EMS in grade 9 includes accounting related assessment standards upon which the grade 9 is a platform to prepare Grade 9 learners for Grade 10. especially Accounting curriculum builds. The main objective of the study was to determine pedagogical content knowledge and preparedness of Economic and Management Sciences teachers in preparing Grade 9 for Grade 10 in South Africa .Participants were a purposive sample five senior phase schools in Free State Province in Lejweleputswa District of South Africa were chosen to participate in the study (60% = 60, male, age 28-43) who are teaching Economics and Management Science. The qualitative research was used, and EMS teachers completed semi-structured individual interviews on their sense of pedagogical content in teaching Accounting as an integrated subject in South African schools. Thematic analysis indicated that EMS learners master Economics and Business Studies and perform bad in Accounting but proceed to the next level because of the good pass in two subjects. EMS teachers experienced challenges with the terminology and difficult language used in the EMS textbooks. Moreover, the effective teaching and learning strategy is a challenge to most of EMS teachers in schools. The policy, professional development and support for teachers and learners must be given attention to address the challenges faced by EMS teachers and EMS learners, prepare and lay good foundation for Grade 9 learners for Grade 10.

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Social distancing has proven to be one effective reaction to the threat of increasing numbers of Coronavirus (COVID-19) cases and fatalities. The crisis around COVID-19 and social distancing is leaving an indelible footprint on the hearts and minds of the learners. The impact and ripple effects around the teaching and learning fraternities is likely too vast to comprehend for the learners. The study seeks to unveil the socio-cultural and psychological effects of social distancing on the learners in Zimbabwe. The study was limited to Matabeleland North Province of Zimbabwe. Respondents were 10 learners from secondary schools and 10 from primary schools. Data were electronically collected to observe the ongoing lockdown and social distancing measures. Semi-structured interview schedules were the tools for data gathering. The study was underpinned using the interactionist, socio-cultural theory of Vygotsky and Sullivan’s interpersonal theory. The findings of the study revealed that learners lack psycho-social support from home. The situation is causing stress, depression, loss of feeling of control over one’s life, low self-esteem and loss of aspiration. There is also unavailability of peer support, peer tutoring, co-operative and competitive learning and resources which are essential pedagogies for effective learning. Access to the Internet is a challenge for many learners due to the poor economic status of the country.  Most of the learners are worried about their well-being and that of their family-members in-turn, this affects the academe. Guidance and counselling lessons have become more vital to support learners during this social distancing era.

South Africa has eleven official languages and learners are initially taught in their mother tongue (from Grades 1 to 3) and most subsequent teaching takes place in English or Afrikaans and it creates a problem to most learners. The aim of this study is to probe into the impact of English as the language of learning for Limited English Proficiency (LEP) Grade 10 Accounting learners in Free State Province, South Africa. The study used the qualitative approach and utulised the phenomenological gain an in-depth understanding of the Accounting teacher's perspective about the challenges faced by LEP Accounting learners in South Africa and how to address their problems in South African schools. Participants comprised of a purposive sample of 30 Accounting teachers (male:8, female:12, age 20-36). Data on challenges faced by LEP Accounting learners were collected using semi-structured individual interviews. The study revealed that LEP Accounting learners struggle to understand the language used in the Accounting question because they are not comfortable with the language. The study also asserted that basic Accounting equation as the basic for Accounting learners is a challenge to LEP Accounting. The further indicated that LEP Accounting learners struggle junk Accounting concepts because they are not in their mother. The South African need to implement their policies to address the imbalances of the past and mother tongue must be implemented in schools to address the challenges faced by LEP Accounting learners in South Africa and development of accounting concepts in African languages must be encouraged.