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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: |
| General Education and Training Certificate: Business Practice |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 61755 | General Education and Training Certificate: Business Practice | |||
| ORIGINATOR | ||||
| SGB GET & FET Business, Commerce and Mngment Stud | ||||
| 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 03 - Business, Commerce and Management Studies | Finance, Economics and Accounting | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 121 | Level 1 | NQF Level 01 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2024-06-30 | 2027-06-30 | |||
| 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:
This General Education and Training Certificate: Business Practice is for utilisation by all members of the population. Anyone preparing to become employed, or self-employed, in any business whatsoever would be the persons most likely to be attracted to this qualification. In fact many newly (or not-so-newly) appointed personnel, or struggling entrepreneurs, could benefit from part or all of this qualification. It seeks to embed the six key literacies required by business organisations: Numeracy, Literacy, Entrepreneurial, Financial, Technological and Cognitive. The GETC: Business Practice integrates the literacies into one qualification while also allowing each to be addressed separately in short courses and skills programmes, based on the constituent unit standards. Furthermore, this Certificate allows a seamless movement into the New Venture Creation learning way, thus providing bridging between South Africa's First and second Economies. The Fundamental Component of the qualification enables learners to communicate and work with figures in a business environment, while the Core component offers empowerment in the areas of technology, life orientation, human and social sciences (customer service), economics and management (entrepreneurship), as well as cognition theory and practice. The qualification is aimed particularly at entry level personnel, including those that operate their own business or are part owners in a business. It provides grounding in the key business essentials, while offering a range of elective choices which assist in preparing learners for the world of work. The GETC would also suit non-entrepreneurs as it offers all the grounding required for operating in the business environment in South Africa. The learner successfully completing this qualification will have gained the knowledge and ability to: The learner will also develop some entrepreneurial and business knowledge coupled with correct business attitudes. Rationale: The South African economy is characterised as having two inter-related parts, usually referred to as the First Economy and the Second Economy, each having the features their respective names imply. This qualification is intended to offer a bridging between those two economies, allowing individuals normally trapped in the Second Economy the opportunity to participate in and benefit from the First Economy. Furthermore, in the modern world literacy has many features, not just reading and writing. Examples of these are computer literacy and financial literacy. In addition, entrepreneurship offers part of the solution to the huge unemployment issue in the country, while at the same time being able to act as the vehicle for the variety of literacies referred to above. This GETC in Business Practice will act as an enabler to development by addressing all three of these issues. The Certificate is intended as an entry-level qualification in any industry, as it provides an introduction to business practice. It would be useful for those in, or seeking employment as well as those in or planning self-employment. Competent learners will be able to enter the work place in most sectors and be able to do the entry-level work required of them. Learners would have developed initiative and business skills as well, as entrepreneurial skills which they can apply in a company or which would assist them to establish their own small businesses. This is critical to support the economic growth required to enable our country to support and develop all of our people. Currently no qualification provides this grounding in business practice, while incorporating strong elements of business communication and mathematical literacy. This new qualification, thus, would fill a critical gap in the induction or initiation of new workers and new entrepreneurs. The GETC: Business Practice also aims to develop the cognitive abilities of learners thereby assisting them with problem solving and decision making. The skills, knowledge, attitudes and abilities which would be developed by this qualification are transferable to any sector of the economy. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| It is assumed that the learner attempting this qualification is competent in:
Recognition of Prior Learning: The structure of this unit standard based qualification makes the Recognition of Prior Learning possible. Learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the qualification and the associated unit standards. RPL will be done by means of an integrated assessment. This Recognition of Prior Learning may allow for: All Recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA. Access to the Qualification: Access to this qualification is open access to any learner who is able to arrange for assessment opportunities in an appropriate environment. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification is made up of Fundamental, Core and Elective unit standards and a minimum of 121 credits is required to complete the qualification.
Fundamental Component: Core Component: The Core Component consists of unit standard totalling: All unit standards totalling 51 credits are compulsory. Elective Component: After the registration of this qualification, new learning areas, or work contexts, may be identified which more aptly suit a particular situation. Furthermore, other external factors, such as legislation and changes in technology, may impact on the content and suitability of the qualification. Therefore, appropriate unit standards at an acceptable NQF Level, may be used as additional elective options, provided approval to do so is received from the relevant Education and Training Quality assurance body (ETQA). |
| EXIT LEVEL OUTCOMES |
| 1. Use fundamental skills in a business environment.
2. Make appropriate use of Information and Communications Technology in an office setting. 3. Understand and apply entrepreneurial and business knowledge and attitude. 4. Incorporate life skills in an employment or self-employment situation. Critical Cross-Field Outcomes: The qualification addresses the following Critical Cross-Field Outcomes as embedded in the Core unit standards of the qualification: Problem Solving: Teamwork: Organization: Information: Communication: Technology: Related Systems: Personal Development: |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit-Level-Outcome 1:
Associated Assessment Criteria for Exit-Level-Outcome 2: Associated Assessment Criteria for Exit-Level-Outcome 3: Associated Assessment Criteria for Exit-Level-Outcome 4: Integrated Assessment: Integrated assessment at this level will evaluate the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to: The assessment will require assessment methods, which measure and evaluate evidence generated during on-the job activities. As assessment practices must be open, transparent, fair, valid and reliable (ensuring that no learner is disadvantaged in any way whatsoever), an integrated assessment approach is incorporated into the qualification. 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 or will work. Where it is not possible to assess the learner in the workplace, 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. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflexive competencies should be assessed. Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated way. Assessors may assess, and give credit for, the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. This is because the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA. |
| INTERNATIONAL COMPARABILITY |
| The preparation of school leavers for the world of work and the development of entrepreneurial attitudes and abilities are found to be critical and problematic across the world and particularly in developing countries where the creation of work opportunities is largely the responsibility of the people themselves and not that of the government or large corporations.
Very few qualifications in this learning area exist world-wide but numerous short courses and skills programmes are offered. Qualifications focus on development of people to provide entrepreneurial training to young people and the unemployed. The following examples available in countries with similar unemployment and development problems to South Africa have been found useful in the development of this qualification: In Cyprus the Ministry of Education and Culture has made entrepreneurship education and preparation for work a priority and offers training in: These aspects, with the exception of creativity, are all included in the GETC: Business Practice. In Sierra Leone, World Vision runs a programme called, "Youth Reintegration and transition initiatives" in which unemployed young people are trained to take their place in the world of work and/or to start their own business ventures. The programme includes: The GETC: Business Practice includes functional literacy, life skills and some psycho-social learning but does not offer specific operational skills such as agriculture nor civics. In India, Surabi Industries together with the VIT University and the Department of Science and Technology run an annual programme aimed at enabling people to start their own businesses, generate wealth, improve their standard of living and gain recognition in the community. The programme includes: This programme is more geared towards the entrepreneurial component of the GETC: Business Practice but there are a number of overlaps. USAID has produced a Youth Livelihood Toolkit, which it makes available to countries seeking assistance. At present over 30 countries make use of the toolkit to provide training to young people to prepare them for the world of work. It offers training in: These programmes show considerable overlap with the GETC: Business Practice. The Commonwealth Youth Programme for the Caribbean operating from Georgetown, Guyana provides training programmes to the youth in 18 commonwealth countries. These programmes include such training as: These programmes show considerable overlap with the GETC: Business Practice. The European Union in a review of training provided by member countries on entrepreneurship and preparation of school leavers for work found that the programme offered in England was well supported and successful. The qualification is an Institute of Leadership and Management (ILM), Level 3 Certificate in starting your business. Some of the components it includes are: All these elements are included in the South African GETC: Business Practice (NQF Level 1). International and South African support for the proposed conceptual framework and content is evidenced in the work of: Conclusion: This qualification contains most of the learning offered in countries similar to South Africa, as detailed above, that are offering training to the youth and the unemployed to enable them to prepare for the workplace and/or to start their own businesses. The qualification is unique in that all other programmes are short courses stretching over a few weeks whereas this is a full qualification. It is felt that the South African situation justifies a complete qualification which also offers the opportunity for short courses based on its constituent unit standards. |
| ARTICULATION OPTIONS |
| The qualification provides the following articulation opportunities:
Horizontal Articulation: Vertical Articulation: Vertical Articulation is possible with the following qualifications registered on the National Qualifications Framework: |
| MODERATION OPTIONS |
The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid, reliable and non-discriminatory. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| For an applicant to register as an assessor or moderator of this qualification the applicant needs:
|
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 | 14444 | Demonstrate an understanding of a general business plan and adapt it to a selected business idea | Level 1 | NQF Level 01 | 7 |
| Core | 13999 | Demonstrate an understanding of basic accounting practices | Level 1 | NQF Level 01 | 4 |
| Core | 10006 | Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities | Level 1 | NQF Level 01 | 2 |
| Core | 9357 | Develop and use keyboard skills to enter text | Level 1 | NQF Level 01 | 4 |
| Core | 13994 | Identify and discuss different types of business and their legal implications | Level 1 | NQF Level 01 | 4 |
| Core | 10007 | Identify, analyse and select business opportunities | Level 1 | NQF Level 01 | 3 |
| Core | 243189 | Manage personal finances | Level 1 | NQF Level 01 | 8 |
| Core | 117867 | Managing files in a Graphical User Interface (GUI) environment | Level 1 | NQF Level 01 | 3 |
| Core | 116932 | Operate a personal computer system | Level 1 | NQF Level 01 | 3 |
| Core | 15091 | Plan to manage one`s time | Level 1 | NQF Level 01 | 3 |
| Core | 110082 | Understand the impact of customer service on a business | Level 1 | NQF Level 01 | 6 |
| Core | 117902 | Use generic functions in a Graphical User Interface (GUI)-environment | Level 1 | NQF Level 01 | 4 |
| Fundamental | 119373 | Describe and represent objects in terms of shape, space and measurement | Level 1 | NQF Level 01 | 5 |
| Fundamental | 119368 | Describe, interpret and represent mathematical patterns, functions and algebra in different contexts | Level 1 | NQF Level 01 | 6 |
| Fundamental | 119635 | Engage in a range of speaking/signing and listening interactions for a variety of purposes | Level 1 | NQF Level 01 | 6 |
| Fundamental | 119631 | Explore and use a variety of strategies to learn | Level 1 | NQF Level 01 | 5 |
| Fundamental | 110083 | Process, analyse and communicate numerical data | Level 1 | NQF Level 01 | 4 |
| Fundamental | 119640 | Read/view and respond to a range of text types | Level 1 | NQF Level 01 | 6 |
| Fundamental | 119362 | Work with numbers; operations with numbers and relationships between numbers | Level 1 | NQF Level 01 | 4 |
| Fundamental | 119636 | Write/Sign for a variety of different purposes | Level 1 | NQF Level 01 | 6 |
| Elective | 14656 | Demonstrate an understanding of sexuality and sexually transmitted infections including HIV/AIDS | Level 1 | NQF Level 01 | 5 |
| Elective | 116164 | Demonstrate an understanding of the importance of marketing | Level 1 | NQF Level 01 | 2 |
| Elective | 10009 | Demonstrate the ability to start and run a business and adapt to a changing business environment | Level 1 | NQF Level 01 | 3 |
| Elective | 13176 | Describe and discuss basic issues relating to the nature of business, the stakeholders in a business and business profitability | Level 1 | NQF Level 01 | 3 |
| Elective | 256155 | Develop analytical perception | Level 1 | NQF Level 01 | 8 |
| Elective | 256134 | Engage in directed planning behaviour | Level 1 | NQF Level 01 | 8 |
| Elective | 12537 | Identify personal values and ethics in the workplace | Level 1 | NQF Level 01 | 4 |
| Elective | 117943 | Install a Personal Computer (PC) peripheral device, in a GUI environment | Level 1 | NQF Level 01 | 2 |
| Elective | 256154 | Interpret and implement instructions | Level 1 | NQF Level 01 | 8 |
| Elective | 243193 | Practice good health and grooming habits | Level 1 | NQF Level 01 | 4 |
| Elective | 116933 | Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentations | Level 1 | NQF Level 01 | 3 |
| Elective | 116938 | Use a Graphical User Interface (GUI)-based word processor to create and edit documents | Level 1 | NQF Level 01 | 4 |
| Elective | 117925 | Describe the concepts of Information and Communication Technology (ICT) and the use of its components in a healthy and safe manner | Level 2 | NQF Level 02 | 3 |
| Elective | 116935 | Enhance, edit and organise electronic messages using a Graphical User Interface (GUI)-based messaging application | Level 2 | NQF Level 02 | 2 |
| Elective | 115091 | Monitor compliance to safety, health and environmental requirements in a workplace | Level 2 | NQF Level 02 | 2 |
| Elective | 117923 | Use a Graphical User Interface (GUI)-based presentation application to prepare and produce a presentation according to a given brief | Level 2 | NQF Level 02 | 5 |
| Elective | 116931 | Use a Graphical User Interface (GUI)-based web-browser to search the Internet | Level 2 | NQF Level 02 | 4 |
| Elective | 117924 | Use a Graphical User Interface (GUI)-based word processor to format documents | Level 2 | NQF Level 02 | 5 |
| Elective | 116945 | Use electronic mail to send and receive messages | Level 2 | NQF Level 02 | 2 |
| 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. |