Tutorials: Students are obliged to attend at least one double tutorial per course per week. Students are obliged to prepare exercises, questions and/or case studies for the tutorial. The material is properly discussed with the tutor acting only as facilitator and giving the students the opportunity to participate and to make it a learning experience. The solutions to tutorial questions are provided afterwards. It should be noted that tutorials form part of the timetable system of the school, and each student is assigned to a particular tutorial group. Other: Other teaching methods include: self-study, assignments, tests, as well as frequent other small projects or assignments for either lectures or for tutorials. Students are often invited to attend lecturer seminars. In my opinion the wide range of teaching methods used provides a balance in the teaching of accountancy students and this should instil a commitment to life-long learning in the students. Professor C. M. Ambe 4.3.2 Use of a Variety of Appropriate Teaching Methods to Encourage Life-Long Learning The teaching and learning methods utilised by SoA provide learners with tools to develop lifelong learning skills through the use of a broad range of teaching and learning methods including formative and summative assessments, namely: case studies, role playing, discussions, group tasks, instructional methods, self-study, active participation, and creative use of technology. The legacy of the UL Thuthuka project has allowed dependency on UJ teaching and learning methods. In response to the UL turn-around strategy, the above teaching methods have been implemented incrementally since September 2009. An ongoing review and improvement of teaching and learning methods is being implemented with the assistance of a team of educational consultants.
SAICA ACCREDITATION SELF-EVALUATION REPORT 2011
SoA utilises a flexible outcome based student centred teaching and learning (T&L) process that promotes independent and lifelong learning, development of teaching, research and professional competency with ethical and socio-economic imperatives. This is achieved through: Face to face lectures and tutorials; ICT; library services and experiential learning taken cognisance of T&L context, input, process and output depicted in model below.
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Figure 4.1 The teaching/learning process