Diploma in Office Management and Technology

Purpose

The revised Office Management and Technology qualification is consonant with the Higher Education Qualifications Sub-Framework (HEQSFs) purpose and characteristics of a Diploma in the sense that the qualification has a vocational orientation, which includes professional, vocational and industry specific knowledge. It adheres to national requirements such as the required level descriptions. This qualification is intended for secretaries (administrative assistants) at a senior level in all sectors of the economy. Qualifying learners will provide competent and effective management support in the form of a secretarial service as well as office and information management, which requires a range of secretarial skills to enable them to plan and execute tasks creatively, professionally and efficiently, in accordance with international standards in this field.

Rationale

This qualification is intended for secretaries (administrative assistants) at a senior level in all sectors of the economy. Qualifying learners will provide competent and effective management support in the form of a secretarial service as well as office and information management, which requires a range of secretarial skills to enable them to plan and execute tasks creatively, professionally and efficiently, in accordance with international standards in this field.

Recognition of Prior Learning (RPL)

In line with the Central University of Technology (CUT) RPL policy, this qualification may be achieved in part or in whole through the Recognition of Prior Learning, at the discretion of the institution (provider). A structured process for the assessment of individual learners will be followed against the exit level outcomes of the qualification on a case-by-case basis. Independent assessors will moderate this process and assessment of individual cases. It is the policy of CUT to facilitate access to public higher education, especially to persons who were previously disadvantaged in terms of access to public higher education, by recognizing prior learning achievements of individuals irrespective of how their learning achievements were acquired. In this commitment the CUT records that its policy aim is not intended to accredit but to give due recognition to prior learning achievements in determining access. It is the policy that aspirant students, who wishes to become students of the Learning Qualification through RPL, must present themselves together with credible evidence of learning achievements. It is also the aim to ensure that both the RPL process and outcomes, as an assessment procedure, be guided by the salient aspects of quality assurance a critical pre-requisite for maintaining acceptable procedures would be the following:

• Prior learning assessments can only be made against clearly formulated learning outcomes and modules prescribed by the curriculum for the Diploma: Tourism Management.
• RPL Application procedure: Prospective student completes the prescribed RPL form obtainable from Assessment and Graduation Services (AGS) of the CUT.
• The completed and signed form is submitted to the AGS.
• This form is channelled to the relevant Head of Department (HODs) office.
• The relevant HOD, as chairperson in conjunction with experts in the field for which recognition of prior learning is requested, assesses the application.
• They then make their findings on a fit for purpose special form signed by all members of the departmental RPL committee.
• The relevant HOD meets with the chairperson of the Faculty RPL Committee to peruse the completeness of documentation and recommendation from the Departmental RPL committee.
• When the chairperson is satisfied with the documentation, he/she signs the fit for purpose form.
• The signed recommendation is then presented to EXCO for discussion and approval which all members must sign; EXCOs decision is then sent to AGS for implementation.
• Implementation involves AGS sending a letter to the applicant. An applicant can appeal the EXCO decision.
• A successful RPL applicant can now apply for the specific qualification for which RPL was sought and nothing else.

Entry Requirements

The minimum requirement for admission to a Diploma is

• A National Senior Certificate.

Or

• A Similar qualification.

This qualification comprises of compulsory and elective modules at Level 5 and 6 totalling 288 Credits.

Compulsory Modules, Level 5, 216 Credits

• Business Accounting (Numeracy), 12 Credits.
• Communication II, 24 Credits.
• Work Integrated Learning I, 12 Credits.
• Information Administration I, 24 Credits.
• Academic Literacy and Communication Studies (Institutional Foundation Qualification), 24 Credits.
• Success Skills (PIM), 0 Credits.
• Business Administration I, 24 Credits.
• Information Administration III, 24 Credits.
• Work Integrated Learning II, 24 Credits.
• Communication II, 24 Credits.
• Information Administration II, 24 Credits.

Compulsory Modules, Level 6, 72 Credits

• Business Administration II, 24 Credits.
• Business Administration III, 24 Credits.
• Work Integrated Learning III, 24 Credits.

Elective Modules

• Human Resource Management I, 24 Credits.
• Legal Practice I, 24 Credits.
• Financial Accounting I, 24 Credits.
• Mercantile Law I, 24 Credits.
• Human Resource Management II, 24 Credits.
• Legal Practice II, 24 Credits.

1. Demonstrate depth of sustainable development, community engagement, entrepreneurship, innovation and problem solving, technologically literate, numerate, communication solving, technical and conceptual competence, teamwork and citizenship and global leadership.
2. Demonstrate depth of an environmentally sensitive, basic business skill, and solve problems, are computer literate, numerate and be able to communicate effectively.
3. Work well in a team and should be ready to contribute meaningfully to society both nationally and internationally.

Integrated Assessment

The qualification in Office Management and Technology follows an integrated assessment approach (described below). Integrated assessment at the level of the qualification provides an opportunity for learners to demonstrate that they are able to integrate concepts, ideas and actions across outcomes to achieve competence that is grounded and coherent in relations to the purpose of the qualification. Integrated assessment must not only judge the quality of the observable performances, but also the quality of thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but varies according to the type and level of qualification. A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained that each takes its rightful place. Integrated assessment includes:

• Number of outcomes together.
• Number of assessment criteria together; number of unit standards together.
• Combination of assessment methods and instruments for outcome/outcomes.
• Collecting naturally occurring evidence (such as in the workplace setting).
• Acquiring evidence from other sources such as supervisors reports, testimonials, portfolios of work previously done, logbooks, journals.

Different assessment methods are applied according to the type of competencies being assessed. Assessment methods include assessment in the written and verbal form, observation of operational competencies, and individual and team behaviour. A stipulated due date for the different assessment methods is provided to students in the study guide and year planner at the beginning of the year or semester. Learners are also informed of the contribution of the assessment to the course mark. The methods of assessment include the following:

• Tests and examinations.
• Written assignments; Case studies.
• Literature studies; Projects and reports.
• Oral group discussions.
• Simulation and role play.
• Film/video evaluations and presentations.
• Practical assessment; Work-based learning.
• Assessment of research.

Formative assessment takes place in either an informal or a formal manner. Informal formative assessment takes place by facilitators to monitor the teaching/learning process.