PUBLIC SERVICES PROGRAMMES AND QUALIFICATIONS · 4 2. Names and Qualifications of Academic Staff...

PUBLIC SERVICESPROGRAMMES AND QUALIFICATIONS

NQF levels 03, 04, 05, 06

2018

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E D U T E L

E D U T E LE D U T E L

E D U T E L

Contents: We offer the following programmes1. 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. Facilitating skills development in the workplace 14

7. Designing and Developing Learning Programmes 16

8. Facilitating the Learning Process (”Train the Trainer”) 18

9. Supporting the Learner 20

10. Mentoring 21

11. Assessing outcomes-based learning 23

12. Moderating the assessment 25

13. The Evidence Facilitator in the workplace 27

14. The Assessment Designer 29

15. Develop, support and promote RPL practices 31

16 33. Project Management Skills Programme NQF 04 – Become a project manager

17 W 34. National Certificate: holesale and Retail Distribution (ID 49280) NQF 02

18 38. National Certificate: Public Administration (ID 57804) NQF 03

19. Further Education and Training Certificate: Generic Management: Public Administration

44(ID 57712 (58346)) NQF 04

20. Further Education and Training Certificate: Human Resources Management and Practices Support

47(ID 67463) NQF 04

21 Further Education and Training Certificate: Public Administration (ID 57824) NQF 04 51

22 54. National Certificate: Public Administration (ID 50060) NQF 05

23 57. National Certificate: Inspection and Enforcement Services (ID 49107) NQF 05

24 60. National Diploma: Human Resources Management and Practices Support (ID 61592) NQF 05

25 65. National Diploma: Occupationally Directed Education, Training and Development Practices (ID 50333) NQF 05

26 70. National Certificate: Occupationally Directed Education, Training and Development Practices (ID 50331) NQF 06

27 73. Other qualifications offered by Edutel

28 75. Code of Conduct

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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 BashingDenise Ann Bonnelle

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 - HEDWesterveld, R – Train the Trainer, Assessor, EMT-B, Bridges of Hope HIV/AIDS Trainer, various

Health and Safety coursesWilliams, 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 EDUTELEdutel is a group of companies specialising inthe fields of education, training, skillsdevelopment and services.� Edutel Public Services Company (Pty) Ltd

is accredited with the PSETA.� All our programmes are approved by the

PSETA ETQA.� We are also a member of APPETD.

What we offerEdutel offers 4 PSETA Qualifications on NQFlevels 03, 04 and 05. Our sister companiesoffer a great variety of qualifications as well.See page 45 for a list.

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 are

accredited with the ETDP SETA and registeredwith PSETA. Edutel also renders a service asfar as instructional 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, Klerksdorp, PolokwaneBloemfontein or wherever the need arises.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 of


Evidence.� The function of the evidence facilitator is

clearly 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: 12 monthsFees: 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.

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.

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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 (Eduloan). Learners canapply for study loans at various financialinstitutions, including their employer (shouldthey have such a system in place). PSETA mayalso make grants available from time to time.

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.


4. RECOGNITION OF PRIOR LEARNING: THE KEY TOYOUR FUTURE 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

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knowledge and skills, he/she is advisedto attend 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 atNQF Level 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 includingNQF Level 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 Foundational


Learning Competence is to read forinformation. 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 MathematicalLiteracy 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 manage

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the FLC learning programme.

The Foundational Learning Competenceassumes that learners entering a foundationallearning 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 to

administer.

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 are 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. Facilitating skills developmentin the workplace

Why do this learning programme?The Skills Development Act of 1998 broughtinto being the new function of the SkillsDevelopment Facilitator, a person who isqualified or experienced at NQF level 05 orhigher (i.e. post-matriculation), and who isresponsible, within an organisation, fordeveloping that organisation's annualWorkplace Skills Plan, and for managing thefinancial Skills Development Levy refundprocess on behalf of the organisation.

Who would be able to make use of thislearning?The job requires good interpersonal andcommunication skills, and the ability to keeptrack of a wide range of training and financialrecords, using computer technology. Theperson in the organisation who works withhuman resource development and trainingissues would be the ideal candidate for thislearning programme.

How is this learning programme structured?The programme is based on the outcomes ofthe following newly registered SDF unitstandards:� 252041 Promote a learning culture in an

organisation, NQF 05 (5 credits)� 15221 Provide information and advice

regarding skills development and relatedissues, NQF 05 (4 credits)

� 15232 Co-ordinate planned skillsdevelopment interventions in anorganisation, NQF 05 (6 credits)

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

� 15228 Advise on the establishment andimplementation of a quality managementsystem for skills development practices inan organisation, NQF 05 (10 credits)

� 15227 Conduct skills developmentadministration in an organisation, NQF 04(4 credits)

What entry requirements must I fulfil?You need to be computer-literate, tounderstand the nature of the business, and tohave access to both employees andmanagement at every level of theorganisation.

What will I be able to do at the end of thelearning?You will be able to conduct a skills audit inyour workplace and, from that, compile aworkplace skills plan for submission to yourrelevant SETA. You will then be able toimplement the training as planned and keeptract of all the skills developmentinterventions taking place. Finally, you will beable to submit the annual report to the SETAin order to access skills development levymoney – it is the right of the organisation.

How long will I be busy?The instructional learning part of thisprogramme is covered in a three-dayintensive small-group training intervention.From then you will have a year in which toproduce the evidence for your Portfolio.(Optional: 1-day portfolio-buildingworkshop).

SKILLS DEVELOPMENT FACILITATOR

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Other good newsAlthough there is, as yet, no formalqualification for the SDF, you will be able toregister with your relevant SETA as an SDFand you might even become a preferred SDFwith the ETQA of the SETA.

Accreditation statusThe programme is approved by the ETDP SETAETQA.

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 ETDP SETAyou 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.


Why do this course?The art of designing and developing alearning programme within outcomes-basededucation and training involves identifyingthe outcomes to be achieved by the learnerbefore planning the training. This means thatall aspects of the learning programme will bebased on the outcomes. The practitioner,therefore, requires in-depth knowledge andskills to follow the process of developing aneffective outcomes-based learningprogramme at the required learning materials.This stimulating programme gives you theseskills.

Who would be able to make use of thislearning?Any trainer who has to put together atraining programme in the workplace, willbenefit from learning how to define learningoutcomes and following the correct stepstowards developing a programme.

How is this learning programme structured?The programme is based on these outcomes:� Draft learning outcomes for the

programme.� Conduct analysis for the learning design.� Design the learning programme.� Draft a brief for the development of the

learning programme.� Evaluate the learning design.� Plan and prepare for development.� Develop learning materials.� Develop learning facilitation guidelines.� Pilot and evaluate the development.

The programme is currently based on the unitstandards “Design outcomes-based learningprogrammes” ID 123401, NQF 06 (15 credits)and “Develop outcomes-based learningprogrammes” ID 123394, NQF 05 (10 credits).

How long will I be busy?The instructional learning part of thisprogramme is covered in a four-day intensivetraining session where you will be expected toconsider a relevant learning programme fromyour own workplace. You will also beinteracting with a workbook which gives youthe structure of your learning programme.Then you will develop your own learningprogramme over six months. (Optional: one-day portfolio-building workshop).

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise. Edutel provides the rest.

What will I be able to do at the end of thelearning?You will be able to formulate learningoutcomes correctly and then use these todevelop the programme and the materials.You will be able to devise facilitation andassessment strategies and compile all relevantdocuments for the learning intervention –not only printed media, but other media too,such as videos and computer-based materials.

Other good newsYou will be able to use these skills in everysector of the world of work, whether you are

7. Designing and DevelopingLearning Programmes

PROGRAMME DESIGNER AND PROGRAMME AND MATERIALS DEVELOPER

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developing a major programme or merely aone-day intensive course.




Why do this course?The role of the ETD Practitioner has changedfrom one of lecturing and teaching to one ofguiding and encouraging the learner topersonally discover throughout the learningprocess. Facilitation has therefore become askill which all trainers require.

Who would be able to make use of thislearning?Any trainer who wants to be stimulating andmake use of new learning methods which willallow the learner to experience and interactwith the new competencies.

How is this course structured?The programme is based on these outcomes:� Plan and prepare for facilitation.� Facilitate learning.� Evaluate the learning and facilitation.

The programme is based on the registered unitstandard “Facilitate learning using a variety ofgiven methodologies” ID 117871, NQF 05(10 credits).

How long will I be busy?The instructional learning part of thisprogramme is covered in a four-day intensivetraining session where you will be constantlyinvolved in hands-on practising of newmethods. After this you will have time topractise further in your workplace, whilecollecting evidence for your Portfolio.(Optional: one-day portfolio-building

workshop).

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise. Edutel provides you with the latestmethods.

What will I be able to do at the end of thelearning?You will be able to conduct a group trainingsession with a difference. You will beconfident enough to allow the learners tobecome responsible for their own learningwhile you guide them towards a state ofreadiness for assessment through the use ofstructured activities, which all have theachievement of the outcome as thefoundation.

Other good newsYou will be able to utilise these skills in everysector of training. Many of the methods areadjustable according to the group size.


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 ETDP SETA

8. Facilitating the Learning Process(”Train the Trainer”)

FACILITATING LEARNING USING A VARIETY OF GIVEN METHODOLOGIES

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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.


Why do this course?Often the ETD Practitioner has to coach anindividual learner who is struggling. This coursegives you the specialist skills to plan andconduct one-on-one training in the workplace.

Who would be able to make use of thislearning?Any trainer who is involved in training a learnerwho is performing workplace tasks which arenew and unfamiliar and who needs assistanceto master the new competencies.

How is this course structured?The programme is based on these outcomes:� Prepare for one-to-one training on the job.� Conduct training sessions.� Monitor and report on learner’s progress.� Review training.

How long will I be busy?The instructional learning part of thisprogramme is covered in a two-day trainingsession where you will be involved inworkshopping and role playing the variouscoaching circumstances one could encounter inthe workplace. Back in the workplace, you willhave time to practise further while collectingevidence for your Portfolio.

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise. Edutel gives you the latest in one-to-one coaching methods and skills.

What will I be able to do at the end of thelearning?You will be able to conduct individual coaching

sessions with ease. You will be able to identifya learner's coaching needs, plan and preparefor the coaching initiative, conduct thiscoaching, monitor the learner's progress, andthen review the process with a view toimproving your own interventions.

Other good newsYou will be able to utilise these skills in everysector of training as they are generic to alltraining interventions.


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 ETDP SETAyou will earn the credits linked to unitstandards making up your skills programme/qualification. These credits will be registeredon the National Learners' Records Databaseand will always remain to your credit. Shouldyou want to continue with your studies, youwill be able to apply for RPL/credits for whatyou have already achieved if it forms part ofthat qualification's curriculum. This skillsprogramme/qualification will serve as an entryrequirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

9. Supporting the LearnerCOACHING THE LEARNER(”Perform one-to-one training on the job”, NQF 03 (4 credits) ID: 117877

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E D U T E L

10. Mentoring

Why do this course?With the advent of learnerships in theworkplace, and according to SAQA, thefunction of the mentor has becomeincreasingly important. The necessity forimplementing a formalised mentorshipsystem has become apparent to thoseinvolved in learnerships at all NQF levels. Thisprogramme gives you the skills to conductthe mentoring intervention in the workplace.

Who would be able to make use of thislearning?An individual who is prepared to act asconfidant, adviser and analyst for a learner –among the many other roles accepted by thewilling mentor.

How is this course structured?The programme is based on these outcomes:� Identify and analyse learners' needs.� Prepare and review an individual

development plan.� Provide guidance to learners.� Maintain records of learner needs and

guidance provided.� Evaluate services provided.� Diagnose and make recommendations

concerning learner problems in relation tolearning and assessment.

� Counsel learners concerning problems inrelation to learning and assessment.

� Advise learners concerning their learningand development.

� Maintain records of learner issues andadvice and counselling provided.

� Evaluate counselling and advisoryservices.

Based on the registered unit standards “Guidelearners about their learning, assessment andrecognition opportunities”, ID 117874,NQF 05 (6 credits) and “Assist and supportlearners to manage their learningexperiences”, ID 117865, NQF 04 (5 credits).

How long will I be busy?This is a very practical course. You will beinteracting with the mentoring skills for four-days, after which you will need to continuallyput these skills to work in your organisationuntil you have collected sufficient evidence toprove your competence as a mentor.

What entry requirements must I fulfil?Previous exposure to ETD environments andpractices, where guidance and support oflearners could be required, is beneficial.

What will I be able to do at the end of thelearning?Having been declared competent, you willhave the skills to give support and advice asrequired to a learner. In short, you will beable to assist with the professional andpersonal development of the learner within atrusting relationship. You will, however, notbe able to deal with complex situationsinvolving psychological diagnoses andcounselling services. These will have to be

10. Mentoring

GUIDING, SUPPORTING AND COUNSELLING LEARNERS


E D U T E L

referred to the correct individuals.

Other good newsYou will be able to use these skills in everysector of the business world and you willhave the opportunity to register as a mentorwith your relevant SETA.


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 ETDP SETAyou will earn the credits linked to unitstandards making up your skills programme/qualification. These credits will be registeredon the National Learners' Records Databaseand will always remain to your credit. Shouldyou want to continue with your studies, youwill be able to apply for RPL/credits for whatyou have already achieved if it forms part ofthat qualification's curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

22

Why do this course?Assessors, together with moderators, are thegatekeepers to achieving NationalQualifications in South Africa. As such,assessors in all industries are required tocomplete formal recognised training to beable to fulfil this critical function.

Who would be able to make use of thislearning?The assessor is an individual who is, firstly, afunctional expert in his/her own sphere ofexcellence and who has undergone furthertraining in the skills and procedures ofassessment. Secondly, he/she is responsiblefor ensuring that any person who wishes toachieve credits for specific skills undergoes aproper, fair and reliable assessment todetermine the required competency.Therefore, anyone who is involved in theassessment processes of the organisationwould need to become a registered assessor.

How is this course structured?This stimulating programme is based on theoutcomes of the SAQA registered UnitStandard 115753 on NQF level 05. It carries15 credits and addresses the process whichmust be followed when assessing learningoutcomes.

How long will I be busy?Three days of intensive training will give youthe basic knowledge and skills required toassess properly in the skills developmentarena. After this you will have six months

to practice further in your workplace, whilecollecting evidence for your Portfolio.(Optional: one-day portfolio-buildingworkshop).

What entry requirements must I fulfil?All you require is the necessary subject matterexpertise.

What will I be able to do at the end of thelearning?You will be able to conduct outcomes-basedassessments using a variety of assessmenttechniques and instruments. You will be ableto consider all evidence relevant to aparticular training intervention and instituteall appropriate methods and checks todetermine whether the identified criteriahave been met by the candidate. You willmake a judgement about the competence ofthe candidate and then give feedback to allrelevant parties.

Other good newsOnce you have been declared competent, youmay apply for national registration as anassessor.


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

11. Assessing Outcomes-basedlearning

ASSESSOR TRAINING


E D U T E L

declared competent and your assessmentoutcome has been verified by the ETDP SETAyou 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.

24

Why do this course?Being an integral part of the assessment teamin an organisation, the moderator's overridingobjective is to conduct quality assurance of allassessments which have been completed. Themoderator, therefore, has the prime functionof reviewing an assessor's work with a view todetermining whether the judgements madeare within the principles of fairness, validity,reliability, sufficiency, etc. This trainingenables you to do exactly that.

Who would be able to make use of thislearning?Any registered assessor who wishes to assist inthe maintenance of assessment standards cantrain as a moderator. Characteristics which amoderator must have are diplomacy, excellentcommunication skills and strong analyticalthinking traits.

How is this course structured?The course is based on the unit standard called“Conduct moderation of outcomes-basedassessments” (Unit Standard 115759 onNQF Level 06, 10 credits). Two days are spentlearning how to conduct a proper moderationand how to advise and support assessors – inaddition to reviewing the assessmentprinciples and processes from the perspectiveof a moderator. You then have to implementthe newly acquired skills by moderatingseveral assessments in your workplace.(Optional: one-day portfolio-buildingworkshop).

What entry requirements must I fulfil?You need to have been declared competent asan assessor – preferably with nationalregistration.

What will I be able to do at the end of thelearning?You will be able to plan and prepare formoderation, conduct the moderation and givefeedback, advice and support to the assessor.You will be able to make judgements aboutthe standard of the assessments and to giveobjective advice to those concerned, whilebeing pro-actively aware of any assessmentshortcomings which may occur.

Other good newsOnce you have been declared competentagainst the newly registered unit standard,you will be able to gain national registrationas a moderator.


Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completingknowledge questionnaire and compilingPortfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits will beregistered on the National Learners' Records

1 . Moderating the Assessment2

MODERATOR TRAINING


E D U T E L

Database and will always remain to yourcredit. Should you want to continue withyour studies, you will be able to apply forRPL/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.

26

1 . The Evidence Facilitator in3the Workplace

Why do this course?The evidence facilitator or RPL adviser is avery important role player in the process ofrecognising the prior learning of a candidatewhen a declaration of competence has to bemade.

Who would be able to make use of thislearning?Any person who is involved in the assessmentprocess in the workplace and who works withpotential candidates. Although the evidencefacilitator does not need to be a registeredassessor, it is recommended. The evidencefacilitator must be capable of makingobjective judgements regarding the evidencecollected.

How is this course structured?The programme comprises several learningoutcomes which are covered in a four-dayintensive small group training intervention.The outcomes are the following:� Identify the kind of support and guidance

that the learner requires.� Source information relevant to the

identified needs.� Apply methods of accessing information

required by the learner.� Maintain and update information and

support resources to ensure relevance andcurrency of information.

� Maintain information in a secure andaccessible manner, using a manageableinformation management system.

� Provide accurate and relevant guidancewhich provides workable solutions toidentified needs.

� Provide guidance in a sensitive, caring and

professional manner that promoteslearner participation in the process.

� Check suitability of guidance provided interms of learner needs.

� Refer learners to appropriate specialistguidance and counselling services whererequired.

� Maintain confidentiality.� Maintain records of learner needs and

support and guidance provided.� Evaluate strengths and weaknesses of

support resources and guidance provided.� Analyse learner and stakeholder feedback

against established review criteria.� Make recommendations for improvement

of support resource and ways ofintegrating lessons in future.

� Provide information to candidates aboutassessment.

� Advise and support candidates to prepare,organise and present evidence.

� Check and give feedback on candidateevidence.

Based on the unit standard “Facilitate thepreparation of evidence for assessment”,ID 12544 on NQF Level 04, 4 credits.

How long will I be busy?Four days of intensive training will give youthe basic skills to conduct an RPL processbefore summative assessment takes place.Then you will need to practise using theprocess as indicated in the outcomes.

What entry requirements must I fulfil?You require the necessary subject matterexpertise and some general knowledgerelated to outcomes-based assessment.


E D U T E L

Edutel takes you through the steps whichhave to be followed in the RPL process.

What will I be able to do at the end of thelearning?You will be able to assist the candidate inidentifying the appropriate evidenceaccording to the outcomes and his/herunique circumstances. You will also be ableto determine when the candidate is ready forassessment. Remember: the evidencefacilitator does not gather the evidence –he/she only assists the candidate in doingthis.



28

Why do this course?Designing assessment instruments is a verynecessary activity before any effectiveassessment can take place. It is a specialisedtask for logical but creative individuals whoare familiar with the outcomes-basedassessment methodologies.

Who would be able to make use of thislearning?The task of designing assessments requires ofthe designer to be not only a subject-matterexpert, but also knowledgeable about thevarious methods, techniques and tools usedfor integrated assessment. Therefore, anyoneinvolved in outcomes-based assessmentscould benefit from this training.

How is this course structured?Two days of hands-on practice in designingintegrated assessment instruments under theguidance of experienced ETD practitioners.Then back to the workplace for approximatelythree to six months to try your hand atdeveloping assessment strategies, guides andinstruments. When ready for assessment yousubmit a Portfolio of Evidence. The training isbased on the outcomes of Unit Standard ID115755 “Design and develop outcomes-basedassessments”, NQF 06, 10 credits.

What entry requirements must I fulfil?You require the necessary subject matterexpertise and some general knowledgerelated to outcomes-based assessment.

What will I be able to do at the end of thelearning?You will be able to design assessment

strategies suited to the outcomes to beassessed, compile assessment guides to beused by assessors, and develop assessmentinstruments appropriate to the concept ofintegrated assessment.

How long will I be busy?Two days of workshop-based activities willgive you the basic skills to design and developassessment instruments. You will then beexpected to return to the workplace and useyour newly acquired skills before submittingyour portfolio for summative assessment.(Optional: one-day portfolio-buildingworkshop).

Other good newsIdeally, the ETD Practitioner should first learnto develop assessment instruments, andtherefore this unit standard assist inunderstanding the integral process ofinterpreting a unit standard for purposes ofassessment.


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 ETDP SETAyou will earn the credits linked to unitstandards making up your skillsprogramme/qualification. These credits willbe registered on the National Learners'

1 . The Assessment Designer4


E D U T E L

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.

30

Why do this course?"Recognition of Prior Learning in South Africahas, unlike similar initiatives in othercountries, a very specific agenda. RPL ismeant to support transformation of theeducation and training system of the country.This calls for an approach to the developmentof RPL policy and practices that explicitlyaddresses the visible and invisible barriers tolearning and assessment. Such an approachmust generate the commitment of all roleplayers to remove these barriers and to builda visible, usable and credible system as aneffective and creative vehicle for lifelonglearning. It is important that consensus begenerated around the criteria and supportsystems within which the integrity andquality of all assessments will be protected."SAQA RPL policy (2002,p. 11).

Who would be able to make use of thislearning?This unit standard aims to recognize theexpertise of people who have a deepunderstanding of outcomes-basedassessment in general, and of thecomplexities concerning the initiation andimplementation of Recognition of PriorLearning (RPL) policies and practices inparticular. Such people are able to promotean awareness of RPL-related issues andprovide RPL advice and support, at systemsand strategic level, to a range ofpeople/bodies, including assessors,moderators, evidence facilitators, assessmentdesigners, teachers, trainers, managers,organisations, institutions, companies andenterprises.

How is this course structured?The course is based on the unit standardcalled “Develop, support and promote RPLpractices” (Unit Standard 116587 on NQFLevel 07, 10 credits).

What entry requirements must I fulfil?You must understand and can practice thekey principles of an outcomes-based systemin general, and standards-based assessmentin particular.

What will I be able to do at the end of thelearning?You will be able to emonstratedunderstanding of the conceptualunderpinnings and purposes of therecognition of prior learning evelop RPL, dpolicies, procedures and plans for anorganisation nvestigate current RPL practice, iand opportunities in an organisation orsector rovide RPL advice and support, p andp .romote RPL practices

How long will I be busy?Four days of workshop-based activities willgive you the basic skills to develop the RPLinstruments, support those using them andpromote the implementation of RPL.


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

1 .5 Develop, support and promoteRPL practices


E D U T E L

declared competent and your assessmentoutcomes has been verified by the ETDP SETA,you will earn the credits linked to unitstandard making up your skills programme/qualification. These credits will be registeredon the National Learners’ Records Databaseand will always remain to your credit. Shouldyou want to continue with your studies, youwill be able to apply for RPL/credits for whatyou have already achieved if it forms part ofthat qualification’s curriculum. This skillsprogramme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

32

16. 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,NQF 04 (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.


E D U T E L

17. Course structure: NQF 02

The purpose of this certificate is to equiplearners to understand, and acquaintthemselves with the underlying principles ofall of the major areas related to distributionwithin the Wholesale & Retail sector, thusenabling them to become more effectiveemployees. The certificate further aims toprovide career paths through various levelsand areas of the Wholesale and Retailenvironment, thus promoting the notion ofquality life-long learning. By assisting in thedevelopment of competence in the Wholesaleand Retail field (arguably one of the bigger,more labour intensive and thereforeimportant arenas for social and economictransformation in the country), this certificatewill provide a stepping-stone for furtherlearning in the Further Education andTraining Band.

The certificate in Wholesale and RetailDistribution, NQF Level 02, is designed tomeet the needs of the learners who arealready employed and involved in Wholesale,Distribution or Mail Order Retail within theWholesale and Retail field. Additionally,however, it may also allow access to, andmeet the needs and aspirations of the youthand unemployed who wish to pursue a careerin these areas, or in fields where this learningmay be useful. This furthermore includesadult learners who want to enter the arena ordevelop their careers in one or more of therelated sub-fields. As this certificate may

form part of a learning pathway it may allowmobility to persons operating at any level inthe field.

This certificate provides learners with agrounding in all areas of distribution. Thismay enable them not only to increase theirproductivity within the Wholesale and RetailSector but also to apply their learning invarious other business environments.

What exit-level outcomes will I haveachieved:� Communicate both verbally and in

writing.� Understand and apply mathematics.� Perform stock-related functions.� Define the core concepts of the Wholesale

and Retail environment.

Elective exit-level outcomes:� Maintain a safe and secure Wholesale and

Retail environment.� Implement point-of-sale transactions and

procedures.� Offer and maintain a credit facility and

customer accounts.� Perform general administrative and office

functions.� Pack and handle food and non-food

items.� Deal with customers.� Apply in and out-bound call centre

operations within a commercialenvironment.

� Plan self-development.

National Certificate: Wholesale and Retail DistributionSAQA ID: 49280 (120 credits)

34

E D U T E L

Entrance requirements and/or learningassumed to be in place:Communication and Mathematical Literacy atNQF Level 01.

Accreditation statusThe programme is approved by the W&RSETAETQA.

Rules relating to assessment, academic credit,progression and qualificationLearners will be assessed by completing aknowledge and compiling Portfolios oftestEvidence. Once you have been declaredcompetent and your assessment outcome has

outcome 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 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.

Curriculum

FUNDAMENTAL36 Credits

� 8963 Access and useinformation from texts,NQF 02 (5 credits)

� 9009 Apply basicknowledge of statistics andprobability to influence theuse of data and proceduresin order to investigate liferelated problems, NQF 02(3 credits)

� 7480 Demonstrateunderstanding of rationaland irrational numbers andnumber systems, NQF 02(3 credits)

� 9008 Identify, describe,compare, classify, exploreshape and motion in 2-and

CORE39 Credits

� 114891 Count stock for astock-take, NQF 02(5 credits)

� 114895 Define the coreconcepts of the wholesaleand retail environment,NQF 02 (10 credits)

� 117898 Move, pack andmaintain stock in adistributioncentre/warehouse, NQF 02(12 credits)

� 117899 Pick stock in adistributioncentre/warehouse, NQF 02(12 credits)

� 114897 Administerdeliveries, NQF 02(10 credits)

� 114908 Apply food safetypractices in a wholesaleand retail outlet, NQF 02(7 credits)

� 14359 Behave in aprofessional manner in abusiness environment,NQF 02 (5 credits)

� 117887 Complete basicbusiness calculations,NQF 02 (5 credits)

� 114910 Implement food-handling practices inwholesale and retailoutlet, NQF 02 (8 credits)

ELECTIVEChoose 45 Credits



3-dimensional shapes indifferent contexts, NQF 02(3 credits)

� 8962 Maintain and adaptoral communication,NQF 02 (5 credits)

� 8967 Use language andcommunication inoccupational learningprogrammes, NQF 02(5 credits)

� 7469 Use mathematics toinvestigate and monitorthe financial aspects ofpersonal and communitylife, NQF 02 (2 credits)

� 9007 Work with a range ofpatterns and functions andsolve problems, NQF 02(5 credits)

� 8964 Write for a definedcontext, NQF 02 (5 credits)

CORE39 Credits

� 117892 Maintain a safeand secure environmentin a distribution centre,NQF 02 (12 credits)

� 114912 Maintain a safeand secure wholesale andretail environment,NQF 02 (10 credits)

� 114899 Maintain thecustomer`s account,NQF 02 (5 credits)

� 14342 Manage time andwork processes within abusiness environment,NQF 02 (4 credits)

� 114919 Offer a creditfacility, NQF 02 (8 credits)

� 114902 Operate acomputer in aWholesale/Retail outlet,NQF 02 (6 credits)

� 114893 Pack customerpurchases at point ofsales, NQF 02 (3 credits)

� 114890 Perform officefunctions in a wholesaleand retail outlet, NQF 02(4 credits)

� 114894 Process paymentat a Point of Sales (POS),NQF 02 (10 credits)

� 114889 Recordtransactions, NQF 02(8 credits)


36


CORE39 Credits

� 114909 Administer andcontrol the organisation`sdeposits and floats,NQF 03 (8 credits)

� 114905 Administer day-end cashing upprocedures, NQF 03(8 credits)

� 117891 Despatch stockfrom a distribution centre,NQF 03 (12 credits)

� 117897 Maintain stockbalances in a distributioncentre, NQF 03 (8 credits)

� 114898 Minimisedefaulting customeraccounts, NQF 03(5 credits)

� 117901 Receive stock in aDC/Warehouse, NQF 03(15 credits)

� 114911 Resolve customerqueries/complaints,NQF 03 (8 credits)

� 114900 Sell products tocustomers in a Wholesaleand Retail outlet, NQF 03(12 credits)

� 258175 Break bulk, packand label stock, NQF 02(8 credits)



18. Course structure: NQF 03National Certificate: Public AdministrationSAQA ID 57804, NQF 03, Min. 157 credits

The qualification recognises the generic skills,knowledge, understanding, attitudes andvalues expected of a competent person in awide range of contexts in Public SectorAdministration and the public sector ingeneral. Additionally this qualificationcontributes to the development ofinformation technology, communications,writing, and service delivery competencies. Itprovides learners who have no formaleducation with an opportunity throughformal assessment to:� Have their prior learning formally

recognised.� Identify gaps in their skills and knowledge.� Structure learning programmes to close

those gaps.

On completion of this qualification thequalifying learner will:� Be competent in core administration and

data capturing skills.� Understand and be able to apply public

sector policies, procedures and processes.� Recognise and understand the purpose

and structure of their own workplace, andthe purpose of specific departments orsections and the way in which eachcontributes to the objectives and purposeof the public sector in the country.

� Understand the role that the public sectorplays in the South African economy as awhole.

� Be able to plan his/her work to meetdeadlines and performance standardsdemanded by the department.

� Be able to measure and evaluating his/herlevel of performance against performance

standards and plan improvementstrategies.

� Be able to develop a skills developmentplan for him/herself and apply it soimproving productivity levels.

Effective and efficient administration in thepublic sector are key to a successful economy.This qualification is a blend of administrationskills relevant in the context of the publicsector and is aiming at rapid building of theskills base within the public sector. It ties inwith the overall objectives of the publicsector to skill learners in line with thestrategic need of identified broadcompetences.

The qualification reflects the skills andcompetencies required of people employed,or seeking employment in the Public Sector,in a role where they provide administrationservices. The importance of the ethical base ofservice delivery is additionally reflected in thisqualification.

Entrance requirements and/or learningassumed to be in place:Communication and Mathematical Literacy atNQF Level 2 Computer Literacy at NQF Level 1.

Exit-level Outcomes:� Provide an effective administration service

at practitioner level in the public sector atnational, provincial or local governmentlevel.

� Demonstrate knowledge of the legal,regulatory and policy frameworksapplicable to own work environment.

38

E D U T E L

� Deliver and make informed judgementsabout the quality of the administrationservice, offered to clients.

� Take responsibility for managing ownperformance and growth asadministrative practitioners in the contextof public sector human resourcedevelopment policies and procedures.

� Use and maintain computers andworkplace equipment relevant to ownpublic administration role in ownoperating context.

� Maintain health, safety and security ofthe work community and environment.

Duration of qualification:1 year

Accreditation statusThe programme is approved by PSETA 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 PSETA you willearn the credits linked to unit standardsmaking 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.


Curriculum


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

� 9010 Demonstrate anunderstanding of the useof different number basesand measurement unitsand an awareness of errorin the context of relevantcalculations, NQF 03(2 credits)

� 9013 Describe, apply,analyse and calculateshape and motion in 2-and 3-dimensional space indifferent contexts, NQF 03(4 credits)

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

� 9012 Investigate life andwork related problemsusing data andprobabilities, NQF 03(5 credits)


CORE103 Credits

� 117943 Install a PersonalComputer (PC) peripheraldevice, in a GUIenvironment , NQF 01(2 credits)

� 117902 Use genericfunctions in a GraphicalUser Interface (GUI)-environment, NQF 01(4 credits)

� 114974 Apply the basicskills of customer service,NQF 02 (2 credits)

� 114957 Contribute to thehealth, safety and securityof a financial serviceworkplace, NQF 02(2 credits)

� 114976 Operate and takecare of equipment in anoffice environment,NQF 02 (2 credits)

� 14911 Participate informal meetings, NQF 02(3 credits)

� 14348 Process incomingand outgoing telephonecalls, NQF 02 (3 credits)

� 117924 Use a GraphicalUser Interface (GUI)-basedword processor to formatdocuments, NQF 02(5 credits)

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

� 13937 Monitor andcontrol office supplies,NQF 03 (2 credits)

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

� 13930 Monitor andcontrol the receiving andsatisfaction of visitors,NQF 03 (4 credits)

� 13935 Plan and conductbasic research in an officeenvironment, NQF 03(6 credits)

� 114589 Manage timeproductively, NQF 04(4 credits)


Curriculum

40


� 7456 Use mathematics toinvestigate and monitorthe financial aspects ofpersonal, business andnational issues, NQF 03(5 credits)

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

CORE103 Credits

� 242864 Answer customerenquiries by mail, facsimile,and e-mail in a wide rangeof public sector contexts,NQF 03 (4 credits)

� 242870 Apply publicsector policies andprocedures to achieveadministration objectives,NQF 03 (12 credits)

� 242860 Apply the BathoPele principles to own workrole and context, NQF 03(4 credits)

� 13915 Demonstrateknowledge andunderstanding of HIV/AIDSin a workplace, and itseffects on a business sub-sector, own organisationand a specific workplace,NQF 03 (4 credits)

� 242858 Demonstrateknowledge of and applythe Public Sector Code ofConduct in own work rolesand context, NQF 03(4 credits)

� 242863 Identify basicemployment rights andresponsibilities and dealappropriately with own




CORE103 Credits

grievances and disputes,NQF 03 (4 credits)

� 242866 Identify, operateand maintain the recordsmanagement system in aPublic Sector organisation,NQF 03 (6 credits)

� 242874 Manage ownperformance improvementprocess in a public sectorcontext, NQF 03 (4 credits)

� 242862 Manage own workperformance in a publicsector workplace, NQF 03(6 credits)

� 11241 Perform BasicBusiness Calculations,NQF 03 (6 credits)

� 242865 Use data entryand retrieval skills to inputand retrieve computerdata, NQF 03 (4 credits)

� 242868 Demonstrate andapply knowledge of roleand responsibility of localgovernment in SouthAfrica, NQF 04 (6 credits)

� 242856 Demonstrate andapply knowledge of roleand responsibility ofnational government inSouth Africa, NQF 04(6 credits)


42

� 242854 Demonstrate andapply knowledge of roleand responsibility ofprovincial government inSouth Africa, NQF 04(6 credits)

� 242857 Demonstrate andapply knowledge of theethical standards in thePublic Sector, NQF 04(4 credits)

NOTE: All fundamental and core unit standards are compulsory. Learners must choose unitstandards totalling a minimum of 18 credits for the elective component.


CORE103 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 a

business and its competitive environment.� Complying with organisational standards.� Motivating an individual or team.� Negotiating in a work situation.� Understanding the role of business

strategy 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.

When you have completed the qualificationyou will be able to:� develop plans to achieve defined

objectives;� organise resources in accordance with a

developed plan;� lead a team to work co-operatively to

achieve objectives;� monitor performance to ensure

compliance to a plan;� make decisions based on a code of ethics.

Entrance requirements and/or learningassumed to be in placeCommunication, Mathematical Literacy andComputer Literacy at NQF Level 03.


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 PSETA youwill earn the credits linked to unit standardsmaking 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 already

Further Education and Training Certificate: Generic Management: PublicAdministration SAQA ID: 57712 (58346) (150 credits)

44

E D U T E L

for RPL/credits for what you have alreadyachieved if it forms part of thatqualification's curriculum. This skills higher

programme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.

Curriculum





� 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 andevaluate spoken/signedtexts, NQF 04 (5 credits)

� 119469 Read/view, analyseand respond to a variety of

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)

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

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

� 242819 Motivate and builda team, NQF 04 (10 credits)

� 113955 Apply the BathoPele principles to ownwork role and context,NQF 03 (4 credits)

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

� 13915 Demonstrateknowledge andunderstanding ofHIV/AIDS, and its effectson a business sub-sector,own organisation and aspecific workplace,NQF 03 (4 credits)

� 242813 Explain thecontribution made byown area of responsibilityto the overallorganisational strategy,NQF 04 (5 credits)

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

� 120381 Implementproject administrationprocesses according torequirements, NQF 04(5 credits)

� 110490 Demonstrate aknowledge and




texts, 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)

� 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

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

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

understanding of thebasic principles of publicadministration andmanagement, NQF 04(4 credits)


46


Further Education and Training Certificate: Human Resources Managementand Practices Support SAQA 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.


E D U T E L

� 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.

Examination dates:� The National FISA can only be written at

an approved Assessment Centre.� All approved Assessment Centres will be

listed on the SABPP Website.� The first examination is scheduled for 30

November 2017 which will be writtenonce the learner has met all requirementsof the qualification. If the learner is not-yet-competent (pass mark 65%), thelearner must be rescheduled for the nextexamination sitting as stated below. Note,each training provider must set its owninternal governance regarding re-writes(including costs).

� 1 March 2018 (includes SupplementaryExam)

� 7 June 2018� 6 September 2018� 20 November 2018 - Quarterly dates

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 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.

48


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



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

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

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

� 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)

�

� 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 evidencefor 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

Curriculum





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

CORE60 Credits

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

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


ELECTIVE24 Credits

50

21 4. Course structure: NQF 0

The purpose of the FETC: PublicAdministration is to provide a structuredprogramme for public officials that work insupport of senior management officials inproviding for service delivery objectives. Theneed for well-qualified efficient, client-oriented public officials is therefore identifiedas a priority in all the three spheres ofgovernment. The FETC: Public Administrationis aimed at practitioners working in the publicsector. It is a qualification in a career pathwaytowards an accomplished publicadministration and management specialist.

The FETC: Public Administration consists ofExit Level Outcomes covering service delivery,applying public sector policy and legislationin their respective work contexts, identifyingand solving problems, communications andadministration. The competencies covered inthe proposed unit standards encapsulate thecompetencies required by public officialsworking at the operational level andresponsible for implementing specific servicedelivery objectives within a public sectordepartmental context. This qualificationenables transferability of skills between theprivate and the public sector.

When you have completed the qualificationyou will be able to follow a career within thePublic Sector’s:The possession of relevant knowledge, skillsand attitude by public officials is crucial tothe implementation of public sectoradministration and management reforms.Qualifying learners should be able to follow

various careers within the Public Sector's:� Financial Services� Administration� Management� Procurement and Supply Chain

Management

� Supervisory Administration.

Entrance requirements and/or learningassumed to be in placeIt is assumed that all learners accessing thisqualification are competent inCommunication at NQF Level 3, andMathematical Literacy at NQF level 3.

Exit-level Outcomes:� Apply public sector principles, policies and

ethics to own public sector work context.� Apply the principles of good customer

service in own public sector context.� Apply administrative principles in

implementation of public sectorprocedures and work schedules.

� Demonstrate an ability to apply theprinciples of problem identification andanalysis.

� Contribute towards team development inown public sector context.

� Apply the principles of communication inown work context according to publicsector communication protocol.

Further Education and Training Certificate: Public AdministrationSAQA ID: (14 credits)57824 6


E D U T E L


Accreditation status:The programme is approved by PSETA ETQA.

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 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.



� 119466 Interpret a varietyof literary texts, NQF 03(5 credits)


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

� 9015 Apply knowledge ofstatistics and probability tocritically interrogate andeffectively communicatefindings on life related

CORE70 Credits

� 113955 Apply the BathoPele principles to own workrole and context, NQF 03( credits)4

� 113956 Demonstrateknowledge of and applythe Public Sector Code ofConduct in own work rolesand context, NQF 03(4 credits)

� 242900 Applyadministrative principles inthe implementation ofpublic sector proceduresand work schedule 4, NQF 0( credits)6

� 242901 Apply theprinciples of goodcustomer service toachieve public sectorobjectives, NQF 04(6 credits)

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

� 119332 Manage anddevelop oneself in thepublic sector workenvironment, NQF 04(10 credits)

ELECTIVE20 Credits

Curriculum

52


CORE70 Credits

ELECTIVE20 Credits

problems, NQF 04(6 credits)

� 119462 Engage insustained oral/signedcommunication andevaluate 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)



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

� 242903 Define overallpublic sector culture andvalues and apply to ownwork context, NQF 04(6 credits)

� 242902 Demonstrate anability to apply theprinciples of problemidentification, analysis anddecision-making withinimmediate work context,NQF 04 (6 credits)

� 242880 Demonstrate anunderstanding and applythe framework and overallmechanics of governmentin public sector policy,NQF 04 (6 credits)

� 119351 Apply principles ofcomputerised systems tomanage data and reportsrelevant to the publicsector administration,NQF 05 (10 credits)

� 120307 Apply SouthAfrican legislation andpolicy affecting publicadministration, NQF 05(10 credits)

� 119334 Discuss theselected legislativeregulatory frameworkgoverning the public sectormanagement andadministrationenvironment, NQF 05(12 credits)



The purpose of the NQF level 5 PublicAdministration qualification is to provide astructured programme for public officials thatwork with senior management officials so asto provide support to strategic leadership andmanagement needed to transform all spheresof government. The need for well-qualifiedefficient, client-oriented public officials istherefore identified as a priority in all thethree spheres of government. The NationalCertificate in Public Administration (NQFLevel 5) is aimed at practitioners working inthe public sector. It is a qualification in acareer pathway towards an accomplishedpublic administration and managementspecialist.

The National Certificate in PublicAdministration consists of Exit LevelOutcomes covering service delivery,knowledge management, formulation ofpublic sector policies, risk management,applying the public sector legislativeframework, managing people, leadership,financial administration, project managementand information technology for the publicsector. The competencies covered in theproposed unit standards encapsulate thecompetencies required by public officialsworking at the operational level.

The qualification will therefore enhance theability of the qualifying learner as a publicfinance official to perform the necessaryadministration tasks expected as well asimprove management abilities. In this way,the qualification enhances transferability of

skills within different spheres of the publicsector. At the same time, a learner will gain afirm foundation required for furtheringstudies at NQF levels 6 and 7. Thisqualification enables transferability of skillsbetween the private and public sector.

With regard to the implementation of publicadministration and management reforms, thequalification serves, as a basis of an effectiveimplementation process by defining andidentifying those competencies required bytechnical public officials. The possession ofrelevant knowledge, skills and attitude bypublic officials is crucial to theimplementation of public sectoradministration and management reforms.Thus, the qualification contributes to theupliftment of South African economy in linewith the aims of existing skills developmentlegislations through enhancing of skill levelsof public sector employees.

When you have completed the qualificationyou will be able to follow a career within thePublic Sector’s:� Financial Services.� Administration.� Management.� Accounting.� Project/Public Entity Management.

Entrance requirements and/or learningassumed to be in placeAll learners accessing this qualification mustbe in possession of a Further Education andTraining Certificate or equivalent

National Certificate: Public Administration SAQA ID: 50060(141 credits)

54

qualification, bearing in mind the learningassumed to be in place. Learners will havecompetences in a first and second language,as well as Communication NQF Level 4, andMathematical Literacy NQF level 4. It isrecommended that learners are alsocompetent in the Unit Standard titledDemonstrate an understanding of and applyprinciples of knowledge management topublic sector administration andmanagement, Level 4, 8 credits.


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

Portfolios of Evidence. Once you have beendeclared competent and your assessmentoutcome has been verified by the PSETA youwill earn the credits linked to unit standardsmaking 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.

Curriculum


� 120304 Analyse, interpretand communicateinformation, NQF 05(9 credits)

� 119342 Apply knowledge ofethical principles, standardsand professional conduct inpublic sector managementand administration, NQF 05(8 credits)

� 119332 Manage anddevelop oneself in thepublic sector workenvironment, NQF 05(10 credits)

CORE94 Credits

� 120310 Apply client servicetechniques to improveservice delivery, NQF 05(6 credits)

� 115405 Apply principles ofknowledge managementto organisationaltransformation, NQF 05(10 credits)

� 120303 Apply principles ofrisk management, NQF 05(8 credits)

� 120307 Apply SouthAfrican legislation andpolicy affecting publicadministration, NQF 05(10 credits)

� 120300 Analyseleadership and relatedtheories in a workcontext, NQF 05(8 credits)

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

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

� 114278 Demonstrate andapply an understanding ofthe Labour Relations Act(Act 66 of 1995), NQF 05(12 credits)




CORE94 Credits

� 15237 Build teams to meetset goals and objectives,NQF 05 (3 credits)

� 15216 Create opportunitiesfor innovation and leadprojects to meet innovativeideas, NQF 05 (4 credits)

� 120301 Formulate andevaluate public sectorpolicies and regulations,NQF 05 (8 credits)

� 114226 Interpret andmanage conflicts withinthe workplace, NQF 05(8 credits)

� 116928 Manage diversity inthe workplace, NQF 05(14 credits)

� 119336 Manage thedevelopment andperformance of humancapital in the public sector,NQF 05 (12 credits)

� 15222 Promote a learningculture in an organisation,NQF 05 (3 credits)

� 120306 Manage servicedelivery improvement,NQF 06 (8 credits)

� 15233 Harness diversityand build on strengths ofa diverse workingenvironment, NQF 05(3 credits)

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

� 15214 Recognise areas inneed of change, makerecommendations andimplement change in theteam, department ordivision, NQF 05(3 credits)

� 10146 Supervise a projectteam of a developmentalproject to deliver projectobjectives, NQF 05(14 credits)


56


This qualification will provide all learners whoare involved in inspection and enforcementservices in the Department of Labour andother government departments with thenecessary skills, knowledge, attitudes andvalues to be able to perform their functionseffectively and efficiently and in accordancewith the requirements of the various Acts,regulations and codes of conduct that areapplicable to their work.

There are many people employed inenforcement and inspection services who donot possess formal qualifications in the sectorbut who have the necessary skills andknowledge to carry out their work with ahigh level of expertise. This qualification willgive those people an opportunity to obtain aformal qualification, which recognises theircompetence. The qualification will also serveto equip new entrants to the service with thenecessary knowledge and skills. In additionthe qualification will enable learners toembark on further study at higher levels onthe NQF thus advancing the notion of life-long learning and improving learners'employment possibilities.

The Department of Labour has theresponsibility of ensuring that employerscomply with the various requirementsrelating to the employment of workers as wellas with regulations pertaining to heath andsafety. An effective enforcement andinspection service will help to ensure fairlabour practice coupled with safe and healthyworking environments. This qualification will

help to establish such a service on aprofessional level.

Entrance requirements and/or learningassumed to be in placeIt is assumed that learners are competent inCommunication and Mathematical Literacy atNQF level 4.


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 PSETA youwill earn the credits linked to unit standardsmaking 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.

National Certificate: Inspection and Enforcement Services SAQA ID: 49107(140 credits)


E D U T E L

Curriculum


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

� 13648 Apply appropriatesocial protocols in theworkplace and community,NQF 05 (4 credits)

� 9407 Communicate withclients and discuss work,NQF 05 (5 credits)

� 15233 Harness diversityand build on strengths of adiverse workingenvironment, NQF 05(3 credits)

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

CORE82 Credits

� 110490 Demonstrate aknowledge andunderstanding of the basicprinciples of publicadministration andmanagement, NQF 04(4 credits)

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

� 15237 Build teams to meetset goals and objectives,NQF 05 (3 credits)

� 11983 Compile andadminister a case docketfor investigation purposes,NQF 05 (6 credits)

� 117392 Conduct a range ofaudits, NQF 05 (6 credits)

� 14155 Create and maintainpositive workplacerelationships, NQF 05(5 credits)

� 110508 Demonstrate andapply knowledge andunderstanding of theconcept of facilitation anda range of facilitation skills,NQF 05 (6 credits)

� 11984 Give evidence in acourt of law, NQF 05(4 credits)

� 117390 Identify andinterpret related labourlegislation and its impact

� 14415 Describe andinterpret the composition,role-players, processesand role of theconstruction industry,NQF 04 (4 credits)

� 14429 Supervise healthand safety on aconstruction project,NQF 04 (6 credits)

� 7818 Conduct on-the-jobcoaching, NQF 05(5 credits)

� 15231 Create and use arange of resources toeffectively manage teams,sections, departments ordivisions, NQF 05(4 credits)

� 15223 Implement trainingneeds for teams andindividuals to upgradeskills levels, NQF 05(3 credits)

� 15136 Manage health andsafety on a constructionproject, NQF 05 (6 credits)

� 7888 Monitor staffperformance, NQF 06(5 credits)


58


CORE94 Credits

on the workplace andensure compliance, NQF 05(20 credits)

� 15225 Identify andinterpret related legislationand its impact on theteam, department ordivision and ensurecompliance, NQF 05(4 credits)

� 117391 Investigate anincident, NQF 05 (8 credits)

� 14609 Participate inmanagement of conflict,NQF 05 (4 credits)

� 7866 Plan, organise andmonitor work in own areaof responsibility, NQF 05(3 credits)

� 13925 Present informationin a public setting, NQF 05(5 credits)




National Diploma: Human Resources Management and PracticesSAQA 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 required

for 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.


Examination dates:� The National FISA can only be written at

an approved Assessment Centre.� All approved Assessment Centres will be

listed on the SABPP Website.� The first examination is scheduled for

30 November 2017 which will be written

60

E D U T E L

once the learner has met all requirementof the qualification. If the learner is not-yet-competent (pass mark 65%), thelearner must be rescheduled for the nextexamination sitting as stated below.Note, each training provider must set itsown internal governance regarding re-writes (including costs).

� 1 March 2018, (includes SupplementaryExam)

� 7 June 2018� 6 September 2018� 20 November 2018 - Quarterly dates)

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 Services SETAyou will earn the credits linked to unit standardsmaking up your skills programme/qualification.These credits will be registered on the NationalLearners' Records Database and will alwaysremain to your credit. Should you want tocontinue with your studies, you will be able toapply for RPL/credits for what you have alreadyachieved if it forms part of that qualification'scurriculum. This skills programme/qualificationwill serve as an entry requirement for follow-upskills programmes/qualifications specialising inthe same 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 training

ELECTIVE66 Credits

Curriculum



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)

approach within thecontext 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 advice

ELECTIVE66 Credits

62


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

regarding skillsdevelopment and relatedissues, NQF 05 (4 credits)

ELECTIVE66 Credits



CORE174 Credits

team, department ordivision, NQF 05 (3 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

64

Why do this qualification?This qualification is for those who want tobuild on a FETC, or for those learners whohave completed the National Certificate:Occupationally Directed Education, Trainingand Development, Level 05, to enter the fieldof Occupationally Directed Education,Training and Development as a potentialcareer, and have little or no previous exposureto Education, Training and Development(ETD). The qualification will also be valuablefor those who may have been practisingwithin the field, but without formalrecognition. In particular, the Diploma will beuseful for:� needs analysts� learning facilitators� learning designers� assessors� learner and learning supporters� Skills Development Facilitators� Standards Writers and Qualification

Designers� Education, Training and Development

(ETD) Managers.

The qualification addresses generalcompetences across eight key ETD roles, andprovides an opportunity for learners tospecialise in four key areas in line withpossible career opportunities or areas ofinterest. Recipients will thus meet the generalrequirements of the following key roles, withthe opportunity to specialise in four of theroles. The first four roles are those in which

you will specialise:� Design and develop learning programmes

and processes;� Engage in and promote assessment

practices;� Conduct skills development facilitation;� Develop standards and qualifications;� Manage and administer education

training and development;� Facilitate and evaluate learning;� Engage in general management activities;� Provide learning support to learners and

organisations;� Communicate in a variety of ways.

Who should have this qualification?Any person who is already practising withinthe ETD field but without formal recognitionsand any individual who would want to beginspecialising in a particular ETD direction willfind this qualification useful.

What entry requirements must I fulfil?� You will need to be a subject matter

expert in a particular field or occupationwhere you will be providing education,training and development initiatives.

� National Certificate: OccupationallyDirected Education, Training andDevelopment Practitioner, NQF 05 (SAQAID 50334)

What will I be able to do at the end of thelearning?� Communicate in a variety of ways.


National Diploma: Occupationally Directed Education, Training andDevelopment Practices, NQF 05, SAQA ID 50333 (240 credits)


E D U T E L

� Engage with all aspects of the education,training and development cycle.

� Conduct elementary research and needsanalyses.

� Design and develop learning programmesand processes.

� Facilitate learning.� Engage in and promote assessment

practices.� Provide learning support to learners and

organisations.� Manage and administer education,

training and development.� Provide quality assurance services related

to education, training and development.� Define and evaluate standards and

qualifications.

How long will I be busy?You will be expected to engage with thequalification in order to gain 240 credits. Thecourse can be completed over one year, ortwo years part-time.

Other good newsThis qualification leads to the OD-ETDPPractices Degree on NQF level 06.




Curriculum


� 115792 Access, process,adapt and use data from awide range of texts, NQF 05(5 credits)

CORE86 Credits

� 117865 Assist and supportlearners to manage theirlearning experiences,NQF 04 (5 credits)

� 15228 Advise on theestablishment andimplementation of aquality managementsystem for skillsdevelopment practices in


66



� 115789 Sustain oralinteraction across a widerange of contexts andcritically evaluate spokentexts, NQF 05 (5 credits)

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

� 115790 Write and presentfor a wide range ofpurposes, audiences andcontexts, NQF 05 (5 credits)

CORE86 Credits

� 15227 Conduct skillsdevelopmentadministration in anorganisation, NQF 04(4 credits)

� 123396 Define targetaudience profiles and skillsgaps, NQF 04 (6 credits)

� 15237 Build teams tomeet set goals andobjectives, NQF 05(3 credits)


� 114924 Demonstrateunderstanding of theoutcomes-based educationand training approachwithin the context of aNational QualificationsFramework, NQF 05(5 credits)

� 123397 Evaluate alearning intervention usinggiven evaluationinstruments, NQF 05(10 credits)


� 123398 Facilitate thetransfer and application oflearning in the workplace,NQF 05 (5 credits)

an organisation, NQF 05(10 credits)

� 119665 Demonstrateunderstanding of theconcept of human rightsand democracy and itsapplication in society,NQF 05 (12 credits)

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

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

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


� 10146 Supervise a projectteam of a developmentalproject to deliver projectobjectives, NQF 05(14 credits)

� 15218 Conduct ananalysis to determineoutcomes of learning forskills development andother purposes, NQF 06(4 credits)





CORE86 Credits

� 117874 Guide learnersabout their learning,assessment andrecognition opportunities,NQF 05 (6 credits)

� 15233 Harness diversityand build on strengths of adiverse workingenvironment, NQF 05(3 credits)

� 10294 Identify andrespond to learners withspecial needs and barriersto learning, NQF 05(10 credits)

� 15221 Provide informationand advice regarding skillsdevelopment and relatedissues, NQF 05 (4 credits)

� 117856 Define standardsfor assessment,education, training, anddevelopment, NQF 06(8 credits)

� 117858 Design anddevelop qualifications forassessment, education,training anddevelopment, NQF 06(6 credits)

� 123400 Evaluate andpromote educationtraining and development(ETD) providers, servicesand products fororganisational use,NQF 06 (5 credits)

� 123394 Developoutcomes-based learningprogrammes, NQF 05(10 credits)

� 123401 Designoutcomes-based learningprogrammes, NQF 06(15 credits)

� 115755 Design anddevelop outcomes-basedassessments, NQF 06(10 credits)

� 115759 Conductmoderation of outcomes-based assessments,NQF 06 (10 credits)


68



CORE86 Credits


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

� 15232 Coordinateplanned skillsdevelopmentinterventions in anorganisation, NQF 05(6 credits)

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


Why do this qualification?This qualification is for those who arequalified at Certificate, Diploma or Degreelevel within the Higher Education andTraining (HET) band in an academic oroccupational area, and wish to act in a varietyof Education, Training and Development (ETD)related roles at a high level. This Certificatewill enable a person to achieve recognitionfor Occupationally Directed Education,Training and Development (ODETD)competencies at a high level without needingto acquire a Degree in ETD. The Certificateincludes competencies across all the ETDroles, with the opportunity to specialise at ahigh level in two or more of the followingroles:� Learning Design and Development.� Learning Facilitation.� Assessment.� Strategic Management.� Quality Assurance.� Standards Setting and Qualification

Design.� Skills Development Facilitation.

What will I be able to do at the end of thelearning?Depending on areas of specialisation selected,recipients of this Qualification will be able to:� Analyse needs and plan learning.� Design and develop learning programmes

and processes.� Facilitate learning in routine and complex

situations.

� Engage in and promote assessmentpractices.

� Facilitate and manage skills developmentin an organisation.

� Define and evaluate standards andqualifications.

� Evaluate HRD interventions.

What entry requirements must I fulfil?It is assumed that practitioners have expertisein the subject/occupation field in which theyintend to provide education, training anddevelopment, at a level required to engagemeaningfully in ETD within that field, andhave a Certificate or Diploma at least at level05.


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 ETDP SETAyou 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


National Certificate: Occupationally Directed Education, Training andDevelopment Practices, NQF 06, SAQA ID 50331 (145 credits)

70

E D U T E L

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 skills

programme/qualification will serve as anentry requirement for follow-up skillsprogrammes/qualifications specialising in thesame field at a higher level.


Curriculum


� 10301 Complete a researchassignment, NQF 06(20 credits)

CORE80 Credits


� 114924 Demonstrateunderstanding of theoutcomes-based educationand training approachwithin the context of aNational QualificationsFramework, NQF 05(5 credits)

� 123397 Evaluate a learningintervention using givenevaluation instruments,NQF 05 (10 credits)


� 117874 Guide learnersabout their learning,assessment andrecognition opportunities,NQF 05 (6 credits)

� 15221 Provide informationand advice regarding skillsdevelopment and relatedissues, NQF 05 (4 credits)

� 123394 Developoutcomes-based learningprogrammes, NQF 05(10 credits)

� 115759 Conductmoderation of outcomes-based assessments,NQF 06 (10 credits)

� 115755 Design anddevelop outcomes-basedassessment, NQF 06(10 credits)

� 123401 Design outcomes-based learningprogrammes, NQF 06(15 credits)

� 123391 Developeducation, training anddevelopment (ETD)policies and proceduresfor an organisation,NQF 06 (12 credits)

ELECTIVE45 Credits




CORE80 Credits

� 15218 Conduct an analysisto determine outcomes oflearning for skillsdevelopment and otherpurposes, NQF 06(4 credits)

� 117856 Define standardsfor assessment, education,training, and development,NQF 06 (8 credits)

� 123392 Design anddevelop instruments toevaluate education,training and development,NQF 06 (12 credits)

� 15217 Develop anorganisational training anddevelopment plan, NQF 05(6 credits)

ELECTIVE45 Credits

72

27. Other qualifications offered by Edutel

Edutel’s sister companies offer the following qualifications:� Further Education and Training Certificate: New Venture Creation, SAQA ID 66249, NQF 04� Further Education and Training Certificate: Generic Management, SAQA ID 57712, NQF 04� Further Education and Training Certificate: Marketing, SAQA ID 67464, NQF 04� Further Education and Training Certificate: Business Administration Services, SAQA

ID 61595, NQF 04� Further Education and Training Certificate: Occupationally-Directed Education, Training

and Development, SAQA ID 50332, NQF 04� Further Education and Training Certificate: Generic Management specialising in School

Governing Bodies, SAQA ID 57712, NQF 04� Further Education and Training Certificate: Youth Development, SAQA ID 57428, NQF 04� National Certificate: Occupationally-Directed Education, Training and Development

Practices, SAQA ID 50334, NQF 05� General Education and Training Certificate: Adult Basic Education and Training,

SAQA ID 71751, NQF 01� National Certificate: Wholesale and Retail Operations, SAQA ID 58206, NQF 02� National Certificate: Wholesale and Retail Operations: Chain store operations,

SAQA ID 58206, NQF 02� National Certificate: Wholesale and Retail Operations: External merchandising operations,

SAQA ID 58206, NQF 02� National Certificate: Wholesale and Retail Operations: Wholesale Operations,

SAQA ID 58206, NQF 02� National Certificate: Service Station Operations: Forecourt Attendant, SAQA ID 62709,

NQF 02� National Certificate: Wholesale and Retail Sales Practices, SAQA ID 48764, NQF 03� National Certificate: Wholesale and Retail Operations, SAQA ID 63409, NQF 03� National Certificate: Wholesale and Retail Operations: Stock control in a distribution

centre, SAQA ID 63409, NQF 03� National Certificate: Wholesale and Retail Operations: Stock control in a retail/wholesale

outlet, SAQA ID 63409, NQF 03� National Certificate: Wholesale and Retail Operations: Cash control, SAQA ID 63409,

NQF 03� National Certificate: Wholesale and Retail Operations: Wholesale sales, SAQA ID 63409,

NQF 03� National Certificate: Wholesale and Retail Operations: Retail sales, SAQA ID 63409, NQF 03� National Certificate: Wholesale and Retail Operations: Forecourt Supervision,

SAQA ID 63409, NQF 03� National Certificate: Wholesale and Retail Operations: Sales and preparation of perishable

foods, SAQA ID 63409, NQF 03


� National Certificate: Informal Small Business Practices, SAQA ID 58308, NQF 03� National Certificate: Wholesale and Retail Operations Supervision, SAQA ID 49397, NQF 04� National Certificate: Wholesale and Retail Credit Control, SAQA ID 49396, NQF 04� Further Education and Training Certificate: Generic Management: Wholesale and Retail

Management, SAQA ID 57712 (63333), NQF 04� Further Education and Training Certificate: Generic Management: Service Station Site

Management, SAQA ID 57712 (66309), NQF 04� National Certificate: Wholesale and Retail Buying Planning, SAQA ID 59299, NQF 05� National Certificate: Generic Management: Wholesale and Retail Management,

SAQA ID 59201, NQF 05� Occupational Certificate: Retail Manager: Retail Store Manager, SAQA ID 91789, NQF 06

Edutel also offers a wide range of skills programmes.Please contact us for more information.

74

28. Code of Conduct

“Edutel is an organisation that realises that when serving its customers through itsemployees, product and services, it will be confronted with instances wherevalue-based decisions have to be made and judgements required as to what is anethical business practice or ethically acceptable action. For this reason themanagement of Edutel wishes to commit the organisation and all its resources toethically and morally defendable behaviour in all its operations and in allinteractions 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 during


instructional 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.

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.

76

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 thelearner, 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.

78

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.


VISIT OUR WEBSITEwww.edutel.co.za

HEAD OFFICEABSA Building

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

FOLLOW US:

http://www.facebook.com/edutelholdings

http://www.twitter.com/edutelholdings

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

CONTACT DETAILS

E D U T E L

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