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Cited by 30Accounting Education and CareersEducational Theory and Curriculum StudiesEducation Pedagogy and Practices

The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.

The challenges of implementing the Curriculum and Assessment Policy Statement in accounting

Open access
Letshwene, Mantekana J., du Plessis, Elize C.·2021·South African Journal of Education
DOI 10.15700/saje.v41ns2a1978
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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.

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Crossref · 10.15700/saje.v41ns2a1978

Cites

12 of 12 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 12 references

Research works printed but not linked: 15

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  4. Kerry C 2014. What’s in the CAPS package? A comparative study of the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS): Further Education and Training (FET) phase: Overview report. Pretoria, South Africa: Umalusi. · DOI
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  6. Mbatha MG 2016. Teachers’ experiences of implementing the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 in selected schools at Ndedwe in Durban. MEd dissertation. Pretoria, South Africa: University of South Africa. Available at https://uir.unisa.ac.za/bitstream/handle/10500/20076/dissertation_mbatha_mg.pdf?sequence=1&isAllowed=y. Accessed 2 April 2017.
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  10. Msimanga MR 2017. Teach and assess: A strategy for effective teaching and learning in Economic and Management Sciences. PhD thesis. Bloemfontein, South Africa: University of the Free Sate. Available at https://scholar.ufs.ac.za/bitstream/handle/11660/7745/MsimangaMR.pdf?sequence=1&isAllowed=y. Accessed 17 August 2020.
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  12. Sikhombo ZN 2018. Academic performance of Grade 12 learners in Accounting in the Zululand district. MEd dissertation. Richards Bay, South Africa: University of Zululand. Available at http://uzspace.unizulu.ac.za/bitstream/handle/10530/1717/Academic%20performance%20of%20Grade%2012%20learners%20in%20accounting%20in%20the%20Zululand%20District.pdf?sequence=1&isAllowed=y. Accessed 17 August 2020.
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  14. Tshiredo LL 2013. The impact of the curriculum changes in the teaching and learning of science: A case study in under-resourced schools in Vhembe District. MEd dissertation. Pretoria, South Africa: University of South Africa. Available at http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.916.7623&rep=rep1&type=pdf. Accessed 2 August 2017.
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Related

Metadata

Authors
Letshwene, M. J., & du Plessis, E. C.
Affiliations
  • Department for International Development (GB)
  • Department of Curriculum and Instructions Studies, School of Teacher Education, University of South Africa, Pretoria, South Africa
ORCID
Venue
South African Journal of Education
Publisher
Education Association of South Africa
Published
2021-12-31
Volume
41
Issue
Supplement 2
Pages
S1-S10
ISSN
  • 0256-0100 (ISSN-L)
  • 2076-3433
DOI
10.15700/saje.v41ns2a1978
OpenAlex
W4214575144
Cited by
18
References
12
Citations by year
2026: 6 · 2025: 6 · 2024: 1 · 2023: 3 · 2022: 2
FWCI
2.48
Type
journal article
Language
en
Open access
Licence
Locations
  • South African Journal of Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
  • Unisa Institutional Repository (University of South Africa) (submittedVersion)
Topics
  • Social Sciences › Business, Management and Accounting › Accounting › Accounting Education and Careers
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Education › Education Pedagogy and Practices
Keywords
Curriculum and Assessment Policy Statement, accounting education, curriculum implementation, department heads, language of instruction, annual teaching plan, financial literacy, economic and management sciences, curriculum integration, classroom assessment, participant selection, South African schools

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