Evaluating the Perspective and Reasons for Phasing Out the Accounting Subject in Secondary Schools in the Eastern Cape, South Africa

The decision to phase out Accounting in the Commerce stream of secondary schools in the Eastern Cape Province of South Africa raises essential educational, economic, and societal concerns. This study investigated the perspectives of school principals, teachers, students, and policymakers and the implications of phasing out accounting. A qualitative research methodology, purposive sampling, and interviews were used. This study was conducted in three high schools. The sample included three principals, three educators, and six learners. The findings highlight the factors influencing the decision. Principals cited administrative issues such as limited funding, as reasons to prioritise subjects that are more aligned with job market demands. Teachers emphasised the importance of accounting in fostering skills such as financial literacy and critical thinking, suggesting that its removal could hinder students’ future employment readiness. Learners expressed concern about lost opportunities in commerce-related fields, reflecting both emotional and practical implications. This study underscores the need for balanced educational policies that provide access to a diverse curriculum, including Accounting, to better prepare students for the job market. Recommendations include reallocating resources for Accounting education, enhancing teacher training, and integrating financial literacy across subjects to maintain essential skills in the curriculum, ultimately promoting economic resilience in the Eastern Cape.