Helping Disadvantaged Students: Findings from the Thuthuka Programme

Abstract

Abstract:Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students' readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market.

Differences in students’ reading comprehension of international financial reporting standards: a South African case

“…Some students (n = 62) have received additional academic assistance in the form of the Thuthuka special support programme. This programme, funded primarily by the accounting profession in South Africa, offers students from disadvantaged communities, financial support and academic interventions, including additional exposure to financial literacy (see Barac, 2015). Further, 115 students have attended a reading course 10 while 260 have not.…”

Web conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education

“…Control variables were also included for students that receive additional academic assistance in the form of the mutually exclusive Thuthuka and Fasset special support programs. Thuthuka is a special support program for African students funded primarily by the South African Institute of Chartered Accountants (SAICA) in South Africa, which offers these students financial support as well as additional academic interventions (for more information, see Barac, 2015). The Fasset program is funded primarily by the state's Finance and Accounting Services Sector Education and Training Authority (Seta) (FASSET) .…”

An audit evidence planning model for the public sector

“…Through accredited education programmes, stringent examinations, prescribed practical training and the registration or licensing of those then deemed worthy of being called professional practitioners, closure or exclusion continues to be held in place in today's South African accounting profession (Heathcote 2012). Indications are that, even in post-apartheid South Africa, the professional closure of the South African accounting profession continues because of difficulties experienced by previously disadvantaged persons to acquire the academic education (South Africa's education system remains largely dysfunctional, as previously mentioned) and professional credentials necessary to enter the profession (Barac 2015 …”

“…The skills shortage and transformation challenges are closely interrelated and reverberate throughout the South African accounting profession, where the processes of closure on the basis of race and class are still prevalent (Barac 2015;Hammond, Clayton & Arnold 2009;2012). There is a shortage of professional accountants and auditors in the South African public sector, which emphasises the skills training needs of the public sector (World Bank 2013).…”

“…There is a shortage of professional accountants and auditors in the South African public sector, which emphasises the skills training needs of the public sector (World Bank 2013). Despite these challenges, South Africa has maintained its number one ranking for the strength of its Auditing and Reporting Standards for the sixth successive year according to the World Economic Forum's (WEF) Global Competitiveness Index for 2015(WEF 2015b.…”