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01 November 2022 | Story Leonie Bolleurs | Photo Supplied
Henda Kleingeld, Programme Director of the Postgraduate Diploma in Business Administration (PGDIP) in Financial Planning, is incredibly proud of the candidates who ranked top five in the CFP® Professional Competency Examination.

To become a Certified Financial Planner (CFP®), a candidate with a Postgraduate Diploma in Financial Planning or a BCom (Honours) in Financial Planning must, among others, pass the Professional Competency Examination (PCE) of the Financial Planning Institute of Southern Africa (FPI).

It was recently announced that the top five CFP® Professional Competency Examination candidates (for the June 2022 examinations) are alumni of the School of Financial Planning Law (SFPL) at the University of the Free State (UFS).

On the right trajectory

According to Henda Kleingeld, Programme Director of the Postgraduate Diploma in Financial Planning Law in the Faculty of Law’s SFPL, they are incredibly proud of the candidates. 

“Being rated as the top five PCE candidates indicates that we are on the right trajectory with the outcomes and assessments for our diplomas. If the top five PCE candidates are alumni of the SFPL – we are doing something right.  We have made many changes in our approach to financial education, and it seems like it is paying off.”

“We now need to ensure that we provide our students with the proper academic background and support to continue to excel.  This will seal our status as the oldest and one of the leading educational providers of financial planning education in the country,” Kleingeld adds.

Confidence in the qualification

The PCE sets candidates on the path towards becoming certified financial planners. The online exam consists of two case studies that test the candidates’ financial planning skills, knowledge, and competent performance in the defined competency areas for financial professionals.

In its Professional Competency Examination Policy, the FPI states that there are six Financial Planning components: Financial Management, Asset Management, Risk Management, Tax Planning, Retirement Planning, and Estate Planning. It strives to prepare professional competency examinations that will provide candidates with the opportunity to demonstrate core or professional competence at a standard appropriate for entry into the financial planning profession.

According to the FPI, the CFP® qualification – an internationally recognised standard for financial planning professionals – gives consumers confidence that the financial planner they are dealing with is suitably qualified to provide advice and information and gives the assurance that they remain up to date with developments in the industry.

First academic institution to offer diploma 
Kleingeld says the SFPL was the first academic institution in South Africa to offer the Postgraduate Diploma in Financial Planning, and financial education has been its main focus and passion over the past 20 years.

“Keeping up with industry trends is very important to us. Our team of academics and industry experts assists us with maintaining a balance between the academic requirements and how they are translated into the workplace,” she explains.

Kleingeld is of the opinion that the graduates who have passed their qualifications are doing exceptionally well in the industry, with many prominent industry leaders being alumni of the UFS SFPL.  “The school has a reputation in the industry as forward-thinking and innovative. We keep our fingers on the pulse of industry developments, which get incorporated into our curriculum.” 

News Archive

New book recommends “rethinking of university readiness”
2015-06-01

A young man draws himself standing behind a brick wall in darkness, striving in vain to reach success and sunshine on the other side. This drawing aptly illustrates the focus of Dr Merridy Wilson-Strydom’s book University Access and Success: Capabilities, diversity and social justice.

Using the capabilities approach, Dr Wilson-Strydom considers the individual wellbeing and quality of life of students as central metrics for understanding access and success. Based on a combination of quantitative and qualitative research, including focus groups, written reflections and drawings, interviews, and participatory workshops, she identifies seven key capabilities needed for a student to successfully transition to university life, namely:

  1. Practical reason
  2. Knowledge and imagination
  3. Learning disposition
  4. Social relations and social networks
  5. Respect, dignity and recognition
  6. Emotional health
  7. Language competence and confidence

At the launch of the book at the UFS recently, Prof Sandra Boni, from the Universidad Politécnica de Valencia in Spain, said: “From a methodological perspective, this book is an excellent contribution in the educational research domain ... It brings a richness of data that allows the author to explore in a deeper way the personal characteristics and the social factors that influence the capability [of students] to participate. ... This book offers interesting avenues for action in the university realm.”

Dr Lis Lange, Vice-Rector: Academic at the UFS, said at the same event: “We will have to rethink what we are doing and how we are doing it. I would like to make it prescribed reading for all deans and HODs.”

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