Higher Certificate in Business Practice

Purpose

The purpose of the Higher Certificate in Business Practice qualification is to ensure that learners who complete the qualification are equipped with a well-rounded, introductory-understanding of the sub-discipline of business practice and attendant theories, principles and concepts, and that they are prepared with associated practical competencies, which reflect embodied epistemological and ontological transformations realised as part of a fit-for-purpose learning experience. This qualification aims to empower learners to demonstrate problem-solving capabilities, accountability, and conduct appropriate to professional and academic contexts at NQF level 5.

The qualification aims to facilitate entry into the business practice and associated fields of practice, such as project management, business management, entrepreneurship and business administration at the entry level. Learners who complete the qualification should first embody (as competencies) basic applied competence in the contemporary business context, to the extent that they can demonstrate an informed understanding of, and basic applied competence in, modern business management and administration practice, as well as e-commerce.

Upon completion of this qualification, qualifying learners will be able to

• Demonstrate an informed understanding of entrepreneurs' social and economic role, and demonstrate an informed understanding of, and basic applied competence in, the key considerations for establishing new businesses.
• Demonstrate an informed understanding of, and basic applied competence in, the bookkeeping, accounting and financial principles and practices used in contemporary business.
• Demonstrate an informed understanding of, and basic applied competence in, the management of business projects throughout the project management life cycle.
• Demonstrate an informed understanding of, and basic applied competence in, the legal framework within which South African businesses operate.
• Demonstrate the professional skills that are required for successful integration into contemporary and future vocational contexts.

The qualification outcomes of this qualification intend to facilitate the acquisition of competencies in the core literacies that are necessary to function optimally in an academic context. As such, learners who complete the qualification must demonstrate applied competence in the literacies required for successful entry-level integration into Higher Education and work-related contexts.

The qualification aims to facilitate vertical and horizontal access to alternative academic pathways. The qualification allows vertical articulation, for learners to progress to a cognate Diploma or Bachelors qualification of their choice, as the admission requirement. Such cognate qualifications potentially include an Advanced Certificate or Diploma in Business Management, or a Bachelor of Business Administration.

Rationale

The qualification is predominantly framed from a vocational perspective with an emphasis on industry (CHE, 2013: 27). The institution seeks to contribute to meeting the demand for entry-level business practitioners in the South African labour market. The qualification also recognises the dual role and purpose of a higher certificate. The entry-level academic qualification will prepare learners for further higher education study.

The qualification seeks to create entry-level, industry access points for general business practitioners. In addition, the qualification also aims to induct learners into the softer skills and values that are accentuated in the discourse around the fourth and even fifth industrial revolutions. The skills and values feature strongly in the 21st-century context, but they resonate even more powerfully in the context of a global pandemic and will likely continue to be sought-after graduate attributes post-COVID-19.

With reference to available career opportunities in the field, a competent workforce is evidently in high demand in the contemporary South African business sector. For example, Career Junction delineates current, promising career sectors such as information technology, business and management, sales, finance, and administration, office and support. Moreover, according to Career Junction, some of the most in-demand competencies relate to departmental management, which constitutes an area of practice that may appeal to learners as they continue to advance their careers.

Additionally, according to Career Junction's Paul Byrne, projections relating to job opportunities in the business management sector appear to be promising. Even though some of the careers mentioned in this interview relate to intermediate or senior level job opportunities, we argue that a successful candidate who complete the Higher Certificate in Business Practice may gain access to entry level positions as generalists, and may then potentially elevate their professional practice, and advance their careers to gain access to intermediate or senior positions in the field.

Career Junction's recent career forecasts are confirmed by the National List of Occupations in Higher Demand, published by the Department of Higher Education and Training (DHET). This publication corroborates the demand for practitioners in business practice, and lists Retail General Manager, Management Consultant, Qualification or Project Manager and Sales Manager as sought-after occupations. A basic job search on the Internet yields many potential entry-level career options for successful candidates, including the following examples:

• Office Administrator
• Trainee Manager
• Project Administrator
• Junior Project Manager Trainee
• Administrative Assistant
• Sales and Office Administrator
• Department Manager
• Store Manager
• Retail Supervisor

The qualification balances an array of knowledge types, which, collectively, contribute to the overarching body of knowledge in the field, at NQF 5, in the context of a Higher Certificate. Therefore, the qualification seeks to equip learners with skills and knowledge to secure successful career opportunities, to understand and manage their own lifelong learning journey, and to ultimately embody integrity and accountability in their future contributions to South African society and the economy alike.

Recognition of Prior Learning (RPL)

RPL access to the qualification will be operationalised according to the institution's RPL policy and procedures, which align with the CHE's (2016) current policy for RPL.

RPL for access or credit/exemption is realised by recognising learning previously obtained through various alternative learning interventions, formal and informal education and training, on-the-job training, formal and informal coaching and mentoring, self-study, experience, and in-house training.

The institution also considers adequate maturity levels and the knowledge and skills gained through relevant working experience to assess a learner's ability to meet the entry requirements for a qualification. Provision is made for a small number of learners (ten per cent maximum) to be admitted to the qualification through RPL.

In addition to RPL for access/admission to the qualification, RPL candidates who can demonstrate proficiency in any module in the qualification may be granted exemption/credit according to the 50/50 rule. This may occur upon applying to the RPL facilitator and after the successful submission of competence or assessment outputs consistent with the institution's RPL policy and practices (as aligned to the CHE policy on RPL, 2016).

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, Level 4, granting access to higher certificate studies.

Or

• National Certificate (Vocational), Level 4, granting access to higher certificate studies.

Or

• Senior Certificate, NQF Level 4, without endorsement.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits

• Academic, Digital and Computer Literacy, 15 Credits.
• E-Commerce, 15 Credits.
• Entrepreneurship, 15 Credits.
• Introduction to Business Management and Administration, 15 Credits.
• Introduction to Commercial Law, 15 Credits.
• Introduction to Financial Concepts, 15 Credits.
• Professional Skills for the 21st Century, 15 Credits.
• Project Management Basics, 15 Credits.

1. Demonstrate an informed understanding of and basic applied competence in contemporary business management, administration practice, and e-commerce.
2. Demonstrate an informed understanding of entrepreneurs' social and economic roles and basic applied competence in the key considerations for establishing new businesses.
3. Demonstrate an informed understanding of, and basic applied competence in, the bookkeeping, accounting and financial principles and practices used in contemporary business.
4. Demonstrate an informed understanding of basic techniques applied in the management of business projects throughout the project management life cycle
5. Demonstrate an informed understanding of, and basic applied competence in, the legal framework within which South African businesses operate
6. Demonstrate the professional skills required for successful integration into contemporary and future vocational contexts.
7. Demonstrate applied competence in the literacies required for successful entry-level integration into Higher Education and work-related contexts.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe the role of business organisations in generating products and services from limited resources to meet the needs and wants of consumers.
• Apply knowledge of the various business functions and their significance to contemporary scenarios.
• Illustrate an understanding of the relationships between the core areas of business management and the core areas of e-commerce and apply knowledge in this regard in familiar settings.
• Prepare basic documentation that will assist in the administration of selected business functions in familiar contexts.

Associated Assessment Criteria for Exit Level Outcome 2

• Describe the role of entrepreneurs as problem-solvers in social and economic contexts.
• Explain how processes and practices in relation to entrepreneurship are interconnected with business processes and practices, and apply knowledge in familiar contexts.
• Apply knowledge in relation to the establishment of new enterprises to familiar settings.

Associated Assessment Criteria for Exit Level Outcome 3

• Describe the basic structure and elements of financial statements.
• Explain how different financial transactions are recorded in the accounts books and how they affect the financial position and or performance of the business.
• Use the key financial ratios to interpret the financial results of a business.
• Explain how VAT is administered and accounted for in the books of account.

Associated Assessment Criteria for Exit Level Outcome 4

• Explain the project life cycle as it applies to projects in a business context.
• Apply procedures, techniques and methods involved in initiating, planning, executing, monitoring, controlling and closing projects in familiar business settings.
• Prepare basic documentation that will assist in the administration of projects in familiar business contexts.

Associated Assessment Criteria for Exit Level Outcome 5

• Describe the legislation that regulates contracts of sale and lease, as well as credit agreements, in South Africa, and apply this knowledge to familiar scenarios.
• Explain the labour law framework within which businesses conduct their practices in the South African context and apply knowledge in this regard in familiar contexts.

Associated Assessment Criteria for Exit Level Outcome 6

• Illustrate awareness of interpersonal and intercultural communication in contemporary and future workplace contexts.
• Conceptualise and construct the written and online collateral required to access future professional opportunities.
• Conceptualise and build adequate business documentation in various formats relevant to familiar scenarios.

Associated Assessment Criteria for Exit Level Outcome 7

• Describe the literacies required for successful study in the contemporary Higher Education context and apply this knowledge in searching and generating academic collateral and resolving problems.
• Describe the basic academic research process.
• Construct an academic text under relevant academic and grammatical conventions.
• Apply knowledge of computer applications to the selection, navigation and utilisation of appropriate, recognised word processing, spreadsheet, and presentation software as well as electronic mail and Internet search engines in appropriate academic and professional contexts.

INTEGRATED ASSESSMENT

Integrated assessment is essential to ensuring that the purpose of the qualification is achieved in relation to the occupational focus carried by the qualifier, and in terms of its propositional and declarative knowledge requirements, vocational relevance and reflexive competency. Successful learners will undertake an extensive process of assessment that progressively develops their integrated competency to a point where learners are able to demonstrate that they can operate effectively in an entry-level occupational position in the target field of practice specified by the qualification title across a range of modalities of assessment.

Formative Assessment

Formative assessment integrates the cycle of teaching and learning and assessment. Digital Course Books and Moodle learning collateral contain self-assessment quizzes. The scheme of work includes formal formative assessments in the form of written assignments conceptualised around case study material, based on the learning material, and learners are graded and provided with written feedback. The process is continuous and focuses on smaller sections of the work, and it is limited in the number of outcomes assessed.

Summative Assessment

Summative assessments occur in the form of summative portfolios of evidence or summative written assignments conceptualised around case study material or summative written assignments which assess a representative selection of the outcomes that are practised and assessed in the formative stage. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge in order to achieve the stated exit level outcomes.