A Discourse Analysis of Accounting Syllabuses to Assess the Extent of Curriculum Change: The Case of Lesotho General Certificate of Secondary Education

Abstract

This study was undertaken to assess the extent of changes brought by the Lesotho General Certificate of Secondary Education (LGCSE). The LGCSE replaced the British General Certificate of Secondary Education (GCE O level). The new system was hailed as modern and progressive, recognizing wider ability performance. The study employed a comparative research methodology within qualitative research paradigm, comparing two Accounting syllabuses from GCE O level and LGCSE. Document and discourse analysis was used to obtain data. The study found that despite the educational rhetoric accompanying the introduction of the LGCSE, the syllabuses did not reflect any substantial changes or shifts.