| Summary: | Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009. === The thesis explores the role that the learning area, EMS, plays in preparing learners for
Accounting in grade 10.
EMS in grade 9 includes accounting related assessment standards upon which the grade 10
Accounting curriculum builds. The grade 10 Accounting curriculum is based on the
assumption that learners have mastered the related content in grade 9. The effective
implementation of EMS in grade 9 is therefore important for the teaching and learning of
Accounting in grade 10. The main objective of the study was to determine to what extent the
accounting related assessment standards were taught and to engage with the key factors
that impact on the effective delivery of the accounting focus in EMS.
A sample of five schools within a specific geographical area in the Western Cape was
identified. The study used multiple data collection methods in order to increase the validity of
the results, namely, a learner assessment, interviews and document analysis. The planning
and assessment documents of EMS teachers as well as the assessment tasks of the EMS
learners were analysed to ascertain how teachers planned to teach and assess the learning
area, particularly the accounting focus within EMS.
The conclusions were drawn against the policy-practice theoretical framework. The study
revealed a gap between EMS policy and EMS practice. There was very limited exposure to
the accounting related assessment standards in EMS. This could be attributed to a number
of factors including teacher qualifications and training, lack of support, policy shortcomings,
absent guidelines, etc. There was a disjuncture between what teachers believed and what
they were translating into practice. Even though all the teachers enjoyed teaching Accounting
and most of them believed in the importance of this discipline in preparing learners for the
Further Education and Training Band and their personal lives, they were not teaching it
effectively.
Recommendations have been made in terms of the learning area policy, professional
development and support for teachers and learners. Even though the study was limited to
five schools in a particular geographical area, its findings may be applicable to many South
African schools where EMS teachers face the same policy, teacher and learner challenges or
shortcomings.
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