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A Discourse Analysis of Accounting Syllabuses to Assess the Extent of Curriculum Change: The Case of Lesotho General Certificate of Secondary Education
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Nketekete, Malefetsane E. – International Journal of Educational Reform, 2023
This study was undertaken to assess the extent of changes brought by the Lesotho General Certificate of Secondary Education (LGCSE). The LGCSE replaced the British General Certificate of Secondary Education (GCE O level). The new system was hailed as modern and progressive, recognizing wider ability performance. The study employed a comparative…
Descriptors: Discourse Analysis, Accounting, Course Descriptions, Secondary School Curriculum
Accounting Teachers' Curriculum Perspectives towards the Accounting Syllabus
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Tsiane, Mahlompho Retselisitsoe; Motebang, Bonane – Cogent Education, 2023
The purpose of this study is to gain insight into teachers' interpretation of the accounting syllabus key components so that the alignment with the syllabus design orientation meant to address the accounting curriculum goals can be deciphered. The theory of curriculum orientation was employed as a lens through which the data were generated and…
Descriptors: Accounting, Course Descriptions, Teacher Attitudes, Curriculum Design
The Challenges of Implementing the Curriculum and Assessment Policy Statement in Accounting
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Letshwene, Mantekana J.; du Plessis, Elize C. – South African Journal of Education, 2021
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…
Descriptors: Foreign Countries, Curriculum Implementation, Educational Policy, Accounting