Occupational Certificate: Entrepreneur

Purpose

The purpose of this part-qualification is to prepare a learner to function as an Entrepreneur. This part-qualification will contribute to the development of the learner by providing learners with the skills, knowledge, and experience to enable them to determine whether a business idea is viable and secure the resources to launch it. Learners completing this part-qualification would be able to at a later stage enrol for the National Occupational Certificate: Entrepreneurial Business Manager in which case they will be granted recognition for modules already completed through Credit Accumulation and Transfer.

An Entrepreneur explores and develops product concepts and prepare funding motivations required to launch viable new business enterprises.

A qualified learner will be able to

• Identify opportunities for a new venture.
• Determine financial requirements of a new venture and source funding.

Rationale

The need for this part-qualification was identified during the realignment of existing unit standards-based qualifications to create a learning pathway for learners. This part-qualification focuses specifically on the component related to the realignment of the National Certificate: New Venture Creation (SMME), NQF Level 2 to provide learners with the knowledge, skills and experience required to establish the viability of a business concept and secure the resources to launch it.

There are no similar qualifications registered on the OQSF.

This part-qualification will benefit the sector, society and the economy as Entrepreneurs will start a small business, based on a need in the community. The business will generate an income and thereby contribute to the economy.

Typical learners to be attracted to this part-qualification are those who intent to start their own viable business.

Collaboration with relevant stakeholders

• Various stakeholders from the Management and Business Services Chamber participated in the development of this part-qualification.

List typical occupations in which the qualifying learner will operate (if relevant).

• The typical occupations related to this part-qualification is small business owner.

Recognition of Prior Learning (RPL)

Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme.

Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved.

For a Skills Programme, the accredited Skills Development Provider (SDP) must ensure all modular competency requirements are met prior to the FISA and keep record of such evidence.

Upon successful completion of the EISA/FISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO.

Entry Requirements

An NQF Level 2 qualification with mathematical literacy and communication.

This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules

Knowledge Modules

• 134903-001-00-KM-01, Business Ethics and Etiquette, NQF Level 3, 4 Credits.
• 134903-001-00-KM-03, Business Communication and Customer Service, NQF Level 3, 3 Credits.
• 134903-001-00-KM-04, Entrepreneurship, NQF Level 4, 4 Credits.
• 134903-001-00-KM-05, Product/Service/Experience Innovation, NQF Level 4, 2 Credits.
• 134903-001-00-KM-06, Viability Assessment, NQF Level 3, 3 Credits.
• 134903-001-00-KM-07, Financial Requirements of a New Venture, NQF Level 3, 5 Credits.

Total number of credits for Knowledge Modules: 21

Practical Skill Modules

• 134903-001-00-PM-01, Conduct Entrepreneurship Self-Assessment, NQF Level 3, Credits 3.
• 134903-001-00-PM-02, Generate Viable Business Ideas, NQF Level 4, Credits 8.
• 134903-001-00-PM-03, Determine Market Requirements for a New Venture, NQF Level 4, Credits 2.
• 134903-001-00-PM-04, Conduct Competitive Analysis, NQF Level 3, Credits 2.
• 134903-001-00-PM-05, Develop Goals for a Business Plan for a New Venture, NQF Level 3, Credits 2.
• 134903-001-00-PM-06, Determine Financial Requirements of a New Venture, NQF Level 3, Credits 4.
• 134903-001-00-PM-07, Source Funding for a New Venture, NQF Level 3, Credits 3.

Total number of credits for Practical Skill Modules: 24

Work Experience Modules

• 134903-001-00-WM-01, Processes for the Development of a Business Concept, NQF Level 3, 10 Credits.
• 134903-001-00-WM-02, Processes for the Development of a Funding Proposal for Business Start-Up or Expansion, NQF Level 3, 8 Credits.

Total number of credits for Work Experience Modules: 18

1. Identify opportunities for establishing a viable new venture, by applying knowledge and skills in relation to interpreting relevant information from a range of sources.
2. Determine financial requirements to start-up a new business, by applying knowledge and skills in relation to producing a coherent presentation and report and providing explanations for positions taken.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Identify opportunities for establishing a viable new venture, by applying knowledge and skills in relation to interpreting relevant information from a range of sources.

• Identify and explain requirements for a successful entrepreneur.
• Identify elements of viability to enable a new venture to be assessed for potential implementation.
• Interpret elements of a business plan to determine the viability of a new venture.

Associated Assessment Criteria for Exit Level Outcome 2

ELO 2: Determine financial requirements to start-up a new business, by applying knowledge and skills in relation to producing a coherent presentation and report and providing explanations for positions taken.

• Prepare a funding proposal according to the requirements which contains the associated motivations to apply for financial support.
• Prepare a pricing and costing estimation, reflecting the viability of the documented business idea.
• Align the projected cash flow requirements for a start-up business to accounting practices.

Integrated Assessment

Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

Formative Assessment

Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.

Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained.

Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided.

An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification.

Summative Assessment

Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc.

The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.

External Integrated Summative Assessment

The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner.

For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating the attainment of all modules for the Knowledge, Practical and Work Experience modules.