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 THAT HAS PASSED THE END DATE:

Further Education and Training Certificate: e Records Management

SAQA QUAL ID	QUALIFICATION TITLE
49627	Further Education and Training Certificate: e Records Management
ORIGINATOR
SGB Administration
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Further Ed and Training Cert	Field 03 - Business, Commerce and Management Studies		Office Administration
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	173	Level 4	NQF Level 04	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 0480/09	2009-07-01	2012-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2012-06-30		2014-06-30

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

Purpose of the qualification

The aim of the e-Records Management Qualification is to advance the data gathering, manipulation, management, analysis, interpretation and information dissemination capabilities of learners working with data, thereby improving decision-making and service delivery.

The Qualification is aimed at developing and enhancing the analytical skills and computer end-user skills of the learners. It is required that learners apply their theoretical learning towards practical challenges that they will face in different contexts. In particular, the following quantitative skills are essential to the effectiveness of the e-Records Management Qualification.

Data gathering, capturing and manipulation

Data analysis

Data interpretation and dissemination

In addition, learners need to have general communication skills (verbal and written) as well as research skills. These are the qualitative skills that will assist learners in planning an assignment or task, designing the research component, motivating the assignment, executing it according to plan and reporting on the results. These skills will also empower learners when interacting with the various role-players in their particular environment, in getting the approval, buy-in and cooperation required from others to successfully execute an assignment.

The Qualification is designed for use in any sector where administration-related practices are necessary for sound administration. Learners will be able to contextualise activities for different situations having gained appropriate knowledge of administration, through understanding the administrative value chain of departments, such as a government department or any other department that impacts on business processes.

Rationale of the qualification:

FETC: e Records Management NQF Level 4 supports the objectives of the NQF and provides learners access to the National Qualifications Framework. It will therefore ensure that the quality of education and training is enhanced and of a world-class standard.

The Qualification allows the learner to work towards a nationally recognised Qualification and follows on from a level 3 Qualification in a related field where there is portability across the fields. This Qualification will allow both those in formal education and those already employed in organisations in any economic sector access to a Qualification that can benchmark their competence against local and international standards.

Learners will benefit from this qualification because practical work experience is supported by appropriate theoretical knowledge. Both the practical and theoretical work will be aimed at developing and enhancing the analytical skills of learners, including unemployed learners.

The rationale for this qualification can be summarised in the following objectives:

Offer exposure to development issues in specific sectors or fields, and build very critical capacity in information analysis in those sectors. Example: Competencies are developed to analyse and extract valuable information from huge volumes of data sourced. In the process, reports that are critical inputs for development decision scenarios become available in the workplace.

Provide career-paths and opportunities for learners to gain experience and develop their investment in education.

Contribute to the digitizing of administration across all sectors and enhance performance.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Communication at NQF level 3 or equivalent

Mathematical Literacy at NQF level 3 or equivalent

Computer Literacy at NQF level 3 or equivalent

Recognition of prior learning

The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this e Records Management Qualification. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned below.

This Recognition of Prior Learning may allow

Accelerated access to further learning

Gaining of credits towards a unit standard

Obtaining this Qualification in whole or in part

All Recognition of Prior Learning is subject to quality assurance by the relevant accredited Education, Training, Quality Assurance Body and is conducted by a registered workplace assessor.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The Qualification consists of a Fundamental, a Core and an Elective Component.

To be awarded the Qualification, learners are required to obtain a minimum of 173 credits as detailed below.

Fundamental Component:

The Fundamental Component consists of Unit Standards in:

Mathematical Literacy at NQF Level 4 to the value of 16 credits.

Communication at NQF Level 4 in a First South African Language to the value of 20 credits.

Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

All Unit Standards in the Fundamental Component are compulsory.

Core Component:

The Core Component consists of Unit Standards to the value of 97 credits all of which are compulsory.

Elective Component:

The Elective Component consists of Unit Standards to the value of 78 credits in three specializations each with its own set of Unit Standards. Learners may choose standards from each of the three areas of specialization. They should choose at least 1 Unit Standard from each area to achieve a minimum of 20 credits in the Elective Component.

Information Technology (total 32 credits):

14933: Demonstrate an understanding of creating multimedia/web-based computer applications with scripting, Level 4, 6 credits.

14930: Demonstrate an understanding of the principles of developing software for the Internet, Level 4, 3 credits.

13806: Code a web page, Level 5, 4 credits.

114048: Create database access for a computer application using structured query language, Level 5, 9 credits.

114055: Demonstrate an awareness of ethics and professionalism for the computer industry in South Africa, Level 5, 3 credits.

114050: Explain the principles of business and the role of information technology, Level 5, 4 credits.

114056: Describe enterprise systems management and its role in IT systems support, Level 5, 3 credits.

Public Administration (total 12 credits):

113964: Demonstrate and apply knowledge of role and responsibility of local government in South Africa, Level 4, 6 credits.

113958: Demonstrate and apply knowledge of role and responsibility of provincial government in South Africa, Level 4, 6 credits.

Project Management (total 34 credits):

15214: Recognise areas in need of change, make recommendations and implement change in the team, department or division, Level 5, 3 credits.

13835: Contribute to project initiation, scope definition and scope change control, Level 4, 9 credits.

10136: Plan, organise and support project meetings and workshops, Level 4, 4 credits.

10149: Support the project environment and activities to deliver project objectives, Level 5, 14 credits.

15216: Create opportunities for innovation and lead projects to meet innovative ideas, Level 5, 4 credits.

EXIT LEVEL OUTCOMES

1.Gather, capture and manipulate data.
2. Analyse data.
3. Interpret and disseminate information.
4. Plan and execute assignments.
5. Understand the role of an administrative body in the private and in the public sector.
6. Demonstrate broad understanding of a range of systems, principles, concepts and processes relating to data, information and knowledge.
7. Relate and work with a range of stakeholders.

ASSOCIATED ASSESSMENT CRITERIA

Data available in various contexts and sources are accessed using existing standard systems.

A broad understanding of a particular work environment is demonstrated with explanations covering the processes and practices of the workplace.

All theoretical aspects of how to gather data and what data to gather are documented and explained, supplying the steps and the required supporting information.

All relevant data is gathered, captured, manipulated, managed and stored using appropriate software programme tools.

2.

Data is analyzed and organized for dissemination to all intended users in the
required format.

Quantitative analysis skills, including basic statistics to gain the required information to analyse and interpret data, are applied where the analysed data is accurate and complete.

Software programme tools are used for data analysis.

3.

Data is interpreted and organized into "intelligence" for dissemination to all intended users in the required format.

Close collaboration between users and decision-makers is ensured by dealing with appropriate changes and actions as required.

Software programme tools are used to ensure that information is communicated and presented in the appropriate verbal and oral form.

4.

Research is carried out as appropriate to assignments set.

Basic project management techniques are carried out to ensure achievement of outcomes.

Skills in planning an assignment or task, designing the research component, motivating the assignment, executing it according to plan and reporting on the results are applied using accepted project management principles and techniques.

Interaction with various role-players in the work environment is achieved to obtain the approval, buy-in and cooperation required to successfully execute an assignment.

Appropriate end-user software is used that is relevant to the range of assignments set.

5.

Knowledge of administration is demonstrated with explanations covering all administration requirements.

Administrative roles and functions are understood and demonstrated in the value chain of a particular cluster. (For example: In the public sector, a cluster of departments in the integrated Justice system consists of the following departments: South African Police Services, Department of Justice and Department of Correctional Services. In the private sector, a cluster in the publishing industry consists of the following: Publishers, Printers, Distributors and Marketers.)

Data gathering and analysis are contextualized for a particular workplace context.

A basic understanding of an administration process is demonstrated where the process is documented in sequence and includes all elements of the process.

6.

Principles are described, documented and related to a range of workplace
contexts.

Various concepts relating to the use of information, including prioritization are related to a range of workplace contexts.

7.

Relevant stakeholders are identified to enhance communication and the sound dissemination of information.

Stakeholders are informed and communications are kept up-to-date and accurate.

Integrated Assessment

Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification.

Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.

Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic and specific contexts wherever possible.

A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together and assessors will ensure that assessment against the whole qualification demonstrates evidence that the learner has integrated all components of all the fundamental, core and elective standards that make up the qualification. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are assessed. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.

INTERNATIONAL COMPARABILITY

Local desk research on South African companies specializing in the area of records management was carried out. Local companies include DOCEX, Metrofile and Optiplan who specialize in the storage, organization, manipulation, dissemination and information security and in the use of electronic data management. These have based their techniques and practices from Germany and Switzerland. Research was also done on the National Archives of South Africa and on the joint projects between the GTZ and the Department of Science and Technology.

Key issues emerging from work carried out by Metrofile include:

Making business processes more efficient, effective and productive

Reducing risk

Minimizing risk through effective management of records

Workshops that were held in designing this qualification found congruence with the local companies in the following:

More cases could be processed and assignments completed as a result of the effective processing of information

Backlog and outstanding issues at a minimum

Greater efficiency by optimizing the use of tools available

Greater credibility of decisions through the effective presentation of information

In Germany, National Government departments such as the Justice department have strict policies in place to ensure speedy dissemination of information, where a "one stop shop" approach is used. The flow of information (and decisions taken based on the accuracy of information for a particular matter) is initiated, followed through and closed in the shortest possible time. Discussions with South African companies who base their practices on this approach confirm that the German Government has a cost effective system.

A paper presented by the SASA dealing with " A strategy for the management and appraisal of electronic records in the public sector" demonstrates the need for this qualification.

Web sites of the New Zealand Qualifications Authority, the Australian Qualifications Authority and from Learning Institutions in the UK were visited. Standards registered on the NZQF were linked as follows:

Unit Standard title in the e Records Management qualification

Apply problem solving strategies - 14927 - 4 credits
Standards registered on the NZQF

Interpersonal communications - Apply problem solving strategies - 4 credits
Relevance

Standard is applicable to any context and is easily applied to the public sector

Unit Standard title in the e Records Management qualification

Describe the principles of computer programming - 14918 - 5 credits
Standards registered on the NZQF

Demonstrate an understanding of the principles of computer programming - 7 credits
Relevance

Little relevance in terms of the level, yet the understanding of the principles is relevant

Unit Standard title in the e Records Management qualification

Implement systems to meet the flow of information in a team, department or division - 15226 - 3 credits
Standards registered on the NZQF

Manage the capture, storage, and service delivery of active records - 20 credits

Manage record systems - 8 credits
Relevance

High relevance as it applies to capture and accuracy of records, data in computer systems, data that is created or received and the storage of data as good evidence

ARTICULATION OPTIONS

Horizontal articulation with:

FETC: Business Systems Operations: End User (ERP) NQF Level 4 (ID 49176) - IT sub field

National Certificate: Marketing Research NQF level 4 (ID 20894) - Marketing sub field

National Certificate: Generic Project Management NQF level 4 (ID 21160) - project Management sub field

National Certificate: Business Administration Services NQF level 4 (ID 35928) - Administration sub field

Vertical articulation with:

National Certificate: Business Consulting Practice (Enterprise Resource Planning) NQF Level 5 (ID 48874) IT sub field

National Certificate: Datametrics NQF level 5 (ID 6123) - Administration sub field

National Diploma: Marketing Research NQF level 5 (ID 20896) - Marketing sub field

National Certificate: Project Management NQF level 5 (ID 24337) - project Management sub field

The Qualification also articulates with data mining, Information Technology and Court Management.

MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the relevant Education and Training Quality Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding (MoU) with the relevant ETQA.

Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding (MoU) with the relevant ETQA.

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies) and in terms of the moderation guideline detailed immediately below.

Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

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

A minimum of 2 (two) years' practical, relevant occupational experience

Competency in all the outcomes of the National Assessor Unit Standards as stipulated by the South African Qualifications Authority (SAQA)

Qualification in Administration or Management at Level 5 or higher

NOTES

N/A

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	113956	Demonstrate knowledge of and apply the Public Sector Code of Conduct in own work roles and context	Level 3	NQF Level 03	4
Core	14918	Describe the principles of Computer Programming	Level 3	NQF Level 03	5
Core	110021	Achieve personal effectiveness in business environment	Level 4	NQF Level 04	6
Core	14927	Apply problem solving strategies	Level 4	NQF Level 04	4
Core	14910	Apply the principles of Computer Programming	Level 4	NQF Level 04	8
Core	14015	Collect and interpret data	Level 4	NQF Level 04	4
Core	14924	Demonstrate an understanding of information systems analysis	Level 4	NQF Level 04	3
Core	113965	Demonstrate and apply knowledge of role and responsibility of national government in South Africa	Level 4	NQF Level 04	6
Core	113960	Demonstrate and apply knowledge of the ethical standards in the Public Sector	Level 4	NQF Level 04	4
Core	14667	Describe and apply the management functions of an organization	Level 4	NQF Level 04	10
Core	14503	Plan and conduct a research project	Level 4	NQF Level 04	6
Core	117927	Use a Graphical User Interface (GUI)-based database application to solve a given problem	Level 4	NQF Level 04	6
Core	10135	Work as a project team member	Level 4	NQF Level 04	8
Core	10343	Develop and maintain a client database for Contact Centres	Level 5	Level TBA: Pre-2009 was L5	12
Core	15226	Implement systems to meet the flow of information in a team, department or division	Level 5	Level TBA: Pre-2009 was L5	3
Core	10171	Manage the capture, storage and retrieval of human resources information using an information system	Level 5	Level TBA: Pre-2009 was L5	3
Core	10055	Present data to stakeholders	Level 5	Level TBA: Pre-2009 was L5	5
Fundamental	119472	Accommodate audience and context needs in oral/signed communication	Level 3	NQF Level 03	5
Fundamental	119458	Analyse and respond to a variety of literary texts	Level 3	NQF Level 03	5
Fundamental	119457	Interpret and use information from texts	Level 3	NQF Level 03	5
Fundamental	119465	Write/present/sign texts for a range of communicative contexts	Level 3	NQF Level 03	5
Fundamental	9015	Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems	Level 4	NQF Level 04	6
Fundamental	119462	Engage in sustained oral/signed communication and evaluate spoken/signed texts	Level 4	NQF Level 04	5
Fundamental	119470	Evaluate literary texts	Level 4	NQF Level 04	5
Fundamental	119469	Read/view, analyse and respond to a variety of texts	Level 4	NQF Level 04	5
Fundamental	9016	Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts	Level 4	NQF Level 04	4
Fundamental	7468	Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues	Level 4	NQF Level 04	6
Fundamental	119459	Write/present/sign for a wide range of contexts	Level 4	NQF Level 04	5
Elective	13835	Contribute to project initiation, scope definition and scope change control	Level 4	NQF Level 04	9
Elective	14933	Demonstrate an understanding of creating multimedia/web-based computer applications with scripting	Level 4	NQF Level 04	6
Elective	14930	Demonstrate an understanding of the principles of developing software for the internet	Level 4	NQF Level 04	3
Elective	113964	Demonstrate and apply knowledge of role and responsibility of local government in South Africa	Level 4	NQF Level 04	6
Elective	113958	Demonstrate and apply knowledge of role and responsibility of provincial government in South Africa	Level 4	NQF Level 04	6
Elective	10136	Plan, organise and support project meetings and workshops	Level 4	NQF Level 04	4
Elective	13806	Code a web page layout	Level 5	Level TBA: Pre-2009 was L5	4
Elective	114048	Create database access for a computer application using structured query language	Level 5	Level TBA: Pre-2009 was L5	9
Elective	15216	Create opportunities for innovation and lead projects to meet innovative ideas	Level 5	Level TBA: Pre-2009 was L5	4
Elective	114055	Demonstrate an awareness of ethics and professionalism for the computer industry in South Africa	Level 5	Level TBA: Pre-2009 was L5	3
Elective	114056	Describe enterprise systems management and its role in IT systems support	Level 5	Level TBA: Pre-2009 was L5	3
Elective	114050	Explain the principles of business and the role of information technology	Level 5	Level TBA: Pre-2009 was L5	4
Elective	15214	Recognise areas in need of change, make recommendations and implement change in the team, department or division	Level 5	Level TBA: Pre-2009 was L5	3
Elective	10149	Support the project environment and activities to deliver project objectives	Level 5	Level TBA: Pre-2009 was L5	14

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.

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