SAICA's Board, and through its various subcommittees, has a policy of ongoing reflection on policies and practices that guide the qualification process of CAs(SA). This process of reflection and evaluation has resulted in significant amendments to the qualification model [education, training and assessment!, particularly in the past 15 years. SAICA's policy of sustained reflection on its qualification model requires not only that there be ongoing focus on aspects of the model but also that, from time to time, the model be reconsidered in its entirety. This is important not only in order to assess whether it is meeting its objectives, but also to ensure that it remains relevant to a business and social environment that is changing rapidly. The SAICA Board, and through its Education Committee (EDCO), which has the primary responsibility for reflecting on the model, is acutely aware that recent years have seen significant change, for example, in the global and regional business and regulatory environments. It was decided that the process be conducted in two phases, the first being a thorough assessment of the competencies with which a new entrant to the profession should be equipped and the second, a reconsideration of the framework of education, training and assessment [Qualification model] that enables acquisition of competencies.
I in short I saica news Professional development update T he professional development unit at SAICA is responsible for “delivering competent entry level members” to the • it is based on competencies the market sees as relevant and necessary for entry level CAs(SA); and • revision of the Part I exam (assessment of technical competence) – this will focus on the way the assessment is profession. As is the case with most of the • it defines a CA as “A CA(SA) is carried out; world around us, we have undergone many a leader with a very specific • a revised Part II exam (assessment changes over the past 12 to 18 months. These background in professional of professional competence) – this is changes can be summarised as follows: . accountancy” This aligns with SAICA’s envisaged to be a multi-disciplinary . vision of “developing leaders” case study; and • Reflection of the Qualification Process • a review of ways in which to improve for CAs(SA): SAICA’s Board, and • Reconsideration of the framework of education, training and assessment throughputs on Distance Learning through its various subcommittees, [Qualification process] that enables programmes. has a policy of ongoing reflection on policies and practices that guide the acquisition of competencies: In undertaking the review of the • 2010 Training Programme: Concurrently qualification process of CAs(SA). This qualification model, it was imperative with the review of the qualification process of reflection and evaluation that the premises that guide the model process, a separate project was has resulted in significant amendments be identified and evaluated. Factors undertaken to review the training to the qualification model [education, that influence the model needed to programme. The result was the launch training and assessment], particularly be considered independently of any in the past 15 years. SAICA’s policy of of the 2010 Training Programme in 2009, speculation as to the detail of any sustained reflection on its qualification amendment to the current model and, which ultimately gives effect to the model requires not only that there be indeed, independently of any evaluation adoption of the competency framework ongoing focus on aspects of the model of the current structure of the model. This within the training programme. but also that, from time to time, the has resulted in the development of a set model be reconsidered in its entirety. This of Foundational Premises on which the • Guidance to academic programmes on is important not only in order to assess Qualification process should be based. the implementation of the competency whether it is meeting its objectives, but framework: At the same time, a group of also to ensure that it remains relevant to The second phase of the project was academics was tasked with developing a business
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