Company profile 2013

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COMPANY OVERVIEW
People Development Africa is an accredited training provider. We were one of
the pioneering companies to embrace the then new outcomes-based
workplace education system introduced in South Africa in 1999.
Since then, we have gained significant experience in implementing
learnerships and skills programmes in the workplace. We specialise in
capacitating individuals operating in the education, training and development
practice (ETDP) field to fully understand the context of the national skills
development strategy.
This approach of capacitating facilitators and other ETDP professionals is an
expression of our company motto – “a candle loses nothing by lighting
another”. Our philosophy extends to our training programmes as well as the
various partnerships and community projects that we have undertaken.
Thelma Bowers established the company with a single-minded focus on
quality training delivery and skills development for the South African (and
indeed pan-African) marketplace. We are a level 3 B-BBEE contributor
headquartered in Cape Town, South Africa. We have run training initiatives in
each of the nine provinces, and have a national footprint to serve our
customers wherever our service is required.
We have a particularly strong focus on accredited training in support of the
national qualifications framework (NQF) and have built much of our
reputation on the training of assessors, moderators and skills development
facilitators.

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COMPANY OVERVIEW
We have built considerable expertise in managing training and skills
development initiatives with a wide-range of business customers. We are also
improving our customer focus by investing in our IT systems and electronic
communication processes.
Our flagship programme is the National Certificate: Occupationally Directed
Education Training and Development Practices (SAQA Qualification ID: 50334).
We also offer several learnerships and skills programmes to our varied
customer base.
We have a well-developed process for recognition of prior learning (RPL)
which we make available to all participants in our various skills training
initiatives.
In keeping with our philosophy, we also assist emerging training providers
with the process of accreditation and aligning training programmes to unit
standards in compliance with the requirements of the NQF.
We are also expanding our learnership offerings in selected strategic fields
such as entrepreneurship and other focus areas addressing specific needs in
the South African workplace. Our base qualification for assisting workers to
commence on their path to life-long learning is the General Education and
Training Certificate: Certificate in Business Practice.
TRAINING PROGRAMMES
Our training programmes are categorised broadly in two categories:
ETDP SUPPORT PROGRAMMES
GENERAL SKILLS DEVELOPMENT PROGRAMMES

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COMPANY OVERVIEW
A BRIEF BACKGROUND TO THE NQF
The NQF is an idea and an ideology that has taken shape and turned into
reality during the past decade and a half. It is a nationally instituted system of
education and training, put in place by means of a suite of new laws, and for
this presentation in particular we speak of vocationally-directed education
and training.
It aims to provide lifelong, quality education for all the people of South Africa.
It aims to organise our education and training system so as to give us the edge
in an increasingly competitive economic global environment.
For centuries, workers have experienced the reality of being stuck in a
particular job or position for life. The fact of their lives has been that there
exists no realistic pathway for any upward movement. Many have had to
settle for the cold comfort of the words: “Be grateful that you at least have a
job!” The NQF seeks to overturn this reality by providing clear learning
pathways. It aims to provide access to education, training and career paths.
It aims to provide mobility and progression within education, training and
career paths. It seeks to create in learners an inclination to improve their skills
and knowledge, and from there to improve their employment opportunities.
Employers who have undertaken successful learnership programmes report
that the experience has been altogether positive. They report greater work
satisfaction among qualified employees, much improved motivation, and a far
higher degree of knowledge and understanding of the job than ever before.

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COMPANY OVERVIEW
The thinking behind the establishment of the NQF is that the increased skills
base of the workforce has a wider implication. It enhances the ability and
intellect of the nation, and this improves our chances for success in the global
community.
The NQF is a movement that calls for a change in mindset, a shift in thinking.
Instead of thinking of becoming educated to do a particular job, we are being
encouraged to think about education for employability. This means that our
education must prepare us to adapt the skills we have learned to any new
working environments in which we may find ourselves.
DEFINING TERMS
A qualification is a formal course, leading to a nationally registered certificate,
with clearly defined subject areas and learning outcomes. Qualification
documents can be accessed at www.saqa.org.za.
A learnership is a learning programme that leads learners to achieve a
qualification, and it includes theory (taught in class) and practice (done in the
workplace).

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We equip trainers with all the skills they would need and which are required
by law. The following courses are standard offerings in our ETDP training
calendar:
 Assessor skills
 Facilitation skills
 Moderation skills
 Skills Development Facilitator’s programme
 Mentorship
 Evaluation skills
 Develop outcomes-based learning programmes
 Oral Communication
 Written Communication
All above courses are part of the:
National Certificate: Occupationally Directed Education Training and
Development Practices

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OCCUPATIONALLY DIRECTED EDUCATION TRAINING AND
DEVELOPMENT PRACTICES
(SAQA QUALIFICATION ID: 50334)
This qualification is for those who want to build on a Further Education
Training Certificate in any field to enter the field of ETD as a potential career,
and have little or no previous exposure to ETD.
The qualification will also be valuable for those who may have been practising
within the ETD field, but without formal recognition.
This qualification will assist:
 Learning facilitators.
 Assessors.
 Learner and learning supporters.
 Skills Development Facilitators
PDA learners will complete all obligatory unit standards and carefully selected
elective unit standards in a manner that facilitates the completion of the
national certificate (Occupationally Directed Education Training and
Development Practices) and encourages further professional development.

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Pathways to obtaining the National Certificate:
OCCUPATIONALLY DIRECTED EDUCATION TRAINING AND DEVELOPMENT
PRACTICES
There are two ways you can complete the certificate with us:
1. CERTIFICATE PROGRAMME OUTLINE
Training days Unit Standard Content Credits
4 MODULE 1:
Legislation
Develop Outcomes based Assessments
Conduct Outcomes based Assessments
30
4 MODULE 2:
Develop outcome-based learning programmes
10
5 MODULE 3:
Facilitation
Mentoring and Coaching
21
3 MODULE 4:
Moderation
10
3 MODULE 5:
Evaluation
10
4 MODULE 6:
Skills Development Facilitation
33
Integrated
into
Facilitation,
Mentoring,
SDF
and
Moderation
Oral Communication
Written Communication
5
5
TOTAL 124
Unit standards for oral and written communication (10 credits) are integrated
and assessed during all 4 modules

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2. FLEXIBLE CERTIFICATE PROGRAMME (1 year)
Register for the whole certificate and sign up to attend the individual training
from our ETDP offer whenever it suits you (to be completed within one year).
Attending all of those courses will take you 27 days in total and you are free to
choose when you want to attend them according to our training calendar.
3. TOP-UP PROGRAMME
If you have already accumulated some of the required unit standards and you
wish to finalise your qualification by completing the OD ETDP Certificate, let
us assist you with assessing your current qualification status and provide you
with an opportunity to obtain the certificate by completing the balance of the
required credits.

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ASSESSOR SKILLS
4 day training course (level 5-6)
U Std ID Unit Standard title Credits
114924 Demonstrate understanding of the outcomes-based education and
training approach within the context of a National Qualifications
Framework.
5
115753 Conduct outcomes-based assessment 15
115755 Design and develop outcomes-based assessment 10
TOTAL 30
Those who complete this training will be able to conduct assessments within
their fields of expertise and contribute towards the achievement of a variety
of qualifications, particularly within the fields of Education Training and
Development Practices and Human Resource Development. To prepare our
learners to play a role of a fair, valid and reliable assessor we introduce them
to the legislation and show how to design outcomes based assessments.
This training is designed in such a way that a learner can grow and take
moderation skills training without completing any additional unit standards.
In particular, individuals credited with this unit standard will be able to:
 demonstrate understanding of outcomes-based assessment
 understand unit standards and national qualifications
 prepare and conduct assessments
 provide feedback and review assessments
 develop outcomes-based assessment instruments

10
MODERATION SKILLS
3 day training course (level 6)
115759 Conduct moderation of outcomes-based assessments. 10
TOTAL 10
This unit standard is for people who conduct internal or external moderation
of outcomes-based assessments. 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, individuals credited with this unit standard are able to:
 understand 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
 review moderation systems and processes

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SKILLS DEVELOPMENT FACILITATOR PROGRAMME
4 day training course (level 4-5-6)
15217 Develop an organizational training and development plan 6
15218 Conduct an analysis to determine outcomes of learning for skills
development and other purposes
4
15232 Coordinate planned skills development interventions in an
organisation
6
15227 Conduct skills development administration in an organisation 4
114924 Demonstrate understanding of the outcomes-based education and
training approach within the context of a National Qualifications
Framework
5
15221 Provide information and advice regarding skills development and
related issues
4
252041 Promote a learning culture in an organisation 5
123396 Define target audience profiles and skills gaps 6
TOTAL 38
Target population:
This training will be useful to people who oversee or manage education, training and
skills development within organisations according to agreed development plans.
It is also suited to those who are involved in the development and implementation of
such plans (ex Workplace Skills Plan):
 training coordinators, trainers, facilitators, or anyone responsible for
identifying skills gaps
 developing target audience profiles in order to inform learning interventions
and/or learning design
 skills development facilitators, training managers and human resource
development practitioners
 anyone who conduct an analysis to determine outcomes of learning for the
purposes of defining skills needs at organisational level and/or to identify
assessment standard titles at industry or sub-sector level.

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Individuals credited with those unit standards are able to:
 describe and explain the outcomes-based approach to education and training
 provide information related to skills development, including relevant
legislation, learning and assessment
 advise an organisation concerning the alignment of skills development
practices to the information provided
 advise on the promotion of skills development
 plan and organise a skills analysis process
 conduct an analysis to determine outcomes of learning needed for formal
recognition
 compiling a report on the target audience and skills gaps
 analyse current and required skills
 develop a skills profile and define a skills gap
 identify and prioritise learners` learning requirements
 establish skills priorities
 develop a training and development plan
 coordinate learning interventions
 collate and store data related to skills development
 review and report on learning interventions

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MENTORSHIP
3 day training course (level 4-5)
117865 Assist and support learners to manage their learning experiences 5
117874 Guide learners about their learning, assessment and recognition
opportunities
6
TOTAL 11
This training will be useful to those who provide guidance and advice to learners
about their learning, assessment and recognition opportunities (Mentors and
Protégé’s).
Individuals credited with this Unit Standard are able to:
 source and maintain information to assist and support learners
 identify and analyse learner needs
 prepare and review an individual development plan
 provide guidance, assistance and support to learners
 maintain records of learner needs and guidance provided
 evaluate services provided

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EVALUATION SKILLS
123397 Evaluate a learning intervention using given evaluation instruments 10
TOTAL 10
This training will be useful to evaluators of learning programmes or courses, whether
internally or externally.
Individuals credited with this unit standard are capable of:
 planning and preparing for the evaluation
 collecting and recording data
 analysing and interpreting data
 compiling an evaluation report
 reviewing the evaluation process

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DEVELOP OUTCOMES-BASED LEARNING PROGRAMMES
123394 Develop outcomes-based learning programmes 10
TOTAL 10
This unit standard is for those who develop learning programmes to meet defined
learning needs according to a given design specification.
Individuals credited with this unit standard are capable of:
 Learning theories and their implications on the development of training
materials
 Principles and procedures of material design
 Outcomes based forms of developing training material which is consistent
with aims and objectives of the NQF and Skills developing strategy
 Analyzing the target audience to identify typical style and needs
 Developing outcomes in relation to national standards
 Consulting those involved in programme delivery
 Designing a framework for the materials
 Researching the content and developing a structure and training
methodology
 Selecting the resources to be used.
 Drafting learning outcomes for the programme.
 Conducting analysis for learning design.
 Designing the learning programme.
 Drafting a brief for the development of the learning programme.
 Evaluating learning design.

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FACILITATION SKILLS
117871 Facilitate learning using a variety of given methodologies 10
TOTAL 10
This unit standard will provide recognition for those who facilitate or intend to
facilitate learning using a variety of given methodologies. Formal recognition will
enhance their employability and also provide a means to identify competent learning
facilitators.
Individuals credited with this unit standard are able to:
 Various methods of facilitation and providing information to learners
 Ways of organizing the learning environment to promote effective learning
 Group dynamics to promote effective learning
 Strategies, techniques and activities for using various learning resources
 Plan and prepare to ensure the learning achieves the defined outcomes
 Plan for the needs of the learners and stakeholders, taking cognisance of:
 Possible learning barriers, previous learning experience
 Language, culture, special needs and different + learning styles
 Resources are arranged to suit the intended delivery
 Materials and methodologies suits the purpose of facilitated activities and agreed
outcomes
 Review criteria are established and documented.
 Facilitate learning in a coherent manner using appropriate methodologies i.e.
 Approach promotes open interaction
 Development of concepts through participation and provides opportunities to
practice and consolidate learning
 Manage groups in line with facilitation principles
 Use questioning techniques that promote learner involvement
 Monitor learners’ progress and ensures that learners needs are met.
 Evaluate learning and facilitation by;
 Sourcing and analyzing feedback against review criteria.
 Reviewing strengths and weaknesses of planning, preparation and facilitation
and implement possible remedial activities where required.

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WRITTEN COMMUNICATION
115790 Write and present for a wide range of purposes, audiences and
contexts
5
TOTAL 5
This training is intended to promote clear, unambiguous communication. It requires
learners to follow a process in writing workplace specific texts. The ability to write
plain language will improve the quality of business correspondence and other texts
that are specific to a workplace environment.
The achievement of this unit standard enables learners to recognize and use
effectively textual conventions and features specific to business texts including those
that require a particular format and/or specified legislated requirements. They
carefully scrutinize their own and others' writing for accuracy, appropriateness and
impact on different audiences and contexts. They edit and change where
appropriate.
 use writing skills for specific purposes, audiences and contexts
 access, process, re-organise, and synthesise information in order to present it
 use appropriate language conventions, textual features and style for specific
workplace purposes
 draft and edit texts

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ORAL COMMUNICATION
115789 Sustain oral interaction across a wide range of contexts and critically
evaluate spoken texts
5
TOTAL 5
Competence at this level will enable learners to present and participate
effectively in oral communication in various contexts.
Learners at this level have a fundamental knowledge base of the purposes and
the context for communication as well as of target audiences. They effectively
apply the style and language register required in different contexts.
Learners can identify and make assumptions and inferences from and in oral
communication. They speak fluently and confidently in both formal and
informal settings and can articulate their purpose and meaning clearly.
Language can be used to convey and evaluate detailed information, to express
ideas and feelings and to use appropriate presentation skills and strategies.
Learners use language correctly and effectively in their spoken
communications.
 interact critically and purposefully as a listener and/or speaker in oral
communication
 analyse and critically evaluate oral interactions and presentations
 use strategies for listening and speaking in sustained oral interactions
 analyse and evaluate responses to spoken texts critically and adjust
own as required

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It is our philosophy and strategic intent to assist all trainees to reach their full
potential. To reach this objective, we have structured several qualifications
and short courses to assist learners to develop relevant workplace skills.
SHORT COURSES
We are constantly developing additional qualifications and short courses to
meet the market demand. To this end, we have developed several courses to
address specific market needs.
Our short course offerings are categorised according to the following market
needs:
 Business focussed accredited short courses;
 Leadership concepts;
 Student support programmes.
LEARNERSHIPS
To assist the South African worker to commence the journey of lifelong
learning, we offer the Certificate in Business Practice as a full qualification at
NQF level 1.
The Certificate in Business Practice is an ideal introduction to learning on the
national qualification framework (NQF) and registered by SAQA – thus leading
to the recognition of a national certificate. Many of the largest companies in
South Africa have trained their staff utilising this qualification, and we are
proud to offer this qualification country-wide.

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CERTIFICATE IN BUSINESS PRACTICE
We have added this learnership to our portfolio. The Certificate in Business
Practice is specifically targeted at employees at the lower (pre-supervisory)
levels in the enterprise to add value to both the employee and the
organisation.
While targeted at the lower-level employee, the skills that are developed
through this qualification will assist any employee to get a much better
understanding of modern business – including the practical use of ICT,
accounting and several other business literacies.
This serves as a basis for adult employees to understand the functioning of
business and to begin the process of equipping them with the necessary skills
required by a modern enterprise. The following topics are offered as part of
this certificate programme:
 Business Values and Ethics
 Entrepreneurial Literacy
 Understanding Business Planning
 Legal Compliance
 ICT in Business
 Business Accounting Fundamentals
 Customer Service
 Market Research
 Business Mathematics
 Learning Strategies
 Business Communication
All above courses are part of the:
General Education & Training Certificate: Certificate in Business Practice

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CERTIFICATE IN BUSINESS PRACTICE (SAQA ID 61755)
This qualification is targeted at all South African workers at a pre-supervisory
level. It introduces workers to core business concepts in the modern business
world.
The purpose is for the worker to have a better understanding of the
functioning of business and entrepreneurship so that they can better
understand their role in the success of the enterprise.
The programme also recognises that the education system that was in place
for the majority of South African workers has not adequately prepared them
for the modern workplace. Hence, the business literacy that forms part of the
qualification includes business planning, mathematics and ICT literacy.
A further spinoff of this skills programme is that workers will begin to develop
the skills to be able to cope in the event of not being employed.
For many workers this will be the first recognition of their learning by way of a
national certificate, and will assist in placing them on the path of life-long
learning.
This qualification has been accepted as an adult education and training
initiatives by several SETAs. To date, over 5,000 learners at some of the largest
corporates in South Africa have adopted this programme as part of life-long
learning of their employees.

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Total contact time between 30 and 34 days.
Training days Unit Standard Content Credits
5 MODULE 1:
Entrepreneurship, Business Values and Ethics
Selecting Business Opportunities, The Legal Implications
15
5 MODULE 2:
Business Planning, Introduction to Marketing
Presenting an Idea, Business Writing
24
5 MODULE 3:
Introduction to Accounting, Managing Personal Finance
Communicating Numerical Data
16
4 MODULE 4 (Part I):
Using a computer keyboard, Working with computer files
Working with Windows
16
4 MODULE 4 (Part II):
Internet and Email
Creating Business Presentations, Creating Business Documents
13
5 MODULE 5 :
Customer Service, Personal Time Management
Learning Strategies, Understanding the Impact of HIV/AIDS
Reading with Insight
25
5 MODULE 6 :
Basic Mathematics
Working with Shapes, Area and Volume.
13
TOTAL 122
There are daily activities to integrate the communication, mathematics and
ICT outcomes embedded in the qualification.

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This qualification is for those who wish to better understand the nature of
business. It also serves as a foundation qualification for workers who wish to
further their educational qualifications on the national qualifications
framework (NQF).
Specifically, the qualification covers the following core business concepts:
 Business Planning;
 Introduction to Marketing
 Introduction to Accounting
 Customer Service
 Information Technology
 Business Mathematics
PDA will conduct a pre-assessment to ensure that the learners have the basic
aptitude to cope with the requirements of the programme. This is not a test
to exclude any participant, but to ensure that they are able to cope with the
medium and method of instruction. While the medium of instruction is
English, every effort is made to have first language speakers as facilitators.
The contact model is flexible, but a total of 30-34 contact days are required.
Learners are required to complete assignments that are work-related on their
own, and their mentors must ensure that the their work is indeed original and
authentic.
PDA supplies all the learning materials including computers, projectors, flip
charts, etc. The training is generally done at the customer site, and the
customer will supply a venue with table and chairs.

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ENTREPRENEURSHIP, VALUES AND ETHICS
U Std ID Unit Standard Title Credits
10006 Demonstrate an understanding of entrepreneurship and
develop entrepreneurial qualities
2
10007 Identify, analyse and select business opportunities 3
12537 Understanding values and ethics 4
13994 Identify and discuss different types of business and their legal
implications
4
TOTAL 13
These unit standards will provide assist the learner to understand the way
that business opportunities are evaluated. The nature and attributes of
entrepreneurship are explored so that learners have a greater insight into
business and the characteristics of those who start and run businesses.
In addition, the importance – and indeed supremacy – of values and ethics is
discussed. The definition of values and ethics, as well as the difference
between the two concepts are discussed in-depth.
The legal implications of starting and running a business in South Africa are
discussed.
Individuals credited with these unit standards are able to:
 Explain the importance of values and ethics in a business environment
 Analyse and understand the characteristics of entrepreneurs
 Understand the legal implications of running a business

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BUSINESS PLANNING AND MARKETING
10009 Demonstrate the ability to start and run a business and adapt
to a changing business environment
3
14444 Demonstrate an understanding of a general business plan and
adapt it to a selected business idea
7
116164 Demonstrate an understanding of the importance of marketing 2
119635 Engage in a range of speaking/signing and listening interactions
for a variety of purposes
6
119636 Write/sign for a variety of different purposes 6
TOTAL 24
These unit standards will assist the learner to understand the way that
businesses are run in a changing business environment. The principles are
explained by working through all elements of a structured business plan.
The basic principles of marketing – including the 4P’s – People, Product, Price
and Promotion – are discussed. The relationship between planning and
marketing are also explored.
A core focus of this programme is business communication – developing
presentations and written business communication.
 Understand the basic application of a business plan
 Explain the principles of marketing – including the 4P’s of marketing
 Engage in business speaking and presentations
 Understand the principles of business writing

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ACCOUNTING AND PERSONAL FINANCES
13999 Demonstrate an understanding of basic accounting practices 4
110083 Process, analyse and communicate numerical data 4
243189 Manage personal finances 8
TOTAL 16
These unit standards allow the learners to acquire basic knowledge of
accounting. This includes the entire process of accounting from source
documents up until trial balance and balance sheet. The basic principles of
GAAP – the generally accepted accounting principles – are discussed as well.
A separate but related module on personal finances is included in this course.
The importance and process of budgeting for personal finances is clearly
explained with concrete examples.
The ability to communicate numerical data in a business setting is also
explored.
 Understand accounting principles and processes
 Understand the management of personal finances and budgeting
 Present numerical business data in a coherent manner

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BUSINESS COMPUTING (Part I)
9357 Develop and use keyboard skills to enter text 4
116932 Operate a personal computer system 3
117867 Managing files in a Graphical User Interface (GUI) environment 3
117902 Use generic functions in a Graphical User Interface (GUI)-
environment
4
117943 Install a Personal Computer (PC) peripheral device, in a GUI
environment
2
TOTAL 16
This course is a hands-on approach to understanding the fundamentals of
using personal computers. The windows operating system is introduced to
learners.
The basic principles of file management and manipulation are explained. The
functions of windows and graphical user interfaces (GUIs) are explained by
practical hands-on examples.
The installation of a peripheral device in a personal computer is
demonstrated.
 Understand the basic functioning of a personal computer
 Operate a graphical user interface including file management
 Install a peripheral device in a personal computer

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BUSINESS COMPUTING (Part II)
116931 Use a Graphical User Interface (GUI)-based web-browser to
search the Internet
4
116933 Use a Graphical User Interface (GUI)-based presentation
application to create and edit slide presentations
3
116938 Use a Graphical User Interface (GUI)-based word processor to
create and edit documents
4
116945 Use electronic mail to send and receive messages 2
TOTAL 13
These unit standards teach slightly more advanced computing concepts.
Particular emphasis is placed on producing business documents using
standard office software. The learners are also taught how to access the
internet for research and how to set up an email account and send and
receive email.
Using a presentation package to communicate business ideas are explained
and demonstrated. The usage of a word processor to complete a business
letter and other business communication is also covered.
 Use a web browser to search the internet
 Create a business presentation
 Create business documents
 Send and receive electronic mail

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CORE BUSINESS SKILLS
(Includes HIV/AIDS Awareness)
14656 Demonstrate an understanding of sexuality and sexually
transmitted infections including HIV/AIDS
5
15091 Plan to manage one`s time 3
110082 Understand the impact of customer service on a business 6
119631 Explore and use a variety of strategies to learn 5
119640 Read/view and respond to a range of text types 6
TOTAL 25
This course covers several core concepts that are relevant to modern business
in South Africa. These concepts include an understanding of customer service,
time management and the ability to read with insight.
In the South African context, an understanding of the impact and related
issues regarding HIV/AIDS in the workplace is essential.
The ability to constantly learn is also a vital skill – this module thus explores
various learning strategies.
 Understand the impact of HIV/AIDS on the enterprise
 Manage their own time
 Improve in customer service to both internal and external customers
 Implement various learning strategies

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BUSINESS MATHEMATICS
119362 Work with numbers; operations with numbers and
relationships between numbers
4
119368 Describe, interpret and represent mathematical patterns,
functions and algebra in different contexts
6
119373 Describe and represent objects in terms of shape, space and
measurement
5
TOTAL 15
This course covers basic mathematical concepts.
The ability to work with numbers, and understanding the relationship
between numbers is demonstrated.
Number patterns and basic algebra is introduced, along with mathematical
function and factorisation.
Volume and measurement, along with related spatial concepts are
introduced.
 Use mathematics in a business environment
 Understand relationship between numbers and number systems
 Understand mathematical functions and basic algebra
 Understand volume and measurement
 Identify various shapes

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SHORT COURSE TRAINING PROGRAMMES IN OUR PORTFOLIO
Through a memorandum of understanding with SERVICE SETA People
Development Africa also offers a comprehensive range of accredited short
courses:
ACCREDITED SHORT COURSES (BUSINESS FOCUSSED)
Self-management Interpersonal skills
Administrative effectiveness Customer Services Excellence
HIV and AIDS Supervisory development program
Manage performance Reports that communicate
New Venture Creation Time management
Bursar management Change Management
LEADERSHIP CONCEPTS
Motivation – internal and external Attitude & effective life management
Conflict management Goal setting
Time management Stress Management
Self Management How to handle peer pressure
Balancing work/studies & social
life
Mentoring

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SHORT COURSE TRAINING PROGRAMMES IN OUR PORTFOLIO (Continued)
STUDENT SUPPORT PROGRAMMES
Study methods & Exam
preparation
Managing your exam stress
Orientation to university life Orientation to university culture
Managing your own well being Ensuring your own safety
Utilising institutional resources Student counselling
Enhance your concentration Developing a study strategy
Notes and summaries that work Time planning and learning areas
Prepare for and tackle exams Expressive writing techniques
COGNITIVE DEVELOPMENT PROGRAMMES
Understanding how the
brain/mind works
Creative thinking
How to enhance your
concentration
Tools to improve your memory
Active listening & effective note
taking
OTHER ORGANISATIONAL DEVELOPMENT SERVICES OFFERED
 Facilitation of Strategic Planning sessions
 Facilitation of Accreditation process for Emerging Training Providers
 Quality Management
 Preparation of Organisations for ISO Accreditation Inspections

33
IMPACT ON THE B-BBEE CODES OF GOOD PRACTICE
By employers supporting the training of employees with accredited training
programmes as offered by People Development Africa, there are significant
benefits in terms of gaining points for the B-BBEE scorecard.
In 2003, a document titled A Strategy for Broad-Based Black Economic
Empowerment was released. This document not only defined broad-based BEE
and the transformation imperative, but outlined the first broad-based
scorecard comprising the seven elements of broad-based BEE. The seven
elements and their respective weightings out of 100 are depicted below, as
per the Generic Scorecard contained in the Codes:
ELEMENT POINTS WEIGHTING
Ownership 20
Management Control 10
Employment Equity 15
Skills Development 15
Preferential Procurement 20
Enterprise Development 15
Socio-Economic Development 5
TOTAL 100 POINTS
In doing training with PDA, three elements of the scorecard are positively impacted,
namely:
 Employment Equity
 Skills Development, and
 Preferential Procurement
In addition, since the qualification Certificate in Business Practice is recognised as an
ABET programme, this qualifies for an additional 25% of costs incurred when doing
the final incentive calculations.

34
TAX CONSIDERATIONS OF LEARNERSHIPS
(Make up to 21.3%pa – Guaranteed!)
In 2011, the Minister of Finance extended and simplified the tax benefit to employers
engaged in learnership implementations. These simplified regulations are discussed
in section 12H of the Tax Act with accompanying explanatory notes. This information
is available at www.sars.gov.za.
For able-bodied employees, a learnership tax allowance of R60,000 is made available.
In addition, all costs related to the training are also tax deductible.
The tax rebate is claimed in two tranches:
1. When signing and registering the learnership agreement;
2. When the learnership has been successfully completed.
An important simplification to the tax allowance relates to the situation where a
learner, for any reason, fails to complete the learnership. The employer no longer has
to return the tax rebate. SARS recognises the claim for the rebate as compensation
for costs incurred up until the employee drops out of the programme.
The rebate is claimed by completing the IT180 form (PDA will provide assistance
where needed), and submitting this with the company tax returns.

35
ILLUSTRATIVE EXAMPLE
This is an example to illustrate the government tax incentive for engaging in
learnerships. The intent of this incentive is to remove financial constraints on
companies who wish to empower and train their employees with recognised national
qualifications.
Parameters
1. ABC Trading (Pty) Ltd Net Profit before tax: R100 000
2. The cost of a single learner on a learnership is: R18,000
3. The corporate tax rate is calculated at: 28%
ABC TRADING (PTY) LTD
NO TRAINING DESCRIPTION LEARNERSHIP FUNDED
R 100,000.00 Profit before tax R 100,000.00
R 0.00 Less cost of learnership R 18,000.00
R 100,000.00 Net profit before tax R 82,000
R 0.00 Less concessions R 60,000.00
R 100,000.00 Taxable profit R 22,000.00
R 28,000.00 Company Tax R 6,160.00
R 72,000.00 Net profit after tax R 75,840.00
R 0.00 Additional after tax profit R 3,840.00
Summary
Thus, with an investment of R18,000 in the training of an employee, a return
of R3,840 is made as an additional profit after tax over a 12 month period.
This represents a massive 21.3% return on the investment – guaranteed!

36
OUR DETAILS
TRADING NAME: Ahula CC trading as People Development Africa
REGISTERED ADDRESS: 2nd Floor Barry Streek Building
19 Loop Street
CAPE TOWN
8001
POSTAL ADDRESS: P.O. Box 4009
CAPE TOWN
8000
CO registration no: CK 1999/0077/46/23
VAT registration no: 4130181219
ETDP SETA accreditation no: ETDP 10104
SD Levy: L510 743 737
OUR ACCREDITATION
ETDP SETA SERVICES SETA

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