Higher Certificate in Logistics Management

Purpose

The purpose of the programme is to provide qualifying learners with wide-ranging intellectual competencies and practical skills in the acquisition, interpretation and understanding of logistics management principles. The learner should be able to take decisions in the context of a logistics organization, to analyse relevant information, and produce innovative responses to concrete but often unfamiliar problems based on informed judgement.

The proposed curriculum will contribute towards the intended outcomes by providing a learner in the first place insight into the micro-and macro-economic environment in which logistics companies function. Furthermore, it will also provide the learner knowledge about general management principles and specific logistic management principles. Practical decision-making skills will be facilitated using case study material which requires a critical situation analysis, the selection and interpretation of relevant information and the implementation of decisions.

It is expected of a student to undertake investigations in the logistic field, including gathering and interpretation of relevant information and to communicate effectively with relevant role-players utilising appropriate logistics terminology. It is also expected of a student to work in a team in an unpredictable context with various role players, including professional and administrative of the logistics profession, as well as people on the grass-roots level. A student should also demonstrate sensitivity to different communities and a sensitivity for the social and cultural differences and needs, particularly with respects to the distribution of goods within the communities.

Rationale

The Open Learning Group commissioned a fairly comprehensive needs analysis and it is on grounds of the recommendations recorded in the report that the Certificate in Logistics management is introduced. It is evident that many entry-level disadvantaged workers in the logistics world-of-work have little formal Qualifications and hopefully the introduction of this Qualification will address such needs.

Learners accessing this Qualification should demonstrate their ability to read, interpret reflect on study material and relevant literature on grade 12 (NQF Level 4). Learners should be able to communicate using Afrikaans/English in written and/or oral form. Learners must be able to study independently and to manage their study programme and time.

Recognition of Prior Learning

The assessment processes involved with Recognition of Prior Learning are the same as those followed for awarding credits in a formal setting. A Recognition of Prior Learning candidate seeking credits for previously acquired skills and knowledge must still comply with all the requirements as stated in learning modules and learning programmes and qualifications. The difference is the route to the assessment. Recognition of Prior Learning assessment takes a holistic view of the process of assessment where the context of the learning as well as the context of the person who is being assessed, is taken into account. Some of the principles applied in contexts where a holistic view of assessment is implemented are:

• Subscription to the principle of and values of human development and life-long learning. This supports the Recognition of Prior Learning purposes to access, equity and redress for people who would prefer to further their studies.
• Allocation of a high priority to learner-centred support systems that will assist in the preparation for assessment. Selection of the assessment methods must be based on contexts and practicability; they must be agreed upon by the assessor and the candidate-in other words, they must be "fit for purpose" assessment methods.
• A learner-centred and developmental approach where assessments are not used to penalize students for what they don't know, but to shape and form decisions around educational planning.
• The recognition of the rich diversity of knowledge and learning styles which students bring into an assessment event. Some students perform best in acting, hands-on, searching from available materials rather than memorize sources of information. A holistic approach to assessment considers all these principles.

Entry Requirements

The minimum requirements for this qualication is;

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

Or

• Senior Certificate, NQF Level 4.

Fundamental, Core and Elective Modules

The programme consists of two Fundamental modules, four Core modules and three Elective modules (of which one must be chosen). The modules are:

Fundamentals

Business Communication; 10 Credits.

Computer Literacy; 10 Credits.

Core

Business Management; 20 Credits.

Logistic Management; 20 Credits.

Transport Economics; 20 Credits.

Financial Management; 20 Credits.

Electives

A student should choose one of the following modules

Supply Chain Management; 20 Credits.

Purchasing Management; 20 Credits.

Marketing Management; 20 Credits.

Total: 120 Credits.

Upon successful completion of the Certificate in Logistics Management a student should be able to

• Grasp the functions that a logistician is normally called upon to fulfil in discharging his/her duties.
• Understand procedures and techniques that are available to a logistician to establish effective and efficient solutions to problems.
• Grasp the importance of logistics as part of the managerial function in various business undertakings.

Integrated assessment

The assessment will consist of two assignments per module and one two hour examination per module. Formative assessment will take place using the two assignments that will include evidence of job-related application of knowledge, and summative assessment will happen using the examination process.

Students receive feedback on all assessments within three weeks from the assessor. The date, time and place of feedback are communicated in writing to students as part of the assessment plan. Feedback of the assignments will be provided through a written feedback assignment report, and where required employing additional one-to-one verbal feedback. Constructive feedback which takes the purpose of the assignment into account is provided. Students are guided on how to avoid making similar mistakes and how to improve their performance.

In line with the institution's assessment policy results are confidential. An individual student's assessment results are not disclosed to follow-learners or unauthorised staff members.