摘要：T his study is conceptualised a ga inst the background of a ddressing the principle of integra tion which is one of the funda me ntal issues of the National Curriculum Sta tement for Economics a nd Management Sc iences (EMS) curriculum. A desk top review and document a nalysis were used to retrieve document, research articles, and anecdota l notes from te achers to reflec t cr itically on fundamental issu es pertaining to EMS at schoo l level in the N or th West Pr ovince. Within the context of a ne w cu rriculum pa radigm, the a rticle e sta blishes that E MS is a n integrated discipline. G iven that this is a subje ct in the new school cu rric ulum, there a re teaching and lear ning dime nsions of EM S tha t need to be more ca refully under stood in order for effective instruction to ta ke pla ce. Within the phenomenogra phic para digm, the theory of variation is pr esented a nd discussed a s a useful theoretical resource for understanding learning in such a way that we a re able to conceptualise more effective ways of teaching EMS. It is argued that understanding EMS a nd the constituents of EMS in the way presented in this ar ticle is not completely unproblematic. Never theless, u ndersta nding EM S in this wa y has power fu l implica tions for thinking about effective EMS education in schools.
关键词：Tea ching. Va riation of Lea rning. Object of Learning. Phe nomenography. Outcome-ba sed E duca tion
