Evaluating the Perspective and Reasons for Phasing Out the Accounting Subject in Secondary Schools in the Eastern Cape, South Africa

Evaluating the Perspective and Reasons for Phasing Out the Accounting Subject in Secondary Schools in the Eastern Cape, South Africa

Avela Ngqunguza & Zikhona Seleke

Issue: Vol.6 No. 8 2025 Article 4 pp.566 – 580
DOI : https://doi.org/10.38159/jelt.2025684 | Published online 20th August, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The decision to phase out Accounting in the Commerce stream of secondary schools in the Eastern Cape Province of South Africa raises essential educational, economic, and societal concerns. This study investigated the perspectives of school principals, teachers, students, and policymakers and the implications of phasing out accounting. A qualitative research methodology, purposive sampling, and interviews were used. This study was conducted in three high schools. The sample included three principals, three educators, and six learners. The findings highlight the factors influencing the decision. Principals cited administrative issues such as limited funding, as reasons to prioritise subjects that are more aligned with job market demands. Teachers emphasised the importance of accounting in fostering skills such as financial literacy and critical thinking, suggesting that its removal could hinder students’ future employment readiness. Learners expressed concern about lost opportunities in commerce-related fields, reflecting both emotional and practical implications. This study underscores the need for balanced educational policies that provide access to a diverse curriculum, including Accounting, to better prepare students for the job market. Recommendations include reallocating resources for Accounting education, enhancing teacher training, and integrating financial literacy across subjects to maintain essential skills in the curriculum, ultimately promoting economic resilience in the Eastern Cape.

Keywords: Commerce, Discontinuing, Education System, Phasing Out.

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AUTHOR(S)

Avela Ngqunguza is currently employed as an Economics and Management Science lecturer at Walter Sisulu University, Eastern Cape, South Africa. He is a dedicated researcher pursuing a Master’s degree in Education in Walter Sisulu University, focusing on the finding solution or measures that could be done to decrease the phasing out of commerce streams especially Accounting in secondary schools in the Eastern Cape, South Africa. With a passion for exploring the reasons, perspectives, and impacts of educational policy changes, Avela Ngqunguza is committed to understanding the broader implications on learners, teachers, and communities. He aims to contribute valuable insights to the discourse on curriculum development and its role in shaping South Africa’s education landscape.

Zikhona Seleke is currently employed as an Accounting lecturer at Walter Sisulu University, Eastern Cape, South Africa. She is currently the Head of the Department of Business Management and Education at Walter Sisulu University under the Faculty of Education. She is a researcher specializing in the integration of technology in education. Zikhona Seleke has conducted extensive research on topics such as Technology Enhanced Learning in the Teaching and Learning of Accounting in Secondary Schools, in South Africa, Chronicling Information Communication Technology into Teaching and Learning in the Eastern Cape Province, South Africa. Her work aims to bridge the digital divide and empower educators and learners through effective use of technology. Zikhona Seleke is committed to sharing expertise and insights to drive positive change in education and the higher education landscape and contribute to the advancement of knowledge in the field.

TO CITE ARTICLE

Ngqunguza, Avela, and Zikhona Seleke. “Evaluating the Perspective and Reasons for Phasing Out the Accounting Subject in Secondary Schools in the Eastern Cape, South Africa.” Journal of Education and Learning Technology 6, no. 8 (2025): 566 – 80. https://doi.org/10.38159/jelt.2025684.