A strategy to enhance management for sustainable curriculum practices in Grade 11 Accounting

Abstract

This study aimed to identify a strategy to enhance the management of sustainable curriculum practices in Grade 11 Accounting. This strategy contributes to the body of knowledge by addressing existing gaps in accounting curriculum practices and improving learner performance. The objectives were to determine the nature and scope of management for sustainable curriculum practices in accounting classrooms, to establish the perceptions of accounting curriculum managers in Lesotho secondary schools regarding these practices, and to propose a strategy to enhance the management of sustainable curriculum practices. Findings revealed several challenges within accounting education in Lesotho, including a lack of qualified teachers, inadequate teaching and learning resources, and insufficient pedagogical content knowledge. These challenges have contributed to poor learner outcomes, particularly in Grade 11. The study showed that most accounting teachers are not fully qualified and prepared, which impacts the effectiveness of teaching, learning, and assessment practices. Furthermore, the current curriculum lacks alignment with modern technological advancements and pedagogical approaches that would support 21st-century learning needs. The study was guided by the Critical Curriculum Management Theory (CCMT) and Critical Accounting Research (CAR) frameworks, both promoting ongoing reflection and transformational action to improve curriculum practices. One of the core findings highlighted the need for proper pedagogical training and the utilisation of technology in accounting education to better prepare learners for future academic and professional endeavours. Moreover, the study found that principals, heads of departments, and teachers worked collaboratively to maintain and enhance curriculum practices despite limited resources. This collaboration formed a "collective pedagogy" that addressed key challenges but required external support for long-term sustainability. A qualitative research design within the interpretive paradigm was employed using semi-structured interviews, lesson observations, and document analysis to gather data. Thematic analysis of the data identified themes such as inadequate professional development, a lack of curriculum alignment with 4IR skills, and the need for more substantial managerial support. The strategy or model proposed in this study emphasises professional development, resource provision, and managerial collaboration as critical components for enhancing sustainable curriculum practices in accounting classrooms. Ultimately, the findings underscore the necessity of reforming accounting curriculum practices to foster improved learner performance and ensure that accounting education in Lesotho remains relevant and effective.