INTRODUCTORY NOTES

 Meaning of Social Studies

1. Social studies is citizenships education.
2. It seeks to equip the learner with the relevant knowledge, skill, positive attitudes
and values to solve personal and societal problem (Overty, 1984)

 Characteristics/Uniqueness of Social Students

1. It is an integrated subject
2. It focuses on problems-solving.
3. It deals with the relationship between man and his environment, multi-disciplinary
in his approach
4. It make the learner holistic in nature

 Importance of Social Studies

1. Social studies makes learner tolerant and broad minded.
2. It make learners patriotic citizens
3. Learners are able to identify and solve personal and societal problems.
4. It helps maintain inter-group understanding.
5. It make people good leaders and good followers

 Implications for teaching social studies at the basic schools.

1. Creates in learners the interplay between social studies and TVET
2. Gives holistic understanding of socio-economic and environmental issues to
learners.
3. Acquisition of integrated body of knowledge to enable them teaches on holistic
manner.

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 LESSON 1

THE SELF CONCEPT

 Definition of the concept of self.

1. This is refers to how an individual perceives himself/herself in terms of his or her
psychological makeup, strengths as well as weaknesses.
OR
2. It represents the sum total of a person’s perception, belief and feeling about
him/her, in other words it is the knowledge people have about themselves.

Actions of False identity: Some students or people pretend to be what they are not. They
would want to show off that, they come from well to do families whilst this may not be
the case they assume a False Identity.

3. The self is a perception of what you think you are.

The perception has the following dimensions, these are:
a. Physical
b. Spiritual
c. Emotional characteristics that is trait
d. Social
e. Psychological dimension.
Under the psychological dimensions we have the self esteem, self identity and
self efficacy.
 Self identity: personality is the assemblage of the qualities that make an individual
unique and distinct from all other individuals.
Eg. Some people are thoughtful and quiet, whiles others like to talk a lot
and get upset easily.
 Self esteem: This is linked with self identity in that, it is a self-evaluating concept
that enables an individual to see how important he/she is among his /her peers.
 Self esteem is high when the individual sees himself/herself as possessing
valuable characteristics or experience.

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  Self esteem is a belief about one’s own worth based on overall evaluation. Ability
to produce a desired effect under deal testing conditions. Degree of ability to
produce a desired effect.
 Self-efficacy: is a person’ belief about his or her chances of successfully task.
 Physical Dimension: Here, some are genetically acquired.

Physical put look is the physical appearance of the individual. It portray the complexion
(color) of one’s skin, the shape of one’s arms and legs, ones height, whether one is tall or
short, fat or thin, and other qualities. One may resemble mother or father

 Psychological self: one’s confidence level, explicit personality it means that you

are not focused, you can’t be trusted, you are timed i.e. not having confident.

 Emotional self/state: It depends on the circumstance which you were born.

 Social self: Are you extrovert, introvert or normal or average social or anti-social,
sadist.

TYPES OF THE SELF

The concept of self is grouped under four headings.

1. Real Self: The true character or behavior a person possesses. If you want know what
you are, you may have to ask a friend this question; “how am I”? What a person is, at
any moment is called the real self. (how Jesus asked his disciples; “who do men say I
am”)

2. Other Self: This how a person would like to be. The ‘other self’ is an image or
picture one’s mind of the type of person he/she desires to be.
 A person achieves his/her “other self” by working hard on his or her desires
through role modeling the things he/she has in mind.
3. Real other: The way a person thinks other people perceive him/her.
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  A student may think he/she is well mannered and would become the next senior
prefect. He/she become that, other people also think the same way and may decide
to ask his/her friends. Here the “real other” and the “real self “do not agree. This is
calls for image correction.
4. Ideal other: This is the way a person thinks other people would like him or her to be.
 Real self: About whom I am.
 Other self: About whom I would like to be.
 Real other: About how others see me.
 Ideal other: About how others would like me to be.

IMPORTANCE OF THE CONCEPT OF ONE’S SELF

The question one may ask is why it is necessary for an individual or person to know
much about him/herself.

1. To Find Positive Qualities.

It is necessary for a person to know him/herself because, it helps him/her to
identify and develop his/her potentials. The ability to achieve depends on how the
person looks at him/herself. A person who thinks he/she has positive qualities and
can transform them into achievements is likely to be successful.
2. To Identify Weakness
The objectives assessment of a person’s characteristics is useful in revealing
his/herself deficiencies (weaknesses).
The importance of this diagnosis is to find out what will help to overcome these
short comings.
3. To Take The Right Decision
The concept of self also helps the individual to take the right decisions and make
good choices.

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 When an individual is able to identify his/her strengths or qualities he/she makes.
This help in tapping these qualities for personal benefit of the nation as a whole.
This will make him/her self-reliant confident, independent and a responsible
member of the country.

4. Interpersonal Relations
The knowledge of one’s determines the way and manner in which you relate to
other people.
A thorough search of who a person is whether is an introvert, extrovert, a
sanguine, melancholy.
E.g. A person who is sanguine is easier to approach than one who is melancholy.
Extroverts are also sociable and friendly.
The opposite of all these are introvert, they are reserved or keep to themselves just
as a melancholy is always sad. It is good to know which of these categories a
person falls into in order to relate to him of her in the right way. By so doing,
peace, love and understanding will prevail.

5. To Appreciate People’s Perception.

It helps an individual to appreciate the views of other people.
When an individual fully understands who he is he accepts the views people talk
about a person’s hold about him.
E.g. If people talk about a person’s negative attitudes, his awareness of this as a
true assessment, will make him make take remedial measures.
Sadist- One who derives pleasure through causing cruelty or pains to others.
Sanguine- Talkative with less focus on the problem he/she talks about a hundred
things before facing the real problem.
Melancholy- Great sadness or depression, especially of thoughtful or introspective
nature.
22-10-2019
Group Work (for all year one)
In a small group discussion.
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 THE FAMILY
 Meaning
 Types
 Nuclear Family
 Intact ; mum, dad and children
 Dyed family; it consist of only the father and mother.
 Single parenting.
 Blended family- step/half
 Extended family
 Stem extended family-grandparent and their children.
 Compound family- a combination of nuclear and part of them such as polygynous
home consisting of one man, his wives and their respective children.
 Collateral extended family comprises immediate and expanded family members,
such as parent, grandparents, siblings, uncles etc.

THE CONCEPT MAPPING

Culture

Community

Expectations
Values

School

Names
Family

Resources
Beliefs Individuals

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 LESSON 2

LINKS AND CONNECTION BETWEEN THE INDIVIDUAL, FAMILY SCHOOL

AND COMMUNITY

Revision on “individual oneself and family system”.

 Linkages between, individual, school, family and community

The concept mapping must be used to describe and explain the links and connections
between individual, schools, families, other communities and make presentation of their
work to class for comments and suggestion.

 The family: The family has a role to perform to help develop the individual. Some

of the roles the families are in calculating right values in them. Socialization needs i.e.
food, cloth and shelter, security etc.

The child also has a role to play to perform, thus by running errands. Again the family
must provide good resource and name to the in individual.

 The community: Now because the school is found in the community, the school

and the community has a role to play in the lives of the individual.

The leaders in the community must make sure that there are buildings for schools,
hospital/clinics and recreational centers as well as libraries for the individual. (Discuss in
class)

 Individual contributions to the family and community development

Encourage students to mention some contributions individual can make to the

development of the communities and families.

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E.g. communal labor, giving to the needy, national service, field experience or teaching
practice, educating the community member in various aspects through the knowledge and
understanding gained.

 Impact of family and community individual development and learning

1. The family community must provide a conducive home atmosphere in which one
can learn.
2. The social-economic nature of the parent is by books.
3. If the family are educated. Help them to do their homework etc.
4. The community must ensure that there is no conflict in the community they will go
to the school, help built them libraries.

 Importance of family and community to the work of teachers

1. The community support teachers with TLM’s
2. SMC, P.T.A are to motivate teachers.
3. Good community school relationship.

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 LESSON 3

INTERRELATEDNESS OF TECHNICAL SKILLS AND SOCIAL STUDIES

 Lesson Description

Welcome to another lesson under foundations of social studies and technical, vocational
education & training.

Technical skills and social studies a related areas of study within the context of the
growing multicultural setting of Ghana. The domains are important because individuals
learning these subjects can acquire skills which are relevant to the socio-economic
development of Ghana.

The lesson presents opportunity for the student teacher to explore the interrelatedness od
social studies and technical skills and implication for teaching the basic school
curriculum.

 Purpose for the Lesson

The main aim of this lesson is to predispose student teachers to the concept of
interrelatedness of Technical skills and Social Studies in the school curriculum.

 Learning outcomes

By the end of the lesson, student teacher will be able to:

1. Demonstrate knowledge and understanding of the branches and importance of

Technical Skills.
2. Demonstrate basic knowledge of the uniqueness and interrelatedness of Technical
Skills and Social Std.
3. Demonstrate knowledge and understanding of the strengths of the interrelatedness
between TSs and SSs as sources of vocation for all including students, teachers
with SEN and their implications for teaching the basic school curriculum.

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 CONCEPT OF TECHNICAL SKILLS

It is the application of scientific principles to equip the individual with skills, attitude,
values, knowledge and understanding to enable the individual to function in the world of
work.

Technical skills are the abilities and knowledge needed to perform specific task.
Technical skills is practical in nature and requires manipulation of tools to perform a
specific task. Technical skills is a broad area with many aspects or branches.

Let us go through them.

 Branches/Aspects of Technical Skills

Aspects of technical skills under the TVET programme in Ghana include:

1. Woodwork (Wood technology)

2. Metalwork (Metal technology)
3. Blockwork (Building construction technology)
4. Electronic technology
5. Electrical technology
6. Automotive technology

Let us discuss them one after the other.

1. Woodwork (Wood technology)

It is the trade or skills of using wood and wood products in making artifacts like cabinets,
wood carving, joinery, carpentry and wood turning.

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 2. Metalwork (Metal technology)

Is a trade comprised of different areas of specialization such as fitting and machining,

fabrication and welding, foundry and forging. It deals with the construction, building
manufacturing and production of mechanical parts and production of articles/artefacts.

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 3. Blockwork (Building construction technology)

It is a trade use to create, design and erect structural, and make and installed their various
components. This includes the act of building houses, skyscrapers, hospitals and bridges.

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 4. Electronic Technology

It is a discipline that deals with the designing, creation, repair and developing of everyday
devices such as mobile phones, portable music devices, television and computers.
Electronic offers the chance to produced new telecommunication, robotics, computing
hardware, power and electrical equipment.

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 5. Electrical technology

Is a trade that deals in installing maintaining and repair electrical control, wiring and
lighting systems.

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 6. Automotive technology

Students studying automotive technology learn about engine construction, fuel and
ignition systems, power trains, brakes, transmissions, electronics and diagnostic
equipment. An auto mechanic performs maintenance diagnostic testing repairs and
inspections of small trucks and cars. They work on engines, drive belts, transmissions and
electronic systems, such as steering, brakes and accidents avoidance systems.

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  Importance of Technical skills

Technical skills is important in diverse ways. Here are some importance of technical
skills.

1. Technical skills create employment/job for people

2. It increases productivity thereby making work processes easy and faster. For
instance, through the internet (electronic technology) one can sit in the office and
other good and other services within few working days.
3. It reduces poverty. This is because people who engage in technical skills will earn
income to improve their standard of living.
4. Enhance economic, social and industrial development. (construction of roads,
industries, hospitals and schools)
5. Creation of employable skills for job market or self-employment.

 Uniqueness of Technical skills

Technical skills are special in the following respect.

1. It is practically oriented

2. It relies on scientific principles

3. It is manipulative and mechanical in nature

4. Problem solving in nature

5. It is mathematics and scientific in nature

 Interrelatedness of Technical Skills (TVET) and Social Studies

This sub-topic tries to bring out how TVET and social studies are closely related and
their benefits to the people and the society at large. Let us consider some of them.

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 1. Technology is used to motivate, support and promote teaching and learning of
social studies in schools. For instance, the wood technologist can use wood to
make TLMs for teaching of a particular lesson in social studies.

2. Technical skills create job opportunity for people in the society.

3. When jobs are created in the society through technical skills, it improves the
standard of living the people. (Eradication of poverty).

4. Again their income rise and are able to pay taxes for developmental projects in the
society.

5. Through technical skills social vices such as armed robbery, drug abuse,
prostitution and host of others are reduced. This is because the skills they acquire
will engage them to work and stay away from bad behaviours.

6. They trained the individual to uncover his/ her talent and value

7. They promote the participation of studies in civic life and develop their ability to
address societal conflicts and problems.

 Implications of Technical Education

1. An exclusive emphasis on social studies would produce scholars who are reflective and
contemplative in outlook and critical of the problems of life.

2. It would produce morally sensitive and emotionally stable individuals. This would
foster cohesion and stability in society.

3. Such emphasis if inclusive would create high rate of employment and increase
production of primary and manufactured goods.

4. Emphasis on technical education without any consideration for social studies would
provide manpower for scientific and technological development.

5. Exclusive emphasis on TVET would provide morally corrupt and insensitive people.
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  Careers in Technical Skills

Careers in this context means the various, jobs, profession, trade or work that awaits
anybody who acquire technical skills.

Some include:

1. Technical Teachers

They teach academic and technical content to provide students with the skills and
knowledge necessary to enter an occupation. They also develop and plan lessons and
assignments, Instruct and demonstrate how to apply knowledge and to develop skills.

2. Building engineers

A Building Engineer is recognized as being expert in the use of technology for the
design, construction, assessment and maintenance of the built environment.

Sometimes called building porters or building superintendents, building engineers are

maintenance personnel who carry out maintenance tasks along with some cleaning tasks
in a building’s common areas, such as lobbies and elevators.

3. Mechanical engineers

Mechanical engineers design power-producing machines, such as electric generators,

internal combustion engines, and steam and gas turbines, as well as power-using
machines, such as refrigeration and air-conditioning systems. Mechanical
engineers design other machines inside buildings, such as elevators and escalators.

4. Masons

The word mason means a construction worker who works with stone. He is also called a
"stonemason”. The word is used to describe people who build houses.

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5. Carpenters

A carpenter is a person who works with wood. They can make cabinets, build houses,
or do other things with wood. Carpenters usually make very good foremen (people who
watch over a job) on larger jobs as they deal with so much of the project from ground up.

6. Electrical engineers

An electrical engineer is someone who designs and develops new electrical systems,
solves problems and tests equipment. They study and apply the physics and mathematics
of electricity, electromagnetism and electronics to both large and small scale systems to
process information and transmit energy.

7. Electronic engineers

As an electronics engineer you'll design, develop and test components, devices, systems
or equipment that use electricity as part of their source of power. These components
include capacitors, diodes, resistors and transistors.

8. Artisans

An artisan is a skilled craft worker who makes or creates material objects partly or
entirely by hand. These objects may be functional or strictly decorative

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 LESSON 4

INTERRELATEDNESS OF VISUAL ARTS AND SOCIAL STUDIES

 Lesson Description

Welcome to another lesson under foundations of social studies and technical, vocational
education & training.

Visual arts and social studies a related areas of study within the context of the growing
multicultural setting of Ghana. The domains are important because individuals learning
these subjects can acquire skills which are relevant to the socio-economic development of
Ghana.

The lesson presents opportunity for the student teacher to explore the interrelatedness of
social studies and Visual arts and implication for teaching the basic school curriculum.

 Purpose for the Lesson

The main aim of this lesson is to predispose student teachers to the concept of
interrelatedness of Visual arts and Social Studies in the school curriculum.

 Learning outcomes

By the end of the lesson, student teacher will be able to:

1. Demonstrate knowledge and understanding of the branches/areas/aspects and

importance of Visual arts
2. Demonstrate basic knowledge of the uniqueness and interrelatedness of Visual arts
and Social Std.
3. Demonstrate knowledge and understanding of the career opportunities within the
visual arts and their relevance for community development.
4. Demonstrate understanding of personal preferences and aspirations within the
Visual Arts domains.

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 CONCEPTS ON VISUAL ARTS

 What is Visual Art?

It is the study of and creation of symbolic and/or realistic creative expressions using
visual imagery to communicate personal, cultural, historical and/or universal thoughts,
ideas, feelings and beliefs to satisfy the human need.

Common visual arts include Picture Making, Ceramics and pottery, Sculpture, Textiles,
jewelry, Leatherwork, Graphic Design etc. they can be seen and touched. (Visual).

 Branches/Aspects of Visual arts

1. Picture Making:

It is a two-dimensional (2-D) art in the form of pictures using a variety of tools,

techniques and styles. It includes drawing and colouring, painting, collage, mosaic,
photomontage, photography and other digital imagery etc.

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 2. Ceramics and pottery:

Artworks made out of clay and then ‘fired’ to make them permanent. They can be two-
dimensional (2-D) or three-dimensional (3-D). Some examples are earthen bowls, mugs,
flower vases etc.

3. Sculpture:

A three-dimensional work of art either in the round (to be viewed from all sides) or in bas
relief (low relief in which figures protrude slightly from the background). Examples of
sculpture works include, statues made by modelling /casting, carved objects from
wood/metal/stone etc., Assemblage and Construction items are made by gluing / nailing /
welding / knotting / tying / riveting etc.

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 4. Textiles:

Textile design is essentially the process of creating designs for woven, knitted or printed
fabrics or surface ornamented fabrics. The fabrics are produced by weaving, printing,
knotting, crocheting etc.

5. Jewelry:

Designing and making small decorative items worn for personal adornment such as
broaches, rings, necklaces, ear rings etc.

6. Leatherwork:

The art of preparing animal skins and hides into leather and using appropriate tools and
materials to produce leather articles. Leather items include footwear, belts, purses, hand
bags, drums, etc.

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 7. Graphic Design:

A two-dimensional art made by combining letters, symbols, words, pictures, and

decorations as a means of communicating to the general public or a group of people.
Examples of graphic design items include posters, banners, flyers, billboards, magazines
etc.

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  Uniqueness of visual arts

How special is visual arts? Here are some points to note about visual arts.

1. Goes by artistic, mathematical and scientific principles.

2. It is practical (manipulative and tactile activities)
3. It also involves:
 Creativity and innovation.
 Critical thinking and problem solving.
 Experimenting, investigating, exploring, inventing, designing.
 Creative and aesthetic experiences.
 Curiosity and perceptual awareness. Etc.

 Importance of visual Arts

1. Visual arts serve as a source of employment and income earning

2. It beautifies the environment
3. It gives us joy and sometimes used as a therapy
4. It improves our creative skills
5. It helps us to communicate with one another.
6. It helps in the expression of emotions.
7. It helps to improve one’s confidence level.
8. It helps to preserve, sustain and transmit cultures .etc.

 Interrelatedness of visual arts and social studies

Visual arts and social studies are related in the following ways.

1. Both social studies and visual arts identify and solve societal problems.
2. The types of artifacts made or produced depict the way of life of a particular group
of people.
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 3. Social studies and visual arts are inseparable because the society totally depend on
the products or visual arts for survival in everyday activities. For example, clothes,
footwear, cooking pots, mugs etc.
4. Both ensure the socio-cultural and economic development of a nation.
5. Social studies and visual arts promote civilization and modernization of cultures,
societies and countries due to technological and artistic advancement.

 Implications for teaching visual arts in the basic schools

1. When visual arts are taught in the college level, the knowledge and skills acquired
will enable the student teacher to effectively teach other integrated subjects in the
basic school curriculum.
2. It will also help erase the misconceptions of Social Studies and TVET

ART RELATED CAREERS

Careers in this context means the various, jobs, profession, trade or work that awaits
anybody who acquire technical skills. Here are some visual arts related careers.

1. Painter
2. Sculptor
3. illustrator
4. Graphic Design
5. Photographer
6. Fashion Design
7. Interior Design
8. Package Design
9. Industrial Design
10. Art Therapist
11. Cartooning and Animation
12. Illustration
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13. Advertising Artist
14. Landscape Architect
15. Filmmaker
16. Toy Designer
17. Cinematographer
18. Makeup artist
19. Ceramics
20. Furniture designer
21. Jewelry design
22. Weaver, textile and fiber art
23. Glass Blower
24. Archivist, Curator, or Museum Technician
25. Art Teacher

Let us discuss some:

1. Painter

Painters produce original artworks using variety of media (materials) such as water
colour, oil, acrylics, pastels, crayon, pencil or charcoal usually on a flat surface.

Most painters found in Ghana are freelanced (self employed), thus, they paint to fulfill the
demands of individuals who buy them.

2. Sculptor

Sculptors design three or two-dimensional artworks, by using methods such as modelling,

carving, casting, constructing and assembling with materials such as clay, glass, wire,
plastic, fabric, or metal, wood, stone, P.O.P., sawdust, ivory, foam and so on.

3. Graphic designer

Graphic designers are sometime referred to as Graphic artists.

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Graphic Designers plan, analyze, and create visual art to communications ideas. They put
messages across in print and electronic media using colour, text, illustration,
photography, animation, and various print and layout techniques.

4. Fashion designer

A fashion designer study fashion trends, sketch designs of clothing and accessories, select
colours and fabrics, and oversee the final production of the design.

In its simplest form, a fashion designer creates styles in clothing and accessories.

5. Interior designers

Interior designers plan the interior spaces of homes, businesses, schools, shops or
industries. They work by considering items like floor and wall spaces, furniture
arrangements, lighting designs and display areas.

Sometimes interior designers help clients in selecting fabrics, floor covering (carpets,
tiles), kitchen and bathroom appliances including artifacts.

6. A package designer

A package designer creates containers for products. A package designer might be

self-employed or work for a manufacturing company. There are many production
companies in Ghana that employ the services of package designers. They design wide
rage of packages ranging from bottles, wrapper, plastic containers, tins, boxes etc. to hold
food, toffees, milk, drinks and sometimes fragile items like eggs.

7. Illustrator

An illustrator is a person who specializes in drawings with various art media or material
(watercolor, acrylics, charcoal and others), for print items such as advertisements,
magazines, billboards, posters, book jacket and the like. Illustrators usually create
pictures for books, magazines, and other publications and for commercial products such
as textiles, wrapping paper, stationery, greeting cards, and calendars.

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  Some Useful Information about Choosing a Career in technical skills
 It is important to note that, a career counselor, parents, teachers, pastors or any
other career development professional, cannot tell you what career is best for you.
He or she can provide you with guidance in choosing a career and can help
facilitate your decision.
 Also everyone is different and what works for one person won't necessarily work
for another, even if that other person is someone with whom you have a lot in
common. If someone you know has a career that interests you, look into it, but be
aware of the fact that it may not necessarily be a good fit for you.

 Furthermore, it is expedient to choose a career that is related to what you enjoy

doing in your spare time, if you so desire. People tend to become very skilled in
their hobbies, even though most of the skill is gained informally.
 While firsthand experience is great, there are other ways to explore an occupation.
You can read about it either in print resources or online. You can also interview
those working in that field.

 If you are unsatisfied in your career for any reason, you can always change it.
Many people change careers several times over the course of their lifetimes.

 Your skills are yours to keep. You can take them from one job to another. You
may not use them in the exact same way, but they won't go to waste.
 Although salary is important, it is not the only factor you should look at when
choosing a career. Countless surveys have shown that money doesn't necessarily
lead to job satisfaction. For many people enjoying what they do at work is much
more important. However, you should consider earnings, among other things,
when evaluating an occupation.

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 LESSON 5

INTERRELATEDNESS OF AGRICULTURE AND SOCIAL STUDIES

 Meaning of Agriculture

The term “agriculture” was derived from two latin words “ager” meaning field and
“cultura” meaning cultivation. Literally, agriculture means field cultivation.

Agriculture is the cultivation of crops and the rearing of farm animals for human’s use,
and the disposal of these products through marketing.

There is always a confusion between farming and agriculture. The difference between the
two is that farming concerns itself with only on-farm activities whilst agriculture deals
with both on-farm and off-farm activities.

 Uniqueness of Agriculture
 The history of the development of the human race is closely related to that of
agricultural development.
 It forms an integral part of the culture of any group of people
 Knowledge and practice of agriculture is derived from the pure sciences i.e.
Biology, Chemistry and Physics as well as non-science courses such as Economics
and Accounting
 It is practical in nature and aims at solving the problems of humans

 Categories of Agriculture
1. Production agriculture – directly involved in on-farm activities.
2. Agriculture profession – not directly involved in the on-farm activities. E.g.
agriculture extension services, agriculture researching, teaching etc.

 Branches of Agriculture
1. Animal science - this is concerned with the rearing and management of farm
animals.

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2. Crop science - deals with the study of crops, their management, harvesting and
storage.
3. Soil science - is the study of the classification, survey, conservation and
management of the soil for crop and animal production.
4. Agricultural mechanization – is the branch of agriculture that deals with the study
and operations of agricultural machinery, tools and equipment, together with the
development of improved implements and equipment.
5. Horticulture – is the branch of agriculture that deals with the study of the
cultivation of fruits (pomology), vegetables (olericulture) and ornamental plants.
6. Forestry – is the science that deals with the study of forest resources, their
management and conservation.
7. Wildlife and range management – is usually closely associated with forestry. It is
concerned with the study of wildlife resources in the forest ecosystem.
8. Fisheries – is the study of the wildlife resources in the aquatic ecosystem.
9. Agricultural economics – is the study and the application of economic principles
in agriculture.
10. Agriculture and rural sociology (extension) - is concerned with the development
and dissemination of agricultural information and the transfer of technology, as
well as the life styles of rural farming populations.
11. Agronomy – deals with the inter-relationship and inter-dependencies of crops and
soils.
12. Pathology – deals with the study of diseases affecting plant and animals and their
control.
13. Entomology – deals with the study of insect-pests and their management.
14. Agriculture research – deals with the development of new ideas, innovations and
technologies by means of scientific studies and experiments.
15. Agriculture education and teaching – deals with the teaching of agriculture science
in schools and institutions.

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  Importance of Agriculture
 Supply of food for the people
 Supply of raw materials for industries
 Provision of jobs and employment opportunities
 Provision of foreign exchange to countries (governments)
 Source of income for farmers
 Provision of clothing and shelter
 Provision of fuel and manure
 Source of drugs and medicine
 Source of education and training
 Preservation of culture
 Promotion of cooperation among members and communities

 Implications of the interrelatedness of Agriculture and Social Studies for

teaching the basic school curriculum
1. Agriculture determines the culture of a group of people. For instance, the
Ghanaian society is said to be agrarian in the sense that majority of the people are
involved in agriculture.
2. The culture of a group of people determines the farming system of a place i.e. the
type of crops and animals cultivated and reared respectively, and how it is done.
3. The types of crops cultivated determines the stable food of a group of people,
which is an aspect of culture.
4. In areas where animal rearing is common, animals are used as dowry.
5. Festivals are normally celebrated to appreciate a bumper harvest.
6. Subsistence farmers produce food for their families. Sometimes excess foodstuffs
produced are sold to earn income for the farmers and farm family.
7. Young people in tropical countries receive formal education and training which
provides them with career opportunities such as agricultural researchers,
journalist, teachers etc.

32
 8. The land tenure system of a place influences the political system and that also
influence the farming system.
9. Horticulture, which is a branch of agriculture beautifies the environment. Trees
also purify the air which makes it safe for breathing.
10. Landscaping for example employs principles of arts and design.
11. Production agriculture and mechanization also employs hands-on training which is
linked to technical education
12. Designing farm tools for various farming operations entails using technical as well
as visual arts principles Vocational/Home Economics
13. The products of agriculture serve as the raw material for food preparation

 Strength of Agriculture as a Vocation for all

It is estimated that about 60% of the Ghanaian population is involved in Agriculture,

providing permanent and casual jobs for majority of the people.

The value chain of agriculture which entails research, production, processing and
marketing offers job opportunities for both able and “disable” members of the society.

Some careers/occupations in agriculture include;

 Agricultural production
 Agribusiness
 Agricultural product processing and marketing
 Ornamental horticulture
 Agricultural economists
 Agricultural resources management
 Agricultural extension workers
 Agricultural research workers
 Soil conservationist
 Soil scientist
 Teachers

33
 Veterinarians
 Entomologist
 Pathologist
 Wildlife Biologist etc.

 Implication of teaching agriculture as part of SS and TVET

 Student teachers will develop an appreciation of the integrated nature of subjects

34
 LESSON 6

INTERRELATEDNESS OF HOME ECONOMICS AND SOCIAL STUDIES

 Concept of Home Economics

It is a field of study that deals with relationship between individuals, families,

communities and the environment in which they live. Home economics draws knowledge
from various disciplines and utilize the knowledge as a fusion to solve individual and
family problems. It is the study of human and material forces affecting homes and
families and the utilization of this knowledge for the benefit of mankind (Ekuban, Gavor
and Kwakye n.d).

 Major Aspects
1. Food and Nutrition: It is the scientific study of food nutrients and their
relationship with body functioning. It seeks to prevent diseases and promote health
through the intake of balanced and safe foods that enhance the total wellbeing of
individuals and the population at large. Some of the areas dealt with in this subject
includes Nutrients, hygiene, kitchen safety, catering equipment, methods of
cooking, meal planning, food preservation and the management of catering
enterprises.

2. Clothing and Textiles: it is the scientific study of the production and use of textile
fibres and fabrics and the various textiles products, their care and maintenance and
how these products get to the consumer. Topics include; fibres, fabrics, stitches,
seams, sewing equipment, importance of sewing, clothing and accessories.

3. Management in Living: It is the application of management principles to

everyday living. It involves decisions individuals and families make as they go
through their lives in order to achieve goals. It exposes people to the knowledge
on the types of family, decision making, credit management, types of resources,
work flow, communication, etc.

35
  Home Economics related courses in the Universities
1. Food and Nutrition
2. Clothing and Textiles
3. Family life management
4. Population and family life
5. Catering and Hospitality
6. Entrepreneurship and Costing
7. Consumer Education
8. Meal Management
9. Resource Management
10. Fashion and Designing

 Home Economics Related Courses in the Colleges of Education

1. Philosophical foundations and concept in Home Economics
2. Manipulative processes and skills in Home Economics
3. Application of theories and principles in Clothing and Textiles
4. Application of theories and principles in Food and Nutrition
5. Processes and procedures in Clothing and Textiles
6. Processes and procedures in Food and Nutrition
7. Assessment techniques in Home Economics
8. Product Development in Home Economics
9. Enterprise management in Home Economics

 Importance or Relevance of the Home Economics Program

1. This programme helps to train student teachers with the pre requisite knowledge
needed to teach the Home Economics aspect of Basic Design and Technology
subject in the Junior High School.
2. It gives people the opportunity to pursue higher education and vocational training
3. It teaches people of all gender important life skills such as cooking, sewing,
resource management.
36
4. It helps individuals to run a home well and effectively thus helping to build the
family.
5. It helps to improve quality of life of people through the family. Since the family is
the basic unit of society, when families are strengthened, the whole society will be
empowered.
6. It shapes people’s personality, perspective and view of life
7. It fosters nation building through the provision of balanced and nutritious meals as
well as provision of appropriate clothing that seeks to protect, promote health and
the total wellbeing of the families which is fundamental to the growth and
development of society.
8. It raises the standard of living of people by providing a source of livelihood which
helps them to contribute their quota in promoting societal development.
9. It promotes practical skills for daily living like decision making, credit
management, meal planning, clothing management etc
10. It enhances productivity through training people with employable skills that helps
them to earn a living.
11. It reduces the burden of unemployment because most of the skills acquired
prepares people to be self-employed and thus do not need to depend on
government and other agencies for employment.

 Uniqueness of Home Economics

1. Practical oriented
2. Enhances creativity and innovation
3. It is an applied field of study because it draws knowledge from other disciplines
such as agriculture, arts, biology, chemistry, mathematics, sociology, philosophy,
physics and psychology.
4. It develops people to function well in the world of work and in their personal lives.
5. It is an applied science since it is based on scientific principles from physics,
chemistry and biology.

37
 6. It helps people to make informed decisions and choices in organizations and in
their lives
7. It is also involved in advocacy to Government, Industry and Community on
matters that enhance the general wellbeing of the population through continuous
research and public education.
8. Help learners to develop productive hobbies (crocheting, sewing, embroidery,
baking, decorating) that makes them earn extra income apart from their major
source of income.
9. It is a unique field of study because it has its own body of knowledge that makes it
distinct from other fields of study. It has several concepts carefully organized
under related subjects such as food and nutrition, housing management, clothing
and textiles, family resource management, etc.
10. It is dedicated to strengthening individual and family life which is the basic unit of
the society.

 Misconceptions about Home Economics

There have been some few misconceptions and socio cultural stereotypic issues
associated with Home Economics as a program of study. They include

1. That Home Economics is a female related subject

2. That the program is for those who are academically weak
3. That Home Economics is an expensive program
4. That the Home Economics program cannot be done by those who are disabled

 Interrelatedness of Home Economics to Social Studies

1. Both deal with the interrelationship between individuals and their environment.
2. They both focus on the society through individuals and families.
3. They both satisfy the needs and solve problems of society
4. They reduce unemployment.

38
5. They help to make judicious use of resources.

 Career Opportunities Related to the Study of Home Economics

1. Teachers/Lecturers: They work with the Ministry of Education as teachers in the
basic, secondary, technical and vocational schools, teacher training colleges and
other tertiary institutions.

2. Domestic Bursars/Matron: They are trained to plan appetizing, nutritious and

balanced meals for schools, colleges and other institutions. They usually supervise
the preparation and service of food as well as the environment under which the
food is prepared.

3. Waiter/Waitress: the waiter takes orders from the customers then collects the
food from the kitchen to serve the customers.

4. Hotel Manager: Control the operations at the hotel. He is the head of all the
sectors of the hotel i.e. reception, accommodation and restaurant.

5. Caterer: It is a person who has acquired the necessary planning and cooking skills
through formal education. A caterer can be self-employed or work in any catering
industry such as restaurants, hotel, canteen, as well as on air as flight caterers.

6. Nutritionist: A nutritionist is an expert in food and nutrition who advises people

on healthy eating practices to prevent diseases. They are often attached to
hospitals to educate people on what to eat to prevent malnutrition and other diet
related diseases.

7. Food scientist: A person who studies the content, growth of food and how it helps
the body to grow. He is more involved in research and development in universities
and food processing industries.
39
8. Dietician: They assess and plan nutritious meals to help sick people recover from
their health conditions and others to maintain it. They supervise the preparation
and service of food for people in the hospitals.

9. Dressmaking and Tailoring: People can set up their own business to design and
sew clothing items for people or be employed to offer the same services for wages
or salary.

10. Interior and Exterior decoration: It involves the application of the principles of
design in finishing ad decorating different places like offices, conference halls,
reception, durbar grounds, weddings and parties in exchange for money.

11. Fashion merchandising: It involves the buying and selling of clothing and
accessories like hats, fascinators, beads and jewelry. Such people should be
abreast with stuffs that are trending and ability to recommend appropriate
accessories for customers.

12. Fashion Coordinator: They are into planning and organizing fashion shows on
their own or for other companies. They do event organizing, advertisement,
garment selection, accessories selection, coordinating with sponsors and other
parties to make events successful and well patronized.

13. Haberdashery: It involves running a shop that sells small sewing items like
buttons, ribbons, needles, tapes, etc. The knowledge in clothing and textiles can
help to assist clients to make appropriate choices.

14. Family Counsellor: With knowledge in family life education and further training
in Counselling, they can assist people to deal with family issues through series of
counselling sessions. They work with family groups to address problems such as
communication, conflict, addiction, loss of a loved one and divorce by helping
40
 them to identify the route course, discussing them and arriving at strategies that
can be used to overcome them.

 Implication SSTVET in the Basic School Curriculum

1. Require a collaboration among all the subjects involved
2. It will help the student teacher to appreciate the need for an integration between
these areas.
3. Help students to gain a holistic understanding of SSTVET and approach it with the
needed attention.
4. Establish the relationship between all the areas involved and identify areas that
need improvement

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 LESSON 7

MISCONCEPTIONS ABOUT TVET IN GHANA

In the olden days, visual arts such as weaving, woodcarving and pottery were considered
to belong to the uneducated citizens. In view of this, many people tried to go to school
just to avoid these visual arts which they thought were meant for illiterates.

This was a complete fallacy.

Sadly, in this technological era, most Ghanaians (both educated and uneducated) are still
leaving with this fallacy that visual arts are meant for people who are not academically
inclined.

No wonder some parents prevent their Wards from studying the Visual Arts.

No wonder students with very poor grades are pushed into the Visual arts programmes
during SHS admissions.

Unfortunately, most students also get into the visual arts programmes infected with this
same false notion which goes a long way to affect their academic performances.

Our World today has become a Visual one; education

has also taken a visual direction.

Education in the whole world is gradually being redirected such that many people, who
have learnt to just read and write, do not know what to do with the knowledge acquired after
school.

Governments, policy makers, educators and stake-holders today have all realized that, the
old system of education which place much emphasis on only academic brilliance must give
way to the current trend of education which places more emphasis on acquisition of
practical skills.

Knowing the usefulness of Art in National Development, countries like Japan and South
Korea have made Art a compulsory subject right from Kindergarten to the University level.

42
They believe that the injection of more creative and problem solving citizens in the
country’s workforce would contribute immensely to National Development.

Although, the need for more creative and problem-solving citizens led to the 1987
educational reform in Ghana when Visual Art was introduced under the Vocational
Education programme for both the then Junior and senior secondary Schools (currently
High Schools) much was not achieved.

To further ensure national development and advancement to a middle income status through
the study of Arts, the Ministry of Education in 1995 introduced extra-curricular activity
choices which comprise drama, music, batik and printing. This was to create more career
options for Visual Arts students.

Dejectedly, all these efforts seem to becoming lavish as the Visual Arts have still not been
given the need attention and respect in Ghana. This has also contributed to the inability of
many visual arts students to pass out from school well or even pick a career in the many
vocational options given them.

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 LESSON 8

PICTURE READING AND DESCRIPTION

This lesson introduces student-teachers to the concept of core values and competencies
and how these shape attitudes and behaviors of individuals. It also provides opportunity
for students-teacher to examine their values and competencies and how these influence
their decision to become teachers.

It further exposes them to the roles of core values and competencies in community
decision making and action.

The lesson is intended to help student- teachers to understand how they can use their
knowledge in the core values and competencies in teaching and learning of basic school
curriculum.

 Concept Of Core Values And Competencies

 Core values are the fundamental beliefs of a person, family, school, community.

These guiding principles dictate behaviors and help people distinguish between what is
right and wrong for example honesty, respect, trustworthy.

 Core competencies are the resource and capabilities that are inherent in individual.

They defining characteristics that make an individual stand out from others uniqueness.
Example, critical and analytical conflict resolution, creative thinking evaluation skills.
Etc.

 Decision-making is the process of identifying and choosing alternative based on

the values, preferences and belief of the decision makers.

 Similarities between Core Values and Core Competencies

1. Both are inherent in the individual.
2. Con be inculcated into individual through socialization.
3. Both are enriched and promote community development.

44
  Differences between Core Values and Core Competencies
a. Values are intangible whiles competencies are tangibles
b. Core competencies are capabilities while core values are beliefs.
c. Core values are easy to imitate while core competencies are difficult to imitate.
 The Place of Values and Competencies In The Development Of Attitudes
And Decision Making
1. Core values dictate behavior and can help people understand the difference
between right and wrong.
2. Core values make decision making very easy.
3. Core values and competencies help the individual to collaborate with others to
make decision that will in cure to the good of the public.
4. They help in the growth and development of an individual to identify others who
will support him/her aspiration and objectives.

 The place of core values and core competencies in the community action
and development.
1. Core values of patriotism and core competencies of critical and analytical thinking
will help identifying community problems and find workable solution to them.
2. Honestly, loyalty, commitment, collaboration head work will contribute pooling to
the judicious use of community resource for development.

 Implication of knowledge of core values and core competencies to

teaching.
1. They help student to transmit the core values and competencies to pupils.
2. They help learners to acquire values and competencies to make informed
decisions.
3. Student-teachers will serve as a role model for the teacher to emulate.

45
 LESSON 9

TVET AND TECHNOLOGY

 Concept of Technology

The use of the term "technology" has changed significantly over the last 200 years.
Before the 20th century, the term was uncommon in English, and it was used either to
refer to the description or study of the useful arts or to allude to technical education, as in
the Massachusetts Institute of Technology (chartered in 1861).

In 1937, the American sociologist Read Bain wrote that "technology includes all tools,
machines, utensils, weapons, instruments, housing, clothing, communicating and
transporting devices and the skills by which we produce and use them." Bain's definition
remains common among scholars today, especially social scientists. Here are some
concepts about technology.

 Technology is the application of scientific knowledge (what we learn from

the scientific process, which involves experimenting and collecting data.) for
practical purposes, especially in industry.
 Technology also refers to machinery and equipment developed from the
application of scientific knowledge.
 Technology is the branch of knowledge that deals with engineering or applied
sciences. ( the application of existing scientific knowledge to practical
applications)

From the above explanations, it is crystal clear that, technology

involves techniques, skills, methods, and processes needed to production
of goods or services.

The simplest form of technology is the development and use of basic tools.

46
  Types of Technology

1. Agriculture and Bio-Technology. Developing and using devices and systems to plant,
grow, and harvest crops.
2. Energy and Power Technology
3. Construction Technology
4. Manufacturing Technology
5. Transportation Technology
6. Medical Technology
7. Information and Communication Technology

 Some indigenous and contemporary technologies in the community and

their uses

Indigenous technology comprises knowledge developed within indigenous societies prior

to modern technology.

Indigenous technology is used by the native inhabitants of a society and it constitutes an

important part of its cultural heritage. Characteristically, indigenous technologies seeks to
engage and show significant knowledge and experiences reflective of
the indigenous world through meaningful interactions. Common Indigenous technologies
used in Ghana include:

1. Preservation of various food items e.g. preservation of fish

2. Setting of traps etc.

 Importance of Technology in the society.

Without technology we can’t improve our life. And without improving technology we are
stuck.

47
Technology is solving all kinds of problems in the world and no matter how we solve
them, the problems will still keep coming. So technology is used to continuously solve
problems, to improve people’s life, economy, education, and so on.

We cannot deny the fact that many technological developments and innovations played a
major role in our lives. The kind of life we are currently enjoying because of technology
developments. Technology improved our lives and the present things are now better
faster, easier, and more convenient.

1. Technology Helps Improve Communication

Nowadays, many companies rely on different applications and software for

communicating with others. Several technical aspects need to be considered before you
choose the way of communication within your organization. For example, if you are
looking for instant feedback, you should go for phone services because they provide
quality voice with consistency as well as feedback. Other ways of communication include
video conferencing, Skype and instant messaging.

2. Technology Improves Efficiency

There is no denying the fact technology increases the efficiency of the company. The
advancements in the world of robotics and applied sciences help businesses facilitate
their customers. Moreover, due to the emergence of artificial intelligence, companies can
now make better use of technology. For instance, using chatbots as customer
representatives to deal with customer queries. The implementation of technology in
business saves time and effort involved in employing human labor and increases
productivity, which is a huge advantage.

3. Protection against Attacks

Online attacks are increasing at an alarming rate, which can prove to be very risky for
businesses. Therefore, developers are designing cybersecurity defense systems to protect
48
companies from dangerous threats. Since this is an era of cloud computing, the threat of
cyber-attack remains persistent. So, companies need to protect their data by enhancing
the security of their online accounts that contain important information and data.

4. Employees Need Technology to Work Efficiently

The role of technology in business is expanding at a breakneck pace. Employees also

expect their supervisors to provide them with the latest equipment so that they can work
effectively as well as efficiently. Moreover, the most recent technological equipment
enabled the employees to complete their tasks with better results and increased
productivity successfully.

5. Unlimited Supply of Knowledge

With technology, there is no limit as to what you can achieve and accomplish. It provides
an endless supply of knowledge and valuable insights. Conducting research has never
been easier because you can instantly access the websites and search for the things you
are looking for. Having valuable insights puts you in a better position to deal with your
customers. You are well prepared to meet their demands. Apart from that, technology
helps you keep a close eye on your competitors. Stay aware of their moves and take
necessary preemptive measures to adopt the latest market trends.

6. Increased students Engagement

Technology is well-known for keeping students engaged. It allows them to telecommute

to work and encourages them to collaborate with each other for sharing essential
information. In addition to this, technology also reduces the level of stress. Workload
decreases when the assigned tasks are completed in the given time. Students can also
enjoy the flexibility to a certain degree. They can stay connected to the school via
smartphones etc. and perform assignments remotely.

49
  Relationship between TVET and Technology

We live in a world of unprecedented uncertainty. The rapid transformational changes in

technologies raise the hope that they will increase productivity by freeing people from
mundane and repetitive labour and help them focus on work that is more creative. At the
same time, these changes create the fear that many jobs will become obsolete and
replaceable by machines and that many people will lose employment. The education
sector faces a heavy burden to nurture that hope while managing those fears. The answer
lies in fostering inclusive accessibility to quality education and training, new skills for the
uncertain future of jobs and continuous learning opportunities throughout each person’s
life.

Technology may help save the day. In particular, information and communications
technology (ICT) has proven to add value to teaching and learning in TVET. Technology
in the teaching and learning in TVET:

1. Make teaching and learning easier and effective

2. increases access
3. Can improve the employability of students.
4. Offers transformational pedagogy to improve the acquisition of relevant skills.
For example, simulations and computer-supported collaborative learning
enhance the relevance of particular skills. They bring workplaces into the
discussion. And learning analytics
5. Provide diverse channels for students with different needs. For example,
teachers with insights about students’ learning behaviour can ICT as a
remedial resources to assist that particular student.
6. Can help build an inclusive society whereby all persons, regardless of their
status, are equally supported to grow socially and economically.

50
 LESSON 10

WRITING REFLECTION IN THE STUDENT REFLECTIVE JOURNALS (SRJ)

FROM SCHOOL VISIT.

 Lesson Description:

This lesson builds on the foundations of the preparation of SRJ presented by the STS.

It will provide students with the opportunity of learning how to record experience during
the school observation relating to how the teaching and learning of TVET and its
interconnectedness with social studies.

 Principle in Completing the Student Reflective Journal (Srj)

Familiarization with STS school

Name of school

Day of visit

Date of visit

Name of lead mentor

Name of mentor

Number/names of other staff members

ENROLMENT BY CLASS AND GENDER

CLASS BOYS GIRLS TOTAL DISABILITY

51
  School Profile
 School facilities (e.g football field, toilet, office space, tennis court etc.)
 Brief history of the school.
 Stake holders collaborating with the school.
Class room rules Why this rule How the rule is Consequences if
important enforced broken

 Discussion of basic school curriculum and related materials

 Day of visit
 Date of visit
 SRJ task: Discussion of the basic school curriculum and related materials: List
curriculum materials you discussed at college with your tutor.
 Write down the curriculum materials you found in the STS school.

INDENTIFICATION OF KEY FEATURES OF THE BASIC SCHOOL

CURRICULUM.
Record two key similarities and difference between your ideas and your STS
partner’s ideas about the relevant of standards, learning outcomes and their
indicators in the basic school curriculum and how the indicators are assessed.

Record two key similarities in your ideas about the relationship between a scheme
of work and syllabus and those of your STS partner.

52
 OBSERVATION OF CLASSROM LESSON PRESENTATION,
MANAGEMENT AND ASSESSMENT.
Day of visit…………………………………….
Date of visit…………………………………..
SRJ task: Lesson introduction.
After the use of the check list to observe lesson introduction, record any activity
that the mentor engaged in, which is not in your checklist.
Record any critical incident you might have observed during the lesson
introduction.
SRJ task: lesson development and classroom management.
Record your answers to the following questions.
1. What management strategies did the teachers use?
2. Why are classroom management strategies important?
3. How did the mentor arrange the seating in the class?
4. How did the mentor encourage the vulnerable, especially the girls and those
with disability to participate in the lesson?
5. How did the mentor respond to pupil’s answers and questions?
Record any critical incident you might have observed during the lesson
presentation.

LESSON CLOSURE AND ASSESSMENT.

Record two key points (one each from and of you have learned on the activity
and make use of it in
Record any ‘critical’ incident you might have observed during lesson closure
assessment.
Group presentation and experience from school observation recorded it the
SRJ.

53
 LESSON 11

ENTREPRENNEURSHIP AND EMPLOYABILITY

This lesson will introduce the student-teacher to the concept of entrepreneurship and
employability skills as key component of realizing their career goals and aspiration.

Again it will also introduce students –teacher to how they can teach their early grade,
upper primary and JHS pupils to realize their career goals or aspirations in future.

 Entrepreneurship is the pursuit of opportunity beyond resource controlled.

 It is the activity of setting up a business or businesses, taking on financial risk in
the hope of profit.

Employability skills can be defined as the transferable skills needed by an individual to

make them ‘employable’.

Employability refers to your ability to gain initial employment or being capable of getting
and keeping fulfilling work.

 Similarities and Difference between Entrepreneurship and Employability

Skills
1. Entrepreneurship improves on skill, employability skills improve on weaknesses.
2. Entrepreneurship will say ‘no’ to opportunities, employability skills embrace
them.
3. Entrepreneurship delegates while employability skills practice.
4. Entrepreneurship thrives on risk while employability skills avoid it.
5. Entrepreneurship believes in seasons, employability believes in balance.

54
  Principles of Entrepreneurship
1. Know yourself: Study yourself through your own eyes and the eyes of others, get
mentors. Your blind side will kill your venture so you better know them and fill
the gaps with talented collaborators.
2. Set limits: Define what is affordable to you and don’t go beyond it.
3. Lead with confidence and curiosity: People will say you must always believe in
your business, but that will get you in trouble. Always believe in yourself but have
healthy skepticism about your business.
4. Embrace rapid learning: Knowing what does not work is the first step to figuring
out what does work. Just do it fast.
5. Befriend your fear: Your ill feeling has important information encoded. When it
show up, listen to it and take action.

 Qualities of Entrepreneurship and Common Employability Skills

Entrepreneurship
1. Persistence
2. Creative thinking
3. Risk-taking ability
4. Self discipline
5. Resolute motivation and passion

 Common Employability Skills

1. Teamwork
2. Problem solving
3. Initiative and enterprise
4. Self management
5. Planning and organizing.

Essential employability skills are skills that regardless of a student’s program; are critical
for success in the workplace, day to day living and for lifelong learning.

55
  Relevance of Entrepreneurship and Employability Skills in TVET and
Social Studies

Entrepreneurship is important as it has the ability to improve standard of living and create
wealth, not only for the entrepreneurs, but also help derive change with innovation, where
new and improve products enable new markets to be developed.

It creates opportunities, ensure social justice, instill confidence and stimulate the
economy. Entrepreneurship education is a lifelong learning process.

Employability skills are important because the labour market is intensely competitive,
and employers are looking for people who are flexible, take initiative and have the ability
to undertake a variety of task in different environments.

 Component of Employability Skills and Their Characteristics

Employable skills consist of four elements, these are

a. Employability assets: Knowledge, skills, attitudes.

b. Deployment : Career management skills
c. Presentation: Job getting skills, CV, interviews techniques, etc.
d. Personal circumstances: Who you are, labour market, responsibilities etc,

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 CONCEPT MAPPING

EMPLOYABILITY

SELF ESTEEM
SELF EFFICEICY SELF CONFIDENCE

REFLECTION AND EVALUATION

DEPLOYMENT PRESENTATION
EPLOYABLE PERSONAL
ASSETS CIRCUMSTANCES

 Characteristics of Employability Skills

1. Leadership
2. Ability to work in a team
3. Communication skills(written and verbal)
4. Problem-solving
5. Strong work ethic
6. Analytical/Quantitative skills
7. Technical skills

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 LESSON 12

CONTRIBUTIONS OF TVET TO SOCIAL AND ECONOMIC DEVLOPMENT

OF COMMUNITIES.

The lesson examines the contribution of TVET to the social and economic development
of communities. It will also assist student teachers to appreciate the different social and
economic issues that TVET helps to address, the benefit and the development of the
communities.

It also affords students-teacher the opportunity to examine how they can teach their
learners to appreciate the contribution of TVET to development of communities.

 Introduction:

Revise the previous lesson with understanding oneself and family systems, individuals,
family and community.

Encourage students to mention the Domains of TVET.

 TVET and social issues in communities.

Discussion on the social visit and observation students undertook on STS

Impacts of TVET on the various social issues

1. Poverty alleviation
2. Crime reduction
3. social cohesion
4. Improved health and sanitation of the citizenry.

Student must share their respective thought on the contribution of TVET to the
identified social issues.

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 Contributions of TVET Socio-Economic Development of Ghana

Socio-economic development is the process of social and economic development in

the society. It is measured with indicators, such as GDP, life expectancy, literacy and
levels of employment.

Development is a condition of improved infrastructure of the state or an institution.

Development must also show sustained increase in the real per capita income
resulting in social and structural change in a community over a long period of time.

Problems of development in Ghana are High population growth, corruption, low level
of technology, inadequate skilled personnel among others.

The contributions of TVET on social-economic development of Ghana.

Change which are both qualitative and quantitative in improvement must register in
the community’s methods of production, roads, hospital, level of income, attitudes
and quality of life.

TVET contribute to addressing economic issues through;

1. Employment generation (self/wage)

2. Growth of Gross Domestic Product (GDP)
3. Profitability and productivity.
4. Food security
5. Facilitation of sustainable use of resources.
6. Prevention of environmental degradation.

Individual with the knowledge from TVET and engage or use the values, requisite
skills acquired from TVET in economic activity to generate wealth.

In agriculture, cash crop cultivation like cocoa, rubber, mango or cashew earns
foreign exchange for the country. Fishing, animal rearing and food crop cultivation
contribute to feeding the domestic consumer. They earn income for themselves and
supply food to sustain the population.

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 Student-teachers must work in groups to bring out some economic issues that will
help develop our country and the explanations to it.

REFERENCES

1. Anamuah-Mensag. J (2004) vocational and technical education for accelerated

wealth creation: critical issues facing the nation. Paper presented at the 56th New
year school conference. organized by institute of adult education at the university
of Ghana, 30 December 2004.
2. Amenuke, S. K, Dogbe, S. K, Asare, B. K, Agyeku, F. D. K Baffour, A, (1991),
General knowledge in Art for senior secondary schools. London, Evans Brothers.
3. Amoako Kwakye, F S and Mac Arthur, R, (2014) food and nutrition for secondary
school and colleges. (1st Ed). Ghana, Adwinsa Publication.
4. Agertey Issac, (2009) Mastering social studies, Ghana, Excellent publishing.
5. Akinsamu, O (1988), certificate agricultural science. Singapore; Longman
Singapore.
6. Brew, C Offeu Ansah, C, Amu, T. A, and Amissah A. (2013), Management in
living for school and colleges. Ghana: Adwinsa Publications GH. Ltd.
7. Akinsanmi, O. (1988). Certificate agricultural science. Singapore: Longman Singapore

8. Publishers Pte Ltd.

9. Ministry of Education (1991). Agriculture and Environmental Studies. London: Evans

Brothers Limited.

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