QUESTIONING THE FATE OF ACCOUNTING IN SECONDARY SCHOOL- AN EDUCATIONAL TRIAL BALANCE.

On the 7th of January 2020, Gauteng Education MEC- Panyaza Lesufi, expressed his concern over the decreasing number of students choosing accounting as a subject in secondary school. The tweet was based on the 2019 National Senior Certificate results. It reads as follows:
“In Gauteng, Accounting as a subject may come to an end. In 2008 we had 35 139 learners taking accounting but in 2019 this number dropped badly to 14 768 learners, so almost half of our learners are no longer willing to do accounting. We’ve a serious problem here. #MatricFigures”

In Gauteng , Accounting as a subject may come to an end. In 2008 we had 35 139 learners taking accounting but in 2019 this number dropped badly to 14 768 learners, so almost half of our learners are no longer willing to do accounting. We’ve a serious problem here. #MatricFigures pic.twitter.com/UgEMflXEip

— Panyaza Lesufi (@Lesufi) January 7, 2020

 
This raises countless concerns which question our education system, teacher qualifications and levels of training, the consequence this will have on tertiary level BCom Accounting and the effect it will have on economic sustainability as accountants play a critical role in our economy.

On the 7th of January 2020, Gauteng Education MEC- Panyaza Lesufi, expressed his concern over the decreasing number of students choosing accounting as a subject in secondary school. The tweet was based on the 2019 National Senior Certificate results. It reads as follows:
“In Gauteng, Accounting as a subject may come to an end. In 2008 we had 35 139 learners taking accounting but in 2019 this number dropped badly to 14 768 learners, so almost half of our learners are no longer willing to do accounting. We’ve a serious problem here. #MatricFigures”
This raises countless concerns which question our education system, teacher qualifications and levels of training, the consequence this will have on tertiary level BCom Accounting and the effect it will have on economical sustainability as accountants play a critical role in our economy.
 
What caused the loss in interest?
In recent years there’s been a spotlight on the education system in this country. The South African OECD Economic Survey shows that our standards have dropped internationally. We now rank 75th (second last) with our levels of Mathematics and Science. This raises the question why primary and secondary schools are failing to show significant improvements. Especially in math-based subjects such as accounting – according to statistics.
One theory is that many of our current public school accounting teachers do not have a thorough understanding of the subject. This lack affects how the subject is retained by the students. Learners are not grasping the importance of the subject, its practical uses and its effect on the economy.
An additional credit to this decline are the training levels of Economic Management Sciences (EMS) teachers. This subject, which runs from grade 8 to grade 9, lays the foundation for accounting and business practices. Without a solid foundation, students will struggle to comprehend the fundamental concepts of this subject. Further deciding not to choose it once they reach grade 10.
 
Some have accredited the lack of interest to University requirements for BCom accounting. Applicants do not need to take accounting as a subject in secondary school to qualify for it on a tertiary level. Even though the curriculum may feel repetitive, having had the foundation in high school increases their chances of excelling in university. With less students graduating within the field, fewer accountants will be available to assist with creating economical sustainability. The fewer accountants there are, the lower the affordability – with a focus on local businesses.
 
So how do we balance this equation?
A thorough investigation and research on possible causes could help find suitable solutions. Ones that do not involve completely removing accounting as a subject from the curriculum. What solutions are available for our South African schooling system?
Some followers of the tweet have brought up valid points on the adaptability of our education system. We are currently struggling with education that is inaccessible and impractical for students of the 4IR. The subject needs to be relatable for students to understand its importance. A solution would be adapting the accounting curriculum to make it more practical and interesting to learners. In addition, the training of accounting practitioners should be treated as an asset.
Another important consideration related to the 4IR is how the accounting profession itself is evolving. Fintech and the cloud have revolutionised bookkeeping. These are all considerations that cannot be ignored, otherwise we’ll be teaching accounting students outdated information that will not equip them for the future.