Curriculum Design

CURRICULUM DESIGN

67465

National Certificate:

Business Administration Services

Table of contents

67465 Purpose

Articulation

Curriculum design

Target group

Entry requirements

Design

Integration

Formative assessments

Programme strategy

Final summative assessments

Learner support, roles and responsibilities

Workplace support

Alignment matrix

Assessment strategy

Facilitator guide

Qualification curriculum

Exit level outcomes

Associated assessment criteria

Qualification Rules

Elective credits:

Curriculum

67465 Purpose

This qualification is for any individual who is, or wishes to be, involved in the Administration function in any organization or business in any sector, or field as well as in non-commercial organisations such as clubs and charitable organisations. It contains all the competencies, skills and values required by a learner who wishes to access the National Certificate in Business Administration Services at NQF: Level 4.

The core component contains competencies in Information Handling, Communications, Enterprise/customer service, Technology, Organisation skills, Self-development, Teamwork and Business policies and procedures. The elective component allows the learner to gain specialist knowledge, skills and insight in the areas of Reception, Executive Administration, Financial Services and Banking, Legal administration and Human Resources.

Learners working towards this qualification will find that the acquisition of competence in the unit standards, which make up the qualification, will add value to their work performance. This qualification is intended to enhance the provision of service within the field of Administration within all sectors.

Through building day-to-day administration skills, as well as general operational competencies, the qualification ensures progression of learning, enabling the learner to meet standards of service excellence required within the administration field of learning.

Articulation

This qualification articulates with the following qualifications:

The National Certificate in Business Administration: Level 4

The National Certificate in Management: Level 3 & 4

The National Certificate in Public Administration: Level 4

It should also articulate with any other qualification at level 3 in the following fields:

 Secretarial services

 Reception services

 Switchboard operations

 Financial administration

 Banking administration

 Personal/executive secretarial services

 Data capturing

Curriculum design

Target group

The qualification will provide the broad knowledge, skills and values needed in the administration field in all sectors and will facilitate access to, and mobility and progression within, education and training for learners who:

 Were previously disadvantaged or who were unable to complete their schooling and were therefore denied access to Further Education and Training.

 Have worked in this field for many years, but have no formal qualifications and would like to achieve this qualification through the process of RPL (Recognition of Prior Learning) and/or formal study

 Wish to extend their range of skills and knowledge of administration within their respective industries so that they can extend their competency levels.

The qualification has building blocks that can be developed further in qualifications at a higher level. It also focuses on the skills, knowledge, values and attitudes required to progress further. The intention is:

 To promote the development of knowledge, skills and values that are required for service excellence within the field of administration.

 To release the potential of people.

 To provide opportunities for people to move up the value chain.

Entry requirements

Learners accessing this qualification are assumed to be competent in:

 Communication at NQF level 2

 Mathematical Literacy at NQF level 2

Design

The curriculum was designed around the exit level outcomes and unit standards were grouped according to these. See the curriculum section at the end for more details.

Individual unit standards are designed according to the specific outcomes and assessment criteria.

In book one all the unit standards that relate to a team, personal goals and functioning in an overall business environment are grouped.

Book 2 was put together so that the communication and numeracy fundamentals would serve as a foundation for conducting basic research, planning and controlling planning and controlling information systems, maintaining booking systems, preparing meeting communications and coordinating meetings and, lastly, understanding employment relations. We feel that the activities developed will provide adequate practical exercise for the various unit standards and also serve as a foundation for book 3.

Book 3 contains unit standards that relate to computer technology

From the table of contents of each learner guide it can be seen that sections in the learner guide are grouped according to the specific outcomes, while subheadings represent the assessment criteria and further discussions.

When the table of contents is read together with the PSS document and the unit standard, it becomes clear that the unit standard forms the basis around which the material is developed.

Integration

Learning material is presented as loose standing unit standards, grouped together according to exit level outcomes.

Integration takes place as follows:

Communication and numeracy fundamentals are automatically assessed throughout book 2 with every task that has to be completed

At the end of each module an integrated summative assessment is provided.

Further integration of knowledge and skills are assessed through summative exit level outcomes assessments.

Formative assessments

Formative assessments are done as classroom activities.

Formative assessments are a combination of the following where possible:

Knowledge questionnaires to find out how much the learner understands of the content

Group discussions to expose individual learners to the combined knowledge of the group

Practical activities including role plays, debates, reports, developing of forms needed, etc.

Programme strategy

The programme strategy and alignment matrix is presented as a programme structure and strategy document, which forms part of the Seta alignment matrix.

This document gives an overview of how facilitation should take place and the timeframes for each section of material. It also indicates where in the learner guide the SO, AC EEK and CCFO are covered.

It also guides the facilitator regarding the method of facilitation, time frames and formative and summative assessment activities.

As mentioned, the PSS document clearly states where SO and AC are tested in formative and summative assessment activities.

Formative assessments always allow for assessment of all AC in order to assist the facilitator and learner to determine the readiness of the learner for summative assessment.

Provision is made in the Learner assessment guide for inclusion of the formative assessment workbooks as part of the proof needed for final judgement of competence.

Final summative assessments

The material is presented with two options:

As a full qualification

The material is presented as individual unit standards, grouped together in modules according to exit level outcomes

Together with this, the learner then has to complete the end of module integrated summative assessments, as well as the summative assessments based on the exit level outcomes of the qualification.

In this case the individual summative assessments based on unit standards will not be used.

As skills programmes

The material is presented as individual unit standards, grouped together in modules according to exit level outcomes.

Together with this, the learner has to complete summative assessments based on individual unit standards, as well as the end of module integrated summative assessments

In this case, the final summative assessment based on exit level outcomes is ignored.

Learner support, roles and responsibilities

This is stated in every learner guide as stated below.

Introduction

This module belongs to you. It is designed to serve as a guide for the duration of your course and as a resource for after the time. It contains readings, activities, and application aids that will assist you in developing the knowledge and skills stipulated in the specific outcomes and assessment criteria.

Follow along in the guide as the facilitator takes you through the material, and feel free to make notes and diagrams that will help you to clarify or retain information. Jot down things that work well or ideas that come from the group. Also note any points you’d like to explore further.

Participate actively in the skills practice activities as they will give you an opportunity to gain insights from other people’s experiences and to practice the skills. Remember to share your own experiences so that others can lean from you too.

Each section will be preceded by outcomes and assessment criteria taken from the South African Unit Standards, where available. These will describe what you must know and be able to do in order to successfully complete the course. If the course is aligned to Unit Standards, you will be able to receive credits towards a National Qualification upon successful assessment.

Programme Overview

Purpose

In order to achieve the credits and qualify for the this appropriate registered standard, determined by the Sector of Education Training Authority, you are expected to have demonstrated specific learning outcomes.

Specific Outcomes

Specific Outcomes describe what the learner has to be able to do successfully at the end of this learning experience.

Assessment Criteria

The only way to establish whether a learner is competent and has accomplished the specific outcomes, is through the assessment process. Assessment involves collecting and interpreting evidence about the learners’ ability to perform a task.

This module includes assessments in the form of self-assessments, group tasks, quizzes, projects and a practical training programme whereby your are required to perform tasks and collect, as portfolio of evidence, proof signed by your facilitator that you have successfully performed these tasks.

To Qualify

To qualify and receive credits towards your qualification, a registered Assessor will conduct an evaluation and assessment of your portfolio of evidence and competency.

Range of Learning

This describes the situation and circumstance in which competence must be demonstrated and the parameters in which the learner operates.

Responsibility

The responsibility of learning rests with you, so ………

Be proactive and ask questions

Seek assistance and help from your facilitator, if required.

How You Will Learn

The programme methodology includes facilitator presentations, readings, individual activities, group discussions and skill application exercises.

Know what you want to get out of the programme from the start and start applying your new skills immediately. Participate as much as possible so that the learning will be interactive and stimulating.

How you will be assessed

This programme has been aligned to registered unit standards. You will be assessed against the outcomes of the unit standards by completing a assessments that cover the essential embedded knowledge stipulated in the unit standards, and by compiling a portfolio of evidence that provides proof of your ability to apply the learning to your work situation.

When you are assessed as competent against the unit standards, you will receive credits towards your National Qualification.

The facilitator guide also contains instructions to the facilitator regarding the presentation of the learning, learner support, administrative procedures and encouraging class participation.

An excerpt is quoted from the facilitator guide:

FACILITATOR’S INSTRUCTIONS

Training Venue And Training Aid Compliance

Ensure that the following is in place:

Facilitator is in possession of:

Facilitator Guide,

Learner Guide,

Assessment Guide

Attendance Register for each training day

Handouts, if applicable

Copies of learner ID’s if required

Learners are in possession of:

Learner Guides

Assessment Guides

Training Venue contains:

A chair for each learner

A desk with sufficient seating space for each learner

Paper, pens and pencils for all learners

PC’s for the learners

Office 2010 loaded on the PC’s

Prestik

Whiteboard and permanent markers (3 different colours each)

Sufficient ventilation or air-conditioning

Schedule of training and relaxation times

Name tags for each learner

List of classroom conduct, including:

Smoke breaks

Body breaks

Cell phone etiquette

General classroom etiquette

THE FACILITATOR GUIDE:

It guides you through the duration of the Learning Programme;

As a training aid it contains, activities that will assist you in transferring the knowledge and skills as stipulated in the SAQA required specific outcomes and assessment criteria

How To Use Your Facilitator Guide

The Facilitator Guide contains the essential information to cover the outcomes as stipulated for this Unit Standard. As such, the content of the Learner Guide has to be covered completely. .

This learning programme is divided into sections. Each section is preceded by a description of the required outcomes and assessment criteria as contained in the unit standards specified by the South African Qualifications Authority.

These descriptions will define what the learners have to know and be able to do in order to be awarded the credits attached to this learning programme. These credits are regarded as building blocks towards achieving a National Qualification upon successful assessment.

Programme Introduction

The following introductory actions are to be taken upon commencement of the programme:

Facilitator him/herself to the learners

Let the delegates introduce themselves individually.

Give a brief comment after each introduction and welcome the delegate before moving to then next delegate. Give full attention to each delegate as they introduce themselves.

Let the participants know what time the breaks are, and for how long. Don’t forget lunch time. Tell them where the toilets are and what time you intend to finish.

Ensure all administrative tasks such as completion of attendance registers, learner detail forms and the like are completed before the programme commences.

Transition

Begin with an appropriate activity, such as an icebreaker, a story or a statement.

Ask learners to state their expectations of the course and write them down on a flipchart/whiteboard and put up where visible for duration of course.

State Course Outcomes

Go through the objectives and the content before you proceed with your programme.

This learning programme forms a part of the National Certificate Management Level 4 and introduces a holistic approach to written communication which forms part of the fundamental unit standards for this qualification.

Group And Individual Activities

A certain level of collective general knowledge can be assumed in any group. Encourage lively discussion in class during group activities. Discussions can take the form of brainstorming if necessary.

Ensure that shy and quiet learners are also drawn into the discussion, as learners will have to learn to start thinking for themselves and taking control of the learning process in order to achieve all the outcomes.

All the conclusions made during group activities have to be noted down by learners in order to achieve all the outcomes. Their notes will form part of formative and summative assessments

Teamwork is important in all the unit standards. Divide the learners into groups and make it clear to them that they have to stay in these groups for the duration of the qualification. They have to learn to cope with conflict and with each other If they do not get along together, since they will not have any say as to who they will be working with when they find themselves in the working situation.

Timelines

I have not included definite timelines, as you should be led by the group, however, as a general guideline each section should take between two and four hours, including group discussions. At times this might take longer, as the sections are divided into outcomes rather than timelines.

Course Content

I have included specific instructions for you at the appropriate places in your copy of the learner guide.

The course content covers all the basics required for learners to achieve the outcomes, however, at times there is information that learners will have to obtain by themselves.

To this end, a glossary is also not included in the course material. It is expected of learners to compile their own glossaries, which will form part of outcomes for communication unit standards. Please encourage them to start compiling glossaries as soon as possible. The glossaries can be simple: they need only quote the word and the meaning, as long as they understand what it means. Due to the amount of jargon quoted in the articles about the future of computers, a small glossary was included for the IT section only.

Learners are required to start thinking for themselves and take control of the learning process

The entire learner guide is included for your information.

Assessment

The process of assessment of competency should be explained in detail to learners upon commencement of course. The following statements should be made:

Attending the training is not sufficient evidence of competence to award a certificate and the credits attached to this programme. Learners are required to undergo assessment in order to prove competence in order to be awarded the credits attached to this programme, eventually leading to a national qualification.

Explain the concept ‘Competence’

Competence is the ability to perform whole work roles, to the standards expected in employment, in a real working environment.

There are three levels of competence:

Foundational competence: an understanding of what you do and why

Practical competence: the ability to perform a set of tasks in an authentic context

Reflexive competence: the ability to adapt to changed circumstances appropriately and responsibly, and to explain the reason behind the action

Generally speaking, in the past, education and training institutions became accustomed to awarding certificates based on the amount of time spent in a classroom or training room. In addition, learners were assessed by means of an examination that tested memory as opposed to actual competence. This meant that many learners were awarded certificates and even whole qualifications without ever having to demonstrate that they were able to practically apply their knowledge and skills.