Furthermore, SoA encourages the use of group dynamics in accelerating the learning process and providing the students with a support structure. Exercises in logic are utilised to enhance relevant problem-solving skills and techniques. SoA provides students with additional academic support that helps them to attain a thorough knowledge of the subject content and stimulates discussions in class to impart the life skills that are necessary to help the students develop those skills that are needed in the workplace. In partnership with the SAICA Thuthuka Project, SoA conducts two career and life skills training camps for learners on the CA programme; one at second year and the second at fourth year. Self-Evaluation by Nedbank Chair in Accountancy & Director of School (4.1.2): The University of Limpopo follows the SAICA syllabi, which address both theoretical and practical knowledge, as well as non-technical professional skills. The depth and discipline content are aligned with that of the University of Johannesburg and by visits to peers at SAICA accredited universities; by making use of these peers as moderators; and by comparing course content to other universities. All the programme material for 2004 to 2009 was provided by UJ, which is the articulation partner of the University of Limpopo, and, once again, a benchmarking exercise was performed covering all these aspects.
The non-technical professional skills are continuously dealt with by lecturers being role models and by giving practical practice examples. Interpersonal and communication skills are dealt with in a very practical way in the BENG 151/2 (171/2) and BENG 251/2; Integration of IT in BIFO 251/2 and the auditor’s background is fully dealt with in the professional ethics unit (AUDI 351). Personal skills and intellectual skills are addressed in the large number of tutorials where interaction takes place between one another and between learner and lecturer or tutor. Organisational and business management skills are also addressed in the BMAN 151/2 AND 161/2 (171/2) business management unit. For intellectual or learning problems, or personal problems, there are support centres available to the learners, as fully described in section 6 of this submission. There is always room for improvement in this area, and we will continuously strive to do our best to serve the needs of both learners and the profession (and market place). Professor C. M. Ambe
SAICA ACCREDITATION SELF-EVALUATION REPORT 2011
All the core subjects contain a large element of practical work, in the sense that questions in tests and examinations are often of a practical nature (like mini case studies) and the students need to apply their theoretical knowledge to these problems and questions. There is, of course, a huge benefit of having compulsory tutorials, where the lecturer can actually lead the students in their thinking by integrating practical and theoretical knowledge. I think the integration is quite good and the results of third and fourth year assessments show a relationship to the kind of balanced test and exam papers used at SAICA accredited universities.
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