Higher Certificate in International Trade Practice

Purpose

The purpose of the Higher Certificate in International Trade Practice is to provide qualifying learners with a well-rounded, industry-oriented education in International Trade Practice, equipping them with a strong knowledge base and the required theory and methodologies to be successful in the discipline.

The qualification is primarily vocational, offering learners the basic introductory knowledge, cognitive and conceptual tools, and practical techniques for higher education studies in the International Trade Industry. The qualification incorporates values, knowledge, and skills in the core areas of international trade, including fundamental management principles, and import and export procedures and regulations. Learners will further develop basic problem-solving, decision-making, and critical thinking competencies, as well as the ability to take responsibility for their actions. Theoretical depth is further enhanced by incorporating relevant content in a range of supporting areas, including ethics, information technology, legal principles, legislation and regulations, communication, marketing, and operations.

Aligned with the institution's qualifying learner capabilities, this qualification aims to develop a qualified learner who is developed into a work-ready professional, with the necessary international trade practice-specific knowledge and skills. The qualifying learner will be prepared to begin navigating the complexities of a changing world, capable of creative, active and social engagement within civil society.

Upon successful completion, the qualifying learner will be able to

• Demonstrate a basic understanding of international trade principles in the South African and global context.
• Apply the basic principles of international marketing within a specific context.
• Resolve fundamental theoretical, managerial and administrative issues encountered in international trade.
• Demonstrate an understanding of the basic principles of international trade finance.
• Discuss ethics, international law and regulations compliance and the legal significance of certain key contracts encountered in international trade.

Rationale

International trade is the purchase and sale of goods (import and export) and services by companies in different countries and is a major contributor to the rise of the global economy (Heakal, 2023). In the South African context, international trade holds great value for our economy, with exports accounting for 29.9% of the gross domestic product (GlobalData, 2021). Matthee, Saville, Flowerday & Bezuidenhout (2022) note that "Exporters produce superior results relative to non-exporting firms across a wide range of performance metrics, including employment, remuneration, capital intensity, productivity, and profitability, to mention a few. South Africa is no exception in this regard".

There are several reasons supporting this observation, including those exporters who inter alia enjoy greater resilience because of network effects and diversification benefits where firms export multiple products to multiple destinations. Apart from this, South Africa's export sector has "grown considerably faster than the domestic sector over the past two and a half decades, considering the country's relative openness to the world" (Matthee et al, 2022).

The resilience of this industry is evident in the turnaround post-COVID international trade GDP growth of 14.1% from 2020 to 2022. Disruptions to global supply chains, the decrease in demand for South African products, port closures, the reduction in consumption in China, and the slowdown in world trade adversely affected South Africa (Krugel & Viljoen, 2022), and the international trade industry's GDP contributions decreased by 3.25% in 2020 (Microtrends, 2022). Given the subsequent growth, the international trade industry can be relied on to contribute to decreased unemployment, which currently stands at 32.6% (Smit, 2023).

The Sector Skills Plan (TETA, 2022) indicates that occupations in the Forwarding and Clearing sector are classified as hard to fill', such as Import/Export Administrator, Clearing and Forwarding Agent, Logistics Manager and Supply Chain Practitioner. Furthermore, the Department of Trade, Industry and Competition (2023) rolled out the National Exporter Development Programme (NEDP). The purpose of this qualification is to increase exports, particularly of those products and services that add value and contribute to employment and the green economy. The target group is small, micro and medium enterprises (SMMEs). The NEDP aims to deliver appropriately skilled exporters and contribute to the number of active exporters over time. This is a clear indication of the shortage of experienced and qualified exporters in the country.

A wide range of skills are valuable in the import and export industry and will assist in furthering the junior practitioner's professional identity, such as the ability to communicate with a wide audience while solving problems and understanding industry trends. With technology and innovation increasingly playing a role in this industry post-pandemic, qualifying learner starting in entry-level international trade positions should have a comprehensive understanding of their role within the industry. The rise of e-commerce is creating new opportunities for businesses to sell their products and services to customers around the world.

Qualifying learner skills related to import and export administration are deemed as lacking by industry stakeholders (TETA, 2022). Higher education institutions in Southern Africa, such as Boston City Campus, are uniquely positioned to address the skills gap and assist the industry in overcoming the critical issues identified above. There is currently a very limited number of qualifications, be it a diploma, degree or higher certificate, that specifically focus on International Trade Practice. In keeping with the institution's vision to enhance, uplift and continuously improve the quality of education and training in Southern Africa, offering this qualification will contribute to bridging these skills gaps. A qualifying learner will possess basic introductory knowledge, cognitive and conceptual tools and practical techniques related to the industry.

The institution recognises the need for suitably qualified learners for the sustainability of the import and export industry. Therefore, the qualification aims to further serve the institution's mission, which is to provide quality and relevant education and training to all our learners by equipping qualifying learners with the necessary knowledge, theory, skills, and experience in the important discipline of International Trade Practice, ensuring the mastery of general principles together with more specific procedures and their application.

The qualification fits in with the current suite of qualifications offered by the institution. The qualifying learner will be empowered for further cognate studies in the fields of International Trade Practice, including Import, Export, Supply Chain Management and Logistics, in the pursuit of an advanced certificate or diploma at NQF level 6, or a degree at NQF level 7.

Employment opportunities for the qualifying learner include

• Import and Export Controller.
• Import and Export Administrator.
• Import Clerk.
• Export Freight Clerk.
• Trade Lane Coordinator.
• Inbound Shipping and Claims Consultant.
• Junior Technical Buyer > Imports and Exports.
• Junior Road Freight Controller.
• Import and Export Cost Estimator.
• Imports and Exports Compliance Administrator.
• Warehouse and Logistics Administrator.
• Shipping Controller.
• Customs Clerk.
• Sales Executive (Import/Export).

Recognition of Prior Learning (RPL)

The institution follows the CHE's Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE, 2016). The institution's existing RPL policy and practices will be applied in relation to the qualification. The principles of recognising learning that has already taken place will be applied at a modular level.

RPL for Access

• Learners need to be able to demonstrate their prior learning through evaluation/verification and/or assessment.
• Each application will be considered on a case-by-case basis, and learners will enter into discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.
• Only 10 % of a cohort will be allowed admittance to a qualification on RPL basis.

RPL for Exemption

• Learners applying for admission to the qualification via RPL can only be exempted from a maximum of 50 % of the qualification modules.
• Although learners are rigorously assessed, as per the principles of RPL, there is no guarantee that a learner will gain admittance into a qualification or receive exemptions from modules.

Entry Requirements

• Senior Certificate, NQF Level 4 without endorsement.

Or

• National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.

Or

• National Certificate Vocational, NQF Level 4, granting access to Higher Certificate studies.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5, totalling 122 Credits.

Compulsory Modules, NQF Level 5, 122 Credits.

• Computer Literacy (Word, Word Advanced, Outlook), 16 credits.
• Academic Literacy, 14 credits.
• Principles of International Trade Practice, 18 credits.
• Fundamentals of Operations in International Trade,14 credits.
• Introduction to International Trade Finance, 14 credits.
• Principles of International Marketing, 14 credits.
• Import and Export Practice and Procedure, 18 credits.
• Work Integrated Learning, 14 credits.

1. Demonstrate a basic understanding of international trade principles in the South African and global context.
2. Apply the basic principles of international marketing within a specific context.
3. Resolve fundamental theoretical, managerial and administrative issues encountered in international trade.
4. Demonstrate an understanding of the basic principles of international trade finance.
5. Discuss ethics, international law and regulations compliance and the legal significance of certain key contracts encountered in international trade.
6. Demonstrate an integrated understanding of operations management within the context of international trade.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss the role and significance of international trade.
• Provide a correct overview of the framework for international trade within a specific country.
• Identify factors that promote imports and exports in a particular country.
• Communicate effectively using higher education communication techniques applicable to the educational and business environment.
• Explain fundamental economic concepts.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate the relationship between planning and researching, and the controllable elements of international marketing.
• Explain niche marketing and market segmentation.
• Identify potential foreign markets.
• Explain the use of market data.
• Explain the importance of a marketing strategy.

Associated Assessment Criteria for Exit Level Outcome 3

• Discuss the essential principles of management.
• Describe the internal and external environments of an international trade (import/export) organisation.
• Explain the management of an international trade-related business strategy.
• Apply the correct fundamentals of Incoterms to international trade endeavours.
• Oversee the physical movement of import/export consignment from source to destination.

Associated Assessment Criteria for Exit Level Outcome 4

• Calculate accurate pricing and costing and implement relevant strategies.
• Demonstrate an understanding of basic accounting systems and proficient use of spreadsheets.
• Demonstrate the ability to contribute to the budgeting process.
• Calculate product and delivery costs accurately.
• Identify financial risk in international trade in each scenario.
• Interpret basic financial statements and explain the implications of standard financial ratios and balance sheet and income statement components.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate sufficient knowledge of the legal framework that governs international affairs.
• Determine the contractual nature of commercial transactions.
• Recognise the significance of intellectual property rights within the import and export context.
• Explain how international trade law regulates customs procedures, including the classification of goods, valuation, and origin requirements.

Associated Assessment Criteria for Exit Level Outcome 6

• Evaluate the importance of operations management within a business context.
• Define project management and identify and discuss the key elements of the project management process.
• Define Total Quality Management and accurately identify and discuss the tools used to manage the total quality management process.
• Identify and formulate a strategic quality plan considering the design and management of quality in the import and export of products and services.

Integrated Assessment

The institution's assessment practices are driven by our Assessment and Moderation Policy. This policy is informed by key national policies and best practice benchmarks, including the SAQA National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (2014); CHE Policy on RPL, CAT and Assessment (2016) and CHE Distance Education Qualifications in a Digital Era: Good Practice Guide (2014). And as a point of departure, the principles of good assessment, including transparency, fairness, authenticity and legitimacy, drive the assessment praxis.

The Higher Education Assessment and Moderation Management Policy, which sets the institutional assessment strategy, is written from the standpoint of open distance and e-learning provision. From this vantage point, the policy guides and frames assessment practices, imagining the specific requirements of learners studying in the distance modality. That is, the policy and its implementation are fully cognisant of what is needed to ensure learners can navigate the challenges and opportunities associated with the distance modality.

While the institutional policy provides the broad parameters for assessment and moderation practices, there are several factors peculiar to the specific requirements of the qualification that inform how we think about and design our qualifications, including the choice of assessment strategies (i.e., the specific number, configuration, weighting and combination of assessment events as the means by which learning outcomes are assessed), the assessment typologies (i.e., the general category/type of assessment, e.g., summative, formative, ipsative, diagnostic, etc., selected as the assessment strategy), and assessment modalities (i.e., the particular type of instrument by which learners are assessed, e.g., examination, research essay, discussion forum, etc.) used in each module.

The assessment strategy includes the following combination of weighted assessment typologies

Assessment Strategy 1 (AS1)

• Two (2) Formative Assessments will count 50% towards the overall mark.
• One (1) Summative Assessment will count 50% towards the overall mark.

Assessment Strategy 3 (AS2)

• One (1) Formative Assessment will count 50% towards the overall mark.
• One (1) Summative Assessment will count 50% towards the overall mark.

Assessment Strategy 3 (AS3)

• Two (2) Formative Assessments will count 40% towards the overall mark.
• Two (2) Summative Assessments will count 60% towards the overall mark.

The WIL typology included in the qualification will be Problem-based learning. This typology is strongly guided and built around clearly structured problems required in the completion of a project, which will enhance learning. There will be collaboration between academics and workplace representatives to ensure that the project is based on solving problems that have both academic relevance and workplace authenticity.

Assessment Strategy W (ASW) will be used for the WIL module

• Two (2) Formative Assessments will count 40% towards the overall mark.
• Two (2) Summative Assessments 1: (Project) 40% and (Reflective Essay): 20% which will count 60% of the overall mark.