Republic of Namibia
MINISTRY OF EDUCATION
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
BUSINESS STUDIES SYLLABUS
ORDINARY LEVEL
SYLLABUS CODE: 4346
GRADES 11 - 12
2010
DEVELOPED IN COLLABORATION WITH
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
1
Republic of Namibia
MINISTRY OF EDUCATION
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
BUSINESS STUDIES SYLLABUS
ORDINARY LEVEL
This syllabus replaces previous NSSC
syllabuses and will be implemented in
2010 in Grade 11
2
Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia
© Copyright NIED, Ministry of Education, 2009
Business Studies Syllabus Ordinary Level Grades 11 - 12
ISBN: 99916-69-31-0
Printed by NIED
Publication date: 2009
3
TABLE OF CONTENTS
1.
Introduction .................................................................................................................................... 1
2.
Rationale ........................................................................................................................................ 1
3.
Aims ............................................................................................................................................... 2
4.
Learning Content ............................................................................................................................ 2
5.
Assessment Objectives ................................................................................................................. 16
6.
Scheme of Assessment ................................................................................................................. 17
7.
Specification Grid ........................................................................................................................ 18
8.
Grade Descriptions ....................................................................................................................... 19
9.
Glossary of Terms ........................................................................................................................ 21
Annexure A: Explanatory Notes to Teachers ...................................................................................... 26
4
5
1.
INTRODUCTION
The Namibian Senior Secondary Certificate (NSSC) for Business Studies: Ordinary Level is
designed as a two year course for examination after completion of the Junior Secondary
Certificate. The syllabus is designed to meet the requirements of the Curriculum Guide for
Formal Senior Secondary Education for Namibia and has been approved by the National
Examination, Assessment and Certification Board (NEACB).
The National Curriculum Guidelines, applicable at the stage of senior secondary education
(grades 11 and 12) and at equivalent stages of non-formal education (as a part of life-long
learning) recognise the uniqueness of the learner and adhere to the philosophy of learnercentred education.
Teachers are required to refer to ANNEXURE A (Explanatory notes to Teachers) before
commencing with their teaching activities.
The Namibia National Curriculum Guidelines:
• recognise that learning involves developing values and attitudes as well as knowledge and
skills;
• promotes self-awareness and an understanding of the attitudes, values and beliefs of others
in a multilingual and a multicultural society;
• encourage respect for human rights and freedom of speech;
• provide insight and understanding of crucial “global” issues in a rapidly changing world
which affect quality of life: the AIDS pandemic, global warming, environmental
degradation, bad distribution of wealth, expanding and increasing conflicts, the
technological explosion and increased connectivity;
• recognise that as information in its various forms becomes more accessible, learners need
to develop higher cognitive skills of analysis, interpretation and evaluation to use
information effectively;
• seek to challenge and to motivate learners to reach their full potential and to contribute
positively to the environment, economy and society.
Thus the Namibia National Curriculum Guidelines should provide opportunities for
developing essential/key skills across the various fields of study. Such skills cannot be
developed in isolation and they may differ from context to context according to the field of
study.
Business Studies contribute directly to the development of the 8 key skills marked *:
• critical and creative thinking skills*
• communication skills*
• information skills*
• numeracy skills*
• physical skills
• problem solving skills*
• self-management and competitive skills*
• social and co-operative skills*
• work and study skills*
2.
RATIONALE
Business Studies intends to impart the basic concepts of entrepreneurial skills in the learners
that will enable them to create jobs for themselves, and for others as well as in the future. It
will help learners to apply the business knowledge, skills and attitudes acquired to solve
environmental, economic and social problems in their everyday lives.
The subject will help learners to appreciate the importance of good working habits, to develop
positive attitudes towards work and promote interest in self-employment.
NSSCO Business Studies Syllabus, NIED 2009
1
3.
AIMS
The aims of the syllabus are the same for all learners. These aims are set out below and
describe the educational purposes of a course in Business Studies for the NSSC examination.
They are not listed in order of priority.
The aims are to enable learners to:
1.
develop knowledge and understanding of the environment within which business activity
takes place and of the way in which changes in that environment influence business
behaviour;
2.
develop knowledge and understanding of the major groups and organisations within an
outside business and consider ways in which they are able to influence objectives,
decisions and activities;
3.
develop an understanding of the roles and purposes of business activity in both the
public and the private sectors and of competition and monopoly;
4.
develop knowledge and understanding of how the main types of business and
commercial institutions are organised, financed and operated and how their relations
with other organisations, consumers, employees, owners and society are regulated;
5.
develop knowledge and understanding of the factor inputs and product outputs of
businesses and the forces which help to determine and control them;
6.
develop knowledge and appreciation of the working world and of the co-operation and
inter-dependence which participation in society entails; to encourage the confidence and
awareness of students in their approach to such participation, particularly through group
activity within the classroom and direct experience outside it;
7.
develop knowledge and understanding of the language, concepts, techniques and
decision-making procedures in business behaviour;
8.
develop the skills of numeracy, literacy, enquiry, selection and employment of relevant
sources of information, presentation and interpretation;
9.
develop awareness of the nature and significance of innovation and change within the
context of business activities.
10. acquire knowledge and understanding of the effect of HIV and AIDS on business
activity;
11. understand the impact and influence of business activity on the environment and on
human rights.
4.
LEARNING CONTENT
The content is divided into seven themes and these are:
1.
Why is business activity needed?
2.
How is business activity organised and financed?
3.
What is work like?
4.
What is produced and why?
5.
Why and how do the Government and the community influence business activity?
6.
Entrepreneurship
NSSCO Business Studies Syllabus, NIED 2009
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THEME 1: WHY IS BUSINESS ACTIVITY NEEDED?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
1.1
•
•
•
•
•
•
•
•
The nature and purpose
of economic activity
understand the development of
economic activity and account for the
emergence of specialisation, the
division of labour and exchange.
•
•
describe the development of economic activity;
explain the meaning of specialisation and division of labour;
describe the relationship between specialisation and trade;
identify the levels of specialisation with examples;
discuss the advantages and disadvantages of specialisation;
state the groups involved in business activity;
identify the objectives of the groups involved in business activity:
consumers, workers, managers, owners, those with a financial interest, the
community as a whole;
give examples of the conflict of objectives between the various groups
involved in business activities and the ways in which priorities change;
explain the purpose of business activity in terms of the objectives of:
non-profit making activity, private enterprise, public enterprise.
1.2
Economic systems
•
understand how economic systems
are organised.
•
•
describe and explain the role of the State in the economy;
distinguish between market, mixed and planned economies with reference
to characteristics, advantages and disadvantages.
1.3
Types of business activity
•
understand the creation and
distribution of wealth
•
•
explain how wealth is created and distributed;
explain the importance of welfare policies to alleviate poverty.
•
acquire knowledge and understanding
of the classification of different types
of business activity/stages of
production.
•
differentiate, with examples, between the different types of business
activity in the primary, secondary and tertiary sectors.
NSSCO Business Studies Syllabus, NIED 2009
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THEME 1: WHY IS BUSINESS ACTIVITY NEEDED?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
•
•
•
understand the methods of measuring
the size of a business.
•
•
•
•
•
•
NSSCO Business Studies Syllabus, NIED 2009
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state the main methods of measuring the size of businesses;
explain the purpose of the classification and measurement of business
units;
explain:
- internal growth
- external growth (mergers and take-overs)
explain, with examples, the meaning of multinational firms;
identify the advantages and disadvantages of multinationals to the host
country;
explain the importance of globalisation;
explain the survival of small firms;
explain how businesses respond to the needs of the community.
THEME 2: HOW IS BUSINESS ACTIVITY ORGANISED AND FINANCED?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
2.1
Ways of organizing
business activity: the
public and private
sectors
•
•
Forms of business
organisations
•
2.2
understand the difference between the
public and private sectors.
•
understand and analyse the different forms
of business organisations in the public and
private sectors.
•
•
•
2.3
Organisational
structures, by level and
by function
•
understand the need for and features of an
organisational structure.
•
•
•
•
•
NSSCO Business Studies Syllabus, NIED 2009
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explain, with examples, the difference between public and private
Sectors, and ways of organising business activity;
distinguish between nationalisation and privatisation.
describe the main characteristics, advantages and disadvantages of the
different forms of business organisations: sole proprietors, partnerships,
private limited companies, public limited companies, co-operatives,
close corporations, public corporations, joint ventures, franchises;
consider the appropriateness of each of these forms of business
ownership to particular circumstances and choose between them (a
detailed knowledge of legal requirements and procedures is not
expected);
describe how ownership becomes divorced from control as business
grows.
define an organisational structure;
define and comment on central features of organisational structure and
activity, such as hierarchy, responsibility, authority, span of control,
chain of command, line and staff organisation, centralisation,
delegation;
draw and explain a simple organisation chart;
describe the need to change the organisational structure as the business
expands and how this might affect the business;
describe types of organisation structure: by function, by product, by
market, by systems.
THEME 2: HOW IS BUSINESS ACTIVITY ORGANISED AND FINANCED?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
2.4
•
•
•
Finance in the
private/public sector,
meeting targets,
raising finance
acquire knowledge and understanding of
the sources of long-term and short-term
finance.
•
•
•
•
•
2.5
The accounting
function, planning and
controlling business
activity
•
•
appreciate the importance of keeping
simple records of business transactions.
•
•
•
•
•
NSSCO Business Studies Syllabus, NIED 2009
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identify the main needs for funds and how such needs can be met;
identify and comment upon the main sources of private and public
sector finance;
explain the main ways of seeking finance from these sources;
identify the main ways in which a business is able to use funds from
internal sources;
explain the idea of cash flow and cash flow forecasts and its importance
in the management of finance;
analyse a firm’s need for funds for specific purposes and make a choice
between the available resources;
explain the factors which financial providers (banks, shareholders,
institutions ) will consider in providing funds.
explain the role of the accounting function in the planning and control of
business activity;
use and interpret simple quantitative accounting data, in particular the
final accounts (Profit and Loss Account and Balance Sheet) of a
business, using performance ratio (return on net assets/return on capital
employed, gross profit margin, net profit margin), liquidity ratio (current
ratio, acid test/liquid ratio, stock turnover ratio);
explain the nature and usefulness of budgets;
explain the nature and usefulness of cash flow forecasts and prepare
examples to demonstrate their nature;
distinguish between various kinds of costs, explaining their nature and
significance (fixed vs variable, average, marginal and total);
recognise and use the following concepts: capital owned, capital
employed, employment of capital, working capital, liquidity; solvency.
THEME 2: HOW IS BUSINESS ACTIVITY ORGANISED AND FINANCED?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
2.6
Management of
business
•
demonstrate an understanding of the
importance of management.
•
•
•
•
explain the functions of management ;
explain the qualities of a good manager;
explain the need for effective management;
discuss leadership, qualities, styles, effectiveness, roles.
2.7
Communications
•
acquire knowledge of different types of
communication.
•
•
explain what is effective communication and why is it necessary;
distinguish between:
- internal and external communication,
- one way and two way communication;
explain the different ways of communicating and their appropriateness;
explain and analyse the main elements of effective communication:
message, media (verbal, written, visual), timing;
identify and explain the barriers to effective communication and how
they may be overcome.
•
•
•
NSSCO Business Studies Syllabus, NIED 2009
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THEME 3: WHAT IS WORK LIKE?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
3.1
Why work? Needs of
the individual
•
understand the importance of work to an
individual.
•
•
identify the reasons why individuals work;
discuss the extent to which work satisfies individual’s needs.
3.2
Rewards for work
•
understand the responsibilities required
and rewards given for different jobs.
•
•
•
identify the financial and non-financial rewards for work;
explain the place of rewards in motivation;
describe the different payments systems (salaries and wages)
including piece work, time work, combination systems, bonuses and
commissions, productivity agreements, profit sharing,
identify different types of responsibility structures in business and the
way in which work can be organised either to give or to remove
responsibility e.g. span of control.
•
3.3
Groups and
relationships
•
•
•
understand the importance of groups in
the workplace.
NSSCO Business Studies Syllabus, NIED 2009
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describe the formation of groups in the workplace;
explain the importance of formal and informal groups and the roles they
play in the work situation.
THEME 3: WHAT IS WORK LIKE?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
3.4
•
•
Formal representation
and participation
demonstrate an understanding of the
importance of co-operation and
negotiation in the workplace.
•
•
•
•
•
•
•
•
•
•
•
3.5
Recruitment, training
and human resources
•
•
understand the importance of recruiting
the right candidate for the job.
•
•
NSSCO Business Studies Syllabus, NIED 2009
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discuss what management can do to meet the needs of workers with
regard to job satisfaction;
explain why co-operation and joint responsibility are important in the
workplace;
describe the types of trade unions;
explain the reasons for joining trade unions;
define organisational conflict;
briefly discuss the means of avoiding and resolving conflict when
relations break down;
explain the difference between dismissal and redundancy
describe the types of industrial action;
explain what is meant by worker participation in decision making;
explain the different ways of worker participation;
list the advantages and disadvantages of worker participation;
describe the role of employer associations.
describe the means of selecting and training the workforce:
- recruitment,
- selection,
- induction,
- training;
discuss the appropriateness of different types of training to particular
circumstances;
develop appropriate materials for recruitment, e.g.:
- job descriptions,
- job specifications,
- application forms,
- advertisements.
THEME 4: WHAT IS PRODUCED AND WHY?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
4.1
•
•
•
•
•
The market and
marketing
demonstrate an understanding of how
and why firms attempt to satisfy
consumer wants
•
4.2
Market research
•
•
4.3
The marketing mix:
•
product and packaging,
price, promotion,
distribution
acquire knowledge and an understanding
of the importance of market research
acquire knowledge of conducting
market research
demonstrate knowledge and
understanding of the importance of
product and packaging in the
marketing mix.
NSSCO Business Studies Syllabus, NIED 2009
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•
•
explain the meaning of a market and marketing;
explain how businesses identify and meet the needs of customers;
list the objectives of marketing;
describe how businesses divide the market into segments by product,
region, purpose, price and decide which segment to enter;
distinguish between market orientation and product orientation.
•
explain the meaning of market research;
distinguish between the methods of primary research and secondary
research;
explain why information obtained in market research might not be
accurate;
develop a questionnaire.
•
•
•
•
•
•
•
•
•
explain the meaning of product;
distinguish between types of product;
list the features that will make a product successful;
distinguish between:
brand name,
brand loyalty,
brand image;
explain the functions of packaging;
draw and explain a product life cycle.
•
THEME 4: WHAT IS PRODUCED AND WHY?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
•
•
•
understand the importance of the price
of a product on consumers and firms.
•
•
•
understand the importance of promotion
in a business.
•
•
•
•
•
•
•
•
•
•
•
understand the importance of making a
product available where customers
expect to find it (place).
acquire knowledge of how firms develop
marketing strategies involving the
marketing mix.
NSSCO Business Studies Syllabus, NIED 2009
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Define price
explain the following pricing strategies:
- cost plus pricing,
- penetration pricing,
- price skimming,
- competitive pricing,
- promotional pricing;
define demand and supply;
demonstrate the principle of equilibrium price (analyse simple market
situations with changes in supply and demand).
Define promotion
distinguish between informative and persuasive advertising;
distinguish between different types of advertising media (including ECommerce);
briefly explain the requirements for effective advertising (AIDA);
explain different ways of how firms promote their products;
explain public relations.
•
define distribution;
explain different channels of distribution and E-Commerce;
explain why the manufacturer may use either direct channels or indirect
channels of distribution;
briefly explain methods of transporting goods.
•
•
define marketing objectives;
draw up a marketing plan (involving the elements of the marketing mix).
THEME 4: WHAT IS PRODUCED AND WHY?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
4.4
•
•
Deciding on the scale of
operations, and
location
understand how firms use resources to
produce goods and services and the
influence of changes in technology.
•
•
•
•
•
•
•
•
acquire knowledge of factors influencing
location.
•
•
NSSCO Business Studies Syllabus, NIED 2009
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explain the meaning of:
- production,
- productivity;
explain the effects of HIV and AIDS on productivity;
explain the role of women and people living with impairment in
production;
differentiate between methods of production:
- job production,
- batch production,
- flow production;
explain how changes in technology have influenced production;
explain: quality control, stock control, lean production;
draw a graph to explain how stock levels can be managed effectively;
demonstrate understanding of the general idea of scale of operation and
the economies / diseconomies associated with scale.
comment upon location factors with particular reference to particular
firms/industries (manufacturing business, retailing business, service
business);
explain factors which influence firms to relocate either at home or abroad
THEME 5: WHY AND HOW DO GOVERNMENT AND THE COMMUNITY INFLUENCE BUSINESS ACTIVITY?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
5.1
•
•
•
The reasons for regulation of
business activity
understand the role of the State in
regulating business activity.
•
•
•
5.2
Aiding and influencing the
producer
•
•
understand the role of the State in
assisting producers.
•
•
•
5.3
Aiding and protecting the
employee
•
•
understand the role of the state in
protecting the employee.
•
NSSCO Business Studies Syllabus, NIED 2009
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list the social and economic objectives of the government;
discuss in general terms why the government needs to intervene in
business activity;
discuss the idea of social costs and the concept of cost-benefit analysis in
general terms (the treatment should be entirely descriptive);
apply the concept descriptively to the resolution of simple social cost and
social benefits situations;
discuss how the government can protect the environment against harm
(protection against pollution, protection against the exploitation of nonrenewable resources).
discuss why and how the government may intervene in the production
process: location decisions (local, national, international), production and
relationships with other firms;
discuss why and how the government may intervene in assisting
businesses: regional assistance, small firms, and exporting of goods and
services;
discuss barriers to International Trade and the calculation of exchange
rates (currency conversion between two currencies);
discuss the implications to Namibia of being a member of SADC.
discuss how and why the government may protect the employee
with reference to: working conditions, social security, employment
contracts, health and safety, redundancy, minimum wages, unfair labour
practices;
discuss how the government can protect people with HIV and AIDS at the
workplace.
THEME 5: WHY AND HOW DO GOVERNMENT AND THE COMMUNITY INFLUENCE BUSINESS ACTIVITY?
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
5.4
•
•
Persuading and protecting
the consumers and providers
of capital
NSSCO Business Studies Syllabus, NIED 2009
understand the role of the state in
protecting the consumers and
providers of capital.
•
14
discuss the aims of private organisations and pressure groups in
protecting the interests of consumers;
discuss why and how the government may intervene in protecting the
interests of those who lend and provide capital.
THEME 6: ENTREPRENEURSHIP
TOPIC
GENERAL OBJECTIVES
Learners will:
SPECIFIC OBJECTIVES
Learners should be able to:
6.1
•
•
What is an entrepreneur?
6.2 Types of enterprises
6.3 A business plan
•
•
demonstrate an understanding of the
importance of efficient management
of a business enterprise as a
prerequisite for economic
development in Namibia.
acquire knowledge of the different
types of enterprises
understand the importance of a
business plan and how to draw one
up
•
•
•
•
•
•
NSSCO Business Studies Syllabus, NIED 2009
15
discuss characteristics, advantages and disadvantages of being an
entrepreneur (reference should be made to the formal and non-formal
sectors);
discuss factors to be considered in becoming an entrepreneur (need to
identify a business idea, types of business, local community, competition,
market, goals, risk taking, judgement in business situations and a
business plan).
list five basic types of enterprises (primary, manufacturing, wholesale,
retail and service);
explain the differences between these types of enterprises.
define a business plan;
list and explain the elements and uses/applications of a business plan
(goals, product, consumer, market research, marketing, finance);
develop a business plan using the following elements: description of
business, market research, production plan, organisational plan, financial
plan, action plan.
5.
ASSESSMENT OBJECTIVES
The four assessment objectives are:
A
Knowledge with understanding
B
Application
C
Analysis
D
Judgement and decision making
A description of each assessment objective follows.
A
Knowledge with understanding
Learners should:
1. demonstrate knowledge and understanding of business facts, terms, concepts and
conventions appropriate to the syllabus;
2. demonstrate knowledge and understanding of theories and techniques commonly
applied to, or used as part of, business behaviour.
The curriculum objectives define the factual material that learners may be required to
recall and understand.
Questions testing these objectives will often begin with words such as: define, describe,
explain, list, outline, state.
B
Application
Learners should:
1. apply their knowledge and understanding of facts, terms, concepts and conventions
to business problems and issues;
2. apply their knowledge and understanding of theories and techniques commonly
applied to business problems and issues.
Questions testing these objectives will often begin with words such as: calculate,
comment, describe, determine, explain, illustrate.
C
Analysis
Learners should:
1. select, order, analyse and interpret information, in narrative, numerical and
graphical forms, using appropriate techniques;
2. use business data, recognise patterns in such data, and deduce relationships.
Questions testing these objectives will often contain words such as :analyse, calculate,
compare, contrast, distinguish, examine.
D
Judgement and decision making
Learners should:
1. distinguish between evidence and opinion, make reasoned judgements and
communicate them in an accurate and logical manner;
2. recognise that business theory is subject to various limitations and uncertainties;
3. plan to carry out appropriate enquiries in order to make judgements and decisions.
Questions testing these objectives will often contain words such as: choose, assess,
consider, discuss, evaluate, suggest.
NSSCO Business Studies Syllabus, NIED 2009
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6.
SCHEME OF ASSESSMENT
All learners will take Paper 1 and Paper 2.
Differentiation
All learners are expected to pursue the same curriculum objectives, and differentiation will be
by outcome.
Paper 1
Written
2 hours
100 marks
50% weighting
Learners will be expected to answer five compulsory questions (each worth 20 marks) drawn from the
whole learning content, involving primarily but not exclusively, Assessment Objective A (Knowledge
with understanding) – 40 marks (See Specification Grid).
Paper 2
2 hours
100 marks
50% weighting
Learners will be expected to answer seven compulsory questions arising from a business situation or
problem. Questions 1 to 6 are worth 15 marks each, with Question 7 totalling 10 marks.
The paper tests primarily, but not exclusively, Assessment Objectives C (Analysis) and D (Judgement
and decision-making), each worth 30 marks (See Specification Grid).
NSSCO Business Studies Syllabus, NIED 2009
17
7.
SPECIFICATION GRID
The relationship between assessment objectives and components of the scheme of
assessment is shown below.
Assessment Objectives
Paper 1
(marks)
Paper 2
(marks)
Overall
weighting of
papers
A
Knowledge with understanding
40
20
30%
B
Application
20
20
20%
C
Analysis
20
30
25%
D
Judgement and Decision making
20
30
25%
Total marks
100
100
100%
Weighting
50 %
50 %
100%
The assessment objectives are weighted to give an indication of their relative importance.
They are not intended to provide a precise statement of the number of marks allocated to
particular assessment objectives.
NSSCO Business Studies Syllabus, NIED 2009
18
8.
GRADE DESCRIPTIONS
Grade descriptions are provided to give a general indication of the standards of achievement
likely to have been shown by candidates awarded particular grades. The grade assessment will
depend, in practice, upon the extent to which the candidate has met the assessment objectives
overall and it might conceal weakness in one aspect of the examination which is balanced by
above average performance in some other aspect. Learners will be graded on a scale of A*-G.
The descriptors for judgmental thresholds (A,C,E,G) are given below.
At Grade A the learner will be expected to show:
A
Knowledge with understanding
1.
an excellent ability to identify detailed facts and principles in relation to the
content of the syllabus.
2.
an excellent ability to describe graphs, diagrams and tables.
3.
an excellent ability to define the concepts of the syllabus.
B
Application
1.
a thorough ability to apply knowledge and understanding, using terms, concepts,
theories and methods effectively to address business problems and issues.
2.
an excellent ability to apply this information in a logical and well-structured
manner to illustrate the application of a piece of economic analysis to a particular
situation.
C
Analysis
1.
a thorough ability to classify and comment on economic information.
2.
an excellent ability to distinguish between evidence and opinion.
D
Judgement and decision making
1.
a good ability to discriminate between complex and varied information and to
distinguish clearly between facts and opinions.
2.
a good ability to make clear, reasoned judgements and communicate them in an
accurate and logical manner.
3.
a good ability to make rational and consistent choices in matters where economic
influences are at work.
At Grade C the learner will be expected to show:
A
Knowledge with understanding
1.
a good ability to identify detailed facts and principles in relation to the content of
the syllabus.
2.
a good ability to describe graphs, diagrams and tables.
3.
a good ability to define the concepts of the syllabus.
B
Application
1.
a good ability to classify and comment on business information.
2.
a good ability to apply this information to illustrate the application of a piece of
economic analysis to a particular situation.
C
Analysis
1.
a good ability to use and comment on information presented in various forms.
2.
a sound ability to apply and make reasoned judgements.
D
Judgement and decision making
1.
a sound ability to discriminate between more complex and varied information and
to distinguish clearly between facts and opinions.
2.
a sound ability to evaluate and make reasoned judgements.
3.
a sound ability to make rational and consistent choices in matters where economic
influences are at work.
NSSCO Business Studies Syllabus, NIED 2009
19
At Grade E the learner will be expected to show:
A
Knowledge with understanding
1.
some ability to identify detailed facts and principles in relation to the content of
the syllabus.
2.
some ability to describe graphs, diagrams and tables.
3.
some ability to define the central concepts and ideas of the syllabus.
B
Application
1.
some ability to classify data and comment on economic information.
2.
some basic ability to apply the tools of economic analysis to particular situations.
C
Analysis
1.
some basic ability to use and comment on information presented in various forms.
2.
some ability to apply and make reasoned judgements.
D
Judgement and Decision making
1.
some basic ability to discriminate between more complex and varied information
and to distinguish clearly between facts and opinions.
2.
some basic ability to make rational and consistent choices in matters where
economic influences are at work.
At Grade G the learner will be expected to show:
A
Knowledge with understanding
1.
a limited ability to identify specific facts, conventions and techniques in relation to
the content of the syllabus.
2.
a limited familiarity with definitions of the central concepts and ideas of the
syllabus.
B
Application
1.
a limited ability to classify and comment on business information.
2.
a limited ability to apply the tools of economic analysis to particular situations.
C
Analysis
1.
a limited ability to use and comment on information presented in various forms.
2.
a limited ability to apply and make reasoned judgements.
D
Judgement and decision making
1.
a limited ability to discriminate between more complex and varied information and
to distinguish clearly between facts and opinion.
2.
a limited ability to make rational and consistent choices in matters where
economic influences are at work.
NSSCO Business Studies Syllabus, NIED 2009
20
9.
GLOSSARY OF TERMS
What follows are words frequently used in NSSC Business Studies which may present
difficulties in understanding/applying.
acquisition
AIDA model
annual general meeting (AGM)
appraisal
arbitrator
balance of payments
brand image
brand loyalty
brand name
break-even
business decisions
cash flow forecast
centralised
chain of command
closed shop
conglomerate integration
consumer panels
contribution
corporation tax
cost-benefit analysis
craft union
NSSCO Business Studies Syllabus, NIED 2009
when one business buys out the owners of another
business which then becomes part of the ‘predator’
business, i.e. the firm has taken over. Also called takeover
a simple way of planning an advert’s design: it stands for
attention, interest, desire, action
a legal requirement for all companies; all shareholders
may attend. They vote on who they want to have on the
board of directors for the coming financial year and on
other issues raised by the board or themselves,
method of assessing the effectiveness of an employee,
usually involving an interview with a senior member of
staff
a person who listens to both sides in an industrial dispute
(trade union and management) and then gives a ruling of
what the arbitrator thinks is fair to both sides
the record of the difference between a country’s exports
and imports
where a product is given an image or identity to
distinguish it from its competitors’ brands
when customers keep buying the same brand again and
again instead of choosing a competitor’s brand
the unique name of a product that distinguishes it from
other brands
the quantity of sales at which total costs equals total
revenue
these include strategic decisions (very important ones
which can affect the overall success of the business),
tactical decisions (those which are taken more
frequently and which are less important) and operational
decisions (day-to-day decisions which will be taken by
lower-level managers)
an estimate of future inflows and outflows of a business,
usually on a monthly basis
a management structure in which most decisions are
taken at the centre, or at higher levels of management
a structure within an organisation which allows
instructions to be passed down from senior management
to lower levels of management
all employees must be a member of the trade union
a firm mergers with or takes over another firm in a
completely different industry. Also known as
diversification
groups of people who agree to provide information about
a specific product or general spending patterns over a
period of time
the selling price of a product less its variable cost
the tax paid by limited companies on their profits
the valuation by a government agency of social and
private costs and benefits resulting from a decision
a trade union which represents a particular type of skilled
worker
21
de-industrialisation
decentralised
delegation
desk research
development area
direct costs
direct taxes
diseconomies of scale
dividends
division of labour
economic growth
economies of scale
employers’ association
exchange rate appreciation
exchange rate depreciation
exchange rates
external benefits
external costs
external growth
field research
final accounts
fixed costs
NSSCO Business Studies Syllabus, NIED 2009
occurs when there is a decline in the importance of the
secondary (or manufacturing) sector of industry in a
country
a management structure in which many decisions are
not taken at the centre of the business but are delegated
to lower levels of management
giving a subordinate the authority to perform particular
tasks (NB it is the authority to perform a task which is
being delegated – not the final responsibility)
the use of information that has already been collected
and is available for use by others. Also called
secondary research
a region of a country where businesses will receive
financial support to establish themselves (often regions
of high unemployment)
costs that can be directly related to or identified with a
particular product or department. These costs vary with
the number of items produced or sold and is also known
as variable costs
taxes paid directly from incomes, such as income tax or
profits tax
the causes of average cost increases which a business
experiences as it grows beyond a certain scale
payments made to shareholders from the profit of a
company after it has paid corporation tax
when the production process is split up into different
tasks and each worker performs one of these tasks. Also
known as specialisation
when a country’s gross national product increases –
more goods and services are produced than in the
previous year
the causes of average cost reductions which a business
experiences as it increases its scale of operations~
a group of employers join together to give benefits to
their members
when the value of a country’s currency rises compared
to other currencies
when the value of a country’s currency falls compared
to other currencies
the price of one currency in terms of another, e.g. £1:N$
12.5
the gains to society resulting from a business decision.
Also known as social benefits
the cost paid by the rest of society, rather than the
business as a result of a business decision. Also known
as social costs
occurs when a business takes over or merges with
another business. Often called integration as one firm
is integrated into another one
the collection and collation of original data via direct
contact with potential or existing customers. Also called
primary research
accounts produced at the end of the financial year
giving details of the profit or loss made over the year
and the worth of the business
costs which do not vary with the items produced or sold
in the short term. Also called indirect costs or
overheads
22
forecasts
freight
fringe benefits
general union
globalisation
go slow
haulage
horizontal integration
indirect taxes
induction training
industrial union
inflation
informative advertising
internal growth
job analysis
job description
job production
job satisfaction
job specification
limited liability
line managers
line of best fit
liquidity
lock-out
marginal costs
market-orientated
NSSCO Business Studies Syllabus, NIED 2009
predictions of the future e.g. likely future changes in the
size of the market
a term used to describe bulk goods or products while
they are being transported
non-monetary rewards given to employees
a trade union which represents workers (often unskilled
but also semi-skilled) from a variety of trades
increase in world wide competition between businesses
a form of industrial action when the employees do their
normal tasks but much slower than usual
the transport of bulk goods or products; which usually
refer to road transport but can also refer to rail transport
one firm mergers with or takes over another one in the
same industry at the same stage of production
taxes added to the prices of goods and services. Tax
payers pay the tax as they purchase the goods or
services, e.g. value added tax (VAT)
introduction given to a new employee, explaining the
firm’s organisational structure, activities and
procedures
a trade union which represents all types of workers in a
particular industry
the increase in the average price level of goods and
services over time
advertising where the emphasis of advertising or sales
promotion is to give full information about the product
occurs when a business expands its existing operations
the responsibilities and tasks relating to a job, are
identified and recorded
document which outlines the responsibilities and duties
expected to be carried out by someone employed to do a
specific job
a single product is made at a time, usually to the
customer’s exact specifications
enjoyment derived from feeling that you have done a
good job
document
which
outlines
the
requirements,
qualifications and expertise required from a person to
do a specific job
where the owners of a company cannot be held
responsible for the debts of the company they own
managers with direct authority over subordinates in
their department; they are able to take decisions in their
departmental area
a line drawn through a series of points, e.g. sales data,
which best shows the trend of that data
the ability of a business to pay back its short-term debts
employees are locked out of their workplace
extra costs which a business will incur by producing
one more unit of output
a description applied to a business in which market
research is carried out to find out consumer wants
before the product is developed and produced
23
market segmentation
marketing
merger
monopoly
multinational business
net cash flow
no-strike agreement
non-co-operation
organisational structure
overtime ban
packaging
persuasive advertising
picketing
planning permission
private benefits
private costs
product life cycle
product-orientated
productivity agreement
prospectus
public relations
questionnaires
quota sample
NSSCO Business Studies Syllabus, NIED 2009
the market is divided up into groups of consumers who
have similar needs
the management process which identifies consumer
wants and anticipates their future wants
when the owners of two businesses agree to join their
firms together to make one business
a business which controls all of the market for a product
those with factories, production or service operations in
more than one country. Also known as transnational
businesses
the difference, each month, between inflows and
outflows
trade unions and management agree to have pay
disputes settled by an independent arbitrator instead of
taking strike action
a form of industrial action when employees refuse to
comply with new working practices
the levels of management and divisions of
responsibilities within an organisation
a form of industrial action when employees refuse to
work longer than their normal working hours
the physical container or wrapping for a product, also
used for promotional purposes
advertising or promotion which tries to persuade the
consumer that they really need the product and should
buy it
a form of industrial action, employees who are taking
action stand outside their workplace to prevent or
protest at delivery of goods, arrival and departure of
other employees
when a government body allows a business to build a
factory or office in a particular location
the financial gains made by a business as a result of a
business decision
the costs of a business decision actually paid for by the
business
the stages a product will pass through from its
introduction, through its growth until it is mature and
then finally declines
a description applied to a business whose main focus of
activity is on the product itself. See also marketorientated
workers and management agree to an increase in
benefits, in return for an increase in productivity
a detailed document issued by the directors of a
company when they are converting it to public limited
status. It is an invitation to the general public to buy
shares in a newly formed plc
policies, strategies or measures taken to promote a good
image for a company and/or its products
a set of questions to be answered as a means of
collecting data for market research
people selected on the basis of certain characteristics
(e.g. age, gender, income) as a source of information for
market research
24
random sample
redundancy
revenue
revenue expenditure
shareholders
single union agreement
span of control
staff managers
strike
target audience
target market
trade union
trend
unemployment
unit cost
people selected at random as a source of information for
market research
when employees lose their jobs because they are no
longer needed, rather than due to any aspect of their
work being unsatisfactory
the income during a period of time from the sale of
goods and services
money spent on day to day expenses which do not
involve the purchase of a long-term asset, e.g. wages
and rent
the owners of a limited company; they have bought
shares which represent part ownership of a company
a firm will deal with one particular trade union only and
no other
the number of subordinates working directly under a
manager
specialist advisers who provide support to line
managers and to the board of directors
a form of industrial action where employees refuse to
work
people who are potential buyers of a product or service
the group of people for whom a particular product is
designed
a group of workers join together to ensure their interests
are protected
the underlying movement or direction of data over time
is when people who are willing and able to work, but
cannot find a job
the cost of producing one item, i.e. total cost of
production divided by total output
vertical integration
when one firm mergers with or takes over another one in
the same industry but at a different stage of production.
Vertical integration can be forward (a firm integrates
with another firm which is at a later stage of production)
or backward (a firm integrates with another firm at an
earlier stage of production, i.e. closer to the raw
materials supplies
white-collar union
a union which represents non-manual workers (office
workers, management and professional staff)
a form of industrial action when rules are strictly obeyed
so that work is slowed down
the employees contribute to decision-making in the
business
work to rule
worker participation
NSSCO Business Studies Syllabus, NIED 2009
25
ANNEXURE A: EXPLANATORY NOTES TO TEACHERS
Teachers should note that this syllabus (NSSC Lower Level) seems the same as that for NSSC
Higher Level, but there are differences in these two syllabuses.
This (NSSC Lower Level) syllabus allows for teaching at a more elementary level whereas the NSSC
Higher Level allows for teaching at a more advanced level.
Thus some topics/subtopics are to be taught in lesser detail in this ((NSSC Lower Level) syllabus than
in the NSSC Higher Level syllabus.
Therefore, some topics and/ or subtopics to be taught in the NSSC Higher Level syllabus should not
be taught in this (NSSC Lower Level) syllabus, e.g. scarcity and opportunity cost as well as breakeven charts, to mention but a few.
Teachers are therefore encouraged to compare the two syllabuses before commencing with their
teaching, in order to know which topic is to be taught at which level and into how much depth.
Teachers should also take note of the Assessment Objectives and more specifically pay attention to
their weightings. In Paper 1 the weighting for Assessment Objective A (Knowledge with
understanding) is 40% but in Paper 2 more emphasis is placed on the more complicated Assessment
Objective D (Judgement and decision making) which is 30%, and less emphasis on Assessment
Objective A (Knowledge with understanding) which is 20%.
Candidates should be encouraged to write in context, especially in Paper 2 where most of the
questions are based on the information provided in the case studies, or else they will lose marks.
It must also be stressed that this (NSSC Lower Level) syllabus is designed for Namibian learners, and
as such, the learning content should be taught in the Namibian context, thus explanations and
examples must be responsive to Namibia, e.g. trade unions, the role of the government and the
community, entrepreneurship, scale of operations, locating factors, exchange rates, to mention but a
few.
Learners should from the very start be made aware of key examination words to enable them to
know how to answer a specific question in a test or examination.
The following guide should help Teachers.
Key examination words candidates need to know
State or give
As in ‘State three factors which might influence the price of a product’. These two words mean ‘write
down without explaining or expanding upon’ three factors which might influence the price of a
product.
List
As in ‘List four reasons why one firm may merge with another.’ This is similar to ‘state’. Write down,
without discussing or expanding upon, four reasons why firms may merge. Candidates could number
their list 1-4. Too often candidates write far too much for both ‘state’ and ‘list’ questions.
Explain
As in ‘Explain your answer’. Here, the examiner is asking the candidate to give more detail than just
listing or stating points.
A common example of this type of question would ask the candidate to ‘State and explain three
advantages to a business of developing a new product’. Here the candidates are expected to list the
three factors which they consider to be advantages and then go on to explain why they think these are
advantages to the business.
One of the three advantages the candidates give in their answer might be: ‘New products will take the
place of old products in the market’. The explanation could be: ‘If a business develops new products
NSSCO Business Studies Syllabus, NIED 2009
26
then these products can take over from older products, the sales of which may be falling due to loss of
consumer interest.’ The candidates will then need to think of two other advantages and to list and
explain them in the same way.
Analyse
As in ‘Analyse the impact of a new competitor opening a shop close to a business which sells fresh
flowers’. This also requires an explained answer. Candidates will have to examine or explain how a
new competitor will affect an existing business.
A possible answer could be: ‘As the new competitor is trying to get established, it may offer fresh
flowers at very low prices to start with’. This could force the existing business to lower prices too.
Sales could increase but the profit on each sale will be less than before.’
Evaluate
As in ’Evaluate the arguments for and against the business locating its factory in the south of the
country’. This is asking the candidates to show advanced skills. Candidates must first list and
explain/analyse the advantages and disadvantages. Then candidates should weigh them and come to a
final recommendation.
The final sentence may, for example, read: ‘On the one hand, there are advantages to building in the
south, such as cheap land’. On the other hand, there are disadvantages, such as the distance from
consumers.
However, on balance I am of the opinion that the factory should be built there (in the south of the
country).’
Other key examination words include:
Define, describe, outline, calculate, comment, determine, illustrate, compare, contrast, distinguish,
choose, assess, consider, suggest, discuss, etc.
NSSCO Business Studies Syllabus, NIED 2009
27
The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA
Telephone: +64 62 509000
Facsimile: + 64 62 509073
E-mail: info@nied.edu.na
Website: http://www.nied.edu.na
© NIED 2009