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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Project Support Service|
|SAQA QUAL ID||QUALIFICATION TITLE|
|50398||National Certificate: Project Support Service|
|SGB Project Management|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|SERVICES - Services Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 03 - Business, Commerce and Management Studies||Project Management|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||136||Level 3||NQF Level 03||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
The National Certificate in Project Support Services: NQF Level 3 will provide the qualifying learner with the competencies needed to undertake a range of project support service functions. It also tasks and introduces the learner to some workplace and self management practices. The National Certificate: Project Support Services, NQF level 3 has been designed for people working in a project management environment at a project support level. This Qualification will mean that in future those people involved in a project management environment at lower levels will have the necessary knowledge, skills and attitudes to operate more professionally. It will also open up further career paths for people within the Project Industry and advance career opportunities. Their ability to follow and implement policies and procedures will be enhanced.
In line with the needs and requirements of the project management industry, this qualification represents a planned combination of learning outcomes in the areas of business practices, basic accounting, administrative and other related fields, and especially the field of project management. It will provide qualifying learners with competence and a basic understanding for further learning. The Qualification should enrich and add value to the learner by providing status and recognition by means of a recognised National Qualification.
Therefore the primary purpose of the Qualification is to provide learners with:
This Qualification is intended to enhance the provision of support services within the Project Industry and thus enable learners to use these competencies, for their own benefit such as personal and career growth and improve the organisation's chances of success, therefore their own progress.
People who work in the Project Support Services environment operate in a wide variety of industries and sectors, in diverse operating and service delivery circumstances, depending on the nature and scope of the project to which they will provide support. They have to have understanding and awareness of the challenges they may face in the process of providing support to a project.
This Qualification should result in the development of the skills and knowledge required to be successful at project support services for people at entry level. This Qualification will equip the learner with the knowledge, skills and attitudes required to start providing support to the project management functions for a project.
This Qualification is intended to assist in creating appropriate learning opportunities, which will contribute towards a safe and effective workplace that will benefit the project management industry at large and open up diverse learning pathways. The Learners accessing this standard will be working in or with project support services teams, and using a project approach. These projects may be technical projects, business projects or developmental projects and will cut across a range of economic sectors. This Qualification will also add value to learners who are running their own businesses and who recognise that project support service forms an integral component of any business.
The prospective learner for this Qualification may be a person who is entering the workplace or has been working in the workplace and has limited formal project support services training/ competence. Such a person may be working part time or full time with projects. The learners may be from any sector, working in formal business, government, the community or in rural areas.
The Qualification gives accessibility and flexibility to the learner and to the employer. The level of flexibilities reflected in the multiple job roles, organisational requirements and changing technological nature of the industry applicable to the learner. At the same time the Qualification allows the individual to work towards a nationally recognised Qualification.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Learners accessing this Qualification will have demonstrated competence as follows:
Recognition of prior learning (RPL):
Historically project management and project support services have been an 'accidental' profession. A large number of practitioners have experience, but no formal underpinning knowledge. It is therefore essential to recognise prior learning and the application in the work place. The nature of project support services means that competence is developed experientially. Therefore the assessment processes will recognise experience versus theoretical knowledge. Portfolios of evidence will be important contributions to the assessment process.
All Recognition of Prior Learning is subject to quality assurance by the relevant accredited Education, Training, Quality, and Assurance Body and is conducted by a registered workplace assessor.
Access to the Qualification:
Access to the Qualification is open bearing in mind the learning assumed to be in place.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification is made up of a combination of learning outcomes from Fundamental, Core and Elective components, totaling 136 credits.
> 13 Credits at Level 2
> 61 Credits at Level 3
> 14 Credits at Level 4
> 15 Credits at Level 3
> 9 Credits at Level 2
> 36 Credits Fundamental
> 88 Credits Core
> 12 Credits Elective
Motivation for number of credits assigned to Fundamental, Core and Elective:
There are 20 credits for Communication and 16 credits for Mathematical Literacy, which are compulsory for all learners.
88 credits have been allocated to the Core Unit Standards. This is to ensure that the Qualification has a strong Project Support Service focus. The Core Unit Standards offer a broad contextual understanding and will enable the learners to gain an awareness of the project management and project management support services environment. It will equip the learner to operate effectively in the work environment.
The Learner should select a minimum of 12 credits from the Elective component. This should be made up as follows:
The one Accounting Unit Standard ID117421 - 12 credits. Total credits 12.
The three Unit Standards Information Systems and Document Control; ID 13933 - 3 credits plus ID 14339 - 5 credits plus ID 14340 - 4 credits. Total credits 12.
|EXIT LEVEL OUTCOMES|
|1. Behave in the workplace in accordance with generally accepted business norms and practices.
2. Demonstrate an understanding of the project support services environment and process project information.
3. Provide basic support services in a project management environment.
Elective Exit Level Outcomes:
4.a. Employ basic accounting concepts.
4.b. Control project documentation.
|ASSOCIATED ASSESSMENT CRITERIA|
Development of the competencies may be through a combination of informal and formal learning, self-learning, training programmes and work-based application. Providers should conduct diagnostic and formative assessment. Formative, continuous and diagnostic assessments should also take place in the work place. The learner should be able to assess him or herself and determine readiness for a summative assessment against this 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 Project Operational 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.
Assessment should ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated. The assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of Specific Outcomes and Embedded Knowledge.
The summative assessment should be undertaken under the direction of the relevant ETQA.
|Project Support Services is a discipline with globally recognised best practices, standards and Qualifications. This Qualification and set of unit standards utilises international and locally recognised best practice and standards in project management and project support services. Leaders in Project Management and Project Support Services are recognised as the USA, Canada, UK, European Countries and Australia.
There are Professional Project Management Associations in most countries to which Project Managers and Project Support staff belong. These associations usually play a co-ordinating role in Project Management training and often benchmark training programmes in their own countries.
Internationally, no qualifications exist at the NQF Level 3; however, references were made to the following institutions, which provide learning in this area:
The first four organisations are participating in a global initiative of which South Africa is a part to develop global performance project management standards at the various levels applicable to the industry. Their training programmes are regarded as representing best practices.
Sections of the following higher-level Qualifications were looked at:
> The Engineering Construction Industry Training Board (G4L3 25)
> National occupational standards for project management (2004)
> APM Project Management
> APM Introductory Certificate (IC) In Project Management
> Understand the context of a project
> Recognise the content and ownership of project definition documentation
> Understand the various breakdown structures
> Be aware of critical path analysis and Gantt chart techniques
> Appreciate the main elements of risk an quality management
> Apply basic change control techniques
> Understand the context of post-project reviews
> APM Project Management
> Prince 2 to ISEB Conversion
> Module 1:
> The role of the manager
> Project management methodologies
> Project Organisation and roles
> Health and safety
> Managerial behaviour
> Project initiation
> Constructing plans
> Risk management
> Quality control
> Estimating with FPA ll
> Managing external resources
> Cost/benefits analysis
> Contracting out
> Progress control
> Plans and the Project Support Office
> APM Project Management
> Prince 2 to ISEB Conversion
> Module 2:
> Product delivery framework
> Describing products
> Quality reviews
> Configuration management
> Product handover
> Post-implementation considerations
> Managing change
> Quality planning
> Quality standards QMS
> Quality assurance and audits
> Implementing management systems
> Code of practice
> Earned value analysis
> Written examination
> Builds on PRINCE2 topics
> Association for the Advancement of Cost Engineering International
> Certified Cost Engineer (CCE)
> Develop objectives and specify functions for project control
> Develop procedures and systems for project control
> Analyse project risks and manage contingencies
> Obtain feedback, maintain progress and secure improvements
> Using Technical Skills
> Oversee the application of information technology (ID) to project control
> Apply information technology (IT) to project control
> Identify risks and evaluate options for their control
> Monitor risks and review contingencies
> Monitor the implementation of risk control measures
> Assure and control the quality of project control activities
> Apply quality assurance procedures to project control activities
> Retrieve, record and present project control information
> Acquire and handle information needed for project control
> Provide advice and support to maintain progress
> Manage the project control team - agree objectives and teams and individuals
> Manage the project control team - allocate work
> Manage the continuing development of your personal and project control professional skills
> Develop yourself in the project control work roles
> Develop skills for your project control team members
> Develop an maintain effective working relationships
> Contribute to effective project working relationships
> Observe and apply professional ethics and values
> Plan and implement project control operational developments
> Determine the requirements for project control
> Estimate and specify financial resources
> Develop the project programme
> Establish project procurement requirements
> Prepare project cost estimates
> Prepare the project programme
> Plan the project procurement activities
> Establish procedures, methods and systems
> Apply procedure, methods and systems
> Develop commercial control procedure
> Develop the work breakdown and coding structures
> Establish project control budgets
> Establish project control programmes and schedules
> Prepare project control budgets
> Prepare project control programmes and schedules
> Monitor, control and report on exposure commitment and expenditure
> Carry out project cost control activities
> Monitor, control and report on project progress
> Carry out project scheduling activities
> Select tenderers and obtain estimates, bids and tenders
> Evaluate and select successful bids from tenderers
> Prepare the commercial aspects of bid and tender offers
> Conclude arrangement for the supply of sub-contracts, goods, materials and services
> Forecast the use of project financial resources
> Forecast the project schedule achievement
> Calculate the financial outcomes of activities
> Calculate activity completion data
> Evaluate the information and prepare claim submissions
> Provide commercial support to the agreement of claims
> Identify and quantify emerging changes
> Ensure the completion of project control activities
> Evaluate project controls performance and project information and data
International standards/knowledge that has been referenced includes:
> Time management
> Cost management
> Quality management
> Communications management
> Complete daily work activities (BSBCMN102A)
> Work effectively in a business environment (BSBCMN201A)
> Communicate in the workplace (BSBCMN203A)
> Organise personal work priorities and development (BSBCMN302A)
> Manage projects (BSBCMN419A)
> Contribution to effective workplace relationships (BSBFLM303A)
> Apply time management techniques (BSBPM402A)
> Apply cost management techniques (BSBPM403A)
> Apply quality management techniques (BSBPM404A)
> Professionalism and Ethics
> Legal requirements
> Conflict of interest
> Ethnic and cultural norms
> PMP® code of ethics
The proposed South African Qualification compares favourably what does exist in the world. From a South African perspective, this Qualification therefore articulates well with the courses available in other countries and offered by the professional associations. In other third world and some first world countries, similar courses exist, but South Africa has taken precedence in generating a full qualification in this area of learning.
|Horizontal articulation possibilities lie with other NQF Level 3 Qualifications and Unit Standards in the learning areas of:
Vertical articulation can be achieved by embarking on the study of related NQF Level 4 Qualifications:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor for the NQF Level 3 project support services certificate, the applicant should:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|Exit point for learners who do not complete the Qualification:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||113924||Apply basic business ethics in a work environment||Level 2||NQF Level 02||2|
|Core||9964||Apply health and safety to a work area||Level 2||NQF Level 02||3|
|Core||8494||Demonstrate an understanding of HIV/AIDS and its implications||Level 2||NQF Level 02||4|
|Core||8416||Understand and apply personal values and ethics||Level 2||NQF Level 02||4|
|Core||123461||Demonstrate an understanding of and provide assistance for risk analysis functions||Level 3||NQF Level 03||6|
|Core||123462||Demonstrate knowledge and understanding of the project and the project support services environment||Level 3||NQF Level 03||4|
|Core||10170||Demonstrate understanding of employment relations in an organisation||Level 3||NQF Level 03||3|
|Core||123468||Explain and apply quality control procedures||Level 3||NQF Level 03||6|
|Core||123463||Explain and provide assistance for project estimating service functions||Level 3||NQF Level 03||8|
|Core||123466||Explain the quality, time and cost parameter of a project and obtain change request authorisations||Level 3||NQF Level 03||5|
|Core||123464||Gather information and provide assistance for project planning and scheduling functions||Level 3||NQF Level 03||10|
|Core||13918||Manage time and the work process in a business environment||Level 3||NQF Level 03||4|
|Core||123465||Measure and plan own performance and behaviour in line with roles and responsibilities in a project team||Level 3||NQF Level 03||5|
|Core||123467||Provide assistance for project cost control functions||Level 3||NQF Level 03||10|
|Core||14667||Describe and apply the management functions of an organization||Level 4||NQF Level 04||10|
|Core||116594||Function in a team||Level 4||NQF Level 04||4|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|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||2|
|Fundamental||9013||Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 3||NQF Level 03||4|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||9012||Investigate life and work related problems using data and probabilities||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||7456||Use mathematics to investigate and monitor the financial aspects of personal, business and national issues||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Elective||14339||Identify and maintain the types of records required in own industry and understand why it is necessary to create evidence and maintain confidentiality||Level 2||NQF Level 02||5|
|Elective||14340||Maintain an existing information system in a business environment||Level 2||NQF Level 02||4|
|Elective||117421||Demonstrate basic accounting concepts||Level 3||NQF Level 03||12|
|Elective||13933||Plan, monitor and control an information system in a business environment||Level 3||NQF Level 03||3|
|Elective||116930||Use a Graphical User Interface (GUI)-based presentation application to enhance presentation appearance||Level 3||NQF Level 03||5|
|Elective||116940||Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem||Level 3||NQF Level 03||6|
|Elective||116942||Use a GUI-based word processor to create merged documents||Level 3||NQF Level 03||3|
|Elective||119078||Use a GUI-based word processor to enhance a document through the use of tables and columns||Level 3||NQF Level 03||5|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.