University of Johannesburg

Bachelor of Commerce Honours in Financial Planning

Business, Commerce and Management Studies - Finance Economics and Accounting

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Purpose and Rationale

Qualification Purpose and Rationale:

Purpose:

The aim of the qualification is to develop applied competence and deepen the learner's expertise in the analysis, interpretation and application of financial planning principles and research capacity in the economic environment at an advanced level. Learners are also prepared for a career in the practice of financial planning and further learning in research-based postgraduate study in this field by developing research and reporting skills. The learners should be able to reflect on their decisions and applications to assess the effect thereof in the holistic context of financial planning as practice at an advanced level.

Rationale for the qualification:

There is a need for qualified Financial Planners in South Africa. Academic institutions currently train learners in the fields of Investment Management, Economics, and Financial Management, but do not include the essential financial planning skills to integrate the various disciplines. Product suppliers within the Financial Industry have expressed a need for graduates that understand the principles of financial planning and have the knowledge to apply it within the economic environment. Learners that complete the Bachelor of Commerce Honours in Financial Planning degree will possess the necessary skill demanded by the market. Private individuals also need access to qualified financial planners, as they are dependent on these people to create and build their future wealth to enable them to live and retire independently, without being a burden on society. This course, therefore, aims to deliver immediate benefits to business and the community. In Gauteng, the financial beacon of South Africa, there is a need in the immediate community for trained financial planners. This qualification will equip the learner to cope within the financial planning environment to meet above-mentioned objectives.

Outcomes

  1. Learners should be able to demonstrate their competence at applying theoretical principles of problem identification and solving in the field of Financial Planning correctly and reflect on the application made on the process of problem solving. (problem solving skills)
  2. Learners should be able to plan and execute research in Financial Planning, by gathering, analysing, synthesising and interpreting the relevant information correctly and reflect on the research undertaken (research skills)
  3. Learners should be able to demonstrate effective communication competence with the different role players in the Financial Planning field and applying the theoretical principles of communication (oral/written) and reflect on the application made. (communication skills)
  4. Learners should develop a theoretical and practical macro vision of Financial Planning nationally and globally in terms of socio-cultural, economic, institutional, technological and political macro factors reflecting on the differences among countries, even countries within the same region. (develop a macro-vision)
  5. Learners should be able to organise and co-ordinate resources and opportunities in the field of Financial Planning by applying the relevant theoretical aspects and reflect on the application.(self responsibility skills)
  6. Learners should be able to practice acceptable social sensitivity in the relationships with others and work effectively in self-directed teams.(teamship)
  7. Learners should be able to utilise appropriate Financial Planning information systems effectively in the environment as a basis for sound decision-making. (technological and environmental literacy)
  8. Learners should be able to explore different effective learning strategies to acquire the different competencies of a financial planner. (explore learning strategies)
  9. Learners should be able to promote responsible local and global citizenship through their approach towards the holistic application of financial planning capabilities. (promoting citizenship)
  10. Learners should be able to practice acceptable social, cultural and aesthetic sensitivity towards the people of the Financial Planning communities and the community at large by applying the appropriate theoretical principles and reflect on the application made within the context of cultural diversity. (cultural and aesthetic sensitivity)
  11. Learners should acquire acceptable employment seeking skills for entry into the different sectors of the Financial Planning industry, utilising the theoretical principles and reflect on the application thereof. (employment seeking skills)

Assessment Criteria

Learning Outcomes in Financial Planning

  1. Theoretical Knowledge

    • Applying principles and theories.
    • Critiquing current research.
    • Analyzing complex real-world problems using evidence-based solutions and theory-driven arguments.

  2. Research Skills

    • Independently gathering, analyzing, synthesizing, and interpreting information.
    • Applying relevant research principles using quantitative and qualitative data.
    • Reflecting on research by making sound theoretical judgments.

  3. Effective Communication

    • Presenting academic professional work using different genres in an appropriate context.
    • Completing written research-based assignments in the field of Financial Planning.

  4. Operating in Complex Contexts

    • Dealing with complex financial planning problems in real-world contexts.
    • Using evidence-based solutions and theory-driven arguments.

  5. Resource Management

    • Managing research assignments autonomously, professionally, and ethically.
    • Solving case studies and accepting personal responsibility for their activities.

  6. Social Sensitivity

    • Working in a self-directed team when completing group assignments.

  7. Technology Utilization

    • Using information retrieval and processing skills in assignments.
    • Analyzing quantitative and qualitative data.
    • Using technology in class presentations.

  8. Exploration of Learning Strategies

    • Managing a variety of learning tasks autonomously.

  9. Global Citizenship

    • Promoting responsible global citizenship through financial planning capabilities.

  10. Cultural Sensitivity

    • Applying theoretical principles within the context of cultural diversity.

  11. Employment Seeking Skills

    • Demonstrating applied knowledge of financial planning in real-world circumstances.

Integrated Assessment Approach

  • Formative Assessment

    • Continuous assessment through discussion groups, class assignments, tests, and independent research.

  • Summative Assessment

    • Written examinations at the end of each module.

  • Pass Requirements

    • Minimum 40% in formative assessment to enter summative assessment.
    • Pass module with minimum 40% in summative assessment and final mark of at least 50%.
    • Final mark calculated in a 50:50 ratio of formative and summative assessments.

Research is integral to formative assessment for each module to monitor progress.

Qualification Details

Type
Honours Degree
NQF Level
08
Min. Credits
120
SAQA Source
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University of Johannesburg
University of Johannesburg
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Description
The University of Johannesburg (UJ) is a public university located in Johannesburg, South Africa. It was established in 2005 through the merger of the Rand Afrikaans University, Technikon Witwatersrand, and the Soweto and East Rand campuses of Vista University. UJ is one of the largest universities in South Africa, with over 50,000 students enrolled across its four campuses. The university offers a wide range of undergraduate and postgraduate programs in various fields, including arts, humanities, sciences, engineering, business, and health sciences. UJ is known for its commitment to providing quality education, promoting social justice, and fostering innovation and entrepreneurship.
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.