SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Postgraduate Diploma: Accounting

SAQA QUAL ID	QUALIFICATION TITLE
62751	Postgraduate Diploma: Accounting
ORIGINATOR
Eduvos (Pty) Ltd (previously known as Midrand Graduate Institute and later to Pearson Institute of Higher Education)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 03 - Business, Commerce and Management Studies		Finance, Economics and Accounting
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	184	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		EXCO 0415/23	2021-07-01	2023-04-18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-04-18		2027-04-18

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

The programme has been designed for learners who wish to pursue their studies of Financial Accounting, Financial Management, Taxation and Auditing at a post-graduate level. The Postgraduate Diploma in Accounting (PDA) qualification will prepare the successful learner for a career in the Accounting field. A wide range of careers is available including Financial Accountant, Financial Manager, Tax Consultant, Auditor and Chartered Accountant.

The Postgraduate Diploma in Accounting has also been designed to prepare learners entry to the accounting profession as the PDA is an academic pre-requisite for Part I of the qualifying examination of the South African Institute of Chartered Accountants (SAICA). The examination is written in March.

Rationale:

The Postgraduate Diploma in Accounting at Midrand Graduate Institute provides a different and needed model of higher education in this discipline.

The Postgraduate Diploma in Accounting will enable learners to complement their B.Com (Accounting) degree obtained at Midrand Graduate Institute and gain an additional edge in the job market. Graduates will be given the opportunity to specialize and develop advanced knowledge in their chosen direction.

The Postgraduate Diploma in Accounting has also been designed for learners who intend writing Part I of the qualifying examination of the South African Institute of Chartered Accountants (SAICA).

Midrand Graduate Institute would like to retain the current learners registered for its undergraduate degrees and encourage them to pursue a postgraduate qualification at the same institution they obtained their undergraduate qualification.

The Postgraduate Diploma in Accounting degree also consists of various practical components included in some of the modules offered which other institutions do not offer. This would enrich the learners' learning experience as it becomes more relevant to the industry in which they intend working, and will also give them a competitive advantage in the job market.

Coupled with the curriculum model described above, the classes are small and thus the resulting staff: learner ratio makes it possible for students to receive individual and specialised attention.

The result is a well-rounded qualifying learner who, on successful completion of the curriculum, has the option either of entering the world of work immediately, or of continuing with further postgraduate study.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The minimum level of learning required for a learner to enter and complete successfully the B.Com (Honours) in Accounting, is 55% for Financial Accounting III at NQF Level 6 in the year preceding the year in which they wish to register for the PDA and a 50% average for Financial Management III at NQF Level 6, Auditing II at NQF Level 5 and Taxation II at NQF Level 6 - all of which must be done in the preceding year or one year prior to the preceding year. In the case where there is a gap of one year, learners will be required to write the Midrand Graduate Institutes third year course supplementary examinations in accounting III, NQF Level 6.

Recognition of Prior Learning:

Prior learning is recognised in the following ways:

A learner, who has completed a specific module/subject at Midrand Graduate Institute, may apply for credit for that module/subject.

A learner, who has completed the equivalent of a specific module/subject either at Midrand Graduate Institute or at another recognised higher education institution, may apply for exemption from that module/subject.

In the case of a practically orientated module/subject, a learner who is able to demonstrate appropriate competence may be granted exemption from that module/subject.

Access to the Qualification:

The admission criteria are as follows:

1. Midrand Graduate Institute students will have to meet the following requirements in order to be eligible for the Postgraduate Diploma in Accounting (PDA):

55% for Financial Accounting III in the year preceding the year in which they wish to register for the PDA.

An average of 50% for Financial Management III, Auditing II and Taxation II. All these courses must be done in the preceding year or one year prior to the preceding year.

If there is more than a gap of one year, learners may have to write the Midrand Graduate Institute's third year course supplementary examinations in Accounting III.

2. Learners transferring from other institutions will have to meet the following requirements in order to be eligible for the PDA:

Learners will only be considered for the PDA provided they have completed the appropriate undergraduate degree.

The institution must be an accredited institution.

Entrance will be considered based on the marks received for the subjects in their undergraduate degree as follows:
> 55% for Financial Accounting III in the year preceding the year in which they wish to register for the PDA.
> An average of 50% for Financial Management III, Auditing II and Taxation II. All these courses must be done in the preceding year or one year prior to the preceding year.

3. If students do not meet the criteria in (2) above, they may write the Midrand Graduate Institute third year course supplementary examinations and may be accepted on this basis.

4. Learners who do not meet the criteria in (2) or (3) above will be considered individually by the Faculty Head and may have to complete additional courses before acceptance into the programme is granted.

5. Mature Age applicants or applicants with non-South African school-leaving qualifications, will be considered individually by the Faculty Head.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The Postgraduate Diploma in Accounting: NQF Level 7: 184.

The credit value of the programme was determined as follows:

The credit value of individual modules and thus of the programme was calculated using both quantitative and qualitative criteria.

Quantitative: The number of credits per module was calculated using the NQF credit system where one credit represents ten notional hours of active learning.

Qualitative: Each module was allocated a weighting, based on the level of complexity of the learning outcomes to be attained.

The credit value of each module was then calculated by applying the individual module weighting to the total number of credits for the programme.

It should be noted that the number of credits has been calculated as accurately as possible, based on our best estimate of the number of formal and non-formal hours of active learning that the average learner will devote to completing the requirements for the qualification.

Therefore, while the total number of credits given for the learning programme and its related qualifications may seem high, we have taken into account the flexibility in this regard reflected in the draft New Academic Policy for Programmes and Qualifications in Higher Education and have given what we believe is an accurate reflection of the programme's requirements.

EXIT LEVEL OUTCOMES

After learners have successfully completed this Postgraduate Diploma in Accounting programme they should have achieved the following:

A solid knowledge- based understanding of accounting, auditing, financial management and taxation.

To enable learners to familiarise themselves with major trends in the accounting field and to be able to conduct meaningful research.

To develop the learners ability to evaluate relevant literature critically and familiarise themselves with the resources available.

Based on the specific outcomes associated with all modules they should be able to enter the world of work, or to embark on further studies.

Generic Critical Cross-Field Outcomes:

1. Identify and solve problems using critical and creative thinking. This outcome is assessed within assignment activities for various modules, which require the student to apply theory to solve case studies. The modules included in this programme further assess this outcome by means of practical assignments, which require learners to analyse and interpret financial and other information and apply this information on a theoretical and a practical basis.

2. To work effectively as an individual and in multicultural teams. Assessment occurs in modules (Accounting and Financial Management) where learners are required to solve accounting or financial management calculations during class. In the case of assignments, individual work will be assessed.

3. Organise and manage oneself and one's activities. One way of assessing this outcome is through the penalisation of assignment marks when assignments are handed in later than the specified due date.

4. Collect, analyse, organise and critically evaluate information. This outcome is assessed through various types of assessments including practical assignments where research is required, written and oral presentations and the various formative assessment tasks in individual modules.

5. Communicate Accounting, Auditing and Taxation understanding effectively using visual, and language skills in written and oral form. Various module assignments, require the learners to draw up financial statements, to analyse such statements and to communicate the results of their calculations, using correct Accounting "language"/terminology. Information relating to auditing and taxation is also required to be presented in front of others during class. In the case of assignments, referencing needs to be provided and correct, plagiarism avoided and intellectual property respected.

6. Use technology effectively and critically, showing responsibility towards the environment. This outcome is assessed in some of the modules with a practical component (AUDITING), where students are required to complete practical assignments, class work and in some cases an exam. These modules require students to obtain a basic understanding of the software, apply the information to their assignments and generate solutions via computer printouts. Learners are also assessed on the presentation of such assignments.

7. Demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation. Learners are exposed to various lecturers, work environments, periodicals etc. The modules also follow one another in theory and practical application and the student will discover that the subjects are interlinked and can not be studied in isolation and requires and integration of their studies and an application of their theoretical and practical knowledge.

Developmental:

In order to contribute to the full personal development of each learner as well as to the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

The qualifying learner can reflect and explore a variety of strategies to learn more effectively (see critical outcomes 2 and 4).

The qualifying learner can participate as a responsible citizen in the life of local and national communities (see critical outcome 3).

The qualifying learner can be culturally and aesthetically sensitive across a range of social contexts (see critical outcome3 and 6).

The qualifying learner can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all critical outcomes above).

The qualifying learner can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all critical outcomes, plus 3).

ASSOCIATED ASSESSMENT CRITERIA

Integrated Assessment:

Midrand Graduate Institute practices an integrated system of assessment, in terms of which students are assessed on an ongoing basis. Both formative and summative methods of assessment are used. Learners are required to complete class tests, assignments (including practical work and projects) and examinations, the results of which count towards the final mark for each module. The components of the final mark are determined separately for each module.

Midrand Graduate Institute practices an integrated system of assessment, in terms of which students are assessed on an ongoing basis. Both formative and summative methods of assessment are used.

The formative assessment tasks will occur every fortnight and can be in the form of one of the following:

Class tests.

Take home assignments with long questions.

A short questions test.

Case study questions and class presentations.

For each of these activities learners will be supplied with model answers and they will be required to mark their own work or the work of someone else in the class. The marks for these activities will be recorded by the lecturer, for feedback purposes. The purpose of formative assessment is to improve the learning of individual learners, and to improve the lecturing.

Summative assessment will be in the form of class tests, assignments, practical work (in certain cases) and a final examination. The marks attained in these activities will contribute to the final mark for the module.

INTERNATIONAL COMPARABILITY

The curriculum for the Postgraduate Diploma in Accounting has been designed based on the requirements set out by SAICA (South African Institute of Chartered Accountants) and PAAB (Public Accountants' and Auditors' Board). The standards issued by these two Boards are International Accounting and Auditing Standards set out by similar boards in the United Kingdom, Australia, United States and Canada, and are required for aspirant Chartered Accountants and Auditors in South Africa who write SAICA's and PAAB's Board examination annually. The Postgraduate Diploma in Accounting has therefore been designed based on these international standards and can be compared to similar degrees offered by institutions in the United Kingdom, Australia, United States and Canada.

To our knowledge, this Programme has not been assessed internationally. However, given that the curriculum incorporates the latest trends and practices in the discipline, ensuring that this will be achieved by:

Keeping up to date with the relevant literature, both local and international and ensuring that the latest trends are built into the curriculum.

Encouraging academic staff members to interact with researchers from other institutions by continuing with research in their particular fields and by attending and participating in local and international conferences.

Maintaining ongoing contact with and obtaining feedback from relevant members of the business community.

Obtaining ongoing input from well-qualified academics outside the institution both through regular academic collaboration and through the external moderation and examination process.

We have no reason to doubt that the quality and content of our Programme would meet international standards.

ARTICULATION OPTIONS

With regard to vertical articulation, a student who wishes to proceed to postgraduate studies at another higher education institution, having completed the Postgraduate Diploma in Accounting Programme at Midrand Graduate Institute, should be able to do so based on the knowledge and skills acquired during the course of the programme, provided, of course, that his/her academic performance has been of the required standard. Such articulation would also depend on the admission requirements of other institutions, and due to the fact that this is a new programme offered at Midrand Graduate Institute, further research would have to be conducted.

In terms of horizontal articulation, students, who, having completed certain modules in the Postgraduate Diploma in Accounting Programme at Midrand Graduate Institute, wish to transfer to another higher education institution, should be able to apply successfully for exemption from relevant modules on the basis of modules passed at Midrand Graduate Institute.

One of the objectives of our rigorous external moderation and examination procedure, and of our ongoing interaction with academic staff of other higher education institutions, is to ensure that the content and standard of our curriculum is such that our learners will have the opportunity for both vertical and horizontal articulation, outside of Midrand Graduate Institute.

MODERATION OPTIONS

Internal moderation:

The lecturer/s responsible for a particular module is/are appointed as internal examiner/s for that module. Internal examiners are responsible for the marking of all assessments related to the module for which they are responsible. Currently, Midrand Graduate Institute is reviewing this process and considering the need for a second marker on all work produced by the learner.

External moderation:

All final assessments at all levels of the curriculum are moderated by academic staff of public higher education institutions or by appropriately qualified industry practitioners.

Good practice in the selection and appointment of assessors and/or external examiners is achieved by both academic and administrative involvement in approving the appointment of external examiners within Midrand Graduate Institute. This ensures that all staff members involved in appointments understand the criteria for the appointment of external examiners as well as that appointees are assessed effectively and rigorously.

External examiners are recommended by MGI academics, members of the Advisory Board and Academic Heads of other universities. The criteria which are employed, in the selection of external examiners are:

Individuals having suitable experience and who have had some prior experience of external examining.

Have available sufficient time for the proper performance of function.

External examiners who have completed their period of appointment are not eligible for reappointment before a lapse of at least two years.

External examiners from outside the higher education system, for example from industry are appropriate in certain situations. The academic and/or professional standing of, such examiners will be vetted by the Head of Faculty.

External examiners who are academics at other public universities must meet the following requirements:

A minimum academic qualification of a Masters degree in the subject concerned.

A minimum teaching experience of 3 years in the module he/she will moderate.

Previous experience as an examiner in an equivalent module.

External examiners who are from industry must meet the following requirements:

An appropriate academic qualification.

Considerable work experience in the field.

A reputation in the industry.

External examiners are appointed for final assessments at every level of study. Prior to each examination session, a copy of each examination paper, together with a marking memorandum and course outline, is sent to the relevant external examiner for moderation. As of 2004 module tests and assignments will also be sent through to external examiners when assessing the examination papers. Once the internal examiner has marked the examination papers, the pack for each module is sent to the relevant external examiner.

In terms of criteria for moderation, the following applies:

External examiners/assessors are required to evaluate the examination paper using certain parameters:

Syllabus (for example, is the required syllabus covered, is there enough variation between easy and difficult questions, does the paper test the objectives of the module as set out in the course outline and is the paper set at the required NQF level?).

Duration (will students be able to complete the paper in the proposed time allocated?).

Grammar and format (is there correct spelling/grammar/sentence construction, are all the pages numbered, are the marks allocated clearly for each question, do the marks calculate correctly, where required, are all diagrams/articles/reading excerpts supplied and labelled, have the correct font types been used, are the appendices correct?).

Marking memorandum (is the memo clearly watermarked, has the mark allocation been clearly indicated, are the marks allocated correctly, are all the answers correct/complete, is it clear how the answers that deviate from the memo should be marked and what would be correct?).

Where there is a disparity between the internal and external examiner's assessment, the assessor concerned together with the relevant HOD will discuss and reach consensus.

In terms of criteria for moderation, the following applies:

An Advisory Board for Postgraduate Diploma in Accounting related modules, consisting of members from industry and from academia, has been established to ensure that MGI's Accounting learning programmes are relevant to the learners' needs and appropriately benchmarked against academic and industry standards. The Advisory Board provides feedback on:

The ability of the curriculum to provide learners with the experiential elements essential for success in the field.

Whether the curriculum meets the requirements of the sector in which the graduate will be employed.

Whether the curriculum provides a sound theoretical basis upon which the experiential elements of the curriculum can be based.

Whether the desired outcomes of the programme are fairly and rigorously assessed by the tests, assignments and examinations.

The following academics/experts are members of the Faculty's Advisory Board for the Postgraduate Diploma in Accounting related modules.

Name; Industry/Academic:

Prof. E Stack; Academic.

Ms M Mokorosi: Academic.

Mr L Wrensch: Industry.

Ms A Gouws; Industry.

In addition to the Programme Advisory Board:

Midrand Graduate Institute's Academic Board, with external representation from the public university sector, and MGI's Quality Assurance Office, oversees the quality assurance processes of all programmes.

External examiners are appointed to ensure that the quality of the relevant programme's assessment is commensurate with both academic and industry standards.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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