Advanced Certificate in Project Management

Purpose

The purpose of the Advanced Certificate is to prepare learners for a career in project management by equipping learners with fundamental knowledge and insight of project management within an organisational context, as well as the different roles involved for the successful execution of projects.

The Advanced Certificate comprises in-depth study of vital project management principles and techniques. A range of subjects allows learners to integrate knowledge and skills such as organisational strategy, project management, and procurement law of contract, and basic estimating, costing and pricing methodologies. These subjects provide learners with the required competencies to be employed in various project management roles in both the public and private sectors and will enable learners to follow different career opportunities nationally and internationally. It will also lay the foundation for access to higher specialised qualifications in project and programme management. It will also alleviate the critical shortage of national skills in this field.

The Advanced Certificate requires the execution of learning content (modules) in a specific order which is in line with the national and international accepted body of knowledge of this applied science (PMBOK). The different learning modules therefore are offered in a prescribed order; the contents of one learning model forming the basis for the knowledge foundation of the next module.

Rationale

Project managers are in demand all over the world. The demand for project managers is not limited to a specific sector or workplace as most of the modern organisations pursue their strategies through the implementation of projects. The need for project managers can be found in fields such as Business, Construction, Engineering and the Banking sector. In the new economy, organisations of all types practice project management.

Professional bodies like APMSA (Association of Project Management South Africa) and specific government, private-public entities (such as ESCOM) and private entities expressed the need for fundamental learning programmes at undergraduate level to serve as entry level qualifications for a career in project and programme management.

The Advanced Certificate NQF Level 6 caters for current and future needs of those working on projects in multiple sectors of the economy, providing general skills that are not sector-specific. The Project industry is integral to the global business environment and skilled practitioners are required to meet the demands of the industry, providing significant benefits to individuals, global corporations and the country.

Projects are diverse in their nature, so a wide range of competencies is required to manage them and other similar systems and programmes. This qualification aims to provide the knowledge and skills required for an individual in an organisation to conduct projects successfully; be an effective project team member or team leader; undertake a range of project management tasks such as planning and execution of projects or sub-projects. It is designed for people working in a project environment as a team member, project administrator or leader of a small project/sub-project. The Advanced Certificate provides access towards further study at NQF Level 7.

The Qualification gives accessibility and flexibility to the unemployed and employed. The level of flexibility reflects the multiple job roles, organisational requirements and changing technological nature of the industry and also allows the individual to work towards a nationally recognised Qualification.

The learner entering this qualification will have the following demonstrated competencies

Knowledge, comprehension and application of the English language at NQF Level 5 or equivalent.

• The learner is able to work independently.
• The learner is able to conduct basic research.
• Has workplace experience.
• The learner has obtained general theoretical, practical, professional and academic knowledge and understanding at NQF Level 5.

Recognition of Prior Learning (RPL)

The Advanced Certificate in Project Management, NQF Level 6 allows for open access and may be achieved in part or wholly through the process of RPL. Provision should be made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes embedded in this qualification.

Access to the Qualification

This qualification is for all candidates who have obtained a Higher Certificate at NQF Level 5 in a relevant field of study and would like to enter into, or who have been employed in or been involved in, the world of business and/or government to obtain or advance relevant knowledge and skills.

The qualification is made up of 120 credits at NQF Level 6 as per the Exit Level Outcomes detailed.

The Qualification comprises the following parts

• Fundamental: 30 Credits.
• Core: 30 Credits.
• Electives: 60 Credits.

The modules each have the credit value of 30.

Fundamental

1. Understand and apply basic management practices and processes required in a project management environment.

Core

1. Evaluate and employ basic tools and techniques used for the execution of projects.

Electives

1. Understand how a budget is arrived at through the project management process.
2. Explain and apply basic legal concepts to sound project procurement practices.
3. Participate in a project management team efficiently within a controlled workplace environment.
4. Engage successfully in a public and private sector partnership taking procurement requirements into consideration.
5. Control the execution of projects by using relevant documentation.

Critical Cross-Field Outcomes

The programme aims to develop the SAQA Critical Cross-Field Outcomes listed below

• Identify and solve project problems in which responses display that responsible decisions using critical and creative thinking have been made.
• Work effectively with others as a member of a project team within an organisation or community.
• Organise and manage oneself and one's activities responsibly and effectively within a project team.
• Collect, analyse, organise and critically evaluate information for project management purposes.
• Communicate effectively with project team members and the organisation using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
• Use science and technology effectively and critically to manage projects, showing responsibility towards the environment and health of others.
• Demonstrate an understanding of the world as a set of related systems by recognising that project problem-solving contexts do not exist in isolation.

Fundamental

Associated Assessment Criteria for Exit Level Outcome 1

• The manager's task and the management process are evaluated.
• Relevant management theories are described.
• An interpretation of the organisation as a subsystem of the environment is provided.
• The role of the manager as planner and strategist is explained.
• Different decision making models are analysed.
• Organising and basic organisational structures are described.
• The phenomena of the learning organisation is critiqued.
• Organisational control is defined and different types of control are compared.
• The concept of the organisational value chain is defined and analysed.
• The importance of strategic human resources management is described.
• The concept of leadership is defined and basic motivational theories are evaluated.
• The importance of effective information technology for the modern organisation is analysed.
• The importance of communication in the managerial process is critically discussed.

Core

Associated Assessment Criteria for Exit Level Outcome 2

• The managers task and the management process are described and evaluated.
• The importance of project integration is described and a project baseline plan is developed.
• A basic project is managed according to an interrelated process within a feasible project lifecycle.
• A basic project scope of work, work breakdown structure are executed.
• Time management principles are applied developing a critical path for a basic project including a basic risk management plan.
• A project schedule is constructed including a project procurement schedule and a basic project resource plan and s-curve.
• The execution of a basic project baseline plan is monitored and corrective action taken when required.

Electives (Choose any two)

Associated Assessment Criteria for Exit Level Outcome 3

• The importance of managing costs in a project is explained.
• A project estimate and a budget for a selected project is compiled.
• The phases of a management cost and control system are described.
• The importance of cost control and cost performance are explained using examples of cash flow in a project.
• Earned value calculations are explained and evaluated.
• The importance of the use of project management software is described and its benefits or constraints are debated.

Associated Assessment Criteria for Exit Level Outcome 4

• A document control system is developed for project documentation.
• Project documentation is stored and filed according to a standardised system for document control.
• Documents are retrieved for project management activities.

Associated Assessment Criteria for Exit Level Outcome 5

• The ability to make judgements and take decisions appropriate to context is demonstrated.
• The ability to work as a member of a team is applied.
• Time management as appropriate to the given task and deliverables is performed satisfactorily.
• Results of work performed are presented and communicated professionally.
• Self-assessment is practised by monitoring own performance and identifying areas of improvement.

Associated Assessment Criteria for Exit Level Outcome 6

• The meaning of project procurement management is explained.
• The fundamental principles of procuring goods and services required to implement a project are described.
• The steps in the procurement cycle from procurement planning to contract management are evaluated.
• Planning for procuring goods and services is conducted taking into account the overall project lifecycle.
• The process of inviting tenders to ensure that goods and services are procured are explained taking the overall project requirements and competitive prices into consideration.
• The value of a procurement contract is evaluated taking obligations of parties involved into consideration.
• Different types of procurement contracts are identified and their risks and suitability for a particular project's procurement requirements are debated.

Associated Assessment Criteria for Exit Level Outcome 7

• The fundamental principles of a Public Private Partnership (PPP) and the value they could add to socio-economic development and service delivery in the public sector are debated.
• The differences between a PPP and a conventional outsourcing arrangement between a public and private party are explained taking the PPP regulatory framework into consideration.
• The steps in the PPP project cycle is described and the rationale for conducting a feasibility study prior to commencing with the procurement of a PPP is explained.
• The procedures and mechanisms required for successfully implementing a PPP agreement is evaluated.
• The nature of the PPP financial information reflected in its financial statements is described.
• The dynamics of the relationship between the parties responsible for managing a PPP agreement are explained.

Integrated Assessment

Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment should ensure that all Exit Level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Exit Level Outcomes. The Critical Cross-Field Outcomes are implicit in the learning, and assessment programmes are designed to extend and further reflect integration.