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Purpose:The purpose of this qualification is to prepare a learner to operate as an Adult Literacy Teacher.

An Adult Literacy Teacher plans, organises and implements a well-structured programme or a series of learning events; facilitates a learning programme; designs, produces and/or adapts learning materials and additional learning resources (LTSM); produces, implements and evaluates assessment instruments, and profiles learners. The ALT performs all these activities for adult learners at Level 1. The Adult Literacy Teacher may work as an assistant to the Adult Education Teacher.

A qualified learner will be able to:

  • Profile adult learners.
  • Plan, structure, implement and evaluate a learning programme for adult learners.
  • Plan, implement and evaluate assessment for adult learners.

Content

This qualification is made up of the following compulsory Knowledge and Practical Skill Modules:

Knowledge Modules:

·  232131001-KM-01, Adult education and adult learners, Level 5, 16 Credits.

·  232131001-KM-02, Learning programme for adult learners, Level 5, 24 Credits.

·  232131001-KM-03, Life orientation and academic literacy, Level 4, 12 Credits.

·  232131001-KM-04, Assessment and moderation for adult learners, Level 5, 13 Credits.

Total number of credits for Knowledge Modules: 65.


Practical Skill Modules:

·  232131001-PM-01, Profile adult learners, Level 5, 8 Credits.

·  232131001-PM-02, Plan, structure, implement and evaluate a learning programme for adult learners, Level 5, 30 Credits.

·  232131001-PM-03, Plan, implement and evaluate assessments for adult learners, Level 5, 15 Credits.

Total number of credits for Practical Skill Modules: 53.


This qualification also requires the following Work Experience Modules:

·  232131001-WM-01, Processes to profile adult learners, Level 4, 15 Credits.

·  232131001-WM-02, Processes to plan, structure, implement and evaluate a learning programme for adult learners, Level 5, 40 Credits.

·  232131001-WM-03, Processes to plan, implement and evaluate assessments for adult learners, Level 5, 25 Credits.

Total number of credits for Work Experience Modules: 80. 


SAQA ID 96372 OQ Career development Information Officer, NQF Level 5, Credits 120

Purpose:

The purpose of this qualification is to prepare a learner to operate as a Career Development Information Officer. A Career Development Information Officer provides individuals and groups with information about career choices and how to access their career paths that will empower them to make informed career related decisions.


A qualified learner will be able to:

  • Provide career development information to individual clients so as to empower them to make informed career development decisions.
  • Provide career development information to groups so as to empower group members to make informed career development decisions.
  • Maintain administrative and networking functions to ensure efficient and effective career development information services.

The purpose of this qualification is to prepare a learner to operate as a Community Development Practitioner.

A Community Development Practitioner acts as a change agent to add value to community development practice by exploring and coordinating networks and partnerships. Conducts community-based research to inform interventions, aligned to relevant legal and regulatory frameworks. Plans, designs and manages community interventions through the application of appropriate leadership and management styles; all of which are done to promote ethical and professional community development practice.

A qualified learner will be able to:

·  Compile and present community profile reports.

·  Manage community development information and data (Gathering, analysis and storing).

·  Establish, identify and coordinate community development structures.

·  Assess the performance of and provide support to community development structures.

·  Monitor the progress and achievements of community development initiatives.

·  Mobilise and manage volunteers and support staff.

Course Content

This qualification is made up of the following compulsory Knowledge and Practical Skill Modules:

Knowledge Modules:

·  341201002-KM-01, Operations Coordination and Administration, at NQF Level 4, Credits 19.

·  341201002-KM-02, Effective Communication, at NQF Level 5, Credits 5.

·  341201002-KM-03, Sociology of Developing Societies, at NQF Level 5, Credits 10.

·  341201002-KM-04, Sustainable Development Practice, at NQF Level 5, Credits 27.
Total number of Credits for Knowledge Modules: 61.

Practical Skill Modules:

·  341201002-PM-01, Compile, update and maintain community profiles (households, infrastructure assets, structures, economic viability etc.), at NQF Level 5, Credits 18.

·  341201002-PM-02, Prepare data for the analysis of community profiles and identify trends that can be used to develop appropriate interventions, at NQF Level 5, Credits 4.

·  341201002-PM-03, Compile and present community profile reports, at NQF Level 5, Credits 4.

·  341201002-PM-04, Monitor existing community development initiatives, at NQF Level 5, Credits 4.

·  341201002-PM-05, Participate in the evaluation of existing programs, identify potential problems and recommend appropriate corrective actions, at NQF Level 5, Credits 4.

·  341201002-PM-06, Compile reports on the implementation of initiatives, at NQF Level 5, Credits 3.

·  341201002-PM-07, Identify the need for community development structures and facilitate the establishment of the appropriate structures, at NQF Level 5, Credits 8.

·  341201002-PM-08, Facilitate the functioning of effective community development structures, at NQF Level 5, Credits 5.

·  341201002-PM-09, Supervise the performance of community development practitioners, at NQF Level 5, Credits 6.

·  341201002-PM-10, Motivate and mobilise the efforts of voluntary support team members. (Including relevant governmental departments), at NQF Level 5, Credits 6.

·  341201002-PM-11, Gain an understanding of all the community development initiatives in the designated community, at NQF Level 5, Credits 4.

·  341201002-PM-12, Communication of the outcomes of forums and meetings to stakeholders, at NQF Level 5, Credits 6.

·  341201002-PM-13, Liaise and partner with relevant stakeholders regarding community development initiatives, at NQF Level 5, Credits 2.
Total number of Credits for Practical Skill Modules: 74.

This qualification also requires the following Work Experience Modules:

·  341201002-WM-01, Exposure to a full range of community settings, at NQF Level 4, Credits 16.

·  341201002-WM-02, Exposure to a full range of community development initiatives, at NQF Level 5, Credits 12.

·  341201002-WM-03, Exposure to all the monitoring and evaluation tools., at NQF Level 5, Credits 26.

·  341201002-WM-04, Exposure to a full range of community, interdepartmental and civil society forums, at NQF Level 5, Credits 8.

·  341201002-WM-05, Exposure to a full range of supervisory situations relevant to the work of field workers, at NQF Level 5, Credits 11.

·  341201002-WM-06, Exposure to all the official and civic service providers within the community, at NQF Level 5, Credits 4.
Total number of Credits for Work Experience Modules: 77. 

A compliance officer provides compliance services to assist management, including top management, to discharge their responsibilities to comply with applicable regulatory requirements.

The purpose of this qualification is to prepare a learner to operate as an Adult Literacy Teacher.

An Adult Literacy Teacher plans, organises and implements a well-structured programme or a series of learning events; facilitates a learning programme; designs, produces and/or adapts learning materials and additional learning resources (LTSM); produces, implements and evaluates assessment instruments, and profiles learners. The ALT performs all these activities for adult learners at Level 1. The Adult Literacy Teacher may work as an assistant to the Adult Education Teacher.

A qualified learner will be able to:

•  Profile adult learners.

•  Plan, structure, implement and evaluate a learning programme for adult learners.

•  Plan, implement and evaluate assessment for adult learners.

The purpose of this qualification is to prepare a learner to function as a General Manager Public Service. A General Manager Public Service promotes administrative efficiency within government departments by rendering managerial services and support aligned to government policies. Typical attributes envisaged upon achievement of the qualification include leadership, strategist and analyst.


A qualified learner will be able to:

·  Implement a departmental strategic plan at unit level.

·  Manage finance and human resources at unit level.

·  Manage information, communication and technology at unit level.

QUALIFICATION RULES
 

This qualification consists of the following compulsory Knowledge, Practical Skill and Work Experience Modules:

Knowledge Modules:

·  111202-000-00-KM-01, Business Communication, Level 5, 7 Credits.

·  111202-000-00-KM-02, Human Resource Management, Level 6, 8 Credits.

·  111202-000-00-KM-03, Principles of Maintaining Interpersonal Relations, Level 5, 12 Credits.

·  111202-000-00-KM-04, Benefits and Conditions of Service, Level 6, 8 Credits.

·  111202-000-00-KM-05, Promote Occupational Health and Safety in the Workplace, Level 5, 3 Credits.

·  111202-000-00-KM-06, Government Systems, Level 5, 9 Credits.

·  111202-000-00-KM-07, Using Technology Effectively and Efficiently to Meet Public Service Requirements, Level 5, 9 Credits.

Total number of credits for Knowledge Modules: 56

Practical Skill Modules:

·  111202-000-00-PM-01, Implement a Departmental Strategic Plan at Unit Level, Level 7, 16 Credits.

·  111202-000-00-PM-02, Manage the Resources at Unit Level, Level 5, 4 Credits.

·  111202-000-00-PM-03, Manage Information, Communication and Technology (ICT) at Unit Level, Level 6, 10 Credits.

Total number of credits for Practical Skill Modules: 30

Work Experience Modules:

·  111202-000-00-WM-01, Operational Plan Processes and Procedures at Unit Level, Level 6, 25 Credits.

·  111202-000-00-WM-02, Resource Processes and Procedures at Unit Level, Level 6, 21 Credits.

·  111202-000-00-WM-03, ICT Processes and Procedures at Unit Level, Level 6, 18 Credits.

Total number of credits for Work Experience Modules: 64 

Purpose:
The purpose of this qualification is to prepare a learner to:
Plan, prepare for, coordinate, implement and evaluate learning programmes to achieve occupational trainee competence.

A qualified learner will be able to:

  • Establish the profile, special needs and barriers to learning of learners within the specified requirements of the training programme.
  • Prepare, adapt and align learning materials and resources for a training intervention in the workplace.
  • Deliver training, evaluate and report on a learning intervention in the workplace.
  • Gather evidence and make assessment decisions using given assessment tools.

The purpose of this qualification is to prepare a learner to operate as an Office Supervisor. Office Supervisors plan, organise, lead and control office functions in a business environment.

A qualified learner will be able to:

  • Provide planning support on recruitment, selection, and disciplinary processes of an organisation.
  • Organise and coordinate work activities with other work units or departments.
  • Coach and mentor administrators in an office environment.
  • Handle internal communications within an office environment.
  • Handle conflicts and solve problems within an office environment.
  • Ensure compliance with regulations and company procedures.
  • Perform financial controls and reporting in an office environment.

The need for effective and humanising public service delivery is manifested in key government policy and legal documents, including the Constitution of the Republic of South Africa (1996) and the White Paper on Transforming Public Service Delivery DPSA: 1997), amongst others. The Occupational Certificate: Office Administrator: Public Service Administrator seeks to provide for the needs of employees in the public sector with diverse qualifications, but who have or aspire to enter the managerial cadres. The qualification is characterised by its management-orientated approach as the duties of an Administrator demand expertise that would normally not have been included in the undergraduate study.

Further, the qualification incorporates the eight Batho Pele principles which were devised to guide the implementation of public service delivery. These principles are: consultation; setting standards; increase access; ensuring curtsey; providing information; openness and transparency; redress and value for money. 

The purpose of this qualification is to prepare a learner to serve as a Public Service Administrator.

A Public Service Administrator provides a structured programme for public officials that work in support of senior management officials, promotes administrative efficiency within governmental departments by rendering administrative services and support aligned to governmental policies, and provides for service delivery objectives in all the three spheres of government.

A qualified learner will be able to:

  • Administer workplace outcomes of a unit.
  • Administer human resources, finances, and supply chain records in a unit.


The purpose of this qualification is to prepare a learner to operate as a Small Business Consultant. A Small Business Consultant consults and guides in business development.

A qualified learner will be able to:

  • Evaluate personal capability for performing business consulting services.
  • Carry out due diligence and check compliance with relevant legislation.
  • Monitor methods of appraisal of the business owner, business performance and activities.
  • Provide strategic and operational consulting service
  • Develop and implement a change management framework
  • Develop project implementation approach
  • Interpret the influences of key components in the value chain on business efficiency


The purpose of this qualification is to prepare a learner to function as a Learning and Development Advisor. A Learning and Development Advisor researches, plans, designs, develops, implements, monitors, evaluates, verifies and manages the quality of learning and development interventions, to ensure management and staff acquire the required competencies to meet organisational strategic objectives.

A qualified learner will be able to:

  • Consult and guide management on the alignment of learning and development with national and organisational strategic objectives.
  • Examine and review statutory compliance, organisational policies and procedures applicable to skills development
  • Evaluate and review organisational skills development practices within the organisation.
  • Monitor and report learning and development quality continuously.
  • Evaluate the design and development of learning materials and supplementary aids for learning and development interventions.
  • Validate and report on the learning and development processes and interventions.

The purpose of this qualification is to prepare a learner to operate as a Municipal Property Assessor. A Municipal Property Assessor (MPA) provides a number of services and support services within a municipality. They coordinate the implementation of the Municipal Property Rates Act (MPRA) in order to ensure compliance, collect data on properties determine the market value of a single residential property and maintain the integrity of data within a municipality, in so far as rating interface related matters are concerned. 

The MPA operates in metropolitan and local municipalities

A qualified learner will be able to:

  • Monitor compliance to and coordinate the implementation of the MPRA within a municipality.
  • Collect data on property.
  • Determine the market value of a single residential property.
  • Provide support to the municipality and/or Municipal Valuer.
  • Monitor and maintain MPRA data/information integrity (Quality assurance (QA) process).

QUALIFICATION RULES 

This qualification is made up of the following compulsory Knowledge and Practical Skill Modules:

Knowledge Modules:

  • 331501001-KM-01, Workplace fundamentals, Level 4, 4 Credits.
  • 331501001-KM-02, Regulatory framework for the MPA, Level 5, 12 Credits.
  • 331501001-KM-03, Property theory, Level 5, 16 Credits.
  • 331501001-KM-04, Contract and project management, Level 5, 6 Credits.
  • 331501001-KM-05, Property data collection, Level 4, 8 Credits.
  • 331501001-KM-06, Single residential property valuation, Level 5, 20 Credits.
  • 331501001-KM-07, Data management, Level 5, 8 Credits.

Total number of Credits for Knowledge Modules: 74.

Practical Skill Modules:

  • 331501001-PM-01, Monitor compliance to the MPRA within a municipality, Level 5, 4 Credits.
  • 331501001-PM-02, Collect data on property, Level 4, 8 Credits.
  • 331501001-PM-03, Value single residential property, Level 5, 12 Credits.
  • 331501001-PM-04, Manage contracts and projects, Level 5, 8 Credits.
  • 331501001-PM-05, Manage queries, reviews, objections, and appeals, Level 5, 12 Credits.
  • 331501001-PM-06, Quality assure valuation rolls and data, Level 5, 12 Credits.

Total number of Credits for Practical Skill Modules: 56.

Work Experience Modules:

  • 331501001-WM-01, Processes to monitor compliance within a municipality, Level 5, 28 Credits.
  • 331501001-WM-02, Processes to collect data on property, Level 4, 15 Credits.
  • 31501001-WM-03, Processes to value single residential property, Level 5, 20 Credits.
  • 331501001-WM-04, Processes to assist with management of contracts and projects, Level 5, 10 Credits.
  • 331501001-WM-05, Processes to manage queries, reviews, objections and appeals, Level 5, 16 Credits.
  • 331501001-WM-06, Processes to reconcile and review valuation rolls, Level 5, 8 Credits.

Total number of Credits for Work Experience Modules: 97. 




Assessment skills in practice is the basis of many other qualifications and skills sets and is a skill that leads to employability. This skills programme will equip people to be able to supervise performance and provide feedback in a professional manner.

There is a single unit standard 115753 Conduct Outcomes Based Assessment, Level 5, 15 Credits registered on the NQF which will expire 2023-06-30 which is used to train assessors currently.

Assessment Practitioner status can lead to self-employment opportunities.

Typical learners include post school learners and college graduates on NQF Level 4 or equivalent with work experience that enables them to observe learners in practice and make judgements on competence and quality in skills deliver. This skills programme is for people with an interest in using assessment tools to promote learning.

This skills programme is targeted towards those working in community development, social development / work; social and community counselling, religious profession and many other sectors. Its purpose is to provide structured techniques and methods for key life coaching skills to nurture confidence in individuals to enable reintegration into life and work environments in achieving greater success.

Re-integrative life coaching is necessary to those who have lost confidence due to unemployment and sometimes may have even fallen in conflict with the law. Key areas are coaching communication, trust, ethics and self-confidence. This skills program is developed to raise competency in structured life coaching methods to those working with individuals and communities.

There is ongoing evidence of community frustrations relating to poor service delivery and broad serious social issues that require intervention.

There is a desperate need for effective community development practitioners who can leverage and coordinate the goodwill of community, stakeholders and volunteers from all sectors. As stated:

“There is currently a shortage of the key and scarce skills required to do this important work. The work is being done by volunteers and public servants who have mainly learnt through trial and error or who have high academic qualifications but lack the hands on practice.”

This skills programme is built as a short programme to rapidly deliver some of the most urgent of these key and scarce skills to those working in Community Development. This will provide opportunities for them to progress to supervisory and mid-management levels in Social Development, within government, non-government and private sector organizations doing community development work.

There is a need for supportive community counselling work, especially as it relates to the recent pandemic. Many have been affected by bereavement or traumatic experiences and there have been many calls to the religious and social sectors to provide effective counselling services.

Supportive community counselling is often done without structure or guidance, which often does not yield intended counselling outcome. Structured and systematic skills sets are therefore required in this area. This can be addressed by the following:

  • the use of simpler and more accessible methods that produce relief; and
  • practicing the techniques enough to gain confidence in its use and workability.

The purpose of this Skills Programme is to prepare a learner to function as a Community Counsellor.

Community Counsellors provide knowledge on the theory behind physical and spiritual wellness, trauma, bereavement and strategies of supportive counselling to bring relief or mitigation of these and attain greater spiritual and mental wellness, both in one-on-one community counselling sessions and supportive community counselling and healing.

As covered in the rationale of the Community Development Practitioner qualification ID 97691, there is ongoing evidence of community frustrations relating to poor service delivery and broad serious social issues in need of intervention.

There is a desperate need for effective community development practitioners who can leverage and coordinate the good will of community stake holders and volunteers from all sectors. As stated:

“There is currently a shortage of the key and scarce skills required to do this important work. The work is being done by volunteers and public servants who have mainly learnt through trial and error or who have high academic qualifications but lack the hands on practice.”

This skills program is built as a short program to develop the key and scarce specialist Community Development skill of facilitation of this specific but powerful intervention to a professional standard. This intervention can produce an effective change in the community that impacts the lives of many.

Effective and efficient management of conflicts to create peace and harmony in the workplace (on a prevention basis).

A qualified learner will be able to:

  • Identify and describe the main sources of conflict.
  • Distinguish types of conflicts
  • Apply appropriate strategies to manage conflict.
  • Resolve conflict using appropriate techniques in the workplace.
  • Develop and implement follow up plans
  • Compile conflict resolution reports

Front-end web design and user interface design, as elements of Internet of Things (IoT) are one of the fastest growing fields in the world of digitalisation. It was projected by Gartner that a total of 4.2 billion things would be connected by 2019 and a total of 25 billion in 2021, all of them needing user interfaces to connect and “talk” to each other. 

Moreover, the Global System for Mobile Communications (GSM) Association predicted the growth of IoT devices to about 25.1 billion by 2025. This expectation presents a huge opportunity for businesses to harness data, optimise their operations and deliver more relevant experiences to users (UX design). South Africa will similarly be affected by the growth in IoT, and the MICT SETA recognises the need for a skills programme to enable graduates to find employment as UX (user experience) and UI (user interface) designers and engage with IoT related matters.

The purpose of this Skills Programme is to enable a learner to operate as a Front-end Web Designer. 

A front-end Web Designer uses that which is conceptual and translates it into visuals, bringing images, typography, colours, text, negative space and structure together, offering a user a conduit for communicating ideas. 

A qualified learner will be able to: 

• Design and create aesthetically pleasing and responsive websites 

• Incorporate artwork, animation and automation into front-end web design


The skills set: learning and development facilitation, is derived from this skills programme and is needed in the organisations to support skills development on a national, regional and local level. This skills set is a component of the broader competency derived from Training and Development Practitioner qualification. 

Learning and Development Facilitator skills set is intended to develop competencies for employees located in the human resource management or development space within an organisation to ensure that effective skills development is driven within an organisation. 

A learner who achieves competencies for this skills programme will be able to plan, select and adapt learning resources required for the delivery of learning interventions in an occupational context.

Education is a relevant and determining factor to employment, and thence to self-sustained livelihoods. It is not so much that there is a lack of education, but rather that the learners lose interest or fail to learn because they have never been taught how to learn. This is a missing bridge between the learner and education itself.

Further, it has been reported that there has been an increase of teacher’s assistants/aids who are unskilled in education methods and learning support skills. Many rural, urban and township schools utilize unskilled or low skilled teacher’s assistants, resulting in poor learning achievements. Thus, there is an urgent need to upskill learning facilitators and/or teacher’s assistants/aids with learning support methods in this sector.

The main focus of this skills programme is to teach the learner advanced learning (study) support skills and techniques, to apply in any subject (matter) studied to help others with their learning process (studies).

There is a desperate need for effective community development practitioners who can leverage and coordinate the goodwill of community stakeholders and volunteers from all sectors.

There is currently a shortage of key and scarce skills required to do this important work. The work is being done by volunteers and public servants who have mainly learnt through trial and error or who have high academic qualifications but lack the hands on practice.

This skills programme is a short program that is designed to develop the key and scarce specialist Community Development skill of facilitation of this specific but powerful intervention to a professional standard. This intervention can produce an effective change in the community that impacts the lives of many.

It will provide opportunities for formal and informal Community Development practitioners to perform a greater range of services and interventions at a facilitator, supervisory or middle-management levels in the government sector of Social Development, in the non-government sector and in private sector organizations doing community work.

The purpose of the skills programme is to prepare candidates to operate small business. Learners who acquire this skills programme will be able to:

Start, manage, grow and sustain a small business.

Current historically registered qualifications as well as occupational qualifications are to be realigned to the new requirements. The QCTO needs services of competent facilitators to assist in facilitating the development and review of qualifications and skills programmes in accordance with set standards. 

This skills programme will assist in developing the necessary capacity for facilitators.  The skills programme will benefit the sector in that it will enable access to people who wish to work in the area of qualifications and skills programmes development and review to participate freely and develop the necessary competencies associated with this environment.

The typical learners for this skills programme will be subject matter experts in various fields who may wish to participate in this area of qualifications and skills programmes development and review under the Occupational Qualifications Sub Framework environment.

The skills set derived from this skills programme is needed in organisations to support skills development within the legislative environment which is highly regulated and constantly changing. This skills set is a component of the broader competency derived from Training and Development Practitioner qualification. 

Skills Development Facilitation Practitioner skills set is intended to develop competencies for employees located in the human resource management or human development space within an organisation to ensure that effective skills development is driven within an organisation. 

A learner who achieves competencies for this skills programme will be able to plans for, conducts and administers skills development planning in an occupational context.

This skills programme recognises the need for qualified practitioners that are competent in planning and facilitating work-based learning interventions. Within the scope of human development there is justifiable space for Work Based Learning and Development Practice, because of the nature of the context within the South African environment which favours skills development on the BEE score card. Companies stand to gain incentives and favourable tax gains because of the extent to which a company invests in its workers and works towards the improvement of their skills and competencies. Work Based Learning and Development Practitioners can assist in this process. 

Employers may participate in a grant disbursement scheme which encourages workplace learning, this is better coordinated by a qualified Work Based Learning and Development Practitioner to maximise on the opportunity and build human capacity for economic advancement. 

There is no similar skills programme registered on the NQF. 

Qualified Practitioners will be able to support workplaces and learners with the implementation of work experience components of learnerships, internships and apprenticeships and support organisational growth and career development in general. Society will benefit because existing employees and incoming new employees will be supported to reach potential, grow and develop for the retention of skills and growth of the economy. 

Typical learners include post school learners and college graduates on NQF Level 4 or equivalent with an interest in human development.

Workplace Essential Skills are the skills needed for work, learning and life. WES training is designed to support apprentices who have experienced difficulties within a company working environment. The purpose of this skills programme is to prepare a learner to operate as an employee and to complete daily tasks and activities at a workplace.  Workplace Essential Skills are used in every industry and at different levels of complexity. 

They provide the foundation for learning other skills and enable employees adapt to modern working practices and workplace change. Workplace Essential Skills are the core skills you need to continue learning and to complete daily tasks and activities at work. The benefit to industry sector to address inequalities and to grow the economy, by enabling community reskilling and upliftment of an individual or society with providing employable skills 

The typical learners for the skills programme is employed and unemployed South Africans, including those employed or previously employed in low-skilled occupations. Workplace Essential Skills is a concept which is growing in importance in training, literacy and skills upgrading in the context of the workplace. “Essential Skills” was developed through research and interviews conducted by Human Resources and Skills Development Canada (HRSDC) with over 5000 Canadian workers. 

Rather than thinking only of a course or certificate needed for a job, Workplace Essential Skills looks at the actual skills used on the job and measures the skill level required.

To develop work place skills for young and unemployed to capacitate them for employment opportunities available in the market. The workplace skills are normally not taught within professional qualifications. The training is geared to prepare the learners for the job market. The learner will have skills for searching for employment, preparing and presenting him/herself well when opportunities arise 

The learner will learn about: 

  • What work is and about 
  • Job search and interview 
  • Expectations as an employee 
  • Succeeding at work 
  • Managing self and working with others

Dear Prospective Student

Welcome to our Learning Site.  Please follow the learning journey diagram 

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

The purpose of this qualification is to prepare and equip Public Administrators with key skills and knowledge needed to effectively operate in the public sector. It is designed to prepare these learners on how to manage, organise, and analyse the effects of government policies, and to use business and statistical tools to solve public sector challenges in an ethical manner. Learners will develop skills in budgeting and conducting research.

The Occupational Certificate is aimed at enhancing the various key functional elements of the work of a Public Service Administrator, namely:

  • Planning - working out in broad outline the things that need to be done and the methods for doing them to accomplish the purpose set for the enterprise.
  • Organising - the establishment of the formal structure of authority through which work subdivisions are arranged, defined, and coordinated for the defined objective.
  • Staffing - the whole personnel function of bringing in and training the staff and maintaining favourable conditions of work.
  • Directing - the continuous task of making decisions and embodying them in specific and general orders and instructions and serving as the leader of the organisation.
  • Coordinating - the all important duty of interrelating the various parts of the work;
  • OR the common thread that runs through all the activities of the organisation.
  • Reporting - keeping those to whom the executive is responsible informed as to what is going on, which thus includes keeping himself/herself and his/her subordinates informed through records, research, and inspection.
  • Budgeting - with all that goes with budgeting in the form of planning, accounting and control.

Rationale:

The need for effective and humanising public service delivery is manifested in key government policy and legal documents, including the Constitution of the Republic of South Africa (1996) and the White Paper on Transforming Public Service Delivery DPSA: 1997), amongst others. The Occupational Certificate: Office Administrator: Public Service Administrator seeks to provide for the needs of employees in the public sector with diverse qualifications, but who have or aspire to enter the managerial cadres. The qualification is characterised by its management-orientated approach as the duties of manager demand expertise that would normally not have been included in the undergraduate study.

Further, the qualification incorporates the eight Batho Pele principles which were devised to guide the implementation of public service delivery. These principles are: consultation; setting standards; increase access; ensuring curtsey; providing information; openness and transparency; redress and value for money.

This space is dedicated to candidates who require support for their work place based modules.  You would need to sign the Memorandum of Understanding between the employee, skills provider and you, the candidate.

Occupational Certificate:  Project Manager

NQF Level 5  Credits 240

SAQA ID 101869

Purpose:

The purpose of this qualification is to prepare a learner to operate as a Project Manager. A Project Manager applies knowledge of project management to achieve project objectives in a specific field of application. 


A qualified learner will be able to:

Initiate a project to address specific project objectives.
Plan and prepare the delivery of a project.
Execute and control the delivery of a project management plan.
Manage the project close-out process.

Course Administrator 

Name:  Ms Lizette Ellis

Email:  EllisL@cput.ac.za

Contact number: 021-460-4237 or 066-473-6471


This module should be studied in the early stages of your studies in African Politics as it allows you to acquaint yourself with many of the fundamental issues affecting the politics of the continent, before addressing them at higher levels and in greater depth.

Each Chapter and Study Unit will be presented as a mini course.  At the end of the Study Unit, you will answer some Multiple Choice Questions.  At the end of each Chapter you will write an essay or essays addressing the content.  

Working through the materials, will enable you to prepare for the examinations.  Should you require a private session, please book a slot with the tutor.

Welcome to English for Academic Purposes

The course is designed to engage with you, the student, and build your ability to:

  • read critically with understanding and insight
  • create an understanding of the theory of reading and writing
  • increase your ability to write logically and effectively
  • improve your overall linguistic competence

This module serves to guide you to understand the global system and its challenges.

On completion of this online guide you will be able to

  • describe the fundamental participants and issues in international politics;
  • power and international politics;
  • how international politics is conducted.

Including the historical theories pertaining to states in the international platforms, and modern analysis of states' participations with other states. Finally, you will further be able to critically demonstrate their understanding of important aspects and actors in international relations.

South Africa's position in International Politics has changed dramatically since the advent of democracy in 1994. This module IPC1502 attempts to provide some background against which South Africa formulates and implements its foreign policy. This module also focuses on how South Africa conducts its international relations. Subsequently, we also discuss the nature, principles and objectives of South Africa's foreign policy. This module also focuses on South Africa's relations with a selection of actors, such as states and non- state actors.

The focus of this module is on the structures and functions of the state, but the state is studied as a particular manifestation of the political organisation of humans. Therefore, the state is studied from the perspectives of a political scientist. 

It is important to remember that when we study politics we study a particular aspect of the life of humans, where decisions, within a social context, are made for and enforced on a whole society. This necessarily includes a number of fields of study within the discipline of politics. Some of the fields within politics are: 

  • institutions, 
  • political dynamics (including political behaviour and public policy), 
  • political values and philosophy, 
  • political change and 
  • epistemology (the acquisition of knowledge).

Exam date:  24 September 2021

Purpose:
The purpose of this qualification is to equip a learner with knowledge, skills and competencies to perform duties as a Furniture Upholsterer.

A Furniture Upholsterer manufactures an upholstered furnishing item by fitting suspension and padding and covering a frame to give it shape, comfort, and functionality for a range of domestic, commercial and decorative uses.

A qualified learner will be able to:

·  Read and interpret a design, drawing or sketch and take accurate measurements and calculate/estimate the number of fabrics, leather, man-made fabrics, padding and other raw material such as springs and webbing.

·  Make upholstery patterns and produce templates from sketches, customer descriptions or blueprints which match all quality standards.

·  Lay out, measure, cut and sew upholstery materials following patterns, templates, sketches, or design specifications.

·  Interpret specifications and prepare foundations for upholstered frames by attaching webbing, springs, foam and/or padding securely to the frame.

·  Fit slipcovers and loose material panels to cover frames with materials using staples, tacks and/or glue.

·  Manufacture upholstered furniture, upholstery prototypes and repair and re-upholster damaged furniture.


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