Confronting Challenges Of Implementing Accounting Curriculum In A Context Of Curriculum Change In Selected South African Township Secondary Schools

This study engaged on the persistent challenges encountered by Accounting teachers oncurriculum implementation due to the ever-evolving curriculum since the introduction of a democratic state in South Africa. This study was underpinned by Piaget’s theory of cognitive development, transformation theoryand Maslow’s theory of motivation. The study utilised a qualitative case study design. Through purposive sampling, seventeen Accounting teachers and five principals were selected from seventeen township secondary schools which represented (10%) of secondary schools offering Accounting. Semi-structured interviews and document analysis were used to generate data. Data was analysed using thematic content analysis which is mostly used in qualitative research studies. The findings revealed that many Accounting teachers have not adapted to the pedagogical content of the new curriculum due to the numerous fundamental challenges. The study recommended amongst others, that the Department of Basic Education (DBE) to consider reviewing Curriculum and Assessment Policy Statement (CAPS) regarding Economic and Management Sciences (EMS) in General Education and Training (GET) phase and make Accounting a stand-alone subject; and the DBE to work in collaboration with the Department of Higher Education and Training (DHET) to review Accounting and Mathematics as subject combinations into Accounting.