scholarly journals Chartered accountancy and resistance in South Africa

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
J. Terblanche ◽  
Y. Waghid
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Accounting Students ◽  
The South ◽  
Disciplinary Power ◽  
Problem Solving Skills ◽  
Research Activities ◽  
Critical Reflexivity ◽  
Learning Success ◽  
Chartered Accountants

In recent times, the chartered accountant profession was regularly in the news for reasons pertaining to the unethical and unprofessional behaviour of members. The profession has an important role to play in the South African economy, as members will often fulfil important decision-making roles in business. In a response to the dilemmas the profession is facing, we analysed the implications for the profession and society due to a resistance to include research as a pedagogical activity in the chartered accountancy educational landscape. Through deliberative research activities, students have the opportunity to engage with community members and with societal challenges that could foster reflexivity and humaneness in students. In addition, critical and problem-solving skills are cultivated. These are skills that are difficult to assess in the form of an examination, and the absence of research as pedagogical activity in this particular educational landscape, impacts the cultivation of these skills in future chartered accountants. This is so, as the chartered accountancy educational landscape is significantly influenced by the power that resonates within the profession and culminates into the disciplinary power mechanism of the examination. The South African Institute of Chartered Accountants (SAICA) set an external examination, called the Initial test of Competence (ITC), which graduates need to write upon leaving institutes of higher learning. Success in this SAICA-examination therefore impacts on the teaching and learning pedagogy adopted by chartered accountants in academe. If chartered accounting students were instead primarily being exposed to technical content assessed via an examination, also being exposed and introduced to deliberative research, the possibility exists that students, through critical reflexivity, could move beyond the constraints of the self to that of the communal other in line with the African notion of ubuntu can be enhanced.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals SAICA's academic traineeship programme: would guidelines facilitate focused skills development?

2015 ◽  
Vol 8 (2) ◽  
pp. 354-371
Author(s):  
Petra Warffemius ◽  
Lukas Kruger ◽  
Gretha Steenkamp
Keyword(s):  
South African ◽  
Training Programme ◽  
Competency Framework ◽  
Skills Development ◽  
Academic Environment ◽  
The South ◽  
South African Institute ◽  
Research Guidelines ◽  
Stakeholder Model ◽  
Chartered Accountants

The South African Institute of Chartered Accountants (SAICA) developed the Academic Traineeship Programme (ATP) to give trainee chartered accountants (CAs) the opportunity to complete one of their three training years in an academic environment. The structure and guidelines of the ATP should be reconsidered given changes in the overall CA (SA) Training Programme (e.g. increased focus on the development of the prescribed competencies, especially pervasive skills) and in the academic environment (e.g. increased emphasis on research). This article presents the findings of a study that surveyed current academic trainees and found that they spend most of their time on the presentation of tutorials, marking of assessments and student consultation. The surveyed academic trainees believe that stricter guidelines for how they spend their time would be beneficial; also, they would prefer to do more lecturing and research. Guidelines are proposed based on an inclusive stakeholder model and on SAICA’s Competency Framework, which shows increased focus on research and the setting of assessments.

scholarly journals More than 40 years of excellence: the outstanding contribution of the South African Edward A. Ueckermann to acarology

2018 ◽  
Vol 23 (7) ◽  
pp. 1480
Author(s):  
P.D. Theron ◽  
Gilberto Moraes
Keyword(s):  
South Africa ◽  
South African ◽  
United Arab Emirates ◽  
New Genera ◽  
The South ◽  
High Quality ◽  
Research Activities ◽  
Scientific Papers ◽  
Professional Capacity ◽  
To Receive

Great contribution to acarology has been provided by the South African taxonomist Edward A. Ueckermann, for the knowledge of mites of his country and of several other countries. His major contribution for more than 40 years concerns predaceous and phytophagous mites of many different families. He has conducted collaborative works with researchers from different countries, including Cape Verde, Marion and Reunion Islands, Israel, Kenya, Egypt, Zambia, Zimbabwe, United Arab Emirates, Yemen, Brazil, Iran and USA. In addition, he has trained researchers and students of different countries in his specialty. More than 240 new species and 23 new genera were described by him, in more than 212 high quality scientific papers. His contribution has been recently recognized by the South Africa National Research Foundation, entitling him to receive incentive funding. Despite retiring in January 2016, he continues to participate in research activities in full professional capacity, collaborating with researchers from South Africa and elsewhere.

scholarly journals Teaching pervasive skills to South African accounting students

2019 ◽  
Vol 18 (1) ◽  
pp. 53-79 ◽  
Author(s):  
K Barac ◽  
L Du Plessis
Keyword(s):  
South African ◽  
Real World ◽  
Teaching Methods ◽  
Competency Framework ◽  
Accounting Students ◽  
The Real ◽  
South African Institute ◽  
South African Universities ◽  
The University ◽  
Chartered Accountants

Professional accountants need to retain and maintain a broad skills set. In response to this need, the South African Institute of Chartered Accountants (SAICA) emphasises the mastering of pervasive skills in its competency framework and expects South African universities offering its accredited programmes to produce graduates able to demonstrate such skills at acceptable levels of competence upon entry into the workplace. This study investigates the manner in which SAICA-accredited South African universities offer and teach pervasive skills, and attempts to determine whether heads of departments have identified the teaching of these skills as being the responsibility of the university, or not. These views were solicited through an e-mailed questionnaire. The study found that although the development of pervasive skills is an outcome largely included in these accredited undergraduate programmes, their presentation and integration into the courses vary considerably, and more integration of pervasive skills into course majors should be considered. Teaching methods and practices followed by the universities show significant diversity, and this result corresponds with those reported elsewhere in the literature. It is a concern that there is only limited use of research-based projects in these undergraduate programmes. An interesting finding of the study was that heads of departments perceive the acquisition of some pervasive skills to be best achieved in the real-world, practical workplace, rather than in the theoretical confines of the universities’ lectures and tutorials.

scholarly journals The Impact of Using Code Alternation in Teaching Life Science to English First Additional Language learners in South African Schools

2020 ◽  
Vol 9 (6) ◽  
pp. 175
Author(s):  
Mzamani Johannes Maluleke ◽  
Ernest Kwesi Klu ◽  
Vincent N. Demana
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
English Language ◽  
Medium Of Instruction ◽  
The South ◽  
Learning And Teaching ◽  
Code Mixing ◽  
Teaching Life ◽  
The Government ◽  
The Impact

The study aimed at investigating the extent to which English is used as a medium of teaching and learning Life Sciences in a South African rural high school. As the government has given recognition to the country’s multilingual, multi-ethnic and multicultural composition, School Governing Bodies are mandated to choose any of the eleven official languages as a medium of instruction (RSA, Act 108 of 1996), but the power of deciding which language to use as a medium of instruction has been taken by teachers to shield their own shortcomings. To be able to explore and understand the prevailing situation, the researchers employed a qualitative design which translated into researchers observing classes, evaluating learners’ written texts and interviewing the teachers as methods of collecting data. The findings are that: first, learners’ and teachers’ proficiency levels in English are very low, as such, the English language is not a pivot of learning and teaching in the South African education system. This emanates from the fact that although in theory the majority of the South African schools have adopted English as a medium of instruction, in practice, this is far from the truth as teachers employ code alternation in the form of code switching, code mixing and sentence translation as viable means of scaffolding the learning of content subjects.

scholarly journals Emerging response-abilities: a reflection on the 2019 SOTL in the South conference

2020 ◽  
Vol 4 (1) ◽  
pp. 69
Author(s):  
Shashi Cullinan Cook
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Context ◽  
The South ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Fourth Industrial Revolution ◽  
University Of Technology

The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine Manathunga. In this piece I reflect on the conference and identify some of the narratives that emerged from it. I share some of the discussions by keynote speakers and presenters which help to expand discourses on the interconnectedness of decolonisation, and economic, social and environmental justice, and I explain why I look to ‘Southern SOTL’ for guidance in negotiating contradictions in my teaching and learning context. In this piece I consider the response-abilities of higher educators to contribute to these urgent matters.Key words: SOTL in the South, research in teaching and learning, global South, north-south, decolonisation, 4IR, fourth industrial revolution, response-abilityHow to cite this article:Cullinan Cook, S. 2020. Emerging response-abilities: a reflection on the 2019 SOTL in the South conference. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 69-85. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=135This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Scholarship of Teaching and Learning in the South

2020 ◽  
Author(s):  
Nan O'Sullivan ◽  
David Hakaraia
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Radical Change ◽  
The South ◽  
African Art ◽  
Scholarship Of Teaching ◽  
Critical Pedagogies ◽  
Art Design

In this review of Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien, book reviewers Nan O’Sullivan and David Hakaraia explain how this book casts light on discussion points, awkward conversations, skewed demographics and pathways to radical change in these disciplines in South Africa.

scholarly journals Development of New Target Stations for the South African Isotope Facility

2018 ◽  
Author(s):  
Gideon F. Steyn ◽  
Lyndon S. Anthony ◽  
Faical Azaiez ◽  
Shadley Baard ◽  
Robert A. Bark ◽  
...  
Keyword(s):  
South African ◽  
Nuclear Physics ◽  
Production Capacity ◽  
Cape Town ◽  
Fold Increase ◽  
Radioisotope Production ◽  
The South ◽  
Research Activities

The development of new target stations for radioisotope production based on a dedicated 70~MeV commercial cyclotron is described. Currently known as the South African Isotope Facility (SAIF), this initiative will free the existing separated-sector cyclotron (SSC) at iThemba LABS (near Cape Town) to mainly pursue research activities in nuclear physics and radiobiology. It is foreseen that the completed SAIF facility will realize a three-fold increase in radioisotope production capacity compared to the current programme based on the SSC.

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