International Comparability

All qualifications were compared with qualifications and standards in similar fields of specialization (as far as possible) in Australia, Scotland, United Kingdom, New Zealand, Ireland and other countries offering similar competency based qualifications.

The Edutel Group of Companies sets the pace when it comes to the implementation of learnerships (apprenticeships). Many major concerns and Government Departments make use of Edutel 's services when it comes to the rolling out of learnerships (apprenticeships).

• Edutel (Wholesale and Retail) Academy (Pty) Ltd is fully accredited by the Wholesale and Retail Sector Education and Training Authority, Provider 63.
• Edutel Skills Development (Pty) Ltd is fully accredited by the Education, Training and Development Practices Sector Education and Training Authority, ETDP/581/PAA/310504/F0179.
• Edutel Services Company (Pty) Ltd is accredited by the Services Education and Training Authority Decision No. 1290
• Edutel Public Services Company (Pty) Ltd is accredited by the Public Services Sector Education and Training Authority.

Apprenticeships

•  What is a learnership ?
Learnerships are defined as the new professional and vocational education and training programmes. They combine theory and practice and culminate in a qualification that is registered on the NQF. A person who successfully completes a learnership will have a qualification that signals occupational competence and which is recognised t hr oughout the country.

  How long is a learnership (apprenticeship)?

Mininimum 1 year (12 months)

•  When can I start?

Distance learners can start anytime. People wishing to attend classes must enquire about starting times. Contact Edutel for more information

•  70/30 principle and assessment

Learners attend classes (or conduct self study) on the knowledge component of the respective unit standards (modules). This will make up 30% of the time spent on a unit standard (module).

After completing the knowledge component learners will find a workplace assessment guide (perforated) at the back of their modules to give to their workplace supervisor, which will inform his/her supervisor as to what it is that was covered as part of the knowledge component and what performance criteria needs to be met in the workplace.

The supervisor will, in most instances, become the workplace coach and will see to it that the learner gets the necessary exposure to the practical (implementation) part of the unit standard (module).

The learner will need to apply his/her knowledge in the workplace in line with the policies and procedures of the company.

During this process the learner will collect evidence to prove that he/she can apply , in the workplace, what was learned in the classroom (self study). This evidence will be authenticated by his/her supervisor and manager and will be added to the learner portfolio.

Once the learner has built his/her portfolio of evidence, he/she will submit it to Edutel for assessment.

The learner will also write a knowledge test on the knowledge component after attending classes (self study). The assessed knowledge test will also be placed in his/her portfolio of evidence.

After the learner's portfolio has been assessed and the learner found competent, he/she will earn the credits linked to the respective unit standard (module).

•  Learnership agreements

A learnership agreement (which is a 3-party agreement) can be signed between the learner, employer and Edutel (Provider).

•  Moderation

Edutel will moderate 10% of all assessments to ensure quality.

  Verification

The respective Sector Education and Training Authority might choose to verify the assessment outcomes.

•  Added value

Once learners are declared competent by Edutel , they will be able to apply what they have learned in line with the policies and procedures of their employers. This is different from knowledge based programmes in the sense that competency based education placed emphasis on knowledge, understanding and application.

Course Material

Edutel sets a new standard when it comes to courseware development and will continuously improve on it's services.

Various big companies and Seta's have made use of Edutel 's material. Only the best is good enough for our clients.

Assessment and Moderation

All Edutel 's Assessors and Moderators have been found competent against the assessor and moderator unit standards. Edutel also renders a service as far as instructional learning assessment and workplace assessment are concerned.

Where do we operate?

Edutel offers learnerships on NQF level 2, 3, 4, 5 and 6 in all major centres throughout South Africa. Edutel 's Head Office is in Roodepoort, Johannesburg with training facilities in all major centres. We operate nationally and internationally.

Tax Incentive ( South Africa )

South African Government announced a handsome tax incentive for companies. More information can be obtained from your nearest tax office or a Learnership Division of a SETA.

SETA Grants

SETA's makes grants available to companies from time to time. This is not a given and companies who wish to send learners onto the learnership must send or e-mail a letter of intent to their relevant SETA Learnership Division.

Learnerships

International Comparability

The General Education and Training Certificate: Adult Basic Education and Training (GETC: ABET) was compared with similar qualifications in the United States of America (USA), Canada, Australia, Finland and the United Kingdom (UK). These developed countries identified were chosen because they offer best practice models of adult learning programmes which are relevant to the adult learner and have been designed to meet specific needs. In addition, these countries also have a high rate of immigrants and also need to offer basic adult education to enable such learners to upgrade and further their learning.

In addition, Gambia and Nambia were chosen as developed countries within the African context whose adult literacy programmes also have best practice models to emulate.

United States of America (USA):

In the USA, Adult Basic Education programmes are offered at various institutions such as the Columbia Basin College. This forms part of the Adult Community programme, and consist of two main areas of focus, namely Adult Basic Education (ABE) and General Education Development (GED) preparation.

Adult Basic Education classes focus predominantly on reading, writing, and mathematics components which serve the needs of the adult student, 28 years or older, who may lack these basic skills. Such a learner is tested and diagnosed for reading, writing, and math levels and is provided with appropriate materials for instruction.

The Adult Basic Education programme also offers a family literacy programme which works with learners whom are parents so that they can improve their literacy and basic skills, which in turn enables them to be better prepared to support their own child/ren's successes. These courses are conducted in collaboration with the local school district and other agencies and usually integrate the topics of parenting, early childhood education and home visits into the ABE/GED preparation content, where necessary and relevant.

The other option available to learners in Adult Basic Education is the GED preparation programme. The completion of this programme prepares and enables learners to complete the GED test.

Essentially, the USA ABE programme focuses on the Fundamental component of the GETC: ABET qualification. This provides a foundation in which to build on. The South African Qualification is much broader and embraces more Learning Area subjects mirrored on a formal schooling model but also allows learners the choice of Vocational Learning Areas.

Canada: British Colombia (BC):

Most Adult Basic Education programmes can be achieved by distance learning or through a telecourse. There are various learning pathways available to the adult learner:

In British Columbia the Adult Dogwood Graduation Diploma is issued by the Ministry of Education, Skills and Training and provides an alternate route for adults to achieve a Grade 22 standing to post-secondary institutions in British Columbia.

Intermediate and Advanced Certificates are issued by Capilano University and provide prerequisites for career and vocational programmes throughout the province. Fundamental level instruction provides basic reading and writing skills and number skills.

Adult Basic Education (ABE) certificates also satisfy most employers' requirements. Certain high school courses may qualify as transfer credit toward ABE certificates. The programme also offers instruction for learners preparing for the General Education Development (Grade 22 equivalency) tests. Advanced and Provincial level ABE courses may also be used for transfer credit towards a British Columbian Regular or Adult Dogwood Certificate.

The Adult Basic Education (ABE) programme offers courses that are tuition-free for all students except international students. The ABE programme enables the learner to upgrade his/her knowledge of English, Mathematics, Biology, General Science, Chemistry, Physics, History, Social Studies and Computers.

Learning pathways available:

• Preparation for employment.
• Personal desire to upgrade or refresh mastery of a subject.
• Secondary school qualifications demanded by employers.
• Vocational training (including apprenticeships).
• Career training.
• Technical training.
• Academic studies (including university programmes).

The British Columbian model of ABE embraces the Academic Learning Areas offered in the GETC: ABET. It lays a firm foundation for adult learners to achieve the necessary subjects' areas in the human and social sciences and natural sciences, which will prepare them for further vocational/occupational learning. The South African qualification has more Elective specialization areas which cover the vocational field.

Australia:

In the Australian context, adult learners are able to enrol for a variety of Certificates in General Education for Adults (CGEA). The course outline of the CGEA includes a choice of Core Units and specialist Core skills, which include a range of special interest Electives to assist learners to construct their own learning pathway. The Elective units are common to all certificate levels and are listed after the core units and skills. In addition, a range of competencies from relevant training packages may be offered as Electives.

The course in initial General Education for Adults is made of the following Core components.

A learner must choose the following:

• VBQU205: Develop a learning plan and portfolio with support.

A choice of three Reading Core Skills:

• VBQU206: Engage with short simple texts for personal purposes.
• VBQU207: Engage with short simple texts for learning purposes.
• VBQU208: Engage with short simple texts for employment purposes.
• VBQU209: Engage with short simple texts to participate in the community.

A choice of three Writing Core Skills:

• VBQU220: Create short simple texts for personal purposes.
• VBQU222: Create short simple texts for learning purposes.
• VBQU222: Create short simple texts for employment purposes.
• VBQU223: Create short simple texts to participate in the community.

A choice of two Numeracy and Mathematic Core Skills:

• VBQU224: Recognise time, money and directions.
• VBQU225: Recognise measurement and design.
• VBQU226: Recognise numerical and statistical information.

The Certificate I in General Education for Adults (Introductory) is made up of the following Core Units:

• VBQU227: Develop and document a learning plan and portfolio with guidance.
• VBQU228: Conduct a project with guidance.

A choice of three Reading Core Skills:

• VBQU229: Engage with simple texts for personal purposes.
• VBQU220: Engage with simple texts for learning purposes.
• VBQU222: Engage with simple texts for employment purposes.
• VBQU222: Engage with simple texts to participate in the community.

A choice of three Writing Core Skills:

• VBQU220: Create short simple texts for personal purposes.
• VBQU222: Create short simple texts for learning purposes.
• VBQU222: Create short simple texts for employment purposes.
• VBQU223: Create short simple texts to participate in the community.

A choice of two Numeracy and Mathematic Core Skills:

• VBQU224: Recognise time, money and directions.
• VBQU225: Recognise measurement and design.
• VBQU226: Recognise numerical and statistical information.

The Certificate I in General Education for Adults (Introductory) is made up of the following Core Units:

• VBQU227: Develop and document a learning plan and portfolio with guidance.
• VBQU228: Conduct a project with guidance.

A choice of three Reading Core Skills:
• VBQU229: Engage with simple texts for personal purposes.
• VBQU220: Engage with simple texts for learning purposes.
• VBQU222: Engage with simple texts for employment purposes.
• VBQU222: Engage with simple texts to participate in the community.

A choice of three Writing Core Skills:

• VBQU223: Create simple texts for personal purposes.
• VBQU224: Create simple texts for learning purposes.
• VBQU225: Create simple texts for employment purposes.
• VBQU226: Create simple texts to participate in the community.

A choice of two Numeracy and Mathematics Core Skills:

• VBQU227: Work with time, money and directions in simple everyday situations
• VBQU228: Work with simple measurement and design.
• VBQU229: Work with simple numerical and statistical information.

The Certificate I in General Education for Adults is made up of the following Core Units:

• VBQU230: Develop and document a learning plan and portfolio.
• VBQU232: Plan and undertake a project.

A choice of three Reading Core Skills:

• VBQU232: Engage with texts of limited complexity for personal purposes.
• VBQU233: Engage with texts of limited complexity for learning purposes.
• VBQU234: Engage with texts of limited complexity for employment purposes.
• VBQU235: Engage with texts of limited complexity to participate in the community.

A choice of three Writing Core Skills:

• VBQU236: Create texts of limited complexity for personal purposes.
• VBQU237: Create texts of limited complexity for learning purposes.
• TDTE497B: Prepare workplace documents.
• VBQU238: Create texts of limited complexity to participate in the community.

A choice of two Numeracy and Mathematics Core Skills:

• VBQU239: Work with time, money and directions in familiar situations.
• VBQU240: Work with measurement and design in familiar situations.
• VBQU242: Work with numerical and statistical information in familiar situations.

The Certificate II in General Education for Adults is made up of the following Core Units:

• VBQU242: Research pathways and produce a learning plan and portfolio.
• VBQU243: Implement and review a project. A choice of two Reading Core Skills:
• VBQU244: Engage with texts of some complexity for personal purposes.
• VBQU245: Engage with texts of some complexity for learning purposes.
• VBQU246: Engage with texts of some complexity for employment purposes.
• VBQU247: Engage with texts of some complexity to participate in the community.

A choice of two Writing Core Skills:

• VBQU248: Create texts of some complexity for personal purposes.
• VBQU249: Create texts of some complexity for learning purposes.
• VBQU250: Create texts of some complexity for employment purposes.
• VBQU252: Create texts of some complexity to participate in the community.

A choice of two Numeracy and Mathematics Core Skills:

• VBQU252: Investigate and interpret measurements and related formulae for everyday purposes.
• VBQU253: Investigate, interpret and produce numerical and statistical information.
• BQU254: Investigate and use simple mathematical formulae for everyday purposes.

The Certificate III in General Education for Adults is made up of the following Core Units:

• VBQU255: Evaluate pathway options, design a learning plan and compile a portfolio.

A choice of at least four Reading Core Units:

• VBQU256: Engage with a range of complex texts for personal purposes.
• VBQU257: Engage with a range of complex texts for learning purposes.
• VBQU258: Engage with a range of complex texts for employment purposes.
• VBQU259: Engage with a range of complex texts to participate in the community.

Writing:

• VBQU260: Create a range of complex texts for personal purposes.
• VBQU262: Create a range of complex texts for learning purposes.
• PSPGOV323A: Compose workplace documents.
• VBQU262: Create a range of complex texts to participate in the community.

Numeracy and Mathematics:

• VBQU263: Analyse and evaluate numerical and statistical information.
• VBQU264: Use algebraic techniques to analyse mathematical problems.
• VBQU265: Use formal mathematical concepts and techniques to analyse and solve problems.

Special Interest Electives to choose from:

• VBQU266: Develop verbal communication skills.
• VBQU267: Use computer language and perform simple computing tasks.
• VBQU268: Access the internet for language learning.
• VBQU269: Complete a project with support.
• VBQM474: Australian environmental issues.
• VBQU270: Communicate with others in familiar and predictable contexts.
• VBQU272: Participate in a practical placement.
• VBQM475: Community options.
• VBQM476: The education system.
• VBQM477: Health care.
• VBQM478: Arts in Australia.
• VBQM479: Indigenous history.
• VBQU272: Explore science in the community.
• VBQU273: Explore health and wellbeing.
• VBQU274: Explore the environment.
• VBQU275: Explore energy and matter.
• VBQU276: Explore chemicals and change.
• VBQU277: Explore earth in space.
• VBQU278: Explore continuity of life.
• VBQM480: Elections and government.
• VBQM482: The legal system.
• VBQM482: Driving and owning a car.
• VBQM483: Events in Australian history.
• VBQM484: Investigating current issues.
• VBQU279: Research science in the community.
• VBQU280: Research living things.
• VBQU282: Research the environment.
• VBQU282: Research universe and time.
• VBQU283: Research chemicals and change.
• VBQU284: Research energy, force and matter.
• VBQU285: Analyse science in the community.
• VBQU286: Design and review a project.

There is no formal exam. Assessment of learning is continuous and ongoing and focuses on the process of learning as well as the competencies stated in the modules of the CGEA.

The Australian CGEA model is similar to the GETC: ABET in that it comprises a Core and Elective Component. However, the Core Component in the CGEA is more aligned to the Fundamental Component in the GET: ABET qualification but there is limited choice in terms of Language, Literacy and Communication, Mathematical Literacy or Mathematics and Mathematical Science Learning Area Components as these are fixed. However, there is a choice of either Mathematical Literacy or Mathematics and Mathematical Science depending on the choice of Vocational Learning Area. The Elective Specialisation areas are based more on curriculum topics whereas the GETC: ABET includes further Academic and Vocational Learning Area options including Information and Communication Technology (ICT), Human and Social Sciences, Ancillary Health Care but it was lacking in areas of community, history and research topic areas.

Finland:

The objective of adult education in Finland is to support lifelong learning amongst its citizens as well as to develop and promote knowledge and skills relating to building coherence and equality in society. Furthermore, the focus is on ensuring that trade skills are developed in the workforce in order to raise levels of employment as well as deal with deficit in skills brought on by retirement.

Adult education is provided in more than 2,000 educational institutions in Finland. There are only a few who specialise solely in adult education. Much of adult education is provided outside formal educational institutions, including work places, or can be organised by employers. However, not all adult education is directly connected to work or occupational skills. There are, for instance, liberal adult education programmes which provide learners with instruction in civics or social studies.

Adult education is provided in the following contexts including:

• Universities polytechnics.
• Vocational schools.
• Vocational adult education centres.
• National specialized institutions and specialized vocational institutions.
• Adult education centres and workers' institutes.
• Folk high schools.
• Summer universities.
• General upper secondary schools for adults.
• Study centres.
• Physical education centres.
• Music institutes.

There is basic and general upper secondary education available for adults. Adults can complete the basic (comprehensive school) or upper secondary education syllabus and take part in the matriculation examination in general upper secondary schools for adults or in adult study lines in regular upper secondary schools. The instruction mostly takes place in the evening and is course-based. Many people study individual subjects, mainly languages, as so-called subject students. A national core curriculum for adult education has been devised, taking account of the fact that students are grown-up in the number of compulsory courses and in the length of courses and lessons. There is also instruction geared to foreign students' in general upper secondary schools.

There are general upper secondary schools for adults in about 40 municipalities, mainly in cities. Apart from two institutions, they are subordinate and fall under local authorities. There is a basic education line in about 30 folk high schools and a general upper secondary line in six. They, too, follow the curriculum drawn out for general upper secondary school for adults, but since folk high schools are essentially boarding schools, the studies take place in daytime. The majority of students in folk high schools are young people.

The model of adult education in Finland differs from the South African context as it focuses more on harnessing specific skills both in the workplace as well as developing responsible citizens through promoting lifelong learning.

United Kingdom (UK):

In the UK there is an entry level qualification developed to encourage and recognise achievement of learners in a variety of contexts. These entry level qualifications are called Certificates.

Currently, there are over one hundred entry levels certificates on offer in a wide range of subjects, including:

• National curriculum subjects such as English, Science and mathematics.
• Vocational subjects such as retail, hairdressing and office practice.
• General qualifications such as skills for working life and life skills.
• Basic skills such as adult literacy and adult numeracy.

The Qualification Council Authority (QCA) operates with the sector skills councils to ensure that entry level vocational qualifications provide a useful introduction to relevant working practices. The Certificates are made up of units and learners can achieve these separately, until the full certificate is achieved.

The UK model embraces similar aspects to the components of the GETC ABET qualification as it includes Academic Learning Areas as well as Vocational Learning Areas. The UK model is based on curriculum subjects. However, the UK model embraces a wider selection of Vocational subjects such as hairdressing and office practice.

Gambia:

In Gambia, the Government's policy on adult and non-formal education targets out-of-school youth, school drop-outs, girls and young women as well as adults and young women requiring new skills.

Adult and non-formal education aims specifically at learners in the age group 25-39 years and is regarded as a form of educational service in Gambia within the context of the expanded vision of basic education. Until 2997, this service was mainly delivered by the government and a few Non Governmental Organisations (NGOs) providing literacy classes linked to skills acquisition. However, the mode of delivery has now changed, with the government contracting the delivery out to NGOs and community-based organisations.

The Gambian model focuses on both adult and non-formal education which is critical in a developing country. The GETC: ABET embraces a formal acknowledgement of learning based on a schooling model but also including Vocational Learning components. The focus on non-formal learning is still critical and should complement the formal learning context.

Namibia:

In Nambia, the adult learning programme is divided into three stages and each stage takes about one year to complete. Numeracy skills are taught throughout the three stages. A learner may repeat a stage only once.

The programme stages are outlined as follows:

Stage One:

• This is open to adult learners at the very beginning, and materials are designed to introduce learners to the basic syllables of their own mother tongue. Learning how to write properly is an important activity of this stage.

Stage Two:

• This stage, which is also conducted in mother tongue language, deals with intermediate learners, the majority of whom will have successfully completed Stage One. Such learners may include a few learners who have dropped out of school at very early stages or may only have acquired limited reading and writing skills on their own. The instructional materials at this stage are functional. This means that, while seeking to improve, reinforce, and sustain the skills acquired in Stage One, the materials will simultaneously offer useful knowledge and skills in various subjects such as agriculture, health, small scale business, civics, etc. The National Literacy programme in Namibia (NLPN) hopes that discussion of the issues rose in the materials, and action which the learners may decide to take arising from the discussions, will assist to improving the quality of lives of the learners and of their communities.

Stage Three:

• Learners are introduced to Basic English. The emphasis is on communicative English and reinforcing developmental activities.

Adult Upper Primary Programme:

The completion of the three stages in the NLPN is considered equivalent to Grade 4 in the primary school system. There are plans in the Directorate to developing a curriculum for the immediate follow-up of Stage Three. This phase is known as the Adult Upper Primary Programme, and is designed to satisfy the needs of the adult learners while at the same time offering them educational competencies comparable to those of upper primary school. There are other less formal learning activities available to those adult learners not interested in this type of certificate.

Adult Skills Development for Self-Employment:

This new project is being piloted in Karas and Oshana regions with the purpose of providing the Directorate with the capacity to validate an approach to adult non-formal training activities at national, regional, and district levels. The main goal of the project is to provide a better service to the community by integrating adult education with employment creation. It is hoped that, when the project is fully operational, it will contribute to the national effort of poverty alleviation through affording communities with self-employment skills. The main beneficiaries of this project are individuals or groups of adults over the age of 28 years who were previously deprived and are now eager to venture into new occupational areas.

The Nambian Adult Upper Primary programme model is similar to the GETC: ABET but is only comparable to Grade 4 where as the South African qualification is based on Grade 9 comparison in relation to formal schooling. The intention of the GET: ABET is to include the same eight Academic Learning Areas as formal schooling but there are only four compulsory Learning Areas to choose from. The remainder of the Qualification is then made up of choices from either Academic Learning Areas or Vocational Learning Areas.

Conclusion:

The South African GET: ABET model compares best with the Australian and UK models in that there are compulsory and choice options similar to the Academic and Vocational Learning Areas. However, the South African GETC: ABET is designed for adult learners to acquire a minimum of five Academic Learning Areas which include Language, Literacy and Communication, Mathematical Literacy or Mathematics and Mathematical Science, Life Orientation and one other Learning Area Component of choice. As indicated earlier the only choice in terms of compulsory Learning Areas in the Fundamental Component is that learners can choose either to do Mathematical Literacy or Mathematics and Mathematical Science depending what Vocational Learning Area or occupation they are interested in pursuing. Both the UK and Australian models are based more on a curriculum model in which learners have a choice in their topics either in the more academic subjects or the vocationally related subjects. In addition, there seems to be a wider selection of vocational subjects for adult learners to choose from. Overall, the GETC: ABET qualification has the potential to embrace the academic and vocational sub-frameworks by providing the learner with a solid base in which to allow a more coherent learning pathway as well as articulate with both vocational and occupationally related qualifications.

International Comparability

Benchmarking with international qualifications in the area of Wholesale and Retailing was conducted by comparing the qualification to undergraduate programmes, outcomes of learning and performance criteria found in the Further Education and Training Qualifications Frameworks for Wales, the United Kingdom and Botswana:

Mapping reports as per the United Kingdom’s GNVQ in Retail and Distribution Services – website www.gca.org.uk indicates that the existing qualifications are earmarked for withdrawal with the identification of replacement with the Edexcel BTech First Diploma in Retail. Due to the indicated progression and replacement the qualification was selected for comparison.

The qualification is pitched on Level 2 and is vocationally based and as such, formed a good comparison basis for the Certificate in Wholesale and Retail: Sales and Services NQF Level 2, in spite of the fact that it is pitched at diploma level. The concluded comparison of the contents and scope of the two qualifications indicates a good alignment in terms of international requirements. The GNVQ qualification consists of six units of which three are core and compulsory whilst three can be selected from seven optional specialization focus areas.

Core units include:

•  Introduction to retail services
•  Merchandising and display for sales
•  Sales and profit

Elective units include:

•  Stock control and security
• Retail selling and customer care
• Transport distribution and storage
• Fashion retailing
• Food retailing
• Retailing white and brown goods
• Consumer protection

In the event of the qualification developed for the South African context, standards are written generically enough to enable application in, for example, food and fashion and specific standards for sub-sectors in the industry is not developed.

The approach followed is thus slightly more inclusive and generic, enabling a broader range of application. In addition, the South African context as per industry requirements indicated a preference for specialisation in particular as it relates to distribution and shop floor practices and in this specific instance, sales and services and is therefore somewhat unique.

From the comparison to the BTech Level 2 it is observed that the FETC Wholesale and Retail: Sales and Services benchmarks well in terms of orientation to the industry, merchandising and the handling of sales. The elective focus areas provide options for selling and customer care, stock control and securing and thus reflect similarities to international trends.

Information obtained on www.nzqa.govt.nz provides insight into the standards included in the New Zealand qualifications framework. A Wholesale and Retail qualification in Sales and Services could not be identified. However, the more generic National Certificate in Retail Level 2 (Registration number 0993) as well as the National Certificate in Furniture (Retail and Wholesale) (Level 2) with an optional strand in Buying and Selling (Registration number 0437) provided valuable information in terms of the executing of a comparative analysis.

Again, the somewhat more generic approach followed for the South African qualifications provides a unique flavour as the sales and services component found on the New Zealand framework for comparative research, is aligned to a specific focus area, in this case the Furniture wholesale and retail sub-sector.

All three qualifications include standards relating to health, safety, personal presentation as well as effective communication and the handling of basic calculations. Customer interaction, a basic understanding of the wholesale and retail environment, and fundamental sales knowledge is also shared.

Both the New Zealand qualifications used for the comparison provided optional additional credits in the area of sales and merchandising with qualification 0437 providing options for furniture production competence and a somewhat broader scope requirement in terms of marketing and sales whilst qualification 0993 provides additional emphasis on service sector specific skills.

The South African equivalent as presented clearly places more emphasis on the financial and administrative requirements associated with the sales function in the retail and wholesale environments, which enables further training and development opportunities for learners through articulation options.

Other comparisons
Difficulties were experienced for comparison to additional qualifications in SADEC countries and accessing of most training institutions on the African continent via the website: www.allyoucanlearn.com/dir/Universities/Africa. In various instances websites could not be accessed and in other instances English was not available for comparison. Regrettably no useful specific qualifications in the area of Wholesale and Retailing were found via searches conducted for the listed African vocational colleges.

The Botswana Qualifications Authority Website www.bota.org.bw was also accessed and although a National intermediate Certificate in Retail (Sales and Administration) Level 2, Registration number S00013, is listed, the qualification could not be accessed as the relevant website is indicated as under construction. Unit standards could be compared and the Level 2 and 3 standards availed for areas such as stock control, merchandising and distribution compared well with their South African counterparts in terms of a more generic approach rather than sector specific standards.

International Comparability

Small businesses pre-dominate the wholesale and retail sector in Africa, South America and the Far East, whereas the western countries are focused more on large corporations and large business.

In SADC countries the following training programmes are offered to small business owners:

• "The SME Toolkit Programme" offered by EDS Pan African University in Nigeria.
• Course MGS 10201: "Introduction to Business" offered by Bayero University in Kano.
• "Entrepreneurship and Small Business Management Course" offered by Education Africa.

These programmes offer general business and entrepreneurship training but not in unit standard format. The focus of these programmes is on formal business and not the informal sector. The following common programme components were identified:

• Understanding entrepreneurship.
• Identification and evaluating of business ideas.
• Legal requirements for running a small business.
• Legal requirements for running a small business.
• Determining the appropriate structure for a business.
• Money management for small business.
• Drafting of business plans for sustainability.
• Finding and keeping customers.
• Supporting a business using information technology.
• Business management.
• Financial applications for acquiring of start-up capital.

The focus of the National Certificate: Wholesale And Retail: Informal Small Business Practice, Level 3 is on informal retailing and in particular on operations to ensure sustainability of a small business while the above-mentioned programmes focus more on formal retailing skills and competencies.

The competencies forming the main focus in qualifications compared to the National Certificate: Wholesale And Retail: Informal Small Business Practice, Level 3 is however addressed in the elective component of the qualification as the necessity to enable transition from the informal to the formal sector is recognized and supported.

This strongly emphasizes that the National Certificate: Wholesale And Retail: Informal Small Business Practice, Level 3 is unique in its approach to small business development in particular in the informal business sector. The retail specific focus of the core component of the qualification and the provision of elective components with a specific retail focus furthermore supports this observation.

No relevant training programmes or courses specific to South America or the Far East could be accessed. However a comparison was done with qualifications available in Commonwealth countries, where small businesses are beginning to get a foothold. The following conclusions can be drawn by comparisons with the following qualifications:

• The Intermediate Certificate in running a Small Business - ID 100/2720/8 (United Kingdom/Scotland).
• Certificate in Business (level 3) - ID BSB 30201 (Australia).

Unit Standard in the qualification:
• Apply aspects of business start-up.
• Apply aspects of running a business.
• Demonstrate an understanding of entrepreneurship.

International comparison:
• Examine skills and factors in operating a small business (New Zealand 7365).
• Research business opportunities (Australia BSBSBM301A).

Unit Standards in the qualification:
• Control cash in an informal retail business.

International comparison: • Process financial information using a cash based system (New Zealand 7363).

Unit Standards in the qualification:
• Sell products to customers in a SMME environment.

International comparison:
• Sell products and services to customers (Scotland B9YB04).

Unit Standards in the qualification:
• Apply food safety practices in a SMME.

International comparison:
• Maintain hygiene in food storage, preparation and cooking (Scotland B10J04).

Unit Standards in the qualification:
• Replenish stock within an informal retail business.

International comparison:
• Contribute to controlling the stock take system (Scotland B4YF04).
• Source required goods (Scotland D8EP04).

Unit Standards in the qualification:
• Maintain a safe and secure environment in an informal retail business.

International comparison:
• Maintain workplace safety (Australia BSBCMN 311A).

Conclusion:

The evaluation of the National Certificate: Wholesale and Retail Informal Small Business Practice NQF Level 3 indicates effective international alignment in terms of the standards contained in the qualification but clearly indicates a unique approach in that the National Certificate: Wholesale And Retail: Informal Small Business Practice, Level 3 addresses a specific niche in terms of training and development for informal small businesses in the retail sector.

International Comparability

This qualification has been compared with similar qualifications in the following countries:

The following list of qualifications relate to the National Certificate: Wholesale and Retail Sales Practice:

•  United Kingdom

•  Singapore

•  Australian

•  New Zealand

•  United States of America

•  Botswana

These countries represent a broad spectrum of countries that have either long standing evidence of successful wholesale and retail practices or developing countries that of late managed to maintain competitive business practices.

United Kingdom: www.qca.org.uk :

The National Qualifications Framework of the United Kingdom has the:

•  Certificate in Retail Operations Level 3 qualification: (WRR 30202).

The following competencies are incorporated in the WRR30202 (consisting of 9 units of which five are core and 4 elective):

•  Maintain and order stock.

•  Maintain store security.

•  Apply store security systems and procedures.

•  Build relationships with customers.

•  Develop innovative ideas at work.

•  Profile a retail market.

•  Maintain store safety.

This qualification is also vocationally based and compares closely with the National Certificate: Wholesale and Retail Operations Level 3. The common areas of learning are stock control, safety and security, customer relations and basic knowledge of the industry.

The South African Qualification complements these core components of learning with credit control and the inclusion of wholesale related competencies. The provision of electives in areas of specialisation makes provision for the development of competencies for specific operational requirements.

Singapore: www.wda.gov.sg:

The Singapore Workforce Development Agency is a statutory board under the Ministry of Manpower (MOM) and leads and drives workforce development in Singapore through a strong focus on industry driven competency requirements.

They offer the Certificate in Retail Operations which contains the following core modules:

•  Handle merchandise display.

•  Working in the retail industry.

•  Develop ideas for workplace innovation.

•  Maintain personal presentation.

•  Interact with customers.

•  Sell products and services.

•  Perform point of sale operations.

•  Perform routine housekeeping duties.

•  Perform stock control operations.

•  Apply safety and security practices.

Over and above the provision for retail office operations, elective modules for the qualification provide product specific selections for areas such as speciality store assistance, petroleum, product storage (meat, fresh products or seafood). Both these qualifications have product biased electives and can be used to provide a specialised knowledge base for specific working environments in the retail sector. The current South African options include SMME, perishable foods and cosmetics, amongst others.

The common competencies occur at the level of the unit standard or the specific outcomes between these qualifications. These commonalities include background to the industry, Customer care, Sales and Point of Sale operations, housekeeping, stock control and safety and security.

Australia: www.ntis.gov.au:

While in Australia the approach towards training in this sector is to separate training in wholesale from training in retail, in South Africa, these are treated as one, namely, wholesale and retail. However, each qualification presents an elective choice between retail and wholesale as well.

There are four qualifications in the learning pathway in retail registered with the Australian National Training Authority (ANTA) ranging from the Certificate II in retail operations to a Diploma in Retail Management. Certificate III was compared with the National Certificate in W and R Operations, Level 3 and was found to contain some similarities. The following areas of learning are in this qualification with 5 electives: Transport and Logistics, Call Centre, Public Service, Workplace Trainers and Wholesale Operations.

•  Selling and Sales.

•  Inventory.

•  Operations and Planning.

•  Marketing.

•  Finance.

•  Business Service.

•  Purchasing and Supply.

•  Product Management.

There is less similarity in the areas of learning between this qualification and the South African qualification. The approach to the electives also differs. Similarities lie in selling and sales, stock control and product knowledge.

New Zealand: www.Nzqa.govt.nz:

The defined learning pathway in retail span National Certificates from Level 2 to 4 with the National Certificate in Retail Management pegged at Level 3. The National Certificate in Retail (Level 3) [60 credits] was compared with the South African qualification. The approach to electives differs with areas of specialization of Bicycle Sales, Servicing Optional Strand, Garden Retail Optional Strand, Visual Merchandising Optional Strand, Delicatessen Optional Strand and Produce Optional Strand.

The following core unit standards indicate a similarity between these qualifications:

•  Apply safe work practices in the workplace: 17593: 4 credits.

•  Apply skills and qualities of a salesperson in a retail or distribution environment: 11831: 6 credits.

•  Maintain and take care of stock: 406: 4 credits.

•  Enhance work practices by the application of product and/or service knowledge: 11818: 4 credits.

USA: www.dhrm.virginia.gov/compensation/careergroups/trades/RetailOperations79110.htm:

The Department of Human Resources of the State of Virginia lists Retail Operations in the occupational family of trades and operations within the pay band range of 2-5. The Retail Specialist I (Code 79111) was found to resemble the overall purpose and level of the South African qualification. The following roles and responsibilities of this qualification covers the following common areas of learning:

•  Effective customer service with the general public and accurate sales of merchandise and services result in increased revenues.

•  Sales of merchandise and services not in compliance with the Code of Virginia, as applicable, could impact public safety and well being.

•  Operates cash registers to receive payments in the form of credit/debit card, check or cash.

•  Arranges displays, and conducts physical inventories of the stock room and sales area.

•  Implements security procedure and prepares and maintains reports and records.

Botswana: www.bota.org.bw:

National Intermediate Certificate in Wholesale and Retail (Sales and Administration) (S00013): 123 credits. The following unit standard titles indicate the similarity with the South African qualification:

•  Demonstrate knowledge of safe handling and storage of wholesale or retail products (00005.01.01) 4 credits.

•  Apply health, hygiene, housekeeping, safety and security measures in a wholesale and retail (00146.01.01) 20 credits.

•  Order wholesale or retail stock (00012.01.01) 2 credits.

•  Demonstrate knowledge of wholesale or retail products (00013.01.01) 8 credits.

•  Maintain wholesale and retail stock levels (00004.01.01) 10 credits.

•  Operate point of sale equipment in a wholesale and retail context (00010.01.01) 4 credits.

•  Promote and sell goods in a wholesale and retail context (00169.01.01) 5 credits.

Conclusion:

It can be concluded from all the forgoing examples that the South African National Certificate in Wholesale and Retail Operations, Level 3 compares closely with International trends in the Wholesale and Retail (W and R) sector. The overall purpose of these qualifications is the same; to develop workplace competencies for operations within W and R at above entry level.

International Comparability

This qualification has been benchmarked against international practice in Wholesale and Retail.

The following list of qualifications relate to the National Certificate: Wholesale and Retail Sales Practice:

•  National Certificate in Retail (NQF 0994) - New Zealand

•  C & G Level 2 NVQ in Sales (Q1051447) – United Kingdom

•  Certificate III in Retail Operations (WRR 30102) – Australian

•  Certificate III in Sales (12583SA) - Australia

Although a search was done for retail qualifications in Namibia , Zimbabwe and Nigeria , there were no results found.

International Comparability

This qualification has been benchmarked against international practice in Wholesale and Retail.

The following list of qualifications relate to the National Certificate: Wholesale and Retail Operations Supervision:

•  National Certificate in Retail (NQF 0995) - New Zealand

•  EDEXCEL Level 3 BTEC National Diploma in Retail (100/3045/1 - UK

•  Certificate III in Retail Supervision (WRR 30102) - Australia

Although a search was done for retail qualifications in Namibia , Zimbabwe and Nigeria , there were no results found.

International Comparability

This qualification has been benchmarked against international practice in Wholesale and Retail.

The following list of qualifications relate to the National Certificate: Wholesale and Retail Sales Practice:

•  National Certificate in Retail (NQF 0995) - New Zealand

•  National Certificate in Credit Management (NQF 0776) – New Zealand

•  C & G Level 3 Certificate in Retailing (100/3524/2) - UK

•  Certificate IV in Retail Management (WRR 40102) – Australia

Although a search was done for retail qualifications in Namibia , Zimbabwe and Nigeria , there were no results found.

International Comparability

The Bologna Process

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

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

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

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

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

Other International Developments

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

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

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

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

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

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

Conclusion

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

Some detailed practical applications of Generic Qualifications internationally.

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

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

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

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

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

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

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

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

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

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

International Comparability

Benchmarking with international qualifications in the area of Wholesale and Retailing was conducted by comparing the National Certificate: Wholesale and Retail Buying Planning NQF5 to undergraduate programmes, outcomes of learning and performance criteria found in the qualifications forming the basis of procurement training for:

1. NVQ qualifications and standards offered in Higher education in the United Kingdom (Website: www.proc-he.ac.uk) and developed by the Purchasing and Supply Lead Body, accredited by the Council of Vocational Qualifications.
2. The European Institute of Purchasing Management  (Website: www.eipm.org) as well as
3. The American Purchasing Society (Website: www.american-purchasing.com)

Three NCVQ Procurement Qualifications is available. These are:

• Level 2, identity number: Q1025815, which is aimed at procurement / purchasing assistants and junior buyers.
• Level 3, identity number: Q1025816, which targets procurement  / purchasing executives or buyers and
• Level 4, identity number: Q1025817 which is aimed at Purchasing and Procurement Managers or Contracts and Supply Managers. Attaining of the Level 4 qualification, meets the corporate membership requirements of the Chartered Institute of Purchasing and Supply.

The comparison and evaluation of the standards and requirements incorporated in the NCVQ qualifications and the NC Wholesale and Retail Buying Planning Qualification indicated a good match in terms of alignment against standards and competencies predominantly from the NCVQ Levels 3 and 4, with the retaining of the competencies associated with the buying specific function as incorporated in the South African qualification, only clearly distinguished in the NCVQ level 2. 

Management specific functions as evident from the NCVQ Level 4 are not included in the Buying Planning Certificate level and the latter could possibly form an important focus in terms of articulation to a Diploma level qualification in the South African Wholesale and Retail context. 

The National Certificate: Wholesale and Retail: Operations Management benchmarks well in terms of the approach followed for the specific areas of focus which is mainly determined by the fundamental, core and specified elective focus areas in the qualification and it is interesting to note the similarity in retail specific contextualisation rather than the following of a generic management approach.

The local qualifications approach chooses to avoid formal differentiation between the skills and competencies associated with the assistant and support level function and the buyer level as is clearly the case with the NCVQ qualifications. This is however regarded as strength rather than a weakness within the context of the South African needs and requirements and the necessity to enable access and redress in the vocational area.  

Comparison with retail management qualifications from the Australian qualifications framework was sourced from the website: www.apprenticeships.training.wa.gov.au. Two qualifications in particular provided opportunity for fruitful comparison within the context of staff coordination and supervisory responsibilities (Qualification reference number WRR30102 – Certificate in Retail Supervision) as well as the management of a speciality store, section or department within larger retail operations (Qualification reference number WRR 40102 – Certificate in Retail Management)

In addition, the provision of mandatory core units and specific optional units for purposes of specialisation as evident from the NCVQ qualifications, confirms alignment in terms of the qualification approach followed for the South African qualification.

The following comparative information is provided in support of the NCVQ evaluation concluded:

NCVQ LEVEL 2	NCVQ LEVEL 3	NCVQ LEVEL 4	NC: W&R- Buying Planning NQF 5
Understanding of and contribution to the procurement system	Gathering and presentation of information to contribute to policies and plans development	Exchange information to solve problems and make decisions.	Explain the buying and planning function in terms of the legislative and organisational context and requirements.
		Provide commercial input towards decision making
		Develop the effectiveness of procurement operations.	Research and analyse local and international trends.
		Initiate and implement change and improvements in systems
Maintaining Service reliability requirements and supplier performance.	Monitoring and evaluation of supplier performance and continuity of supply.	Determine marketing conditions, organisation position, market changes and competitiveness.	Manage the supply of stock through the supply chain
	Negotiate supplier performance improvements		Work as a project team member
	Contribute to, award and monitor and review contract delivery
Managing of the stock flow	Negotiate supplier performance improvements	Establish contract strategy and plan	Negotiate with suppliers
	Contribute to, award and monitor and review contract delivery.	Identify and evaluate contactors, establish an agreement and award the contract
		Administer the contract, maintain supplier compliance, monitor progress and close the contract	Source, evaluate and appoint  suppliers,
		Improve contract performance through review and improvements in contracting.	Comply with organisational ethics
Buying and acquisition and associated supplier identification / selection functions		Establish and maintain sourcing arrangements.	Buy merchandise for re-sale
		Establish supplier status and negotiate improvements in supplier performance
		Determine viability and status of suppliers
			Import merchandise for re-sale
Contribute to the identification of Inventories, demand forecasts and material requirements	Provision of information and advice through to obtaining evaluation and recording of information.	Establish and evaluate current and future requirements for supply	Research local and international trends
			Analyse and respond to merchandise performance
			Manage the financial performance of a range of merchandise
Monitoring implementation and reconciliation of stock levels against requirements	Establish and evaluate current and future supply requirements	Plan and reconcile inventory and materials requirements and capacity.	Research and analyse competitor strategies
	Contribute to and implement  inventory changes	Define and establish production schedules, capacities, and delivery requirements	Determine the target market
	Maintain stock records and identify and reconcile discrepancies.	Capture and forecast demand and manage materials requirements	Apply financial practices
	Controlling of stock records	Determine inventory service levels.	Propose a product range for resale
	Determine planning, inventory and materials requirements and capacity control, delivery requirements and production schedules.		Determine selling prices of merchandise for re-sale
			Allocate stock to stores
		Personnel management related functions such as recruitment, development, and work /task planning.

The European Institute or Purchasing Management identifies the following main competence focus areas as included in the Certified, Advanced Purchasing Courses on entry and intermediate level:

• The role of purchasing in the organisation
• Roles and function of key role-players
• Methodologies to diagnose a purchasing portfolio
• Market information and analysis to support purchasing decisions
• Purchasing strategies
• Functional definition of requirements (structured client base needs analysis)
• Costing and pricing
• Consolidation of needs and suppliers
• Supplier identification, assessment and supplier appointment
• Supplier development and relationship management
• Negotiation processes and techniques
• Contract development
• Management of a purchase portfolio
• Purchasing best practices

The focus is predominantly on shorter learning interventions rather than a full qualification approach as focus areas for learning is provided in three week theoretical focus periods with workplace application requirements. The evaluation did however confirm good international alignment for the National Certificate Wholesale and Retail Buying Planning NQF Level 5. A management level is also identified but was not included in the comparison for obvious reasons.

The American Purchasing society certificates against three qualifications namely:

• The Foundational Associate Purchaser Qualification.
• The Certified Purchasing Professional Qualification.
• The Certified Professional Purchasing Manager Qualification.

Each lower level qualification becomes the entry level requirement for the next qualification.  The first two levels provided excellent opportunities for comparison in terms of content alignment.

The Foundational and Purchasing Professional qualification provided relevant information to enable international comparison and supports the content and approach followed in the South African qualification as a similar skills and competence focus is clearly identifiable in terms of:

• Understanding of the buying / purchasing function.
• Integrated supply chain management focus.
• Cost management and pricing skills.
• Negotiation skills.
• Need assessment.
• Market analysis.
• Supplier selection and performance management.
• Ethical conduct.
• Basic Legislative framework.

A lot of emphasis is however placed on contracting – an area not presently incorporated in the NC Wholesale and Retail Buying Planning NQF Level 5 qualification. The drafting and maintaining of contractual agreements again is possibly to be pitched on managerial level – enabling future progression in the South African context. 

Other comparisons
Difficulties were experienced for comparison to additional qualifications in SADEC countries and accessing of most training institutions on the African continent via the website: www.allyoucanlearn.com/dir/Universities/Africa.  In various instances websites could not be accessed and in other instances English was not available for comparison. Regrettably no useful specific qualifications in the area of Buying or Purchasing within a Wholesale and Retail context were found via searches conducted for the listed African vocational colleges.

National Certificate: Generic Management NQF5 (See page 46 of this brochure)

International Comparability

This National Certificate: Generic Management qualification at NQF Level 5 is primarily about managing junior managers in a business unit. The qualification broadly addresses a broad range of competencies including monitoring and measuring the performance of junior managers, leading and managing a team, and enhancing the development of teams and team members. Hence, the focus of this qualification is on showing leadership in the management of people.

This qualification is comparability to a variety of management qualifications. In many countries the universities that offer management courses have a first degree as an entry level qualification, with the possibility of the learner, in many cases, being able to pursue a Masters in Business Administration. This Generic Management qualification is a certificate an hence limited in terms of the extent of the competencies it can offer as compared to many degree offerings in management. However, the qualification compares favourably with what many universities and colleges call Executive Development Programmes. These constitute a series of high level short courses, designed to meet the needs of the individual who will be managing junior managers.

United Kingdom:

The School of Management of Cranfield University in the United Kingdom offers a series of two to three week intensive short courses that cover a number of competencies offered by this qualification. The Developing General Management Potential programme is designed to accelerate the early development of promising managerial careers and allows a manager to develop his/her visibility, credibility and maturity. The manager will make a wider business contribution through personal development and the acquisition of managerial knowledge. The programme has an unconventional design with a strong personal development focus. Managerial knowledge is translated into action through a powerful development process emphasising personal contribution, style and impact.

The programme challenges the manager to:

• Realise her/his own organisational leadership capability and influence.
• Add managerial value without formal authority and power.

Some of the specific competencies that a learner will acquire during the course are:

• Make the transition from an operational into a managerial role.
• Develop a wider perspective on management and business.
• Become better informed about management thinking.
• Understand the politics and social dynamics of organisations.
• Challenge the status quo in constructive ways.
• Differentiate between good and bad managerial practice.
• Creating change through pockets of good practice.

Some of the specific areas of focus that overlap with this qualification are:

• Developing managerial potential: Understanding managerial roles distinguishing between managerial and operational contributions assessing and developing individual management style and impact.
  
  
• Organisational culture and change: Exploring how different ways of thinking affect managerial contribution determining the role of individual managers in organisational change creating change through pockets of good practice.
  
  
• Leadership and teamwork: Understanding the roles of leadership and management applying the concept of leadership at all levels understanding how to develop as a leader from within the organisation, appraising the use of teams in organisations exploring the role of the individual in teams.
  
  
• Finance and management accounting: Understanding and using financial information ratio analysis managing the budgetary process investment appraisal interpreting corporate finance issues.
  
  
• Operations management: Defining the role of manufacturing and service operations managing the relationship between operations and marketing management improving operational processes.
  
  
• Strategic management of people: Identifying strategic people processes and the implications for design and implementation examining the role and relevance of the HR function in the strategic management of people.

Cranfield University also offers a series of short courses under `leadership`, which covers most of the leadership and people management competencies of this qualification. The course explores the many diverse issues that need to be addressed so that the manager can be an effective and successful leader. The personal awareness programmes assist one in understanding own leadership style, drivers, successes and the challenges one faces.

The management development programmes stimulate the learner to think about his/her contribution as a strategic leader. In addition the course assists the learner to lead and influence teams, lead through change and understand organisational politics to aid her/his your leadership contribution.

Some of the short courses that constitute the Leadership module are:

• High Performance Leadership (duration 10 days full-time):
  > It provides a unique, sustainable pathway to high performance and also provides a vision and motivation for others.
  
  
• The Director as Strategic Leader (duration 5 days full-time):
  > It addresses the question of an effective leader by understanding strategic leadership and one`s role in the process.
  

The university also runs a series of short courses on strategy which is a useful comparison for the competencies in this qualification.

Ashridge Business School in the United Kingdom has a 5-day leadership programme called the Ashridge Leadership Process Fact File. It is a blend of small group development activities and one-to-one leadership coaching and delivers real impact and lasting change for the learner and her/his organisation.  

Some of the specific competencies that a learner will acquire during the course are:

• Different leadership styles and an action plan to help apply them to the workplace.
• Enhanced self awareness and confidence to meet the challenges of leadership and increased responsibility.
• More effective thinking skills. .
• New personal and organisational visions and goals.
• Techniques for leading high performance teams.
• Invaluable insights into lifestyle planning.
• Creating change through pockets of good practice.

Ashridge also runs another programme that covers the key competencies of managing relationships. The course is entitled `Interpersonal skills for managing relationships`.

Leaders and executives in contemporary society are increasingly recognising that in addition to their technical and professional capability, their ability to establish, develop and create effective and lasting relationships is critical to long-term business success. This programme focuses on key communication, interpersonal and social skills-in today`s parlance known as `emotional intelligence`.

Communication, intrapersonal awareness and interpersonal skills are the bedrock for success in relationship management. This programme will help the learner understand own communication and interpersonal style and skills, and will enable her/him to raise their self-awareness and confidence for managing relationships at work more effectively.

This practical and experiential workshop is designed to introduce the learner to a range of skills, techniques and approaches that will ensure effective communication. It will give her/him an opportunity to practise the acquired communication and interpersonal skills in a range of typical work related situations.

Some of the specific areas of focus that overlap with this qualification are:

• Increase confidence and impact.
  
• Understand the importance of impression management, impact and perception in managing relationships.
  
• Gain greater awareness of own communication style and approach.
  
• Learn the different tools, techniques and approaches to draw upon when working with others.
  
• Develop the skills to communicate more effectively in a wide range of situations. Improve ability to make relationships work.
  
• Develop skills to help one understand one`s colleagues better.
• Enhance own performance in relationship management.
• Practise the skills and get feedback in a variety of real-life situations.

Insead, which has campuses in Europe (Paris) and Singapore, offers several management programmes of a short duration. The following is a brief comparison of their programmes. They offer an Advanced Management Programme, an International Executive Programme and a Management Acceleration Programme. From the description of the programmes it would seem that some of the competencies of the National Certificate: Generic Management (NQF Level 5) are similar to those in the Management Acceleration Programme, with the International Executive Programme reflecting more or less the competencies of the NQF Level 6 in Generic Management, a qualification currently under construction.

The Management Acceleration Programme (MAP) is for those who are in their early stages of their careers as managers, with approximately five years of work experience. The programme is to help high-potential executives and future leaders move up the chain of authority and responsibility.

Acting as a navigation tool for early career high-potential executives, MAP equips them with a general management perspective. It broadens their general business knowledge, deepens competence in key functional disciplines and expands leadership skills through coaching. Framed by the crucial concept of value-based management, participants learn how to create-and capture-value while forging a community with international like-minded high potentials.

Key benefits:

• Acquire a thorough knowledge of all the major management disciplines, leading to greater awareness of how the organisation operates and resulting in better decision-making skills.
  
• Test newly-learned skills by "running the business" in a real-life simulation.
  
• Increase and accelerate career potential while broadening perspectives to take on greater responsibilities in the future.
  
• Build their competences in managing and leading people and strategy.
  

Insead also offers a number of Leadership Programmes whose competencies are reflected in the National Certificate: Generic Management at NQF Level 5. Some of the components of the Leadership Programme are:

• Consulting and Coaching for Change-Creating reflective change agents. The purpose is to build the psychoanalytical dimension into organisational change initiatives or coaching and gain new approaches to resolving issues of human behaviour.
  
  
• The Leadership Transition: Becoming a leader is within your reach. The purpose is to personalise leadership style to influence and inspire those one leads as a senior manager.
  
  
• Leadership for Creativity: Build high performance organisations. The purpose is to address the challenges senior leaders face and to understand the importance of emotional intelligence, creativity and innovation to successful leadership.
  
  
• Learning to Lead: The transition from "Doing" to "Getting it done" through others. The purpose is to develop people skills and learn how to manage your own team of subordinates as you progress from an individual contributor to a new manager.
  

Below is an expansion of just two of several Leadership short courses:

Leadership for creativity:

• Any senior executive wanting to create or manage an effective organisation needs to understand the dynamics of leadership, creativity, teams, and organisational culture. The understanding of individual psychology, creative process, group dynamics and the social and environmental context in which organisations are operating is more relevant than ever before given the increased pace of change in our global world.

Key benefits:

• Understand the importance of emotional intelligence and what makes for successful leadership in a global world.
  
• Manage for creativity and innovation.
  
• Create high performance teams and high performance organisations 4 day.

Leadership in Transformation:

• The transition from being a great individual contributor to being a leader of other individual contributors is one of the most important and challenging steps in one`s career.

This leadership development programme is designed to help participants understand the nature of this transition and develop the people skills that are often the difference between longer term career success and failure.

It is specifically relevant for the new managers, preparing them before they take on the new roles or assisting them very soon after they take up the challenge.

Key benefits:

• Gain clear insights into personal people management skills.
  
• Build frameworks for motivating people and keeping their behavior and performance on track.
  
• Improve capacity for new managers to become effective future leaders.

The Institute of Leadership and Management (ILM), based in the United Kingdom, is Europe`s largest awarding body for leadership and management qualifications. It is also a professional membership body for leaders and managers-providing a wide range of career support services to members.

ILM qualifications are practically based, designed to complement the individual`s role at work. Aligned to the UK`s National Qualifications Framework (NQF), ILM qualifications begin at Level 2 and continue right up to Level 7. Other specialist qualifications cover skills in volunteer management, business start-up, coaching, and personnel management. All ILM qualifications have been accredited by the Qualifications and Curriculum Authority (QCA).

The ILM offers the following Generic Management Qualifications:

• Level 2 Introductory Certificate in Team Leading.
  
• Level 2 Certificate in Team Leading.
  
• Level 3 Introductory Certificate in First Line Management.
  
• Level 3 Certificate in First Line Management.
  
• Level 5 Introductory Diploma in Management.
  
• Level 5 (new NQF) Diploma in Management.
• Level 7 (new NQF) Introductory Executive Diploma in Management.
• Level 7 (new NQF) Executive Diploma in Management

 

The Generic Management at Level 5 approximates to the Level 5 Introductory Diploma in Management.

The ILM Level 5 (new NQF) Diploma in Management qualifications are for those people who are likely to be either practising or aspiring middle managers, particularly those who are already in post but have had little or no formal training. They may work in factories and offices, in hospitals, in call centres, on building sites, in leisure centres, in the armed services and in the voluntary sector. Wherever people and resources are employed, middle managers with an ILM Level 5 (new NQF) Diploma qualification ensure that they are employed effectively.

Both qualifications are designed to improve performance in the organisation through their strong focus on your specific job role. These highly practical programmes can generate significant payback for the employer in terms of cost savings and quality improvements in the workplace. They may also have internal short training sessions in the organisation which can be incorporated into the programme structure.

Australia:

Monash University in Australia has a similar programme called Executive Certificate in Management. This course has been designed for experienced managers without a first degree to enable them to obtain an introductory qualification in management. The course content focuses on an appreciation of the management role and the crucial contribution that managers make to organisational effectiveness. The course examines major theories and concepts concerning the behaviour and performance of individuals and groups in organisations. Moreover, it explores the importance of self-awareness, learning and learning styles, self-management and specific managerial competencies.

Course structure:

• Students must complete two core units (12 points):
  > Managing people and organisations.
  > Managerial effectiveness.
  
• Students must complete two elective units (12 points) from 9000-level units taught by the Department of Management.

India:

The Indian School of Business (ISB), one of the top performing business schools in the world, like most other providers does not have structured certificates or diplomas like those in South Africa, in management. Their minimal qualification is a undergraduate degree. However, like most of these institutions the Centre for Executive Education at the ISB provides a range of short courses for managers who are already employed but who wish to move up the management chain. These short courses take place all the time. There is no indication if these short courses are part of a structured programme. The courses do revolve around, inter alia, Strategic Thinking, Leadership Skills, Marketing Strategies and Strategic Talent Management.

Uganda:

In a similar vein, Makerere University in Uganda offers Executive Development Programmes for the public. The Division exists to develop and equip participants from different organisations with creative and imaginative skills to attack business challenges in the environment and enable organisations to take on competition. The Division conducts Off-the-Shelf,Tailor Made (In-house) training programmes, Research and Consultancy Extension services that are intended to enhance skills and improve business performance.

Off-the-shelf training programmes include the following. There is no indication that these are part of a structured programme. Only those aspects that resonate with the competencies in the National Certificate: Generic Management at NQF Level 5 have been selected:

• Managing the Operations of Micro-Finance Institutions.
  
• Capital Markets Operations.
• Commercial Bank Portfolio Management.
• Financial Management.
• Managing Budgets.
• Marketing for Financial Institutions.
• Corporate Governance.
• Re-engineering the Organisation.
• Change Management.
• The Legal Business Concept.
• Market & Marketing Research.
• Effective Management of Retail Businesses.
• Focus on Management for Young Executives.
• Effective Communication & Negotiation Skills.
• Effective Human Resource Management.
• Customer Care Service.
• Effective Management Skills.
• Effective Leadership Skills for Senior Executives.
• Training of Trainers.
• Results Oriented Management.
• Strategic Planning & Management.
• Project Planning & Management.
• Performance Appraisal.

However, Makerere University also offers certificates and diplomas - similar to the ones in South Africa - in the Faculty of Management. Details of two programmes-the Certificate and Diploma in Business Administration - are available and these qualifications resemble the South African versions in the sense that the certificate is over a one-year period and the diploma over a two-year period. The Faculty of Management offers the following qualifications related to generic management:

• Diploma in Human Resource Management.
  
• Diploma in Entrepreneurship and Small Business Management.
• Diploma in Local Government Administration Management.
• Diploma in Local Government Finance Management.

It would seem from the website of the University of Ghana that the minimum qualification at its Business School is a degree. Thereafter the graduate can pursue higher qualifications in management.

In conclusion, most universities investigated in the course of this exercise do not offer certificates and diplomas in the field of management-their minimum is a first degree. However, some universities do offer certificates and diplomas. In terms of management qualifications, there also seems to be a focus on the Masters in Business Administration and the first degree is seen as a stepping stone towards that qualification. In any case, many of the universities offer Executive Development Programmes for those who are already employed - and this qualification is targeting mainly that category. Seen from that point of view this qualification has much more content and structure than all the others that formed part of this study. This qualification brings together most of the applied competencies in the field of management in a very structured way and paves the way for the generation of many elective streams.

 

Further Education and Training Certificate: Occupationally-Directed Education, Training and Development Practices NQF4 (See page 49 of this brochure)

International Comparability

International qualifications were examined to ensure that the qualification structure and unit standards proposed are comparable in terms of level, scope of qualifications and competencies covered. Qualifications and/or programmes from the United Kingdom, United States of America, Australia and New Zealand were selected based on proven best practice within the field of Education and Training. The findings regarding comparisons within each country are as follows:

United Kingdom: The FETC ODETD matches very closely in terms of qualification purpose, structure and outcomes with the Institute of Training and Occupational Learning (ITOL) Certificate in Training and Occupational Learning; CPID Certificate in Training Practice; St Martins College Certificate in Development Training and the City and Guilds International Awards NVQ Levels 1-4 news approved Learning and Development Units (EMPTNTO). Further favourable comparisons were found in terms of NVQ Levels 3 in Training and Development awards; Training Award (D32); Deliverer Award; Assessor Award (D32, D33); NVQ Level 4 in Training and Development awards: Human Resource Development; International Teaching and Training Awards (IVQ) Levels 1-2. The FET ODETD compared very well with the structure of the new NVQ Learning and Development Standards as follows:

• Learning and Development
• Direct Training and Support
• Management of Learning and Development Provision
• Co-ordination of Learning and Development Provision

United States of America: The FETC ODETD compares favourably in terms of purpose, entry level and outcomes with the ASTD (American Society for Training and Development) Training Certificate Programme.

Australia: The FETC ODETD has a very close match in terms of the key roles and levels with the Southern Cross University Graduate Certificate of Vocational Education and Training and the AQF Certificate IV in Assessment and Workplace Training.

New Zealand: Comparisons against the Christchurch College of Education Certificate in Adult Literacy Tuition and the NZQA National Certificate in Adult Education and Training (Level 4) revealed that the New Zealand counterparts are at a slightly higher level than the FETC ODETD but cover the same key roles and competencies.

Summary concerning comparability:
The FETC ODETD compares favourably with a wide selection of international qualifications as identified above. Where outcomes or competencies are identified within the international qualifications, they are generally quite comparable to the South African qualifications in terms of levels and range of competencies covered.

National Certificate: Occupationally Directed Education, Training and Development Practices (NQF5) (See page 53 of this brochure)

International Comparability

International qualifications were examined to ensure that the qualification structure and unit standards in the ND ODETD L5 are comparable in terms of level, scope and competencies covered. Qualifications and/or programmes from a West African training provider, Singapore, the United Kingdom, United States of America, Australia and New Zealand were selected based on proven best practice within the field of Education and Training. The findings regarding comparisons are as follows:

West Africa:
The NC ODETD L5 compares most favourably with a West African Train the Trainer programme, run by a training provider called AMWA. The key exit level outcomes and associated unit standards correlate well with the West African counterparts as revealed below. The duplication of certain outcomes against the SA qualification is due to the fact that in the SA qualification separates out assessment and evaluation whereas in the West African certificate they are combined. The West African Certificate does not address the competencies related to learner support as covered by the NC ODETD L5.

NC ODETD L5:

• Design and develop learning programmes and processes
• AMWA – West Africa Training of Trainers Certificate:
• Assess training needs
• Set training aims and objectives
• Structure, plan and budget for a training program
• Plan the course content

NC ODETD L5:

• Facilitate and evaluate learning
• AMWA – West Africa Training of Trainers Certificate:
• Apply an understanding of the adult learning process and group dynamics
• Understand the role and task of the trainer
• Demonstrate knowledge of different training techniques and training aids
• Understand and use various methods of evaluation and be able to assess learning

NC ODETD L5:

• Engage in and promote assessment practices
• AMWA – West Africa Training of Trainers Certificate:
• Understand and use various methods of evaluation and be able to assess learning

United Kingdom:
The NC ODETD L5 matches very closely in terms of qualification purpose, structure and outcomes with the City and Guilds NVQ Level 5 in Training and Development (Master Professional Diploma), with particular reference to the structure of the new NVQ Learning and Development Standards as follows:

• Learning and Development
• Direct Training and Support
• Management of Learning and Development Provision
• Co-ordination of Learning and Development Provision

Singapore:
The NC ODETD L5 compares favourably in terms of purpose and outcomes with the Singapore Training and Development Association Advanced Certificate in Training and Assessment.  The correlation is very close in terms of the design, development, facilitation and assessment outcomes.

United States of America:
The NC ODETD L5 compares favourably in terms of purpose, entry level and outcomes with the ASTD (American Society for Training and Development) Training Certificate Programme. In the table below the comparison between the ASTD (USA) certificate and the NC ODETD L5 outcomes are compared. Other than the first outcome, (which although not mentioned in the ASTD training outcomes, ASTD clearly stated “this is a complete workshop for designing outcomes-based training”), the outcomes are comparable throughout, with close alignment to outcomes such as evaluation and assessment, and design and development. Whilst assessment is covered in NC ODETD L5, only evaluation is covered by the Training Certificate Programme for ASTD. Just recently, however, ASTD have introduced an assessor training programme, which covers all aspects of assessment.

NC ODETD L5:

• Provide learner support to learners and organizations
• ASTD Training Certificate Programme:
• Manage the learning environment and participants
• Manage and encourage participants of all backgrounds and learning styles, understand who is learning, and how to address challenging participants
• Prepare properly for your training session and prepare participants to foster learning.

NC ODETD L5:

• Design and develop learning programmes and processes
• ASTD Training Certificate Programme:
• Prepare effectively for a learner focused training delivery and transfer of learning to the workplace
• Understand different adult learning styles
• Understand learner-focused solutions and how to align solutions with course objectives

NC ODETD L5:

• Facilitate and evaluate learning
• ASTD Training Certificate Programme:
• Use multiple evaluation techniques
• Present and facilitate a training program including the use of audio visuals and handouts
• Evaluate using various methods and at different levels

NC ODETD L5:

• Engage in and promote assessment practices
• ASTD Training Certificate Programme:
• N/A

NC ODETD L5:

• Provide learning support to learners and organizations
• ASTD Training Certificate Programme:
• N/A

NC ODETD L5:
Conduct skills development facilitation

• ASTD Training Certificate Programme:
• N/A

Australia:
The NC ODETD L5 has a very close match in terms of the key roles and levels with the Southern Cross University Graduate Diploma of Vocational Education and Training.

Comparisons against the Christchurch College of Education Certificate in Adult Teaching, certain key modules of the Victoria University of Wellington Diploma in Education and Professional Development and the NZQA National Certificate in Adult Education and Training (Level 4).

Summary concerning comparability:
The NC ODETD L5 compares favourably with a wide selection of international qualifications as identified above, providing a mix of mandatory and optional units that enable candidates to tailor the qualifications to their particular role. Where outcomes or competencies are identified within the international qualifications, they are generally comparable to the South African qualifications in terms of levels and range of competencies covered.

National Diploma: Occupational Directed Education Training & Development Practices NQF5 (See page 57 of this brochure)

International Comparability

International qualifications were examined to ensure that the qualification structure and unit standards in the National Diploma: Occupationally-Directed Education, Training and Development Level 5 compares favourably in terms of level, scope and competencies covered. Qualifications and/or programmes from Singapore, the United Kingdom, United States of America, Australia and New Zealand were selected based on proven best practice within the field of Education and Training. The findings regarding comparisons are as follows:

• Singapore

The National Diploma: Occupationally Directed Education, Training and Development Level 5 compares favourably in terms of purpose and outcomes with the University of Melbourne, Asia Graduate Certificate and Diploma in Training and Development and the Singapore Training and Development Association Professional Diploma in Training and Development. The correlation is very close in terms of the design, development, facilitation and assessment outcomes.


• United Kingdom :

There is a close correlation between the National Diploma: Occupationally Directed Education, Training and Development Level 5 and the University of Leicester Diploma in Training and Development, Civil Service College Advanced Diploma in Training and Development.


• United States of America :

The National Diploma: Occupationally Directed Education, Training and Development Level 5 compares favourably in terms of purpose, entry level and outcomes with the Texas A&M University Corpus Christi Graduate Courses in Occupational Training and Development and the ASTD Learning Certificate Programme. (The term ‘certificate’, appears to be at the level of the SA Diploma). For the first time in the ASTD qualification, we see assessment being introduced at this level. Greater emphasis is placed on best practice at this level within the ASTD qualification, whereas it is only dealt with at Level 6 in the SA qualification. There is far greater emphasis on learner support and assisting learners to manage their learning experiences in the SA qualification than there is in the ASTD qualification. SA is more aligned in this regard with the City and Guilds International Diploma in Training and Teaching. ASTD merely focuses on learner styles and how the different styles of learning need to be considered in instructional design. No emphasis is placed on defining standards and qualifications in the ASTD qualification. An outline of comparability is given below:


• National Diploma: Occupationally Directed Education, Training and Development Level 5 :
• Demonstrate understanding of outcomes based ETD, human rights and democracy.
• ASTD Learning Certificate Programme:
• Understand the best practices in needs assessment methodologies and learning needs identification, adult learning theory, learning design theory, learning technologies, learning information systems, and marketplace resources (note: programme stated outcomes based ETD).
• National Diploma: Occupationally Directed Education, Training and Development Level 5:
• Provide learner support to learners and organizations.
• ASTD Learning Certificate Programme:
• Prepare effectively for a learner-focused training delivery and transfer of the learning to the workplace.
• National Diploma: Occupationally Directed Education, Training and Development Level 5:
• Design and develop learning programmes and processes.
• ASTD Learning Certificate Programme:
• Create a design document and a complete lesson package including participant guide, instructor guide and other necessary materials.
• National Diploma: Occupationally Directed Education, Training and Development Level 5:
• Facilitate and evaluate learning.
• ASTD Learning Certificate Programme:
• Measure and evaluate learning solutions and other interventions.
• National Diploma: Occupationally Directed Education, Training and Development Level 5:
• Engage in and promote assessment practices.
• ASTD Learning Certificate Programme:
• Identify and describe the various types of assessments.
• National Diploma: Occupationally Directed Education, Training and Development Level 5:
• Conduct skills development facilitation.
• ASTD Learning Certificate Programme:
• Measure and evaluate learning solutions and other interventions.
• National Diploma: Occupationally Directed Education, Training and Development Level 5:
• Manage and administer ETD.
• ASTD Learning Certificate Programme:
• Understand the current and evolving role of the learning manager in challenging environments.
• National Diploma: Occupationally Directed Education, Training and Development Level 5:
• Define and evaluate standards and qualifications.
• ASTD Learning Certificate Programme:
• N/A.
• National Diploma: Occupationally Directed Education, Training and Development Level 5:
• Engage in general management objectives.
• ASTD Learning Certificate Programme:
• Establish a vision by creating a compelling picture of how the learning function improves business performance and enables execution of organisational strategy and partner with business leaders to advocate improving performance through learning.
• Estabish strategies; develop long-range learning, development and human performance initiatives to implement the vision; understand what drives business and how the learning function can best add value.
• Run the learning function like a business by converting strategies into action plans reconciled with real-life constraints, develop and monitor budgets and understand staffing and resource deployment.

The National Diploma: Occupationally Directed Education, Training and Development Level 5 is very well matched to the USA qualification by the International Board of Standards for Training and Instruction except once again the area of learner support. This USA qualification also does not make mention of outcomes based training and merely speaks of “current theory”. No mention is made in the US qualification on standards and qualifications. In this qualification assessment is included. The standards are well aligned in terms of design, delivery, evaluation and assessment. A comparison of key outcomes is given below:

• National Diploma: Occupationally Directed Education, Training and Development Level 5
• Provide learner support to learners and organizations.
• Internal Board of Standards for Training and Instruction:
• Respond appropriately to learners’ needs for clarification or feedback.
• National Diploma: Occupationally Directed Education, Training and Development Level 5
• Design and develop learning programmes and processes.
• Internal Board of Standards for Training and Instruction:
• Identify and describe target population characteristics.
• Design a curriculum or programme.
• Apply current research and theory to the practice of instructional design.
• National Diploma: Occupationally Directed Education, Training and Development Level 5
• Facilitate and evaluate learning.
• Internal Board of Standards for Training and Instruction:
• Demonstrate effective facilitation skills.
• Prepare for instruction.
• Evaluate instructional effectiveness.
• Evaluate and assess instruction and its impact.
• National Diploma: Occupationally Directed Education, Training and Development Level 5
• Engage in and promote assessment practices.
• Internal Board of Standards for Training and Instruction
• Assess learning and performance.
• National Diploma: Occupationally Directed Education, Training and Development Level 5
• Conduct skills development facilitation.
• Manage and administer ETD.
• Internal Board of Standards for Training and Instruction:
• Manage an environment that fosters learning and performance.
• Develop and monitor a strategic training plan.
• Apply management skills to the training function.
• Report on evaluation information.
• Maintain networks to advocate for and support the training function
• Update and improve professional and business knowledge, skills and attitudes.
• National Diploma: Occupationally Directed Education, Training and Development Level 5
• Define and evaluate standards and qualifications.
• Internal Board of Standards for Training and Instruction:
• N/A
• National Diploma: Occupationally Directed Education, Training and Development Level 5
• Engage in general management objectives.
• Internal Board of Standards for Training and Instruction:
• Apply leadership skills to the training function.
• Apply management skills to the training function.
• Apply business skills to the training function.
• Implement knowledge management solutions.
• Australia

The National Diploma: Occupationally Directed Education, Training and Development Level 5 has a very close match in terms of the key roles and levels with the AQF Diploma of Training and Assessment Systems.

• New Zealand

Comparisons against the Christchurch College of Education Diploma in Adult Teaching and Learning and the NZQA National Certificate in Adult Education and Training (Level 5).

• Summary concerning comparability:

The National Diploma: Occupationally Directed Education, Training and Development Level 5 compares favourably with a wide selection of international qualifications as identified above, providing a mix of mandatory and optional units that enable candidates to tailor the qualifications to their particular role. Where outcomes or competencies are identified within the international qualifications, they are generally comparable to the South African qualifications in terms of levels and range of competencies covered.

National Certificate: Occupationally Directed Education, Training & Development Practices NQF6 (See page 62 of this brochure)

International Comparability

Qualifications and/or programmes from Singapore, the United Kingdom, United States of America, Australia and New Zealand were compared based on proven best practice within the field of Education and Training. The findings regarding comparisons are as follows:

Singapore: The NC: ODETDP, Level 6 was compared to the Singapore Training and Development Association Master of Education and Training. Although some components of the Singapore qualification are at a higher level, particularly the research components, the key roles and competencies of ETD practitioners are comparable.

USA: The NC: ODETDP, Level 6 was compared to the Texas University Corpus Christi MSc Occupational Training and Development. As with the Singaporean qualification, some components are at a higher level, particularly the research components, but the key roles and competencies of ETD practitioners compare favourably. The NC: ODETDP, Level 6 compares most favourably however with Graduate certificates.

Australia: A close correlation was found between the NC: ODETDP, Level 6 and the Southern Cross University Graduate Diploma in HR and Organisational Development, and the University of New England School of Professional Development and Leadership`s Bachelor of Adult Education, with similar entry requirements and similarities in the curriculum:

• Introduction to Adult Education and Training.
  
• Adult Learning.
  
• Teaching and Training Adults.
  
• Program Planning in AE and T.
  
• Portfolio Assessment in AWL.
  
• Learning in Social Movements.
  

United Kingdom: There is a close match between the roles and competencies identified in the NC: ODETDP, Level 6 the Salford University Post Graduate Certificate in People and Organisational Development, the University of Wales, Newport Certificate: Post Compulsory Education and Training.

New Zealand: A search for comparable NZ qualifications suggested that there is a reasonably close match with the NZQA National Certificate in Adult Education and Training (Level 5).

Summary of findings: There are a significant number of international qualifications at graduate or post graduate level that compare very closely in purpose and content with the NC: ODETDP, Level 6. The comparisons confirm the need for a qualification that is pitched at a high level, but without the need to commit to extended studies of the degree type.

FET Certificate: Human Resources Management and Practices Support NQF4 (See page 26 of this brochure)

International Comparability

This qualification and the component unit standards have been compared with similar qualifications from the following countries:

• New Zealand
• Scotland
• Australia

In addition, the abilities described in the unit standards have also been compared with the findings of the research commissioned by the World Federation of Personnel Management Associations (WFPMA) as contained in the report by Chris Brewster, Elaine Farndale and Jos van Ommeren, HR Competencies and Professional Standards (Cranfield University, June 2000).

In general this qualification and its component unit standards compare well with their international counterparts. The only major differences are in formatting and scope of coverage or focus. The qualification found to be the most comparable to this one is Scottish Vocational Qualification (SQV) No. G478, Personnel Support Level 3, albeit that SQV Level 3 seems to be more comparable to the South African NQF Level 5 and that the SQV qualification is consequently at a somewhat higher level. The differences in the NVQ and NQF level structures make direct equation difficult.

Diploma: Human Resources Management and Practices NQF5 (See page 29 of this brochure)

International Comparability

This qualification and the component unit standards have been compared with similar qualifications from the following countries:

• New Zealand
• Scotland
• Australia

In addition, the abilities described in the unit standards have also been compared with the findings of the research commissioned by the World Federation of Personnel Management Associations (WFPMA) as contained in the report by Chris Brewster, Elaine Farndale and Jos van Ommeren, HR Competencies and Professional Standards (Cranfield University, June 2000).

In general this qualification and its component unit standards compare well with their international counterparts. The only major differences are in formatting and scope of coverage or focus. The qualification found to be the most comparable to this one is Scottish Vocational Qualification (SQV) No. G478, Personnel Support Level 3. The differences in the NVQ and NQF level structures make direct equation difficult

FET Certificate: New Venture Creation NQF4 (See page 10 of this brochure)

International Comparability

Best Practice:

The following countries were selected for the International Comparability due to the fact that their programmes, like the Further Education and Training Certificate: New Venture Creation, are programmes that are mostly presented by organisations responsible for new business development, new venture creation or entrepreneur development. These countries are Seychelles, Bulgaria, Slovinia, India, Thailand and Uganda.

Seychelles:
The Seychelles Industrial Development Corporation has within it the Small and Medium Business Bureau which primary looks after the interests of Small and Medium Business as well as providing training opportunities for entrepreneurs. The basic entrepreneur programme consists of the following modules:

•  Tax and Finances.

•  Insurance and Risk.

•  General Business Issues: Business Structure, Superannuation, Debt Recovery/Unpaid Invoices.

•  Self Promotion/Marketing.

Findings:

The Further Education and Training Certificate: New Venture Creation compares favourably to the training opportunity presented by the Small and Medium Business Bureau except that the Further Education and Training Certificate: New Venture Creation offers empowerement in a lot more of the softer skills such as management and leadership.

Bulgaria:

In Bulgaria the Bulgarian Association for Management Development and Entrepreneurship has as one of its core functions the unifying of the best training institutions in Bulgaria and the promotion of certified training programmes of its members. Among one of the certified training programmes is the programmme for New Business Developers. This programme deals with the following aspects:

•  Marketing.

•  Finance.

•  Operations.

•  Human resources.

•  Selling.

•  Pricing.

•  Planning.

•  Strategy development.

•  Purchasing.

•  Producing.

•  Record-keeping.

•  Business administration.

•  Risk-taking.

•  Decision-making.

•  Coping with uncertainty.

•  Problem-solving.

•  Communication.

•  Negotiation.

•  Leadership.

Findings:

The Further Education and Training Certificate: New Venture Creation compares very favourably to the Bulgarian Association for Management Development and Entrepreneurship New Business Developers programme in terms of content.

Slovinia:

The International Center for Promotion of Enterprises (ICPE) is an international intergovernmental organisation with Slovenia and India as its leading members and is mandated to promote and support enterprise development in the developing and transitional economies with a view to fostering their economic development in the regional and global context. The Center presents a programme in small enterprise development for the entrepreneur which is based on the following aspects:

•  Business and legal requirements.

•  Financial planning and management.

•  Promoting of your business.

•  Managing people.

Findings:

The Further Education and Training Certificate: New Venture Creation compares favourably to the Slovenian International Center for Promotion of Enterprises programme in small enterprise development for the entrepreneur.

India:

The Entrepreneurship Development Institute of India is an organisation commited to promoting entrepreneurship through education, development and training. It offers a basic programme for entrepreneurs which contains the following aspects:

•  Skills and behavioural training: Entrepreneurial motivation and competencies, problem-solving, counselling and communication.

•  Resource building: Procedures and formalities in setting up new enterprises, incentives and benefits for entrepreneurs.

•  Business opportunity identification.

•  Business profile preparation, business plan formulation and assessing the viability of a business plan.

•  Small business management.

•  Business crisis.

Findings:

The Further Education and Training Certificate: New Venture Creation compares favourably to the Entrepreneurship Development Institute of India's programme for entrepreneurs.

Thailand:

Thailand's Institute for Small to Medium Enterprise Development courses are focused on direct target groups to facilitate and match the requirement of Small to Medium Enterprises. Small to Medium Enterprises entrepreneurs can select to attend the proper training course which fit their need, either a short, intermediate, or a longer training modules. Training courses are provided in various modules. These models are:

•  General management - marketing, production, finance, human resource, accounts and taxation.

•  Small business management.

•  Specific business knowledge.

•  Business instruments- business plan, art of communication, etc.

•  New entrepreneurs creation.

Findings:

The Further Education and Training Certificate: New Venture Creation compares favourably to the sum of Thailand's Institute for Small to Medium Enterprise Development models for Small to Medium Enterprises Development.

Uganda:

In Uganda the Management Training and Advisory Centre in Kampala was established to among other things promote industrial and enterprise development. The Center offers training for entrepreneurs which includes subjects such as:

•  Establishing business & legal requirements.

•  Undertaking financial planning.

•  Promoting the business.

•  Undertaking business planning.

•  Managing finances.

•  Managing a small team.

•  Establishing business networks.

•  Customer service.

•  Monitoring a safe workplace.

•  Maintaining financial records.

Findings:

The Further Education and Training Certificate: New Venture Creation compares favourably to the Ugandan Management Training and Advisory Centre training programme for entrepreneurs.

Summary:

Of the above programmes and courses all of them compare very favorably to the Further Education and Training Certificate: New Venture Creation, especially in terms of content. It would appear that all these programmes and courses approach is to empower persons in order to start, operate, manage and grow small to medium new business ventures.

Further Education and Training Certificate: Generic Management (NQF4) (See page 14 of this brochure)

International Comparibility

The Bologna Process

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

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

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

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

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

Other International Developments

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

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

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

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

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

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

Conclusion

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

Some detailed practical applications of Generic Qualifications internationally

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

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

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

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

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

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

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

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

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

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

Further Education and Training Certificate: Marketing NQF4 (See page 18 of this brochure)

International Comparability

The United Kingdom and the United States of America are international leaders in Marketing as well as in the academic training and development in the field. The courses compared to this qualification represent a cross section of all available courses and give a clear indication of typical programme content.

United Kingdom:

Charted Institute of Marketing-Professional Certificate in Marketing:

•  The role of Marketing and concept of marketing orientation.

•  Collect, interpret and present information.

•  Apply marketing tools within a given marketing context.

•  Calculate and justify budgets for specific marketing activities.

•  Contribute to the implementation of marketing projects and their monitoring and measurement.

•  Develop relationships inside and outside the organisation to enhance the effectiveness of marketing activities.

•  Apply customer care principles to create positive customer relationships.

Kalta Consulting - Certificate in Marketing:

•  Marketing Fundamentals.

•  Customer Communications.

•  The Marketing Environment.

•  Marketing in Practice.

United States of America:

American Marketing Association - Marketing Courses:

•  Brand Management.

•  Competitive Structure.

•  E-Marketing.

•  Marketing Ethics.

•  Marketing Communications.

•  Marketing Intelligence.

•  Marketing and Society.

•  Marketing Research.

•  New Product Development.

•  Selling and Sales.

Montgomery County Community College - Marketing Courses:

•  Principles of Marketing.

•  Creative Selling.

•  Advertising and Promotions.

•  Retail Merchandising.

•  Co-op Internship Marketing 1.

•  Marketing on the Web.

•  International Marketing.

•  Co-op Internship Marketing 2.

American Association of Advertisers - ANA Marketing Training:

•  Brand Management.

•  Promotions.

•  Advertising.

•  Media Management.

•  Marketing Management.

•  Agency Relations.

•  Marketing Finance.

•  New Product Development.

•  Presentations.

•  Public Relations.

ASIA - (Thailand, Vietnam, Cambodia, Hong Kong, Indonesia, Japan, Singapore, Phillippians and Dubai):

Shangri-La Training - Sales and Marketing Training Programmes:

•  Essential Selling Skills.

•  Negotiating Skills.

•  Strategic Sales Management 1.

•  Sales Leadership.

•  Introduction to Marketing.

Australia:

University Of Technology Sydney - School of Marketing:

•  Marketing:
    > Consumer Behaviour.
    > Business Marketing.
    > International Marketing.
    > Introductory Marketing Research.
    > Advertising and Promotions Management.
    > Marketing of Services.

•  Information Management in Marketing:
    > Introductory Marketing Research.
    > Decision Models in Marketing.
    > Applications of Marketing Research.
    > Quantitative Marketing Analysis.

•  Advertising:
    > Consumer Behaviour.
    > Advertising and Promotions Management.
    > Advertising Research.
    > Introductory Marketing Research.

•  Retailing and Services:
    > Retail Marketing Management Services.
    > Professional Relational Services.
    > Marketing of Services.
    > E-Business Foundations.

Canada:

Canadian Marketing Association - Professional Marketing Certificates:

•  Advertising and Media:
    > Introduction to Strategic Planning Framework.
    > Value Proposition and Branding.
    > Market, Competitive and Consumer Analysis.
    > Advertising Planning.
    > Driving Action for Advertising.
    > Planning and Assessing Media Buys.
    > More about Media.
    > Developing Creative and Managing Execution.
    > Pre and Post Measurement.

•  Direct Marketing Course:
    > Introduction to Direct Marketing and Strategy 1.
    > Strategy 2.
    > A Campaign Overview.
    > Media Options and Opportunities 1.
    > Media Options and Opportunities 2.
    > Targeting, Segmentation, Database and Privacy 1.
    > Targeting, Segmentation, Database and Privacy 2.
    > Offer, Testing and Research.
    > The Creative Process.
    > Creative Application.
    > Math, Measurement, Analysis and Planning.
    > Fulfilment and Telemarketing.

Concusion:

From the analysis it is clear that there is a great deal of synergy between different countries and institutions offering learning on 'Marketing' with some minor differences, related to the fact that the USA and ASIA emphasise Sales in comparison to this Qualification. The SGB for Marketing has registered separate Qualifications which deal exclusively with 'Sales and Sales Processes'.

Further Education and Training Certificate: Business Administration Services NQF4 (See page 22 of this brochure)

International Comparability

Benchmarking was done by comparison to Unit Standards/Outcomes of learning against the Standards for Administration in:

•  Australia

•  New Zealand

•  England

•  Scotland

A direct comparison of the title, specific outcomes, assessment criteria and embedded knowledge was undertaken with those of each country and the best practice points were highlighted and incorporated into each unit standard. However, the points incorporated were written in a South African context.

The qualification that best equates with this qualification is the New Zealand , Certificate 3 in Business (Administration) Code BSA 30197.

Distance Learning Course Fees :

R10980 or US$1925 per learnership

Contact Learnership Course Fees :

On request

Skills Programmes / Study Packages

Some of Edutel Group Clients and Partners

• Shoprite Checkers
• Woolworths
• Builders Warehouse
• Fashion World
• Isett SETA
• FoodBev SETA
• W&R SETA
• Alfred Dunhill
• Olivetti
• Relyant
• ABSA
• Standard Bank
• Foschinis
• Truworths
• CTM
• Expo Liquors
• Botswana Government Service
• Uganda Ministry of Labour, Gender and Social Development
• Game
• Dions
• Galaxy Jewellers
• BP South Africa
• HWSETA
• MQA
• Energy SETAPoslec SETA
• Services SETA
• Topics
• Stern Jewelers
• Exact
• Markhams
• Sportmans Warehouse
• SPAR
• Outdoor Warehouse
• Bathroom Bizarre
• Barney's
• Vodacom
• Various FET Colleges
• Various Government Departments – nationally and internationally
• Applied for registration with Department of Education
• Provisionally accredited with Umalusi
• Applied for accreditation with CHE