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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: 

Chartered Accountant: Auditing 
SAQA QUAL ID QUALIFICATION TITLE
48913  Chartered Accountant: Auditing 
ORIGINATOR
South African Institute of Chartered Accountants 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
SAICA - South African Institute of Chartered Accountants  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  679  Level 7  Level TBA: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
This qualification allows learners to qualify as Chartered Accountants, taking the route of the auditing specialism. The definition of a profession is that of an occupation based on a unique scientific body of knowledge, whose practitioners have a service orientation as well as autonomy in the performance of their work. The specialised knowledge for this qualification is acquired through a formal education process, and the practical skills and experience are obtained through real-time work experience in a formal, recognized mentoring environment. The structured workplace experience also serves to instill the ethical standards essential to any profession.

Practitioners who have earned this qualification will demonstrate competence in a range of advanced accounting and financial management practices and principles. The goal of the qualification is to produce competent professional accountants who make a positive contribution over their lifetimes to the profession and to the society in which they work. The maintenance of professional competence in the face of increasing change, makes it imperative that accountants develop and maintain an attitude of learning to learn.

The education and training of professional accountants will provide a foundation of knowledge, skills and professional values that will enable them to continue to learn and adapt to change throughout their professional lives. The qualification structure ensures that the period of training is used effectively and that the learner gains the breadth and diversity of experience required at progressive levels of responsibility.

The qualification will enable practitioners to establish themselves as credible leaders in their field, and open doors to advance to top positions within the profession of accounting and auditing.


Rationale for the Qualification

The typical learner identified to benefit from this qualification will be an individual who is working in the accounting sector, and who wishes to become a fully qualified, registered Chartered Accountant, specialising in auditing. They would wish to demonstrate their professional status through the acquisition of the appropriate qualification.

The qualifications currently available belong very specifically to The South African Institute of Chartered Accountants, membership of which is mandatory for practitioners in this field. This situation will be maintained through the appointment of SAICA as the ETQA for the three qualifications leading up to and including the Chartered Accountant qualification. These three are:
  • The Associate Accounting Technician qualification
  • The Associate General Accountant qualification
  • The Chartered Accountant qualification

    The qualification is intended to provide recognition to the more experienced practitioner in the field of accounting, and will qualify the graduate to continue their career in this profession.

    This qualification will facilitate national recognition of the skills and experience involved in accounting and auditing at a senior management level. It will add value to the sector by recognising the broad range of expertise required to be successful in this field. It will ensure that the required level of knowledge is acquired and applied in relevant working situations, and that the experience necessary to demonstrate sustained competence in a variety of situations is acquired. It allows the professional to progress academically and practically in the field of accounting. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this qualification are assumed to have an equivalent NQF level 4/ grade 12 qualification and be competent in:
  • Accounting at NQF level 6
  • English at NQF level 4
  • Mathematics at NQF level 4
  • Communication skills at NQF level 6
  • Computer Literacy Skills at NQF Level 5


    Recognition of prior learning and articulation possibilities

    This qualification may be achieved only through the channels described in this document. Approved tertiary qualifications are recognised and form part of the qualification.

    The way in which this qualification is achieved has its basis in many years of experience. It is ONLY through the combination of formal acquisition of knowledge, practical workplace skill application AND the prescribed number of years' experience that the established and respected standards of the profession are maintained. Thus these requirements are not flexible. The general guidelines for the training approach and philosophy are given below, and these are followed by the specific requirements for the Chartered Accountant qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    The qualified Chartered Accountant (Auditing) will be able to display competence in the following areas:
  • They will be conversant in advanced and applied accounting terminology.
  • They will be competent to carry out the following auditing functions at an advanced or supervisory level: preparing and updating systems notes, evaluating systems in general, evaluating audit risk, performing tests of controls and substantive testing, evaluating results of audit testing, reporting to management, preparing the auditor's report on financial statements and preparing special purpose audit reports. They will also be able to plan an audit at a less advanced level.
  • They will be able to carry out the following financial management and secretarial functions at an advanced or supervisory level: prepare and advise on financial information for internal and external reporting purposes and offer mainly financial consultative support to management. This includes initiating accounting entries, preparing financial statements according to GAAP and the reviewing and preparation of statutory records. At a less advanced level, they will analyse financial statements, forecast and budget and report as an accounting officer.
  • They will be competent to carry out the following functions relating to information technology: effective communication with computer audit and information systems specialists, recognize potential computer applications, and evaluate existing computer applications. They will do this through advanced practical computer skills. They will also be able to evaluate the impact of computers on control systems and carry out computer assisted audit techniques.
  • They will able to carry out the following functions relating to taxation, at an advanced or supervisory level: analysis of income, expenditure and other relevant data and the preparation of personal and corporate tax computations and returns.
  • They will be able to carry out the following taxation and estates functions at an advanced or supervisory level: interpret and apply the laws and procedures relating to taxes levied in terms of the Income Tax Act by preparing and reviewing tax computations for corporations and individuals, and by preparing and reviewing VAT calculations.
  • They will have gained further competence in at least some of the following areas, depending on the organisation in which they will be gaining their practical experience: management information systems, computer applications, management accounting, financial management, corporate finance, secretarial practice, consultancy, insolvency, valuations, investigations, due diligence reviews and tax planning.
  • They will be conversant in information technology and computer applications, since the use of computers is considered fundamental to the job of an accountant. More advanced computer literacy will be achieved during the course of training and practical experience.

    Graduates will have developed:
  • Intellectual skills (inquiry, research, abstract logical thinking, reasoning, critical analysis, problem solving, prioritising, and adapting to change),
  • Interpersonal skills (working with and influencing others, managing conflict, negotiating solutions and interacting with a culturally diverse group),
  • Communication skills (written and spoken presentations and other communication, effective listening, and report writing) are also developed.
  • Advanced management skills will also be evident in the new graduate.

    They will build on the initial framework of professional values for exercising good judgement and for acting in an ethical manner that it in the best interests of society and the profession. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Integrated assessment

    Assessors should design assessment tools and conduct assessments against the unit standards specified in the qualification. These should take into account established assessment principles and make use of a range of formative and summative assessment methods.

    The qualifications are specifically designed to be acquired in the worlds of work and of professional practice, and assessment should take place in those environments, using naturally occurring evidence. Where it is impossible to perform an assessment in a specific area in the working environment, the assessor should simulate the work environment as realistically as possible.

    The assessment of professional competence must meet the following criteria (IFAC document number 9, October 1996):
  • A required component of the assessment process for individuals seeking to become qualified is a final examination administered by, or with substantive input from, the professional body or regulatory authority (SAICA). The examination must be comprehensive, require a significant portion of responses to be in writing, and be administered near the end of the educational, and where appropriate, experience requirement.
  • Examinations of professional competence may consist of a series of components or parts over the individual's education and training period. The timing of the final or ultimate components or part of the examination of professional competence should be at or near the end of their education and training programme.
  • Examinations should be comprehensive enough to cover the entire body of knowledge necessary to become qualified.

    In order to professionally competent, a Chartered Accountant should have:
  • The required sum of knowledge relevant to their profession
  • The skills relevant to their profession
  • The ability to apply their knowledge and skills to practical problems
  • A professional approach to work

    An important stage in any educational process is the testing, by means of different method(s), of whether or not candidates have achieved a sufficient understanding of the academic curriculum. Professional competence, however, covers more than merely the maintenance and updating of technical knowledge, and includes for example the ability to apply appropriate principles to practical situations, judgement, attitude, and the appreciation of ethical implications. Many of the essential characteristics required for this, such as independence, honesty, diligence, motivation and reliability, are not capable of being tested under examination conditions in any meaningful fashion. In addition, the methods of evaluation which have been gained from experience, where this is possible, will differ from those of testing academic knowledge and will rely on continuous assessment rather than isolated examination.

    In respect of those characteristics which can be tested, candidates should be able to demonstrate that they:
  • Have a sound technical knowledge of the specific subjects of the curriculum;
  • Have an ability to apply technical knowledge in an analytical and practical manner;
  • Are able to extract from various subjects the knowledge required to solve multiple-topic problems;
  • Can identify and analyse information relevant to a particular problem by distinguishing the relevant from the irrelevant in a given body of data;
  • Are able, in multi-problem situations, to identify and define the problems and rank them in order in which they need to be addressed;
  • Are able to evaluate alternatives, propose practical solutions and understand the role of judgement in dealing with these;
  • Have an ability to integrate diverse areas of knowledge and skills;
  • Can communicate clearly and effectively to the user by formulating recommendations in a concise and logical fashion; and
  • Have knowledge of the ethical requirements of the profession and can exercise professional judgement.

    Application of core knowledge

    The qualifying examination (QE) (Part I and Part II) consists of a series of questions designed primarily to simulate engagements and assignments that chartered accountants encounter in professional practice or commerce and industry. Accordingly, the purpose of the QE is to evaluate the ability of candidates to draw upon relevant core knowledge and apply that knowledge to the specific facts and requirements presented in each question. Responding solely with memorised information is not sufficient to constitute a satisfactory professional response.

    Identification of issues

    In identifying, defining and ranking problems and issues candidates are required to take the following factors into account:
  • The specific facts and other information explicitly or implicitly presented in the question;
  • The stated and underlying requirements of the question; and
  • The explicit and implicit needs of the user.

    Analysis

    Analysis is defined in general terms as the ability to break something down into its component parts. In critically analysing problem situations, which may be encountered in the QE, candidates are expected to be able to:
  • Distinguish between facts and opinion;
  • Identify cause-and-effect relationships;
  • Make logical inferences;
  • Identify relevant assumptions underlying conclusions;
  • Identify limitations of given information; and
  • Distinguish relevant from irrelevant information and reliable from unreliable information.

    In some QE questions the problems or issues posed may be implicit, rather than explicit. In these cases candidates will have to analyse the qualitative and quantitative information given in order to identify, define or diagnose the problems embedded in the question. There is no necessary relationship between the depth of analysis required and the type of question (comprehensive, multi-subject or single subject). Given the content and requirements of the question, candidates are expected to do as much analysis as is necessary to provide a professional response.

    Integration

    Integration may be defined in general terms to mean the forming or combining of parts into a whole, or the viewing of the parts of something as a whole. In the context of the QE, integration has two distinct but interrelated implications, namely integration of knowledge and integration of issues.

    The QE emphasises the integration of knowledge from more than one subject area or topic. Candidates are required to combine knowledge of topics from different syllabus subject areas, or knowledge of different topics within the same subject area, and apply that knowledge as a whole to the solution of problems. If, for example, a solution to a financial statement problem has tax Implications, candidates are expected to deal with both the financial reporting and tax implications in their response, unless specifically instructed to the contrary.

    Integration in response to QE questions, however, goes beyond the integration of knowledge from more than one subject area or topic. As stated earlier, QE questions are designed to simulate engagements and assignments that chartered accountants encounter in professional practice or commerce and industry. Accordingly, each question may contain a number of issues that must be examined in relation to one another and as a whole. It is not acceptable to treat a question as though it contains a series of separate, unrelated problems arbitrarily 'bundled' together.

    Professional judgement

    Judgement can generally be defined as the process of making a choice or decision leading to action. Professional judgement is judgement exercised within a framework provided by applicable professional standards and
  • Involves a meaningful choice;
  • Involves a process from perceiving the problem to making the decision; .involves expertise, due care and professional objectivity;
  • Requires knowledge of relevant professional standards and current practice; and .involves recognition of situations where referral to a specialist is appropriate.

    Candidates are expected to exercise professional judgement to the appropriate extent in their responses to most QE questions. Frequently there is no single, irrefutable answer to a business problem, so the exercise of professional judgement becomes critical.

    Effective communication

    A requirement in the work of a chartered accountant, is the ability to communicate effectively. Limited in scope to written communication, the QE evaluates the ability of candidates to convey their ideas clearly, concisely and logically.
    Effective communication in responding to questions necessitates that candidates:
  • Present ideas in a logical sequence;
  • Clearly explain the application of principles and theories; and .present arguments that are relevant and reasoned.

    Communicating effectively means conveying relevant information In a manner suited to the role assigned by the question and is designed to meet the users. needs. If. for example, the question requires the candidate to write a memo to a partner In public practice, then it may be acceptable to omit explanations of technical concepts that the partner is certain to know. Technical terminology is also acceptable. If, however, the question requires the candidates to write a report to non-accountants, then more explanation may be necessary and non- technical language should be used to the appropriate extent.

    Assessors should specifically check for the following:
  • Demonstration of competence of the specific outcomes in the context of the relevant accounting/auditing environment.
  • The meeting of all of the assessment criteria associated with the outcomes.
  • The demonstration of an integrated understanding of the factors at play in the accounting and auditing sectors. In doing so, it may be possible to assess a number of unit standards, outcomes or assessment criteria together.
  • The ability to analyse a given situation using selected financial, statistical and economic tools and methods in order to come a conclusion and make recommendations appropriate to the findings.
  • The understanding and correct usage of accounting and auditing terminology and language.
  • The relevant parts of the range statements.
  • The ability to constructively engage with clients in order build and maintain professional relationships to mutual long-term benefit.
  • The integration of the critical cross-field outcomes

    The following formative and summative assessment methods are recommended:
  • Log books
  • Written reports of portfolio management activities and results
  • Written reports of analyses and recommendations
  • Actual work done in relevant areas
  • Work related assignments
  • Verbal presentations
  • Portfolios
  • Projects
  • Practical exercises and demonstrations
  • Observation
  • Simulations
  • Role plays
  • Case studies
  • Oral questioning and / or interviewing
  • Peer assessment
  • Open book examination 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification has been compared to other equivalent accounting qualifications internationally, to ensure that graduates meet globally recognised standards.

    As such, learners who obtain the qualification are expected to contribute to the effectiveness, productivity and ethical reputation of practitioners within the accounting sector and provide an impetus for improved global competitiveness. 

    ARTICULATION OPTIONS 
    This qualification may be achieved only through the channels described in this document. Approved tertiary qualifications are recognised and form part of the qualification.

    The way in which this qualification is achieved has its basis in many years of experience. It is ONLY through the combination of formal acquisition of knowledge, practical workplace skill application AND the prescribed number of years' experience that the established and respected standards of the profession are maintained. Thus these requirements are not flexible. The general guidelines for the training approach and philosophy are given below, and these are followed by the specific requirements for the Chartered Accountant qualification. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    This qualification replaces the qualification that was recorded during the time of interim registration of qualifications, 10179: "Chartered Accountant - Audit Specialisation", NQF Level 7.

    .

    The following section serves to very specifically outline the structure and importance of the Qualifying Examinations Parts I and II to Chartered Accountants. A comparison is also made between the two specialism options for Chartered Accountants, viz. financial management and auditing.

    The structure of the Qualifying Exams (QE Parts one and two):

    The primary objective of the QE is to test candidates' professional competence. Accordingly, the emphasis of the examination will be on the practical application of theoretical knowledge in real-life situations.

    The QE has accordingly been structured in such a way that it will reflect the multi- disciplinary nature of the practical experience that is gained in an approved training organisation and to give effect to SAICA's examining policy. By means of this examination, SAICA thus seeks to determine a candidate's competence in the skills expected of the chartered accountant, including communication skills, with specific reference to the practical training requirements of SAICA. SAICA considers it appropriate that the examination process should be embodied in two parts, the first of which tests primarily integration of cognitive knowledge, while the second part also tests integration of practical experience.

    Part I:

    This is the first component of the examinations of professional competence. The aim of this examination is to test the integrated application of the cognitive knowledge, preferably as soon as possible after the prescribed academic requirements have been met.

    The objective of Part I is to establish whether candidates are able to apply the concepts and principles underpinning the defined field of study to the problems arising within the relevant practical domain.

    This part of the examination consists of two papers: professional paper 1 (PP1) and professional paper 2 (PP2) and the body of knowledge to be examined is the current syllabuses as set out in the document, for the following courses:
  • Auditing and corporate governance.
  • External financial reporting.
  • Managerial accounting and financial management.
  • Taxation.
  • The appropriate components of the information technology syllabus.
  • The appropriate components of the supportive subjects.

    Part II:

    This is the second and final component of the examinations of professional competence. The aim of this examination is to test the integrated practical knowledge gained in professional practice or organisations in commerce and industry or the public sector. It may only be attempted after a minimum of 18 months of the prescribed practical training has been completed. Part II will consist of either an auditing or financial management paper, depending on the specialism and training route that has been chosen.

    Part II -Auditing specialism: This paper is commonly referred to as the Public Practice Examination (PPE) and is currently set and administered by the Public Accountants' and Auditors' Board (PAAB). In terms of section 15(2)(b) of the Public Accountants' and Auditors' Act, 1991 (Act 80 of 1991) it is a requirement for registration as a Registered Accountant and Auditor (RAA) that the applicant has served under a training contract for the prescribed period, and passed the prescribed examination. The PAAB has prescribed that the PPE has to be passed by those persons wishing to qualify for registration as an RAA.

    The objective of the PPE is to assess the professional competence of a candidate to apply integrated knowledge, skills and professional values appropriate to the practice of an RAA at entry level and that will enable them to continue to learn and adapt to change throughout professional life. The assessment will be based on practical situations and problems that are likely to be encountered in the multidisciplinary public practice environment and that require the candidates to draw on practical experience. The scope of the assessment is based on the most recent education curriculum defined by the Education Committee of the PAAB for the auditing course.

    Part II -Financial management specialism: The objective of this part of the QE is to establish whether candidates have an adequate knowledge of the material incorporated in the defined field of study at the time of qualification. SAICA will thus attempt to establish whether or not candidates have the ability to apply their knowledge in a professional manner to the types of situations they are likely to encounter every day at entry level in the profession.

    Candidates must possess a broad understanding of the economic, legal and business environment in which the professional accountant functions. This background knowledge is necessary in order to understand and apply the syllabus topics, and candidates will be expected to draw upon it in formulating a professional response.

    The body of knowledge to be examined is the following courses:
  • Managerial accounting and financial management as set out in the document.
  • The appropriate components of the information technology syllabus.
  • The practical application of the concepts and principles of the other core courses which are examined in Part I, within a financial management context.
  • The appropriate components of the supportive subjects. 
    		•

    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.
     
    NONE 


    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.