Investigating Integrated Accounting Software in FET Grades in Two Secondary Schools in the Chris Hani East District, South Africa

Abstract

This study examines the integration of accounting software into the Further Education and Training (FET) accounting curriculum within the Chris Hani East District of the Eastern Cape, South Africa. Employing a qualitative case study approach at one public and one private secondary school, data were gathered via semi-structured interviews with principals, teachers, and learners. The findings reveal a significant disparity in awareness between the two types of schools. Stakeholders at the private school demonstrated a clear understanding of the software's role in fostering workplace-ready skills and conceptual learning. In contrast, awareness in the public school was minimal, though participants acknowledged its necessity after explanation. Common systemic challenges were identified, including an outdated curriculum fixated on examinable manual methods, a pervasive lack of teacher training, and critical infrastructure deficits. The private school faced network limitations, while the public school lacked computers entirely, rendering implementation impossible. The study concludes that the current educational framework is misaligned with the modern accounting profession, jeopardizing graduate employability. It consequently recommends a multifaceted intervention spearheaded by the Department of Education. Key recommendations include modernizing the FET Accounting syllabus and examinations to incorporate digital competencies, launching a national teacher development program, updating tertiary teacher education curricula, and allocating targeted funding. This funding must resource public schools with essential technology and subsidize private school infrastructure upgrades, potentially supported by public-private partnerships. These measures are presented as essential for bridging the digital divide and equipping learners with the indispensable 21st-century accounting skills required for the future workforce.