BusinessVENTURES-Upgrade Development

Partner(s):

WesBank is SAIE’s partner in the BusinessVENTURES upgrade project. WesBank funding has enabled SAIE to implement the feedback received from educators and evaluations to improve and innovate BusinessVENTURES material in line with SAIE’s learning loop, which seeks to continually incorporate new learnings into future strategic planning. WesBank is a premier financial institute that provides vehicle finance, corporate finance, personal loans and fleet savings among other products. The WesBank mission is to be the acknowledged leaders in installment credit in terms of Customer Service, Profitability and Size.

Our Involvement:

With more than ten years of experience in materials development, the SAIE has remained committed to its mandate of providing world-class, quality materials in EMS and Business Studies that would facilitate optimal learning and provide educator support. To maintain the products accessibility and relevance at all times, the SAIE continually undertakes educator surveys to consider whether and what product upgrades are necessary. Through this exercise, it has become apparent that there is a critical need for ongoing product upgrading and the additional supplementation in various areas through all grades from Grade 2 to Grade 12. Specifically, feedback has been collated through extensive interviews and research of the schools utilizing BusinessVENTURES, as well as the Department of Education and Ikhwezi Training College in KwaZulu Natal and this feedback indicates the need for the additional product development.

Project Progress:

In light of the SAIE development team’s recommended changes to BusinessVENTURES materials, the WesBank Development Project comprises the following seven development areas: i. Improvements to VENTURES Assessment Forms and Progress Charts (Grades 4–12): SAIE identified the need to upgrade the VENTURES assessment forms, given continuous feedback from the Department of Education (DoE), Rajen Dorasamy of Ikhwezi College, and other trainers. ii. Regular tests for FET (Grades 10–12) Given advanced warning from Ikhwezi College and the KZN DoE of a new policy of continuous testing to be introduced by the national DOE, SAIE identified the need to develop 4 “pace setter” tests per grade. iii. VENTURES Integration Charts (Grades 2–6) Given that many teachers struggle to integrate into one lesson learning outcomes and assessment standards from different learning areas, SAIE identified a need for integration charts in grades 2 to 6. These integration charts show how the material in each grade satisfies assessment standards in different Learning Programmes (LPs for grades 2 and 3), and different Learning Areas (LAs for grades 4 to 6). Report on the SAIE Wesbank Development Project 2 of 20 iv. VENTURES Expanded Opportunities (Grades 8–12) With a view to supporting the development of teachers, SAIE identified the need to show teachers how learning can be expanded through creative learning opportunities. v. Introductory Posters (Grades 8–12) Given the challenge of training teachers efficiently and effectively, SAIE identified the need for introductory posters in grades 8 to 12. Their purpose is to provide the simplest possible “big picture” introduction to each grade. vi. Business Planners Given the demand from high school learners, tertiary students and young entrepreneurs, SAIE identified the need to develop and offer business planning guides at various levels of complexity. vii. Master Training Manuals (MTMs) and programme for training of master trainers

The deliverables of the development project are: BusinessVENTURES assessment forms and progress charts; regular tests; integration charts; expanded opportunities; introductory posters; business planners; and master training manuals. To ensure the quality of the training provided to master trainers, and their delivery of training to teachers, SAIE identified the need to develop Master Training Manuals a standardized programme for the training of master trainers.

In some cases far more than what was initially envisaged has been delivered within or under the budget. In some cases work done has exceeded both expectations and budget, but has been covered by savings elsewhere. In one or two cases, projects initially planned have been eclipsed in importance and urgency in light of new needs identified during training of teachers and master trainers. Such is the dynamic nature of educational development work. As noted above, the purpose of this project has been to improve BusinessVENTURES.

Funder:

Product:

Development Projects

Location:

Not specified.

Project Completion: