This study sought to explore Accounting teachers' readiness to implement e-learning in their classrooms during the Fourth Industrial Revolution, specifically in schools in the Eastern Cape province of South Africa. To this end, the authors employed a qualitative approach and a case study research design. Interviews and observation were used to gather data from Accounting teachers with sampling consisting of six educators being purposively and conveniently selected. The findings revealed that Accounting classrooms are not designed in a way that supports e-learning. Another finding was that Accounting teachers do not understand e-learning or the benefit associated with an e-learning classroom. The recommendation made here is that information and communication technology officials at the district level should establish educational platforms at the cluster level to service teachers, advising them on how to use helpful technologies in practice. The Department of Basic Education needs to establish relationships with local universities so that the universities' specialists might assist teachers in implementing e-learning in practice.
The most prominent debate in South Africa is how teachers will provide instruction online. The purposes of this article was to explore Accounting teachers’ voices on factors affecting online teaching. To this end, the researchers employed a qualitative approach and a case study research design. Interviews were used as a method to collect data from 10 Accounting teachers who were purposively selected. Thematic data analysis was used. The results revealed that, Accounting teachers are lacking required knowledge and skills needed to facilitate technology learning in their classrooms. Results further reveal that, online teaching arrived at an awkward moment when teachers were faced with COVID-19 pandemic. The study concludes that teachers’ voices play an important role in any proposed changes in the classroom. The Eastern Cape Province where the study was conducted should quickly roll out infrastructure at all schools aiming to support online classrooms. It is recommended in this paper that teachers need to be workshopped in online teaching in order for them to perform effectively.
Globally, the universities are recognized as the centres of higher learning, which are considered as expedient agents of development in the nation building. Curriculums determine the skills and knowledge that will be obtained from the qualification, and these are vital in the progress and transition of one’s life. However, in South Africa higher education requires a synergy to engage the issues of redress. In addressing apartheid legacy, transformation in higher education curriculum remains a mechanism for achieving the needed change. Although, the general purpose of higher education may change overtime, as it remains important for individuals to gain access to education. This study is premised on the belief that, the purpose of higher education is to meet the socio-economic and developmental needs of a country. As a result, this study investigated the challenges of transformation in higher education curriculum development in South Africa. A qualitative approach was employed. The finding was that institutions of higher learning in South Africa are still mired in the past, as a result, the curriculum in place isn't geared towards meeting the residents' economic needs or the country's overall social goals. Furthermore, South Africa government raced towards reforming the higher education curriculum system shortly after 1994, when the new government took control, with the primary goal of repressing everything, notably in education. The researchers recommend that effective transformation for higher education curriculum in South African institutions requires an alignment of skills and knowledge taught in universities qualifications should address the need of the society.
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