Akademiese klerkskap
Die SAICA laat ’n beperkte aantal leering-rekenmeesters toe om die Academic Traineeship Program (ATP) te volg. Die program behels dat klerke hulle eerste jaar van vakleerlingskap by ’n SAICA-geakkrediteerde universiteit deurbring.
Die ATP bied leerling-rekenmeesters die geleentheid om hul eerste jaar van leerlingskap in ’n stimulerende akademiese omgewing deur te bring, onder andere met die doel om hulle belang te laat stel om moontlik in die toekoms ’n akademiese loopbaan te volg. ’n Aantal van die personeellede van die Skool vir Rekeningkunde was trouens voormalige akademiese klerke Hierdie program versterk ook die personeelkorps van die Skool, aangesien klerke aan soortgelyke take blootgestel word as junior lektore.
Akademiese klerke kry soveel moontlik blootstelling aan die volgende aktiwiteite:
• Lesingaanbieding
• Tutoriaal-aanbieding
• Voorbereiding van onderrigmateriaal
• Voorbereiding en nasien van assesserings
• Navorsing
Vir meer inligting oor die ATP, verwys asseblief na hierdie
Verwys ook na SAICA se webtuiste.
Akademiese klerke word aangestel vanaf 1 Februarie tot 31 Desember gedurende hulle eerste jaar van SAIGR-artikels.
Klerke help met onderrig, studentekonsultasies, en ander akademiese verantwoordelikhede in een of meer van die vakgebiede, insluitend Belasting, Finansiële Rekeningkunde, Oudit, Bestuursrekeningkunde, en Digitale- en Leierskapvernuf).
Werksure is vanaf 08:30 tot 16:00, of 09:00 tot 16:30, en klerke sal meestal vanaf hulle kantoor moet werk. Gedurende tydperke waarin klerke minder klasse aanbied, sal hulle tot 3 dae per week vanaf die huis kan werk.
Klerke het reg op 13.75 jaarlikse verlof gedurende die jaar, waarvan 6.5 gedurende Desember opgeneem moet word. Verlof is nie nodig vir die universiteit se sluitingsperiode (vanaf 12:00 op 24 Desember ).
Die SAICA-bevoegdhede van akademiese klerke sal deur die jaar hersien word
Die ALP gee aan jou die geleentheid om verbale publieke kommunikasievaardighede te ontwikkel, wat vir besigheidsmense van kardinale belang is. Dit stimuleer ook 'n dieper tegniese kennis van Rekeningkunde en verwante vakgebiede, want jy moet 'n onderwerp werklik goed verstaan om dit aan iemand anders te kan verduidelik. Verder skep dit die geleentheid om die akademie as 'n moontlike toekomstige loopbaan, eerstehands te ervaar. Laastens bied dit aan jou die geleentheid om verder te studeer en/of navorsing te doen in 'n stimulerende omgewing.
Aanbied van klasse
Die klerke bied die ILP (Individuele Leer- en Bystandsprogram) klasse van die BRekHons/NDR groep in Engels en Afrikaans aan. Hierdie klasse vind direk na afloop van die daaglikse lesings van die HonsBRek groep plaas.
Tydens hierdie klasse word 'n tutoriaalvraag deur die student uitgewerk onder leiding en toesig van die akademiese klerk.
Sommige klerke bied die voorgraadse ILP-klasse van sekere modules aan.
Verder bied sommige van die klerke die hoofstroomklasse in sekere modules volledig aan.
Daar is ook in sekere vakke (voorgraads en nagraads) ʼn stelsel van tutoriaal-/opdragklasse waartydens studente in ʼn klas deur ʼn vraag, wat deur die betrokke dosent voorsien word, werk. Die klerke staan die dosent by met die beantwoording van studente se vrae tydens hierdie klasse.
Die bogenoemde bied aan akademiese klerke wye blootstelling aan en ondervinding in doseerwerk, tutoriale en die voorbereiding van onderrigmateriaal, wat akademiese kernfunksies is, maar ook baie waardevol is 'n enige werksomgewing.
"Hot Seat" / Hulphoek
Die "Hot Seat" of Hulphoek is ʼn hulpmiddel aan studente wat 'n paar jaar gelede deur die Skool vir Rekeningkunde ingestel is. Dit behels dat studente (voorgraads en nagraads) na die akademiese klerke kan kom as hulle probleme ondervind met sekere dele van die werk. Die klerk verduidelik dan die beginsels waarmee die student sukkel aan hom/haar of help hom/haar met vrae waarmee hy/sy sukkel. Dit geskied op ʼn individuele basis en, aangesien die klerke tot onlangs nog self studente was, voel studente soms gemakliker om vrae te vra as wat die geval sou wees met 'n dosent.
Die toewysing van bepaalde klerke aan ʼn vakgebied vir hierdie doel (Belasting, Finansiële Rekeningkunde, Ouditkunde en Bestuursrekeningkunde), bied aan die klerke die geleentheid om te spesialiseer in bepaalde vakgebiede. Dit verseker weer dat die student die beste hulp kry, aangesien die klerk ten volle vertroud is met die onderwerpe binne daardie vakgebied, in teenstelling met 'n breë, meer oppervlakkige kennis van elke vak.
Die Hulphoek word doelbewus aan die studente bemark. Heelwat studente gebruik dit gereeld en die terugvoer wat vanaf studente ontvang word, is baie positief.
Elke klerk beman vir ses ure per week, versprei oor die dae van die week, die Hulphoek vir sy/haar vakgebied (soortgelyk aan dosente se spreekure).
Nasien van vraestelle
Die klerke doen nasien- en ander assesseringsondervinding op deur die nasien van die HonsBRek klas en kwartaaltoetse, sowel as gedeeltes van die voorgraadse eksamenvraestelle tydens die Junie-toetsreeks en die November en Desember eksamens. Hulle administreer ook die HonsBRek toetse en hanteer toetsnavrae van studente.
Administratiewe take
Die klerk wat aan elke vakgebied toegedeel is, geniet blootstelling aan sekere administratiewe take wat deur die betrokke Afdelingshoof aan hom/haar toevertrou word.
Huidige BAccHons/PGDA-studente is geregtig om aansoek te doen vir die Akademiese Opleidingsprogram (ATP) sodra hulle Junie-resultate beskikbaar is.
- Raak vertroud met die reëls vir die ATP (wag vir nuwe weergawe van SAIGR)
Kontak jou opleidingskantoor en verkry hulle toestemming om vir die program aansoek te doen.
*Per SAICA's rules, candidates must have entered into a training contract with an accredited training office (with the exception of Thuthuka students who are not yet allocated to specific offices) to be eligible to participate in the ATP. Candidates (who are not Thuthuka students) who wish to apply for the 2024 ATP should therefore liaise with their training officers and communicate their interest in the programme to determine whether the training office would agree to release the candidate for a year to participate in the ATP.
Thuthuka-studente kan direk na stap 3 gaan.
3. Aansoeke sluit aan die einde van die eerste week in Augustus en vereis die volgende wat aan Tess Lubbe ([email protected]) in een e-pos ingedien moet word:
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Onderhoude vind gewoonlik teen die einde van Augustus plaas.
Addisionele inligting
Vir addisionele inligting oor 'n akademiese leerlingrekenmeesterskap, kontak asseblief die Skool vir Rekeningkunde by 021-808 3428, of Mev. Tess Lubbe by 021-808 3683 of e-pos: [email protected]
Vorige jare se klerke het die volgende te sê gehad oor hul ondervinding as akademiese leerlingrekenmeesters by die Skool vir Rekeningkunde:
Hamman Schoonwinkel Accountancy SA – October 2023 article
Karl-Hans Oellrich Aptihire – January 2024 article
Neil de Kock Accountancy SA – May 2024 article
Alwyn Visser “I still feel this was the best year of my life. I know many students are afraid that they will "fall behind" with articles if they do academic articles. I felt the year helped me to understand technical concepts better. It is also a good way to transition from being a student into being an adult as you are treated as a peer from day 1 by other staff members. Lecturing and working alongside people who were your lecturers just the year before goes a very long way into developing pervasive skills and maturity. I also do not feel that I have missed out on any experience during articles since a great deal of the work of a trainee in practice is repetitive in nature and I was exposed to everything in the two years of articles that I had after academic articles. I do feel that the skills I had obtained during academic articles often helped me to "hold my own" better with clients than other trainees who went straight to practice after their studies".
Petra Claassen “Participating in SAICA's Academic Traineeship Programme (ATP) is the best career choice I have made thus far. I would choose to do it again a thousand times over. The ATP provides academic trainees with the opportunity to develop professional and technical skills over and above those that are developed as part of the normal training programme. Although the ATP opens the door to pursuing an academic career, the skills that are developed in this programme are also useful if the trainee later chooses to follow a different career path".
Anet Knoetze “I absolutely loved my year as AT. You learn a different skillset and are given the opportunity to take complete responsibility for tasks. I also discovered something I previously never thought I would enjoy".
Len Steenkamp “I completed my Academic Traineeship in 1999 at Stellenbosch University. Being an academic trainee changed my perspective on many dimensions of life. I learned more about myself in a very short period than I probably would have otherwise. Part of that was due to the quick change in roles you make as academic trainee – going from being taught by lecturers to joining those same lecturers as colleagues was quite a ride! Working as an academic trainee is completely different from working as a audit trainee. Not better or worse, just different. For me personally, it did not hold me back in my audit trainee career and I adjusted quickly to the audit environment. I loved every moment of being an academic trainee. I loved teaching and engaging with students, which confirmed my hopes of becoming a lecturer – which I then eventually achieved. Being an academic trainee is not for everybody, but if I had to choose again whether to do it, I would say “Yes" in a heartbeat."
Tess Lubbe “The ATP changed the entire course of my career. It confirmed a suspicion I had that I may want to teach one day, allowed me to gain two different work experiences during my articles, built up my confidence, and gave me an understanding of what it may be like to be an academic. I will be forever grateful that I took advantage of this opportunity that led me to the fun, rewarding, and balanced work life I now enjoy."
Armand Bruwer “The ATP provides one with a strong theoretical and social platform to start the remainder of your training contract, it builds interpersonal skills that sets you apart and gives you the confidence and know-how to lead a team, a class or a project."
Remerta Basson “I was allocated to the Auditing module during my academic traineeship. The experience certainly enhanced my understanding of auditing fundamentals and increased my proficiency as an auditor. It also made the decision to become an academic easier as I had a better idea of what working as a lecturer entails."
Gretha Steenkamp “I thoroughly enjoyed my year as an academic trainee at the School of Accountancy! It exposed me to lecturing, student consultations as well as marking - and it turned out that I loved all of these. After the year as an academic trainee, I was certain that I wanted to make lecturing my profession".
Adrian Samuels “The ATP broadens the career options post articles. I highly recommend the ATP to prospective junior lecturers".
Corinna Kirsten “An excellent opportunity to learn more about and experience academia, especially if you are considering going this route sometime later on in your career".
Professor Pieter Von Wielligh “Academic traineeship is a wonderful opportunity to experience the world of academia first-hand. It provides many opportunities to develop skills such as public speaking, assessment, mentoring, time management and self-management. It is especially useful if you are considering the possibility of an academic career, but certainly not limited to such people".
Amber De Laan “Being an Academic trainee is a great way to start your career. It is immensely fulfilling to work with people and aid in their growth and development. Make the most of the year by getting involved in the programs of the SOA and of course enjoy it".
Orlando Van Schalkwyk “If you're passionate about teaching, Academic Articles will feel like a Dream- that's how much you'll enjoy it:)".
Carli Smit "I was an Academic Trainee for Management Accounting at Stellenbosch University during 2016. I decided to pursue the academic traineeship as a way to explore whether I would enjoy being a lecturer. The fact that I would miss out on one year of practical experience at an audit firm was a bit of a concern for me, but I reasoned that I could always build up further practical experience after the completion of my articles (e.g., by staying on as an audit manager). Even though I suspected that I would enjoy lecturing, I was surprised at how much I learned about myself during the academic traineeship year. I discovered that I really enjoyed interacting with students, whether one-on-one during consultations or in lectures. I also really enjoyed getting to know the lecturers as colleagues and obtaining guidance from them, both in terms of academic content and “soft skills" (such as presentation skills and time management). Another unexpected benefit was the opportunity to really delve deep into the content that I was teaching. At the end of the year, I had a much deeper understanding of the work compared to how I understood it during my studies. The university is an incredibly supportive place to start your career, even if you do not ultimately become an academic. I've made life-long friends in the process. Although the first six months of my audit articles was a big adjustment, I quickly “caught up" with the other audit trainees and it was clear that the Academic Traineeship gave me a technical advantage in terms of my deeper understanding of the theoretical content. Something that I'd like to see in the programme going forward is more diversity in terms of race, sexual orientation, and disability – I believe that the demographic of our trainees should be an accurate reflection of the South African demographic. Being an Academic Trainee was one of the best career decisions that I've made – I'd do it all over again."
Anoniem Na die voltooiing van my drie jaar leerlingrekenmeesterskap het ek nou die geleentheid om vir ʼn Groot vier firma oorsee te gaan werk. Die geleentheid sou nie moontlik gewees het, sonder my ondervinding as akademiese klerk by die Skool vir Rekeningkunde nie. Ek wil graag vir Prof. von Wielligh, en die fakulteit, dankie sê vir die geleentheid en heelwaarskynlik die beste jaar van my klerkskap loopbaan. Die ondervinding wat ek opgedoen het tydens die akademiese klerkskap is ongelooflik waardevol en het soveel deure oopgemaak. Ek beveel gereeld die akademiese klerkskap jaar aan vir vriende en kennisse wat nog besig is met hulle studies!