Improving Grade 10 Accounting Learning by Building Partnerships Between Schools and Businesses

Abstract

The study examined the enhancement of Grade 10 accounting education through strategic partnerships between schools and businesses. Traditional classroom instruction often fails to provide students with practical experience and real-world relevance, impacting their motivation and understanding. The study aimed to examine stakeholders’ perceptions of these collaborations and their effects on students’ practical understanding and engagement in accounting. The study was guided by Partnership Theory in Education. A qualitative research approach was adopted. Data were collected through semi-structured interviews and focus group discussions involving Grade 10 accounting teachers, students, and industry representatives. Thematic analysis was utilised to identify key themes and interpret participants’ perspectives. Purposive sampling was employed to select forty-two students, two teachers, and one business representative directly involved with the partnerships, ensuring rich and relevant data. Findings revealed that industry collaborations significantly enhance the quality of accounting instruction by making lessons more practical, motivating, and relevant to future careers. Students reported increased confidence and engagement through exposure to real-world accounting applications, while teachers valued access to current industry resources and authentic examples. The study concluded that well-structured partnerships between schools and businesses are crucial for enriching Grade 10 accounting education. The study recommended clear frameworks for partnership development, continuous teacher training, curriculum co-design with industry, and expanded practical opportunities, such as internships, to fully realise the benefits of such collaborations.