education
23 August 2007
Like all the other sectors of the South African economy, the chartered
accounting profession is growing strongly and its business is becoming
increasingly complex, but the industry experiences shortage of high-level
skills, especially from among black South Africans.
So said Western Cape Education MEC Cameron Dugmore in his address to the
22nd Annual Convention of the Association for the Advancement of Black
Accountants of Southern Africa (AABASA).
Said MEC Dugmore: "Our own provincial Micro Economic analyses confirms that
there is a dire shortage of engineers, chartered accountants, financial and
technical skills that pose a serious threat to growth expectations in this
province.
"As we were on the brink of the 1990 liberation breakthrough, according to
the South African Council for Scientific and Industrial Research, of the 163
800 professionals working in the field of science and technology then, only one
percent was black.
"According to the Human Sciences Research Council (HSRC), the rapid increase
in the demand for chartered accountants (CAs) was found to extend beyond the
financial services industry. Employers in various sectors have realised that
the high-level skills of CAs could be used in a diverse range of functions,
including strategic planning and the monitoring of productivity. This
realisation has contributed to chartered accounting being classified as a
super-growth occupation (HSRC 1999:52).
"From figures provided to my office from leading members of the industry,
there is a total of 26 389 Chartered Accountants in South Africa, of which 3
262 are black, including African, Coloured and Indian. Of these 6 389 (24%) are
women, and specifically 299 African women; 645 Indian women; and 209 Coloured
women. Compare this to 5 225 white women CAs and 17 866 white males. (SA
Instituted of Chartered Accountants).
"The low female representation also has a lot to do with perceptions at
school level, where female learners are not encouraged to study mathematics,
science, accountancy or technology related subjects."
However MEC Dugmore said the Western Cape Education Department (WCED) has
initiated several interventions to increase the mathematical intellectual
capital. "For example, the number of Dinaledi schools has been expanded to 45
to improve the performance of high school learners in maths, science and
technology."
He said: "In addition, the WCED has established eight Maths, Science and
Technology Focus Schools in historically disadvantaged communities.
Other initiatives include:
* WCED continues to provide mathematics, science and technology kits,
supported by teaching materials and lesson plans for teachers across all the
grades in all our schools.
* The WCED has increased the number of bursaries for student teachers
progressively in recent years to 96 this year, for those intending to teach
mathematics and science.
* More than 100 schools are participating in the WCED's Khanya's Maths Schools
Project, which is using technology to support teaching and learning in
mathematics.
"Two interventions, which we are particularly proud of, are the two special
schools, focusing on mathematics, science and technology, mainly for learners
from disadvantaged backgrounds.
"They are the Centre of Science and Technology (COSAT) in Khayelitsha and
the Cape Academy of Mathematics, Science and Technology in Constantia. Both
achieved excellent matric results in 2006.
"Our Cape Academy's first cohort of matrics (of 2006) has produced no less
than eight students from historically disadvantaged backgrounds, who have
enrolled as chartered accountants or in other financial services related
courses, of which one, in fact just this morning, has left to study financial
mathematics at the Wesley College in the United States of America.
"Our efforts at improving learner performance in maths, science and
technology have taken on an even greater sense of urgency now that maths is a
compulsory subject in both General Education and Training (GET) and Further
Education and Training (FET) in schools. We have also made maths a key element
of our new programmes in FET colleges.
"The implementation of the National Curriculum Statement in the Foundation
Phase in 1997 has seen the introduction of a new Learning Area, namely Economic
and Management Sciences (EMS), with the main focus on entrepreneurial knowledge
skills, but also management, including financial skills, which all learners in
the GET phase do.
"At the FET level (Grade 10 to 12) the subject formerly known as Business
Economics has been transformed in the new subject Business Studies, and
implemented as part of the National Curriculum Statement (NCS) in Grade 10 in
2006, and currently implemented in Grade 11. This subject is 75% new and is
being experienced as totally enjoyable and useful by the new cohort of
learners."
For enquiries, contact:
Media Liaison Officer
Office of the MEC for Education
Western Cape
Tel: 021 467 2523
Fax: 021 425 5689
Cell: 082 550 3938
E-mail: gwitbooi@pgwc.gov.za.
Issued by: Department of Education, Western Cape Provincial Government
23 August 2007
