LEARNER WORKBOOK

NATIONAL CERTIFICATE: GENERIC MANAGEMENT

ID 59201 LEVEL 5 – CREDITS 162.

SAQA – 12761
DEMONSTRATE AN UNDERSTANDING OF
MACROECONOMIC PRINCIPLES AS THEY APPLY TO THE
SOUTH AFRICAN BUSINESS ENVIRONMENT
Learner Workbook US 12761

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Facilitator Guide Information
The purpose of this Facilitator Guide is to assist facilitators in delivering training sessions, related to the
following skills program/unit standard, DEMONSTRATE AN UNDERSTANDING OF
MACROECONOMIC PRINCIPLES AS THEY APPLY TO THE SOUTH AFRICAN BUSINESS
ENVIRONMENT and is intended for use by the accredited Training Providers, for the following
qualification:
US ID US Title Level Credits
DEMONSTRATE AN UNDERSTANDING OF MACROECONOMIC
12761 PRINCIPLES AS THEY APPLY TO THE SOUTH AFRICAN BUSINESS 4 8
ENVIRONMENT

Facilitation Methodology
The programme is very practical and aims to provide practical tools and skills for adult learners. The methodology
should ensure that:
 The learning environment is physically and psychologically comfortable.
 Contact training periods are short and varied to avoid boredom.
 Learner expectations are articulated and clarified and managed by the learner and facilitator.
 The experience of participants is acknowledged and drawn on in the learning programme.
 Facilitation, rather than teaching, is used to allow participants to participate fully.
 The facilitator balances the presentation of new material, debate and discussion in such a way that the outcomes
of the module are met, while ensuring that all participants are valued and is able to contribute to the learning
process.
 The learning will be problem-oriented, personalized and accepting of participants’ needs for self-direction and
personal responsibility.
 The module presented in a way that allows a participant to participate fully in the language of their choice.
 The facilitation process accommodates participants who may not be literate, or who are not literate in English.
The contact session uses a participatory methodology. This is appropriate for adult audiences who come

with a wide range of experiences and skills. It also accommodates a broader range of learning styles.
Some techniques that can be used include:
Method Description
Structured Participants engage with a complex game or activities that represent real-life situations that

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learning they may encounter in the course of their work as a Ward Committee member.
experience
Case study This is a realistic story or real-life situation that has taken place, in which participants need to
apply their knowledge and skills to practice how they can deal with the issues presented.
Group work Participants work on tasks in their groups and report their findings back to plenary.
Lecture The facilitator presents a short talk (maximum of 10 minutes) to introduce a new subject, to
provide details, or to wrap up a session.
Discussion This is a free exchange of ideas or experiences on a particular topic. It may be between the
facilitator and the participants or between the participants.
Brainstorming Participants generate a number of ideas on a particular subject or question. It may be used to
gather different opinions or to find out what participants know about a particular topic.
Role-play Participants are asked to act out a scenario where each participant plays a particular role. A
role-play may be used to illustrate how people respond in different situations.
Panel discussion This is a planned presentation by one or more experts. It may be followed by a discussion
session or a round of questions.

Resources may include, but not limited to:

 White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)

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Time Contact/ Facilitation Time 24 Hours/3 Days

Theory 7 Hours
Practical 17 Hours
Assessments 3 Hours
Workplace Application TIme 56 Hours/7 Days

Facilitator’s Checklist & Training Aids

Learner support strategies:
Learners are supplied with all resources and aids as required by the program – including:
 Objects & devices such as equipment, protective clothing, and safety gear, etc.
 Learner Guides and Learner Workbook
 Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the equipment, documents

and training aids for a successful session.

Tick/Cross
Preparation:
Yes No
Qualification Knowledge – I have familiarised myself with the content of the applicable
qualification
Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the
applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with ease
Application knowledge – I understand the programme matrix & have prepared for programme
delivery accordingly
Contextualisation – I have included information which is specific to the commodity and practices
related to the commodity
Ability to respond to learners background & experience – I have studied the learner
demographics, age group, experience & circumstances & prepared for programme delivery
accordingly
Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme
delivery to create a motivating environment with real commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision & mission of the workplace
& have prepared my programme delivery, reporting & administrative tasks accordingly.
Equipment check:

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Learner guides x 1 per learner

Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proximal projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence

Time Frames

Total time allocated Theoretical learning Practical learning time

(hours) time allocated (hours) allocated (hours)
Complete Program
(including summative 100 hours 30 hours 70 hours
assessment)

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Briefing Session: Day 1

Start with an “ice-breaker”, and eventually discuss the global outcome of the learning units with learners and
emphasize the assessment process.
Topics:
 Ice Breaker
 Course expectations
 Assessment Criteria
 Learner’s Responsibilities
Training Ground Rules
Discuss the training session ground rules with learners to avoid disturbance during the session, and topics may
include:
 Learning Units estimated time
 Ethical behavior
 Cellular phones – (off/silent)
 Breaks – (tea, lunch….)
Write down the training session ground rules and keep them posted in the classroom for the duration of the session.
Discuss the Learning Outcomes introduction with the learners and ensure the following:
 All learners participate in the discussion by asking them relevant questions.
 Learners complete the activity in their learner workbooks.

Learning Unit1 US:12761, NQF Level 4 Worth 8 Credits

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DEMONSTRATE AN UNDERSTANDING OF MACROECONOMIC

PRINCIPLES AS THEY APPLY TO THE SOUTH AFRICAN BUSINESS
ENVIRONMENT

This unit standard is for people who have responsibility for understanding the
basics of macroeconomics and are able to explain how these principles relate to the
business environment in South Africa.

Unit Standard The qualifying learner is capable of:

Purpose  Explaining basic economic concepts.
 Measuring the macroeconomy.
 Demonstrating an understanding of trends in the world economy.
 Describing the role of money in economy and monetary policy.
 Describing the workings of fiscal policy.

Learning Assumed to
The learner needs to be competent in English and Mathematics at an NQF level
be in Place
Four.

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Learner Workbook Memoranda (Model Answers)

Session 1

SO 1 EXPLAIN BASIC ECONOMIC CONCEPTS.

 The concepts of scarcity, choice, efficiency, use of marginal analysis and opportunity cost
are correctly explained.
Learning  The concept of macroeconomics is distinguished from that of microeconomics.
Outcomes  The common errors in economic thinking and sources of disagreement amongst
economists are identified.
(Assessment
 The concepts of supply and demand and elasticity of demand and supply are explained
Criteria)
with the use of graphical illustration.
 The impact of different economic systems.
 The role of the economy in producing goods and services is explained.

Activity
1

What are the Factors of Production/Resources

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Activity
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State and explain Vital Process of an Economy

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Session 2

SO 2 MEASURE THE MACROECONOMY

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 The circular flow of a market or mixed economy is described.

 The concepts of Gross Domestic Product, Unemployment, Consumer Price Index,
Producer Price Index, and Inflation are explained and measured.
Learning
 The main constituents of GDP are explained and measured.
Outcomes
 The concepts of Gross Domestic Product, Gross National Product, Gross Domestic
(Assessment Expenditure, Gross Domestic Income, the Balance of Payments and Exchange Rates are
Criteria) explained.
 The performance of the South African economy in the last twenty years is explained in
terms of the above factors.
 The per capita GDP and GNP are calculated.

Activity
3

Explain what is a mixed economy?

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Activity
4

Explain what is balance of payments and exchange rates?

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Session 3
DEMONSTRATE AN UNDERSTANDING OF TRENDS IN THE WORLD
SO 3
ECONOMY.

Learning  The importance of the major macroeconomic objectives is explained.

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Outcomes
 The nature and consequences of globalisation on the world economy is described.
(Assessment  The recent performance of the South African economy within the context of the
Criteria) performance of the world economy is described.

Activity
5

What is the importance of macroeconomics?

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Activity
6

Explain why are these objectives important?

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Session 4

SO 4 DESCRIBE THE ROLE OF MONEY IN ECONOMY AND MONETARY POLICY

Learning
 The functions of money are described.
Outcomes
 Measures of money are described.
(Assessment  The objectives, instruments and mechanics of monetary policy are described and
Criteria) explained.

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Activity
7

Explain what the functions of money are

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Activity
8

What are the measures of money?

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Session 5

SO 5 DESCRIBE THE WORKINGS OF FISCAL POLICY

Learning  Fiscal policy is defined and understood.

Outcomes  Monetary policy is differentiated from fiscal policy, and their interdependence is
explained.
(Assessment
 Fiscal policy working in conjunction to meet macroeconomic objectives is explained.
Criteria)
 The role of the budget in fiscal policy is explained.

Activity
9

Which is more effective monetary or fiscal policy?

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Activity
10

What is the role of deficit spending in fiscal policy?

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