| • |
Poor throughput pass percentages at undergraduate and postgraduate levels amongst black students (mainly due to socio-economic problems) |
| • |
Poor pass percentage achieved by black entrants in the QE |
| • |
Perceived lack of transparency of the whole examination process (i.e. the setting, marking and adjudication of the QE) |
| • |
A focus primarily on technical skills, which leaves students unprepared for the life skills in their professional lives |
| • |
Many historically black institutions are still unable to achieve accrediation |
| • |
CTA (postgraduate level study) standards vary considerably |
| • |
A lack of funding leads to many black students studying on a part-time basis. This in turn means that they take longer to obtain a tertiary qualification |
| • |
Lack of an effective learning model — many students work hard, but not effectively |
| • |
Lack of mentoring and monitoring contribute to a high dropout level and poor throughput pass percentages |
|
| • |
To widen the scope of tertiary education to include life skill training and socio-economic coping mechanisms |
| • |
To attain uniformity of standards among all tertiary institutions |
| • |
To improve the provision of bursaries for the development of black CAs |
| • |
To provide more and better supervision with regard to bursaries |
| • |
To provide support mechanisms for black students at tertiary level, financially and particularly socially |
| • |
To ensure that (black) students are aware of all career and training opportunities at not just the bigger firms but also small and medium firms and all accredited training organisations |
| • |
To ensure, by means of the current education programmes and working with tertiary institutions, that black pass percentages in the QE equate to or are better than their white counterparts |
| • |
To introduce a formal education programme for repeat black QE candidates |
| • |
To publicise and communicate the marking and adjudication process |
| • |
To involve more black CAs in the setting, marking and adjudication process of the QE |
|
| • |
Thuthuka Small Practices Project 2006 to 2009 (Approved in 2005) |
| • |
University of Fort Hare Postgraduate Project 2006 (Approved in 2005) |
| • |
University of Johannesburg Postgraduate Project 2006 (Approved in 2005) |
|
| • |
Increased number of students entering tertiary institutions studying towards CA(SA) |
| • |
Students numbers that are representative of the population demographics both with regard to gender and race |
| • |
Pass percentages of all race and gender groups are equal |
|
Statistics Act, 1999
