%0 Journal Article %A S. Rathilal %D 2015 %J International Journal of Educational and Pedagogical Sciences %B World Academy of Science, Engineering and Technology %I Open Science Index 98, 2015 %T There is Nothing “BASIC” about Numeracy in Higher Education - A Case Study from an Accounting Programme %U https://publications.waset.org/pdf/10000577 %V 98 %X Numeracy, like Literacy is considered to be a core value of modern societies. Most higher education institutions in South Africa include being numerate as an important graduate attribute. It is argued that a suitability numerate society contributes to social justice, empowerment, financial and environmental sustainability and a lack of numeracy practices can contribute to disempowerment. Numeracy is commonly misconstrued as a basic and simple practice, similar in nature to basic arithmetic. This study highlights the complexities of higher education numeracy practices by analyzing a programme in a higher education institution in South Africa using the New Literacies Studies perspective. %P 538 - 544