MANAGEMENT AND SECRETARIAL QUALIFICATIONS AND …

MANAGEMENT AND SECRETARIALQUALIFICATIONS AND SKILLS PROGRAMMES

Your one stop

towards life-long

learning

2021

E D U T E L

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Contents

1. Names of Directors, Chief Executive and Senior Management 3

2. Names and Qualifications of Academic Staff 4

3. General Information 5

4. Recognition of Prior Learning: The key to your future learning 8

5. Foundational Learning Programme 10

6. Project Management Skills Programme NQF 04 – Become a project manager 14

7. Start Your Own Business 15

8. Further Education and Training Certificate:

New Venture Creation (ID 66249) NQF 04 16


Generic Management (ID 57712) NQF 04 20


Marketing (ID 67464) NQF 04 24


Business Administration Services (ID 61595) NQF 04 28

1 . Further Education and Training Certificate:2

Human Resources Management and Practices Support (ID 49691) NQF 04 32

1 . National Diploma:3

Human Resources Management and Practices (ID 61592) NQF 05 35

1 . National4 Certificate:

(ID )National Certificate: Generic Management: General Management 59201 (60269)

N 40QF 05

1 . Code of Conduct5 43

3S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T

1. Names of Directors, Chief Executiveand Senior Management

Directors: Andries PelserOscar Stephen BashingJolene Pillay

Chief Executive Officer: Andries Bernardus Pelser

Senior Management: Oscar Bashing – Operations ManagerTricia van Gass - Quality Manager

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2. Names and Qualifications of Academic Staff

Adams, CKM - B.ING, ND Electrical Engineering, Facilitator, AssessorBhana, A – BA, BA (Hons), HED, HRDBotha, GS - BA, HODDavies, L - BA DegreeFerreira, DP - THD, FDE: Youth Preparedness, FDE: Giftedness, NHD - Educational Management,

NC: Creativity Management and Coaching, NC: HR, NC: OD-ETDP NQF 5, ND: ETDP NQF 5,NC: OD-ETDP NQF 6, Facilitator, Assessor, Moderator

Janse van Rensburg, A - HOD, BA, BA (Hons), Conduct Outcomes-based assessmentKok, A - BA, BA (Hons), HED: Outcomes-based assessment (OD-ETDP) ModeratorKotze, P - HOD, D. Tech., HED, M. Tech., ACE.Lubbe, D – ETDPLuus, F - HOD, B. Tech., National Diploma in Electrical Engineering, Assessor, Moderator,

Facilitate a learning programme, Plan a learning programmePelser, C - B.Com degree. B.Com. (Hons), MCom Marketing ManagementPrinsloo, C - BA (Hons), HED, ACE, Advance Project Manager, PHDSithole, B.E. - B.Ed. Management, Further Diploma in EducationSchoultz, KB - ND: Management, SDF, Assessor, ModeratorSeaman, PM - HOD, FDE, AssessorSteyn, I - BA, Assessor, Moderator, Member of SACESwart, P - BA (Hons), MBA, BA (Prom).Van der Schyf. A - Assessor and ModeratorVan der Schyf, M - Industry Electronics, NQF 4 Ladies/Gents Hairdressing, Diploma NQF 3 -

Advanced Make-up, National Diploma: OD-ETDP NQF 5, National Certificate: OD-ETDPNQF 6.

Wepener, M - HEDWilliams, J - ABET, OD-ETDP L.5, National Diploma: OD-ETDP

3. General Information

Our MissionOur mission is to add value to our customers'business by being their most preferredtraining provider, offering them quality-assured training interventions that lead toachieving national qualifications or credits,effectively address skills gaps and are value-adding, and achieving all this throughexceptional customer satisfaction and long-term relationships.

Meet EDUTEL� Edutel is a group of companies

specialising in the fields of education,training, skills development and services.The first Edutel company started off in1999 and in 2021 Edutel celebrates 22years of excellence in the field ofeducation and training.

� Edutel Services (Pty) Ltd is fully accreditedwith the Services SETA – Decision 1290.

� All our programmes are approved by theServices SETA ETQA.

� We are also a member of APPETD.

What we offerEdutel offers 6 different SETA Qualificationson NQF levels 04 and 05, and various skillsprogrammes.

Course materialEdutel makes use of its own developers andapproved course material, assessment guidesand instruments and sets a new standardwhen it comes to courseware development.We will continuously improve on our services.

Mode of deliveryContact and/or distance or mixed mode.

Assessment and ModerationAll Edutel's Assessors and Moderators areaccredited with the ETDP SETA and registeredwith the Services SETA or SABPP ETQA.Edutel also renders a service as far asinstructional learning assessment andworkplace assessment are concerned.

Where do we operate?Edutel offers its qualifications and skillsprogrammes in all major centres throughoutSouth Africa, namely Pretoria, Johannesburg,Cape Town, Durban or wherever the needarises. We also render services internationally.Please enquire with us for the venue nearestto you. Courses can also be done via distancelearning.

What if I can do certain activities already?You will be able to apply for RPL assessmentagainst certain unit standards. This meansthat evidence of your experience andprevious studies could be used for anassessment process in order to declare youcompetent. This process is called Recognitionof Prior Learning.

How to apply for RPLPre-entry phase� The learner applies for assessment for

recognition of learning.� The learner is given the necessary

information.� A preliminary screening process takes

place where the viability of an RPLassessment is determined.


Advice phase� The evidence facilitator assists the

candidate with the gathering of evidenceand presentation of the Portfolio ofEvidence.

� The function of the evidence facilitator isclearly defined as one of support andadvice through the accumulation ofevidence.

� The evidence facilitator only facilitates theprocess of evidence gathering: thecandidate has the responsibility ofundertaking this task.

Assessment phase� The candidate compiles and submits a

portfolio.� The registered assessor assesses the

portfolio.� The assessor and the evidence facilitator

will not be the same person.a. Competent – Assessor records results

and submits candidate's evidence formoderation.

b. Not yet competent – Assessor requestsmore evidence or sets furtherassessment activities.

Moderation phase� The moderator moderates the assessment

process.� The moderator makes recommendations

where necessary.� The declaration of competence is

confirmed.

Certification phase� The candidate is issued with a certificate

of competence.� The necessary data is uploaded to the

NLRD.

LearnershipsDuration: Learnership at NQF 04 – 12 months

Fees: See Insert

When can I register?As soon as you are ready.

Do I have to buy extra books?No, all material will be provided.

Do I have to be working before I register?You must preferably be working in therelevant industry in order to gain thepractical experience. Should you not beworking in the industry and you only want togain the knowledge component, you mayregister, but you will only receive a certificateto indicate that you have completed theknowledge component of the skillsprogramme or qualification. You will onlyearn the credits linked to a unitstandard/qualification once you have alsobeen declared competent on the workplaceassessment (Portfolio of Evidence).

Competency-based EducationThe courses listed are all competence-based.This means that learners must not only bedeclared competent on the knowledgecomponent, but also the practical componentof each unit standard.

Learners first do the knowledge componentand add the practical later.

Language PolicyOur language of tuition is English.

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Cancellation PolicyCancellations of course fees will not beaccepted once you are accepted andregistered as a learner. Consideration willonly be given to exceptional cases. You maycancel your studies, but you will remain liableto pay your course fees.

Learners' Financial AidLearners can arrange to pay their course feesby bank debit order, cash monthly, cash inadvance, credit card or, in some cases, bysalary stop order ( ). Learners can applyFundifor study loans at various financialinstitutions. Services SETA may also makegrants available from time to time. ContactServices SETA at 0861 101 148 for moreinformation.

Student Support ServicesLearners will be supported by our call centreat (011) 760-4251 should they need anyassistance. Learners can also make anappointment with their facilitator/assessorshould they so choose.

Employment opportunitiesShould you be presently unemployed youmay apply to Edutel to have your detailsplaced on our employment database foremployers to consider.

Online learningIn some cases online learning sessions will bearranged to support limited contact learnersand learners living in remote areas. In orderto take part in the online learning you willneed access to a computer, internetconnection, speakers, etc. If online learningsupport will be part of your course, you willbe notified with registration.


All broadcasts will be put on Edutel's websitefor later viewing by learners who missed thebroadcast.

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4. Recognition of Prior Learning: The key to yourfuture learning

WHAT IT ISCommonly called RPL, Recognition of PriorLearning is a mechanism which provides foracknowledgement of a person's knowledgeand skills which might not have beenacquired through formal training.

SAQA's definition of RPL states "Recognitionof Prior Learning means the comparison ofthe previous learning and experience of alearner howsoever obtained against thelearning outcomes required for a specifiedqualification, and the acceptance forpurposes of qualification of that which meetsthe requirements." This means that regardlessof where, when or how a person achieved thelearning, if such learning meets therequirements of a unit standard or aqualification, it could be recognised forcredits.

RPL is therefore a form of assessment forpersons who have not attended training butstill wish to be acknowledged for theircurrent knowledge and skills in a particulararea.

HOW IT WORKSThe SAQA RPL policy states: "there is nofundamental difference in the assessment ofpreviously acquired skills and knowledge andthe assessment of skills and knowledgeacquired through a current learningprogramme. The candidate seeking credits forpreviously acquired skills and knowledge muststill comply with all the requirements asstated in unit standards and qualifications.The difference lies in the route to the

assessment.

We've already stated, RPL is an assessmentprocess, and as such, the persons applying forRPL must understand that they will have toundergo some form of assessment to ensurethat the required knowledge and skills are stillcurrent. Edutel's RPL assessment mainlyconsists of Questioning and WorkplaceObservation as methods of gathering theevidence to prove the candidate'scompetence. This means that the candidatewill most probably be observed while he/sheis working and his/her line manager willcomplete a form indicating what the personcan do. The person will also have to completeeither a knowledge questionnaire, case studyquestions or an assignment (or a combinationof these) in order for the assessor to checkthat the knowledge or theory needed to usethe skills properly is up to date.

With Edutel there is a specific procedurewhich needs to be followed in order for theRPL assessment process to take place. It lookslike this:1. A prospective candidate, who knows

that he/she most probably qualifies forRPL applies to Edutel by completing therelevant Application.

2. Once the file has been reviewed andapproved, the potential candidate meetswith an RPL Advisor, who explains theskills and knowledge equirements andr

checks whether the person does, in fact,have these at present. This is called theScreening process.

3. If the person has some major gaps in


knowledge and skills, he/she is advised toattend training to fill these gaps andcome back later for RPL.

4. If the person meets requirements, thenthe process is put in motion.

5. The successful candidate will be giventhorough preparation for theassessment which lies ahead and allconcerns which the person might haveare ironed out.

6. Then the evidence collection phasestarts. At this point the EvidenceFacilitator in the workplace (who mightbe the line manager) is trained on howto assist the candidate to collect therequired evidence.

7. The evidence is collected over a periodof time (which was agreed upon duringassessment preparation) and this is allsubmitted to Edutel for formalassessment.

8. The assessment is done by a registeredassessor, who makes a judgement as towhether the evidence submitted by thecandidate covers all the requirements ofthe unit standard or qualification.

9. If it does, the candidate is declaredCompetent and, in due course, cancelebrate his/her achievement.

10. If the evidence does not meetrequirements, the candidate is givenadvice and support on what extraevidence is required and how to goabout collecting this. Steps 7 to 9 thenapply.

Do not think that the RPL process is easy orquick. The candidate must focus on whatevidence is needed and cannot merelyproduce a few pieces of paper and think thathe/she is Competent. It takes time andthought on the part of all concerned to

successfully complete an RPL process. Butthe results are wonderful!

WHAT IT COSTSJust as the process is not a speedy one, so thecosts are not excessively cheap. However, it isdefinitely less expensive than attending aformal workshop and then undergoing theassessment. It's not only the actual costingwhich needs to be taken in consideration. Thehidden costs of being out of the workplacefor formal training and therefore not beingproductive also have to be kept in mind.

IS IT WORTH IT?Definitely! Imagine: perhaps a fullqualification which acknowledges yourknowledge and skills without you havingbeen in a classroom or undergoingcoaching.......

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5 Foundational Learning Programme.

What is Foundational Learning Competence(FLC)?Foundational Learning Competence is a partqualification consisting of two learning areas:Communications and Mathematical Literacy.It describes the minimum competence neededin these two key areas, required by people tofunction optimally in the world of work. TheFLC describes the minimum competencerequired of learners to deal successfully withoccupational learning at NQF Levels 2-4.

The school-leaving qualification, the NationalSenior Certificate, is registered at NQF Level 4.Hence the Foundational LearningCompetence addresses the needs of learnersin the occupational qualifications that areregistered on the NQF at Levels 2, 3 and 4, i.e.below Grade 12.

The Foundational Learning Competence is acompulsory part of all new qualificationsdeveloped under the auspices of the QualityCouncil for Trades and Occupations (QCTO) atNQF levels 3 and 4. This does not mean thatdevelopers of qualifications at NQF Level 2cannot include Foundational Learning as arequirement. It has replaced the'fundamentals' in Mathematics andCommunications, required previously in allqualifications at NQF Levels 1 to 4.

This is a part qualification registered at NQFLevel 2. It has a credit value of 40, 20 forFoundational Learning Competence inCommunications and 20 for FoundationalLearning Competence in MathematicalLiteracy.

What is the rationale for requiring learners tocomplete Foundational LearningCompetence?The skills developed in the two learning areas,Communications and Mathematical Literacy,have been identified as foundational forlearners wanting to progress in theiroccupation and skills development.

There is ample research that shows thatlanguage proficiency is closely aligned tosuccess in learning in other areas. Historicaleducational backlogs which resulted from anunfair education dispensation have resultedin many adult learners having a gap in theirunderstanding of and ability to applylanguage and mathematical literacy conceptsin the workplace. While learners may beready for training at the required level in thetechnical or practical aspects of aqualification, i.e. they are able to 'do', veryoften their language skills in English(normally the language of teaching andlearning) are at a much lower level. Thiscauses many problems in relation to dealingwith the theoretical concepts in the learningmaterial and the acquisition of new skills andknowledge in occupational training. Similarlyoccupational training does require anunderstanding of numbers and knowledgeand how to work with numbers especially inkey areas of measurement and quantity.

In 2007 the process for the development ofthe Foundational Learning Competence (FLC)was implemented by the Department ofLabour. The FLC has replaced thefundamental unit standards in Mathematics

and Communications that were required in allSAQA qualifications at NQF Levels 1-4. Thisdecision was taken essentially because thefundamental unit standards were not donefor a variety of reasons and had become ablockage in the system. A key reason for thiswas because learners were required to studymathematics or language skills that wereunnecessary for their specific occupationalneeds. Hence there are many South Africanswho have been denied qualifications inoccupations and trades at NQF levels 2, 3 and4 because they are unable to achieve thecompulsory fundamental requirements at allfour levels of the FET band for mathematicalliteracy and language.

The FLC is more focussed and directed to theminimum competence required in each areain order to function optimally in the world ofwork. It hence supports the objectives of theNQF that the fundamental unit standardswere intended to achieve in terms of redress,access to meaningful learning, theachievement of qualifications and providing abasis for lifelong learning.

Once a learner has completed the FLC, s/hedoes not have to do it again, even if thelearner moves onto a qualification registeredat a higher level, up to and including NQFLevel 4.

The Foundational Learning Competence isdesigned to address occupational needs andhence has no direct equivalent in thetraditional schooling sector.

What is Foundational Learning Competencein Communications?The Foundational Learning Competence inCommunications describes the knowledge oflanguage and the thinking processes requiredto communicate effectively in the workplace.

FLC Communications provides the basis in thelanguage of instruction to enable a learner todeal effectively with occupational training,and communication in the workplace. Thepurpose of this component is to enableindividuals to deal confidently andsuccessfully with the language of learningand teaching (LOLT) of formal occupationaltraining, in relation to oral skills, reading andwriting. It is the language of most externalassessments such as trade tests. People whoattend a FLC learning programme are givenpractice in speaking, listening, reading andwriting meaningfully and effectively in thelanguage of instruction. Once they haveachieved their part qualification inCommunications they will be able, moreeasily, to progress further in their chosenoccupational pathways and workplacecontexts.

The FLC is not ABET. Communications in ABETand NQF Level 1 focus on using reading forlearning rather than learning how to read. Sowhile the function of reading programmes upto and including NQF Level 1 focused onbeing able to identify the vocabulary and thelanguage structures in context, so as to beable to understand and comprehend whatwas being said, the focus in FoundationalLearning Competence is to read for


information. Gathering information is notonly about extracting relevant informationfrom a text but also to infer meaning, to usethe information gathered to makedeductions, to develop the logic of anargument, to organise thinking and to extractthe key messages from an extended piece ofwriting.

The content of the FLC Communicationslearning programme covers the following:� Writing� Speaking and listening� Visual literacy� Language structure and usage� Study skills� Workplace terminology.

What is Foundational Learning Competencein Mathematical Literacy?The Foundational Learning Competence inMathematical Literacy is the minimum,generic mathematical literacy that willprovide learners with an adequate foundationto cope with the mathematical demands ofoccupational training and to engagemeaningfully in real-life situations involvingmathematics.

Foundational Mathematical Literacy will alsoserve as the foundation for furtherdevelopment of an individual inmathematical literacy contexts andmathematical concepts that may be specificto an occupation or trade.

Individuals who have met all therequirements of Foundational Mathematical

Literacy are able to solve problems in realcontexts by responding to information aboutmathematical ideas that are presented in avariety of ways. Individuals will solveproblems by defining the problem, analysingand making sense of the informationprovided, planning on how to solve theproblem, executing their plan, interpretingand evaluating the results, and justifying themethod and solution. Using theirmathematical literacy and understanding ofnumbers, they will make sense of theworkplace and the world in which they live.

The content of the FLC: Mathematical Literacycurriculum covers the following:� Number and quantity� Finance� Data and chance� Measurement� Space and shape� Patterns and relationships.

In solving problems, individuals will applyskills such as identifying or locating relevantinformation, ordering, sorting, comparing,counting, estimating, computing, measuring,modelling, interpreting and communicating.

What level of competence should be in placebefore a learner enters a FoundationalLearning Competence learning programme?A learner who is competent at ABET Level 3 inthe learning area should be able to managethe FLC learning programme.

The Foundational Learning Competenceassumes that learners entering a foundational

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learning programme have a minimumcompetence level in the relevant learningarea at ABET Level 3 or its equivalent. This isnot a formal certification requirement, asthere are no certification requirements forentry to the external assessment process.

What is the external assessment forFoundational Learning Competence?Each learning area has an externalassessment. The final assessment in eachlearning area consists of 60 questions in amultiple-choice format. Each externalassessment is 2,5 hours in length.

The two subject areas of FoundationalLearning Competence in Communicationsand Foundational Learning Competence inMathematical Literacy are assessed separately.Each subject has an external assessmentconducted at IEB recognised assessmentcentres nationally. Edutel is registered as anassessment centre for IEB.

The purpose of these assessments is to checkwhether learners are proficient enough in thefoundational skills and knowledge of eachlearning area in order to engage effectively informal occupational training.The assessment model that has been adoptedis intended to support occupational skillsdevelopment, and is therefore based onpractical needs which require that the tests:� are available regularly and in the long

term, electronically, on demand;� have a quick turn-around time for

delivery of results;

� are relatively inexpensive and easy toadminister.

To meet these requirements the assessmentsare in a multiple-choice, machine-scoredformat.

The key feature of such a model is the on-going building of a bank of trailed assessmentitems that can be used in variouspermutations.

The questions are based on the curricula ofthe Foundational Learning Competence in therelevant learning area. They are proficiencyassessments, aiming to test the state ofreadiness to embark on learning rather thanassessment of completed learning.

The items have different levels of complexity.The test specifications indicate how manyquestions at each level of complexity must beincluded in the test. The following area theratings of achievement:80%-100% Competent Outstanding (CO)70%-79% Competent Commendable (CC)50%-69% Competent Adequate (CA)40%-49% Not Competent Threshold

(NCT)Less than 40% Not Yet Competent (NYC)

Exemplar papers are available from the IEB

website ( ).www.ieb.co.za


6. Become a Project Manager

This learning intervention consists of severalunit standards, all of which will provide thelearner with a fundamental set of basicproject management skills. You will learnhow to lead a team of people in the contextof a small project involving few resources.Furthermore, you will be able to apply qualityassurance mechanisms throughout theprocess.

Duration of skills programmes: The workshopis approximately 3 days, depending on thenumber of unit standards and notional hours.

During the three days we will cover:Option 1� 120375 Participate in the estimation and

preparation of cost budget or a project orsub project and monitor and controlactual cost against budget, NQF 04(6 credits)

� 120376 Conduct project documentationmanagement to support project processes,NQF 04 (6 credits)

� 120381 Implement project administrationprocesses according to requirements, NQF04 (5 credits)

� 120382 Plan, organise and supportproject meetings and workshops, NQF 04(4 credits)

� 120387 Monitor, evaluate andcommunicate simple project schedules,NQF 04 (4 credits).

Option 2� 120373 Contribute to project initiation,

scope definition and scope changecontrol, NQF 04 (9 credits)

� 120384 Develop a simple schedule to

facilitate effective project execution,NQF 04 (8 credits)

� 120379 Work as a project team member,NQF 04 (8 credits)

Accreditation statusThe programme is approved by the ServicesSETA ETQA.

Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ServicesSETA you will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

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7. Start your own business

Do you want to start your own business andensure that it is successful from the outset?Knowing how to evaluate a new businessidea, structure an effective business plan andmaking it work, requires knowledge, skills andperseverance. Edutel's learning programmesare designed to give you assistance withstarting a new venture so that these issues donot become problems. The various skillsprogrammes are outcomes-based and alignedto SAQA-registered unit standards.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessment

outcome has been verified by the ServicesSETA you will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


8. Further Education and Training Certificate:NEW VENTURE CREATION (ID 66249) NQF 04 Min 149 credits

Purpose of this qualification:The purpose of the Qualification is to developthe appropriate skills and knowledge requiredby a person for the establishment anddevelopment of a small to medium businessventure, and address the economic,administrative and behavioural (psycho-social) barriers that contribute to success instarting and sustaining the venture.

This qualification is intended for persons whowish to start, operate, manage and grow anew small to medium business venture.Learners attempting this qualification will beequipped with a variety of technical, businessmanagerial and personal skills and strategiesto help them succeed in the creation andsustenance of a business. The successfullearner will develop a sound foundation forthe application of these skills and knowledgeto explore a diverse range of entrepreneurialopportunities.

Recipients of this qualification will be able to:� Demonstrate an ability to identify and

create a new venture.� Demonstrate knowledge of interpersonal

skills required in a business environment.� Demonstrate an understanding of basic

economics within an market economy.� Manage a new venture by applying

business principles and techniques.� Demonstrate an understanding of the role

of leadership and management.

Learning assumed to be in place:Communication and Mathematical Literacy atNQF Level 03.

Exit-level Outcomes:� Demonstrate an ability to identify and

create a new venture.� Demonstrate knowledge of interpersonal

skills required in a business environment.� Demonstrate an understanding of basic

economics within a market economy.� Manage a new venture by applying

business principles and techniques.� Demonstrate an understanding of the role

of leadership and management.

Duration of qualification:1 year


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ServicesSETA you will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain to

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Curriculum

FUNDAMENTAL56 Credits

� 119472 Accommodateaudience and contextneeds in oral/signedcommunication, NQF 03(5 credits)

� 119457 Interpret and useinformation from texts,NQF 03 (5 credits)

� 119467 Use language andcommunication inoccupational learningprogrammes, NQF 03(5 credits)

� 119465 Write/present/signtexts for a range ofcommunicative contexts,NQF 03 (5 credits)

� 9015 Apply knowledge ofstatistics and probability tocritically interrogate andeffectively communicatefindings on life relatedproblems, NQF 04(6 credits)

� 119462 Engage insustained oral/signedcommunication and

CORE82 Credits

� 114600 Apply innovativethinking to thedevelopment of a smallbusiness, NQF 04 (4 credits)

� 263455 Apply theprinciples of costing andpricing to a businessventure, NQF 04 (6 credits)

� 263356 Demonstrate anunderstanding of anentrepreneurial profile,NQF 04 (5 credits)

� 263514 Demonstrate anunderstanding of thefunction of the marketmechanisms in a newventure, NQF 04 (5 credits)

� 120389 Explain and applythe concept, principles andtheories of motivation in aleadership context, NQF 04(6 credits)

� 114584 Finance a newventure, NQF 04 (5 credits)

� 13952 Demonstrate basicunderstanding of thePrimary labour legislationthat impacts on abusiness unit, NQF 04(8 credits)

� 13945 Describe and applythe management of stockand fixed assets in abusiness unit, NQF 04(2 credits)

� 242655 Demonstrateknowledge andapplication of ethicalconduct in a businessenvironment, NQF 04(4 credits)

ELECTIVEChoose 11 Credits

your credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as an

entry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.



evaluate spoken/signedtexts, NQF 04 (5 credits)

� 119469 Read/view, analyseand respond to a variety oftexts, NQF 04 (5 credits)

� 9016 Represent, analyseand calculate shape andmotion in 2- and 3-dimensional space indifferent contexts, NQF 04(4 credits)


� 7468 Use mathematics toinvestigate and monitorthe financial aspects ofpersonal, business, nationaland international issues,NQF 04 (6 credits)

� 119459 Write/present/ signfor a wide range ofcontexts, NQF 04 (5 credits)

CORE82 Credits

� 263534 Implement anaction plan for a newventure, NQF 04 (4 credits)

� 263474 Manage financesof a new venture, NQF 04(6 credits)

� 114805 Manage generaladministration, NQF 04(4 credits)

� 13948 Negotiate anagreement or deal in anauthentic work situation,NQF 04 (5 credits)

� 263434 Plan and manageproduction/operations in anew venture, NQF 04(6 credits)

� 263456 Plan strategicallyto improve new ventureperformance, NQF 04(4 credits)

� 114592 Produce businessplans for a new venture,NQF 04 (8 credits)

� 114596 Research theviability of new ventureideas/opportunities,NQF 04 (5 credits)


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CORE82 Credits

� 116394 Implement andmanage human resourceand labour relationspolicies and acts, NQF 05(9 credits)


NOTE: All fundamental and core unit standards are compulsory. Learners must choose unitstandards totalling a minimum of 11 credits for the elective component.


9. Further Education and Training Certificate: GenericManagement

MANAGEMENT (ID 57712) NQF 04, Min. 150 Credits

This qualification is intended for juniormanagers of small organisations, juniormanagers of business units in medium andlarge organisations, or those aspiring to thesepositions. Junior managers include teamleaders, supervisors, foremen and sectionheads.

The focus of this qualification has beendesigned to enable learners to be competentin a range of knowledge, skills, attitudes andvalues including:

� Gathering and analysing information.

� Analysing events that impact on abusiness and its competitive environment.

� Complying with organisational standards.

� Motivating an individual or team.

� Negotiating in a work situation.

� Understanding the role of businessstrategy as it applies to juniormanagement.

� Managing the budget within a specificarea of responsibility.

� Applying management principles andpractices within a specific area ofresponsibility.

� Managing work unit performance toachieve goals.

� Behaving ethically and promoting ethicalbehaviour in a work situation.

� Demonstrating understanding of theconsequences in a work unit of HIV/AIDS.

The learners who achieve this qualificationwill be able to demonstrate competencies inmanagement relating to Planning, Organising,Leading, Controlling and Ethics. Overall, thisqualification will ensure that learners arecapable of:

� Developing plans to achieve definedobjectives.

� Organising resources in accordance with adeveloped plan.

� Leading a team to work co-operatively toachieve objectives.

� Monitoring performance to ensurecompliance to a plan.

� Making decisions based on a code ofethics.

Learning assumed to be in place:Communication, Mathematical Literacy andComputer Literacy at NQF Level 03.

Mode of delivery:Contact, distance or mixed mode.


Accreditation status:The programme is approved by the ServicesSETA ETQA.

Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compiling

20

Portfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ServicesSETA you will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to apply

for RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


� 119472 Accommodateaudience and context needsin oral/signedcommunication, NQF 03(5 credits)


� 119467 Use language andcommunication inoccupational learningprogrames, NQF 03(5 credits)


� 9015 Apply knowledge ofstatistics and probability tocritically interrogate andeffectively communicate

CORE72 Credits

� 242824 Apply leadershipconcepts in a work context,NQF 04 (12 credits)

� 242815 Apply theorganisation’s code ofconduct in a workenvironment, NQF 04(5 credits)

� 242816 Conduct astructured meeting,NQF 04 (5 credits)

� 242822 Employ asystematic approach toachieving objectives,NQF 04 (10 credits)

� 242821 Identifyresponsibilities of a teamleader in ensuring thatorganisational standardsare met, NQF 04(6 credits)

� 242812 Induct a memberinto a team, NQF 03(4 credits)

� 242820 Maintain recordsfor a team, NQF 03(4 credits)

� 242813 Explain thecontribution made by ownarea of responsibility tothe overall organisationalstrategy, NQF 04(5 credits)

� 242818 Describe therelationship of juniormanagement to otherroles, NQF 04 (5 credits)

� 11473 Manage individualand team performance,NQF 04 (8 credits)


Curriculum



findings on life relatedproblems, NQF 04(6 credits)

� 119462 Engage insustained oral/signedcommunication andevaluate spoken/signedtexts, NQF 04 (5 credits)


� 9016 Represent analyseand calculate shape andmotion in 2- and 3-dimensional space indifferent contexts, NQF 04(4 credits)

� 7468 Use mathematics toinvestigate and monitor thefinancial aspects ofpersonal, business, nationaland international issues,NQF 04 (6 credits)

� 12153 Use the writingprocess to compose textsrequired in the businessenvironment, NQF 04(5 credits)

� 119459 Write/present/ signfor a wide range ofcontexts, NQF 04 (5 credits)

CORE72 Credits

� 242810 ManageExpenditure against abudget, NQF 04 (6 credits)

� 242829 Monitor the levelof service to a range ofcustomers, NQF 04(5 credits)

� 242819 Motivate andBuild a Team, NQF 04(10 credits)

� 242811 Prioritise time andwork for self and team,NQF 04 (5 credits)

� 242817 Solve problems,make decisions andimplement solutions,NQF 04 (8 credits)



22

Marketing

The FET Certificate in Marketing, Level 04 isdesigned to meet the needs of those learnerswho enter the field of Marketing. The wholemarketing field per se is a key businessfunction necessary for the success of anyorganisation, both strategically andoperationally.


Rules relating to assessment, academic credit,progression and qualification:Learners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ServicesSETA you will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.



MARKETING (ID 67464), NQF 04 Min. 139 credits

Purpose of Qualification:The FETC: Marketing is designed for peoplealready in marketing or aspire to a similarcareer. The Qualification allows the learner towork towards a nationally recognizedprofessional Qualification. It aims to developindividuals who wish to be qualified in one ofthe five sub-disciplines of Marketing: DirectMarketing, Marketing Communication,Customer Management, MarketingManagement, Marketing Research. TheQualification has building blocks from whicha deeper and fuller appreciation of marketingcan be developed and will help learners toachieving personal, learning and career goals.

People involved or wishing to work inMarketing will access this Qualification. It willalso serve as an entry Qualification into thehigher levels of Marketing Qualifications.

Learning assumed to be in place:It is assumed that the learners are competentin Communication, Mathematical Literacyand Computer Literacy at NQF Level 03.

Exit-level Outcomes:� Work and comply with organisational

ethics, concepts and cultures.� Meet marketing objectives with available

resources.� Position and promote products to meet

customer needs.� Maintain internal and external customer

satisfaction levels.� Apply aspects of marketing.




Rules relating to assessment, academic credit,progression and qualification:Learners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ServicesSETA you will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to apply forRPL/credits for what you have alreadyachieved if it forms part of that qualification'scurriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

24


� 119472 Accommodateaudience and contextneeds in oral/signedcommunication, NQF 03(5 credits)





� 119462 Engage insustained oral/signedcommunication andevaluate spoken/signedtexts, NQF 04 (5 credits)


CORE65 Credits

� 252201 Apply marketingteam work strategies,NQF 04 (4 credits)

� 252216 Comply with legalrequirements andorganisational andprofessional codes ofconduct, NQF 04 (4 credits)

� 252217 Comply withorganisational ethics,NQF 04 (4 credits)

� 252202 Deal with brand,product and servicepromotions, NQF 04(4 credits)

� 252206 Demonstrate anunderstanding of productpositioning, NQF 04(4 credits)

� 252211 Demonstrate anunderstanding of thecompetitive environmentand product positioning,NQF 04 (6 credits)

� 252203 Demonstrate anunderstanding of thetarget market, NQF 04(4 credits)

� 252210 Handle a range ofcustomer complaints,NQF 04 (4 credits)

� 252214 Conduct follow-up with customers toevaluate satisfactionlevels, NQF 04 (6 credits)

� 252196 Describe features,advantages and benefitsof products and services,NQF 04 (4 credits)

� 242819 Motivate andBuild a Team, NQF 04(10 credits)

� 118028 Supervisecustomer servicestandards, NQF 04(8 credits)


ELECTIVE18 Credits

Curriculum






� 119459 Write/present/signfor a wide range ofcontexts, NQF 04 (5 credits)

CORE65 Credits

� 252197 Identify and usemarketing resources tomeet objectives, NQF 04(4 credits)

� 252195 Identify expertiseand resources, NQF 04(3 credits)

� 252191 Identify internaland external stakeholders,NQF 04 (4 credits)

� 252193 Identify potentialand existing customers ofthe business, NQF 04(4 credits)

� 252209 Instil in oneself apersonal marketing culture,NQF 04 (4 credits)

� 252218 Liaise with a rangeof customers of a business,NQF 04 (4 credits)

� 252194 Meet marketingperformance standards,NQF 04 (4 credits)

� 252204 Monitor marketinginformation flow andcollect and processmarketing data, NQF 04(4 credits)

ELECTIVE18 Credits

26

Refine your Business Administration activities

The administration function of any businessunit is the core of the business. Themanagement of records and projects is thelifeblood of the organisation and thespecialised administrative measures, such asfinancial literacy, contractual marketing andbusiness communication, are equallyimportant. This qualification will give youwhat you need to run a business effectively.

We offer the following skills programmes:� Effective Business Administration� Communication in the Business Sector� Administration Procedures� Financial Administration� Working with Service Providers� Project ManagementNote: any unit standard that forms part ofthe qualification can also be done on its ownas a skills programme.


Rules relating to assessment, academic credit,progression and qualification:Learners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ServicesSETA you will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continue

with your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.



BUSINESS ADMINISTRATION SERVICES (ID 61595), NQF 04 Min. 140 credits

Purpose of Qualification:This qualification is for any individual who isor wishes to be involved in the administrationfunction within any industry, or non-commercial venture/organisation. It is alsothe building block to advance learners intothe National Certificate in BusinessAdministration Services, NQF Level 05.

The core component of the qualificationoffers the learner knowledge and skills in theManagement of Records, Comprehension ofWritten and Verbal Texts, Business Writing,Problem-solving, Ethics, Cultural Awareness,Self- management and Self-development,Project Teamwork and Business Policies andProcedures. The qualification, through itselective component, enables the learner tospecialise in areas of administration, such asReception, Executive Administration, FinancialLiteracy, Relationship Management, LegalKnowledge, Communication, ProjectAdministration and Support, Call CentreAdministration and Human Resources.

Learners working towards this qualificationwill find that the acquisition of competencein the unit standards which make up thequalification, will add value to their jobs. Thisqualification is intended to enhance theprovision of service within the field ofadministration within all business and non-commercial sectors. The qualification ensuresprogression of learning, enabling the learnerto meet standards of service excellencerequired within the administration field oflearning, through building day-to-dayadministration skills, as well as general

operational competencies. It will provide thebroad knowledge, skills and values needed inthe administration field for all business andnon-commercial sectors and will facilitateaccess to and mobility and progression withineducation and training.

Qualifying learners could follow a career in:� Secretarial services� Reception services� Switchboard operations� Financial administration� Banking administration� Personal/executive assistant services� Technical assistance� Typing� Data capturing� Systems administration� Human Resources administration� Basic contracts administration� Legal secretarial services� Reception supervision� Change administration and management� Relationship management� Project co-ordination

Exit-level Outcomes:� Have knowledge of the procedures for

stock and fixed asset control.� Develop administrative systems, together

with other employees, to improveorganisational effectiveness.

� Present information that is routinely andregularly required, as well as specificinformation that is requested from time-to-time.

� Manage service providers.� Be an effective employee in the

28

administrative section of an organisation.� Be aware of how fraud can be present in

an office environment and assist in thecontrol thereof.

� Display cultural awareness in dealing withcustomers and colleagues and utilise thedifferences in a positive way to enhancethe effectiveness and image of theorganisation.

� Identify and solve work-related problemstogether with others in the section.

� Apply efficient time managementprocesses, procedures and techniques.

� Be an effective member of a team.� Become a knowledge worker.



Learning assumed to be in place:Learners accessing this qualification shouldbe competent in communication,mathematical literacy and computer literacyat NQF Level 03.





� 8968 Accommodateaudience and contextneeds in oralcommunication, NQF 03(5 credits)

� 8972 Interpret a variety ofliterary texts, NQF 03(5 credits)


� 8970 Write texts for arange of communicativecontexts, NQF 03 (5 credits)


� 8974 Engage in sustainedoral communication andevaluate spoken texts,NQF 04 (5 credits)

� 12417 Measure, estimateand calculate physicalquantitites and explore,critique and provegeometrical relationships in2- and 3-dimensionalspace in the life andworkplace of an adult withincreasing responsibilities,NQF 04 (4 credits)

CORE73 Credits

� 110021 Achieve personaleffectiveness in businessenvironment, NQF 04(6 credits)

� 13943 Analyse newdevelopments reported inthe media that couldimpact on a businesssector or industry, NQF 04(10 credits)

� 13941 Apply the budgetfunction in a business unit,NQF 04 (5 credits)

� 10022 Comply withorganisational ethics,NQF 04 (4 credits)

� 14552 Contract serviceproviders, NQF 04(3 credits)

� 13945 Describe and applythe management of stockand fixed assets in abusiness unit, NQF 04(2 credits)

� 110026 Describe and assistin the control of fraud inan office environment,NQF 04 (4 credits)

� 110003 Developadministrative proceduresin a selected organisation,NQF 04 (8 credits)

� 7791 Display culturalawareness in dealing withcustomers and colleagues,NQF 04 (4 credits)

� 13929 Co-ordinatemeetings, minor eventsand travel arrangements,NQF 03 (3 credits)

� 13928 Monitor andcontrol reception area,NQF 03 (4 credits)

� 7790 Process incomingand outgoing telephonecalls, NQF 03 (3 credits)

� 12155 Applycomprehension skills toengage written texts in abusiness environment,NQF 04 (5 credits)

� 10026 Identify expertiseand resources, NQF 04(3 credits)

� 10023 Identify internaland externalstakeholders, NQF 04(4 credits)

� 10139 Implement projectadministration processesaccording torequirements, NQF 04(5 credits)

� 10388 Interpret basicfinancial statements,NQF 04 (3 credits)

� 10983 Participate in theimplementation andutilisation of equityrelated processes, NQF 04(5 credits)


Curriculum

30


CORE73 Credits

� 110009 Manageadminstration records,NQF 04 (4 credits)

� 109999 Manage serviceproviders in a selectedorganisation, NQF 04(5 credits)

� 110023 Presentinformation in reportformat, NQF 04 (6 credits)

� 10135 Work as a projectteam member, NQF 04(8 credits)

� 15234 Apply efficient timemanagement to the workof a department/division/section, NQF 05(4 credits)

� 9244 Plan and conductmeetings, NQF 04(4 credits)

� 10171 Manage thecapture, storage andretrieval of humanresources informationusing an informationsystem, NQF 05(3 credits)



� 8975 Read, analyse andrespond to a variety oftexts, NQF 04 (5 credits)



� 8976 Write for a widerange of contexts, NQF 04(5 credits)


1 . Further Education and Training Certificate:2

HUMAN RESOURCES MANAGEMENT AND PRACTICES SUPPORT(ID 67463), NQF 04, 140 credits

On completion of the Certificate you will beable to apply for registration with SABPP.

Purpose of Qualification:This qualification will be useful to people whosupport and participate in human resourcesmanagement and practices.

People credited with this qualification areable to� Collect, collate and distribute information

related to people management in linewith a given plan;

� Provide advice on or refer to theappropriate person in response to querieson organisational procedures related topeople management;

� Demonstrate basic understanding ofpeople dynamics and impact in theworkplace;

� Demonstrate basic understanding of thefunctioning of business and the role andcontribution of individuals withinorganisations;

� Support the implementation of processesand systems related to human resourcesmanagement and practices in all of thefollowing role clusters:o Strategic planning for human

resources management andpractices, people and work;

o Acquisition, development andutilisation of people;

o Establishment and improvement oflabour and employee relations;

o Compensation and administrationrelated to human resourcesmanagement and practices.

Learning assumed to be in place:Communication, Mathematical Literacy andComputer Literacy at NQF Level 03

Exit-level Outcomes:� Perform administrative duties related to

human resources management andpractices.

� Support the implementation ofprocedures and systems related to humanresources management and practices inall of the following role clusters:o strategic planning for human

resources management and practices;o acquisition, development and

utilisation of people;o establishment and improvement of

labour and employee relations;o compensation and administration

related to human resourcesmanagement and practices.

� Collect, collate and distribute informationrelated to human resources managementand practices in the context of apredetermined plan.

� Provide advice on or refer to theappropriate person in response to querieson organisational procedures related tohuman resources management andpractices.

32

� Demonstrate a basic understanding ofpeople dynamics and impact in theworkplace.

� Demonstrate a basic understanding ofthe functioning of business and the roleand contribution of individuals withinorganisations.

� Identify strengths and areas forimprovement in own learning throughself-reflection and reflection on supportfor organisational human resourcesmanagement and practices.

Duration of qualification:You will be required to accumulate 140credits. The length of the course is two yearsduring which time you will cover all the exit-level outcomes. At the end of thequalification, you will write a final summativeassessment through SABPP.

Accreditation status:The programme is approved by the SABPPETQA.



� 8968 Accommodateaudience and contextneeds in oralcommunication, NQF 03(5 credits)



CORE60 Credits

� 9973 Apply basic businessconcepts, NQF 03(8 credits)

� 114941 Apply knowledgeof HIV/AIDS to a specificbusiness sector and aworkplace, NQF 03(4 credits)

� 10170 Demonstrateunderstanding ofemployment relations in anorganisation, NQF 03(3 credits)

� 117865 Assist andsupport learners tomanage their learningexperiences, NQF 04(5 credits)

� 117870 Conduct targetedtraining and developmentusing givenmethodologies, NQF 04(10 credits)

� 12544 Facilitate thepreparation andpresentation of evidence

ELECTIVE24 Credits

Curriculum



� 8970 Write texts for arange of communicativecontexts, NQF 03 (5 credits)


� 8974 Engage in sustainedoral communication andevaluate spoken texts,NQF 04 (5 credits)

� 8975 Read analyse andrespond to a variety oftexts, NQF 04 (5 credits)




� 8976 Write for a widerange of contexts, NQF 04(5 credits)

CORE60 Credits

� 117877 Perform one-to-one training on the job,NQF 03 (4 credits)

� 12135 Representstakeholders inconsultations anddiscussions on matters thatarise at shop floor level,NQF 03 (3 credits)

� 14551 Analyse the skillsdevelopment legislationand apply it in theworkplace, NQF 04(4 credits)

� 117495 Assess legalcontracts for business,NQF 04 (8 credits)

� 10980 Induct a newemployee, NQF 04(6 credits)

� 10983 Participate in theimplementation andutilisation of equity relatedprocesses, NQF 04(5 credits)

� 10978 Recruit and selectcandidates to fill definedpositions, NQF 04(10 credits)


for assessment, NQF 04(4 credits)

� 11473 Manage individualand team performance,NQF 04 (8 credits)

� 13934 Plan and preparemeeting communications,NQF 03 (4 credits)

� 10038 Conduct follow-up with customers toevaluate satisfactionlevels, NQF 04 (14 credits)

ELECTIVE24 Credits

34

1 . National Diploma:3

HUMAN RESOURCES MANAGEMENT AND PRACTICES (ID 61592),NQF 05, 249 credits

On completion of the Certificate you will beable to apply for registration with SABPP.

Purpose of Qualification:This diploma will be useful to people whooperationalise some aspects of the coreprocesses and practices at a basic level acrossthe four role clusters in human resourcesmanagement and practices:� Strategic planning for human resources

management and practices.� Acquisition, development and utilisation

of people.� Establishment and improvement of labour

and employee relations.� Compensation and administration related

to human resources management andpractices.

Holders of the qualification will be able tooperationalise some aspects of the corehuman resources management processes at abasic level and integrate them into anorganisation`s business processes.

Holding the qualification will enable holdersto enter learning programmes for a generalistdegree in Human Resources Managementand Practices.

Holding this qualification could serve as arequirement for professional registration atassociate level.

Learning assumed to be in place:Communication and mathematicalcompetence at one level below that requiredfor the fundamental components of thequalification.

Exit-level Outcomes:� Coordinate and contribute to the

management of some aspects of all fourrole clusters related to human resourcesmanagement and practices.

� Adhere to legislative requirements andorganisational policies and procedureswhen coordinating and contributing tothe management of some of the coreprocesses related to human resourcesmanagement and practices.

� Promote best human resourcesmanagement practices in an organisation.

� Contribute to the monitoring of Healthand Safety at the workplace.

� Identify strengths and areas forimprovement in own learning throughself-reflection and reflection onorganisational human resourcesmanagement and practices.

Duration of qualification:You will be required to accumulate 249credits. The length of the course is two yearsduring which time you will cover all the exit-level outcomes. At the end of thequalification you will write a final summativeassessment through SABPP.


Accreditation status:The programme is approved by the SABPPETQA.

Rules relating to assessment, academic credit,progression and qualification:Learners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ServicesSETA you will earn the credits linked to unitstandards making up your skills

programme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continuewith your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


� 110528 Compile andcontrol a budget for arange of office supplyrequirements, NQF 05(4 credits)

� 10044 Implement ageneric communicationstrategy, NQF 05(10 credits)

� 12433 Use communicationtechniques effectively,NQF 05 (8 credits)

� 115791 Use language andcommunication strategiesfor vocational andoccupational learning,NQF 05 (5 credits)

CORE174 Credits

� 116927 Apply theprinciples of employmentequity to organisationaltransformation, NQF 05(10 credits)

� 115753 Conductoutcomes-basedassessment, NQF 05(15 credits)

� 15232 Coordinate plannedskills developmentinterventions in anorganisation, NQF 05(6 credits)

� 114274 Demonstrate andapply an understanding ofthe Basic Conditions ofEmployment Act (Act 75 of1997), NQF 05(8 credits)

� 15228 Advise on theestablishment andimplementation of aquality managementsystem for skillsdevelopment practices inan organisation, NQF 05(10 credits)

� 110494 Apply a range ofresearch methodologies tosupport the design andimplementation of (a)local economicdevelopment project(s) inown work context, NQF 05(8 credits)

� 114924 Demonstrateunderstanding of theoutcomes-basededucation and trainingapproach within the

ELECTIVE66 Credits

Curriculum

36


CORE174 Credits

� 114273 Demonstrate andapply an understanding ofthe Labour Relations Actwith respect to CollectiveAgreements andBargaining Councils,NQF 05 (6 credits)

� 114882 Develop holisticproductivity improvementstrategies and plans,NQF 05 (10 credits)

� 115830 Develop ownability to provide abusiness advisory servicefor SMMEs, NQF 05(10 credits)

� 11907 Draft anemployment contract,NQF 05 (3 credits)

� 117871 Facilitate learningusing a variety of givenmethodologies, NQF 05(10 credits)

� 15215 Identify andinterpret Best Practiceguidelines, and plan forand implement BestPractice within the team,department or division,NQF 05 (4 credits)

� 15229 Implement codes ofconduct in the team,department or division,NQF 05 (3 credits)

context of a NationalQualifications Framework,NQF 05 (5 credits)

� 15217 Develop anorganisational trainingand development plan,NQF 05 (6 credits)

� 11911 Manage individualcareers, NQF 05 (5 credits)

� 114925 Manage learnerinformation using aninformation managementsystem, NQF 05 (4 credits)

� 11906 Manage thedesign, development andreview of a humanresource informationsystem, NQF 05 (3 credits)

� 114885 Prepare andcommunicate aproductivity improvementplan for a functional unit,NQF 05 (6 credits)

� 252041 Promote alearning culture in anorganisation, NQF 05(5 credits)

� 114879 Promote aproductivity improvementstrategy, NQF 05(10 credits)

� 15221 Provideinformation and adviceregarding skills

ELECTIVE66 Credits



CORE174 Credits

� 11286 Institutedisciplinary action, NQF 05(8 credits)

� 7882 Manage PayrollRecords, NQF 05 (6 credits)

� 10171 Manage thecapture, storage andretrieval of humanresources informationusing an informationsystem, NQF 05 (3 credits)

� 7848 Manage theinduction of new staff,NQF 05 (5 credits)

� 114886 Measure andassess the factors thatinfluence labourproductivity and establishthe relative impact of eachfactor, NQF 05 (8 credits)

� 11909 Monitor and adviseon substantive conditionsof employment and relatedrights and obligations in anorganisation, NQF 05(5 credits)

� 15230 Monitor teammembers and measureeffectiveness ofperformance, NQF 05(4 credits)

� 15214 Recognise areas inneed of change, makerecommendations andimplement change in theteam, department or

development and relatedissues, NQF 05 (4 credits)

ELECTIVE66 Credits

38


CORE174 Credits

division, NQF 05 (3 credits)

� 12140 Recruit and selectcandidates to fill definedpositions, NQF 05(9 credits)

� 15220 Set, monitor andmeasure the achievementof goals and objectives fora team, department ordivision within anorganisation, NQF 05(4 credits)

� 10148 Supervise a projectteam of a business projectto deliver projectobjectives, NQF 05(14 credits)

� 10985 Conduct adisciplinary hearing,NQF 06 (5 credits)

� 12138 Conduct anorganisational needsanalysis, NQF 06(10 credits)

� 12139 Facilitate theresolution of employeegrievances, NQF 06(5 credits)

ELECTIVE64 Credits


14. Course structure: NQF 05

A person acquiring this qualification will beable to manage first line managers in anorganisational entity. First line managers mayinclude team leaders, supervisors, juniormanagers, section heads and foremen. Thefocus of this qualification is to enablelearners to develop competence in a range ofknowledge, skills, attitudes and valuesincluding:� Initiating, developing, implementing and

evaluating operational strategies, projectsand action plans, and where appropriate,recommending change within teamsand/or the unit so as to improve theeffectiveness of the unit.

� Monitoring and measuring performanceand applying continuous or innovativeimprovement interventions in the unit inorder to attain its desired outcomes,including customer satisfaction, andthereby contributing towards theachievement of the objectives and visionof the entity.

� Leading a team of first line managers, bycapitalising on the talents of teammembers and promoting synergisticinteraction between individuals andteams, to enhance individual, team andunit effectiveness in order to achieve thegoals of the entity.

� Building relationships usingcommunication processes both verticallyand horizontally within the unit, withsuperiors and with stakeholders across thevalue chain to ensure the achievement ofintended outcomes.

� Applying the principles of risk, financialand knowledge management and businessethics within internal and externalregulatory frameworks in order to ensurethe effectiveness and sustainability of theunit.

� Enhancing the development of teams andteam members through facilitating theacquisition of skills, coaching, providingcareer direction, and capitalising ondiversity in the unit.

The skills, knowledge and understandingdemonstrated within this qualification areessential for the creation of a talent pool ofexperienced and effective middle managersthat represents the demographics of theSouth African society. This qualification willcreate a leadership cadre for the SouthAfrican society throughout multipleindustries and sectors both private andpublic.

Entrance requirements and/or learningassumed to be in placeCommunication and Mathematical Literacyat NQF Level 04.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge questionnaire and compilingPortfolios of Evidence. Once you have been

NATIONAL CERTIFICATE: Generic Management: ,General ManagementQUALIFICATION ID: 59201 ( ) (162 credits)60269

40

declared competent and your assessmentoutcome has been verified by the W&RSETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'Records Database and will always remain toyour credit. Should you want to continue

with your studies, you will be able to applyfor RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

Curriculum


� 120300 Analyse leadershipand related theories in awork context, NQF 05(8 credits)

� 252026 Apply a systemsapproach to decisionmaking, NQF 05 (6 credits)

� 252036 Applymathematical analysis toeconomic and financialinformation, NQF 05(6 credits)

� 252042 Apply theprinciples of ethics toimprove organisationalculture, NQF 05 (5 credits)

� 252022 Develop,implement and evaluate aproject plan, NQF 05(8 credits)

� 252040 Manage thefinances of a unit, NQF 05(8 credits)

� 12433 Use communicationtechniques effectively,NQF 05 (8 credits)

CORE78 Credits

� 252044 Apply theprinciples of knowledgemanagement, NQF 05(6 credits)

� 252037 Build teams toachieve goals andobjectives, NQF 05(6 credits)

� 252020 Create andmanage an environmentthat promotes innovation,NQF 05 (6 credits)

� 252032 Develop,implement and evaluatean operational plan,NQF 05 (8 credits)

� 252027 Devise and applystrategies to establish andmaintain workplacerelationships, NQF 05(6 credits)

� 252021 Formulaterecommendations for achange process, NQF 05(8 credits)

� 252041 Promote alearning culture in anorganisation 5, NQF 0( credits)5

� 12140 Recruit and selectcandidates to fill definedpositions, NQF 05( credits)9

� 114226 Interpret andmanage conflicts in theworkplace, NQF 05(8 credits)

� 15230 Monitor teammembers and measureeffectiveness ofperformance, NQF 05( credits)4

� 15224 Empower teammembers throughrecognising strengths,encouraging participationin decision making anddelegating tasks, NQF 05(4 credits)

� 15214 Recognise areas inneed of change, make




CORE78 Credits

� 252029 Lead peopledevelopment and talentmanagement, NQF 05(8 credits)

� 252043 Manage a diversework force to add value,NQF 05 (6 credits)

� 252034 Monitor andevaluate team membersagainst performancestandards, NQF 05(8 credits)

� 252025 Monitor, assessand manage risk, NQF 05(8 credits)

� 252035 Select and coachfirst line managers, NQF 05(8 credits)

recommendations andimplement change in theteam, department ordivision, NQF 05( credits)3

� 15219 Develop andimplement a strategy andaction plans for a team,department or division,NQF 05 (4 credits)


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1 . Code of Conduct5

“Edutel is an organisation that realises that when serving its customers through itsemployees, product and services, it will be confronted with instances where value-baseddecisions have to be made and judgements required as to what is an ethical businesspractice or ethically acceptable action. For this reason the management of Edutel wishesto commit the organisation and all its resources to ethically and morally defendablebehaviour in all its operations and in all interactions with its constituents at all times.”

A.B. PelserChief Executive Officer

Vision StatementThe company wants to establish itself internationally and in South Africa as a leader in skillsdevelopment in ways that subscribe to National Skills Initiatives, address the training needs ofclients, redress skills imbalances and are mutually beneficial to the company and its clients.

Mission StatementOur mission is to add value to our customers' business by being their most preferred trainingprovider, offering them quality assured training interventions that lead to achieving nationalqualifications or credits, effectively address skills gaps and are value-adding, and achieving allthis through exceptional customer satisfaction and long-term relationships.

Ethics

Attending instructional learningIt is expected of learners who are scheduled to attend formal instructional learning sessions toensure that they arrive at the designated venue on time, bringing along all relevant materialsand associated equipment to ensure that they are well prepared to attend and benefit from theinstructional interventions.

Roll-out plans and training schedulesLearners must ensure that they have in their possession a copy of their learning schedule (roll-out plans) and that they strictly adhere to the locations, times and dates as set out in theseschedules unless otherwise informed in writing by Edutel, or any of its authorised constituents,of changes made to such schedules. Only changes communicated in writing are consideredvalid, and learners should not adhere to any verbal instructions concerning scheduled changes.


Participation in instructional learningLearners are expected to participate in all activities and discussions taking place duringinstructional learning sessions. Learners should appreciate these opportunities and at all times,utilise such learning opportunities to their advantage.

Conduct towards co-learners and facilitatorsLearners are expected to respect the dignity of their co-learners and facilitators. Theirbehaviour towards other learners and facilitators should always be civilised, courteous andsupportive. Foul language, disrespect and a discriminatory attitude towards any other learneror facilitator will not be tolerated and will be dealt with in the strictest possible manner.

Dress codeLearners are expected to ensure that their personal appearance and dress code conform toacceptable norms, are not offensive and do not detract from the professional image that isprojected by Edutel, co-learners and employer organisations.

Employer relationsLearners should recognise that, when attending training interventions under instructions fromtheir employers, such attendance is treated under the same employment terms and conditionsof work as applied by their employers, at their respective places of work. They remainemployees of the employer organisation, irrespective of where instructional learning takesplace and, as such, they are held accountable to conduct themselves as their employers expectthem to behave when at their places of work.

Workplace learning and assessmentsLearners are expected to apply themselves as diligent, motivated and productive employeeswhile performing their duties in their workplaces. They should understand that theirworkplaces are extensions of the instructional learning components and that they must utiliseevery opportunity at the workplace to apply their learning and, in so doing, develop theirknowledge, skills and experience. Learners should actively and positively participate in allassessments and ensure that all assessments are conducted in a fair and just manner.

Assessments and proof of competenceLearners are expected to provide proof of competence through recognised assessment andmoderation procedures and instruments. It is expected of learners to fully participate in theseactivities and to ensure that all evidence submitted as proof of their competence is a true andaccurate reflection of their own ability and skills, and that no part of any evidence can beclaimed to present the efforts of another person in whatever capacity or association with thelearner. Learners are expected to demonstrate extreme honesty and integrity in these matters.

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Use of facilitiesLearners are expected to use all physical facilities, including furniture and equipment, withutmost care and respect and to refrain from any wilful acts of vandalism, abuse or negligence.

Appeals procedureLearners who are not satisfied with the manner in which their learning efforts have beenassessed are required to utilise Edutel's appeals procedure and to refrain from trying to resolvesuch matters in other ways.

CommunicationLearners are encouraged to communicate with Edutel and its employees using recognisedchannels of communication established for such purposes. These channels include personalcontact, written (fascimile, letter or e-mail) or telephonic communication. Learners areexpected to resolve any issues with Edutel directly and not to use intermediaries to addresssuch matters.

GRIEVANCE POLICY FOR EDUTEL SKILLS DEVELOPMENT

PurposeThe purpose of this policy is to formulate the values and philosophy of Edutel when dealingwith grievances of its learners.

ObjectivesThe objectives of this policy is to:� establish a fair process for learners to air their grievances;� provide a mechanism for dealing with learner grievances in order to protect learner morale

and motivation;� maintain sound and effective working relationships in the organisation.

ScopeThis policy is applicable to all categories of learners attending training interventions offered byEdutel.

Policy statementsAll learners may lodge grievances without any fear of victimisation or prejudice.All grievances are to be handled with the utmost discretion and with the dignity and privacy oflearners in mind.Grievances shall be settled as speedily and effectively as possible.This policy deals with individuals' grievances and grievances in small groups.The Human Resources Manager or his/her delegate acts as advisor to both parties in thegrievance investigation.


The policy does not replace normal communication between learners and Edutel and shouldtherefore be utilised in cases where informal communication has been exhausted or is clearlyinappropriate.

Learners have the right to be assisted by a co-learner of their choice at any stage of theprocedure.

The grievance must be raised within five working days of the occurrence that gave rise to it,failing which, unless special circumstances exist, the learner will have no resource to thegrievance procedure.

RevisionThis policy to be revised after two years from date of acceptance.

ResponsibilityThis policy is the responsibility of the Training Quality Assurance Committee of Edutel.

GRIEVANCE PROCEDURE FOR EDUTEL

Phase 1The learner must orally communicate the grievance directly to the Edutel Project Managerresponsible for the particular learning programme. The learner must indicate that he/she islodging a formal grievance.

The Edutel Project Manager must:� listen in private to the learner's problem� encourage the learner to speak openly about his/her grievances;� give the learner the assurance that he/she will not be victimised;� ask relevant questions to obtain all facts relating to the grievance;� respect the need for confidentiality;� endeavour to resolve the problem as soon as possible and furnish the learner with an

answer within three working days from the date that the grievance was raised.

Phase 2If a learner is not satisfied with the result of the above:An official grievance form must be completed and handed to the Edutel Project Manager. Thismust take place within three working days of the Edutel Project Manager informing the learnerof the outcome of phase 1.

Upon receipt of the grievance form, the Edutel Project Manager, after consultation with the

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learner, must communicate the outcome to the learner in writing within three working daysfrom the purpose of solving the grievance.If the learner's grievance is not settled to his/her satisfaction, the parties will proceed to thenext phase.

Phase 3The grievance form is handed to Edutel's Human Resource Manager who, within three days ofreceiving the form, arranges a grievance investigation, which will involve the following people:� The learner� Witnesses (if any)� Edutel Project Manager� Human Resource Manager.

During the investigation an effort must be made to settle the grievance and Edutel's HumanResource Manager must comment, in writing, regarding his/her finding within three workingdays of the grievance investigation having been completed.

If the learner is not satisfied with the findings of the grievance investigation, the partiesproceed to Phase 4.

Phase 4The learner must make use of any appropriate statutory dispute-settling mechanisms asdefined in the Labour Relations Act, unless otherwise agreed upon by the learner and Edutel.

Assessment requirements

Knowledge questionnaireA detailed Portfolio of Evidence, the contents of which indicate your practical, foundationaland reflexive competence.

In other words you prove that:� you can do it;� you know why you are doing it that way;� you are able to apply your actions to other similar situations.

You are given templates which will assist you in building yourPortfolio of Evidence.


Other skills programmes:

� Learnership Programme for First Line Managers (supervisors) NQF 04

� Stress Management

� Time Management

� Goal Setting

� Leadership Development

� Conflict Management

� Public Speaking and Presentation Skills

� Communicating Effectively

� Interpersonal Skills

� Front Office Services

� Customer Services

� Meeting Procedures

� Office Services

� Introduction to Labour Relations

� Labour Relations Management

� Business Survival

� Business Growth

� Finance for non-financial Managers

� Learnership and Coaching

� Managing Performance of Business Interventions

� Logistics Management

� Administration

� Managerial Behaviour and Effectiveness

� Business Principles and Systems

� Interpersonal Trade

and many more

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VISIT OUR WEBSITEwww.edutel.co.za

HEAD OFFICEABSA Building, 1st Floor

Cnr. Ontdekkers Road & Crane AvenueHorizon

Roodepoort, RSATel. No: +27(11) 760-4251Fax No: +27( )86 274-9992

E-mail: [email protected]: www.edutel.co.za

UGANDA“Great Lakes Region”

KampalaTel. No: +25(67) 185 5164

CONTACT DETAILS

CAPE TOWN1st Floor, Nobel Park

Old Paarl RoadBellville

Cape Town, RSATel. No: +27(21) 945-4830

DURBANMansion House, 5th Floor

12 Joe Slovo StreetD RSAurban,

Tel. No: +27(31) 305-2850

FOLLOW US:

http://www.facebook.com/edutelholdings

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http://www.linkedin.com/company/edutel

E D U T E L

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MANAGEMENT AND SECRETARIAL QUALIFICATIONS AND …