An Analysis of the Consistency and Quality of Examination and Auditing Practices among Public Schools in KZN
DOI:
https://doi.org/10.51137/wrp.ijarbm.316Keywords:
School Auditing, Financial Statement Examination, Accountability, Compliance, Reporting Guidelines, KZN Province, Public SchoolAbstract
This study evaluates the consistency and quality of examination and auditing processes applied to the financial statements of public schools in KwaZulu-Natal (KZN). The study employed a descriptive research design, using panel data from 2020 and 2021, and quantitative content analysis of 58 public schools' annual reports. The analysis revealed that most schools opted for financial statement examination rather than a full audit, raising concerns about the quality and consistency of auditing practices. The presence of non-qualified auditors and discrepancies between audit outcomes and financial statement quality were also noted. Additionally, some schools did not use recommended audit templates, and there was a lack of awareness and adherence to standardised audit templates. Implications: The findings suggest inadequate auditing and examination processes, emphasising the need for revisions in reporting guidelines, standardisation of audit report forms, and a more robust auditing process to ensure compliance with financial reporting guidelines. This research provides valuable insights into examination and auditing practices in public schools in KZN, shedding light on vital aspects of financial transparency, accountability, and credibility in the education sector. The study's findings and recommendations can inform improvements in auditing and examination practices, ultimately enhancing financial management in public schools.
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Copyright (c) 2025 Amos Zungu, Alexander Markey, Haruna Maama, Lulu Fortunate Jali (Author)
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