SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Mail Handling 
SAQA QUAL ID QUALIFICATION TITLE
48663  National Certificate: Mail Handling 
ORIGINATOR
SGB Postal Services 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
SERVICES - Services Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 11 - Services  Consumer Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  131  Level 3  NQF Level 03  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This qualification is aimed at creating a competent workforce in the Postal Industry that will enable the industry to meet current and future needs. It will allow learners within the industry to obtain a nationally recognised qualification in handling mail as well as obtaining generic competencies. It will also set a standard to create and ensure quality delivery of all mail products in the Postal Industry as well as contribute to the growth and customer satisfaction within the industry.

Rationale

This qualification is designed to meet the workplace-based needs of the Postal Industry that relates to the handling and processing of mail, as expressed by employers and employees. The qualification equips the learner with competencies that will enhance accessibility to employment in the Postal Industry, as well as with generic competencies that are valuable across industries. Learners who qualify will be able to improve their earning ability, by obtaining professional competence. Competencies acquired are primarily aimed at optimising the service delivery, profitability and image of organisations within the Postal Industry. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this qualification are already competent in the areas of communication, mathematics and computer literacy at NQF level 2 in the Further Education and Training Band, and Life Skills at NQF level 2. These competencies are required in order to process and record mail, and in order for workers to conduct themselves professionally.

Recognition of prior learning (RPL)

This qualification can be achieved, in whole or in part, through the recognition of prior learning. Recognition of prior learning will include formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out.

Any learner wishing to be directly assessed may arrange to do so, without participating in further training or education. 

RECOGNISE PREVIOUS LEARNING? 

QUALIFICATION RULES 
This qualification is designed as follows:

Compulsory:
  • All Fundamental Unit Standards: 42 credits
  • All Core Unit Standards: 84 credits

    Optional:
    At least 5 credits, from Elective Unit Standards, in the following "modules":

    Career:
  • Identify possible ways of improving employment prospects (3 Credits)
  • Perform general frontline service duties (5 Credits)

    IT:
  • Demonstrate basic knowledge of computers (6 Credits)
  • Demonstrate the ability to use the world wide web (3 Credits)
  • Produce a word processing document for business (5 Credits)

    Supervisory:
  • Describe the management functions in an organisation (6 Credits)
  • Demonstrate understanding of employment relations in an organisation (3 Credits)
  • Identify and keep records that are the responsibility of a junior manager (4 Credits) 

  • EXIT LEVEL OUTCOMES 
    Fundamental
    1. Communicate, and interpret communication, (orally and in writing) in a given context.
    2. Use mathematics to solve problems in work and personal contexts.
    3. Control financial and non- financial risks in personal life.

    Core
    4. Sort and process mail items.
    5. Deliver mail to required destinations.
    6. Record mail information.
    7. Comply with the Occupational Health and Safety legislation.

    Elective
    8. Pursue career alternatives within the Postal Services.
    9. Perform basic IT activities.
    10. Perform junior management activities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental

    1.
  • Communication that is appropriate to the purpose and context of meetings, debates, negotiations etc is entered into
  • A range of strategies to understand the literal and implicit meanings of specific texts is used and appropriate responses are undertaken.
  • Writing for a specified audience and purpose is completed according to organizational standards

    2.
  • Mathematics is employed to investigate and interpret business budgets with respect to income and expenditure
  • Mathematics is used to debate aspects of remuneration in the workplace
  • Numbers are employed in different ways to express size and magnitude

    3.
  • The risk associated with not managing and reconciling bank statements promptly, is indicated for own situation
  • The risk involved if creditors` statements are not checked and reconciled promptly is explained using examples
  • The implications of risk are identified in a given situation

    Core
    4.
  • Mail items are accurately and efficiently sorted and in line with standard norms
  • Parcels are accurately and efficiently processed and in line with standard norms
  • Sorted mail items are checked according to quality standards

    5.
  • Mail is accurately and ethically delivered accurately and in line with standard procedures
  • Misrouted mail items are appropriately dealt with
  • Professional conduct procedures related to the reporting of transgressions and irregularities are adhered to
  • Quality standards are adhered to

    6.
  • A document/system is appropriately selected for particular capturing tasks
  • Information is recorded correctly and completely
  • Professional conduct procedures related to ethical recording is adhered to

    7.
  • Postal equipment is utilised as per health and safety prescriptions
  • Behaviour at work is congruent with safety legislation and organisation's polices and procedures

    Elective
    8.
  • Career management and/or personal expenditure and/or risk is managed Frontline service duties are efficiently and effectively performed

    9.
  • Various IT components are identified, which are relevant to the workplace
  • IT applications are used to add value to daily work activities

    10.
  • Basic management activities are identified and performed
  • Organisational policies related to employment are adhered to, or,
  • Aspects of individual and team performance are recorded, accurately


    Integrated assessment

    Learners are expected to demonstrate competence in a way that integrates all outcomes, showing their ability to integrate concepts, ideas and actions across unit standards, in order to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Assessors should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies.

    Integrated assessment must assess the quality of the observable performance, as well as the quality of thinking that lies behind it. Assessment tools must thus encourage learners to explain the thinking and decision-making that underpin their performance. Assessment criteria in the unit standards are performance-based (applied competence as opposed to required knowledge only). Workplace experience may be recognised when awarding credits towards this qualification.

    A broad range of task-orientated and theoretical assessment tools may be used, and the distinction between practical knowledge and disciplinary knowledge must be maintained. 

  • INTERNATIONAL COMPARABILITY 
    The qualification was benchmarked against criteria from New Zealand, Royal Mail and Canada Post.

    Various international Qualifications Authorities were researched to establish the international alignment of this qualification. These Authorities include:
  • Qualifications Curriculum and Assessment Authority for Wales.
  • National Skills Standards Board Institute, USA.
  • Australian Qualifications Framework.
  • Scottish Qualifications Authority.
  • New Zealand Qualifications Authority.
  • National Qualifications Authority of Ireland.

    Northern Ireland Council for the Curriculum, Examinations and Assessment
    The Qualifications and Curriculum Authority, UK, showed close overlap with this qualification
    This authority has 2 similar, registered, qualifications:
    Title: Mail Operations
    Level: 2-Intermediate

    Candidates must complete a total of 6 units for the qualifications:
    Three mandatory units from Group A:
  • Contribute to the Maintenance of Health and Safety in the Workplace.
  • Contribute to the Security of the Workplace.
  • Identify and Support Improvements to Customer Service and Business Operations.

    Group B - One Optional Units
  • Separate Mail for Processing.
  • Sort Mail Manually.
  • Sort Mail Through Automated Processing Systems.
  • Deliver Mail to Domestic and Business Customers.

    Group C - Two Optional Units
  • Contribute to Effective Working Relationships.
  • Meet Customers' Needs for Information and Advice.
  • Contribute to the Maintenance and Security of Vehicles.
  • Process Orders using Automated Assembly Systems.
  • Collect and Transport Mail for Processing.
  • Contribute to Maintaining the Effectiveness of Mail Processing Machinery.

    Group D - Optional Additional Units:
    Various language Units

    The present qualification aligns well with the UK qualifications' compulsory Group A units, and the operational Group B and Group C units. 

  • ARTICULATION OPTIONS 
    This qualification provides the learner with the flexibility to pursue different careers in the Postal Industry:
    Vertically to: FET Certificate in Mail Supervision (NQF Level 4) and,
    Further Education and Training Certificate in Postal Frontline Service (NQF Level 4).
    Horizontally to: National Certificate: Business Administration Services (NQF Level 3).
  • The level of flexibility within the range of electives will allow the individual to pursue further learning within an entrepreneurship, supervision/management, quality assurance and health and safety sub-disciplines, both vertically and horizontally. 

  • MODERATION OPTIONS 
    Moderation includes both internal and external moderation of assessments at exit points of the qualification and encompasses achievement of the competence described both in unit standards as well as the integrated competence described in the qualification.

    Assessment of learner achievements take place at ETQA accredited providers for the provision of programmes that result in the outcomes specified for the National Certificate in Mail Handling, NQF level 3. These providers are responsible for the moderation of learner achievements of learners who meet the requirements of each unit standard. Those assessing the outcomes of this qualification should be qualified and registered with the ETQA.

    Each Unit Standard will be externally moderated by a moderator registered with the relevant ETQA.

    Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors should keep the following principles in mind when designing and conducting assessments against this qualification:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

    All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  114482  Deliver mail items  Level 3  NQF Level 03  15 
    Core  13915  Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace  Level 3  NQF Level 03 
    Core  114499  Operate automated sorting equipment  Level 3  NQF Level 03  10 
    Core  114504  Process mail items  Level 3  NQF Level 03  15 
    Core  114501  Process mail parcels  Level 3  NQF Level 03 
    Core  114479  Receive and prepare mail items  Level 3  NQF Level 03  12 
    Core  114492  Record mail information  Level 3  NQF Level 03 
    Core  14357  Demonstrate an understanding of a selected business environment  Level 4  NQF Level 04  10 
    Core  13952  Demonstrate basic understanding of the Primary labour legislation that impacts on a business unit  Level 4  NQF Level 04 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  9010  Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations  Level 3  NQF Level 03 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03 
    Fundamental  10712  Manage personal expenditure  Level 3  NQF Level 03 
    Fundamental  114970  Manage risk in own life  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Elective  9532  Demonstrate basic knowledge of computers  Level 3  NQF Level 03 
    Elective  10170  Demonstrate understanding of employment relations in an organisation  Level 3  NQF Level 03 
    Elective  13916  Identify and keep the records that a team manager is responsible for keeping  Level 3  NQF Level 03 
    Elective  10713  Identify possible ways of improving employment prospects  Level 3  NQF Level 03 
    Elective  14667  Describe and apply the management functions of an organization  Level 4  NQF Level 04  10 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.