ICAZ TRAINEE ACCOUNTANT HANDBOOK

Transcription

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2 ICAZ TRAINEE ACCOUNTANT HANDBOOK Compiled by 1

3 2017 CAA ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical including but not limited to photocopying, recording, scanning, digitalising, taping, web distribution, information networks, or information storage and retrieval system. Acknowledgments: SAICA ICAZ Training model is based on a model developed by the South Africa Institute of Chartered Accountants. Graeme O Riley Assessor training material upon which this training handbook is based on was primarily provided and handed over to ICAZ by Graeme O Riley of National School of Accounting South Africa. Chartered Accountants Academy Chartered Accountants Academy (CAA) has compiled this book on behalf of ICAZ. CAA provides Technical Advisory services to ICAZ 2

4 Contents 1. Introduction ICAZ CA Training Program ICAZ Training Regulations The CA Training Programme The Principles Of ssessment Plan and Prepare for Assessment Conducting an Assessment Development The Assessment Process

5 1. Introduction Congratulations on embarking on the journey to become a Chartered Accountant. The Journey to become a chartered Accountant is not easy as but is worthy it in the end. Chartered Accountants are shaping the business world as they take on different roles as auditors, accountants, business leaders, public office bearers and even politicians. Choose to make a difference as you engage on this path and leave a Elles Mukunyadze CA(Z) lasting legacy in the profession, in business and in the nation. Remember your decision today will impact generations to come. The current ICAZ educational qualification framework is based on three cornerstones: Outcomes-based education, Learner-centred education, and The integration of education and training. This manual has been designed to introduce the trainee into the ICAZ assessment process and also orients the trainee on the requirements of articled accountants. Assessment can be defined as the process whereby evidence is gathered about a specific trainee (a learner) seeking to become a chartered accountant. Evidence about a trainee s competence is assessed by a registered assessor, against pre-determined outcomes (as prescribed by ICAZ) in order to determine whether the trainee s training contract can be signed off and the trainee certified as a CA(Z), having met all the requirements for the designation, which include success in the independent qualifying examination. In this context then, assessment can be defined as the process whereby evidence is gathered about a specific trainee (a learner) seeking to become a chartered accountant 4

6 2. ICAZ CA Training Program Expected Outcomes At the end of this chapter you should undershand: Qualification Structure Principles for success in articles ICAZ Structures supporting training 5

7 Becoming a CA CA(Z) Professional Training Professional Examinations TIPP TOPP Professional Training In order to qualify as a Chartered Accountant (CA) you need to complete a minimum of three years of on the job training (Articles of Clerkship) ICAZ also allows an alternate route where trainees can do five years of articles straight from A level. Although time for training is set the training itself is competence based thus you need to have satisfied certain competences before your training is approved Training can be TIPP (Training Inside Public Practice) or TOPP (Training Outside Public Practice) accredited training offices TIPP training takes place in auditing professional firms whilst TOPP accommodates any company that meet the criteria from Public sector, commerce and industry to Non-governmental organization. 6

8 ICAZ Professional Education A Level Entry CTA Fulltime (1 year) Accounting Degree/ other qualifications Certificate in Theory of Accounting Initial Test of Competence Assessment of Professional Competence CTA Part time (2 years) Level A Level Accounting Degree/Professional Qualifications Initial Test of Competence (ITC) Assessment of Professional Competence Detailed Description Trainees can enter via the A Level route although they will then be required to complete their accounting degree first. For entry into CTA students need to be a holder of an Accounting Degree from a recognised University. Students with non-accounting degrees are required to do a bridging course before they can enrol into CTA. CTA service providers include : Chartered Accountants Academy (CAA) which offers a full time and part time class in Harare and Bulawayo UNISA which offers a distance class. ITC is the first professional exam and has January and June sitting during the year. Students who are admitted into ITC have 3 years to complete the program. If a student fails to complete ITC within 3 years they will be required to redo their CTA. CAA offers the preparatory course for the ITC APC is the final assessment exam and is written in November each year. In order to qualify to write the APC, students have to undergo the preparatory course which is run by Accounting Professional Training (APT) in collaboration with CAA from April to October. 7

9 Important Principles for Success in articles Principle Description Ownership of Career Development In order to minimize unnecessary disruptions and delays in your training, as a trainee you should take ownership of your own career development. Do not wait for your manager/supervisor to remind your to fill the necessary assessment documents and to sign you off on necessary competencies. Manage Upwards In most instances your managers/supervisors are so busy and they will not complete your assessment documents in time. Learn to manage upwards to ensure that you get them to assess your timely so as to get discharge timeously. Work and Studies Balance To qualify as a CA you need both practical experience and exams to be completed successfully. Do no overdo one at the expense of the other. Big Picture View The training office can become very political. Its important that you understand that the primary reason you are training is to become a CA. Do not get bogged down in office politics and other less important interactions that jeopardize your chances of becoming a CA. 8

10 ICAZ Structures Supporting the Learner Education Committee Accredits and monitors education service providers Accredits and monitors training offices and assessors ICAZ Exam Board Sets the ICAZ ITC Examination Sets the ICAZ APC Examinations (ICAZ examinations are localized from SAICA) ICAZ Service Providers Chartered Accountants Academy (CTA, ITC & APC) Accounting Professional Training (In collaboration with CAA provides APC course) 9

11 3. ICAZ Training Regulations Expected Outcomes At the end of this chapter you should be able to: Understand the background to assessment Understand the duties and responsibilities of Trainees and Training officers Explain and employ the Academic Progress rule ICAZ s Training Programme ICAZ s philosophy on training CA Prescribed Competencies Understand the difference between Basic and Advanced Framework of an Assessment policy document Background to Assessment What does the assessment of a trainee accountant involve? Before we go in to the detail, it is important to understand at a high level how the assessment of an ICAZ trainee accountant works. It is also important to be reminded of the context within which this assessment takes place, namely within an ICAZ Training Contract. The assessment of ICAZ trainees requires that every trainee, by the end of their training contract, demonstrates their satisfactory competence in the performance of a wide range of tasks specified by ICAZ as being the minimum requirement to enter into the Chartered Accountancy profession. Broadly speaking, assessment takes place within 6-month time blocks. Within each 6 month block, a trainee will complete numerous assignments that they have been allocated and will receive feedback on how well they did in these assignments (how competent were they at performing these tasks). At the end of every 6 month period, the feedback received about the trainee s performance / competence during the preceding 6 months will be evaluated and considered as to its sufficiency in terms of meeting final competence levels. This will then be 10

12 used to highlight aspects of the trainee s development that require focus in order for them to be able to meet the final competency requirements by the end of their training contract. Trainee performs assignments contributing First 6 evidence towards their competence at performing months of contract the pre-determined tasks specified by ICAZ. Trainees receive feedback on these tasks they are rated as to the level of their demonstrated competence. Recorded on a TSR & PSR Trainee s progress against final competence Recorded on an First End requirements is evaluated ANA year of Trainee performs assignments contributing contract Second evidence towards their competence at performing 6 the pre-determined tasks specified by ICAZ. Recorded on a TSR months Trainees receive feedback on these tasks they & PSR of are rated as to the level of their demonstrated contract competence. End Trainee s progress against final competence Recorded on an requirements is evaluated ANA Trainee performs assignments contributing Third 6 months of contract evidence towards their competence at performing the pre-determined tasks specified by ICAZ. Trainees receive feedback on these tasks they are rated as to the level of their demonstrated competence. Recorded on a TSR & PSR Trainee s progress against final competence Recorded on an Second End requirements is evaluated ANA year of Trainee performs assignments contributing contract Fourth evidence towards their competence at performing 6 the pre-determined tasks specified by ICAZ. Recorded on a TSR months Trainees receive feedback on these tasks they & PSR of are rated as to the level of their demonstrated contract competence. End Trainee s progress against final competence Recorded on an requirements is evaluated ANA 11

13 Trainee performs assignments contributing Fifth 6 evidence towards their competence at performing months the pre-determined tasks specified by ICAZ. Recorded on a TSR of Trainees receive feedback on these tasks they & PSR contract are rated as to the level of their demonstrated competence. Final year of contract End Final 6 Trainee s progress against final competence requirements is evaluated Trainee performs assignments contributing evidence towards their competence at performing Recorded on an ANA months the pre-determined tasks specified by ICAZ. Recorded on a TSR of Trainees receive feedback on these tasks they & PSR contract are rated as to the level of their demonstrated competence. End Trainee s progress against final competence requirements is evaluated Recorded on an ANA It is important to note that each trainee is allocated an assessor at the onset of the training contract and one of the primary roles of the assessor includes taking responsibility for the following: Reviewing, and agreeing, with the 6 monthly evaluations of the trainee s competence at that point in time, based on the accumulated evidence presented to date through the relevant task related feedbacks received by the trainee up to that point. Reviewing, and being satisfied with, the adequacy of the formulation of any plans to address identified shortfalls in the trainee s demonstrated competence to date at the 6 monthly evaluations of their competence. Ensuring that the assessment process being followed by each trainee is credible. The Goal of Accounting Education and Training - ICAZ Philosophy The goal of accounting education and training must be to produce competent professional accountants who make a positive contribution to the profession and society in which they work during their lifetimes. The maintenance of professional competence in the face of the increasing changes they encounter makes it imperative that accountants develop and maintain an attitude of learning to learn. The education and training of professional accountants must provide a 12

14 foundation of knowledge, skills and professional values that enable them to continue to learn and adapt to change throughout their professional lives. Such a foundation for life-long learning can only be achieved if it is grounded in the knowledge, skills and professional values essential to professional competency. Professional competency can be summarised as follows: Knowledge and understanding of academic disciplines, which entails the process of learning and acquisition of knowledge. Within the accountancy field this encompasses general knowledge, organisational and business knowledge, information technology knowledge and accounting and accounting-related knowledge. Skills to enable the professional accountant to make successful use of the knowledge gained through education. Skills are not usually acquired from specific courses devoted to them but are derived from the education and training programme as a whole. The individual must acquire intellectual, interpersonal as well as communication skills. Professional values entail the development of a framework to ensure that Chartered Accountants exercise good judgement and act in an ethical manner that is in the best interests of society and the profession. The objective of the education and training of prospective CAs is to ensure that they acquire the characteristics essential to membership of a profession. ICAZ has defined these characteristics as follows: Members must demonstrate the capability to identify and solve problems in unfamiliar and changing situations, to think logically, to reason and to analyse critically; Members must acquire an understanding of the impact of economic, demographic, market, and technological forces on certain situations, so as to be able to assess them critically; Members have an obligation to put the interests of the public before their own, and exercise their skills in an independent and objective manner; and 13

15 Members have an obligation to abide by a self-imposed code of conduct and professional ethics, and to identify and respond to ethical and moral issues by means of a values-based reasoning system The Role of Training and Experience IFAC defines training to include workplace-based activities for developing an individual s competence to perform tasks relevant to the role of a professional accountant. Training may be undertaken while performing actual tasks (on-the-job training) or indirectly through instruction or workplace simulation (off-the-job training). In both cases training is conducted within the context of the workplace, with reference to the specific roles or tasks performed by professional accountants. As such, it can include any activity purposefully designed to improve the ability of an individual to fulfill the practical experience requirements for qualification as a chartered accountant. Workplace training and experience must complement the formal education programme and should form a basis for career development. It is in the interests of all concerned - the trainee, the training officer and the profession - that the period of training should be used effectively, with the trainee gaining breadth and diversity of experience at progressive levels of responsibility. A requirement for a successful workplace training and experience programme is therefore that it must provide practical experience and training that complement the education programme through the integrated application of the prescribed technical body of knowledge, skills and professional values. IFAC defines training to include workplace-based activities for developing an individual s competence to perform tasks relevant to the role of a professional accountant. Duties of the training officer and the trainee accountant Duties of the training officer To give the trainee accountant every reasonable opportunity to obtain sufficient exposure to the prescribed competencies, as defined by ICAZ from time to time, to enable him to apply his knowledge in a variety of relevant situations; 14

16 To train the trainee accountant in the standards of professionalism and ethics, which are expected of chartered accountants and registered auditors; The training officer will comply with his/her duties in terms of all applicable legislature, including Labour Act (Chapter 28:01) Zimbabwe National Occupational Safety and Health Policy NSSA Act (Chapter 17:04) Manpower Planning and Development Act (Chapter 28:02) The training officer must provide the appropriate facilities to train the trainee accountant; The training officer must provide the trainee accountant with adequate supervision; The training officer must conduct on the job assessment, or cause it to be conducted; The training officer must keep up to date records of training and periodically discuss the trainee accountant s progress with him/her; The training officer must advise the trainee accountant of: the terms and conditions of his/her employment contract the training office policies and procedures the training officer must apply the same discipline, grievance and dispute resolution procedures to the trainee accountant as to any other employee; the trainee accountant must be employed in the office of the firm that has been accredited by ICAZ, as a registered training office; the training officer must fulfil the obligations imposed on him/her by ICAZ, pertaining to the training of a trainee accountant; the training office must bear the cost of fees payable to ICAZ in terms of the training contract; the training officer must inform ICAZ in writing of circumstances where, in the opinion of the training officer the trainee accountant has conducted himself/herself in a manner that may constitute improper conduct as defined in the Regulations or in the disciplinary rules, code of conduct or by-laws prescribed by ICAZ and PAAB from time to time; the training officer must make available to ICAZ all documents regarding the alleged improper conduct of the trainee accountant, including the record of any disciplinary procedures in the training office in which the trainee may have been involved. Duties of the trainee accountant 15

17 To diligently serve the training office in the profession of a chartered accountant and registered auditor; To diligently pursue his studies in the theory and practice of the profession of a chartered accountant and registered auditor and that he will notify the training officer immediately he/she ceases to be registered for a course that would lead to the eventual award of a Certificate in the Theory of Accountancy or equivalent; During the currency of his training contract, to not engage in any other business or occupation the express written authority of the training officer; To at all times keep the affairs of the training office and its clients confidential and not breach any codes of professional conduct, disciplinary rules or by-laws that apply to the profession of a chartered accountant and, if applicable, a registered auditor; To comply with any training office policies and procedures; To complete any timesheets and/or other assessment forms supplied by the training officer to record training experience; To agree that the training officer will be entitled, and is authorized to, disclose to ICAZ any circumstances which in the opinion of the training officer may constitute improper conduct on the part of the trainee accountant. To further agree to the training officer making available to ICAZ all information regarding disciplinary procedures in the training office in which the trainee may have been involved, including the record of these procedures; and Prior to leaving the training office and within 30 days of completion of the duration of the training contract, to apply for the training contract to be discharged. Training office responsibility framework The training office is required to have a formally documented policy in which the responsibilities of the training officer and the trainee accountants are set out and training procedures applicable to the particular office, such as reporting lines and the responsibilities of supervisors are described. As a minimum; 16

18 The training officer must ensure that each trainee is supervised by appropriately experienced persons who understand their responsibility towards developing the technical and professional competence and ethical and professional values of the trainees assigned to them. Responsibilities of the training office The training office must be a registered legal entity, where applicable The training office must be tax compliant The training office must have an Employment Equity plan, where applicable The training office must comply with Occupational Health and Safety Regulations When the office chooses to deliver the Auditing and Assurance elective the training office must be registered with the PAAB The training office must comply with the Labour Act The premises of the training office must be professional in appearance The training office must have processes in place to formally record trainees learning achievements (i.e. the skills/ competencies achieved by the trainee); academic achievement; and work performance The training office must provide sufficient and appropriate information technology to enable the trainee to meet ICAZ s training requirements in respect of exposure to IT, including, where applicable, computerised audit, financial, data processing, word processing and spreadsheet applications Sufficient numbers of appropriately qualified and experienced staff members must be available in the training office to supervise and guide the trainee accountants and to ensure that each trainee receives sufficient individual attention to acquire the prescribed technical and professional skills The training office must have adequate administrative resources to ensure the efficient and effective administration of the trainees training programme and training contracts, including the timeous lodgement of fees and documents with ICAZ The training office must be a going concern The training office must allocate sufficient resources (including financial resources) for purposes of training and development (i.e. salaries, training costs, assessment costs and other development costs) 17

19 The training office must have a system of record keeping that will indicate the time spent by trainees on tasks and the work performed in respect of these tasks The training office must be able to provide non-repetitive experience of the necessary range and depth in the prescribed technical and professional skills ICAZ TRAINEE ACCOUNTANT HANDBOOK Practical, on-the-job experience must constitute the most significant portion of the trainee s learning experience. Simulations and formal training courses may not constitute more than 30% of the total learning experience The training office must have a system to identify training and/or experience needs in individual trainee accountants; and plan how trainees will gain this experience The training office must provide a formal induction programme The training office must provide for a formal, documented mechanism by means of which trainees can receive feedback from their supervisors regularly, and at least after completion of each significant assignment, or at least every two months. The feedback must indicate the nature of the competence developed and the level of competence achieved by the trainee The training office must ensure that provision is made for effective communication between trainees and the training officer to allow concerns to be raised and addressed in an appropriate manner The training office must have a system of record keeping that will indicate the time spent by trainees on tasks and the work performed in respect of these tasks Responsibilities of the training officer The training officer must be a CA(Z) and, in the case of TIPP, be registered with the PAAB as an RPA The training officer must either be a partner or a director in the training office or a sole practitioner The training officer must be based at the physical location of the training office on a fulltime basis The training officer must have sufficient relevant experience to fulfil the role as a training officer The training officer must be registered with ICAZ as an assessor 18

20 The training officer must ensure that the trainee develops an awareness of the importance of remaining technically competent throughout professional life. Trainees must therefore be required to apply the relevant legislation and generally accepted accounting and auditing standards The training officer must ensure that the trainee develops an awareness of the importance of remaining technically competent throughout professional life. Trainees must therefore be required to apply the relevant legislation and generally accepted accounting and auditing standards The training officer must ensure that each trainee is supervised by appropriately experienced persons who understand responsibility their towards developing the technical competence and ethical and professional values of the trainees assigned to them and professional The training officer must ensure that each trainee is exposed to the ethical and moral dimensions of the profession. This includes, but is not limited to, ensuring that each trainee has been exposed to and is familiar with, as a minimum, ICAZ s By-laws and Code of Conduct and the PAAB Code of Conduct. Responsibilities of supervisors Supervisors are defined as individuals who supervise trainee accountants and could include: Partners Managers Audit Supervisors Audit Seniors Trainee accountants Supervisors have four key responsibilities in terms of the supervision of trainee accountants: The development of trainee s technical skills; The development of trainee s professional skills; The development of trainee s ethical values; and The development of trainee s professional values and behaviour. Competence measurement trainee accountants 19

21 Objectives of the assessment of the trainee accountant Assessment has the following key objectives, which clearly illustrate that assessment is a process and not simply an end goal: To describe to the training officer and trainee accountant the exact competencies that must be demonstrated by each trainee accountant as a prerequisite to signing off the training contract; To present a map that the training officer and trainee accountant can follow throughout the training contract term, and which sets out the different levels of technical and professional skills that have be demonstrated at different stages of the training contract term; To assess the competencies achieved by the trainee accountant at each stage of the training contract; and To enable the training officer to present to ICAZ a summary of the competence achieved by each trainee accountant. In essence the development and assessment process will ensure that all technical and professional skills have been identified and addressed; each trainee accountant has received the required level and quality of training and practical exposure; and each trainee accountant has demonstrated competence in each of the skills at the prescribed level. 20

22 Academic Progress A trainee accountant has a responsibility to ensure that, where applicable, he/she meets the requirements of the Academic Progress Rule. academic progress means the satisfactory completion of all or sufficient subjects to enable a trainee accountant to make one further year of progress towards the completion of an accredited undergraduate or accredited bridging programme (the trainee accountant must thus progress one year closer to qualifying for registration for the CTA or equivalent). The trainee accountant must achieve at least one year of academic progress during any two calendar years. This progress is measured by passing the examinations of the accredited education institution Guideline for the application of the academic progress rule The training office serves as the practical training ground for prospective CAs. Many of these prospective CAs are still completing their studies while working for the training office. Not passing these examinations creates several problems for both the trainee accountant and the training office, including, inter alia, the following: It limits the degree of responsibility that a trainee accountant can assume during his training contract. Trainee accountants cannot become CAs(Z) if they do not pass their examinations and obtain the required qualifications. Providing time off for trainee accountants to study for and write tests and examinations is costly for the training office. Trainee accountants are not able to focus fully on the development of their practical competencies if they also have to study for and pass examinations. Trainee accountants are therefore expected to demonstrate a commitment to their studies through the achievement of sufficient academic progress, in the form of adhering to the academic progress rule. These guidelines are issued to assist training officers and trainees in determining what constitutes sufficient academic progress and to provide guidance on procedures that should be followed where sufficient academic progress is not achieved. 21

23 Regulation 22.2 of these Regulations contains the following statements pertaining to the cancellation of a training contact on the basis of insufficient academic progress: Should the trainee accountant make insufficient academic progress in a course that will eventually lead to an accredited undergraduate or bridging programme the training officer must within 30 days of receiving the trainee accountant s results, issue a written notification to the trainee accountant. The notification must inform the trainee accountant that, should he fail the academic year again in the following year of his training contract, Regulation 22.2 will be applied. The notification must also outline the options under Regulation and be signed by the training officer and the trainee accountant. Failure by the training officer to issue the notification does not negate any of the provisions of this section of the Regulations. If the trainee accountant fails an academic year for second time, the training officer must either cancel the training contract; OR extend the training contract by six months; OR allow the trainee accountant to continue under training contract for one further academic year (a discretionary year). However, should the trainee accountant still be in contravention of the academic progress rule at the end of the discretionary year, the training officer must cancel the training contract, provided that such cancellation does not take place within six months from the end of the training contract, in which case the training contract may be discharged, subject to Regulation 24. The training officer must inform the trainee accountant in writing of which option outlined in Regulation has been applied, as well as the reasons for its application. Definition of academic progress Academic progress is defined in Regulation 3 as the satisfactory completion of all or sufficient subjects to enable a trainee accountant to make one further year of academic progress towards the completion of an accredited undergraduate or bridging programme (the trainee accountant must thus progress one year closer to gaining admission to the CTA or equivalent). The trainee accountant must achieve at least one year of academic progress during any two calendar years. This progress is measured by passing of the examinations of the accredited education institution. The CTA or equivalent, the ITC and the APC are specifically excluded from this definition. 22

24 Academic progress is measured by a trainee accountant s passing of the examination(s) of the education institution for which he is currently registered, and cannot be achieved merely by transferring to another education institution. The trainee accountant must achieve at least one year of academic progress during any two calendar years. Practical application of the rule Trainee accountants studying at an undergraduate level are often unable to complete the equivalent of a full academic year during one calendar year and will therefore generally not make sufficient academic progress after one year. They, in most cases require at least two years to make sufficient academic progress. Assuming that the trainee accountant registers with an education institution for first-year modules during the first year of his training contract, this trainee accountant must, as a minimum, achieve the following in order to comply with the academic progress rule: At the end of the second year of his contract, he must have passed ALL his first-year modules as prescribed by the relevant university. If he fails to meet this requirement, he will have made insufficient academic progress and the training officer will need to consider his options in terms of regulation These options include: Cancelling the trainee accountant s contract; OR Extending the contract by six months; OR Allowing the trainee accountant to continue with the third year of his training contract (a discretionary year ) during which he will attempt to pass any remaining first-year modules. Should the trainee accountant not have passed all his first-year modules at the end of the discretionary year, the training officer MUST cancel the training contract, provided that such cancellation does not take place during the last six months of the training contract. There is also no option to extend the contract further at this point. At the end of the fourth year of the trainee accountant s contract, he must have passed ALL his second-year modules. (This means that if a trainee accountant had completed his first academic year during the discretionary year, he must pass ALL his second-year courses during the fifth year of his contract). If he fails to meet this requirement, the training officer again has the three options: Cancelling the trainee accountant s contract; OR Extending the contract by six months; OR 23

25 Allowing the trainee accountant to continue with the fifth year of his training contract while completing the remainder of his secondyear modules. Should the trainee accountant fail to pass these credits by the end of the discretionary year, the training officer MUST cancel the contract provided that such cancellation does not take place within six months from the end of the training contract. If the latter is the case, the training contract may be discharged. 24

26 4. The CA Training Programme Expected Outcomes At the end of this chapter you should be able to: Reasons for the development of the Training Programme Fundamental principles How the Training Programme was developed The structure of the Training Programme Application and implementation of the Training Programme 25

27 BACKGROUND The Institute of Chartered Accountants of Zimbabwe (ICAZ), Zimbabwe s pre-eminent accountancy body, is widely recognised as one of the world s leading accounting institutes. The CA(Z) qualification is generally accepted as the top professional accountancy designation. The reputation of the CA(Z) is excellent beyond the borders of Zimbabwe and ranks with the most highly regarded worldwide. ICAZ s objective is to retain and cement the pre-eminence of its qualification through the entrenchment of leadership as one of the fundamental attributes of a CA(Z). A CA(Z) is a leader with a very specific background in professional accountancy. The qualification programme for the CA(Z) designation comprises education, training and assessment components, which each contribute to the standard and status of the CA(Z) The Training Programme is essential to the maintenance of the status of the CA(Z) qualification because it - provides trainees with an opportunity to integrate and apply their theoretical (academic) knowledge in a practical, real-life environment, and creates a platform for trainees to develop a base of technical and professional skills, from which they can build the professional development required for their In order to ensure that the CA(Z) qualification retains its status and credibility, ICAZ has to fulfil the following responsibilities in relation to the CA Training Programme: Ensure that prospective Chartered Accountants in Zimbabwe receive a well-rounded training Ensure that the required competence is obtained through the application of theoretical knowledge to practical skills under the direction and supervision of experienced, qualified members Ensure that prospective Chartered Accountants in Zimbabwe have an appreciation of the contemporary business environment and are equipped with the skills required to perform a wide variety of roles and activities. qualification. The goal of accounting education, training and assessment is to produce competent professional accountants who make a positive contribution to the profession and society in which they work during their lifetimes. The education, training and assessment process must provide a foundation of knowledge, skills and professional values that enable CAs(Z) to continue to learn and adapt to change throughout their professional lives. Development of the training programme 26

28 We are living in an era defined by global competition, unbridled change, increasing business complexity and ongoing technological advancements. Through extensive consultation with ICAZ members, training officers and other stakeholders, it became clear that the training programme would require changes to meet the demands of the economy. ICAZ is responsible for ensuring that the CA(Z) brand responds to the needs of the Zimbabwean economy by ensuring that the chartered accountancy designation remains relevant and sustainable, and that the profession continues to grow. Failure to keep the training programme updated may compromise not only the international standing of the CA(Z) qualification, but could impact on the status and standing of the qualification in the local economy. Therefore, ICAZ determined that, in order to ensure the sustainability and relevance of the designation, we had to have a training programme that took the following environmental factors into account: The demands of globalisation and the need for CAs(Z) to be able to function effectively on a global stage; The impact of information and communication technologies on the work performed by CAs(Z); The increased emphasis on corporate governance and ethics, and the need for prospective CAs(Z) to deal with governance issues and ethical dilemmas; ICAZ is responsible for ensuring that the CA(Z) brand responds to the needs of the Zimbabwean economy by ensuring that the chartered accountancy designation remains relevant and sustainable, and that the profession continues to grow. The international growth in the provision of non-attest services by the traditional audit firms. 27

29 Fundamental Principles The development of the Training Programme was influenced and directed by a number of fundamental guiding principles, which were determined by the Education and Training Requirements Committees and approved by ICAZ s Council.` ICAZ then made a decision to adopt SAICAs models for developing Chartered Accountants. SAICA had gone through the process of revamping its training model thus it became an ideal model to adopt. Standards will be maintained The training programme will remain rigorous and allow for the selection of people with high intellectual ability and the ability to apply themselves Competencies are defined to deliver ONE CA The training programme must, to the extent appropriate, comply with the requirements and processes of the PAAB The minimum training contract period will continue to be three years The training programme will include an increased focus on professional values, ethics and business acumen Flexibility to allow for areas of focus in the training programme Flexibility to allow for broad exposure to a variety of areas Emphasis on the professional skills and accounting and external reporting 28

30 How the training programme was developed The Training Programme was developed based on a significant number of inputs. External Research & Reports International comparison Consultation with Members PAAB Requirements THE Global/Macro trends Training Programme Competency Framework - SAICA Benchmark AND CONTENT OF TRAINING PROGRAMME Main features of the Training Programme STRUCTURE Competency framework Describes the professional competencies and proficiency levels that a CA(Z) should demonstrate at entry point to the profession Focuses on those prequalification competencies that will provide a foundation for the acquisition of technical skills and leadership ability after entry to the profession 29

31 Content The Training Programme comprises seven skills areas: Pervasive skills: - Business Ethics - Management and Leadership - Personal Attributes - Information technology Accounting and External Reporting Auditing and Assurance Financial Management Management Decision-Making and Control Strategy, Risk Management and Governance ALL trainees will be required to gain exposure and achieve competence in ALL the skills areas, but to varying degrees of complexity. The depth and breadth of a trainee s exposure will be determined by the nature, industry and business model of the training office. In order to accommodate the unique circumstances of each training office, whether in public practice, commerce and industry or the public sector, a training office will be able to structure its training programme to meet its needs, within the following parameters. 30

32 Structure RESIDUAL SKILLS The balance of the prescribed skills areas ELECTIVE SKILLS At least ONE of the prescribed skills areas Trainees must gain BASIC EXPERIENCE in these skills areas COMPULSORY SKILLS 1. Accounting and external reporting 2. Pervasive professional skills Trainees must gain ADVANCED EXPERIENCE in these skills areas 31

33 A Training Programme will therefore be structured as follows: 32

34 The Training Programme provides each training office with the FLEXIBILITY AND FREEDOM to structure its training programme to meet its business, training and succession planning needs. In fact, an office may choose to offer more than one training programme Application and implementation of the training programme The Training Programme is applicable to all trainees. However, trainees who have a previously cancelled contract, and who enter into a new contract with effect from 1 January 2012 will not be subject to the Training Programme, subject to the training officer s discretion in this regard. Existing trainees, i.e. trainees who entered into training contracts before 1 January 2012, are subject to the provisions of the TIPP or TOPP training programmes. Requirements for the discharge of trainees DISCHARGE REQUIREMENT TRAINING PROGRAMME Prescribed competencies to be achieved Core experience hours Calendar term of the contract Academic requirement The compulsory skills areas At least one elective skills area The residual skills areas Successful completion of the prescribed or recognised ethics programme hours (5-year contract) hours (4-year contract) hours (3-year contract) 60 months (5-year contract) 48 months (4-year contract) 36 months (3-year contract) Successful completion of an accredited BCom degree The implications of a change in a trainee s elective A trainee and training officer can, through mutual agreement, in the course of the Training Programme, change the elective in a trainee s training programme, or add an additional elective. The minimum requirement for discharge of a training contract is that the trainee must have achieved the required competencies in at least ONE elective. 33

35 5. The Principles Of ssessment Expected Outcomes At the end of this chapter you should be able to Understand outcomes-based methodologies Explain the principles of assessment Name and explain the role of the different stakeholders in the assessment process Explain moderation requirements Explain the principles and practices of RPL 34

36 Introduction to the assessment process Assessment Defined ASSESSMENT is defined as the PROCESS whereby EVIDENCE is gathered about a specific TRAINEE ACCOUNTANT (learner). This evidence is then evaluated by a registered ASSESSOR (usually the training officer), against pre-determined OUTCOMES (as prescribed by ICAZ) in order to determine the trainee s COMPETENCE as a prerequisite for signing off the trainee s training contract and the trainee s certification as a CA(SA). The principles of assessment These principles have been formulated on the basis of the principles laid down in the unit standard: Conduct Outcomes-based Assessment. Appropriateness: The method of assessment is suited to the performance being assessed. Fairness: The method of assessment does not present any barriers to achievements which are not related to the evidence. Manageability: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning. Integration into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible. Validity: The assessment focuses on the requirements laid down in the standard, i.e. the assessment is fit for the purpose. Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible. Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed. Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required standard can be repeated consistently. Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair. Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply. Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors. 35

37 There are three phases in the assessment process: ASSESSMENT RPL (Recognition of prior FORMATIVE Assessment learning) Before the training During the training programme programme Developmental only and does Leads to certification not lead to certification Can be performed by a Registered assessor required facilitator that is not a registered assessor Accredited assessment Practical examples (on the instrument required job) Interim Assessment Recorded on the forms completed which would applicable to the relevant type record and assess ability of training office SUMMATIVE Assessment At the end of the training programme Leads to certification Registered assessor required Accredited assessment instrument required Final Assessment Objectives of the assessment of the trainee accountant Assessment has the following key objectives, which clearly illustrate that assessment is a process and not simply an end goal: To describe to the training officer and trainee accountant the exact competencies that must be demonstrated by each trainee accountant as a prerequisite to signing off the training contract; To present a map that the training officer and trainee accountant can follow throughout the training contract term, and which sets out the different levels of technical and professional skills that have to be demonstrated at different stages of the training contract term; To assess the competencies achieved by the trainee accountant at each stage of the training contract; and To enable the training officer to present to ICAZ a summary of the competence achieved by each trainee accountant. In essence the development and assessment process will ensure that all technical and professional skills have been identified and addressed; each trainee accountant has received the required level and quality of training and practical exposure; and 36

38 each trainee accountant has demonstrated competence in each of the skills at the prescribed level. Similarly, the outcomes set for the facilitator of this course are prescribed and must be demonstrated by participants in order to become registered assessors. In the standard assessment as a skill is broken down into three categories: Essential embedded knowledge outcomes (THEORY), Specific outcomes (DOING THINGS) and Critical cross-field outcomes (BEHAVIOURS and ATTITUDES). The stakeholders in the assessment process There are generally five stakeholders in the assessment process: The central role is played by the LEARNER in this case, the trainee accountant. Assessment may only be conducted by the ASSESSOR a chartered accountant who is registered as an assessor. The assessor requires guidance and support from the assessment ADVISOR in most cases this role will be performed by the registered assessor as it is the individual with knowledge of the process that is responsible to advise new assessors and other stakeholders. Various guidelines have been developed by ICAZ s Education Department, and sets out relevant aspects of the assessment process. The assessment process must be audited internally by the MODERATOR the training office monitoring and follow-up process incorporates the internal moderation of training offices. The assessment and moderation process must be verified by the external VERIFIER the continued accreditation status of a training office is determined by ICAZ s Education Department. In addition to these generic stakeholders, the CA(Z) assessment process introduces the following additional role-players: Direct feedback on a trainee s ability to perform a task or undertake an activity is provided by a REVIEWER, who is often the trainee s immediate senior (the one to whom they are accountable for the outcome of the task assigned to them). The reviewer does not need to be a registered assessor. The evaluation of the trainee s progress through their training contract is undertaken by an EVALUATOR (note: this role does not occur in TOPP). The evaluator does not need to be a registered assessor and is most often, the trainee s manager / mentor / partner. The role of the evaluator is to discuss the status of the trainee s demonstrated competence at 6 monthly intervals 37

39 with a view to identifying and resolving ICAZ TRAINEE ACCOUNTANT HANDBOOK gaps in their development. The work of an evaluator needs to be reviewed by a registered assessor. The assessor Learning is no longer a passive process, but something in which the learner is actively involved. As such, the role of the assessor has changed from being a gate-keeper, who uses assessment to prevent learners from developing further, to a supportive guide who has the success of the learner at heart and whose aim is to enable the learner to gain access to further learning. When viewed against the background of the assessment process, this means that the assessor has to become familiar with the qualification and the standards that he will be assessing, in this case the list of technical and professional outcomes for the ICAZ learnership; plan and design the assessment (or source appropriate assessment methods and instruments and modify these if necessary), in this case formalise an assessment policy and assessment plan for the training office; collect evidence of the learner s performance in accordance with the relevant principles and policies, through the relevant ICAZ assessment instruments applicable to the particular training environment; evaluate and judge the evidence to ensure that it meets the criteria of the technical and professional skills outcomes; authenticate the evidence to ensure that the evidence is truly that of the trainee; and make an assessment decision, for example that the learner is competent, or not yet competent. Once an assessment decision has been made, the assessor has to meet the following requirements: Meet all documentation and recording requirements Forward the results to the ICAZ Education Committee for certification Comply with the ICAZ s moderation requirements Review the assessment process and implement changes where required. 38 the role of the assessor has changed from being a gate-keeper, who uses assessment to prevent learners from developing further, to a supportive guide who has the success of the learner at heart

40 Principles and practices of recognition of prior learning Recognition of Prior Learning (RPL) is a process whereby an individual s prior learning can be formally recognised in terms of registered qualifications and unit standards, regardless of where and how the learning was attained. RPL acknowledges that people never stop learning, whether it takes place formally at an education institution, or informally, for example in a work situation. There are four steps in the RPL process: Identification of what a person knows and can do; Matching the person s knowledge, skills and experience to specific standards and the associated assessment criteria of a qualification; Assessing the capabilities against those standards; and Crediting the person for skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past In practice what this means is that a learner or an employee s non-traditional or non-formal experience and learning can be recognised. The ICAZ has developed a policy for the Recognition of Prior Learning, where trainees enter the training contract with certain technical and professional skills already in place. Recognition of Prior Learning Policy Definition The Recognition of Prior Learning (RPL) is a mechanism for the recognition of the achievement of one or more of the competencies prescribed by ICAZ, however obtained, and without the trainee having to go through any further learning intervention in respect of those specific competencies. Objective RPL is a stepping stone to the further development of a trainee accountant and is intended to confer a benefit to the trainee accountant in the form of a remission in the term of his/her training contract. 39

41 Legislative context RPL is a key principle of the Qualifications Framework. ICAZ, is required to facilitate the implementation of RPL in order to open up access and entry into the accountancy profession and thereby contribute to redressing the past imbalances in accountancy education and training. The principles of the ICAZ RPL Policy are: Compliance with the objectives of the ICAZ Qualifications; International comparability; A consistent approach to the granting of credit; Allowing access to all individuals regardless of gender, race or disability; and RPL credentialing is done after competence has been proven through an assessment process. Applying for RPL A prospective trainee accountant who wishes to apply for RPL must first enter into a training contract with a training office. An RPL application to ICAZ must be made within 12 months after the trainee has entered into a training contract. For RPL remission based on previous service under a ICAZ registered training contract, ICAZ may allow a remission of up to a maximum of the time served at the previous training office. A maximum of 12 months remission may be granted for previous experience obtained outside of an ICAZ training contract. The training officer or another registered assessor must follow the assessment process prescribed in paragraph 5 below, and if he is satisfied that there are skills and/or competencies that the trainee accountant had already acquired, for which credit may be granted, the training officer and the trainee accountant must complete and submit the following to ICAZ: Process of Assessment for purposes of RPL The training officer or other registered assessor must assess the trainee accountant. The trainee accountant must submit to the training officer either a portfolio of evidence of his previous work or any other relevant documentation in support of the application. The training officer or another registered assessor must determine which competencies the trainee accountant has achieved, and compare them to the competencies prescribed by ICAZ. 40

42 Credit may be granted in respect of any competency achieved by a trainee accountant that matches a competency prescribed by ICAZ. Based on the number of credits granted, the training officer must determine the length (in months) of remission to be granted, subject to points noted above. Education Committee s discretionary powers Education Committee reserves the right to investigate any RPL application submitted to ICAZ and may in its sole and absolute discretion amend the RPL remission granted by the training officer. 41

43 6. Plan and Prepare for Assessment Expected Outcomes After this chapter you will be expected to understand: Methods of assessment Plan for all assessment requirements Avoid unfair barriers to assessment Discuss different assessment methods, their strengths and weaknesses Prepare the learner for assessment Explain the appeal process 42

44 Planning for the assessment process in the training office Implementing assessment As a policy for the training office, the assessor should be to draw up a plan indicating the stages at which trainees are most likely to be exposed to and rated on the different technical and professional skills they will be expected to demonstrate in the normal course of their progress within a particular training office. This plan will assist in addressing the expectation of the trainees as to when they are expected to acquire these skills over the period of their training contract. This communication should be made when introducing them to the assessment process during their orientation session within the organisation. As an additional step, it may be helpful to new trainees by giving them an idea of what levels they should be demonstrating by the end of the within their first year of the contract for some of the technical and professional skills. Methods of assessment The assessment of trainee accountants typically makes use of the following methods of assessment: On the job evaluation a direct review of the work produced by the trainee in respect of a required task. Observation direct observation of the trainee performing a task Questioning direct enquiry of the trainee regarding information about the completion of a task Potential barriers to assessment The training environment 43

45 Where the training office is unable to provide practical application of certain skills because of its specific type of business or its size, the training office will have to find alternative opportunities in which the trainee accountant can demonstrate abilities in specific areas. Where simulation is used the training ICAZ TRAINEE ACCOUNTANT HANDBOOK office should ensure that it remains relevant and does not fall prey to the following problems: Fragmentation resulting in a lack of contextual understanding Trivialisation if simulated, it may not seem important Context dependence the link to practice should always be clear Time and cost considerations Penalising shortcuts trainees should be assessed as if in a real-life situation and facilitators should ensure that trainees take the situation seriously. The attitude of audit or line managers, seniors, partners or directors during the assessment process will be crucial to its success. Time constraints The training environment is always a challenging one in that tasks must be completed by a deadline date and within a certain budget. There is no time to gently introduce trainee accountants to the environment and to build their confidence and abilities over a long period. Trainee accountants work under pressure from the start and it would be easy to ignore the necessity for documenting trainees competence by means of the assessment process. However, should a trainee not have documented evidence of competence in all the required areas at the required level of expertise by the end of the training contract, that trainee s training contract will not be signed off. Thus assessors and personnel involved in training should not lose sight of that final goal of formal training. Attitude The attitude of audit or line managers, seniors, partners or directors during the assessment process will be crucial to its success. Previously qualified chartered accountants are in the position that their training contracts have been signed off and they themselves had not been subjected to such a detailed and documented assessment process as the one now in place. However, the integrity of 44

46 the training office and training officer will be challenged if these new trainee accountants do not have documented evidence of competence in all areas, and at the required levels, and particularly if there is no evidence that the required assessment process was indeed followed. Role players not fully understanding the assessment process For assessment to be fair and consistent, it is critical that all role players share the same understanding of the assessment process. Although assessment is ultimately subjective, it can, and should, be undertaken within a framework that is understood by all - and within guidelines provided by ICAZ. The application of the current rating scale is not consistently applied. ICAZ has 2 tools which assist in the judgemental decisions being more consistent. 45

47 Guidance of the learner The Outcomes-based education and training ( OBET ) system differs fundamentally from previous knowledge and inputs-based systems in the sense that the learner and thus the trainee accountant and not the content or the curriculum, is at the centre of the learning. It is ICAZ requirement that assessors should take cognisance of their role with regard to the trainee accountant. The assessor should inform the trainee about the requirements for the qualification or unit standard; support and guide the trainee in the collection of evidence; and help the trainee to plan for the assessment. Induction of the trainee accountant A trainee accountant should attend a formal induction session within the first three months of being appointed in the training office. The induction session should also include clear direction to the trainee in terms of ethical and professional behaviour expected of a future CA(Z) and documents that should be discussed, and circulated (or made available) to the trainee in this regard are: The ICAZ Code of Conduct; The ICAZ By-Laws; The ICAZ Training Manual; The ICAZ Academic Progress Rule; and The ICAZ Guidelines on the assessment process. Policies and procedures within the training office ICAZ requires every training officer to ensure that the training office has the following policies and procedures in place for trainee accountants and other human resources as these are requirements of ICAZ: An assessment policy; 46

48 Human Resources Policies covering recruitment, selection, appointment, performance management and termination; Signed Letters of Appointment for all employees; Compliance with the Occupational Health and Safety Legislation; Compliance with the Basic Conditions of Employment Legislation; and In this regard ICAZ has issued Guidelines on the assessment process as well as a Labour Legislation Guideline that the training officer could refer to. The aim of the appeals process is to ensure that trainees who feel aggrieved by an assessor s decision have a mechanism that they can use to voice their disagreement with the decision. The scope of the appeals process is fairly wide, and it covers all disputes in terms of standards based assessment. As all assessors and moderators for the accountancy field will be trained in terms of the requirements of and be registered with ICAZ, they will have to adhere to the rules governing the appeals process. The appeals process that is based on skills development principles differs from the grievance process generally found in organisations in the sense that the former only relates to the formal assessment process, and specifically a learner who is aggrieved with the outcome of the assessment. Any other complaints a learner may have that do not directly relate to the outcome of assessment, would still be dealt with in terms of the grievance process. It is the function of ICAZ to ensure that an appeals procedure is in place that deals specifically with appeals against assessment decisions. ICAZ has indeed established an appeals process that allows trainee accountants to appeal to ICAZ in the event that their training contract is extended or terminated because of assessments that the trainee has not attained the required standard or level. Appeals can be brought for the following reasons: Unfair assessments; Invalid assessments; Unreliable assessments; The assessor s judgement, if the trainee considers that it was biased; Inadequate expertise and experience of the assessor, if it influenced the assessment; and Unethical practices. The ICAZ appeals procedure is in line with SAICA and has been included for information purposes in the pages that follow. 47

49 Scope The appeals procedure applies to all disputes in terms of the final (summative) assessment stage of the training contract of a trainee accountant. Implementation of this policy ICAZ must ensure that all registered assessors and trainee accountants are aware of the appeals policy. The registered assessor must ensure that candidates who dispute assessment decisions are given the opportunity to appeal. The moderator must ensure that the appeals process is followed. Procedure for appeal Stage one initial discussion between the trainee and the assessor The trainee accountant must, within three days of the assessment decision, discuss the reasons for his appeal of the assessment decision with the assessor concerned. The assessor must consider the reasons advanced by the trainee accountant and respond by: Amending the trainee s assessment record; OR Furnishing the trainee with a clear explanation or a repeat explanation of the assessment decision following a re-evaluation of the evidence. This should take place within three working days of receiving the trainee s appeal. If the trainee accountant agrees with the outcome at this stage, the appeal will not proceed any further. If the trainee accountant does not agree with the outcome of his discussion with the assessor, the appeal will proceed to Stage Two. Stage two - conducting the appeal The assessor must provide the moderator with the following documents within three working days after the initial discussion between the trainee and the Assessor: ICAZ Appeal Form, with Section 1 completed; and Completed relevant ICAZ assessment forms The moderator will consider the assessment decision by evaluating these documents. The moderator must complete Section 2 of the ICAZ Appeal Form. 48

50 In the event that the moderator does not agree with the assessor s assessment decision, he/she must provide the trainee with an alternative assessor and a date for a second assessment, within five working days of receiving the appeal. Should the trainee remain unhappy with the second assessment decision, the appeal must proceed to stage three. Stage three ICAZ will, within ten working days of receiving the appeal, convene a panel consisting of: the original assessors the moderator another moderator from the relevant discipline. The panel will consider the following documents: ICAZ Appeal Form, with Sections 1 and 2 completed Completed assessment documents Completed Final Assessment (Training Record) Form Any written comments from the moderator (e.g. background details) The panel will complete Section 3 of the ICAZ appeal form and will inform the trainee of its decision within five working days after having convened the panel. Should the trainee remain unhappy with the panels decision, the appeal must proceed to stage four. Stage four The moderator will forward relevant details to the ICAZ Education Department and these should include: Trainee appeal form, appropriately completed, (including the reason for the decision of the investigation panel) Assessment record sheets Written comments from the moderator (as supplied to stage three panel) The external verifier will convene, within 10 working days of notification, a panel comprising of: The ICAZ review specialist or the appropriate senior post holder The original moderator The original assessor The candidate should be invited to attend with a representative if they wish. The panel will reconsider the assessment evidence, led by the external verifier. 49

51 The panel must reach a decision and inform the candidate of the result within 5 working days, in writing. The decision of the panel is final. If the trainee is still not satisfied with the outcome he/she has the right to appeal with assessment decision with PAAB. Administrating the appeal Records of all appeals should be logged and made available as appropriate to: all relevant parties to the dispute ICAZ Reviewing the appeal to ensure continuous improvement update assessment result regular assessment meeting 50

52 7. Conducting an Assessment Expected Outcomes Collect sufficient evidence Understand and be able to conduct the assessment process Understand the process of making an assessment judgement Understand the nature of evidence in the assessment process Understand when development needs to be planned for Conducting the Assessment The following are the formal steps in the assessment process: STEP 1: The assessor informs the learner about the requirements for the assessment. STEP 2: The assessor reaches an agreement with the learner on how the evidence is to be collected and presented. STEP 3: The assessor explains the roles and responsibilities of the learner with regard to the assessment. STEP 4: The assessor conducts the assessment and collects the evidence. The assessor ensures that the assessment is conducted in an appropriate and non-threatening environment. The requirements of the tasks at hand should be appropriately and clearly communicated. STEP 5: The assessor makes a judgement about the evidence against the criteria of the unit standard/exit level outcomes. STEP 6: The assessor provides feedback to the learner with regard to the assessment decision. The evidence should be judged against the pre-determined assessment criteria only. Thus the assessor must guard against the inclusion of superfluous information or evidence in the assessment on the one hand and against ignoring the criteria because of pre-conceived ideas about the learner on the other. On completion of the assessment the learner has to be informed about the process and outcome and the credits achieved (if any). In summative assessments, the learners should be clear on whether they are judged to be competent (or not yet competent) and if not, should be given guidance on how to proceed further. Formative assessments are developmental in nature the learners must clearly understand their strengths and/or weaknesses, on what needs to be improved and how to go about achieving it. All learners following the same training programme will not necessarily reach competency at the same 51

53 time, a fact that assessors should bear in mind and point out to learners at the start of the training period. Furthermore, some learners may never be able to achieve the required level of competence. This should not only be explained to learners, but they should also be advised on other possibilities (which may include changing to a different training programme). STEP 7: The assessor completes the administration according to the ICAZ requirements The assessor has to record the results of the assessment in compliance with the requirements of the provider institution and ICAZ. The records and assessment instruments and materials have to be stored safely in case of appeals and for quality assurance purposes, such as moderation. STEP 8: The assessor evaluates the process The evaluation of the process could involve consulting the learner for feedback about the assessment and how the process could be improved; reviewing the entire process with other assessors; making appropriate changes, which could include recommendations about changes to the unit standard or qualification; and using the assessment results to evaluate the training programme and strategies used. STEP 9: Re-assessment and appeals The assessment process has to have a built-in provision for re-assessment. If learners have to undergo re-assessment, they should receive feedback on deficits to enable them to concentrate on areas of weakness. Ideally, continuous formative assessments would minimise the need for reassessment as the assessor and the learner agree on a summative assessment only when they both feel that the learner is ready for it. Re-assessment should take place in the same situation or context and under the same conditions as the initial assessment. A learner who is repeatedly unsuccessful should be given guidance on other possible and more suitable learning avenues. ICAZ has ensured that there is an appeals procedure in place, i.e. appeals against an assessment decision. Learners should be secure in the knowledge that they can appeal against an unfair assessment. It is the function of the provider to develop an appeals procedure in line with the requirements of the ICAZ. 52

54 THE REVIEWER The reviewer must be directly involved with the trainee during the performance of a particular task by that trainee, and could be either the facilitator of a learning intervention (formal training course), an audit senior, a manager, a partner, or the training officer. The reviewer is responsible for completion & rating of the specific task assessment completed by the trainee, but does not have to be registered with ICAZ as an assessor. The reviewer needs to be capable of considering the level of complexity of the task (or may need to receive guidance in this aspect if they are unable to determine the levels themselves). THE EVALUATOR The evaluator must know and regularly work with the trainee, and could be either a manager, a partner, or the training officer. The evaluator is responsible for completion of the 6 monthly evaluation of a trainee s competence against final entry levels into the profession. The same manager or partner may be responsible for both task assessment (as a Reviewer ) as well performing the assessment of overall competence to date (as the Evaluator ). The evaluator does not have to be registered with ICAZ as an assessor. Where the audit firm is structured as such that Evaluators are not directly involved with the trainee on the job, special evaluation meetings must be convened where various managers, who have been involved with trainees and their respective mentors meet to provide the Evaluator with accurate information pertaining to the trainee regarding the context of the task assignments. 53

55 THE ASSESSOR The assessor is responsible for reviewing the 6-monthly evaluation and for signing off tasks that, in their opinion, meet the final entry-level requirements to the profession. The Assessor also assumes responsibility for ensuring that the assessment process is running smoothly and that it is producing credible information and results. The Assessor could be either a manager, a partner or director, or the training officer. The assessor must be a chartered accountant and must be registered with ICAZ as an assessor. This means that they must have attended and successfully completed the Assessor Training Workshop. THE TRAINING OFFICER The training officer must meet the requirements for training officers as set out in ICAZ s accreditation criteria and must be registered with ICAZ as an assessor in terms of the applicable requirements. The training officer is responsible for implementing processes and procedures to ensure that the development and assessment processes meet the requirements of ICAZ. This includes requirements relating to the appointment of reviewers and evaluators. Most importantly, the training officer is accountable to ICAZ for the training, development and assessment of trainee accountants, and is responsible for signing off the Certificate of Completion. Evidence and assessment judgements In general, assessment in education and training is about collecting evidence of a learner s work so that judgements and decisions can be made about their achievements, or non-achievements. The decisions may concern the learner: Is the learner able to do a certain job? What other learning does the learner need to achieve in order to be deemed qualified? Or it may concern the training and experience programme: What is the quality of the programme? What improvements or changes are needed? 54

56 Evidence can be defined as the proof produced by a learner that shows that he complies with the requirements for being found competent. Evidence can come from a variety of sources. It is the responsibility of the leaner with guidance from the assessor to ensure that enough (and the appropriate) evidence has been collected to make an accurate judgement about a learner s competence. Even though the unit standards/qualifications/exit level outcomes indicate the scope, context and level for the demonstration of outcomes to be achieved, the assessor has to check the quality of evidence before making an assessment decision. The assessment judgement in the ICAZ assessment process is made in terms of assessing a trainee s demonstrated degree of capability. In order to assist with the setting of development plans, it is important to provide learners with a yardstick against which they can measure how their demonstrated capability stacks up against what it should be. ICAZ uses the following rating scale to measure demonstrated competence: Rating level 1: Not capable of performing. Rating level 2: Capable with frequent supervision / intervention Rating level 3: Capable with limited / periodic supervision / intervention Rating level 4: Capable without supervision / intervention It is vital that these rating scales are fully understood and applied for assessment to be fair and consistent. To address the inconsistencies in the application of the rating scale when assessing tasks, ICAZ has introduced 2 tools. Tool 1: Greater clarity between the various assessment levels: Technical skills level 1 not able to perform the task no matter how much input / assistance / supervision / intervention is provided level 2 able to perform the task, but requires considerable input / assistance / supervision / intervention 55

57 is generally not able to resolve fundamental aspects of the task without significant assistance would generally not be able to start the task if left on their own without supervision level 3 able to perform the task, but requires limited input / assistance / supervision / intervention is generally not able to resolve fundamental aspects of the task without some assistance would generally be able to start the task but would generally not be able to complete it satisfactorily if left on their own without supervision level 4 able to perform the task does not require input / assistance / supervision / intervention is generally able to resolve fundamental aspects of the task without assistance would generally be able to start the task and complete it without any fundamental errors if left on their own without supervision this does not imply that the trainee needs to complete the task in complete isolation - they may still need to, and indeed would be able to, discuss aspects of the task with their senior but that would likely be for purposes of confirmation / clarification only rather than to receive technical direction as to what to do. Tool 2: Assessment Ratings Decision Tree (Technical skills) (Please download the decision tree under downloads): In addition to the above clarification guidelines, a Decision Tree has been developed to provide further guidance / clarity on the application of the ICAZ ratings when assessing the ability of a trainee accountant to satisfactorily complete required assessment criteria. While the end objective of the assessment model is to evaluate competence, there are obviously many issues that make this decision subjective (and therefore potentially unfair to the person being assessed). This decision tree seeks to identify the main factors that influence an assessment of competence and attempts to provide a more objective mechanism to assist role players in the assessment process in achieving a more consistent (and therefore more fair) decision making process with regard to assessment. Decision trees should be made mandatory for use by both trainees and reviewers. 56

58 The Professional skills rating scale: For consistency, ICAZ uses the same rating scales to measure professional skills competencies as are used for technical skills competencies. They are: Rating level 1: Not capable of performing. Rating level 2: Capable with frequent supervision / intervention Rating level 3: Capable with limited / periodic supervision / intervention Rating level 4: Capable without supervision / intervention 57

59 8. Development One of the cornerstones of the ICAZ assessment process is the regular 6 monthly identification of any developmental needs so that plans can be put in place to address these needs. The appropriate identification of these needs is, therefore, important. Assessors (and other role players) must understand what development means. The nature of development in applying the term to the ICAZ assessment process is that it is remedial. Typically where development is highlighted as being required, specific (additional / out of the norm) action needs to be taken to remedy the problem. The fact that a trainee is not yet at the levels of competence required to enter the profession (level 4 advanced for Compulsory & Elective skills and level 4 for the Residual skills) does not imply that development is automatically required. The consideration of whether development is required or not needs to be seen in the context of whether the trainee, at this point in time in their training contract, is demonstrating a level of competence that is appropriate for that stage or is expected at this point, given their cumulative exposure to the task being considered. 58