Curriculum advisors’ reflections on phasing out Accounting in the Limpopo secondary schools : a case study of 10 districts in Limpopo Province

Abstract

This study explored the phasing out of Accounting in Limpopo Secondary Schools in the wake of a disturbing and worrying trend of a decline of learners’ enrolment. In tandem with declining learners’ enrolment in Accounting, emerging evidence shows that principals and circuit managers in Limpopo Province are currently promoting a mutual stance on the current and future direction of Accounting education in schools without consulting curriculum advisors (subject advisors). This paper reports on curriculum advisors’ reflections on the phasing-out of Accounting in Limpopo Secondary Schools in South Africa. Critical Theory informed the study in understanding the significance of stakeholders' reflective practice, a need for teacher and learner empowerment, social transformation and justice. The paper is premised within the interpretivist paradigm and uses one-to-one interviews to elicit qualitative data from ten curriculum advisors from ten Limpopo Education Districts. Data were subjected to content and narrative analyses. The research findings identified lack of consultation and formal communication, educational exclusion, lack of foundational knowledge, teacher and learner attitudes, and the influence of managerialist ideologies as key to reasons for phasing out Accounting. This study recommends that the department should develop initiatives to address negative attitudes toward Accounting through repackaging of curriculum, provision of adequate support for Accounting, establishing and promoting transparency, communication systems and professional development instead of discontinuing this critical subject in the South African Curriculum.