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[Registered Qual & = Unit Std=20 Home page] [Search=20 Qualifications] [Search = Unit=20 Standards]

All qualifications and unit standards = registered on=20 the National Qualifications Framework are public property. Thus = the only=20 payment that can be made for them is for service and reproduction. = It is=20 illegal to sell this material for profit. If the material is = reproduced or=20 quoted, the South African Qualifications Authority (SAQA) should = be=20 acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS=20 AUTHORITY

REGISTERED=20 QUALIFICATION:

Further Education and Training Certificate: = Generic=20 Management

SAQA QUAL ID	QUALIFICATION TITLE
57712	Further Education and Training = Certificate:=20 Generic Management
ORIGINATOR	REGISTERING/RECORDING = PROVIDER
SGB Generic Management
QUALITY ASSURING ETQA
The individual ETQA for each Learning = Programme=20 recorded against this qualification is shown in the table at the = end of=20 this report.
QUALIFICATION TYPE	FIELD	SUBFIELD
Further Ed and Training Cert	Field 03 - Business, Commerce and Management=20 Studies	Generic Management
ABET BAND	MINIMUM CREDITS	NQF LEVEL	QUAL CLASS
Undefined	150	Level 4	Regular-Unit Stds Based
REGISTRATION STATUS	SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered	SAQA 0368/06	2006-11-16	2009-11-16
LAST DATE FOR ENROLMENT	LAST DATE FOR = ACHIEVEMENT
2010-11-16	2013-11-16 =

This qualification does not replace any other=20 qualification and is not replaced by any other=20 qualification.

PURPOSE AND RATIONALE OF THE=20 QUALIFICATION

Purpose:

This qualification is intended for = junior=20 managers of small organisations, junior managers of business units = in=20 medium and large organisations, or those aspiring to these = positions.=20 Junior managers include team leaders, supervisors, foremen and = section=20 heads.

The focus of this qualification has been designed = to enable=20 learners to be competent in a range of knowledge, skills, = attitudes and=20 values including:

Gathering and analysing information.=20

Analysing events that impact on a business and = its=20 competitive environment.=20

Complying with organisational standards.=20

Motivating an individual or team.=20

Negotiating in a work situation.=20

Understanding the role of business strategy as = it=20 applies to junior management.=20

Managing the budget within a specific area of=20 responsibility.=20

Applying management principles and practices = within a=20 specific area of responsibility.=20

Managing work unit performance to achieve = goals.=20

Behaving ethically and promoting ethical = behaviour in a=20 work situation.=20

Demonstrating understanding of the consequences = in a=20 work unit of HIV/AIDS.

The learners who achieve this = qualification=20 will be able to demonstrate competencies in management relating to = Planning, Organising, Leading, Controlling and Ethics. Overall, = this=20 qualification will ensure that learners are capable of:

Developing plans to achieve defined objectives. =

Organising resources in accordance with a = developed=20 plan.=20

Leading a team to work co-operatively to = achieve=20 objectives.=20

Monitoring performance to ensure compliance to = a plan.=20

Making decisions based on a code of ethics.=20

Rationale:

This qualification lays the foundation = for the=20 development of management qualifications across various sectors = and=20 industries. It specifically develops management competencies = required by=20 learners in any occupation, particularly those who are currently = operating=20 as junior managers. The qualification introduces key terms, rules, = concepts, principles and practices of management that will enable = learners=20 to be informed managers in any occupation. It has also been = developed to=20 enable managers or prospective managers to access higher education = and=20 provide flexible access to life-long learning.

The scope = of=20 management covers four domains: leadership, self-management, = people=20 management and management practices. This qualification addresses = each of=20 these domains with generic competencies, thereby enabling learning = programmes to be contextualised for specific sectors and = industries.=20 Provides opportunities for people to transfer between various=20 specialisations within management. This will therefore enable = management=20 competencies to be strengthened, and enable managers to better = manage=20 systems, processes, resources, self, teams and individuals in = various=20 occupations. It is intended to empower learners to acquire = knowledge,=20 skills, attitudes and values required to operate confidently as=20 individuals in the South African community and to respond to the=20 challenges of the economic environment and changing world of work. = Ultimately, this qualification is aimed at improving the = productivity and=20 efficiency of managers within all occupations in South=20 Africa.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION = OF PRIOR=20 LEARNING

Communication at NQF Level 3.=20

Mathematical Literacy at NQF Level 3=20

Computer Literacy at NQF Level 3. =

Recognition=20 of Prior Learning:

This qualification can be achieved = wholly or in=20 part through recognition of prior learning in terms of the defined = Exit=20 Level Outcomes and/or individual Unit Standards.

Evidence = can be=20 presented in various ways, including international and/or previous = local=20 qualifications, products, reports, testimonials mentioning = functions=20 performed, work records, portfolios, videos of practice and = performance=20 records.

All such evidence will be judged in accordance = with the=20 general principles of assessment and the requirements for = integrated=20 assessment.

Access to the qualification:

Open = access,=20 bearing in mind the requirements of `learning assumed to be in = place` and=20 that the learner has access to a work environment where management = practice can be = implemented.

RECOGNISE PREVIOUS=20 LEARNING?

QUALIFICATION = RULES

The Qualification consists of a Fundamental, a Core = and an=20 Elective Component.

To be awarded the Qualification, = learners are=20 required to obtain a minimum of 150 credits as detailed below.=20

Fundamental Component:

The Fundamental Component = consists=20 of Unit Standards in:

Mathematical Literacy at NQF Level 4 to the = value of 16=20 credits.=20

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

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

It is compulsory = therefore for=20 learners to do Communication in two different South African = languages, one=20 at NQF Level 4 and the other at NQF Level 3.

All Unit = Standards in=20 the Fundamental Component are compulsory.

Core Component: =

The Core Component consists of Unit Standards = to the=20 value of 72 credits all of which are compulsory.

Elective=20 Component:

The Elective Component consists of Unit = Standards in a=20 number of specializations each with its own set of Unit Standards. = Learners are to choose a specialization area and Elective Unit = Standards=20 at least to the value of 22 credits. If the specialization = contains fewer=20 credits than the minimum, learners are to choose additional = Elective=20 Standards from the Generic Management specialization to give = minimum of 22=20 credits.

Administration (total 25 credits) (Learning = Programme ID=20 58344):

11003: Develop administrative procedures in a = selected=20 organisation, Level 4, 8 credits.=20

110026: Describe and assist in the control of = fraud in=20 a office environment, Level 4, 4 credits.=20

110009: Manage administration records, Level 4, = 4=20 credits.=20

109999: Manage service providers in a selected=20 organisation, Level 4, 5 credits.=20

15234: Apply efficient time management to the = work of a=20 department/division/section, Level 5, 4 credits. =

Archaeology=20 (total 57 credits) (Learning Programme ID 58347):

119867: Create a visual record of artefacts and = features for archiving or publication, Level 4, 8 credits.=20

119864: Demonstrate knowledge of Archaeology = applied to=20 Colonial sites, Level 4, 6 credits.=20

119869: Demonstrate knowledge of Iron Age = Archaeology,=20 Level 4, 10 credits.=20

119877: Demonstrate knowledge of Stone Age = Archaeology,=20 Level 4, 10 credits.=20

119875: Investigate a maritime site, Level 4, 5 = credits.=20

119873: Record a rock art site, Level 4, 6 = credits.=20

119865: Recover human skeletal remains for = analysis,=20 Level 4, 6 credits.=20

119870: Research a Southern African = archaeological site=20 from published and unpublished material, Level 4, 6 credits. =

Food=20 Manufacturing (total 108 credits) (Learning Programme ID 58345): =

8016: Maintaining occupational health, safety = and=20 general housekeeping, Level 3, 8 credits.=20

8025: Controlling and locating stock, Level 3, = 8=20 credits.=20

11473: Manage individual and team performance, = Level 4,=20 8 credits.=20

10631: Demonstrate an understanding of = manufacturing=20 principles, methodologies and processes, Level 5, 7 credits.=20

10708: Control and adjust utilities in a food = or=20 beverage manufacturing plant, Level 4, 10 credits.=20

113852: Apply occupational health, safety and=20 environmental principles, Level 3, 10 credits.=20

114877: Formulate and implement an action plan = to=20 improve productivity within an organisational unit, Level 4, 8 = credits.=20

118043: Supervise stock counts, Level 4, 8 = credits.=20

119257: Produce and maintain work activity = reports,=20 Level 4, 8 credits.=20

119796: Monitor and control quality assurance=20 procedures in a food or sensitive consumer product operation, = Level 4, 8=20 credits.=20

120235: Demonstrate an understanding of the = concept of=20 microbiology in a food handling environment, Level 3, 6 credits.=20

120239: Monitor critical control points (CCPs) = as an=20 integral part of a hazard analysis critical control point (HACCP) = system,=20 Level 3, 6 credits.=20

120377: Identify, suggest and implement = corrective=20 actions to improve quality or project work, Level 4, 7 credits.=20

119802: Perform quality control practices in a = food or=20 sensitive consumer product operation, Level 3, 6 credits. =

Generic=20 Management (total 33 credits) (these unit standards can be in any = of the=20 Learning Programmes):

242812: Induct a member into a team, Level 3 , = 4=20 credits.=20

13915: Demonstrate understanding of HIV/AIDS = and its=20 impact on the workplace, Level 3, 4 credits.=20

242820: Maintain records for a team, Level 3, 4 = credits.=20

242814: Identify and explain the core and = support=20 functions of an organisation, Level 3, 6 credits.=20

242813: Explain the contribution made by own = area of=20 responsibility to the overall organisational strategy, Level 4, 5 = credits.=20

242818: Describe the relationship of junior = management=20 to other management roles, Level 4, 5 credits.=20

251960: Identify and describe disaster related = risks=20 and threatening situations utilizing basic disaster management = concepts=20 and indigenous knowledge, Level 3, 5 credits.

Golf = Management=20 (total 68 credits) (Learning Programme ID 58343):

120209: Apply basic concepts of sport = psychology in a=20 golfing context, Level 5, credits 12.=20

120204: Apply knowledge of diet and nutrition = to=20 improving golf performance, Level 5, credits 10.=20

120208: Apply the rules of golf in various = contexts,=20 Level 5, credits 8.=20

120206: Describe, implement and teach the = principles=20 and building blocks of a golf swing, Level 5, credits 12.=20

120212: Plan, manage and report on a golf = tournament,=20 Level 5, credits 8.=20

120192: Apply anatomical and physiological = knowledge to=20 golfing activity, Level 5, credits 5.=20

120211: Display a holistic understanding of = golf and=20 golfing, Level 5, credits 8.=20

120197: Plan and implement personal and career=20 development goals within a golfing environment, Level 5, credits = 5.=20

Public Administration (total 39 credits) (Learning = Programme ID=20 58346):

110490: Demonstrate knowledge and understanding = of the=20 basic principles of public administration and management, Level 4, = 4=20 credits.=20

123460: Develop and apply administrative = principles in=20 the implementation of Municipal Office Administration, Level 4, 6 = credits.=20

120381: Implement Project Administration = processes=20 according to requirements, Level 4, 5 credits.=20

120307: Apply South African legislation and = policy=20 affecting public administration, Level 5, 10 credits.=20

119346: Manage and develop oneself in the = Public Sector=20 work environment, Level 5, 10 credits=20

113955: Apply the Batho Pele principles to own = work=20 role and context, Level 3, 4 credits.

Wholesale and Retail = Management (Total 79 credits):

12544: Facilitate the preparation and = presentation of=20 evidence for assessment, Level 4, 4 credits.=20

114589: Manage time productively, Level 4, 4 = credits.=20

118028: Supervise customer service standards, = Level 4,=20 8 credits.=20

118029: Supervise housekeeping and hygiene in a = store,=20 Level 4, 6 credits.=20

118030: Supervise P.O.S. Operations, Level 4, 8 = credits.=20

118033: Supervise promotional activities, Level = 4, 8=20 credits.=20

118037: Supervise sales performance, Level 4, 8 = credits.=20

118043: Supervise stock counts, Level 4, 8 = credits.=20

118045: Supervise implementation of loss = control=20 measures, Level 4, 8 credits.=20

242820: Maintain records for a team, Level 3, 4 = credits.=20

254595: Control the flow of information in a = business=20 unit, Level 4, 8 credits.=20

254596: Manage time keeping records, Level 4, 5 = credits.

Sheriffing (Total 31 credits):

ID 252388: Explain and implement the writ of = execution=20 and enforcement process, Level 4, 10 credits.=20

ID 252391: Explain legal concepts in respect of = sheriffing Level 4, 7 credits.=20

ID 252390: Demonstrate applied knowledge of = financial=20 administration in a sheriff`s office, Level 4, 7 credits.=20

ID 252389: Explain and implement service in the = civil=20 justice system, Level 4, 7 credits.

Disaster Risk = Management=20 (Total 46 credits):

ID 251964: Develop and implement disaster risk=20 reduction plans, Level 5, 10 credits.=20

ID 251965: Create awareness and promote a = culture of=20 risk avoidance through advocacy activities, Level 4, 6 credits.=20

ID 251966: Implement disaster risk management=20 principles in response, recovery, relief and rehabilitation = activities,=20 Level 5, 15 credits.=20

ID 251967: Conduct disaster risk assessment, = Level 5,=20 15 credits.

Service Station Site Management (Total 74 = credits):=20

ID 118028: Supervise customer service = standards, Level=20 4, 8 credits.=20

ID 242996: Handle dangerous goods during = warehousing=20 and storage, Level 4, 4 credits.=20

ID 243301: Manage safety and emergency = incidences,=20 Level 4, 6 credits.=20

ID 8016: Maintaining occupational health, = safety and=20 general housekeeping, Level 3, 8 credits.=20

ID 254595: Control the flow of information in a = business unit, Level 4, 8 credits.=20

ID 118043: Supervise stock counts, Level 4, 8 = credits.=20

ID 118037: Supervise sales performance, Level = 4, 8=20 credits.=20

ID 118030: Supervise P.O.S. Operations, Level = 4, 8=20 credits.=20

ID 242668: Demonstrate knowledge and = application of the=20 Occupational Health and Safety Act, 85 of 1993 (OHSA) (as amended) = and the=20 responsibilities of management in terms of the Act, Level 4, 4 = credits.=20

ID 118045: Supervise implementation of loss = control=20 measures, Level 4, 8 credits.=20

ID 12484: Perform basic fire fighting, Level 2, = 4=20 credits.

School Governing Bodies (Total 51 credits):

ID 260217: Demonstrate understanding of legal = aspects=20 pertaining to human resources in a school, Level 4, 12 credits.=20

ID 260237: Plan for school development, Level = 4, 8=20 credits.=20

ID 260257: Demonstrate knowledge of the = legislative=20 framework for school governance, Level 4, 10 credits.=20

ID 260337: Develop and implement policy for = school=20 governance, Level 4, 9 credits.=20

ID 260357: Prepare and monitor the budget of a = school,=20 Level 4, 12 credits.

EXIT LEVEL = OUTCOMES

Planning
1. Develop plans to achieve defined=20 objectives.

Organising
2. Organise resources in = accordance=20 with developed plan.

Leading
3. Lead a team to work=20 co-operatively to achieve objectives.

Controlling
4. = Monitor=20 performance to ensure compliance to a developed plan. =

Ethics=20
5. Make decisions based on a code of ethics.

Critical=20 Cross-Field Outcomes:

The learner will be expected to = demonstrate=20 the ability to:

Identify and solve problems and make = responsible=20 ethical decisions within own limit of authority.=20

Work effectively with others as a member of a = team,=20 group, organisation or community to achieve work unit objectives.=20

Organise and manage oneself and one`s = activities=20 responsibly and effectively to plan, lead, organise and control = towards=20 achievement of work unit objectives.=20

Collect, organise and critically evaluate = information=20 in order to measure performance.=20

Communicate effectively using visual, = mathematics and=20 language skills in the modes of oral and/or written presentations = to lead=20 a team.=20

The learner will be required to demonstrate an=20 understanding of the world as a set of related systems by aligning = work=20 unit objectives to organisational strategy.=20

Be culturally and aesthetically sensitive = across a=20 range of social contexts in managing and interacting with diverse = people=20 in the workplace.=20

Use science and technology effectively in = researching,=20 recommending and implementing management solutions, showing = responsibility=20 towards the environment and health of=20 others.

ASSOCIATED ASSESSMENT=20 CRITERIA

Planning

1.=20

Information is analysed and presented according = to=20 organisational objectives and requirements.=20

A plan is developed by using a systematic = process.=20

Tasks, resources, timeframes and measurement = criteria=20 are defined and aligned to meet organisational objectives.=20

Organising

2.=20

Methods, procedures and techniques to organise = a work=20 unit are applied in accordance with organisational requirements.=20

The activities of the work unit are analysed = and=20 adjusted in order to align to the organisational strategies.=20

Resources are allocated to achieve the = developed plan.=20

Leading

3.=20

The principles of leadership are explained and = applied=20 within a work unit.=20

The organisation`s objectives and Standard = Operating=20 Procedures (SOPs) are analysed in order to determine the direction = of work=20 units.=20

Knowledge of group dynamics is applied to build = a team.=20

Controlling

4.=20

Work unit performance is measured against=20 organisational objectives.=20

Corrective action is taken in response to = performance=20 variances in accordance with Standard Operating Procedures (SOPs). =

Ethics

5.=20

The concept of ethics is explained in terms of = its=20 influence on the activities of a work unit.=20

The value of a code of ethics is explained in = terms of=20 its impact on decision making.=20

Ethical decisions are made in the workplace.=20

Integrated Assessment:

Integration implies that=20 theoretical and practical components are assessed together. It = also=20 implies that learning in different unit standards could and should = be=20 assessed in a integrated way where possible. Integrative = assessment=20 techniques may be used to assess multiple specific outcomes within = multiple unit standards within the learner`s work context. Within = each=20 unit standard, the specific outcomes and associated assessment = criteria=20 guide the learning process. The assessment determines whether the = outcomes=20 have been attained.

Assessments should be flexible and = must cater=20 for a wide range of options and contexts. Assessment must be fair, = transparent, valid and reliable and should ensure that no learner = is=20 disadvantaged.

Assessment of Communication and = Mathematical=20 Literacy should be contextually based in accordance with the=20 specialisation and context chosen and applied. Assessment has a = formative=20 monitoring function. Formative assessment should be used to assess = gaps in=20 the learner`s skill and knowledge level. Its goal is to assess the = learner`s competence providing feedback to both learner and = facilitator=20 for further learning. It is continuous and is used to plan = appropriate=20 learning experiences to meet the learner`s needs. It provides = information=20 about problems experienced at different stages in the learning = process.=20

Assessment must also have a summative component. Summative = assessment may be used on completion of a unit standard, but = should not be=20 the only form of assessment.

A variety of methods must be = used in=20 assessment, and tools and activities must be appropriate to the = context in=20 which the learner is working. Where it is not possible to assess = all=20 competencies in the workplace, simulations, case studies and other = techniques should be used to provide a context appropriate to the=20 assessment.

INTERNATIONAL=20 COMPARABILITY

The Bologna Process

The most researched and = systematic coverage of the subject of `generic qualifications` is = to be=20 found in what is loosely termed `The Bologna Process`, which = originated in=20 the Bologna Declaration by European Ministers of Education of 19 = June 1999=20 and is still in progress today. This project has resulted in a = myriad of=20 publications, one numbering 200 pages, dealing with almost every=20 conceivable facet of qualification design, qualification = frameworks,=20 qualification articulation and portability, quality assurance,=20 assessments, lifelong learning and related matters. One of the = most=20 comprehensive reference works on this is the February 2005 = publication `A=20 Framework for Qualifications of the European Higher Education = Arena` ,=20 Appendix 6 of which sets out an expose of what is termed the = `Dublin=20 Descriptors`.

The `Dublin Descriptors` come the closest to = defining various generic descriptors for higher education across = Europe,=20 which have been widely debated by those participating in the = Bologna=20 Process. They embody knowledge and understanding; the application = of=20 knowledge and understanding; the ability to make judgment, and the = ability=20 to communicate and learning skills. Within these nests, a more = detailed=20 view of the `sub-descriptors` is given.

The Bologna papers = make it=20 clear that the integration of vocational education and training = into=20 academic education are central to the success of the system as a = whole.=20

While the above does not directly correlate with work on = the FETC:=20 Management, it is clear that this qualification is not at variance = with=20 the broad principles enunciated by the leading researchers in = Europe.=20

As shared by, including, or typical of are common synonyms = for the=20 term `generic`, it is clear that a qualification in generic = management=20 must include all which is common to management in all disciplines, = and=20 should attempt to exclude all that which applies to specific = applications=20 of management in any one of these disciplines.

Other = International=20 Developments

Moving beyond Bologna, in a paper by Pete = Dalton=20 & Kate Levinson read at the 66th International Federation of = Library=20 Associations and Institutions Council and General Conference in = Jerusalem,=20 a strong case is made for a generic academic qualification = process. The=20 authors state, however, that `NARIC may be useful as a model for = comparing=20 academic reciprocity of qualifications between countries that do = not have=20 additional professional accreditation. However, this would create = a system=20 which ignored professional standards and accreditation and which = would be=20 unsuitable for those countries where professional accreditation = takes=20 place`.

The term `generic management`, `generic = qualification` and=20 `vocational qualification` is used loosely in a number of contexts = in the=20 international literature throughout diverse fields of knowledge, = as=20 illustrated below.

It receives considerable attention in = the=20 Financial Services Industry in Australia. The Commissioner of = Local=20 Government in Australia has issued a strong endorsement of the = importance=20 of generic qualifications and a diagram is depicted illustrated = what he=20 has in mind.

In an article by Fiona Becker and Judith = Niechcial=20 published in April 2004 the importance of generic qualifications = to the=20 social worker community in the UK is stressed. Also in a UK health = context, an NHS report on Health Informatics Qualifications = Mapping dated=20 March 2006 makes numerous references to the importance of generic=20 qualifications. Again in the UK, the public sector IT Industry is = seeing=20 the benefits of generic learning. Britain`s Public Management = Institute=20 has introduced generic management qualifications coupled to a = professional=20 qualification. The Institute of Leadership and Management (ILM), a = member=20 of the City and Guilds Group, has a range of generic management=20 qualifications on offer which also offer professional linkages. In = a study=20 by Birmingham University, Katy Lancaster and Pete Dalton (edited = by Fiona=20 Parsons) make a particularly strong case for well-honed generic = management=20 skills in the IT Industry. The UK motor industry has also = introduced a=20 10-unit work-based Certificate Course in generic management. In an = article=20 in Questionline in September 2005 dealing with vocational = qualifications=20 for members of the armed forces, the role of a generic technique = (PRINCE=20 2) is alluded to as follows: `The most common generic method is = PRINCE2,=20 with over 20,000 people attempting its exams (pass rate is 65 per = cent)=20 since its introduction in 1996`.

In Singapore, an = initiative=20 called `Generic Skills` empowers what is termed a `National Skills = Recognition System` which overlays `Workforce Skills = Qualifications` in=20 the Retail, Financial and Training industries, to enable upward = mobility=20 of these `learner-workers`.

New Zealand has developed one=20 qualification in IT and has begun to develop generic unit = standards. (This=20 URL requires a search for `Generic`). New Zealand has also = developed a=20 number of so-called `Maori Management` unit standards. The = University of=20 Auckland offers generic programmes in nursing up to Masters level. =

Conclusion

Generic qualifications are either being = used or=20 developed throughout the world with considerable success. Their = role seems=20 in some applications (particularly in industry) to be that of a = precursor=20 to more advanced specialisation qualifications, while in others it = is=20 applicable to the most advanced levels of purely academic = knowledge. Given=20 the accepted understanding of the term `generic` seen against the = latter=20 observations, the FETC: Management at Level 4 would seem to be in = line=20 with best practice internationally.

Some detailed = practical=20 applications of Generic Qualifications internationally

The = Hybrid=20 Information Management Skills for Senior Staff (HIMSS) Project in = the UK=20 identified strategic management and leadership; ability to manage = change=20 and an understanding of customer focus and service orientation as = the most=20 widespread generic skills lacking in potential managers. Generic=20 management skills stood at the top of a host of other desirable = skills for=20 an IT professional in their estimation. Generic Management = development=20 programmes were strongly endorsed.

In Australia, the = Financial=20 Services Industry has designed two distinct pathways, one leading = to a=20 generic qualification, and the other to a specialist = qualification. The=20 chief difference between the two approaches is that the generic = route=20 offers elective units, while the specialist route requires = specialist=20 units to be selected. It points out, however, that certain sectors = have=20 mandatory competency pathways, which must be met in order to gain=20 employment. Similar observations are made under the discussion of = NARIC,=20 below.

The University of Auckland Faculty Education Unit = offers an=20 interesting array of tools provided via their Generic Centre. = These=20 chiefly cover assessment, rubric grading and curriculum design, = rather=20 than qualifications, per se.

New Zealand and offers a = large number=20 of unit standards termed `generic` under various domains such as=20 self-management; social and cooperative skills and work and study = skills.=20 It also offers further unit standards in a subfield called `Maori = Business=20 and Management` with domains entitled finance - Maori; Maori = Management -=20 generic; Maori Management in Maori organisations and Maori Office = systems.=20 No generic qualifications exist at this time. The various unit = standards=20 serve as a useful international benchmark of the perceived = components and=20 levels of complexity of management.

Research conducted in = the UK=20 within the Health Industry has identified three main types of=20 qualifications, namely dedicated Health Industry (HI) = qualifications;=20 those that combine health and information in some manner and = generic=20 qualifications that have application to (all) working in the HI. = Examples=20 of generic qualifications include a Postgraduate Certificate from = the=20 University of York; National Vocational Qualifications for IT; = Institute=20 of IT Training (ITT) qualifications; the Information Systems = Examinations=20 Board (ISEB) and the European Computer Driving License (ECDL). =

The=20 report concludes that `It is clear from the number and variety of=20 vocational awards available, that individual qualifications in ITC = are=20 well catered for`.

The Social Work profession in the UK = offers a=20 generic degree in social work based on the national occupational = standards=20 for social work and the Quality Assurance Agency (QAA) subject = benchmark=20 statement for social work.

The Chartered Management = Institute in=20 the UK offers one of the most comprehensive ladders of learning = for=20 generic management studies.These range from (UK) Level 2 right = through to=20 (UK) Level 5 - i.e. team leading through to Management. All = qualifications=20 consist of mandatory units and optional units over and above = these, the=20 latter greatly outnumbering the former. This also serves as a = useful=20 international benchmark of the perceived components and levels of=20 complexity of management. The auto industry in the UK has also = introduced=20 a Business and Administration National Vocational Qualification = (NVQ) at=20 (UK) Level 2. It is claimed that this generic qualification is of = benefit=20 throughout the auto industry to both technical and non-technical = staff.=20

The Open University in the UK offers a variety of generic = courses=20 at a variety of levels in IM and ICT. Research has also indicated = that=20 some National Health Service (NHS) employees believe that a = generic=20 qualification will give them greater transferability in the = future. [It is=20 interesting to observe that UK literature in particular uses the = terms=20 `vocational` and `generic` interchangeably].

The = International=20 Federation of Library Associations and Institutions (IFLA) = undertook=20 research into methods of determining the equivalency of Library = and=20 Information Science (LIS) qualifications worldwide. They = identified three=20 approaches, namely professional association approach; generic = academic=20 qualification equivalency approach and institutional course = approach. In=20 researching the generic option, the National Academic Recognition=20 Information Centre for the UK (NARIC) was closely investigated. = The=20 conclusion was that while NARIC was a useful tool for academic = comparison=20 purposes, it ignores the additional requirements for professional=20 accreditation.

ARTICULATION = OPTIONS

Horizontal Articulation:

This qualification = articulates horizontally with the following qualifications:

FETC: New Venture Creation, SAQA ID: 23953=20

FETC: Leadership Development, SAQA ID: 50081=20

FETC: Business Systems Operations: End User = (ERP), SAQA=20 ID: 49176=20

FETC: Small Business Advising (Information = Support),=20 SAQA ID: 48883

Vertical Articulation:=20

The FETC: Management articulates with the = National=20 Certificate: Management at Level 5, SAQA ID:=20 1093

MODERATION = OPTIONS

This qualification will be assessed by an assessor = and=20 moderated by a moderator registered with the relevant accredited = ETQA.=20 Assessors should be in possession of a relevant qualification in = generic=20 management or a related field that is at least one level higher = than the=20 level of this qualification. Training providers must be accredited = by a=20 relevant ETQA.

CRITERIA FOR THE REGISTRATION OF=20 ASSESSORS

N/A

NOTES

When developing offerings for a specific Learning=20 Programme, please adhere to the Qualification Rules (above) for = that=20 Learning Programme.

UNIT = STANDARDS:

	ID	UNIT STANDARD TITLE	LEVEL	CREDITS
Core	242824	Apply leadership concepts in a work context	Level 4	12
Core	242815	Apply the organisation`s code of conduct in a work=20 environment	Level 4	5
Core	242816	Conduct a structured meeting	Level 4	5
Core	242822	Employ a systematic approach to achieving objectives	Level 4	10
Core	242821	Identify responsibilities of a team leader in ensuring that=20 organisational standards are met	Level 4	6
Core	242810	Manage Expenditure against a budget	Level 4	6
Core	242829	Monitor the level of service to a range of customers	Level 4	5
Core	242819	Motivate and Build a Team	Level 4	10
Core	242811	Prioritise time and work for self and team	Level 4	5
Core	242817	Solve problems, make decisions and implement = solutions	Level 4	8
Fundamental	119472	Accommodate audience and context needs in oral/signed=20 communication	Level 3	5
Fundamental	119457	Interpret and use information from texts	Level 3	5
Fundamental	119467	Use language and communication in occupational learning=20 programmes	Level 3	5
Fundamental	119465	Write/present/sign texts for a range of communicative=20 contexts	Level 3	5
Fundamental	9015	Apply knowledge of statistics and probability to critically=20 interrogate and effectively communicate findings on life related=20 problems	Level 4	6
Fundamental	119462	Engage in sustained oral/signed communication and evaluate=20 spoken/signed texts	Level 4	5
Fundamental	119469	Read/view, analyse and respond to a variety of texts	Level 4	5
Fundamental	9016	Represent analyse and calculate shape and motion in 2-and=20 3-dimensional space in different contexts	Level 4	4
Fundamental	7468	Use mathematics to investigate and monitor the financial aspects = of=20 personal, business, national and international issues	Level 4	6
Fundamental	12153	Use the writing process to compose texts required in the = business=20 environment	Level 4	5
Fundamental	119459	Write/present/sign for a wide range of contexts	Level 4	5
Elective	12484	Perform basic fire fighting	Level 2	4
Elective	113852	Apply occupational health, safety and environmental=20 principles	Level 3	10
Elective	113955	Apply the Batho Pele principles to own work role and = context	Level 3	4
Elective	8025	Controlling and locating stock	Level 3	8
Elective	120235	Demonstrate an understanding of the concept of microbiology in a = food=20 handling environment	Level 3	6
Elective	13915	Demonstrate knowledge and understanding of HIV/AIDS in a = workplace,=20 and its effects on a business sub-sector, own organisation and a = specific=20 workplace	Level 3	4
Elective	251960	Identify and describe disaster related risks and threatening=20 situations utilizing basic disaster management concepts and = indigenous=20 knowledge	Level 3	5
Elective	242814	Identify and explain the core and support functions of an=20 organisation	Level 3	6
Elective	242812	Induct a member into a team	Level 3	4
Elective	242820	Maintain records for a team	Level 3	4
Elective	8016	Maintaining occupational health, safety and general=20 housekeeping	Level 3	8
Elective	120239	Monitor critical control points (CCPs) as an integral part of a = hazard=20 analysis critical control point (HACCP) system	Level 3	6
Elective	119802	Perform quality control practices in a food or sensitive = consumer=20 product operation	Level 3	6
Elective	243299	Adapt available spaces in the community as a sports or fitness=20 facility	Level 4	5
Elective	243297	Apply knowledge of anatomy and physiology to exercise=20 training	Level 4	5
Elective	243296	Apply values and ethics to a sport organisation	Level 4	3
Elective	10708	Control and adjust utilities in a food or beverage manufacturing = plant	Level 4	10
Elective	254595	Control the flow of information in a business unit	Level 4	8
Elective	119867	Create a visual record of artefacts and features for archiving = or=20 publication	Level 4	8
Elective	251965	Create awareness and promote a culture of risk avoidance through = advocacy activities	Level 4	6
Elective	243303	Create, improvise and organize sport activities	Level 4	6
Elective	110490	Demonstrate a knowledge and understanding of the basic = principles of=20 public administration and management	Level 4	4
Elective	252390	Demonstrate applied knowledge of financial administration in a=20 sheriff`s office	Level 4	7
Elective	117499	Demonstrate entrepreneurial competence	Level 4	12
Elective	242668	Demonstrate knowledge and application of the Occupational Health = and=20 Safety Act, 85 of 1993 (OHSA) (as amended) and the = responsibilities of=20 management in terms of the Act	Level 4	4
Elective	119864	Demonstrate knowledge of archaeology applied to Colonial=20 sites	Level 4	6
Elective	119869	Demonstrate knowledge of Iron Age archaeology	Level 4	10
Elective	119877	Demonstrate knowledge of Stone Age archaeology	Level 4	10
Elective	260257	Demonstrate knowledge of the legislative framework for school=20 governance	Level 4	10
Elective	260217	Demonstrate understanding of legal aspects pertaining to human=20 resources in a school	Level 4	12
Elective	110026	Describe and assist in the control of fraud in an office=20 environment	Level 4	4
Elective	242818	Describe the relationship of junior management to other = roles	Level 4	5
Elective	110003	Develop administrative procedures in a selected = organisation	Level 4	8
Elective	123460	Develop and apply administrative principles in the = implementation of=20 Municipal Office Administration	Level 4	6
Elective	260337	Develop and implement policy for school governance	Level 4	9
Elective	252389	Explain and implement service in the civil justice = system	Level 4	7
Elective	252388	Explain and implement the writ of execution and enforcement=20 process	Level 4	10
Elective	252391	Explain legal concepts in respect of sheriffing	Level 4	7
Elective	242813	Explain the contribution made by own area of responsibility to = the=20 overall organisational strategy	Level 4	5
Elective	12544	Facilitate the preparation and presentation of evidence for=20 assessment	Level 4	4
Elective	114877	Formulate and implement an action plan to improve productivity = within=20 an organisational unit	Level 4	8
Elective	242996	Handle dangerous goods during warehousing and storage	Level 4	4
Elective	120377	Identify, suggest and implement corrective actions to improve = quality=20 of project work	Level 4	7
Elective	120381	Implement project administration processes according to=20 requirements	Level 4	5
Elective	119875	Investigate a maritime site	Level 4	5
Elective	243300	Lead a community sport activity	Level 4	12
Elective	110009	Manage administration records	Level 4	4
Elective	117500	Manage finance in a small business	Level 4	8
Elective	11473	Manage individual and team performance	Level 4	8
Elective	243301	Manage safety and emergency incidences	Level 4	6
Elective	109999	Manage service providers in a selected organisation	Level 4	5
Elective	254596	Manage time keeping records	Level 4	5
Elective	114589	Manage time productively	Level 4	4
Elective	119796	Monitor and control quality assurance procedures in a food or=20 sensitive consumer product environment	Level 4	8
Elective	260237	Plan for school development	Level 4	8
Elective	260357	Prepare and monitor the budget of a school	Level 4	12
Elective	119257	Produce and maintain work activity reports	Level 4	8
Elective	243293	Promote sport activity in a community	Level 4	4
Elective	243294	Recommend an exercise programme or activity	Level 4	5
Elective	119873	Record a rock art site	Level 4	6
Elective	119865	Recover human skeletal remains for analysis	Level 4	6
Elective	119870	Research a Southern African archaeological site from published = and=20 unpublished material	Level 4	6
Elective	118028	Supervise customer service standards	Level 4	8
Elective	118029	Supervise housekeeping and hygiene in a store	Level 4	6
Elective	118045	Supervise implementation of loss control measures	Level 4	8
Elective	118030	Supervise P.O.S. Operations	Level 4	8
Elective	118033	Supervise promotional activities	Level 4	8
Elective	118037	Supervise sales performance	Level 4	8
Elective	243295	Supervise sport or fitness facilities	Level 4	8
Elective	118043	Supervise stock counts	Level 4	8
Elective	9242	Analyse external factors influencing people who have special=20 needs	Level 5	4
Elective	120192	Apply anatomical and physiological knowledge to golfing=20 activity	Level 5	5
Elective	120209	Apply basic concepts of sport psychology in a golfing = context	Level 5	12
Elective	15234	Apply efficient time management to the work of a=20 department/division/section	Level 5	4
Elective	120204	Apply knowledge of diet and nutrition to improving golf=20 performance	Level 5	10
Elective	119346	Apply sound communication principles in the coordination of = selected=20 public sector communications programmes	Level 5	10
Elective	120307	Apply South African legislation and policy affecting public=20 administration	Level 5	10
Elective	120208	Apply the rules of golf in various contexts	Level 5	8
Elective	251967	Conduct disaster risk assessment	Level 5	15
Elective	10631	Demonstrate an understanding of manufacturing, principles,=20 methodologies and processes	Level 5	7
Elective	120206	Describe, implement and teach the principles and building blocks = of a=20 golf swing	Level 5	12
Elective	251964	Develop and implement disaster risk reduction plans	Level 5	10
Elective	120211	Display a holistic understanding of golf and golfing	Level 5	8
Elective	251966	Implement disaster risk management principles in response, = recovery,=20 relief and rehabilitation activities	Level 5	15
Elective	120197	Plan and implement personal and career development goals within = a=20 golfing environment	Level 5	5
Elective	120212	Plan, manage and report on a golf tournament	Level 5	8

LEARNING PROGRAMMES RECORDED AGAINST THIS=20 QUALIFICATION:

LP ID	Learning Programme Title	Provider	NQF Level	Min Credits	Learning Prog End Date	ETQA
58344	Further Education and Training Certificate: Administration=20 Management	Generic Provider - Field 11	Level 4	150		SERVICES
58347	Further Education and Training Certificate: Archaeology=20 Management	Generic Provider - Field 07	Level 4	150		MAPPP
58345	Further Education and Training Certificate: Food Manufacturing=20 Management	Generic Provider - Field 06	Level 4	150		FOODBEV
64870	Further Education and Training Certificate: Generic Management:=20 Disaster Risk Management	Generic Provider - Field 03	Level 4	150		LG SETA
66309	Further Education and Training Certificate: Generic Management:=20 Service Station Site Management	Generic Provider - Field 03	Level 4	150
64269	Further Education and Training Certificate: Generic Management:=20 Sheriffing	Generic Provider - Field 08	Level 4	150		SAS SETA
63333	Further Education and Training Certificate: Generic Management:=20 Wholesale and Retail Management	Generic Provider - Field 11	Level 4	150		W&RSETA
67355	Further Education and Training Certificate: Golf = Directorship	Damelin	Level 4	180
58343	Further Education and Training Certificate: Golf = Management	Generic Provider - Field 11	Level 4	150		THETA
58346	Further Education and Training Certificate: Public = Administration=20 Management	Generic Provider - Field 03	Level 4	150		PSETA
67356	Further Education and Training Certificate: Sport = Business	Damelin	Level 4	150

PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE = LEARNING=20 PROGRAMMES:

This list shows the current = accreditations (i.e. those not past their accreditation end = dates), and is=20 the most complete record available to SAQA as of today. Some ETQAs = have a=20 lag in their recording systems for provider accreditation, in turn = leading=20 to a lag in notifying SAQA of all the providers that they have = accredited=20 to offer qualifications and unit standards, as well as any = extensions to=20 accreditation end dates. The relevant ETQA should be notified if a = record=20 appears to be missing from the list shown=20 here.

LP ID	Learning Programme Title	Accredited Provider
58345	Further Education and Training Certificate: Food Manufacturing=20 Management	1. Distell (Pty) Ltd. 2. Operational Process Improvements = (Pty) Ltd=20

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