The Challenges of Implementing the Curriculum and Assessment Policy Statement in Accounting

Autor/inn/en	Letshwene, Mantekana J.; du Plessis, Elize C.
Titel	The Challenges of Implementing the Curriculum and Assessment Policy Statement in Accounting
Quelle	In: South African Journal of Education, 41 (2021), Artikel 1978 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Letshwene, Mantekana J.) ORCID (du Plessis, Elize C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Curriculum Implementation; Educational Policy; Accounting; Course Descriptions; Teaching Methods; Educational Planning; Economics Education; Money Management; Knowledge Base for Teaching; Teacher Competencies; Secondary Education; Improvement Programs; Time Factors (Learning); South Africa + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Abrechnung; Buchführung; Buchhaltung; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsplanung; Wirtschaftskunde; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Sekundarbereich; Effizienzsteigerung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South African schools have experienced several curriculum changes over the past few years. In this article we report on the findings regarding the challenges experienced by heads of department (HODs) with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in accounting. A qualitative approach, modelled on the interpretative perspective, was used to explore these challenges, namely: medium of instruction; time allocated to complete the syllabus; poor subject content foundation; progression of learners; and the integration of economic and management sciences (EMS). Open-ended individual interviews with 12 HODs were used as a data-collection technique. The findings indicate that the time allocated in the annual teaching plan (ATP) for accounting may have a negative impact on effective teaching and learning and learner performance. It has also been noted that EMS teachers are not sufficiently competent to teach financial literacy, which may affect learners' subject choices prior to Grade 10. Grade 8 and 9 learners lack exposure to accounting due to subject integration and learner progression. Furthermore, accounting textbooks do not prepare learners for school-based assessments (SBAs) or examinations. Recommendations include that subject choice should occur in Grade 8, rather than Grade 10, and that a secondary school improvement programme (SSIP) should start from Grade 10, and not Grade 12. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01