Chartered Accountancy Cost and List of Institutions

Chartered Accountancy is a professional education course. Chartered Accountancy profession occupies a prominent role of higher level executives in our society, economy, trade and business, banking, education, taxation, finance, etc. Chartered Accountancy in other words means a door to a secured and sophisticated carrier.

Estimated Expenses in NRs: Total Cost is estimated from NRs. 100, 000 to NRs150, 000 for total duration. Students also receive stipend during the Articleship period so they only spend NRs 50,000-70,000 for total course. Actually registration cost is not expensive you need to pay higher amount for tuition and examination. This is a rough estimated cost. The college or tuition provider will provide you the detail cost plan. It varies institution to institution.




The list of Institutions which provide tuition

1. Chartered Academics International P.Ltd.
P O Box: 10228, Opposite of Shankar Dev Campus, Putalisadak, Nepal
Phone 01-4223651, 4258512, 4228773, email: caipl@wlink.com.np

2. Nepal College of Accountancy
Putalisadak, New Plaza
Phone: 4424932
www.nca.edu.np
this is a ACCA and CAT tuition provider of ACCA UK.

3. ICAN
Babarmahal, Kathmandu, Nepal
Phone: 4269130, 4258569
www.ican.org.np

4. ACCA Nepal representative Office
Sanepa, Lalitpur,
Phone: 5551126
www.accaglobal.com
Certified Chartered Accountancy
Putalisadak, Kathmandu
Phone: 6209141

List will be updated very shortly

for other details visit: www.dipsmediahub.blogspot.com

For subjects and duration details:

http://learningdesk.blogspot.com/2007/01/subjects-and-duration-of-chartered.html

For Cost and List of Institutions for CA:

http://fertilethought.blogspot.com/2007/01/chartered-accountancy-cost-and-list-of.html

Traiing Methods & Tools

Choosing methods and techniques for training When choosing methods to use in your training activity, it is useful the following guidelines:1. Form follows function Depending on what you want your learners to achieve, you choose your methods.¨ To transfer knowledge, use:
group discussions
questions and answers
group or individual exercises
lectures (with handouts)
forums
panel discussion
Films, videos, etc.
For these types of training activity, you always have to present clearly and give plenty of opportunity for questioning and clarification.¨ To practice problem solving, use:
Case –studies
brainstorming
discussion groups
Exercises, etc.
¨ To develop skills, use
demonstrations for manual skills
role playing for interpersonal skills
peer teaching
simulations
on-the-job training
For these types of activity, learners have to get opportunity to do, practise and receive feedback on their performance. It is helpful to make video/audio tape recording for self feedback and/or use observers (either you as trainer or other learners).¨ To change attitudes, use:
debates
displays
role playing (for clarifying how others feel)
group discussion (for group attitudes)
individual exercises
demonstrations
campaigns
Interviewing in pairs, etc.
Changing attitudes is different from the other aims, because its roots are very individuals and personal. The aim of changing attitudes is focused towards developing commitment to follow through on a particular task/assignment. Involving a person in the development of a plan or solution to a problem is highly effective for long-term follow through. 2. Doing, active learning Does the activity maximise participation? Does the activity involve the trainee in finding a solution rather than telling him/her an answer? 3. Feedback and assessment (reflection)Does the activity provide a new source of information on the performance or behaviour or attitude of a trainee?Does it provide the opportunity for self-evaluation or self-knowledge? 4. Impact and involvementDoes the activity allow for using the behaviour and skills of the training session to be applied to the behaviour and skills back where the trainee works or to the particular job or skill you are training him/her to do?Does the training activity balance the need or tension to learn, but not become so threatening that the individual backs away?Does the activity reflect the real concerns and needs of the trainers? 5. Multiple learningDoes this activity meet more than one objective at a time?Does this activity reinforce previous learning? 6. Trainer comfort Is this activity something I know how to do or feel flexible enough to try? 7. Sequencing flow Does the risk level for the trainees or the level of complexity in this activity fit with the development of the group, i.e. is it too early, too simple, too involved, etc. for the amount of knowledge or information they have?Have I used this type of activity repeatedly, do I need another type of activity to offer some variety, or respond to other learning styles?

Role Of the Trainer

Group ProcessesIn all interactions there are two major ingredients-content and process:· The first, content, deals with the subject matter or the risk that the Group is working on. In most interactions, the focus of attention Of all people is on the content.· The second ingredient, process, is concerned with what is happening between and to group members while the group is working. Group processes or dynamics, deals with such items as morale, feeling, tone, atmosphere, influence, participation, styles of influence, leadership struggles, conflict, competition, co-operation, e.t.c.In most interactions, very little attention is paid to the process, even when it is major cause of ineffective group action. Sensitivity to group processes will better enable early diagnosis of group problems, and the capacity to deal with them more effectively. Since these processes are present in all groups are present in all groups, awareness of them by the trainers will enhance the effectiveness of the training. Below are some observation guidelines to help analyse group process/behavior:Participation: Does everyone participate? Whose level of participation is high? Whose is low? How are members’ silences treated? Is leadership shared? Do any members dominate, or attempt to? Who keeps the ball rolling? Who talks to whom? Roles: What roles do people in the group take (e.g. chair-person, ideas generator, facilitator, completer/finisher, monitor/evaluator, scribe, social facilitator)? Is it explicit/implicit? Influence: Which group members appear most influential? How do they influence others? Does influence shift? Is influence positive? Negative? Supportive? Democratic? Autocratic? Is there any rivalry? Is anyone not listened to? Decision-making: Are decisions made by consensus? Do any individuals make decisions without checking them out with others? Is there support for decisions made? How are objections handled? Does the group drift from topic to topic? Are all contributions welcomed/responded to? Maintenance: Are group members brought into discussions / processes? Do they help each other to communicate and clarify ideas? Are individuals accepted and respected? How do group members care for one another? Atmosphere: Are people involved and interested? Is the climate one of trust? Support? Hostility? Fear? Anxiety? Superficiality? Is there any suppression of conflict or unpleasant feeling? Do the group members provoke or seem to annoy each other? How are disagreements handled? Do group members express their feelings? Positive? Negative? Are there any signs to suggest certain feelings? Are individuals’ feelings accepted/recognized by the whole group? Are there any attempts to block expressions of feelings? Membership: Is there any sub-grouping? Do any group members consistently agree and support each other or consistently disagree and oppose on another? Do some people seem to be outside the group? How are they treated? Do some members move in and out of the group? Norms: Are certain areas avoided in the group (e.g. sex, religion, feelings, talking about the leader’s behavior)? Who seems to reinforce this avoidance/ how do they do it? Are group members overly nice or polite to each other? Are only positive feelings expressed? What happens when members disagree? Do you see norms operating about participation or kinds of discussion allowed? Tasks: Does the group decide how they are going to tackle a problem? Does anyone attempt to summarise as the process goes along? Are group members asked for ideas, opinions, feelings, information they have? Who keeps the group to its task? What level of resistance is there to task/process? What is the level of productivity? Does the group achieve its tasks? Stage: What stage of development is the group at (e.g. forming, storming, worming and performing)? Are they newly formed and eager to agree with each other? Train with confidence, enthusiasm and at a touch of showmanshipCharacteristics of an effective team· Team members share a common goal: keep sharing goal, know what goal is;· There are clear and appropriate roles within the team;· Regular time for reflection;· There is awareness of process as well as task (how as well as What);· There are clear ground rules, which team member accept and work by;· There is equality: each individual is accepted and respected in their own right;· There is openness about feelings (positive and negative)· Team members are aware of resources within the team, and use Them appropriately· Criticism is used constructively, and is not seen as negative;· Leadership is appropriate and flexible;· There is awareness of, and balance between, team needs and Individual’s needs;· Humor is a feature, and is used appropriately;· Achievements are shared and celebrated;· There is a high of interaction among team members;· Team members listen to and accept each other’s ideas: appreciating different roles;· Communication is effective: periods of reflection, announcements for the whole team, ask people to speak, check understanding of message;· There is commitment to completing team tasks: building sense of achievement, making realistic tasks. Possibilities for the trainer for…………….encouraging effective teamwork· Maintain awareness of your own role and impact;· Be clear about aims and objectives –review these with the group;· Establish what is motivating the learners ;· Give and ask for feedback;· Encourage the group to establish ground rules. Revisit and review periodically;· Be prepared to challenge any negative or undermining behavior;· Use a variety of training methods, to appeal to all group members;· Allocate roles during activities so that all learners are exposed to different demands and experiences;· Keep mixing groups up, to prevent sub-grouping;· Be prepared to alter/amend your programme, to respond to the group’s needs;· Avoid colluding with negative assumptions / scapegoating within the group;· Encourage and allow time for reflection;· Encourage interaction;· Accept criticism without becoming defensive;· Praise achievements and progress;· Remain aware of the needs and progress of individuals within the group;· Include whole group activities in your sessions as appropriate;· Listen, and encourage learners to listen;· Delegating: giving people responsibility;· Socializing;· Knowing each other’s place in the team;· In short, model the behavior you want the team to adopt! …..encouraging balanced participationPeople learn better and feel better if they are in a group with balanced participation. As a facilitator/trainer you need to be very aware who is speaking and who is not. For those people who find it difficult to speak out in a group, the facilitator/trainer can:· Build confidence and trust within the group and a save environment by working in small groups, and using introductory activities;· Make explicit the principles of participatory training and help the group to establish relevant ground rules (this may include telling the group that men usually talk more than women in groups and as this is gender training you would like to encourage more equal participation);· Make everyone feel valued and make clear that their experiences are relevant;· Draw people out by using specific questions and rounds;· Do a round of “something I’ve been wanting to say all morning”;· Divide into separate-sex groups, if the women are being quieter that the man. However, people should not be forced to participate in they really do not want to. …….dealing with dominant participantsSome individuals speak too much and dominate the group. In these cases the facilitator/trainer can:· Use the “talking stick”, “conch shell”, or other object, which is passed around the group in turn, and people only speak when they hold the object; no interruptions are allowed;· Divide people into small groups, with the quiet ones together and the talkative ones together ;· Speak privately to the individual concerned;· Asking the dominant individual to present a topic, which others then discussion;· Introduce a rule that no-one speaks twice before everyone has spoken once. Other roles of a trainer Other roles of a trainer were already mentioned in Session 3 “Training Philosophy”. The following roles are the most frequent ones, whether giving training in a big institutional set-up or giving training to community groups. One has to be aware that each role requires different skills to create maximum learning and benefit for the trainee. The trainer as… · Teacher: presenting knowledge in a verbal, one-way direction;· Coach: providing feedback and coaching to improve performance after trainee has participated in formal training (session);· Facilitator: guides and controls the process within certain group, enabling them to work together, respecting each other’s viewpoint and participating fully, and assist in decision-making.· Counselor: giving guidance to people when their work/activity performance is being adversely affected by circumstances that are not directly connected to the workplace/activity.· Change agent: transforming organizations/groups due to new environment and new vision/mission/values. Let’s sum up: Before Training· Training Planner· Administrator During Training· Facilitator· Instructor· Counceller· Recorder· Evaluator· Organiser/manager After Training· Reporter· Follow up facilitatorvaluatoring

There are many methods for identifying the learning needs. But here I will suggest you job analysis method. Job analysis, as described below, can be i

There are many methods for identifying the learning needs. But here I will suggest you job analysis method. Job analysis, as described below, can be immensely helpful in determining the training needs in case where deficiency in performance is the reason for the training or the programme is the targeted to a particular category of the functionaries, or it aims to cover a specific training area. A realistic and systematic appraisal of training needs involves the following steps:o Break up the functions and responsibilities into specific, practical tasks or activities.o Classify these tasks/ activities on the basis of their relative importance to the nature of the job and the position. For doing this, proceed as follows: Prepare separate listing of the core tasks that are crucial to the job; those which could be deemed as secondary or supportive tasks, and those which are peripheral in nature and do not require special skill. Find out the frequency of a task-daily, weekly or monthly. This could provide a clue to the relative importance of a particular task-to the overall functions. You could analyse the task/activities from another angle. Tasks that are performed directly by the nominated participants; those which are carried out by other colleagues (or subordinates) but the incumbent has the supervisory responsibility; and those which are performed as a team and she does not have a direct responsibility, need to be listed separately. After the above process is completed, it is possible for you to compute a priority listing of the tasks/activities that the nominee is expected to carry out in discharge of her function. These tasks/activities now need to be matched to requirements in terms of knowledge, skills/competencies and attitudes or values. This exercise should be carried out for all priority tasks/activities. At the end of this, we will have a catalogue of knowledge, skills and attitudes required for effective performance of the job. These are. In substance, the training needs for that particular job. To her supplement requirement could be added. Example:The following example, taken from an NGO working in India is the area of community health, will further explains the process involved inn the job analysis exercise: Job title: Community Health Worker Function: Conduct a baseline surveyMobilise the communityProvide service to young couples, pregnant women and infantsReferrals to other public health centres/sub centres for clinical servicesKeep proper records of all services and submit monthly reports to health supervisor
Functions
Task/job analysis
Requirements
In must, however, be pointed out that training needs with regard to attitudes and behaviour of the participants will not be explicitly reflected in the information produced by this instrument. In all cases, you will be required to have a though look at the data and interpret them in a manner that reveals some clues about the attitudes and values that are crucial to the performance of the job. It is then up to you and your colleagues to decide in what form those could be included in the programme and determine the approach you should follow transmitting them to the participants. Steps in identifying learning needs:
1. Task or job analysis: What peoples should do
2. Trainee analysis: Knowledge, skills and attitude person possess
3. Identify the gaps: Compare the results of 1 and 2.
4. Priorities the learning needs

Writing TRaining objectives

If you have successfully identified the learning needs, and analysed your findings, the gaps you have identified will enable you to set objectives. You may decide that you cannot meet all of the needs due to lack of time and / or resources or other constraints. Prioritise and make sure you try to set objectives for the abilities the learners MUST have. Some considerations when you are setting learning objectives:6. Capabilities of the group to be trained ( Trainee Analysis, see Session 6)7. Time factors: what standards must be reached in allotted time?8. Cost factors: what will be the budget?9. Benefits: anticipated gains for the learner. AimAn aim is an overall statement about the intention of the training course / session. It relates to what the trainer intends to achieve. Learning ObjectivesLearning objectives are a statement of what the learner is expected to have achieved by the end of the training course / session. The questions you are asking are:Ø What should this training achieve? (aim)Ø How will learners be different after the training? ( learning objectives ) Learning objectives can be set for each session of your training activity or for the full training activity as a whole. The learning objectives serve as a basic for evaluation of training results. Therefore, you have to think now, when you set the objectives, about how you are going to measure whether you have achieved them at the end of the training activity or not. Therefore, they should be SMSRT: Specific: try to be as concrete and precise as possibleMeasurable: list criteria for measurement and judgementAttainable: essential conditions under which results can be achievedRealistic: suiting the needs or traineesTime-bound: by when or in how much time? It is useful and easy to write the learning objectives in the following format:“By the end of the training (session), the participants will / will be able to…. Ø ……..Ø ……”Check your learning objectives and make sure they are SMART. If the trainer isn’t clear about the learning objectives, learning are likely to be confused too. Learners need to be clear about what they are trying to learn. Therefore, at beginning of your training(session) it is good to mention the learning objectives you set for them

Adult Learning

Hoe does one learn? Is it sufficient to just tell a person something? How can one encourage others to learn? What guidelines can I follow to facilitate the learning process?
Children often like to learn new things adult usually need a reason for leaning. They need to know why they would learn something and get motivation for learning from that. They usually need to see what the practical use of learning is.
The following principle and conditions for adult learning should be considered when you are designing your training activity. Principles of learning: 1. The process of learning is primarily controlled by the learnerLearning is an experience which occurs inside the learner and is activated by the learner, learning flourishes in a situation in which teaching is seen as a facilitating process that assists people to explore and discover the personal meaning of events for them. 2. Learning is the discovery of the personal meaning and relevance of ideas.People more readily internalise and implement concepts and ideas which are relevant to their needs and problems. 3. Learning (behavioural change) is a consequence of experience:People do not change their behaviour merely because someone tells them to do or tells them how to change. People become responsible and independent not from having other people tell them that they should be responsible and independent, but from having experienced authentic responsibility and independence. 6. Learning is a co-operative and collaborative process:The interactive process stimulates people’s curiosity, potential and creativity. As people invest themselves in collaborating group work, they realise that they count, that they do not have something to give and learn. 7. Learning is an evolutionary processBehavioural changes require time and patience. When quick changes in behaviour are demanded, we often resort to highly structured procedures through which we attempt to impose learning. It is doubtful whether such learning is lasting and meaningful to the learner. Evolutionary learning situations are characterised by free and open communication, acceptances, the right to mistakes, shared evaluation, active and personal involvement, etc. 6. Learning is something a painful processBehavioural changes often calls for giving up and comfortable ways of behaving, thinking and valuing. It is often uncomfortable to share one’s self openly, to put one’s ideas under the microscope of the group and to genuinely confront other people. However, the pain of breaking away from the old and comfortable is usually followed by appreciation and pleasure in the discovery of an evolving idea or a changing self. 7. One of the richest resources of learning is the learner himself:Each individual has a lot of experiences, ideas, feelings and attitudes which from a rich source of material for problem solving and learning. Situations which enable people to become open to themselves, to draw upon their personal collection of data and to share their data when working together with others, maximise learning. 8. The process of learning is emotional as well as intellectual:People are feeling being as well as thinking beings and when their feelings and thoughts are in harmony, learning is maximised. Barriers to communication exist in people and before we can conduct “official business”, we need to work with the problems that may exit in a group, in order to maximise internalisation of ideas. 9. The process of problem solving and learning are highly unique and individual:We need to assist people to define and to make explicit to themselves the approaches they ordinarily use, so that they can become more aware of how they learn and solve problems and become exposed to alternative models used by other people. Conditions which facilitate learningEncouraging people to be activeThe learning process thrives when there is less teacher/trainer domination and talk, and more faith that people can find alternatives and solutions satisfying to themselves. Learning is not poured into people, learning emerges from people. Promoting and facilitating the individual’s discovery of personal meaning of ideas.The needs of the individual and the group are considered in deciding what issues will be explored and what the subject matter will be. The trainers’ goal should accommodate, facilitate and encourage the individual’s discovery of personal goals and meanings in events. 3. Emphasising the uniquely personal and subjective nature of learning:People need to develop awareness that not all to be learned in outside or external to themselves. They should heel that their own contributions and their values as people are uniquely appreciated. Difference is good and desirable: situations which emphasise the “one right answer”, the “magical solution” or the “one good way” to act of think, narrow and limit exploration and inhibit discovery. People should have the opportunity to express their opinions, no matter how different they may be. Different ideas can be accepted, but not necessarily agreed with. Differences in ideas must be accepted if differences in people are to be accepted too. Recognising people’s right to make mistakes:Growth and change are facilitated when error is accepted as a natural part of the learning process. In order fro people to learn they need the opportunity to explore new situations and ideas without being criticised or punished for mistakes which are integral to the activity of learning. Tolerating ambiguity:In a rigid and defensive atmosphere people feel they cannot take the time to look at many solutions, they feel highly uncomfortable without answer and they feel that there is more concern for “right” answers, rather that good answers. The open and fearless exploration of solutions calls for time to explore many alternatives ad to proceed without feeling any pressure for immediate and forthcoming answers. Evaluation is a co-operative process with emphasis on self-evaluationPeople need the opportunity to formulate the criteria to measure their progress. Self-evaluation and peer evaluation enable people to really judge how to much they have learned and grown. For learning to occur, the individual in the group needs to see himself accurately and realistically. This can best be done through self and group evaluation. Encouraging openness rather than concealment of selfPeople solving and learning require that personal feeling, attitudes, questions and concerns can be openly brought to light and examined. There should be an atmosphere free from psychological threat. Encouraging thrust in oneself as well as in external sources:People learn when they begin to see themselves as a source of ideas and alternatives to problems. Learning is facilitated when people begin to draw from themselves and others, rather than rely on the teacher/trainer. Making people feel that they are respected:A genuine expression of care on the part of the trainer and warm emotional climate generate an atmosphere of safety in which people can explore ideas and genuinely encounter other people without any threat. In such a climate, confrontation and differences of opinion become constructive forces and an effective catalyst for learning. Making people feel that they are acceptedPeople are free to change when they feel that change is not being imposed on them. The more we try to change people, the more resistant they become to change. People who are busy defending themselves are not free to learn or change. Permitting confrontationConfrontations provide opportunities for people to have their ideas and themselves viewed and tested from the framework of other people and the group. No person learns in isolation from other people. His behaviour and ideas are refined and modified on the basis of the feedbacks he gets from other people The senses:Research shows that information entering through different senses is retained differently. Combinations of senses improve re-tainment, but doing oneself appears to be the best way to remember things: We retain:10% of what we read 20% of what we hear30% of what we see50% of what we see and hear90% of what we see and do90% of what we say as we do a thing Key learning points: There are four basic types of learning that occurs in a training programme· Getting affirmation or endorsement of existing knowledge, views, working methods, etc., from members of the training group or the trainer.· Adding to or modifying one’s existing level of knowledge and competences.· Inculcating new skill and knowledge· Process of unlearning or discarding the previously held views, concepts, approaches to work, etc. In a training programme, learning takes place through four key methods:· Verbal or written inputs by the trainer or resource persons.· Process of sharing experiences with other members of the training group-group acting as the key source of learning.· Engaging in action or practical work-motor activity or mental exercise,· Through formal or informal methods of observation during training activities.· Informal out-of-session contacts with other participation or trainers. In a training programme, motivation to participation and learning is affected by the following factors, directly related to a participant.· Desire for personal growth and development· Incentives or benefits flowing from attending training.· Consistency between personal learning objectives and programme objectives· Self image and level of self esteem· Working environment in the organisation, especially with regard to the possibility of transfer of training work situations.· Reason and manner of nomination· Previous training experiences· Inadequate learning skills· Family situation or personal problem The following factors, related to training environment, influences the learning process and motivation of the participants:- Programme content and the topics- Training methodology, methods or techniques.- Training team or the trainer- General learning environment in the programme- Pattern and nature of relationship existing within the training group- Training group-composition and features Learning:- Learning has acquired a new meaning and value in the life of an individual. It provides her access to better opportunities in life and also improves its quality- Learning is a universal phenomenon, common to all human beings. It starts soon after birth and continues till death. Learning does not take place only thorough structures or organised activities. We learn through every happening and event that crosses out life, in fact, every human encounter results of learning. Adult learners are:- Owners of unique personal experience- More concerned with short term benefits- Willing to take greater responsibility for their learning- Capable of constructing real-life situations- Have well defined self-image; and- Conscious of their position and status Key features of the process of learning in a training programme:- It is an evolutionary process.- Learning is collaborative venture between trainer and participants.- It is highly personalised process- Learning takes place at conscious as well as at the subconscious level.- It has intellectual and emotional elements.- In a training programme, learning takes place at an uneven place. Learning styles of an individual can be analysed on the basis of the following four aspects of training:- Preference for a particular type of learning activity (physical activity or at the cognitive activity level)- Level of initiative in learning (‘dynamic learner or ‘compliant learners’)- Degree of dependence on the trainer