Exploring teachers’ views on the role of economic and management sciences (EMS) in preparing learners for FET phase accounting.

Abstract

This study explored teachers’ views on the role of Economic and Management Sciences (EMS) in preparing learners for Further Education and Training (FET) Phase Accounting. The study was driven by three research questions namely: 1.What are teachers` views on the role of EMS in preparing learners for FET Phase Accounting? 2. Why do teachers view the role of EMS in preparing learners for FET Phase Accounting the way they do? 3. How do teachers minimise the factors that hinder EMS in preparing learners for FET Phase Accounting? Qualitative approach was employed along with interpretivism paradigm to underpin the study. As a result, two instruments of data collection, namely: reflective activities and semi-structured individual interviews were used to explore the views of the ten participants who were conveniently and purposively sampled. Participants for the study included five Grade 9 EMS teachers and five Grade 10 Accounting teachers from five schools. The study was framed using the curriculum integration and curricular spider-web frameworks. The curriculum integration theory assisted in unpacking EMS as an integrated subject. Also, the curricular spider-web through its application aided in describing in detail, the concepts around the discourse of EMS and its role in preparing learners for FET Phase Accounting. Data generated was analysed thematically. The findings of the study revealed EMS as an integrated subject of three components namely: Financial Literacy, Economy and Entrepreneurship; elements and importance of EMS; hindrances to effective teaching of EMS and strategies to minimise these hindrances.