Slide 61

“The man whose whole life is spent performing a few simple operations... has no occasion to exert his understanding, or to exercise his invention... He naturally loses, therefore, the habit of such exertion, and generally becomes as stupid and ignorant as it is possible for a human creature to become.”

Adam Smith, Wealth of Nations (1776)

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Slide 62

Integrated Exercise Example

Featuring:

Sellina from Katima and her small business

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Slide 63

Where exactly is Katima Mulilo?

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Slide 64

What could we teach?

• Costing and pricing terminology – direct costs, indirect costs, person hour, wage, overhead, profit
• How to approach the problem (by fish, by day, by week by month)?
• Table reading (document use)
• Calculator use
• Multiplication (cost to buy 150 fish, cost of 150 bags)
• Division to calculate rates (price per bag, rent per week, salary per month, salary per hour, price per fish) – a rate is a fraction
• How much to pay oneself? (calculation of an hourly rate + analysis of adjustments necessary)
• Adding (all Sellina’s costs)
• Percentages (profit margin)
• Calculation of profit and conversion to percentage
• Conversion ND to CD (using currency rates)
• Working with decimals
• How do you go about determining what to calculate? (analysis of process)
• Research (product price comparisons, living costs)

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Slide 65

So....Did you learn something?

• What are essential skills and the background
• Why should we address ES skills in our training?
• How do we integrate ES into our programs and courses?
  • by explicitly incorporating them in course objectives and learning outcomes
  • by understanding that each ES has a range of complexity
  • by using authentic workplace tasks and materials in our training
  • by introducing active learning strategies
  • by using a project-based approach
  • by making problem solving the driver for all ES training
  • by ensuring that the ES we teach are transferable

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Slide 66

Thank-you.

Pat Salt (PLS Consulting)

p.salt@shaw.ca

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