Higher Certificate in Accounting

Purpose

For a rapidly evolving and growing nation, it is crucial to increase the supply of competent graduates with entry-level capabilities to industries that rely on these skills if South Africa wants to continue to grow and to remain globally competitive.

The Higher Certificate in Accounting aims at ensuring learners are equipped with the knowledge, theory and methodology of the important disciplines in the field of accounting, tax, payroll, and business in general, and enable them to demonstrate initiative and responsibility in a professional or academic context where the application of the principles and theory are emphasised as a basis for entry into the labour market, professional training, graduate study, or professional practice in a wide range of careers within civil society, the public or private sectors.

Rationale

The qualification has been developed with a dual-purpose, namely (a) to function as a bridge for learners who have not received an exemption or Bachelor's studies access after their Senior Certificate or National Senior Certificate.

On the successful completion of this one-year certificate, they can be granted access to either the study of an Advanced Certificate, three-year Diploma or a Bachelor's Degree and (b) to facilitate access to the world-of-work for learners who are capable of knowledge performance in support of those areas of the organisation that rely on the application of the knowledge and skills systems supporting a general knowledge in accounting.

The breadth and depth of learning achieved by individuals reflect a broad repertoire of skill sets and knowledge sets consisting of principles, theoretical engagement and levels of intellectual independence, characteristic of a qualification which facilitates access to the workplace and promotes critical and analytical citizenship.

For a rapidly evolving and growing nation, this qualification forms part of the increase in the provision of qualifying learners with capabilities to grow the economy, to advance social transformation, and to remain regionally relevant and globally competitive.

Recognition of Prior Learning (RPL)

Learning that has been acquired through formal, informal and non-formal means is recognised for the fulfilment of the requirements of this qualification or part of the qualification. It is required that through assessment practices, the learner should demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Recognition of Prior Learning is performed using an Integrated Assessment as mentioned in the previous paragraph.

The institution accepts Recognition of Prior Learning (RPL) as an integral part of the academic programme and as an initiative to support the transformation of the education and training system in South Africa. It is acknowledged that all learning has value and the institution accepts the challenge to assess prior learning and award credit that is aligned to its programmes to promote lifelong learning.

The purpose of RPL at the institution is to recognise all forms of prior learning to

• Widen access to Higher Education through admission to programmes at the institution;
• Grant advanced placement;
• Facilitate mobility and progression within the career paths and programmes at the Academy.

RPL is conducted mainly on a module/subject-match basis. This is where an applicant qualifies for RPL for certain modules in a programme. This applies to all qualification levels. Assessment is conducted by matching prior learning with the learning outcomes of individual modules/subjects or programmes. Assessment mechanisms may be supplemented using an interview.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4.

Or

• National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits

• Accounting, 30 Credits.
• Management Accounting, 26 Credits.
• Payroll and SARS Returns, 26 Credits.
• Business Management, 24 Credits.
• Business Literacy, 14 Credits.

1. Apply the basic theoretical principles of accounting in opportunity identification and problem-solving.
2. Plan and execute the research by gathering, analysing, synthesising and interpreting the relevant information correctly and reflecting on research undertaken.
3. Demonstrate effective communication competence with the different role players in the accounting field and applying the theoretical principles of communication.
4. Analyse and critically evaluate a scenario; develop meaningful suggestions and advice to address certain VAT, Tax, Payroll or other accounting issues.
5. Organise and co-ordinate resources and opportunities in the field of accounting by applying the relevant theoretical aspects and to reflect on the application.
6. Practice acceptable social sensitivity with others and work effectively in self-directed teams by implementing the relevant theory of teamwork and evaluate the implementation thereof.
7. Utilise appropriate technologies in expanding accounting expertise.
8. Promote responsible local and global citizenship through their approach towards the holistic application of their accounting capabilities.

The following Associated Assessment Criteria applies across all Exit Level Outcome

• Demonstrate an informed understanding by being able to discuss and explain the core areas, disciplines, theory and practices in the Accounting, Tax, payroll, and general business sector.
• Discuss key terms, concepts, facts, general principles, rules, and theories of this field.
• Apply knowledge gained from the field to solve a problem or to identify an opportunity to improve an accounting system.
• Demonstrate the awareness of how knowledge develops and evolves within Accounting.
• Select and apply standard methods, resources, procedures and techniques within the tax, payroll, and Accounting field.
• Plan, manage, reflect, and implement a process within a well-defined, familiar, and supported business environment.
• Identify, evaluate and solve defined, routine, and new problems within the basic Accounting environment.
• Apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to this field.
• Demonstrate the consequences, and being able to communicate it to stakeholders and other role players.
• Take account of, and act following prescribed Tax, Payroll and Accounting ethical codes of conduct, values, social sensitivity and practices.
• Seek guidance on ethical and professional issues where necessary.
• Gather information from a range of sources to select what is appropriate.
• Apply the basic process of analysis, synthesis, and evaluation of information within a business environment as an individual and as a member of a group.
• Communicate information reliably, accurately, and coherently, using conventions appropriate for Accounting principles, as well as applicable technologies.
• Describe conventions around tax, payroll, and general business management principles.
• Operate in a range of familiar and new contexts, and demonstrate an understanding of different kinds of systems, their constituent parts, and the relationship between these parts.
• Show understanding of how actions in one area impact the associated areas within the same system including its impact on local and global citizenship.
• Evaluate own or other's performance; take responsibility for own learning with a structured learning process; and promote the learning of others.
• Account for own actions, work effectively with respect for others, and in a defined context, take supervisory responsibility for others and for the responsible use of resources, where appropriate.

Integrated Assessment

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged. Learning, teaching and assessment are in line with each other. All assessments are moderated by peer staff and evaluated in terms of clarity, validity and reliability. In the case of summative assessment such as examinations, the paper and the memorandum are subjected to moderation. The institution Examinations Committee scrutinises the assessment outcomes and submits it to the Academic Board for ratification before the results being made public.

The term 'Integrated Assessment' implies that theoretical and practical (including WIL) components should be assessed together. During integrated assessments, the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

A variety of methods must therefore be used in the assessment. Tools and activities must be appropriate to the context in which the student is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.