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Broad-Based Black Economic Empowerment Act, 2003 (Act No. 53 of 2003)

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Chartered Accountancy Charter

Section D : Challenges

17. Present and Future Activities

17.4 Challenges and Identified Strategies

17.4.1 Education

(b) Undergraduate level

 

Challenges

Strategy

Programmes

Measures
• Poor throughput pass percentages at undergraduate and postgraduate levels amongst black students (mainly due to socio-economic problems)
• A focus primarily on technical skills, which leaves students unprepared for the life skills in their professions
• Many historically black institutions are still unable to achieve accreditation
• 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 work with accredited universities in increasing the black student numbers and pass percentages of students not on a Thuthuka programme
• RAU Ex-CIDA: Undergraduate students project 2004
• University of Fort Hare/Limpopo: Workplace readiness project 2005
• University of Fort Hare/Limpopo: Workplace readiness project 2006 (approved in 2005)
• Eastern Cape: Education upliftment project
• KwaZulu-Natal/Limpopo: Education upliftment project
• University of Fort Hare: Fourth-year student support
• University of Johannesburg: Third-year student support
• Thuthuka Board Fund programme
• 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