Learning Programme applicationapi.ning.com/files/anqes*yRITdlsubmzQXs… · Web view · 2016-10-21is required by SAQA to fulfil certain obligations as highlighted above –one

Learning Programme application

LEARNING PROGRAMME SELF EVALUATION TOOL

REGULATIONS THAT GOVERN THE ACCREDITATION OF TRAINING PROVIDERS

In terms of the delegated QCTO functions to SETAs with regard to unit standard based learning programmes , these bodies shall continue to monitor and audit achievements in terms of national standards or qualifications

In accordance to this delegation the W&RSETA QQA unit will continue to :

1. Accredit providers for specific standards or qualifications

2. Promote quality amongst providers

3. Monitor provision by constituent providers

4. Evaluate assessments and facilitate moderation amongst providers

5. Register Assessors

6. Take responsibility for the certification of learners

7. Cooperate with the relevant body or bodies appointed to moderate across QA bodies

8. Recommend new standards or qualifications to the National Standards Bodies for accreditation

9. Maintain a database acceptable to the Authority

10. Submit reports to the QCTO and SAQA

11. Perform such other functions assigned to it by the QCTO or SAQA

The W&RSETA QQA unit is required by SAQA to fulfil certain obligations as highlighted above one of these is to evaluate assessments and facilitate moderation amongst providers in the W&RSETA Sector (see point 4 above) .

Type of Application

Extension of Scope

W&RSETA Primary Provider

(

Non W&RSETA Provider

New Programme Application

Regional Office

Gauteng South

(

Northern Cape

Gauteng North

Limpopo

Kwa Zulu Natal

North West

Western Cape

Mpumalanga

Eastern Cape

Free State

Date of Submission

29/ 02 / 2016

Received at Regional Office

DD/ MM / YYYY

PROVIDER DETAILS

Provider Name

Shukuma Business Academy

ETQA

Wholesale & Retail

Accreditation Period

YYYY / MM / DD

YYYY / MM / DD

Trading As

Shukuma Business Academy

Accreditation Number

Accreditation Status

Full

Provisional

Extension of Scope

Contact Person

Celeste Lackay/Cynthia Jacobs

Programme Evaluator

Date of report

Physical Address

Postal Address

1st Floor Dunkeld West Centre

77 Jan Smuts Avenue

281 Jan Smuts Avenue, (CNR Bompas)

Greenfields

Dunkeld

East London

City

Gauteng

City

Eastern Cape

Post Code

0000

Phone

011

027 0971

Post Code

5200

Fax

086 521 5023

Tel

043736 1141

E- mail

[email protected]

Cell

074684 1899

PROGRAMME SPECIFICATIONS

Programme Title

Shopkeeper Customer Care (SP 27/5221)

Entrepreneurship in the Township - My Values, My Money (US 12537)

Entrepreneurship in the Township Understanding Business Practices (US 114895; 114908; 119960; 243806; 258156; 258155)

Programme Type

Skills Programme

Learning programme /Unit standard

(

Full Qualification

Related OFO Code and Title as per latest W&RSETA skills programme matrix

SP 27/5221 Shopkeeper Customer Care

http://www.wrseta.org.za/inner.aspx?section=1&page=26

Learning Programme Description for a Qualification

SAQA Title

SAQA ID

Learnership Description

W&RSETA Learnership Title

W&RSETA Learnership Code

27Q27________________

Provider Type

Delivery

Assessment

Delivery and Assessment

(

Mode of Delivery

Full Time

(

Distance Learning

Part Time

Duration of the applicable learning programme

5 days facilitation and 1 day portfolio-building and induction after facilitation.

Entry level requirements and assumed learning stated

Communication and Mathematical Literacy at NQF Level 2

Is there provision for RPL

Yes

Proposed Target Group

We aim to empower township youth and women in 4 to 5 provinces to become micro-distributors (MDs), employees and vendors to give them the necessary values and business acumen to improve their quality of life and promote life-long learning.

Purpose of the learning programme

Learning pathways and articulation

The credits accumulated through this programme will accommodate the SAQA credit recognition policy, and allows for entry level options for candidates in terms of an RPL option or training and assessment option.

1. UNIT STANDARD ALIGNMENT A

Evidence requirements

MET

NOT MET

Comments

Is learning programme unit standard based?

(

Refer to Annexure 2 in the Learner Content Guides

Unit standard name / number for learning programme stated

(

12537 - Identify personal values and ethics in the workplace (Level 1; 4 credits)

114895 - Core concepts of the W&R environment (Level 2; 10 credits)

114908 - Apply food safety practices in a wholesale and retail outlet (Level 2; 7 credits)

119960 - Merchandise chillers and freezers in a retail store (Level 3; 3 credits)

243806 - Deal with customers in a retail business (Level 3; 8 credits)

258156 Build customer relations in an operational unit (Level 3; 10 credits)

258155 - The factors that impact on the bottom line of a W&R unit (Level 3; 10 credits)

All outcomes of learning programme is clearly stated within the material

(

US 12537 - Refer to the My Values and Money Materials learner content guide Pages 1; 11 and 29

US 114895 Refer to the Understanding Business Practices learner content guide Page 1



US 243806 and 258156 Refer to the Understanding Business Practices learner content guide Page 41


All Specific outcomes have been translated into Learning Outcomes

(

Learning Outcomes include content to be covered in the Learner Guide and Facilitator Guide

(

Unit standard / organisational based learning outcomes clearly defined

(

2. UNIT STANDARD ALIGNMENT B

Unit Standards Based Programmes (Please fill in and tick where appl

Title of unit standard

SAQA US ID

Credits

Notional Hours

NQF Level

Expiry Date

Qualification ID

Learning Programme

Fundamental

Core

Elective

Theory

Practice

Identify personal values and ethics in the workplace

12537

1

40 hrs

16 hrs 15 hrs40% 37.5%

4

2018/06/30

23253; 22921; 22190; 20288; 61755

(

(

(

(

(

Define the core concepts of the wholesale and retail environment

114895

2

480 hrs

24 hrs 144 hrs5% 30%

10

2018/06/30

62709; 49280; 58206; 63409

27/833401; 27/833402

((((

Apply food safety practices in a wholesale and retail outlet

114908

2

7

2018/06/30

58206; 62709; 49280; 63409

((((

Merchandise chillers and freezers in a retail store

119960

3

3

2018/06/30

58206; 49792; 63409

27/524601; 27/422201

(((

Deal with customers in a retail business

243806

3

8

2018/06/30

58308; 63409

27/5221

(

(

Build customer relations in an operational unit

258156

3

10

2018/06/30

63409; 49397

(

(

Explain the factors that impact on the bottom line of a Wholesale and Retail unit

258155

3

10

2018/06/30

63409

(

3. SUPPORING DOCUMENTS FOR SUBMISSION (Please present all three guides per learning programme / skills programme / single unit standard programme)

A Facilitators Guide that will provide the facilitator on how the programme will be delivered, what aids to use and what time tables should be followed. Other areas that might be included are introduction notes and general instructions.

Guidelines/instructions to the facilitator

Content

Formative assessments and model answers

Curriculum document

Post programme evaluation

Design of the programme

Delivery of programme

Roll out of programme

Media and venuesA Learner Guide with relevant information to cover the specific outcomes, essential embedded knowledge and cross-field outcomes. Appropriate exercises, projects, self-tests, group exercises and role-plays can be included or put in a separate workbook.

Content

Formative activities

Guidelines to learners in terms of learner roles and responsibilities

Post programme evaluation for the facilitator and Venue

Copy of SAQA US included

Learner support

Appeals processAn Assessment Guide is of utmost importance. This is a guide to the assessor on how to evaluate the learners competence against the specified outcomes. Depending on the unit standard, it may be very specific or it may leave the exact method of assessment to the discretion of the assessor.

Summative assessment for theory and practical

Checklists and model answers

Guidelines to assessors- in line with standard assessment requirements as per unit standard

Assessor evaluation on assessment including tools

Moderator evaluation on assessment

Integrated assessment matrix if applicable which can include articulations

A Workplace Guide is used to reflect and record that the learner is exposed to all practical aspects in relation to the learning programme being completed in the workplace. A workplace guide must include or cover the following:

Log sheet for mentors and coaches with space for signatures

An indication of the equipment needed in the workplace

Observation Checklists for practical demonstration to be verified by the coach/mentor/supervisor

Declaration of learner completing and compiling the evidence

4. PROGRAMME DESIGN AND DELIVERY


MET

NOT MET

Comments

Learning programme design clearly shows: Dominant delivery and learning strategies per module / learning unit stated

(

Refer Facilitation, Assessment & Moderation Guide page 6

Refer My Values and Money learner content guide page D; N; O

Refer Understanding Business Processes learner content guide page E, P, Q

The prescribed content of the material is clearly defined

(


Refer My Values and Money learner content guide page D; N; O

Refer Understanding Business Processes learner content guide page E, P, Q

Time allocation per outcome or module is clearly indicated

(


Refer My Values and Money learner content guide page N; O

Refer Understanding Business Processes learner content guide page P, Q

Learning Outcomes: Have the outcomes contained in the unit standard been translated into well-formulated objectives for each module? (verb, noun and qualifying statement)

(

Refer My Values and Money learner content guide page 1, 11, 29

Refer Understanding Business Processes learner content guide page 1, 18, 24, 41, 85

Delivery Method Training and Learning Activities: Are there sufficient activities to facilitate and enhance the learning process i.e. group/individual, self-study, on-job/practical, videos, slide-shows, exercises, case studies, role-plays, observation, on-site monitoring

(

Refer Facilitation, Assessment & Moderation Guide page 28 to 39

Refer My Values and Money portfolio of evidence

Refer Understanding Business Processes portfolio of evidence

Knowledge: Are opportunities provided for structured learning in the classroom?

(

Practical: Are opportunities provided for practical reinforcement of knowledge?

(

Workplace Experience: Are opportunities provided for experiential reinforcement within the structured work environment per outcome if applicable? Make reference to where this is located.

(

Refer Understanding Business Processes portfolio of evidence SA1 (Observation)

The programme shows integration between structured workplace component , practical experience and structured theoretical learning

(




Learning programme makes provision for workplace guidance to the learner and line management

(

Programme makes provision for a coaching/mentoring relationship

(

Programme clearly indicates company specific outcomes if applicable

(

Prescribed Content: Is the prescribed content clearly defined i.e. textbooks, research and additional sources?

(

Refer My Values and Money learner content guide page 1, 11, 29

Refer Understanding Business Processes learner content guide page 1, 18, 24, 41, 85

Media Aids and Equipment: Is there an indication of the types of media, aids and equipment that should be used by the facilitator to enhance the learning process?

(




Equipment Required in the Work Place or Elsewhere: Is there an indication of the types of equipment the learner may require for on-site demonstration or learning e.g. Point of Sale

(




Learning Environment: Is there an indication of the type of learning environment to be utilised? Please describe the environment.

(

Refer Facilitation, Assessment & Moderation Guide page 8; 14

Refer SBA QMS and associated documentation - particularly 06, 12

Research: Evidence of research integration in the programme is evident with reference to the learning programme development.

(

Refer Street Vendor (research) Report 14 Jan 2016

Reference List: Subject Matter Experts, textbooks, references, internet, and other learning programmes have been acknowledged. Indicate where this acknowledgement can be found.

(

Refer to learner content guides on relevant pages where text has been copied from

5. Assessment


MET

NOT MET

Comments

a. Assessment Strategy

Assessment Guide available as per Qualifications and Quality Assurance requirements

(

Refer Facilitation, Assessment & Moderation Guide

Refer SBA QMS and associated documentation - particularly 06, 10, 11, 14, 15

Learning programme includes formative / summative assessment per outcome of each unit standard

(

RPL opportunities in learning programme stated clearly

(

Refer SBA QMS and associated documentation - particularly 17

Assessment instruments show an integrated approach to applied competence across outcomes / unit standards

(





Do you utilise different assessment methodologies? (please list as per the strategy document)

(

b. Assessment Guide - Assessment Process

Template of an Assessment Plan and Pre-assessment activities is included

(

Refer Pre-assessment Meeting Minutes presentation




Requirements for Assessment stated clearly in the assessment plan (equipment, venue, preparation)

(

Assessment purpose and requirements clearly stated

(

c. Role Players

Assessment role players identified and indicated in the assessment plan

(

Refer Facilitation, Assessment & Moderation Guide page 10 to 39, 44 to 86





Instructions to the Learner are clear and comprehensive

(

Instructions to the assessor are clear and comprehensive

(

d. Assessment Activities

Assessment criteria has been translated into assessment activities

(






Instruments suitable for assessing all foundational competence

(



Refer to




Instruments suitable for assessing all practical competence

(

Instruments suitable for assessing all workplace competence (Log book)

(

Formative and summative activities clearly defined as per assessment criteria

(

e. Assessors Guide To Learner Response / Evidence Checklist

Model answers to Knowledge Tests included

(


Competence Checklist for learner practical activities included

(

f. Recording and Feedback Documents

Templates available for the recording of assessment decision

(

Refer My Values and Money portfolio of evidence page 11 to 23

Refer Understanding Business Processes portfolio of evidence page 20 to 43

Templates available for providing the learner with Feedback and remedial instructions

(

Templates available for learner to review the assessment process

(

Template available to document final assessment result

(

g. Overall Presentation Of Assessment Guide

User-friendliness of guide

(

Overall usability and practicality of guide

(

6. PROGRAMME STRATEGY


MET

NOT MET

Comments

Programme strategy supports theory, practice and workplace experience

(



Refer to

Refer My Values and Money learner content guide

Refer Understanding Business Processes learner content guide



Refer SBA QMS and associated documentation

Structured time allocation to instructional strategy, workplace and assessment is evident

(

7. PROGRAMME CURRICULUM AND STRATEGY

Module Name / Number

US #

Unit Standard Title

SO

AC

Facilitation Method

Assessment Strategy

Duration

Knowledge Questionnaire

Practical Demonstration

Workplace Demonstration Log Book

Simulation / Case Study / Project

Formative Activities

Unit 1to 3 My Values and Money

12537

Identify personal values and ethics in the workplace

1) Reflect upon a value system

Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:

1. The term 'ethics' is discussed, and an agreed description is arrived at.

2. A variety of values is discussed and listed e.g. honesty, loyalty, and commitment.

3. The rights and responsibilities relating to 'own values' are explored

4. A list of ethical and unethical practices is matched to workplace situations.

5. Ways for ethics to be entrenched in the workplace are explored e.g. Bill of Rights, Labour Relations Act, Employment Equity Act.

6. Comparisons between different kinds of ethics and values are made.

7. Understanding that different ethics and values can be acceptable is shown.

8. Tolerance to the ethics and values of others is displayed.

9. Ethics and values are identified in a particular context.

10. Potential conflicts are identified in a particular context.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:

11. Reflect on own performance in order to enhance future practice and learning.

Face-to-face facilitation

Group and individual activities

Video

FA1; FA3; SA1; SA2

FA1; FA2; FA3; SA1; SA2



2 days

2) Explore the need for ethics in the workplace; in terms of honesty, lack of oppression, fair labour practices and lack of gender discrimination

3) Respect the values of others in the workplace in terms of cultural and religious issues

4) Identify areas where value conflicts could occur in a specific context


US #

Unit Standard Title

SO

AC

Facilitation Method

Assessment Strategy

Duration






Unit 1. Understanding Business Practices

114895

Define the core concepts of the wholesale and retail environment

1) Segment the wholesale and retail sector

AC 1: Different sub-sectors and categories within wholesale/retail industry are identified as they appear in whole/retail sector, medium and micro enterprises.



Video

FA1 SA3

FA1

FA1 SA3

FA1 SA3

1 day

2)

AC 2: Categories and sub-sectors within wholesale/retail are matched to given wholesale and retail stores as they appear in wholesale/retail sector.

FA1

FA1

FA1

FA1

3)

AC 3: Stakeholders are identified as applicable to the organisation

4) Identify the store's target market

AC 1: Types of consumer profiles are described according to wholesale/retail sector

FA4

SA3

FA4 SA3

FA4 SA3

5)

AC 2: Consumer shopping patterns are described according to wholesale/retail sector

6)

AC 3: The Store's target market is described according to the organisation's market segment

7)

AC 4: The procedures for marketing the store to its target market is described according to the organisation's marketing strategy

FA1 SA3

FA1 SA3

FA1 SA3

FA1 SA3

8) Explain the flow of stock and sales through a wholesale/retail operation

AC 1: The various operational functional departments in a wholesale/retail store are identified along with their main purpose.

FA1

FA1

FA1

FA1

9)

AC 2: Stock flow through the store is explained as it applies to the business.

10)

AC 3: The flow of cash through the store is explained as it applies to the business.

11)

AC 4: The support functions necessary for the operation of a wholesale or retail outlet are explained as it applies to the sector.

FA2

FA2

FA2

FA2

12)

AC 5: The impact of the job on others in the organisation is explained in terms of systems and sub-systems.

FA4

FA4

FA4

FA4

13) Demonstrate an understanding of the wholesale & retail business environment

AC 1: The various forms of legislation that impact on the industry are identified in terms of their titles

FA3 SA3

FA3 SA3

FA3 SA3

FA3 SA3

Unit 2

14)

AC 2: The objectives of the different pieces of legislation are explained as it applies to each piece of legislation

15)

AC 3: General wholesale and retail terms are used in context as they apply to the industry

16) Demonstrate an understanding of the concept of shrinkage and losses within a Wholesale and Retail environment

AC 1: The concept of shrinkage and losses is understood and explained.



Video

FA3 SA3

FA3 SA3

FA3 SA3

FA3 SA3

AC 2: Methods of shrinkage and losses are identified.

AC 3: Reasons for preventative policies and procedures are described.

AC4: The impact of shrinkage and losses on the organisation is explained.


US #

Unit Standard Title

SO

AC

Facilitation Method

Assessment Strategy

Duration






Unit 2

114908

Apply food safety practices in a wholesale and retail outlet

1) Maintain clean and hygienic premises

AC 1: Methods of identifying the presence of pets [pests?] are explained and the organisations requirements in terms of reporting thereof, described



Video

FA2

FA2

FA2

FA2

1/3 day

AC 2: The work area is maintained in a safe and hygienic condition using required chemicals and equipment according to manufacturer and organisations procedures.

SA1

SA1

SA1

SA1

AC 3: Cleaning chemicals and equipment is stored according to health, safety and organisational requirements.

2) Implement safe food handling practices

AC 1: Applicable aspects of health and safety legislation and their purpose are explained in terms of the requirements of the organisation.

FA3 SA1

FA3 SA1

FA3 SA1

FA3 SA1

AC 2: Protective clothing is identified and the importance thereof explained according to health, safety and organisational requirements.

FA2 SA2

FA2 SA2

FA2 SA2

FA2 SA2

AC 3: Personal hygiene contributing to good health and safety practices is implemented according to legislation and organisational requirements.

AC 4: The selling of unsafe food is explained in terms of its effect on customer service and the organisation.

Unit 3

3) Prevent contamination and spoilage of food products

AC 1: Various forms of micro-organisms that affect food are described and the effect they have on food products is explained.

AC 2: Sources of micro-organisms are identified and how they spread is explained.

AC 3: Critical control points for food contamination are explained in terms of the operation of the organisation.

AC 4: Measures to prevent contamination of food are implemented according to health, safety and organisational requirements.

Unit 3

119960

Merchandise chillers and freezers in a retail store

1) Display stock in chillers and freezers

AC 1: The grouping and layout of stock in applicable chillers and freezers is explained as required by the organisation

SA1

SA1

SA1

SA1

1/3 day

AC 2: The use of regular and promotional ticketing in chillers and freezers is explained as required by the organisation.

AC 3: Stock in a chiller or freezer is displayed according to the grouping and layouts of the organisation and requirements of the cold chain.

2) Replenish chillers and freezers

AC 1: The requirements of the cold chain in respect of replenishing stock in chillers and freezers is explained as it applies to the organisation.

AC 2: Products requiring replenishment are identified according to the organisation's procedures.

AC 3: Stock is moved from the storage areas to the shop floor in a manner, which prolongs shelf life.

AC 4: The stock is rotated and unpacked in a manner which prolongs shelf life according to organisation shelf filling procedures.

AC5: Relevant parties are informed of excess stock and low stock holdings in line with organisational requirements.

Unit 4

243806

Deal with customers in a retail business

1) Identify the standards for customer service

AC 1: The manner in which a positive image is promoted to customers is explained as it applies to the wholesale and retail environment.

Observation and oral questioning

1/3 day

AC 2: A policy on customer service is developed for the outlet.

SA3

SA3

SA3

SA3

AC 3: Customer service standards for every staff member are explained according to the requirements of the outlet.

2) Deal with customers in a professional manner

AC 1: Personal appearance is maintained to present a positive image to the customer.

3)

AC 2: Customers are acknowledged and greeted in a professional manner.

4)

AC 3: Customer needs are identified to ensure customer satisfaction.

5)

AC 4: The customer's needs are understood through appropriate listening and questioning techniques.

6)

AC5: Customer needs are met in a courteous and professional manner.

7) Respond to customer complaints

AC 1: Steps for dealing with customer complaints are explained with examples of good and bad practice.



Video

SA2

SA2

SA2

SA2

8)

AC 2: The contact with the customer in carried out in a manner that diffuses the emotions and minimises disruption.

9)

AC 3: The customer's complaint is interpreted and appropriate actions are taken.

10)

AC 4: Ways in which to address queries and complaints in a manner that satisfies both the business and the customer are explained with examples of good and bad practice.

258156

Build customer relations in an operational unit

1) Explain customer behaviour. Customers includes, but is not limited to shoppers, the organisation's customers and internal customers

AC 1: The range of basic customer behaviour patterns are explained in terms of their service expectations. Customer behaviour patterns may include, but are not limited to the customer in a hurry, the customer who is "just looking", the angry customer, the excited customer and potential customers.

SA2

SA2

SA2

SA2

2)

AC 2: Appropriate methods for dealing with different behaviour patterns are explained as they apply to the behaviour of customers of the operational unit.

FA4

SA2

FA4

SA2

FA4

SA2

FA4

SA2

3)

AC 3: The application of the organisation's service policy is explained in relation to the different customer behaviour patterns.

4) Create positive customer perceptions

AC 1: The impact of customer perceptions is explained in terms of the result on the organisation's bottom line.

5)

AC 2: The environmental factors that will create positive and/or negative perceptions are described in relation to the customer profile of the business. Factors may include, but are not limited to stock availability, music, displays, housekeeping, temperatures, merchandiser call cycles, service, organisation policies and procedures.

6)

AC 3: The factors that need to be considered in order to build a positive customer experience of the business are described within own area of responsibility.

7) Interact with customers

AC 1: The impact of personal interaction with customers is explained in terms of the operational unit.

SA2

SA2

SA2

SA2

8)

AC 2: A personal checklist for customer interaction is developed according to organisational policy and generally accepted customer service behaviours in own area of work.

FA4

SA2

FA4

SA2

FA4

SA2

FA4

SA2

9)

AC 3: The customer is interacted with in accordance with organisational guidelines.



Video

FA4

SA2

FA4

SA2

FA4

SA2

FA4

SA2

10) Resolve customer complaints

AC 1: Procedures for dealing with customer complaints are explained as they apply to the operational unit.

11)

AC 2: Customer complaints are handled according to organisational policies and procedures.

12)

AC 3: Resources to help resolve customer's complaints are identified according to organisational policies and procedures.

Unit 5

258155

Explain the factors that impact on the bottom line of a Wholesale and Retail unit

1) Explain the relationship between the bottom line of a business and the factors that will impact on it

AC 1: The meaning of bottom line is explained in the context of a wholesale and retail sector.

SA3

SA3

SA3

SA3

1 day

2)

AC 2: The influence that staff's personal traits and behaviour have on a business unit is explained in terms of the impact they have on the customers and the business unit. Range:- Personal traits include but are not limited to communication skills, tidiness, courtesy, assertiveness, helpfulness.

SA2

SA2

SA2

SA2

3)

AC 3: The influence of limited and vast product ranges on a business unit is explained in terms of the impact it has on the customers and the business unit.

SA3

SA3

SA3

SA3

4)

AC 4: The influence that low margin products, high margin products and a mix between the two have on a business unit is explained in terms of the impact it has on the customers and the business unit itself.

5)

AC 5: The influence that the pricing of products has on a business unit is explained in terms of the impact it has on the customers and the business unit itself.

6)

AC 6: A list with explanations is compiled of any other factors that might impact on the customers and the bottom line of the particular business.

7)

AC 7: The impact of stock on cash flow is explained in terms of its effect on the bottom line of the business.

8) Explain how net profit is arrived at in an operational unit

AC 1: The difference between Gross and Net Profit is explained in terms of the elements taken in consideration when calculating it.

SA3

SA3

SA3

SA3

9)

AC 2: Expenses are explained as they apply to the organisation.

10)

AC 3: Factors impacting on Gross Profit margin are explained as they apply to the organisation. Range: - Factors include, but are not limited to Product mix, Shrinkage, Mark Down and Cost of Goods Sold.



Video

SA3

SA3

SA3

SA3

11)

AC 4: The Gross Profit of a W&R business is calculated and explained as it applies to the organisation.

12)

AC5: The Net Profit of a W&R business is calculated and explained as it applies to the organisation.

13) Explain how own job can impact on the bottom line of a business

AC 1: Own area of responsibility is explained in terms of its impact on sales.

FA4

FA4

FA4

FA4

14)

AC 2: Own area of responsibility is explained in terms of its impact on expenses.

15)

AC 3: Own area of responsibility is explained in terms of its impact on shrinkage and losses.

16)

AC 4: The impact that own job has on service delivery is explained as it applies to both internal and external customers.

17)

AC 5: The impact that own job has on the marketing and promotional activity of the business is explained as it applies to both internal and external customers.

18)

AC 6: The impact that own productivity has on the bottom line is explained as it applies to the business.

19)

AC 7: Own area of responsibility is explained in terms of its impact on stock and cash flow.

8. PROGRAMME EVALUATION


MET

NOT MET

Comments

Facilitator evaluation indicated clearly and submitted with learning programme

(

Refer emails from Phumzile (Director and lead facilitator for Understanding Business Practices

Refer Consolidated Y&A Editing of SBA manual with Additions (lead facilitators for My Values & Money)

Refer also SBA QMS and associated documentation particularly 11; 18; 15

Evaluation of entire learning programme is indicated clearly in the internal moderator report

(

Evaluation of the assessment tools and methods of assessment is indicated clearly in the assessor assessment report

(

Evaluation of learning impact (post-course) indicated clearly (ROI)

(

Evaluation of equipment, media and venue

(

Refer SBA QMS and associated documentation particularly 11; 12; 18; 15

Learner evaluation on impact of learning

(

Does programme support individual learning?

(

9. ROLL OUT PLAN


MET

NOT MET

Comments

Workplace and instructional learning timeframes clearly stated

(






Timeframes indicated when theoretical component will be assessed

(

Timeframes indicated when workplace assessment will take place

(

10. ETD PRACTITIONER /FACILITATORS /ASSESSORS /MODERATORS

Facilitators

Phumzile Octavia Mthembu

Seth Naicker

Celeste Maxim Lackay

Assessors


Reg 617/ASS/04376/14

Moderators

Mfanelo Patuleni

Reg 617MOD/00872/13


Please see attached moderator application correspondence

11. ETD PRACTITIONER / FACILITATORS / ASSESSORS / MODERATORS


MET

NOT MET

Comments

Requirements of Assessors assessing learners has been stated clearly

(






All assessors and moderators are registered with the W&RSETA with the relevant scope

(

Refer to relevant attached W&R registration forms, applications, and correspondence

All summative assessments are facilitated by a registered W&RSETA constituent assessor and moderated by moderators with the relevant scope

(

Selection criteria for facilitators on this programme has been clearly stated

(






12. QUALITY FINISH CRITERIA


MET

NOT MET

Comments

Does the programme suit the entry level?

(

Refer emails from Phumzile (Director and lead facilitator for Understanding Business Practices

Refer Consolidated Y&A Editing of SBA manual with Additions (lead facilitators for My Values & Money)

Refer also SBA QMS and associated documentation particularly 11; 18; 15

Is the content well structured?

(

Font size and type is it suitable?

(

Is the editing technically correct?

(

Are the pages numbered?

(

Are the modules easily numbered and named?

(

Confirmation that the material has been internally moderated before submission to the W&RSETA has been attached in the form of a moderation report

(

Confirmation that the assessments have been internally reviewed by the assessor before submission to the W&RSETA has been attached in the form of an endorsed assessor report

(

A comprehensive reference list of all sources used is attached?

(

Refer to learner content guides on relevant pages where text has been copied from

13. PLEASE ENSURE THE FOLLOWING DOCUMENTS ACCOMPANY YOUR APPLICATION FORM. IF ANY DOCUMENTS ARE NOT INCLUDED, THE APPLICATION WILL BE REJECTED

Please mark

For Office use only

Submitted

Comments

2xLearner content guides

(

Yes

2xLearner Work books/PoE

(

Yes

Workplace Guide

(

No

Log Book for workplace activities

No

Facilitator guide

(

Yes

Assessment guide (including model answers)

Yes

Learning programme strategy document

(

Yes

Roll out plan

Yes

14. DECLARATIONS

Applicant: I hereby declare that the above information is correct, valid and accurate, and that no part of the programmes I have submitted has been copied, duplicated or sourced from illegal, unscrupulous or misrepresented manner. The information, design and content have been designed by Celeste Maxim Lackay - !THE Accreditation Specialist.

Purchased material must be accompanied by a copy of the signed Service Level Agreement between the Developer and the Applicant.

Signature of applicant:

Celeste Maxim Lackay on behalf of Shukuma Business Academy

Name of programme developer:

Celeste Maxim Lackay trading as !THE Accreditation Specialist

Date:

29th February 2016

Employer or provider: I hereby endorse this application and declare that the information is correct, valid and accurate.

Name of employer:

Seth Naicker on behalf of Shukuma Business Academy

Date:

29th February 2016

For Office Use Only

W&RSETA Evaluator:

Date:

APPROVED

NOT APPROVED

Return completed applications together with the learning material to the relevant office:

Western Cape

Unit 103, First Floor

Colosseum

4 Century Boulevard

Century City

Cape Town

Tel: 021561 6500

KwaZulu Natal

Clifton Place, Office 12B

First Floor

19 Hurst Grove

Musgrave

Durban

Tel: 031277 0500

Free State

First Floor

200 Nelson Mandela Building,

Cnr Nobel and Nelson Mandela

Bloemfontein

Tel: 051444 0746

Limpopo

FNB Building,

Cnr Hans van Rensburg and Jorrisen St

Polokwane

Tel: 015 291 2237

Gauteng South

Block 18, The Woodlands Office Park

Ground Floor, Western Service Road, Woodmead

Johannesburg

Tel: 011656 0085

Gauteng North

1267 Pretorius St

Hadefield Office Park, Hatfield

Pretoria

Tel: 012430 4930

Eastern Cape

18 Surrey Road

Vincent

East London

Tel: 043726 3281

Mpumalanga

202 Parkmed Centre

64 Mandela Street

Emalahleni

Tel: 013690 1214

North West

Office No9

49 Heystek Street

Rustenburg

Tel: 014592 0483

Northern Cape

Shop 16b

Flaxley House

Kimberley

Tel: 053831 4117

Not necessary for the nature of the selected unit standards

Not necessary for the nature of the selected unit standards

Integrated into Facilitation, Assessment & Moderation Guide

Document Title

Learning Programme Self Evaluation Tool

Document Number

Date Compiled:

February 2012

Page Number

Page 1 of 19

Revision Date:

22 June 2015

Revision Number

Rev 01

Access:

Controlled

PAGE

16

Document Title

Learning Programme Self Evaluation Tool

Document Number

Date Compiled:

February 2012

Page Number

Page 16 of 19

Revision Date:

22 June 2015

Revision Number

Rev 01

Access:

Controlled