Abstract:

Declining learner enrolment in Economics at the secondary school level has become a growing concern despite the subject’s recognised importance in developing financial literacy, critical thinking, and economic awareness among learners. This study explores the factors contributing to decreasing learner enrolment in Economics in three selected high schools within the Amahlathi Circuit Management Centre (CMC) of the Amathole West Education District in the Eastern Cape, South Africa.

The study adopted a qualitative case study approach grounded in Social Cognitive Career Theory (SCCT). Data were collected from learners, teachers, departmental heads, parents, and a subject advisor using semi-structured interviews, focus group interviews, and document analysis. Findings indicate that declining enrolment is influenced by negative learning experiences in Economics and Management Sciences (EMS), inflexible subject combinations, inadequate career guidance, perceptions of subject difficulty, and the perception that Economics is not required for university admission. Teacher gatekeeping practices and limited awareness of Economics-related career opportunities also discourage enrolment. However, supportive teachers, positive peer role models, and learners’ intrinsic interest in Economics encourage participation. The study recommends strengthening career guidance, improving EMS instruction, increasing flexibility in subject combinations, and promoting awareness of Economics-related careers to enhance enrolment among learners.

Keywords:

Learner enrolment, Subject choices, Informed citizenship, Secondary schools, Economics.