'n Kurrikulum vir skoolrekeningkunde wat aan die eise van die tyd voldoen

• Main Author: Venter, Anna Johanna
• Published: 2014
• Subjects: Accounting - Study and teaching (Secondary) - South Africa.
• Online Access: http://hdl.handle.net/10210/10530

M.Com. (Financial Analysis and Management) === This study was undertaken to investigate the usefulness and relevance of the subject curriculum of school Accounting. In this study the right of existence of Accounting as a school subject was tested and the subject curriculum was evaluated to determine whether the subject meets the demands of the times. The method of investigation applied was one of literature study supplemented by a questionnaire to universities and technicons as well as unstructured interviews with pupils and parents. From the investigation it became evident that all pupils can benefit from Accounting education in their careers but also in their personal lives. Accounting is taught at school for its educative as well as its career value. The majority of pupils choose Accounting for its personal value. Education in South Africa is on the eve of drastic changes. Equal education for all pupils in South Africa, that is both relevant and affordable is the cry of the time. Free education up to standard 10 is no longer possible, which places some constraints on the curriculum. and the economic situation in South This calls for a change in the aims Pupils should be taught basic experience as of immediate use. Unemployment is still rising Africa needs entrepreneurs. of Accounting education. Accounting which they wi 11 It became evident that the contents of Accounting core syllabi need little alteration but the method of teaching should alter. (Economic circumstances must be taken into account, if the curriculum is to be of practical value.) A new curriculum is suggested which is divided in modules.After pupils have passed a specific number of modules they could start on the next year's work. This system allows pupils to work at the level of their own intellectual capacity and thus it saves teaching costs. Economic consequences must always be kept in mind, which demands continuous evaluation and adjustments. Costs may however never be the only criteria for selecting curriculum contents.