CONTACT DETAILS
Unit Standard: |
AS PER ONLINE SYSTEM | |||||||
| Course: | Apply Word Tables and Column Enhancement | |||||||
| Assessor Details | ||||||||
| Name | AS PER ONLINE SYSTEM | |||||||
| Branch | 2 | Registration No: | 06/2017/0003 | |||||
| Contact Details | email: | AS PER ONLINE SYSTEM | ||||||
| Phone: | 0768326556 | Fax: | 018 406 7800 | |||||
| Moderator Details | ||||||||
| Name | AS PER ONLINE SYSTEM | |||||||
| Branch | ||||||||
| Contact Details | email: | AS PER ONLINE SYSTEM | Registration No: | RMD/07/2011/504 | ||||
| Phone: | AS PER ONLINE SYSTEM | Fax: | AS PER ONLINE SYSTEM | |||||
| Candidate Details | ||||||||
| Surname | AS PER ONLINE SYSTEM | Name | AS PER ONLINE SYSTEM | |||||
| College | ID No | AS PER ONLINE SYSTEM | ||||||
| Branch | ||||||||
| Contact Details | email: | AS PER ONLINE SYSTEM | ||||||
| Phone: | 011 071 1903 | Fax: | 086 542 6058 | |||||
Assessment Guide Competence
Appeals & Disputes
The candidate has the right to appeal against assessment decision or practice they regard as unfair. An Appeals and Disputes procedure is in place and communicated to all assessment candidates in order for them to appeal based on:
Unfair assessment
Invalid assessment
Unreliable assessment
Unethical practices
Inadequate expertise and experience of the assessor
Appeals have to be lodged in writing (Candidate Appeal Form) & submitted to the Training Provider internal moderator within 48 hours, following the assessment in question. The moderator will consider the appeal & make a decision regarding the granting of a re-assessment. The learner will be informed about the appeal-outcome within 3 days of lodging the appeal. Should the learner not be satisfied with the internal appeal outcome, the learner will be advised of the rights to refer the matter to the MICT SETA ETQA.
ASSESSMENT PROCESS FLOW
| CANDIDATE |
| Certificate of Competencies issued to successful candidates
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| SETA
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| Completed Assessor report/Moderator report/Record of Learning forwarded to SETA
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| Approval and Certification obtained from SETA
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SETA to register on National Learner Database
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| Assessment Guide submitted to Training Provider as per Assessment Plan
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| Detailed Assessor Report compiled & forwarded for Moderation
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| ASSESSMENT
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| Assessment Results Moderated
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| Feedback Report Completed by Assessor & individual feedback given to candidate
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| Appeal form completed by the candidate in event of dispute
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| Record of Learning Updated
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| Action Plan completed by Assessor
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| All records & evidence filed
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| Assessment Plan agreed by candidate & completed by the assessors before the actual assessment
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| Assessment Activities conducted as per the Assessment Plan
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ASSESSMENT STRATEGY
This assessment exercise will cover the outcomes required in order to achieve a competency certificate. The purpose of the assessment process is to gather enough evidence to prove all unit standard outcomes were achieved.
Competency will be assessed through class hands on tasks recorded in POE, input and performance based assessment, assignments which will require a fair amount of research and observation in essential embedded knowledge. Assessment evidence should be sufficient to prove that the candidate is competent in all require tasks set by the unit standards.
A summative assessment will be conducted at end of course to confirm assessment judgments. Principles of fairness, validity, practicability, reliability and consistency will be adhered to throughout.
| Qualification | SKILLS COURSE | Unit Standard Codes | AS PER ONLINE SYSTEM | ||
| Level | AS PER ONLINE SYSTEM | Credits | AS PER ONLINE SYSTEM | ||
| Purpose of Assessment | The person credited with this Unit Standard will be able to perform routine financial transactions and calculations and need to apply the processes and procedures necessary to initiate the recording of disbursements and revenues, and to understand the financial implications to the organisation of each element in the transaction. | ||||
| Assessment Procedures | An integrated assessment approach will be followed to allow for practical and theoretical components. This entails the assessment of a number of unit standards, outcomes and criteria together in one assessment activity.
Candidates are not only assessed against specific outcomes, but also on critical outcomes, attitudes and values. A summative competence judgment will be made on the basis of all assessment evidence produced, that proves that the candidate can be consistently judged as competent against the outcomes of the unit standards and the qualification as a whole. Candidates take responsibility for their own assessment and should notify the assessor when they are ready for assessment. Candidates will receive feedback after the summative assessment, which will be discussed after all assessments have been completed. All assessments will be reviewed to ensure that assessment practices are valid, fair, transparent, consistent and current. An Internal/External moderator will moderate assessment practices. The SETA will also conduct external moderation. |
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| Context of Assessment | Assessment Methods | Assessment Conditions | Who will conduct assessment | Assessment results and feedback | |
| Written assessments (exercises; assignments; projects)
Oral Observation checklist |
Input based assessments | Assessor | 2 weeks after successful submission | ||
ASSESSMENT PREPARATION
Preparing the Candidate
| Name of Candidate | AS PER ONLINE SYSTEM | Date | AS PER ONLINE SYSTEM | |
| Time | AS PER ONLINE SYSTEM | |||
| Name of Assessor | AS PER ONLINE SYSTEM | Venue | ONLINE | |
| How to prepare the candidate | Document Requirements | Agree (tick) | Action Required | |
| Explain to the candidate why you are meeting and the purpose of the assessment. | NQF Framework Assessment process | X | ||
| Discuss the assessment plan in detail. | Assessment strategy | X | ||
| Explain assessment process, show assessment instruments to candidate and describe assessment conditions. | Assessment instruments | X | ||
| Identify the role-players during assessment. | Assessors
Moderator |
X | ||
| Describe the evidence required to be declared competent. | Examples of evidence | X | ||
| Explain how evidence will be judged. | X | |||
| Explain to the candidate how to prepare: Give candidate summative task description. | Summative task description | X | ||
| Confirm with the candidate what he/she should bring to the assessment. | Detailed briefing on exact requirements to be given to candidate | X | ||
| Ensure that candidate understands the procedures of all assessment practices. | Appeals procedure
Moderation procedure Assessment policy |
X | ||
| Ask the candidate if he/she foresees any problems or identify any special needs. | List needs | X | ||
| Check with candidate that he/she clearly understands the assessment procedure. | X | |||
| Comments or questions: | ||||
AGREED ASSESSMENT PLAN
| Candidate’s Name: | AS PER ONLINE SYSTEM | ||
| Assessor’s Name: | AS PER ONLINE SYSTEM | ||
| Unit Standard Title: | Apply word and tables enhancement | ||
| Special Assessment Requirements | NONE | ||
| Event | Date, time and location | Resources required | Evidence to be generated |
| Attend Training. | AS PER ONLINE SYSTEM | Training material, Facilitator | Attendance Register |
| Complete formative assessment | AS PER ONLINE SYSTEM | Formative assessment workbook | Completed portfolio of evidence |
| Complete summative assessment | AS PER ONLINE SYSTEM | Summative assessment workbook | Completed portfolio of evidence |
| Submit Portfolio of Evidence to Training Provider | AS PER ONLINE SYSTEM | Acknowledgement of receipt from Training Provider | |
| Assessor roles and responsibility | |||
| Roles | Assessor
Guide Feedback Agent Reviewer |
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| Responsibilities | Consult candidate re assessment, assessment process, and plan.
Agree assessment process and plan with candidate. Forward documentation to candidate: plan, guide and assessment instruments. Assess candidate with the use of different instruments. Provide feedback on assessment findings. Support candidate through assessment process. Source feedback from candidate on assessment process. Review assessment process and outcome. Use assessment process as opportunity to transform assessment activities and outcomes. |
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| Candidate roles and responsibility | |||
| Roles | Candidate
Feedback agent Reviewer |
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| Responsibilities | Be available for assessment.
Be actively involved in the consultative process. Learn from the assessment process. Provide feedback to the assessor in terms of the assessment as learning activity. Provide feedback to the assessor on the efficacy of the assessment process. Review own role and assessor role in the assessment process. |
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| Assessment Instruments | Portfolio of evidence
Observation checklist Questioning |
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| Assessment Process | |||||
| Step | Date | ||||
| Evaluation of POE addressing Essential Embedded Knowledge in unit standards.
Evaluation of Research Projects and other evidence address specific unit standards. Consultation: assessment plan and assessment activities and instruments. Pre-assessment moderation and interviews conducted at this stage. Observation: feedback on assessment against specific outcomes, critical outcomes in unit standards. Feedback: to candidate regarding sufficiency of evidence and possible interview to gain supplementary evidence. Feedback to candidate regarding assessment findings as well as review process. |
AS PER ONLINE SYSTEM |
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| Feedback | Written feedback to be given to all stakeholders at the end of the assessment process, as well as verbal feedback to the candidate during assessment activities. | ||||
| Recording Process | Process and findings to be recorded and submitted for record keeping purposes as well as moderation and verification. | ||||
| Review Process | The review process is the responsibility of the assessor and the candidate. Joint reviewing will take place after feedback has been given to the candidate. | ||||
| Right to appeal | The candidate must be advised of the right to appeal. | ||||
| Accessibility and safety of environment | Step | Date | |||
| Site inspection conducted.
Pre-assessment moderation conducted. |
AS PER ONLINE SYSTEM |
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| Resources Required | Assignments
POE Assessments |
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| Candidate Signature
AS PER ONLINE SYSTEM |
Assessor Signature
AS PER ONLINE SYSTEM |
Moderator Signature
AS PER ONLINE SYSTEM |
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| Date
AS PER ONLINE SYSTEM |
Date
AS PER ONLINE SYSTEM |
Date
AS PER ONLINE SYSTEM |
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I confirm that: · I have been consulted on and have agreed to the training and assessment process as detailed in the assessment guide. · I have been advised of my right to appeal against any assessment that is unfair, unreliable, invalid or impracticable. · I have read and understood the appeal procedure. · I know that assessments may be moderated or verified by an external party. · The purpose of the assessment has been clearly explained to me. · The criteria have been discussed with me, and I know I will be assessed against these criteria. · I know when and where I will be assessed, and I was given fair notice. · I know how the assessment will be done, and any other requirements related to the assessment.
Signed AS PER ONLINE SYSTEM Date: AS PER ONLINE SYSTEM |
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| Overall Assessment Decision | Met requirements
YES |
Did not meet requirements | |
| Candidate’s Signature | AS PER ONLINE SYSTEM | Date | AS PER ONLINE SYSTEM |
| Assessor’s Signature | AS PER ONLINE SYSTEM | Date | AS PER ONLINE SYSTEM |
| Moderator’s Signature | AS PER ONLINE SYSTEM | Date | AS PER ONLINE SYSTEM |
Assessor’s declaration:
I hereby declare that I have prepared the candidate for assessment, the candidate was consulted and all stakeholders have been informed and the workplace is prepared to ensure valid and fair assessment.
| Assessor Name | Signature |
| AS PER ONLINE SYSTEM | AS PER ONLINE SYSTEM |
LETTER OF COMMITMENT FROM THE LEARNER
Dear learner/learner
You have requested to be assessed through our organization. To ensure effective assessment, there needs to be a commitment from you, that you will attend training if required and submit evidence of workplace application as required by the assessor.
Declaration of commitment:
I undertake to fulfill all the requirements of the assessment practices as specified by the assessor and service provider.
Organization Southern Africa Youth Project_____________________________________
Full names of learner AS PER ONLINE SYSTEM Signature AS PER ONLINE SYSTEM Date: AS PER ONLINE SYSTEM
Declaration of Authenticity
I AS PER ONLINE SYSTEM,declare that the evidence presented in this portfolio of evidence represents workplace and training evidence against the unit standard 252435 Apply basic invoicing and accounting principles my own work and has been completed me, with the exception of:
(Detail any work that was not completed by yourself, i.e. group work, etc.)
In signing this, I declare that all the evidence presented in this Portfolio of Evidence is true, valid and my own work.
| Learner signature | AS PER ONLINE SYSTEM
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| Date | AS PER ONLINE SYSTEM |
| Witness name |
AS PER ONLINE SYSTEM |
| Witness contact details | AS PER ONLINE SYSTEM
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| Witness signature |
AS PER ONLINE SYSTEM |
PORTFOLIO BUILDING
Your Portfolio of Evidence (POE) contains the evidence needed to declare you competent and to award credits towards the award of this qualification to you. Evidence should be authentic and reflect both your knowledge of the subject and your ability to apply this knowledge in the workplace. Thus, evidence of day-to-day activities supporting the specific outcomes addressed by this learning programme should complement the theoretical learning you attended and were assessed on.
There are FIVE key steps in creating a portfolio that will reflect your competence.
Plan and document the sequence, graphics, and layout of your portfolio. This will assist you in following a logical sequence, which makes the Portfolio also much more user friendly and understandable for the assessor. It will also reflect your professional approach and attitude towards the subject matter, your work, and your life. Impact and appearance always contribute to or affect your chances of being taken seriously and declared competent!
Gather the Evidence
An evidence checklist has been provided (Section 4) to tell you what evidence needs to be gathered for assessment purposes. However, there are four broad categories of evidence that you should include:
Knowledge evidence (your knowledge questionnaire).
Direct performance evidence (actual samples of your work or records of activities captured on audio or video tape).
Indirect performance evidence (documentary records of your performance e.g. appraisals, photographs, testimonials, self-assessments, customer ratings etc.).
Supplementary evidence (to confirm the authenticity of your evidence).
Once you have collected your evidence, evaluate each piece by ensuring that it is:
Valid (relevant to the unit standard/s being assessed).
Authentic (clearly your own work).
Current (not more than 2 years old).
Sufficient (adequate to prove your competence against all of the assessment criteria and range statements in the unit standard/s).
Cross-Reference Your Evidence to the Unit Standards
Evidence for assessment against unit standards must be linked to the outcomes of the unit standard in question. An evidence locator grid is useful for this.
Completed Assessment Activities
Insert your completed assessment activities and evidence here:
RECORD OF LEARNING
Apply basic invoicing and accounting principles
| Candidate’s Name: AS PER ONLINE SYSTEM
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ID No | AS PER ONLINE SYSTEM | |||||
| Assessor’s Name:
AS PER ONLINE SYSTEM |
Ass. Reg. No | MD/06/2017/0003 | |||||
| Moderator’s Name:
AS PER ONLINE SYSTEM |
Mod. Reg. No | RMD/07/2011/504 | |||||
| Date: AS PER ONLINE SYSTEM | |||||||
| UNIT STANDARD | NQF LEVEL | CREDITS | DATE OF COMPLETION | SIGNATURE OF ASSESSOR | SIGNATURE OF MODERATOR | ||
| AS PER ONLINE SYSTEM | AS PER ONLINE SYSTEM | AS PER ONLINE SYSTEM | AS PER ONLINE SYSTEM | ||||
ASSESSMENT DECISION & EVIDENCE EVALUATION RECORD
| Comments | The spreadsheet is correct and is done according to the assessment criteria | |
| Date |
AS PER ONLINE SYSTEM |
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| Signature of Assessor AS PER ONLINE SYSTEM | Signature of Candidate AS PER ONLINE SYSTEM | |
Assessor’s feedback report to candidate
| Unit Standard | AS PER ONLINE SYSTEM | ||
| Title | Apply word and tables enhancement
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| Candidate’s Name | AS PER ONLINE SYSTEM | ID No. | AS PER ONLINE SYSTEM |
| Assessor’s Name | AS PER ONLINE SYSTEM | Reg. No. | 06/2017/0003
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| ASSESSMENT DECISION | |||
| Source of Evidence | Met requirements | Did not meet requirements | Candidates Comments |
| Summative assessment | X |
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| Formative assessment | X | ||
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I hereby confirm that the assessor on all the aspects of my assessment has given I. I have been given the opportunity to ask questions and the above feedback was given by me in respect of my assessment. I am aware of the assessment process and the appeal procedure. I AGREE / DISAGREE with the assessment decision.
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Overall Assessment Decision
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COMPETENT |
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Additional Notes
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THE LEARNER HAS SUCCESSFULLY COMPLETED ALL THE TASKS AS LINED TO THE SPECIFIC OUTCOMES AND THE ASSESSMENT CRITERIA
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| Assessor Signature: AS PER ONLINE SYSTEM
Date: AS PER ONLINE SYSTEM
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Candidate Signature: AS PER ONLINE SYSTEM
Date: AS PER ONLINE SYSTEM
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Moderator’s Report
| Moderator’s Name | AS PER ONLINE SYSTEM
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Reg. No. | RMD/07/2011/504
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| Assessor’s Name | AS PER ONLINE SYSTEM
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Reg. No. | 06/2017/0003
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| Candidate’s Name | AS PER ONLINE SYSTEM | ID No. | AS PER ONLINE SYSTEM | |||
| Unit Standard Title | Apply word and tables enhancement | |||||
| MODERATION DECISION | ||||||
| Specific Outcome | Met requirements | Did not meet requirements | Comments | |||
| Explain items of expenditure and revenue. | X | |||||
| Explain fixed and variable costs. | X | |||||
| Perform invoicing operations and post amounts to the appropriate accounts. | X | |||||
| Perform invoicing operations and post amounts to the appropriate accounts. | X | |||||
| Identify and disburse the items on behalf of the organization to be recovered in the invoicing process. | X | |||||
| Overall Moderation Decision | COMPETENT | |||||
| Feedback to Assessor | ASSESSOR RESULTS UPHELD | |||||
| Action Required | VERIFICATION | |||||
| Date of Moderation | 31 MAY 2019 | |||||
| Signature of Moderator | ||||||
| Signature of Assessor | ||||||
| Signature of Candidate | ||||||
| Special needs were identified and the assessment plan was adjusted. | XAgree
Disagree |
XAgree
Disagree |
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| Feedback was constructive against the evidence required. | XAgree
Disagree |
XAgree
Disagree |
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| An opportunity to appeal was given. | XAgree
Disagree |
XAgree
Disagree |
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| The evidence was recorded. | XAgree
Disagree |
XAgree
Disagree |
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| LEARNER’S DECLARATION OF UNDERSTANDING | ||||||||
| I am aware of the moderation process and understand that the moderator could declare the assessment decision invalid. | ||||||||
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| Learner | Date | Assessor | Date | Moderator | Date | |||
| Candidate’s Name: AS PER ONLINE SYSTEM | ID No. | AS PER ONLINE SYSTEM
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| Assessor’s Name: AS PER ONLINE SYSTEM | Reg. No. |
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| Unit Standard Title: Apply word and tables enhancement | |||
| Date: AS PER ONLINE SYSTEM |
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| SECTION 1 |
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| Candidate’s reason for disagreeing with the assessment decision. | |||
| Assessor’s rationale for the assessment decision. |
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| Candidate’s signature. |
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| Assessor’s signature. |
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| SECTION 2 | |
| Moderator’s decision. |
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| Moderator’s signature. |
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| All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus, the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED UNIT STANDARD: |
| Apply basic invoicing and accounting principles |
| SAQA US ID | UNIT STANDARD TITLE | |||
| AS PER ONLINE SYSTEM | Apply word and tables enhancement | |||
| ORIGINATOR | ||||
| SGB Transport and Logistics Operations | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| – | ||||
| FIELD | SUBFIELD | |||
| Field 11 – Services | Transport, Operations and Logistics | |||
| ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
| Undefined | Regular | AS PER ONLINE SYSTEM | NQF Level AS PER ONLINE SYSTEM | AS PER ONLINE SYSTEM |
| REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
| Reregistered | 2015-07-01 | 2018-06-30 | SAQA 10105/14 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2019-06-30 | 2022-06-30 | |||
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc.), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
| This unit standard replaces: |
| US ID | Unit Standard Title | Pre-2009 NQF Level | NQF Level | Credits | Replacement Status |
| AS PER ONLINE SYSTEM | Perform Basic Business Calculations | Level AS PER ONLINE SYSTEM | NQF Level AS PER ONLINE SYSTEM | AS PER ONLINE SYSTEM | Complete |
| PURPOSE OF THE UNIT STANDARD |
| The person credited with this Unit Standard will be able to perform routine financial transactions and calculations and need to apply the processes and procedures necessary to initiate the recording of disbursements and revenues, and to understand the financial implications to the organization of each element in the transaction.
The qualifying learner is capable of: · Explaining items of expenditure and revenue. · Explaining fixed and variable costs. · Performing invoicing operations and post amounts to the appropriate accounts. · Reconciling and identifying individual transactions with statements of accounts. · Identifying and disbursing the items on behalf of the organization to be recovered in the invoicing process. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Learners accessing this qualification will be assumed competent in:
· Communication at NQF Level AS PER ONLINE SYSTEM or equivalent. · Mathematical Literacy at NQF Level AS PER ONLINE SYSTEM or equivalent. |
| UNIT STANDARD RANGE |
| N/A |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Explain items of expenditure and revenue. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| A definition of expenditure is provided in the context of freight forwarding and customs clearing. |
| ASSESSMENT CRITERION 2 |
| A definition of revenue is provided in the context of freight forwarding and customs clearing. |
| ASSESSMENT CRITERION 3 |
| The difference between expenditure and revenue are explained as they apply to freight forwarding. |
| SPECIFIC OUTCOME 2 |
| Explain fixed and variable costs. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| Fixed cost is defined with examples. |
| ASSESSMENT CRITERION 2 |
| Variable cost is defined with examples. |
| ASSESSMENT CRITERION 3 |
| Three examples are provided where fixed costs could happen. |
| ASSESSMENT CRITERION 4 |
| Examples are provided where variable costs could be confused as fixed costs. |
| ASSESSMENT CRITERION RANGE |
| Three examples must be given. |
| ASSESSMENT CRITERION 5 |
| The consequences of a variable cost being confused as a fixed cost is explained with examples. |
| SPECIFIC OUTCOME 3 |
| Perform invoicing operations and post amounts to the appropriate accounts. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| An invoice is prepared which has items of expenditure and items revenue for a sea freight shipment for a full container load and import which has paid customs duty, duty schedule, and the ocean freight is on a collect basis. |
| ASSESSMENT CRITERION 2 |
| An invoice is prepared for an air freight export shipment which has items of expenditure and items of revenue where the master airway bill is collected, insurance must be invoiced as well as cartage collection charges. |
| ASSESSMENT CRITERION 3 |
| The expenditure items must be posted to the appropriate accounts for both the sea freight and airfreight invoices. |
| ASSESSMENT CRITERION 4 |
| A record is made up of the over-recoveries of the items of expenditure which must later be taken to profit. |
| SPECIFIC OUTCOME 4 |
| Reconcile and identify individual transactions with statements of accounts. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| Ocean freight or air freight is identified as items of the organisations invoices. |
| ASSESSMENT CRITERION 2 |
| Cartage is identified as an item of the company’s invoices and statements from the transporter taking into account all over-and-under recoveries. |
| ASSESSMENT CRITERION 3 |
| All landside and surface charges are identified including port authority charges, airline charges, depot charges and carrier’s handling. |
| ASSESSMENT CRITERION 4 |
| All customs and charges are identified and reconciled with bills of entries, statements and deferment accounts. |
| ASSESSMENT CRITERION 5 |
| Other disbursements charges are identified and reconciled with invoices from those parties taking into account all over-and-under recoveries. |
| ASSESSMENT CRITERION RANGE |
| Other disbursements may include but is not limited to other agents’, storage charges, packing, fumigation, inspection, insurance. |
| ASSESSMENT CRITERION 6 |
| Supplementary charges from outside parties are identified and reconciled to the organizations invoice taking into account all over-and-under recoveries. |
| ASSESSMENT CRITERION 7 |
| Supplementary invoices are disbursed by the organization and account for all disbursement items which have been invoiced. |
| ASSESSMENT CRITERION 8 |
| Reconciliation is made between the invoices and statement of accounts. |
| SPECIFIC OUTCOME 5 |
| Identify and disburse the items on behalf of the organization to be recovered in the invoicing process. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| Cartage charges as disbursed by the organization, are identified and posted to the cartage disbursement account. |
| ASSESSMENT CRITERION 2 |
| Storage charges as disbursed by the organization are identified and posted to the storage disbursement account. |
| ASSESSMENT CRITERION 3 |
| All special charges such as extra attendance are disbursed by the organization are identified and posted to the disbursement accounts. |
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| · An individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
· Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. · Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA. · Moderation of assessment will be conducted by the relevant ETQA at its discretion. |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
| · Concepts of disbursements and revenue.
· Principles of fixed and variable costs. · Processes and procedures involved in invoicing. · Processes and procedures involved in reconciliations. · An appreciation of the consequences of under recovery and disbursements. |
| UNIT STANDARD DEVELOPMENTAL OUTCOME |
| N/A |
| UNIT STANDARD LINKAGES |
| N/A |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO IDENTIFYING |
| Identify and solve problems related to the invoicing and accounting practices. |
| UNIT STANDARD CCFO WORKING |
| Work effectively with others to ensure that all figures are obtained and reconciled to meet the organisations needs. |
| UNIT STANDARD CCFO ORGANISING |
| Organise and manage oneself and one’s activities in such a way as to have an alternative plan available should problems arise in the reconciliation and invoicing process. |
| UNIT STANDARD CCFO COLLECTING |
| Collect, analyse, organise and critically evaluate information pertaining to the information required for invoicing and reconciling of accounts. |
| UNIT STANDARD CCFO SCIENCE |
| Use science and technology to process all the data. |
| UNIT STANDARD CCFO DEMONSTRATING |
| Demonstrate an understanding of the world as a set of related systems whereby poor reconciliation practices provide inaccurate financial information. |
| UNIT STANDARD CCFO CONTRIBUTING |
| In order to contribute to the full personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of:
· Participating as responsible citizens in the life of local, national and global communities in the process of invoicing and reconciling accounts. |
| UNIT STANDARD ASSESSOR CRITERIA |
| N/A |
| REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
| UNIT STANDARD NOTES |
| This unit standard replaces unit standard AS PER ONLINE SYSTEM, which is “Perform basic business calculations”, NQF Level AS PER ONLINE SYSTEM, AS PER ONLINE SYSTEM credits. |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Core | AS PER ONLINE SYSTEM | National Certificate: Freight Forwarding and Customs Compliance | Level AS PER ONLINE SYSTEM | NQF Level AS PER ONLINE SYSTEM | Reregistered | AS PER ONLINE SYSTEM | TETA |
| Elective | AS PER ONLINE SYSTEM | National Certificate: Cereals, Snacks, Pasta and Condiments Manufacturing | Level AS PER ONLINE SYSTEM | NQF Level AS PER ONLINE SYSTEM | Reregistered | AS PER ONLINE SYSTEM | FOODBEV |
| Elective | AS PER ONLINE SYSTEM | National Certificate: Spirits Production | Level AS PER ONLINE SYSTEM | NQF Level AS PER ONLINE SYSTEM | Reregistered | AS PER ONLINE SYSTEM | FOODBEV |
| Elective | AS PER ONLINE SYSTEM | National Certificate: Winemaking | Level AS PER ONLINE SYSTEM | NQF Level AS PER ONLINE SYSTEM | Reregistered | AS PER ONLINE SYSTEM | FOODBEV |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: |
| This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
| 1. | BPL Academy |
| 2. | Centre for Logistics Excellence (Pty) Ltd |
| 3. | Global Maritime Legal Solutions (Pty) Ltd |
| 4. | Indub Trading c.c. |
| 5. | Innovative Shared Services |
| 6. | Institute for Quality cc |
| 7. | Interocean School of Shipping |
| 8. | METRO MINDS |
| 9. | P and R Development and Training (Pty) Ltd |
| 10. | School of Shipping |
| 11. | Skills Development Specialists |
| 12. | Y-2-K Customs Consultants |
| 13. | Yonke Education and Training Solutions |
| All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
POLICY
| Revision Number 0 Effective Date: 01/10/2014 Next Review Date: 10/04/2020 Page 1 of 5 |
RECOGNITION OF PRIOR LEARNING (RPL) POLICY, PROCEDURES AND APPEAL SOUTHERN AFRICA YOUTH
PROJECT – POLICY 018
Recognition of Prior Learning (RPL) Policy
It is Southern Africa Youth Project Policy to strive and to ensure that Beneficiaries achieve the outcomes of, and gain qualifications
for, Standards and Qualifications registered on the NQF, and to this end will ensure that fair and equitable assessment and
qualification procedures are implemented.
Management and staff of Southern Africa Youth Project are committed to the principles of equity, redress, and inclusion. This
policy is based on principles and values of access, equity and quality and addresses the visible and invisible barriers to learning
and competence.
The Design, Implementation and Maintenance of the Assessment and Qualification System will take into consideration the
following guiding principles:
a) Assessment strategies are holistic, Beneficiary-centred, and developmental and are in keeping with the aims and
outcomes of Programme s, Standards, and qualifications.
b) It focuses on preparing candidates, assessing what they know and using the information to guide decisions around
career-pathing and educational planning.
c) Assessment is flexible, participative, and integrated.
d) Candidates may participate in RPL for different purposes
• Personal development
• Certification of current skills and youth development without progression into a Programme
• Fast-tracking their progression through a Programme
• Promotion
• Career or job change
e) Certificates, Diplomas and Degrees will be issued in accordance with NQF Qualification requirements.
f) RPL Assessment of Beneficiaries will include all parties appropriate to context and outcome, e.g. self, peers,
evidence Staff and Facilitators, advisors, assessors, and moderators.
g) Functions of Assessment and Advising is clearly defined and not performed by the same person
h) There is a structured assessment appeals procedure implemented.
i) There is an internal assessment verification procedure implemented to ensure consistent assessment across all
assessors for a standard or qualification.
j) Beneficiaries and Assessors will be provided with all relevant information with reference to assessments, e.g.
required learning outcomes, assessment methods, assessment criteria, appeals procedures, dates, time, and
venues.
k) Beneficiaries will receive comprehensive, detailed, and accurate feedback on their Learning progress,
performance, and results.
l) Beneficiary’s records, including a database, will be maintained, compatible with the relevant ETQA and SAQA
requirements.
Environment
Information about RPL services and programmes are available and actively promoted to prospective candidates. Admissions
procedures and systems are user-friendly and inclusive of beneficiaries with diverse cultural, ethnic, linguistic, and educational
backgrounds equal access to opportunities for advice support, time, and resources.
Services and Support to Beneficiaries
➢ Advising programmes and services assist beneficiaries to make effective choices about available programmes
➢ The Evidence facilitator aid beneficiaries in preparing for assessment
➢ Beneficiary support and services are designed to remove time, place, and other barriers to enable beneficiaries to
succeed and achieve their goals.
➢ Evidence Staff and Facilitators ensure the candidates are ready to present well-organised and complete evidence to
the assessors.
➢ Pre-assessment advice and counselling prepares the candidates emotionally for the assessment
➢ Post-assessment support is available for candidates who were as found “not yet competent,” and plans are put in place
for further training and re-assessment
Staff Training and Competence
• All staff involved in the RPL process are well-trained and have a clear understanding of the RPL Process
• Assessor, Evidence Staff and Facilitators and Advisor training includes components on the development of selfawareness, sensitivity, and the ability to know and manage one’s own biases. It includes critical areas of bias in the
South African context, focussing on issues relating to race, language, gender, and class, including biases about
experiential and non –formal sources of knowledge and learning.
• They are taking cognisance of their impact on assessment activities, relationships, and process.
• How to make the Programme Type and Unit Standards/ learning outcomes accessible to and understood by
beneficiaries?
PROCEDURE FOR RPL ASSESSMENT
1. Purpose: The purpose of this Procedure is to describe Southern Africa Youth Project Management of RPL Assessments.
2. Scope: RPL Assessment Process and Rules
3. References
3.1SAQA Regulation No R1127 of 1998
3.2Further Youth Skills Development and Empowerment Act (Act 98 of 1998)
3.3National Education Policy Act (Act 27 of 1996)
3.4ISO 10013: 1995 – Guidelines for developing Quality Manuals
4. Definitions
| 4.1 | Assessment – The process of measuring the achievements of the Beneficiary against specified National Frameworks Framework standards or qualifications. Assessor – A practitioner who will be responsible for the assessment of the achievement of learning outcomes. Candidate – Person whose performance is being assessed by the assessor Competence – Showing proof of knowledge, skills and youth development and understanding that is needed to meet a set national standard. Credit – The value assigned by the Authority is ten (10) notational hours of learning. Exit Level Outcomes – The outcomes to be achieved by a qualifying Beneficiary at the point at which he or she leaves the programme leading to a qualification. Education Training and Development Practitioner – A person, who teaches, trains, or facilitates processes leading to the development of people and organizations. Programmes – A programme of learning that includes a large element of the workplace or on the job training and leads to a qualification on the NQF. It should be aimed at securing employment for the Beneficiary at the end of the programme. Skills and youth development Programme – A combination of Programme Type and Unit Standards of related nature, aimed at addressing a specific skills and youth development need. Moderation – The process which ensures that assessment of the desired outcome described in National Frameworks framework standards or qualifications, is fair, dependable, and valid. Outcomes – The contextually demonstrated end products of the learning process. Portfolio of Evidence – All the evidence for a target unit or qualification collated together forming a structured and detailed record of competence. Provider – A body, which delivers Programme s which culminate in specified National Frameworks Framework standards or qualifications and manages the assessment thereof. Recognition of Prior Learning – The comparison of the previous learning and experience of a Beneficiary howsoever obtained against the learning outcomes required for a specific qualification, and the acceptance for purposes of qualification of that which meets the requirements. Programme Type and Unit Standard – Registered statements of desired Youth Skills Development and Empowerment outcomes, their associated assessment criteria, together with administrative and other information as specified in the regulation. |
| 4.2 4.3 4.4 |
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| 4.5 4.6 |
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| 4.7 | |
| 4.8 | |
| 4.9 | |
| 4.10 | |
| 4.11 4.12 |
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| 4.13 | |
| 4.14 | |
| 4.15 |
- Responsibilities: The responsibility for implementing the requirements of this procedure rests with Southern Africa Youth
Project management and staff
6. Procedure
| 6.1 ➢ |
Assessment Rules RPL Assessment is a systematic, flexible, and collaborative process involving all the stakeholders in the final determination of what methods and instruments are used and how they are used. Decisions regarding the candidate’s competence and that the process of assessment is consistent and fair to all candidates. |
➢ Certificates will be issued in accordance with NQF Qualification requirements.
➢ Assessment strategies will be in keeping with the aims and outcomes of the Programme s, Standards and Qualifications.
• Assessment plans are implemented in a fair, valid, dependable, and transparent fashion, and every effort is made to identify
and reduce barriers that may disadvantage the candidate to undermine the integrity of the assessors.
➢ Assessment of beneficiaries includes all parties appropriate to the context and outcome.
a) The Beneficiary is an active participant in all aspects of the assessment process
• Identifying and collecting evidence
• Determining location and time of assessment
• Negotiating the provisions for special needs
• Assessment plans indicate that a variety of assessment methods and instruments are available to validate diverse types
of learning, including self-assessment. Background information about the appropriate methods and instruments are
provided.
➢ All assessment packages will be verified
➢ Should an appeal arise after the assessment Southern Africa Youth Project Appeals procedure must be followed?
➢ All assessments will be verified
6.2Generic RPL Assessment Process
Planning Assessment
b) RPL Advisor and the Beneficiary identify the purpose of the assessment and clarify the expectations of the Beneficiary
c) Beneficiaries and Assessors are provided with all relevant information with reference to assessment e.g.
➢ required learning outcomes
➢ assessment methods
➢ assessment criteria
➢ dates and times
➢ venues
➢ appeals procedure
d) They compile an assessment plan that identifies:
• the form, quality, and source of evidence to be collected egg:
1. performance evidence
2. knowledge evidence
3. witness testimony
• The form and quality of support to be provided to the Beneficiary in preparation for assessment
• The cost for the assessment and support services
e) Assessment instruments and examples are developed and moderated in compliance with SAQA and ETQA approved
principles and standards of good practice of good and fair assessment.
f) Choice of assessment methods are appropriate and fit for purpose and ensure reliable and valid assessment outcomes.
g) Assessors are sensitive to context and language of the candidate when choosing and recommending assessment
methods and instruments.
h) Evidence collected in support of experiential learning is evaluated. principles of good assessment practice
During Assessment
a) Quality of evidence relates to Reliability, Validity, Authenticity, Sufficiency and Currency.
Particularly in RPL assessment, sufficiency and currency are important.
b) Ensure the assessment plan is developed in a manner that meets the needs of each candidate and addresses the
specified assessment criteria of the relevant Programme Type and Unit Standard and qualification.
c) The assessment plan not only serves as a record of the interaction between the assessor and the candidate but also
includes the assessment process. This serves as an important source of information for both Moderation and appeals
that may arise.
d) Assessors should ensure that as much information is captured of meetings, issues relating to points of clarification.
e) Where the candidate undergoes assessment for the purposes of joining a Programme ensure that the timing of
f) Assessment is appropriate to accommodate the full process and allows the enough candidate time to gather the
necessary information.
Post -Assessment
a) Assessors complete assessment reports that indicate:
• the assessment plans
• the evidence presented
• the assessment outcome
• suggestions for further leaning in cases where gaps were identified
b) Beneficiaries are given comprehensive, detailed feedback on learning progress, performance, and results
c) All assessment activities, processes and documents are subject to moderation
d) Beneficiaries are informed of the results as soon as the moderation processes are complete, and this should be done as
soon as possible after the assessment
e) Beneficiaries have the right to appeal against both the process and outcomes of the RPL assessment and appeal
processes are implemented in a fair and transparent manner.
f) The assessment process includes the development of a plan to identify the gaps in skills and youth development and
knowledge, a process for addressing the gap and an opportunity for re-assessment where indicated.
Every effort is made to assist the RPL Beneficiary to develop a holistic picture of themselves, the career, and their life-long
learning achievements. This includes a reflection on all contexts and areas of experiential, community, and workplace
learning. Aspects are further developed against specific criteria specified in the outcomes of the Programme Type and Unit
Standard and qualification.
Benefits:
• Adults with enhanced self-esteem and self-worth
• Motivated and successful beneficiaries
• Citizens with a deeper commitment to a democratic society
Quality Management
The Quality Management systems use the information gained to refine the RPL policies, procedures, programmes, and
services offered
Records and reports
RPL documentation, reports and sources of evidence are maintained in accordance with ETQA criteria and specifications
for RPL data.
All results are recorded in accordance with the requirements of SAQA’s National Beneficiaries Records Database.
The progress of RPL candidates who enter programmes post-RPL are monitored
Holistic analysis of RPL services and results are maintained to be submitted to ETQA when required.
Evaluation
Formative
This occurs throughout the process, e.g. during the advising and assessment phases, candidates and assessors review the
process, materials etc. to effect changes to these products and services.
Summative
Overall evaluation of the degree to which goals and targets have been met once the cycle has been completed.
Diagnostic
Occurs at both formative and summative stages, so that changes to the process can happen at various points in the cycle
as appropriate
• All stakeholders participate in the evaluation process.
• Continuous evaluation is implemented e.g.
• Each Beneficiary who utilizes the process completes an evaluation form, which is used as a part of the
overall QMS evaluation system improvement.
THE RPL PROCESS
RPL APPEALS PROCESS
The RPL Appeals process must be used with appeals policy (POL A06)
| Stage 1 | Discuss the issue with the assessor |
| Stage 2 | If there is still disagreement, submit a written complaint to the internal moderator within two weeks of the assessment |
| Stage 3 | The internal moderator will investigate and meet with both parties |
| Stage 4 | If the candidate is still unhappy about the outcome, he/she should refer the matter to the ETQA |
- Documentation
| APPLICATION Application for RPL against a Programme Type and Unit Standard, part, or full |
| qualification CONSULTATION RPL advisor/evidence facilitator arranges informal discussions to establish whether there is a sustainable case for RPL YES NO |
| RPL advisor/evidence facilitator advises the applicant on alternative learning pathways |
| FEEDBACK For RPL candidate to be declared competent, information on opportunities for further studies and career options is provided. For RPL candidate declared not yet competent, guidance and information on bridging the gap or alternative pathways are given. |
ASSESSMENT
– Evaluation of the portfolio of evidence
– Practical pen-and-paper assessment, if necessary
MODERATION
Moderation of the assessor’s judgements
APPROVAL
Manager approves or disapproves
PRE-ASSESSMENT
RPL advisor/facilitator provides candidates with information and
assistance, for example:
– Relevant Programme Type and Unit Standard/Qualification
– Portfolio development
– Development of an assessment plan
7.1 The following documentation is required for the implementation of this procedure:
a) Beneficiaries’ appeals form
b) Record of appeals
8. Records
8.1 The following records are required to be maintained by the implementation of this Procedure:
a) Beneficiaries’ appeal form
b) Record of appeals
c) Assessment Records
|
Tel: + 27 (0) 11 071 1903 Email: info@southernafricayouth.org www.southernafricayouth.org |
Southern Africa Youth Project
Head Office: 6863 Peach Road, Diepsloot Ext 10, Diepsloot, 2189 |
|||
| Non-Profit Organisation
193-165 |
NP Company
2015/111519/08 |
Section 18A Tax Exempt
930049785 |
SARS Income Tax
9896925154 |
Central Supplier Database
MAAA0005717 |
Referred to online E-learning
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