Bachelor of Commerce Honours in Accountancy

Purpose

The qualification addresses the national government regulatory requirements for enhancing the financial competency of provincial and local government financial personnel: The Public Finance Management Act, 1999: Competency Framework for Financial Management; The Local Government Municipal Finance Management Act (MFMA), 2003: Municipal Regulations on Minimum Competency Levels for accounting officers, senior managers, finance officials, and other officials responsible for supply chain management of municipalities and municipal entities; Sections 83, 107 and 119 of the MFMA require officials to meet prescribed competency levels in financial and supply chain management, read with the Municipal Regulations on Minimum Competency Levels; The performance management regulations issued under the Municipal Systems Act by the Department of Provincial and Local Government; and Various other competency requirements for public and municipal finance.

Rationale

The rational for this qualification is to provide solutions to the anomaly in the qualification labour market and provide time bound financial management capacity solutions to the public and municipal finance challenges of the Limpopo Province. Labour market signals indicated that, there are indeed shortages of Accountancy skills of up to 22 000, yet some contradictory evidence is found in the national statistics, which revealed relatively high levels of unemployment among black graduates in the relevant fields. This is probably an indication of other problems in the labour market, such as a mismatch between the skills and experience required by employers and those that are available. It may also be indicative of problems in relation to matching potential candidates and employers. From the employers point of view the total lack of work experience, as well as other limitations, makes young graduates from disadvantaged circumstances less attractive as potential employees. It is based on this foundation and the preceding motivation that underpins this Honours programme and specifically its module on work integrated learning.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is implemented through the University policy.

Entry Requirements

An appropriate Bachelor's Degree or equivalent.

This qualification consists of compulsory modules at Level 8 totalling 128 Credits.

• Supply Chain and Project Management, 16 Credits.
• Governance and Risk Management, 16 Credits.
• Management Accounting and Finance, 16 Credits.
• Research Project in Accountancy, 32 Credits.
• Work Integrated Learning, 32 Credits.
• Financial Reporting and Asset Management, 16 Credits.

1. Have specialised knowledge within a particular field of interest.
2. Research the literature and other available resources to gain a better insight in the topics at hand.
3. Make decisions on ethical values and practices within their field of specialisation.
4. Communicate effectively regarding topics with their field of specialisation.
5. Make an informed decision on the types of methods and techniques available to execute, analyse and report on a research topic within their field of specialisation.
6. Create competence in analytical thinking through the synthesis of information from relevant sources and applying them to real problems.

Associated Assessment Criteria for Exit Level Outcome 1

• Reflect in the correct use of the terminology, concepts, principles and theories in accountancy, public sector and municipal finance.
• Appraise the relationship among concepts and principles of Accountancy, public sector and municipal finance.
• Apply knowledge to propose solutions to well-structured and practical problems (both concrete and abstract).
• Communicate clearly using scholarly discourse and accountancy, public sector and municipal finance conventions efficiently.

Associated Assessment Criteria for Exit Level Outcome 2

• Acquire access to various kinds of information resources, such as the library, Internet, and primary and secondary sources related to the core disciplines.
• Reflect explicit recognition of the diversity, complexity and multidimensionality of a context and how that affects the particular work being undertaken.
• Demonstrate through the provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems.
• Identify relevant role players and resources that will contribute to resolution of specific problems.
• Describe all relevant factors pertaining to the context and people's performance(s) in these contexts and how they affect the particular work being undertaken.
• Identifiy critical factors impacting on practical problems to be investigated from the perspective of the discipline.

Associated Assessment Criteria for Exit Level Outcome 3

• Know the ethical implications of various kinds of research and be able to act accordingly.

Associated Assessment Criteria for Exit Level Outcome 4

• Express own opinions clearly and coherently, justify a position and present it logically, systematically using properly substantiated arguments.
• Show an awareness of audience, and capability in using different modes of communication (oral and written) and discipline specific conventions, and utilisation of different techniques and strategies for communicating results.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply standard procedures within the specific discipline, such as experimental or computational techniques, or deductive or inductive reasoning.
• Collect and record appropriate data truthfully and in the appropriate format.
• Analysing and interpreting materials.
• Argue persuasively about such analyses and interpretations.
• Drawing valid conclusions appropriately.
• Develop competence in reading and understanding, and critically appraising text/literature in the context they are written.
• Identify the central theme (s) of the essay.
• Extract and explain the competing arguments.
• Give a knowledgeable perspective to the debate.
• Derive a conclusion that fills the gap.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate an understanding of the question and indicating the direction of your answer through laying out the subsections of the essay and their linkages with the overall theme.
• Operationalize the topic by stating clearly the context in which its basic concepts and assumptions are to be evaluated in the essay.
• Debate the subject matter by developing logically coherent arguments as well as citing and discussing illustrative examples.
• Draw a conclusion that is consistent with the arguments raised in the essay and suggesting possible outcomes of alternative initiatives at addressing the subject matter.
• Present the essay according to appropriate and/or recommended word processing and referencing protocol.

Integrated Assessment

The assessment approach is an integrated approach horizontally and vertically to ensure that exit level outcomes have been met.

- Formative assessment is carried out using

> Concept and objective testing.

> Projects, case studies, assignments & presentations.

> Formal written tests.

Together they contribute 60% towards the final mark. Summative assessment, which consists of a three hour examination paper, is conducted at the end of each semester, and it contributes 40% towards the final mark. Assessment is in alignment with the University rules and the assessment policy of student learning.