Abstract
This study investigated the factors influencing a learner’s choice of Accounting as a subject in the further education and training phase. To achieve this, I explored the barriers that cause learners' reluctance to take Accounting as a choice. Following that, I explored tactics for overcoming Accounting selection barriers. I conducted the research using a qualitative methodology, a case study design, and an interpretative paradigm viewpoint. I interviewed learners, teachers, departmental heads, subject advisors, and parents. This research focused its data collection on four public secondary schools in the Tshwane South district. Two prominent themes emerged from the research study. The first theme focused on the barriers to selecting Accounting as a subject. Barriers that emerged comprised of lack of subject passion and capability, future career choice, negative perceptions towards Accounting, time allocation for Economic and Management Sciences and Accounting, teacher incompetence, peer pressure, parents and teacher influence, inconsistencies in CAPS, the appointment of teachers for EMS and Accounting, school subject combinations, inadequate instructional resources, lack of career guidance, and excessive focus on Science. Therefore, it is clear, as per the findings, that Accounting, is encountering numerous impediments in public schools. The second theme focused on tactics for alleviating the barriers associated with Accounting selection. Part of the tactics were healthy teacher-learner relations, career and skills awareness in Accounting, learner commitment, enhanced instructional resources, digital learning (4th industrial revolution), developmental seminars for teachers, teacher commitment, subject advisors’ involvement, and project-based learning. Data revealed that if the above can be executed accurately, Accounting as a subject can attract more learners. In addition, data revealed that if the implementation and enhancement of its teaching methods are more contemporary, there is a greater possibility for growth in the subject. To enhance the quality of Accounting instruction in schools, digital learning, indigenous knowledge, and project-based learning emerged as significant components that must be implemented in conjunction with constructivism aspects. These methods are believed to promote communication and collaboration, as learners frequently collaborate in teams to address intricate Accounting-related issues, thereby preparing them for professional environments. The study recommends that modifying the Accounting curriculum and policies to be more inclusive of all learners is one way to improve Accounting education.
Key words: Accounting FET, Learners, Curriculum, High school, constructivism