Financial Planning Education Program Accreditation Guidelines
Australian Higher Education Curriculum and Accreditation Framework in Financial Planning
December 2017
Contents
FINANCIAL PLANNING EDUCATION COUNCIL................................................................................................1
ACCREDITATION FRAMEWORK ....................................................................................................................2
Benefits of accreditation
2
FPEC accreditation focus
2
Separate documentation
3
PART A ? FPEC APPROACH TO ASSESSMENT AND ACCREDITATION .............................................................4
1. FPEC assessment and accreditation process ............................................................................4
1.1 General
4
1.2 Initial contact ? FPA Accreditation Manager
4
1.3 Assessment team
4
1.4 Site visit
5
1.5 Final recommendations
5
1.6 Accreditation cycle
5
1.7 Renewal and re-accreditation
5
1.8 Major changes to existing accredited courses
6
1.9 Offshore, remote campus and distance-based programs
6
1.10 Appeals
6
1.11 Fees
6
1.12 National Qualifications
6
2. Summary of assessment and accreditation process.................................................................7
3. Summary of responsibilities .........................................................................................................7
3.1 FPA Accreditation Manager
7
3.2 Assessment team
7
3.3 FPEC accreditation committee
7
3.4 FPE Council
8
3.5 Applicant
8
4. Accreditation Flow charts .............................................................................................................9
.1 Initial Accreditation process flow chart for accreditation of programs .....................................10
4.2 Reaccreditation process flow chart for accreditation of programs .........................................12
4.3 Accreditation of additional courses by an accredited provider process flow chart for accreditation of programs...................................................................................................................13
4.4 Annual Review of Accredited courses process flow chart for accreditation of programs ...14
4.5 Major Changes to subject and or course structure of accredited courses process flow chart for accreditation of programs.............................................................................................................15
PART B ? GRADUATE OUTCOMES .............................................................................................................16
5. Professional financial planner attributes, knowledge, skill and attitudes .............................16
5.1 The comprehensive and relational nature of professional financial planning
16
5.2 Attributes of financial planning graduates (Aligned to FPSB International Standards) 16
5.3 Core knowledge and understanding
17
5.4 Generic financial planning abilities and skills
17
5.5 Ethics professional attitudes and behaviours
18
5.6 Credit, RPL, Upgrades and Exemptions
18
PART C ? PROGRAM REQUIREMENTS ........................................................................................................19
6. General program requirements ..................................................................................................19
6.1 Mission
19
6.2 Student outcomes
19
6.3 Assurance of Learning
20
7. Financial planning curriculum ....................................................................................................21
7.1 Curriculum framework
21
7.2 Academic research in the curriculum
22
7.3 Opportunities for students to pursue choices
22
7.4 The continuum of learning
23
8. Teaching and learning .................................................................................................................23
8.1 Teaching and learning methods
23
9. Assessment ..................................................................................................................................24
9.1 Assessment approach and methodology
24
9.2 Assessment guideline requirements
25
10. Evaluation and review .................................................................................................................26
10.1 Ongoing monitoring
26
10.2 Educational exchanges
27
11. Aspirational components ............................................................................................................27
11.1 Research led teaching
27
11.2 Professional practice access for staff and students
28
PART D ? PROGRAM HOST .......................................................................................................................29
12. Context and scope .......................................................................................................................29
13. Program host requirements ........................................................................................................29
13.1 Program design, development and involvement of expertise
29
14.2 Professional interactions
30
14.3 Staff resources
30
14.4 Student support
31
14.5 Student representation
32
14.6 Physical facilities
32
14.7 Information technology
32
14.8 Student admission
33
14.9 Governance
34
15. Aspirational standards ................................................................................................................34
15.1 Active program of research
34
15.2 Staff management
35
ATTACHMENT 1 ? NATIONAL FINANCIAL PLANNING CURRICULUM ..............................................................36
Att. 1.1 Core body of knowledge ........................................................................................................36 Att. 1.2 Additional desirable financial planning knowledge areas .................................................51 Att. 1.3 Duration ...................................................................................................................................55
ATTACHMENT 2 ? APPLICANT CHECKLIST .................................................................................................56
Part C ? Program requirements including curriculum detail
56
Part D ? Program Host
57
ATTACHMENT 3 - GLOSSARY ....................................................................................................................60
ATTACHMENT 4 - ACRONYMS ...................................................................................................................61
Financial Planning Education Council
The Financial Planning Education Council (FPEC), was established as an independent body chartered with the responsibility of raising the standard of financial planning education and promoting financial planning as a distinct learning area and a career of choice for new students and career changers.
FPEC's major roles include:
? Drive the development of an Australian Financial Planning University Curriculum based on the FPSB global curriculum.
? Develop accreditation requirements for the range of `Approved Programs' ? Establish expectations of academic participation in the profession ? Channel research activity in Financial Planning ? Promote the value of University and Industry partnership in Financial Planning ? Promote the career of Financial Planning to University students
These activities are developed with the intent that from 1 July 2013, the Financial Planning Education Council will specifically have the power to approve individual programs that satisfy requirements for admittance to the CFP? certification program.
Since this time FPEC's activities have expanded to include a research grants program, the Financial Planning Research Journal, a student prizes program and various other outreach and engagement activities.
This is a challenging agenda in a competitive and busy University environment but it is the view of this academic and professional community that financial planning is a service of national public benefit, which is uniquely capable of supporting the resolution of national and personal financial challenges, and addressing financial inequality in Australian society.
In solving the personal and national financial dilemmas facing us the Financial Planning Education Council believes it is important that consumers are assured of the educational qualifications and competence of those people who hold themselves out to be financial planners.
Following broad consultation, the Financial Planning Education Council has endorsed the curriculum standards and produced separate guidelines to assist organisations seeking recognition of their courses.
On February 2017 the new legislation was passed that enshrined the terms Financial Adviser and Planner in Law and created a new regulatory body the Financial Adviser Standards and Ethics Authority (FASEA). This was the catalyst to a comprehensive review of the curriculum and accreditation framework in 2017 to ensure it supports the intent of the new legislation. In response to these changes FPEC has signed an MoU with TEQSA to allow for the facilitation of ongoing discussions in relations to the accreditation process.
Prof. Mark Brimble Chair, Financial Planning Education Council Head of Department Griffith University
Financial Planning Accreditation Guidelines ? December 2017
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