Abstract:
This thesis investigated the factors that attribute to teachers‟ failure to integrate Mokhibo and Ndlamo with business in the three Butha Buthe high schools. In order to get the answer to this problem, the researcher investigated teachers‟ understanding of the concept of integrated curriculum, the learners‟ and the teachers‟ attitudes to the integration of Mokhibo and Ndlamo with business and the ways of integrating Mokhibo and Ndlamo with business in the teaching and learning situation. The research is based on integrated curriculum which focuses more on education with production; which is teaching and learning the integration of Mokhibo and Ndlamo with business for the future of the students not for passing examinations. The results of the study will help teachers improve their teaching so that learners use the knowledge of the integration of Mokhibo and Ndlamo with business to make their own living.
Observation and interview methods were used to collect data from the three schools using purposive sampling of six teachers and nine students from different schools. There were six interviewed and observed teachers while nine learners were only interviewed to check reliability of data collected from the teachers. In the reviewed literature teachers exhibited limited knowledge on integrated curriculum and only defined it without giving reasons for its practice in schools. Their reasons focused on the passing of the subject while focus should be on the future of the learner. The teachers also tried to vary methods of teaching but they could not apply all methods stated in the reviewed literature. The place where the learners come from was partly one of the factors that contributed to the teachers‟ failure to integrate Mokhibo and Ndlamo with business when teaching.
