Pass It On Training Centre

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PASS IT ON TRAINING CENTRE CAREER GUIDE
Why Facilitation Skills Are Important
Facilitation is so much more than running meetings; it’s a way to help people make progress, accomplish goals, remove impediments, and generally do great things. You can apply facilitation to all sorts of careers and job roles. It’s truly a foundational skill that can grow and serve you well on a variety of career paths.
Employers today want employees who know how to facilitate. They know this skill helps their staff make decisions and reach outcomes. Employees benefit from facilitation because their ideas will be heard and they will get an active role in decisions and collaboration.
Pass It On Training Centre -certified educators help you build your facilitation muscles in the PIOTC Coaching Skills - Certified Facilitator course. Grow as a facilitator who supports group events so people can make a difference at their workplaces. Please use the form at the bottom of this page to get an email when the PIOTC train the trainer course is open for registration.
How Facilitators Fulfill Their Role (and Why It Matters)
Facilitators help teams unlock their full potential. They do this by supporting teams during meetings, workshops, and other gatherings to solve problems and make decisions. They do so by:
• Helping a team discover and define a process
• Upholding that process but pivoting when necessary
• Remaining neutral to the outcome
• Fostering an environment in which all voices are heard, especially those that are normally silent
• Making sure that detours and unrelated conversations are brought back on track
The neutrality of facilitators is vital: They are the party that is neutral to the outcome the group reaches, which allows them to focus on process. A facilitator isn’t there to steer the group to a predetermined result or to influence. Instead, they are there to support the process that makes it possible for the group to reach a decision.
The group needs this neutral support because it allows them to focus on their expertise: the content of the meeting/event. The team is the expert on the content and the facilitator provides the process support.
What’s It All For?
Effective facilitation may lead to:
• People collaborating to innovate and co-create
• Teams accomplishing a goal or outcome that they want or that their stakeholders/managers are expecting
• Decisions being made
• Buy-in from everyone on the reason for the event/meeting
• Everyone’s participation
Even a group with the very best intentions may stray off-topic without the support of a facilitator. The facilitator helps them re-focus and commit to actions that support desired outcomes.
A group is more likely to have every member fully committed to the outcome when a facilitator is there for support: The process will be cooperative and involve everyone’s buy-in. People are more likely to have their voices heard and thereby lend their support to a decision under these circumstances.
A facilitator also helps with conflict when it arises. It’s normal and expected for disagreement to arise when a group of passionate people gets together on a topic. Without an effective facilitator, conflict may lead to an impasse, while a skilled facilitator knows how to support the group through disagreement and how to show the group to use conflict to come to a well-considered decision.
Effective facilitation makes a real difference. Without it:
• Workshops, meetings, and other purpose-driven gatherings may lose direction
• There’s no agreed-upon process or structure for the team to come to decisions, so progress stalls
• Only the most assertive and outgoing people speak up and share their ideas
• People who aren’t as comfortable expressing their ideas hold back and remain silent
• There’s less buy-in because not everyone’s had an opportunity to speak
• People don’t collaborate, communicate, or stay engaged when they meet
• No one has quite the same understanding of goals and purpose
Facilitation is important to job industries across the globe, including for remote teams who must collaborate virtually.
Facilitators Are Essential to Pass It On Training Centre
Facilitation is a good skill for PIOTC in many different roles to develop. Because PIOTC teams are often cross-functional and adapt rapidly based on feedback, group discussions and meetings are an important part of communicating, delivering, and improving. Facilitators are there to support those discussions and meetings.

What is an Assessor?

The next step after becoming a qualified Facilitator is the Assessor Course. An Assessor is responsible for determining whether learners are competent in meeting the outcomes of a training event presented by a Facilitator as set out by the South African Quality Authority (SAQA) and the National Qualifications Framework (NQF). The outcomes and criteria may be defined in a range of documents which may include unit standards, exit level outcomes, assessment standards, curriculum statements, and qualifications. In order to assess learners, you have to be a qualified Assessor and registered against the unit standard you are assessing with the relevant Sector Education and Training Authority (SETA). A Facilitator and an Assessor can be the same person and this is usually the requirement of training institutions.
Purpose of the Course
This course will assist those wishing to take up a position as either a full-time or part-time training instructor. On completion of this course, you will be recognised as a Training Assessor which will give you the opportunity to register with the various SETAs depending on your area of expertise. The more educational background you have through formal qualifications the more SETAs you will be able to register with and the more employable you will become in the training sector.
On completion of the Assessor course you will be able to perform the following functions:
Demonstrate understanding of outcomes-based assessment – You will learn both the advantages and disadvantages of outcomes-based assessments and other forms of assessments together with the correct approaches in using them when conducting assessments in different situations. The key principles of assessment are discussed and highlight the importance of applying these principles to the assessment process and the results. Registered Prior Learning (RPL) is introduced and how it could benefit learning, the challenges it creates, and the impact of RPL on learners.
Preparing for assessments – Assessments are not simply having learners write the same test over and over. With assessments comes a lot of organising and planning which includes preparing assessment resources, documentation, and the environment needs to ensure that the assessment is fair and safe. All parties involved need to be notified in good time. Assessors must also ensure that pre-assessment moderation requirements are carried out in accordance with assessment policies, moderation plans, and the Education and Training Quality Assurance (ETQA) requirements. Assessors must also ensure that learners are ready and prepared for assessment.
Conducting the assessment – Assessments must promote effective, manageable, fair, and safe practices that are in line with quality assurance requirements. Assessments must be undertaken in line with the assessment plan and any unforeseen circumstances or learner special needs must be addressed without compromising the validity or fairness of the assessment. You will learn about questioning techniques that are non-leading and appropriate in order to gather sufficient evidence to enable valid, consistent, reliable, and fair assessment judgment to be made. It is also important to remember that assessment records should meet quality assurance requirements to make accurate judgments, give constructive feedback, support moderation, and address any possible appeals that may be lodged.
Provide assessment feedback – Accurate and constructive feedback must be given to all parties in accordance with confidentiality requirements. The feedback must be clear and focused on strengths and weaknesses in performance and should assist decisions such as awarding the course credits, guiding learners to further learning, or re-assessment.
Reviewing the assessment – The review is important as it identifies strengths and weaknesses in the assessment process and could assist in redesigning assessments. It is important to review the feedback of all parties to ensure that the fairness of the assessment has not been compromised.
How will this course benefit your Professional Development?
This course will teach you how to be an efficient and effective Assessor in your area of expertise. An Assessor carries immense responsibility and it is for this reason that registration/s with the SETAs are required. No one is allowed to assess learners against training courses accredited by SAQA unless they are registered against the unit standards they intend to assess with the relevant SETA.
By completing this course you will become a professional and sought after individual in the training sector depending on your educational background.
What happens after I have completed the Assessor Course?
On completion of the course, you will be uploaded against Unit Standard 115753 with the ETDP SETA. Following this, you will be a qualified Assessor and will be able to assess learners as per your area of expertise. You will have to register as an Assessor with the relevant SETAs based on your areas of expertise.
The next step after becoming a qualified Assessor would be to complete your Moderator course which is the final step in quality assurance of training events.
Level 6, 10 Credits
Purpose
This unit standard is for people who conduct internal or external moderation of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.
Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.
In particular, people credited with this unit standard are able to:
• Demonstrate understanding of moderation within the context of an outcomes-based assessment system,
• Plan and prepare for moderation,
• Conduct moderation,
• Advise and support assessors,
• Report, record and administer moderation, and
• Review moderation systems and processes.

Learning Assumed to be in Place:
The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: “Conduct outcomes-based assessments”. It is recommended that candidates should achieve NLRD 115755: “Design and develop outcomes-based assessments” before attempting this unit standard:
It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments.

Specific Outcomes:
Demonstrate understanding of moderation within the context of an outcomes-based assessment system.
• Moderation is explained in terms of its contribution to quality assured assessment and recognition systems within the context of principles and regulations concerning the NQF.
• A variety of moderation methods are described and compared in terms of strengths, weaknesses and applications. The descriptions show how moderation is intended to uphold the need for manageable, credible and reliable assessments.
• Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results. Examples are provided to show how moderation may be effective in ensuring the principles of assessment are upheld.
• Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations.

Plan and prepare for moderation.
• Planning and preparation activities are aligned with moderation system requirements.
• The scope of the moderation is confirmed with relevant parties.
• Planning of the extent of moderation and methods of moderation ensures manageability of the process. Planning makes provision for sufficient moderation evidence to enable a reliable judgement to be passed on the assessments under review.
• The contexts of the assessments under review are clarified with the assessors or assessment agency, and special needs are taken into consideration in the moderation planning.
• Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning.
• The documentation is prepared in line with the moderation system requirements and in such a way as to ensure moderation decisions are clearly documented.
• Required physical and human resources are ensured to be ready and available for use. Logistical arrangements are confirmed with relevant role-players prior to the moderation.

Conduct moderation.
• The moderation is conducted in accordance with the moderation plan. Unforeseen events are handled without compromising the validity of the moderation.
• The assessment instruments and process are checked and judged in terms of the extent to which the principles of good assessment are upheld.
• Moderation confirms that special needs of candidates have been provided for but without compromising the requirements specified in the relevant outcome statements.
• The proportion of assessments selected for checking meets the quality assurance body’s requirements for consistency and reliability. The use of time and resources is justified by the assessment history or record of the assessors and/or assessment agency under consideration.
• Appeals against assessment decisions are handled in accordance with organisational appeal procedures.
• The moderation decision is consistent with the quality assurance body’s requirements for fairness, validity and reliability of assessments to be achieved.

Advise and support assessors.
• The nature and quality of advice facilitates a common understanding of the relevant outcomes and criteria, and issues related to their assessment by assessors.
• The nature and quality of advice promotes assessment in accordance with good assessment principles and enhances the development and maintenance of quality management systems in line with ETQA requirements.
• Support contributes towards the further development of assessors as needed.
• All communications are conducted in accordance with relevant confidentiality requirements.

Report, record and administer moderation.
• Moderation findings are reported to designated role-players within agreed time-frames and according to the quality assurance body’s requirements for format and content.
• Records are maintained in accordance with organisational quality assurance and ETQA requirements.
• Confidentiality of information relating to candidates and assessors is preserved in accordance with organisational quality assurance and ETQA requirements.

Review moderation systems and processes.
• Strengths and weaknesses of moderation systems and processes are identified in terms of their manageability and effectiveness in facilitating judgements on the quality and validity of assessment decisions.
• Recommendations contribute towards the improvement of moderation systems and processes in line with ETQA requirements and overall manageability.
• The review enhances the credibility and integrity of the recognition system.

Good day all.
I am looking for unemployed youth from 18 upwards who have passed grade 10, to study end user computing nqf level 3.
The below is a discription of the qualification and its benefits.
Send your cv with your Grade 10 or Grade 11 report to: [email protected]
Thank you very much.

May month special. This is the last of this full qualification. This qualification has been divided into smaller parts, known as skills programs. So it might take you longer to complete, we still have time until June 2027 to train 300 learners, will you be part of this 300 grab this opportunity now and enroll before 15 May 2024 at a discounted price of only R 17,000 for the duration of 11 Months training. Hurry classes are starting soon.

National Certificate: Information Technology End User Computing
Courses

National Certificate: Information Technology End User Computing
NQF: Level 3
Credits: 130

Admission Requirements

Minimum Grade 10 certificate or relevant equivalent qualifications. This also says a POE/ proof of evidence that you have worked as a data capture/secretary,/ project/office administrator. This full qualification will help you to do your NQF level 4 then your level 5

Description

The National Certificate: Information Technology: End User Computing Programme is intended to empower learners to acquire the knowledge, skills, attitudes, and values required to operate confidently in the End User Computing environment in the South African community and the world at large, and to respond to the challenges of the economic environment. The qualification addresses the need in the workplace for nationally recognized qualifications, based on unit standards.

Programme Outline

Communication
Numeracy
Basic PC and IT concepts
Word Processing
Spreadsheets
Database
Power Point Presentation
Using Electronic Mail
Workplace Learning
Type of Programme

National Certificate

This is an accredited NQF aligned programme with MICT SETA

SAQA ID: 61591

Duration

12 Months full time study according to certificate requirements.

18 Months part time study according to certificate requirements.

Career Path

This qualification can lead to the following career opportunities:

Secretary
Project/Office Administrator
Data Capturer
Workplace Learning

This programme includes a compulsory Workplace Learning component. Workplace Learning provides important opportunities for professional and personal growth. It addresses specific competencies identified for the acquisition of the qualification, which relates to the development of skills that will make the learner employable and will assist in developing his/her personal skills.

Pass it on Training Centre – Training centre “WHAT YOUR HANDS DO, YOUR EYES HAVE SEEN” ABOUT US Pass It On Training Centre a nonprofit organization is currently busy with a shoe drive fundraiser. All donations are Welcome, be it secondhand goods, furniture, kitchen ware, clothes, shoes, tools etc can be donated. Donate today. Those toys al...

May month special. This is the last of this full qualification. This qualification has been divided into smaller parts, know as skills programs. So it might take you longer to complete, we still have time until June 2027 to train 300 learners, will you be part of this 300 grap this opportunity now and enroll before 15 May 2024 at a discounted price of only R 17,000 for the duration of 11 Months training. Hurry classes are starting soon.

End user computing NQF level 3 Saqa i.d 61591 fees and details.

May month special. This is the last of this full qualification. This qualification has been divided into smaller parts, know as skills programs. So it might take you longer to complete, we still have time until June 2027 to train 300 learners, will you be part of this 300 grap this opportunity now and enroll before 15 May 2024 at a discounted price of only R 17,000 for the duration of 11 Months training. Hurry classes are starting soon.


COURSE FEES R 23 000
9 MODULES
12 MONTH DURATION
ANYTIME REGISTRATION

It is assumed that the learner is competent in skills gained at the further education and training band up to NQF level 2. Further learning assumed is that learners are competent in End User Computing at NQF level 1.

The assumed learning can be acquired in the traditional way of formal study as well as in the workplace. Acquiring the competencies in a workplace (either via formal learnerships or on-the-job training) has the potential of addressing the problems of the past, where formal qualifications were only obtainable by way of formal study.

Recognition of prior learning (RPL)

Many of the competencies used in the IT profession has traditionally been acquired through short courses and on-the-job training, which did not provide formal recognition (at a national level) of the knowledge and skills acquired. These competencies are still today viewed by most industries as invaluable but there is no national recognition. The nature of the IT field means that competence is developed experientially, therefore the assessment processes should recognise experience versus theoretical knowledge. Recognition of prior learning will now allow learners with these valuable competencies to be assessed and recognised formally.

Any learner wishing to be assessed may arrange to do so without having to attend any formal training. For recognition of prior learning the learner will be required to submit a portfolio of evidence of relevant experience, in a prescribed format, to be assessed for formal recognition. The assessor and learner will decide jointly on the most appropriate assessment procedures, subject to the assessment rules of the relevant ETQA. Learning assumed to be in place must be assessed by the assessor prior to any assessment relating to this qualification.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES
Rules regarding NQF levels of credits

The qualification consists of a minimum of 130 credits and has been designed in accordance with the SAQA regulations and rules of combination

Rules regarding Fundamental, Core and Electives
1. All fundamental unit standards are compulsory for this qualification. (47 credits)
2. All core unit standards are compulsory. (56 credits)

Rules regarding Electives
Elective unit standards totalling a minimum of 27 credits needs to be completed.

1. The ability to apply word processing skills in a GUI-based application, is demonstrated by being able to do the following:
Create, edit and format documents
Enhance document appearance and to create merged documents

2. The ability to apply presentation skills in a GUI-based application, is demonstrated by being able to do the following:
Create and edit slide presentations
Produce a presentation for a specific purpose
Enhance the appearance of a presentation

3. The ability to apply spreadsheet skills in a GUI-based application, is demonstrated by being able to do the following:
Create and edit spreadsheets
Solve a given problem by using a spreadsheet
Enhance the functionality of a spreadsheet & apply graphs/charts

4. The ability to apply electronic mail (email) skills in a GUI-based application, is demonstrated by being able to do the following:
Send & receive E-mail messages
Enhance, edit & organise E-mail messages

5. The ability to apply Web Browser skills in a GUI-based application, is demonstrated by being able to use a web-browser to search and use information from the internet.

6. Improved Communication is demonstrated by combining End User Computing skills with fundamental communicating skills when communicating to others.

7. Demonstrate an improvement of mathematical literacy by utilising End User Computing applications to solve various aspects of personal life and in areas of business.

8. An understanding of impact of ICT and its use in an organisation is demonstrated by explaining its use and impact related to business and societies.

Furthermore, the assessment process should also cover the following generic components:
Measure the quality of the observed practical performance as well as the theory and underlying knowledge;
Use methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance;
Maintain a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification; and
Ensure that the relationship between practice and theory is not fixed but varies according to the outcomes being assessed.

Assessment of Critical Cross-field Outcomes

This qualification and unit standards have been evaluated against, and are comparable to core knowledge and specialised knowledge elements found in the following International Qualifications Frameworks:
New Zealand NQF,
Australian NQF,
British NVQs.

Furthermore input to the development of the qualification has been benchmarked against International sources, where the outcomes and assessment criteria, degree of difficulty and notional learning time has been compared, as described below.

For the core skills required, the following sources were referenced:
International certifications like Microsoft MOUS, IC3 and ECDL/ICDL,
We also confirmed that the above certifications are used in many African and SADC countries as benchmark for End User Computing skills in a business environment. Countries referred to include, but are not limited to: Mauritius, Tanzania, Kenya, Botswana, Zimbabwe and Zambia

For constructing the qualification structure, the following sources were referenced:
Edexcel qualification in Using IT, at UK NQF level 2 (refer NVQ code: Q1052641),
Edexcel qualification in Operating IT Systems, at UK NQF level 2 (refer NVQ code: Q1052638),
NCC Education's International Certificate in Computer Studies for IT Professionals,
Various local short learning programs were also referenced to determine the local demand and structure of the qualification

This qualification combines the NQF principles and requirements, with Internationally accepted Knowledge Areas required in End User Computing, to address the specific needs of the South African environment.

ARTICULATION OPTIONS
The qualification at this level is foundational and generic, allowing maximum mobility between qualifications. Apart from the workplace needs the qualification will address, it is also designed as an entry-level qualification into most further education and training fields, because of the wide application of End User Computing in any environment.

This qualification was designed carefully to ensure vertical and horizontal articulation. It was developed to allow for further study in ICT and related fields at further education levels. The qualification was designed as part of a set of IT qualifications from NQF level 3 through to level 5 and higher. Two NQF level 4 qualifications (one in the systems support sub-area of IT and one in systems development) have recently been registered on the NQF. This new qualification addresses the learning assumed to be in place for the two NQF 4 qualifications mentioned, allowing learners articulation into the ICT field.

As described earlier, many of the competencies used in the IT profession has traditionally been acquired through short courses and on-the-job training, which did not provide formal recognition (at a national level) of the knowledge and skills acquired. This qualification attempts to address this by allowing articulation into formal fields of study, by recognising the skills acquired in various means and packaging it as a formal national qualification, and encourage further study having acquired the qualification.

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10 March was Pass It On Training Centre's birthday.
We are officially 3 years old. A shout out to all those who stood by us and walking this path with us.
Thank you very much.

End user computing NQF level 3 Saqa i.d 61591 fees and details.

May month special. This is the last of this full qualification. This qualification has been divided into smaller parts, know as skills programs. So it might take you longer to complete, we still have time until June 2027 to train 300 learners, will you be part of this 300 grap this opportunity now and enroll before 15 May 2024 at a discounted price of only R 17,000 for the duration of 11 Months training. Hurry classes are starting soon.


COURSE FEES R 23 000
9 MODULES
12 MONTH DURATION
ANYTIME REGISTRATION

It is assumed that the learner is competent in skills gained at the further education and training band up to NQF level 2. Further learning assumed is that learners are competent in End User Computing at NQF level 1.

The assumed learning can be acquired in the traditional way of formal study as well as in the workplace. Acquiring the competencies in a workplace (either via formal learnerships or on-the-job training) has the potential of addressing the problems of the past, where formal qualifications were only obtainable by way of formal study.

Recognition of prior learning (RPL)

Many of the competencies used in the IT profession has traditionally been acquired through short courses and on-the-job training, which did not provide formal recognition (at a national level) of the knowledge and skills acquired. These competencies are still today viewed by most industries as invaluable but there is no national recognition. The nature of the IT field means that competence is developed experientially, therefore the assessment processes should recognise experience versus theoretical knowledge. Recognition of prior learning will now allow learners with these valuable competencies to be assessed and recognised formally.

Any learner wishing to be assessed may arrange to do so without having to attend any formal training. For recognition of prior learning the learner will be required to submit a portfolio of evidence of relevant experience, in a prescribed format, to be assessed for formal recognition. The assessor and learner will decide jointly on the most appropriate assessment procedures, subject to the assessment rules of the relevant ETQA. Learning assumed to be in place must be assessed by the assessor prior to any assessment relating to this qualification.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES
Rules regarding NQF levels of credits

The qualification consists of a minimum of 130 credits and has been designed in accordance with the SAQA regulations and rules of combination

Rules regarding Fundamental, Core and Electives
1. All fundamental unit standards are compulsory for this qualification. (47 credits)
2. All core unit standards are compulsory. (56 credits)

Rules regarding Electives
Elective unit standards totalling a minimum of 27 credits needs to be completed.

1. The ability to apply word processing skills in a GUI-based application, is demonstrated by being able to do the following:
Create, edit and format documents
Enhance document appearance and to create merged documents

2. The ability to apply presentation skills in a GUI-based application, is demonstrated by being able to do the following:
Create and edit slide presentations
Produce a presentation for a specific purpose
Enhance the appearance of a presentation

3. The ability to apply spreadsheet skills in a GUI-based application, is demonstrated by being able to do the following:
Create and edit spreadsheets
Solve a given problem by using a spreadsheet
Enhance the functionality of a spreadsheet & apply graphs/charts

4. The ability to apply electronic mail (email) skills in a GUI-based application, is demonstrated by being able to do the following:
Send & receive E-mail messages
Enhance, edit & organise E-mail messages

5. The ability to apply Web Browser skills in a GUI-based application, is demonstrated by being able to use a web-browser to search and use information from the internet.

6. Improved Communication is demonstrated by combining End User Computing skills with fundamental communicating skills when communicating to others.

7. Demonstrate an improvement of mathematical literacy by utilising End User Computing applications to solve various aspects of personal life and in areas of business.

8. An understanding of impact of ICT and its use in an organisation is demonstrated by explaining its use and impact related to business and societies.

Furthermore, the assessment process should also cover the following generic components:
Measure the quality of the observed practical performance as well as the theory and underlying knowledge;
Use methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance;
Maintain a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification; and
Ensure that the relationship between practice and theory is not fixed but varies according to the outcomes being assessed.

Assessment of Critical Cross-field Outcomes

This qualification and unit standards have been evaluated against, and are comparable to core knowledge and specialised knowledge elements found in the following International Qualifications Frameworks:
New Zealand NQF,
Australian NQF,
British NVQs.

Furthermore input to the development of the qualification has been benchmarked against International sources, where the outcomes and assessment criteria, degree of difficulty and notional learning time has been compared, as described below.

For the core skills required, the following sources were referenced:
International certifications like Microsoft MOUS, IC3 and ECDL/ICDL,
We also confirmed that the above certifications are used in many African and SADC countries as benchmark for End User Computing skills in a business environment. Countries referred to include, but are not limited to: Mauritius, Tanzania, Kenya, Botswana, Zimbabwe and Zambia

For constructing the qualification structure, the following sources were referenced:
Edexcel qualification in Using IT, at UK NQF level 2 (refer NVQ code: Q1052641),
Edexcel qualification in Operating IT Systems, at UK NQF level 2 (refer NVQ code: Q1052638),
NCC Education's International Certificate in Computer Studies for IT Professionals,
Various local short learning programs were also referenced to determine the local demand and structure of the qualification

This qualification combines the NQF principles and requirements, with Internationally accepted Knowledge Areas required in End User Computing, to address the specific needs of the South African environment.

ARTICULATION OPTIONS
The qualification at this level is foundational and generic, allowing maximum mobility between qualifications. Apart from the workplace needs the qualification will address, it is also designed as an entry-level qualification into most further education and training fields, because of the wide application of End User Computing in any environment.

This qualification was designed carefully to ensure vertical and horizontal articulation. It was developed to allow for further study in ICT and related fields at further education levels. The qualification was designed as part of a set of IT qualifications from NQF level 3 through to level 5 and higher. Two NQF level 4 qualifications (one in the systems support sub-area of IT and one in systems development) have recently been registered on the NQF. This new qualification addresses the learning assumed to be in place for the two NQF 4 qualifications mentioned, allowing learners articulation into the ICT field.

As described earlier, many of the competencies used in the IT profession has traditionally been acquired through short courses and on-the-job training, which did not provide formal recognition (at a national level) of the knowledge and skills acquired. This qualification attempts to address this by allowing articulation into formal fields of study, by recognising the skills acquired in various means and packaging it as a formal national qualification, and encourage further study having acquired the qualification.