a learner-centered
and activity-based approach to Education.

As being an effective teacher, he/she thus strive to create a positive education process
for the learners. Such an education process closely depends on an effective
relationship constructed between the teacher and the learners together with the
successful execution of the National Curriculum Statement.

I trust that this will serve as inspiration to successfully complete this course in a sense
of always being committed to Education!

“Study while others are sleeping;

Work while others are loafing;

Prepare while others are playing;

Dream while others are wishing”

- William A Ward –
“All educators are key contributors to the transformation of Education in South Africa.

The CAPS SENIOR PHASE & Grade 10-12 (General) visualizes teachers who are
qualified, competent, dedicated and caring. They will be able to fulfill the various roles
outlined in the Norms and Standards for Educators. These include being mediators of
learning, interpreters and designers of Learning Programmes and materials, leaders,
administrators and managers, scholars, researchers and lifelong learners, community
members, citizens and pastors, assessors and subject specialists.

Values and morality give meaning to our individual and social relationships. They are
common currencies that help make life more meaningful than might otherwise have
been. An education system does not exist to simply serve a market, important as that
may be for economic growth and material prosperity. Its primary purpose must be to
enrich the individual and, by extension, the broader society.”

- The Manifesto on Values, Education and Democracy -

Enjoy your studies!

Mr Zwane

Language and Social Sciences Education

CUT: Bloem Campus

Mr Zwane

Tel: 051 910 3872

Email: mzwane@cut.ac.za
1 INTRODUCTION
2
Dear Student

A warm word of welcome to the ESM21ES Methodology I of the B.Ed EMS course!
You will find it informative, challenging, rewarding and stimulating. We trust that you
will endeavor to make this programme a success through your co-operation and
enthusiasm! The aim of this course is to equip you with the necessary skills to TEACH
and FACILITATE Accounting/ Economics’ & Business Management in an interesting,
enthusiastic and very competent way in the classroom.

Furthermore, you will be equipped to effectively manage administrative issues and to

assess learners in an appropriate manner. You will use your theoretical knowledge of
Accounting as a field of study and apply its principles in practice – in particular in an
educational setting. Your aim should be to learn how to make the subject ‘come to
life’ for your learners and to assist them, in turn, to apply their knowledge in everyday
life. Our ultimate goal is to produce economically active and pro-active citizens.

Since the economy is dynamic and therefore constantly changing, it is important that
you keep yourself up to date by reading newspapers and commercial publications.
Radio, television and the internet also offer interesting perspectives on the economy.
It is imperative to stay abreast of the technological advances of our time in order to
capture the interests of our learners and to present the learning material and examples
accordingly

As a student you will be assigned to secondary schools for practice teaching. During
this time, you will not attend classes, as we are aware of the burden these practical
teaching visits place on you. You will have other assignments to complete, lessons to
prepare and present while at the school. If you are already teaching during the
mornings, we will aim to visit you at your current school.
After learning this content, you will be able to apply all relevant didactical knowledge
and diverse educational practices in the classroom. The following section highlights
graduate attributes that will be developed in this module.

3 GRADUATE ATTRIBUTES

The following graduate attributes will be developed in this module:

• Community engagement
Be socially engaged in your communities.

• Innovation and problem solving

Be innovative, think creatively and critically and apply a range of strategies to

solve/find solutions for real world problems.

Demonstrate the ability to apply theoretical knowledge that will lead to development of
new ideas, methods, techniques, practices, products and services in a variety of
contexts (technology, commerce, social systems).

• Technologically literate
Use information and communication technologies effectively.

• Communication
Communicate proficiently, in oral, written, presentation, information searching and
listening skills. Be assertive and articulate, be able to negotiate responsibly and
persuade others effectively.

• Technical and conceptual competence

Demonstrate depth of specialised disciplinary knowledge and skills and be able to
apply them in different contexts to solve problems.

• Team work
Work independently and in teams, to manage your own learning, work and take
responsibility for self while contributing to teams such as learning communities.
• Citizenship and Global Leadership
Make a meaningful and positive contribution to society, be ethical and visionary
leaders who can show leadership in different contexts.

4 ASSESSMENT STRATEGIES

You will be assessed formatively and summatively through the following assessment
strategies:

Types of assessments that will be used to determine your progress mark:

ASSESSMENT TYPE METHOD OF ASSESSMENT KEY

Formative Tests T

Assignments A

Presentations P

Case Studies C

Summative Examination E

Continuous Practical Assessment PA

4 NAME OF THE MODULE: Economics and Management Sciences

Education Methodology. ESM32ES

TITLE AND CODE OF SUBJECT Economic and Management

Sciences Education
(ESM31ES)
 Methodology

PRESCRIBED READING Van Wyk, M & Dos Reis, K 2016.

Teaching Economic and
MATERIAL
Management Sciences in in the
Senior Phase. Oxford. Oxford
University Press.

EMS CAPS DOCUMENT: Senior

Phase

CUT TEMPLATE FOR LESSON

PLANNING.

NQF-LEVEL 4

ORGANIZING FIELD/SUB FIELD 5 Education, Training and Development

PROGRAMME DOMICILIUM OF THE Department of Languages and Social

MODULE Sciences Education

CREDITS 6

NOTIONAL LEARNING HOURS 60

PREREQUISITES PASSED ALL 1st YEAR SUBJECTS

CORE REQUISITES NONE

CONTACT TIME 1.33 HOURS/WEEK

DESCRIPTION OF THE MODULE This module deals with how to teach

EMS at Senior Phase, Grade 7-9
EMS teacher’s approach of teaching
EMS

Taxonomy of Education objectives in

EMS
Teaching strategies in EMS
 LEARNING OUTCOMES Competency will be demonstrated
when the students are able to:

▪ ESM 21ES can demonstrate skills

to teach ESM

▪ EMS teachers can use learners

centred approach methods in the
classroom

▪ Different methods must be used by

EMS teacher

▪ Teacher can teach EMS

▪ Can apply Bloom Taxonomy

5 SUBJECT SYLLABUS

This module will be divided into the following themes:

✓ Presentation of subject matter in EMS
✓ Teaching EMS
✓ EMS teacher approach of teaching EMS
✓ How to teach EMS as a subject
✓ Taxonomy of Education objectives in EMS
✓ Teaching strategies and methods in EMS

6. PLANNING FOR QUALITY TEACHING AND LEARNING

You should plan lessons that promote quality teaching and learning.

6.1 Quality Teaching

Quality teaching is teaching in ways that enable and encourage learners to engage in
intellectual activities that promote quality learning.

6.2 Quality Learning

Quality learning appears when learners

✓ apply knowledge and solve problems,
✓ communicate acquired knowledge to others,
✓ perceive relationships between their pre-knowledge and new knowledge they are
learning,
✓ retain acquired new knowledge for a long time,
✓ discover or create new knowledge for themselves,
✓ want to learn more
6.3 Resources for teaching EMS

You should consult the following resources when you plan lessons.

✓ Curriculum and Assessment Policy Statement,

✓ Textbook(s),
✓ Work Schedule or Pace setter, and
✓ Examination guidelines for Senior Phase.

6.4 What are the Elements of teaching EMS?

A good presentation of lesson plan should have the following elements:

✓ Attract the interest and attention of the learners

✓ Learners centred
✓ Different methods
✓ Innovative ways of teaching EMS
✓ Expanded opportunities

6.5 ACHIEVEMENT OF KNOWLEDGE

When you have studied this unit, you should be able to:

✓ explain what EMS Methodology is and approach of teaching EMS as an integrated

subject
✓ understand the main Topics and Sub-topics of EMS curriculum
✓ define the purpose of EMS
✓ State the resources to offer EMS as a subject

7. PRESENTATION OF THE SUBJECT MATTER

You will note the following important points with regard to the presentation of EMS as
a subject:

✓ Since most of the learners who study EMS at school do not continue with their
studies after leaving school, it is preferable to teach the subject in broad outline
rather than to adopt an in-depth approach which is beyond the understanding of
most of the learners.
✓ When presenting the subject, the teacher must differentiate on the basis of the
learners' maturity and abilities.
✓ The teacher should adopt a descriptive approach when teaching the average
learner, and an analytic-theoretical approach when teaching gifted learners.
✓ The teacher must relate the subject to real-world experiences and the learners'
lifeworld.
✓ The teacher must adapt assignments, tests, questions, graphic presentations and
models to the grade of the course.
✓ Since the scope of the subject matter in EMS is the same for both average and
gifted learners, it is important the teacher conducts a more in-depth study with the
gifted learners.

8 THE TEACHER'S APPROACH TO THE TEACHING OF EMS

The teacher is the link between the learning material and the learners. S/He must
have a sound knowledge of the subject EMS, of the methodology of the subject
material and of the child as a unique and developing individual.

The teacher must be a specialist in the subject that s/he teachers. S/he is required to
improve his/her subject knowledge continuously to ensure that s/he is able to speak
with authority about it. S/he should be able to transfer the requisite knowledge to the
learners and to arouse their interest and curiosity with regard to EMS. In other words,
the teacher brings the subject to life for the learners.

With regard to the teacher's approach, s/he is advised not to treat EMS as a purely
abstract subject. We learn mainly through our own experiences those of other people
(current affairs, or descriptive EMS), and the experiences of our ancestors (presented
in History). The teacher refers constantly to concrete facts, since theory should be
based on concrete, verifiably facts. Moreover, illustrations, applications and
discussions should be oriented towards South African conditions to give learners
insight into specifically South African economic activities. When making use of
examples, local situations and conditions are most suitable.

It is important that the teacher always proceeds from the known to the unknown. The
known and basic concepts constitute the point of departure from which further
elaboration can proceed. These concepts are gradually extended to what is unknown,
in order to form a comprehensive continuum of knowledge.

9. BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES

Theorists suggest that certain characteristics distinguish types of learning according

to differences in what is being learned. These characteristics are conducive to
instructional planning and educators find this taxonomy useful because it includes
most of the goals stressed in education and describes them in commonly used
language. Bloom's taxonomy is a useful tool for planning or assessing instruction and
the table that follows, intellectual skills are defined and examples of verbs that reflect
levels of cognisance are stated.

BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES

Remembering: can the learner define, duplicate, list, memorize, recall, repeat,
recall or remember the information? reproduce state

Understanding: can the learner classify, describe, discuss, explain, identify, locate,
explain ideas or concepts? recognize, report, select, translate, paraphrase

choose, demonstrate, dramatize, employ,

Applying: can the learner use the
illustrate, interpret, operate, schedule, sketch,
information in a new way?
solve, use, write.

Analyzing: can the learner appraise, compare, contrast, criticize, differentiate,

distinguish between the different discriminate, distinguish, examine, experiment,
parts? question, test.

Evaluating: can the learner justify a appraise, argue, defend, judge, select, support,
stand or decision? value, evaluate

Creating: can the learner create assemble, construct, create, design, develop,
new product or point of view? formulate, write.

10. TEACHING STRATEGIES AND METHODS

Ensure that every learner participates in the discussion and that it is not dominated by
certain learners.

THE PROBLEM-SOLVING METHOD

The problem-solving method helps learners to gain insight into the nature of decision
making. When they solve a practical problem presented to them by the teacher, they
will be motivated and the practical reasons for learning will become clear. Thus,
problem solving should help learners realise that the knowledge they have already
acquired, can be applied to new situations and that this process can lead them to
acquire new knowledge. Problem solving helps learners to develop new knowledge
for themselves and take responsibility for their own learning. It also encourages them
to evaluate their learning and the learning process themselves.

A problem can be defined as any situation in which some information is known and
but some more information is required. Problems should be based on real situations
even if a certain amount of simplification is applied. The teacher should never ask
learners to solve problems unless they know exactly why they are doing it.

As a teaching method, problem solving can be used as a part of a lesson, as a theme

for several lessons or as the basis of an entire course of study. When making use of
this strategy it should be kept in mind that the emphasis should be on the learners’
learning rather than simply on teaching them to solve problems.

Case studies (which will be discussed later) are often used in the problem-solving
method because they offer a source of data from which deductions can be made.
Learners can learn certain principles by studying actual situations. Understanding is
developed by induction – by referring to real situations occurring in business. Problem
solving is an ideal strategy to use in conjunction with group work.

THE PROJECT (LEARNER RESEARCH) METHOD

The teacher may set a project for and individual learner or for a group of learners.
Project work implies that the learners are active learners over a sustained period of
time – a day, a week or even a term depending on the topic.

The teacher’s role is that of a consultant. S/he should carefully plan the project and
should have a sound command of the information him/herself. Only then can s/he ably
give guidance and help with the recommendation of sources. The teacher may choose
to provide a verbal introduction to them in order to give the learners some background
to the learning material.

An information worksheet on the assignment should also be provided since this gives
learners a ready reference throughout the study. One way to use the project method
is to divide the class into groups. Each group may select and research a topic under
a central theme provided by the teacher.

Once completed, material can by exhibited by the groups so that they can examine
one another’s displays. A follow-up period can be used by the teacher in order to bring
together everything that has been learnt.

The following are benefits derived from using the project method:

✓ It enables learners to develop a deeper level of understanding of the subject

than would be possible using the textbook or discussion method.
✓ It shows learners that they are capable of understanding quite complex issues.
✓ It helps learners to develop their critical thinking skills.
✓ It teaches learners how to make use of the sources of information that are
available in their community.

CO-OPERATIVE LEARNING
Co-operative learning is not another name for group work. Learners work together in
groups that are small enough so that everyone can participate in a collective task
without the direct immediate supervision of the teacher.

Co-operative learning should lead to more meaningful learning in classes and could
provide teachers with a means of coping with large classes. However, it should not be
used merely to keep learners quiet. Co-operative learning is a teaching method
stimulating peer interaction and learner-to-learner socialisation. An important factor to
keep in mind when grouping learners - is to combine learners with different levels of
proficiency in English in the same group. Learners who are proficient in English in
the group can then assist those with limited English proficiency.

Co-operative learning can be an effective way of achieving both academic and social
outcomes, and is particularly effective in the following situations:

✓ When the teacher wants all the learners to experience success in their
learning
✓ When the teacher wants to stress the importance of collective and individual
learning efforts
✓ When the teacher wants learners to exchange ideas and to see that they can
learn from one another, and learn from helping one another
✓ When the teacher wants to improve learners’ communication skills as they
learn the curriculum outcomes
✓ When the teacher wants to teach the learners to be self-reliant rather than
teacher-reliant, and give the them control over their learning

When groups are functioning successfully, group norms are established which should
lead learners to strive toward learning achievement. Learners will also interact with
one another in ways that facilitate the development of a positive self-esteem.

During co-operative group work the teacher should allow learners to complete their
work with little interruption or assistance. However, the teacher should remain
constantly available to assist whenever requested. However, never forget that too
much interference or assistance by the teacher could be annoying to learners
11.Other teaching methods

There are two categories of teaching methods, namely participative methods and
expository methods. Participative methods are the questioning and answer method,
discussion, demonstration, experimental, project, role playing, problem-solving, etc.
These are learner-centred approaches referred to as indirect teaching, discovery
learning, inductive learning or inquiry learning.

Expository methods are the telling, lecture, narrative, etc. These are teacher-centred
approaches referred to as direct teaching, deductive teaching or expository teaching.

When you teach you should use educational media to enhance teaching and
learning. Educational media which you use should promote learner participation. You
should also teach through activities. There are three kinds of activities, namely
initiating activities, developmental activities and culminating activities.

Initiating activities are activities that are done by the learners when you start a lesson.
Developmental activities happen during the presentation phase of the lesson and
culminating activities are activities that are done at the end of the lesson.

You should design activities that are as close to the real thing as possible. The
activities should enhance:

✓ learning through direct experience,

✓ learning by doing,
✓ authentic learning, and
✓ hands-on/minds-on learning.
All senses should be engaged when you present a lesson because there are four types
of learning styles in the classroom. These learning styles are:

✓ Visual learning in which learners learn by seeing.

✓ Auditory learning in which learners learn through instruction from others.
✓ Kinesthetic learning in which learners learn by doing and being physically
involved.
✓ Tactile learning in which learners learn by touching objects.
There are four types of learners that you should take into consideration when you plan
instruction. These are the imaginative learner, analytic learner, common sense learner
and dynamic learner.

The imaginative learner perceives information concretely and processes it

reflectively, learn by listening and sharing information with others, cannot adjust to
traditional teaching.

The analytic learner perceives information abstractly and processes it reflectively,

prefers sequential thinking, needs details and values what teachers have to offer, does
well in the traditional classroom.

The common sense learner perceives information abstractly and processes it

actively, is pragmatic and enjoys hands-on learning and is excited by anything new.

The dynamic learner perceives information concretely and processes it actively,

prefers hands-on learning and is also excited by anything new.
12 MODULE CONTENT

TOPIC

Managing The Curriculum Chapter 3

CAPS for EMS Senior Phase – Department of Basic Grade 7-9

Education

Approaches to teaching EMS: The Learner centred Chapter 4

approach

THE PRESCRIBED MATERIAL FOR THIS MODULE IS:

Van Wyk, M & Dos Reis, K.2016. Teaching Economic and Management
Sciences in the Senior Phase. Oxford. Oxford University Press.

Department of Basic Education. 2011. CAPS Senior Phase (Grade 7-9).

Pretoria. Government Printers.

13. TEACHING AND LEARNING STRATEGIES

Student centred approach

Strategy Approach

Student • Whole class and group discussions will be used to engage

centered students to participate in different practice teaching themes
approach and problems.
• Students will be given an assignment to integrate it in their
school-based learning.
• Students will co-present lessons with their mentor teachers.
• Students are exposed to real teaching and learning through
school placements.
• Students will do self-study through the guidance of the
lecturers and mentor teachers.
 Lecturer • The lecturer will facilitate discussions during the lectures.
activities • The lecturer will evaluate tests, assignments and portfolio of
the student teachers.
• The lecturer will evaluate the work of the student teachers.
• The lecturer will support the students while they are at the
schools

14 CURRICULUM SUPPORT SYSTEM

• Students will be supported through the Instructional Support System (SIS).

• Peer mentoring system will also be used to mentor second year students by
senior students.
• The use of e-Thuto (Blackboard) will be accessed by the students.
• Further reading through the library and reading laboratory will be used to
enhance the communication skills of the students.
15 GENERAL INFORMATION

Particulars of Lecturers

Welkom Campus Names, Contact Details & Office

Mr Zwane

Tel: 051 910 3872

Email: mzwane@cut.ac.za

RECOMMENDED MATERIAL

16 FURTHER READINGS

Killen,R . 2015. Teaching strategies for Quality Teaching and Learning. Juta. South
Africa

Arends R.I. 2009. Learning to Teach. Boston: McGraw-Hill.

Cruickshank D.R.; Jenkins D.B. & Metcalf K.K. 2012. The Act of Teaching. New York:
McGraw-Hill.

Jacobs M.; Vakalisa N.C.G. & Gawe N. (eds.). 2011. Teaching-Learning Dynamics.
Cape Town: Pearson Education.

Kauchak, D. & Eggen, P. 2008. Introduction to Teaching: Becoming a Professional.

Upper Saddle River: Pearson.

Kellough, R.D. & Kellough, N.G. 2007. Secondary School Teaching: A Guide to
Methods and Resources. Upper Saddle River: Pearson.

Killen R. 2007. Teaching Strategies for Outcomes-Based Education. Cape Town:

Juta.

Ndirangu, C. (2013). Teaching Methodology. African Virtual University. Creative Commons.

Taole M.J. (Ed.). 2015. Teaching Practice, Perspectives and Frameworks. Pretoria:
Van Schaik

B Ed SP AND FET TEACHING

English LESSON PLAN FOR STUDENT TEACHERS’
TRAINING PURPOSES

STUDENT NAME STUDENT

NUMBER
MICRO LESSON SUBJECT
GROUP or
SCHOOL
NUMBER OF GRADE
LEARNERS
DATE TIME: Language: English
SUBJECT TOPIC (Broad)

_________________________________________________
LESSON TOPIC

_________________________________________________
LESSON OBJECTIVES

At the end of this lesson, the learners should be able to:

1
 2
3

EDUCATIONAL 1
AIDS
2
3
4

SOURCES KNOWLEDGE
AND
SKILLS

LEARNING VALUES AND

MATERIAL ATTITUDES

IDENTIFICATION
OF PRIOR
LEARNING
TEACHING Teacher-directed Learner-centred methods
METHODS methods

Telling method
Cooperative learning
Scaffolding method
Discussion
Demonstration
Project method
method
Role-play method
Questioning method
Experimentation method

INTRODUCTION
Teacher’s Actions Assessment
Strategies

Learners’ Activities

PRESENTATION
Teacher’s Actions Assessment
Strategies

Learners’ Activities

APPLICATION AND CONCLUSION

Teacher’s Actions Assessment
Strategies

Learners’ Actions

HOMEWORK
EXPANDED
OPPORTUNITIES
 DEPARTMENT: LSSE
PROGRAMME OR OFFERING: B Ed Senior Phase and Further
Education Training
Teaching

Lecturer details here: Surname: Zwane Tel: 051 910 3872 Email:
mzwane@cut.ac.za