success study guide

SG13100-A of 40

"SUCCESS" STUDY GUIDE

Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011

SG13100-A of 40

Welcome Dear Learner Welcome to Oxbridge Academy. Congratulations on your decision to further your education. Our first objective is to ensure that you SUCCEED. Using this booklet together with your course material should help to make your progress easier and a more rewarding experience. PLEASE read this booklet before starting on your course, so that you can benefit immediately by improving your motivation and planning. Education is a valuable, lasting investment. Appropriate skills will give you a huge lifelong return and an improved quality of life for you and your family. This booklet contains all relevant information that you as student of Oxbridge needs. Feel free to contact us if there is any uncertainty. We hope that you enjoy studying with us and that your studies contribute to the advancement of your career and your sense of personal achievement. With very best wishes. Dr Ray Priestley EJ Liebenberg Principal Vice Principal


SG13100-A of 40

Message from the Dean of Students and the Registrar Congratulations on choosing one of our quality courses. It is our job to assist you to get the maximum benefit from your studies. Before you start, we suggest you do the following: READ THIS BOOKLET as it is full of tips and ideas to enable you to study more effectively.

You will also benefit from referring to it when you begin your assignments. MAKE SURE you have all the materials you need while studying (see the section on

"Getting Organised"). ALTHOUGH your Modules are designed to give you all the information you need, the

recommended additional reading material will help you to enjoy a wider and deeper understanding of the subject.

SKIM quickly through your Modules in order to get the feel of the material you will be

studying. You need to see the course as a whole before you start concentrating on detail. DO NOT try to finish the course too quickly. You may tire yourself out and become

frustrated. PLAN your study time to give yourself a realistic schedule that you can maintain. You need

to make steady progress without experiencing undue stress. So: don't forget your other personal and family commitments, which must also be given sufficient attention.

PRACTISE your study techniques, such as note-taking, so that you are able to make

effective use of the time you devote to your studies. You will find many suggestions in this booklet to help you along your way.

Remember: "Education is a Journey, not a Destination". Wishing you every SUCCESS on your journey! Prof David Adey Lenette Daniel Dean of Students Registrar


SG13100-A of 40

INDEX

1. ACADEMY INFORMATION

2. STUDY METHODOLOGY

3. USEFUL SKILLS

4. POLICY AND PROCEDURES

5. FEES AND REFUND POLICY

1. ACADEMY INFORMATION

GENERAL Name of the Holding Company Oxbridge Academy (Pty) Ltd Contact Details Main Telephone Number: 086 11 11 121 Alternative Telephone Number: 021 933 6513 Main Fax Number: 086 11 12 121 Alternative Fax Number: 021 931 3327 Domicilium et Citandi 48 Athlone Street Parow Valley 7503 Company Registration Number 2007/032672/07 Directors Prof AD Adey: - Dean of Students

Chief Academic Officer Dr RJ Priestley - Principal BP van den Berg CA (SA) - Managing Director


SG13100-A of 40

Academic Staff Prof AD Adey BA (Hons), MA, DLitt et Phil, DPHE (UK), UED, FSAIM Dr RJ Priestley BSc (Hons), PhD (UK), MIFST (UK), MRSH BP van den Berg CA (SA), Hons BCom (Acc) EJ Liebenberg BCom, HED Registered Assessor (Eseta) Adv Dorothea Heunis BA, HED, LLB, Tax Diploma, LLM Michelle Sciacca IMM Marketing Management Diploma Anita Jurgens BA (HED), Registered Assessor (Services SETA) Judith Digges BSc (Econ) Hons Carlo Jones CA(SA) | RA, BAccHons (Acc) Stell Christo Pape BA Ryan Jacobs BCom Final Year Laurie Pape HED Shelly Tinline BA (Psy) Hons Shelyn Kleingeld BCur Nursing Science

Vision To be recognised by clients, regulatory bodies and employees as the benchmark in distance education provision. Mission Statement To provide superior skills training and learning programmes through affordable courses of top quality designed to enable our learners to achieve their true potential and gain advancement and success in their chosen careers and professions. Ethos We respect the dignity of the individual and do not discriminate on the basis of race, gender, age, disability, religious or political beliefs. We believe people are enriched socially and economically through education. Philosophy We do not aim to be the biggest, but strive to be the best. We do this through the quality of our courses, staff and service – and by the value we deliver to students.


SG13100-A of 40

ACCREDITATION STATUS Provisional Registration Oxbridge Academy (Pty) Ltd has been granted Provisional Registration by the Department of Education (DOE) as a private FET College - Registration 2009/FE07/070 until 31 December 2015. This is the first phase of registration with the DOE for FET colleges to legally offer qualifications in South Africa. As per SAQA Update 1 (9) 1999, the purpose of registration with the Department of Education is to: Legalise the establishment and operation of a private FET institution, to facilitate quality education and training and institutional sustainability in the FET sector, and to protect the public from exploitation by unscrupulous elements. We are required by the DOE to notify you of the details of Section 31(6) of the Further Education and Training Colleges Act of 2006, and specifically of Section 31(6) (b) which stipulates that, on expiry of the Provisional Registration, or any extension thereof, if Oxbridge Academy: (a) Satisfies the requirements for registration specified by the registrar, the Registrar must register the applicant in accordance with subsection (2) (a); or (b) fails to satisfy the requirements for registration specified by the registrar, the applicant’s Provisional Registration lapses. Therefore, at the end of the given period, Oxbridge Academy will either receive full registration (if it satisfies all the necessary conditions), or its registration will lapse (if it does not satisfy all the necessary conditions). Accreditation Oxbridge Academy (Pty) Ltd is an Education Provider accredited by:

FASSET (SETA for Finance, Accounting, Management Consulting and Other Financial Services) – Registration number 585/00932/09

The Institute of Business Studies

o IBS Professional Qualification: Management and Administration o IBS Professional Qualification: Business Administration

The Institute of Certified Bookkeepers

o ICB National Certificate: Bookkeeping o ICB FET Certificate: Bookkeeping o ICB National Diploma: Technical Financial Accounting o ICB National Certificate: Small Business Financial Management


SG13100-A of 40

2. STUDY METHODOLOGY

About Distance Learning

Distance education (or correspondence courses or home study, as this type of learning is sometimes called) offers many advantages to its students and is internationally recognised as a very effective delivery mode. You can study at your own pace, in your own place, and plan your studies to suit your own needs, rather than following a fixed classroom schedule. It also cuts out the need to travel to classes (thus saving on costs) and there are no stressful end-of-year examinations. It is also a very affordable means of studying. Distance education, however, does have some disadvantages. The biggest challenge is that, without the enforced and structured schedule of the classroom, students must develop greater self-discipline in managing and maintaining the time and effort required. But you are not completely alone! Our Tutors are here to give you feedback and advice, to answer your queries, and to give you the support you need to progress.

How to Make the Most of Your Studies

For those of you who are used to studying on your own, it will be easier to adjust to a new course. If this is your first course through distance education, it may take a little longer to become comfortable with the medium. So do not become disheartened if, at first, it is unfamiliar. You will soon progress in leaps and bounds and join the millions of other students who have successfully mastered this medium. Whatever you do, do not rush yourself and miss out chunks of your course. You will only be fooling yourself if you do not present us with your best effort. Although our course should generally be completed within a year, it can be completed in less time with little extra effort. If, for some reason, you are unable to finish in a year, we have a simple procedure to enable you to register for an additional year, or even longer if you need to.

Remember our commitment: "We will teach you until you pass".


SG13100-A of 40

Motivation

This is essential for steady progress. Without strong, positive motivation it is easy to lose interest and fall behind. Why did you decide to study? What rewards do you expect? Tick one or more of these reasons:

Promotion Quality of Life Better Income More Recognition Interesting Career Better Job Skills Earn a Diploma More Self-Confidence

Keep your reasons in the back of your mind to spur you on, to make it worthwhile. Positive Thinking It is important to control your feelings about your studies. You need to find ways to build enthusiasm and avoid despair or frustration at difficult moments. You cannot learn effectively unless you are interested in your subject material. If you find you need to build enthusiasm, then – Recognise your feelings Consider their effect on you Work out what to do about it! Positive thinking involves the following techniques: POSITIVE STATEMENTS Tell yourself you can do it. Convince yourself that you are capable of understanding the difficult parts. ELIMINATE NEGATIVE THOUGHTS When you find negative thoughts coming into your mind, tell yourself to STOP IT! Look at the positive side of things. Think about how you will enjoy yourself when you have mastered the difficult sections.


SG13100-A of 40

REWARD YOURSELF When you have mastered a difficult section, congratulate yourself. Give yourself a break and listen to your favourite CD or radio station for a while because you've earned it! ACCEPT RESPONSIBILITY FOR SETBACKS Don't blame others for any failures. Work out where you are going wrong and rectify it. If you receive a "Grade Held Back" (H) for an assignment, examine the feedback from your Tutor so that you can submit a better assignment the next time. This is a positive way of reacting to a setback and you will learn from it.

Remember: You can NEVER "fail" an assignment with us!

ACTIVITY 1

List five thoughts you can use to remind yourself to think positively when you get to a difficult section.

Staying in Shape Studying demands a lot of mental effort to stay alert and concentrate for long periods. To do this you need to be "in shape", both physically and mentally. PHYSICAL Exercise not only keeps you physically fit and healthy, but it also reduces stress and

releases beneficial chemicals into the brain, making you feel good about yourself and allowing you to build enthusiasm.

Sleep: A good pattern of sleep is essential if you wish to stay alert. Insufficient sleep will

leave you drained of energy and easily tired. If you are too tired, postpone your study period to a time when you are better rested.

Diet: Good nutrition, along with exercise, will keep you fit and healthy. It also assists in

establishing a good pattern of sleep. Try to eat plenty of fruit and vegetables, adequate protein and avoid too much fatty food.

Vitamin and mineral supplements can also be helpful, but caffeine drinks should be avoided. Drink plenty of water throughout the day to help detoxify your body. If you drink alcohol, do so in moderation, but never before or during your study period, as

you might have difficulty concentrating.

ACTIVITY 2


SG13100-A of 40

Write down four actions you aim to take to improve your physical condition.

MENTAL You need to be able to clear your mind of worries and distractions in order to concentrate properly. A few minutes deep breathing will help you to relax and will reduce the stresses of the day before you start studying. This is how to do it: Sit, lie or stand comfortably Close your eyes Shut out all thoughts and concentrate on breathing smoothly in and out Breathe in deeply, hold your breath for 10 seconds and breathe out. Repeat this 3 or 4 times You will now feel much more relaxed (and ready to begin studying).

ACTIVITY 3

Practise the above deep breathing exercise for five minutes, and jot down your feelings after doing so.

Often, when you are faced with what you perceive to be a mountain of work, think of it in chunks and work through it chunk by chunk. It is amazing how satisfying this becomes as the mountain gets smaller and smaller. This is why it is important for you to make a study plan, so that you can track your progress. It is not worth studying for long periods of time. You will find you are achieving very little towards the end, and may in fact become confused and frustrated. If you feel you need to study for, say, 2 hours, it is better to study for 45 minutes and take a 15-minute break before the second session. This will be more productive. During your break, take a walk, have a snack or a glass of water. You will be surprised how much more alert you will be when you start again. The break also allows some time for the ideas you have encountered in the first session to sink into your memory. Don't forget to keep up your positive thinking approach, and stay in the right frame of mind. Getting Organised


SG13100-A of 40

You need to get organised in order to ensure that you – are as comfortable as possible, able to maintain concentration, and able to reduce the

likelihood of distractions. waste as little time and effort as possible in taking up where you left off in the previous study

period. You need to be able to work undisturbed, with space to spread out your notes and course material.

Study Environment Unless you develop an organised system or routine, it will be difficult to study. You will spend a lot of time fidgeting, looking for things and becoming distracted. SPACE AND PRIVACY If possible, keep a place reserved for studying. Some of you may have the luxury of your own room in which to study; others may have to use a bedroom or an office at work after hours. If you do not have a special place for studying, at least keep your material organised in a box, so you can set up quickly and settle into your study routine. Your family will soon get used to your study routine so you can enjoy privacy, which is essential for concentration.

NOISE If you find that the place in which you study is noisy, get yourself a pair of earplugs (they are not expensive). Some students find a radio playing softly in the background helps them to relax, but many students find that a TV is very distracting. SEATING Make sure you have a comfortable chair at the right height for your desk or table. An awkward sitting position will give you backache and cause a lapse in concentration. DESK OR TABLE You need to have sufficient space for your files, and to spread out your notes. The desk or table also needs to be at the correct height for comfort. LIGHTING Poor lighting, as well as being a strain for your eyes, is not conducive to concentrating. An adjustable desk lamp with a soft light source focused on your reading area is best. VENTILATION


SG13100-A of 40

Working in a stuffy environment causes you to tire quickly. DRAWERS Keep your coursework, notes and reference material on the desk or in a drawer or box. You also need to keep various items handy, such as – pens pencils a sharpener an eraser a highlighter a ruler ring binders or files a dictionary notepads your STUDY PLANNER

ACTIVITY 4

Make a list of things you need to obtain (or arrange) to help you be better organised before you settle down to your studies.

Time Management There are two important aspects of time: finding sufficient time; and using time effectively. These two aspects are known as "Time Management". FINDING ENOUGH TIME Try to avoid the temptation not to study. A way to do this is by drawing up and maintaining a study programme or study plan. Be realistic in allocating your time. Do not place undue demands on yourself or your family by being too ambitious. Don't forget that your studying should not be a chore or a sacrifice, as you still need time to enjoy yourself with family and friends. It is better to allocate several shorter study periods than a single long period because we all find it difficult to concentrate for long periods. Most students find a 2-hour session with a 20-minute break in the middle to be the most suitable. Others find more frequent 1-hour sessions to be preferable, while others are happy to study for 4 hours at a time with 2 or 3 breaks in between. Experiment a little to find which suits you best. Don't forget that a study programme is not there to make you feel guilty. Although it is better to stick to your programme, if for some reason you miss a period, do not double the next study period time to punish yourself. Remember that your study programme must suit you.


SG13100-A of 40

This is the advantage of distance education: you have no time limits to put undue pressure on you. We have included an example of an activity programme (weekly) for you to plan your studies and other activities.

There is also a month planner, as you need to take into account vacation periods and public holidays (when you may decide not to study or to cut down on your programme). Work out a programme to suit yourself and, if it later turns out to be too heavy or too light, make suitable alterations. If you keep a diary, use this to schedule your activities.

For Your Notes

Weekly Activity Programme


SG13100-A of 40

Time Monday Tuesday WednesdayThursday Friday Saturday Sunday

6:00 AM

7:00 AM

8:00 AM

9:00 AM

10:00 AM

11:00 AM

12:00 PM

1:00 PM

2:00 PM

3:00 PM

4:00 PM

5:00 PM

6:00 PM

7:00 PM

8:00 PM

9:00 PM

10:00 PM

11:00 PM

12:00 AM

For Your Notes


SG13100-A of 40

Monthly Planner (Month:.........................)

Day Activities Notes

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31


SG13100-A of 40

3. USEFUL SKILL DEVELOPMENT

USING YOUR TIME EFFECTIVELY It is not much use finding sufficient time and then wasting most of it. Many students find that they sometimes achieve a great deal in a short time, but sometimes can seem to spend a lot of time without achieving much at all. There are two ways to make effective use of time: � Defining Tasks � Using Study Skills Techniques Simply put, defining tasks allows you to determine what needs to be done or what you need to achieve, usually split into "chunks” or tasks required for the bigger objective. Study Skills Techniques allow you to use good methods of studying which are known to be helpful, are successful, and make your task simpler and quicker.

DEFINING AND SETTING TASKS This enables you to manage your time rather than just trying to wade your way through your course. You first of all need to have an overall objective and then to split it up into units or tasks that you can allocate to one or more study periods. You need to know how much you expect to accomplish in a week and how you can break this up into manageable "chunks" of study time. Let us assume your course consists of the following: � course material (200 pages) � sets of activities (10) � assignments (4) � reference books you plan to use (2)

Before you start, skim through the Module(s) and reference material and examine the type of activities and assignments you have to complete. Decide how long you are going to take to complete the course. For this example, we will assume you want to finish in 9 months, giving you 36 weeks of study. But you expect to take a 3-week holiday during this period, which leaves you 33 weeks. To be on the safe side, and to account for unexpected interruptions to your programme, have a safety margin of 3 weeks. This leaves you 30 weeks of study.

Be generous with your safety margin as this avoids undue time stress. If you have no delays, and finish a little earlier than planned, you will feel very happy about your achievement. Now let us estimate the time required to complete the various tasks. For this example we estimate the following:


SG13100-A of 40

10 pages of material per 4 hours of study: 20 X 4 = 80

1 activity per 3 hours of study: 10 X 3 = 30

1 assignment per 10 hours of study: 4 X 10 = 40

3 hours of reading per week: 3 X 30 = 90

1 hour of planning per week: 1 X 30 =30

TOTAL: 270

Over a period of 30 weeks you will therefore need to devote 9 hours a week to your studies. Now plan your daily programme:

Monday: 2 hours Tuesday: 2 hours

Wednesday: 0 hours* Thursday: 2 hours

Friday: 0 hours** Saturday: 0 hours***

Sunday: 3 hours TOTAL: 9 hours

* Sports Practice ** Social Time *** Rest, Social, Family

You could decide that, as you have a break on Wednesday and Friday, it will be easy to fit in 3 hours on Thursday. This means you can cut down the time required on Sunday to 2 hours (or keep it at 3 hours in case you are running slightly behind schedule). If you finish earlier, that is fine and you will start on Monday with a real sense of achievement.

�For Your Notes


SG13100-A of 40

And on to your weekly programme: Week Day Hours Tasks

1 Monday 2 Pages 1-5 Tuesday 2 Pages 6-10 Wednesday Thursday 2 Reading, notes, plan

activity Friday Saturday Sunday 3 Complete Activity 1

2 to 5 Same as Week 1

6 Monday 2 Read and draw up

assignment outline Tuesday 2 Make notes for assignment Wednesday Visit Library Thursday 2 Write first draft of

assignment Friday Visit Library Saturday Sunday 3 Complete assignment

We suggest that you follow a programme such as this for the first 6 weeks, to see how you cope. After this time you will have a more realistic idea of how long things are taking and can adjust your programme to suit your needs. If you are moving faster than you expected, you can reduce your study time or decide to complete your course earlier than planned. If you are running behind schedule, you can take an extra few weeks to finish, or try to squeeze in an extra hour or two on Friday or Saturday provided that this does not become a burdensome chore. Only you will be able to decide what is best for you.

For Your Notes


SG13100-A of 40

Tracking Your Progress It is worth drawing up a table that lists all the main tasks required for completion of your course. You then tick them off as they are completed. This not only helps you keep track of your progress, but also gives you a sense of achievement as you add more ticks towards getting your Certificate or Diploma.

Coursework pages Tick Activities Tick Assignments Tick Grade

1 - 20 1

21 - 40 23 1

41 - 60 4

61 - 80 5

81 - 100 6 27

101 - 120 8

121 - 140 910 3

141 - 160

161 - 180

181 - 200 4

BENEFITS OF SETTING TASKS Your attention is focused more easily You are able to track your progress more effectively You can adjust your plan at any time to suit your needs without feeling lost, or drifting

without direction. You have a guide to get you started, a way to keep yourself going, and "sign posts" to

signal when you have achieved your objectives. Study Skills Techniques Your aim in studying is to learn. This essentially consists of – Absorbing new ideas so that they make sense to you. Integrating new ideas with your existing knowledge in order to gain a better, deeper or more

detailed understanding of the subject matter. Expressing this improved understanding of the subject matter either by speaking about it or,

in the case of your activity sections and assignments, by writing about it.


SG13100-A of 40

There are various techniques or habits which will improve your process of understanding and remembering new information and ideas. READING EFFECTIVELY Since reading is the main source of learning in distance education, it is important to be able to read study material properly. You cannot learn effectively unless you become interested in what you are reading. If interest is lacking, your mind will wander and little will be achieved. It is often worthwhile to skim through the material to get an overall idea of the theme and main topics. You may also need to look up any words you do not understand. You will now be in a position to concentrate on reading the material. Do not attempt too much at once. Rather read the section again to make sure you understand it before going on to the next section. It is also helpful to underline or highlight key points. (This will help in your note-taking afterwards.)

ACTIVITY 5

Highlight or underline the main points in this booklet so far. (Remember: you must never do this in a Library book, which obviously does not belong to you!)

Making Notes Most of your learning material will be in the form of your own notes. Although our Modules are written in a user-friendly way to aid understanding by highlighting major points, you will naturally need to make your own notes. These notes, based on the Modules and on reference books, must be written by you (for yourself) as they best suit your needs. The advantage of making notes is that they – � act as a very good memory aid � allow you to organise your information into a framework � focus your effort on the important ideas and key words � force you to think and concentrate on what is important � help you to understand the material (through putting it into a different format) They also provide a condensed version of what you have learned as a permanent record, and provide a basis for preparing the first draft of your assignments. In order to make effective notes, you need to – � classify and organise the information � use main headings and key words � be brief


SG13100-A of 40

check that you understand the material before you attempt to condense and organise it try out a few exercises in order to develop a note-making style that suits you prepare more than merely a shorthand copy of the course material (you need to use your

own words to indicate the points relevant to your studies) � remember that you are writing for yourself, in a way that will be helpful to you. Verbal Expression A very good way to test that you have understood something well is whether you can explain it to someone else. If you have a colleague at work or a partner or friend who is willing to listen to you and ask questions, this can be a great help. If you are not able to do this, you can always try to explain it aloud to yourself. You will soon pick up any areas that are unclear to you.

ACTIVITY 6

Make short notes on the main points of interest for you in this booklet so far.

Writing Effective Assignments Assignments have 3 main functions. They – � allow you to assess your progress � deepen your understanding of the subject � improve your ability to express yourself. PLANNING Before starting, you need to plan how to do it. Break the exercise into manageable "chunks" or tasks, as we discussed earlier. Remember that you need to manage your time. If we allocate 10 hours to the assignment, this could be turned into "chunks": 10% 1 hour Read in order to understand the questions (make notes) 20% 2 hours Research the topic using your Module (make notes) 20% 2 hours Organise your notes in a logical sequence 20% 2 hours Write your first draft 5% 30 minutes Check the first draft to ensure that your answers are right 20% 2 hours Write (or type) your answers (pay attention to format) 5% 30 minutes Do a final check (make sure EVERTHING is correct) Use the above example only as a guide. You will need to allocate your time in a way that suits you best. Effective Writing If your assignment is in the form of an essay (and not all your assignments will be), bear in mind that an essay is "a short piece of writing on a specific subject".


SG13100-A of 40

An essay should – � start with a TITLE which sets out the items or issues it will address � progress with an ARGUMENT that is logical and well-reasoned � end with a CONCLUSION How you handle your ARGUMENT will allow your Tutor to assess how well you understand the work.

When your Tutor reads your assignment he or she will look for the following: � Have you answered the questions you were asked? � Did you use relevant information from your course material? � Have you presented a logical, structured and reasoned argument? � Is your assignment written objectively with appropriate use of information? � Is the work well presented and well written?

Here are some tips: ANSWERING THE QUESTION An assignment answer can be excellent in nearly every way but receive a poor Grade because it does not properly address the question asked. Everything in your answer must be relevant to the specific question. You are not asked to write all you know on a subject but to present an argument in response to the question. This is why it is important to spend time reading the question and planning your answer. It is also a good idea to keep the assignment title in front of you. USING RELEVANT INFORMATION This can be information from your Module as well as additional information from reference material or other sources. You need to select what is relevant, and this can only be done properly if you correctly interpret the question and understand the facts before you. You will achieve a better Grade if you include more of the very important information. It is important when you are planning your answer to set down the points in order of relevance and importance. SHOWING UNDERSTANDING Because you express the ideas and information in your own words (and do not just copy from the text) your Tutor will be able to judge whether you have a good understanding of the material. PRESENTING A LOGICAL ARGUMENT Even if you have the correct content in your answer, you will receive a higher Grade by arranging the material in a logical sequence. There must always be a thread of reason linking your ideas together. By arranging your work so that it has a structure (BEGINNING, MIDDLE, and END), your sentences will flow easily.


SG13100-A of 40

BEING OBJECTIVE Your answer should be balanced and fair. You must indicate the points "for" and the points "against" the argument you are making. Where a statement is made, it should be supported by facts or evidence. Your answer will then be balanced and fair, and not just based on your unsupported opinions. This approach will be very important to you as you progress in your career. Good managers need an objective, analytical and balanced approach to issues. PRESENTATION A good answer is clear and easy to read. As well as being logical and objective, your argument must be presented in a way that allows the reader, in this case your Tutor, to follow your answer easily. Proper headings and paragraphs, as well as ample margins (where your Tutor can write comments) will make your assignment inviting to read. When you have finished writing your drafts, read your work aloud to make sure it flows. Wording In your assignment questions and activities you will be required to give certain types of response to questions. The response may be indicated by an action word such as: Contrast the features of ... Explain the use of ... These action words tell you what approach you need to follow. They also indicate the form that the assignment should take, such as an essay, argument or summary.


SG13100-A of 40

HERE ARE SOME MORE ACTION WORDS: ANALYSE Break the material into "chunks" or elements and discuss their main features. ARGUE Present a logical, precise argument based on reason and supported with evidence. ASSESS/EVALUATE Give the good points and the bad ones; appraise, usually in relation to something else. COMPARE Identify or point out the differences or similarities between things or ideas. CONSIDER Carefully examine (think about) something and give a judgement or opinion. CONTRAST Point out the differences between certain ideas, facts or views. CRITICISE Analyse, identify, and evaluate good and bad characteristics and give your opinion based on the evidence you present. DESCRIBE Show what it is (and isn't) and what it is like (and not like) by noting important features. DISCUSS Talk over; consider from various points of view DEFINE Give the meaning of a word or concept; place it in the class to which it belongs and set it off from other items DISTINGUISH Clearly identify the differences between ideas, facts, things or views EXPLAIN Make clear; interpret; make plain; tell “how” to do IDENTIFY Name or list the most important features or characteristics of a subject. INTERPRET Clarify or explain something in a more easily understood form, usually in a practical way ILLUSTRATE Use a word picture; a diagram; a chart; or a concrete example to clarify a point JUSTIFY Show good reason for OUTLINE Present information in a brief, clear and logical manner PROVE Establish the truth of something by giving factual evidence or logical reasons SUMMARISE Sum up; give the main points briefly


SG13100-A of 40

4. POLICIES AND PROCEDURES ADMISSION REQUIREMENTS Age 16 and up At least 16 years of age, with a General Education and Training Certificate or a qualification equivalent to Grade 10. OR At least 18 years of age, with a Senior or Matriculation Certificate. OR At least 30 years of age, with a notarised statement indicating the successful completion of a bridging programme designed for the specific purpose of access to NQF Level 3. OR At least 30 years of age, and having undergone an RPL assessment for Grade 9 learners that meets the basic requirements for access to NQF Level 3. Age 45 + (Mature Age Exemption) Appropriate work and life experience. LANGUAGE POLICY Oxbridge Academy acknowledges the diversity and equality of the eleven official languages used by the population groups in South Africa and the associated protection of the equality of the official languages as embedded in the Constitution of the country. Oxbridge Academy takes cognisance of the fact that English is regarded and generally accepted as an international medium for business communication and in our endeavours to prepare learner corps that will meet the challenges of the employment sector, we will utilise English as the primary mode of instruction, communication and assessment. The organisation recognises its responsibility to promote and maintain the recognition of the official languages of the country but also has a responsibility in terms of the integrity of recorded, accuracy or records and the maintenance or records for monitoring and auditing purposes and verification as evidence towards: Organisational integrity Integrity of records of teaching, learning and assessment Evidence requirements towards learner achievements and certificating, where applicable. Integrity of the administration of the organisation as per requirements of other

stakeholders including the relevant SETA, ETQA and SAQA. Education, Training and Development The Academy provides all learning interventions in English, and learning material is standardised accordingly. Assessment, Competence Judgments and Certification It is the policy of the Academy to administer assessments, feedback and the recording of results in English. Successful learners receive certificates and records of achievement in English. The Academy makes provision for the attendance of an interpreter in the event of an appeal by a learner.


SG13100-A of 40

Administration and Record-Keeping All records are captured, recorded and maintained in English to enable standardisation of practices, administration, moderation, feedback and communication to stakeholders, including the relevant ETQAs, SETAs and SAQA. CONTRACT DETAILS The Agreement Signed by Learners 1. I am aware that any bursary or allowance offered to me by Oxbridge Academy is credited to

my account only when I have fulfilled my payment obligations to Oxbridge Academy. 2. I declare that, after entering this agreement, I still have sufficient means to support myself. 3. Should I fail to make any payment owing, any bursary I have may be withdrawn and the full

amount of the balance owing by me shall become immediately due and payable and Oxbridge Academy shall be entitled to proceed against me for recovery without further notice.

4. In the event that I am in arrears, or if legal action is instituted, I agree to pay all legal costs, including legal charges as between attorney and client, including collection charges, tracing costs and commissions.

5. I consent in terms of the provisions of section 65J of the Magistrates Court Act No. 32 of 1944 to an emoluments attachment order to be issued, without further notice to me, from the Court of the district in which my employer resides, carries on business, or is employed, and that the amounts of the emoluments be attached in instalments as reflected in my agreement with Oxbridge Academy.

6. I agree that the Post Office shall be my agent for the acceptance and conveyance of all study material or correspondence addressed to me or to Oxbridge Academy.

7. I declare that all the particulars furnished by me on the Registration Form are true and correct. I understand that, by signing the Form and by acceptance by Oxbridge Academy of the offer contained therein, an irrevocable agreement shall be constituted between me and Oxbridge Academy, subject to the conditions contained in the Form, and I undertake herewith to pay Oxbridge Academy in the manner set out in the Form. Oxbridge Academy may cede this agreement.

8. I choose my home address as set out in the Form as my domicilium citandi et executandi. 9. I accept that Oxbridge Academy guarantees to provide tuition for twelve months from the

date of Registration. LEARNER RIGHTS AND RESPONSIBILITIES CODE OF CONDUCT Freedom of Access The facilities and services of Oxbridge Academy shall be open to all of its registered learners. Freedom from Bias Learner performance shall be evaluated solely on the basis of academic merit and not on opinion or conduct in matters unrelated to academic standards. Learners are guaranteed – 1. Protection of Freedom of Expression Learners shall be free to take reasoned exception to the data or views offered in any course

of study and to reserve judgment about matters of opinion, but are responsible for learning the content of any course of study for which they are enrolled.


SG13100-A of 40

2. Protection against Improper Disclosure Information about learner views, beliefs, and political associations, which academic staff acquire in the course of their work as instructors, advisers, and counsellors shall be considered confidential.

RESPONSIBILITIES OF LEARNERS Learners are ultimately responsible for their academic success with the support of Oxbridge Academy. Learners shall respect the rights of others and not interfere with the exercise of those rights. Learners shall be responsible to civil authority as are other citizens. When learners are exercising the rights set out below, they shall do so in an orderly and responsible manner (including but not limited to proper care of campus equipment, facilities and grounds). Learners shall adhere to the policies and rules of Oxbridge Academy, and also recognise the rights of Oxbridge Academy and adhere to the code of conduct as outlined herein. LEARNER RECORDS To obviate the risk of improper disclosure, academic and disciplinary records are kept separately, and the conditions of access to each are set forth in an explicit policy statement. Transcripts of academic records contain information only about academic status. Learners have access to all records and transcripts pertaining to them, except those specifically labelled “Confidential” and understood to be so by learners (including letters of recommendation and counselling information). LEARNER AFFAIRS Freedom of Association Learners are free to recognise and join associations to promote their common interests. Freedom of Inquiry and Expression Learners are free to support causes by orderly means, and which do not disrupt the regular and essential operation of the Academy. Student Publications Editors are free to develop their own editorial policies and news coverage. However, it is understood that the Dean of Students shall review copy to protect the Academy from legal actions relating to obscenity, criminal or civil libel or copyright infringement. In addition, the Dean of Students will ensure that all copy is in compliance with the canons of good journalism and journalistic ethics. Learner Code of Responsibility Oxbridge Academy has the right to protect its educational purpose and its learners from the irresponsible conduct of others, and prohibits learners inter alia from cheating in examinations receiving help from others in work to be submitted, if contrary to the stated rules of the course plagiarising, that is, the taking and passing off as one’s own ideas, writings, or work of another, without citing the source submitting work from another course unless permitted by the academic member of staff concerned stealing any examination papers or course material using stolen examinations or course material falsifying records assisting anyone to do any of the above, and learners suspected of cheating, plagiarism, or otherwise misrepresenting their work are subject to procedural due process. Disruption Disruption of the normal activities of the Academy is prohibited, and disruption includes but is not limited to behaviour that is offensive or disruptive to members of the Academy physical violence or abuse of any person on Academy property, or at Academy-sponsored or -supervised functions, or conduct that threatens or endangers the health or safety of any person deliberate interference with academic freedom and freedom of speech, including not only


SG13100-A of 40

disruption of activities, but also interference with the freedom of any speakers invited by any section of the Academy community to express their own or other views interference with the freedom of movement of any member or guest of the Academy blocking of entry-ways to buildings, rooms, or sections of buildings or of hallways, or stairways, in such a way that people find it difficult or impossible to pass blocking of vehicular traffic noisiness or other behaviour that is so distracting that it is difficult or impossible to conduct a meeting, or any other authorised event congregating in such a fashion as to create a situation that could endanger life or property incitement to any of the above-mentioned actions or to other violations of Academy policy that could result in such actions, whether orally, through written materials, electronic materials or graphic representation. Interference with Academic Freedom and Freedom of Speech Any act that restricts an academic staff member's or another learner’s right to speak or express ideas is prohibited. FORMS OF DISCIPLINE AND PENALTIES The following forms of discipline may be imposed on learners guilty of misconduct: Reprimand Notice that conduct in a specific instance does not meet Academy standards and that continued misconduct may result in more serious disciplinary action. Probation Notice that those found in violation of Academy standards may continue to be enrolled under stated conditions, violations of which may be cause for more serious disciplinary action. Restitution This includes re-imbursement for damage to or misappropriation of property, which may take the form of appropriate service to repair or otherwise compensate for damages. Suspension Learners may be denied all Academy privileges, including one or more of the following: the right to enter the campus, exclusion from one or more programmes for a period of up to ten (10) days, exclusion from one or more programmes and activities, and exclusion from all programmes and activities of the Academy for a period of time. Expulsion This includes expulsion for an indefinite period of time including loss of all privileges including employment and the privilege of entering the Academy, except by written authorisation from the Principal.

DISCIPLINARY PROCEDURES AND PROCESSES Charges The Student Support Service may initiate disciplinary charges against a learner. A complaint must be in writing, signed and be presented to the Student Support Service Coordinator who will investigate and take appropriate action. Notice A learner charged with violating Academy policies or rules shall be given notice in person or by certified return mail to meet with the Student Support Service Coordinator at a specific time, date and place for a conference regarding a charge of misconduct.


SG13100-A of 40

Required Attendance Failure to meet as requested for an informal or formal hearing may result in a decision being made in the learner's absence. The learner shall be notified of this decision by certified return mail. Records, registration and transcript details may be held in abeyance until the leaner follows up on a Notice to Appear. Hearings There are two levels of hearings: informal and formal. The informal hearing is held for all misconduct cases. The results of hearings are considered binding when the decision of the Hearings Officer calls for disciplinary action that does not include suspension or expulsion. Formal hearings are held where alleged misconduct may result in such disciplinary action as final expulsion, or indefinite or long-term suspension. Informal Hearings The Coordinator of Student Support Services or designee conducts informal hearings with the student at which time the official shall review the charges with the leaner review possible disciplinary action that could be taken provide an opportunity for response to the charges discuss the charges and the response allow an opportunity for the learner to plead guilty to or claim innocence of the charges inform the learner of the decision with respect to the charges within 24 hours tell the learner of possible actions that can result from the informal hearing, which include dismissal of the charges; a reprimand; an order of restitution; an order of probation; an order of summary suspension; or an order demanding a formal hearing. Formal Hearings Formal hearings are held where alleged misconduct could result in final expulsion, and indefinite or long-term suspension, with the presiding officer being a Hearings Officer appointed by the Academic Board, and a written notice informing the learner of the policy or regulation alleged to have been violated (in sufficient detail to allow the learner to prepare a defence the possible disciplinary action to be taken the right not to be compelled to testify against oneself the right to examine the evidence and to ask questions of witnesses appearing and testifying and to offer witnesses and evidence in rebuttal (such evidence to be requested 48 hours before the hearing) the right of an adviser of own choice, at own expense, and acting in an advisory capacity only (the name and address of the adviser shall be provided to Student Support Services no later that 24 hours prior to a hearing, and the adviser is not permitted to speak at the hearing) the right to enter a plea of guilty or not guilty within three days after the charge is presented (if the learner fails to enter a plea within three days, a plea of not guilty is entered and a hearing date is set by the Hearings Officer). Procedures The purpose is to review all facts and to consider testimony, both written and oral, in an effort to determine whether or not policy or rules have been transgressed and whether or not the learner should be disciplined (and, if so, what disciplinary action should be taken) The meeting is not open to the public or members of the Academy community except those asked to give testimony. Those present in the hearing room will be the Hearings Officer, staff recorder, the adviser, and the person involved in the action. In addition, witnesses will be interviewed individually. The Hearings Officer will ask questions in an effort to understand the facts and determine strength of testimony. The learner against whom the disciplinary charges have been laid may, through the Hearings Officer, ask questions of witnesses concerning aspects of the testimony needing clarification or which the learner does not understand. Witnesses who have already testified may not talk to witnesses who have not yet testified. After reviewing available information on the case, the Hearings Officer will afford an opportunity for final comments before a decision is made. The Hearings Officer will give his or her conclusions and decision in writing within 48 hours of the conclusion of the hearing.


SG13100-A of 40

Appeals Procedure Individuals wishing to appeal disciplinary decisions made via the informal or formal hearing process may do so within 48 hours through the Student Support Services Department, which will submit the appeal to the Academic Board. If the appeal is dismissed, the defendant must be informed in writing, with full reasons for the dismissal being furnished. LEARNER COMPLAINTS AND GRIEVANCES Learners shall be responsible for contacting Oxbridge Academy immediately whenever a concern or uncertainty arise. Learners who have a valid complaint or grievance concerning Oxbridge Academy, or one of its Academic or Administrative staff shall lodge such complaint or grievance in writing with the Principal. The Principal shall convene a Committee consisting of himself, the Dean of Students, the Registrar, and the Legal Adviser to the Academy for the time being. Such duly constituted Committee shall consider the complaint and grievance, and advise the learner of the outcome in writing. A learner may only contact the Department of Higher Education when he/she is not comfortable with the outcome. It is against the rules of Oxbridge Academy to log a complaint with the DHE before we had the opportunity to respond on the complaint.


SG13100-A of 40

ASSESSMENTS Policy Concerning Assessment for Certification Oxbridge Academy aims to offer programmes and assessment services leading to a number of nationally recognised qualifications. One of its key functions is to ensure that all assessments are in accordance with the specifications of awarding bodies (ETQAs) so that national standards are rigidly adhered to. In the case of ICSA, IBS and ICB programmes, assessments are summative in nature; examinations are externally assessed and moderated by the applicable body and certified by FASSET, their ETQA. Such assessments are tailored to the requirements of SAQA for ETQA awarding bodies, thus maintaining a high standard and adhering to international best practice.

In the case of other qualifications offered by Oxbridge Academy (and approved by SETAs and other funding bodies), such bodies are provided with evidence that – 1. assessment instruments for each unit, module or award comply with the specifications of

awarding bodies; 2. arrangements for assessment are clearly set out for candidates (including their right of

appeal), and all staff know and understand the procedures; 3. Oxbridge Academy prepares valid and reliable assessment instruments to provide

candidates with opportunities to demonstrate their sustained competence against the standards defined for the award (whether a single module or a complete qualification);

4. the assessments are carried out in conditions as natural as possible to avoid unnecessary pressure on learners and to ensure that extraneous factors do not intrude on the assessment;

5. candidates' competence is judged correctly and objectively by assessors against the unit standards required for the award or the specific learning outcomes;

6. evidence of candidates' work must be kept by the learner and the record of its assessment are retained by Oxbridge Academy for verification;

7. there is an internal verification system to (a) monitor the quality of design and operation of assessment instruments and methods and (b) ensure that the design of assessment and evaluation of candidates' work is consistent across all assessors for an award;

8. corrective action is taken promptly where problems are identified by the internal verification system;

9. the appeals system makes it clear to candidates (a) on which grounds appeals may be based, (b) the mechanism for appeals, and (c) the timescale within which the mechanism operates (as defined by the ETQA);

10. when an external verifier visit is to take place, evidence of candidates' work, of assessors' judgments of that work, and of internal verification processes are available for inspection (and corrective action is taken promptly where problems are identified by the external verifier);

11. there is a mechanism for systematic review of assessment and internal verification so that refinements to programme design or delivery can be effected if necessary;

12. responsibilities concerning assessment are clearly allocated.


SG13100-A of 40

Principles The assessment approach is based on the NQF principles of Fairness, Validity, Reliability and Appropriateness, and always considering Practicability. These principles will ensure that all assessments are credible. The Candidate: Rights and Responsibilities Candidates will be registered on the student management system of OXBRIDGE ACADEMY. Learners shall adhere to the policies and rules of Oxbridge Academy, and also recognise the rights of Oxbridge Academy and adhere to the code of conduct as outlined herein. Learners shall be responsible to complete assignments and send them in to Oxbridge Academy. Learners shall be responsible for completing a feedback form after assessment results have been received. Learners shall be responsible for submitting a re-assessment when not declared competent during the first attempt. Learners shall be responsible for contacting Oxbridge Academy immediately whenever a concern or uncertainty arise. Learners must keep all evidence of assignments for a period of two years for verification purposes from external verification bodies. Learners must provide Oxbridge Academy with the original assessments when needed. The results of each assessment will be kept and recorded by Oxbridge Academy. Learners must sign a declaration of authenticity for every assignment. All role-players in the assessment process will honour the candidates’ right to confidentiality. The candidates will also have the right to question the process. This indicates that assessment will be transparent and the candidate will be kept fully informed from the planning to the feedback step. Assessment will take place in English, according to the language policy of OXBRIDGE ACADEMY. Candidates have the right to appeal if they are unhappy with the process. Refer to Appeals process. When candidates have to undergo re-assessment, they have to be given feedback so that they can concentrate on areas of weaknesses. The Candidates’ main responsibilities will be

to prepare themselves adequately for assessment by collecting and generating the required evidence

to give feedback on the assessment process


SG13100-A of 40

Assessment Rules PLEASE send in only ONE assignment at a time. This will enable your assessor to give

you feedback and advice that you can use to improve your next assignment.

READ the assignment questions carefully, as your grade will suffer if your answers are incomplete.

PLAN your answer before writing. This will help you to present a clear interpretation and a balanced response.

USE your own words and do not copy word for word from your Modules.

PLEASE ensure that your name, address and student number are written on your assignment.

The assessment must be written in Blue or Black Ink. Photocopied assessments will not

be marked.

Do not use TIPPEX.

Mark questions/answers clearly.

Your may work in groups to discuss questions. The answer must be your own work.

Any student who is found copying will be taken through a disciplinary process by Oxbridge Academy.

Articles and naturally occurring evidence used must not be more than 6 months old.

Ensure that you sign the Authenticity Report.

Extracts from External sources must be noted on the Authenticity Report. (This is the same as a Bibliography)

Extracts from External sources or naturally occurring evidence collected in the workplace can only make up 20% of your answer.

When you make use of other SOURCES it must compliment the information in your modules and not replace it.

PRESENTATION is important, just as it is in writing a report in the workplace. Write neatly and clearly. If your handwriting is illegible, please use print. (If you cannot read your own writing, neither can the assessor.)

REFER to the section in this booklet that suggests ways to help you to submit a quality assignment.


SG13100-A of 40

BEFORE submitting your assignment, please make a copy for yourself in case the original gets lost in the post.

ALSO ENSURE that you attach sufficient postage to your envelope; if you do not do this,

your assignment may be returned undelivered. WRITE your address on the back of the envelope.

Assignment Grading Grades

A Distinction 80% – 100% B Excellent 70% – 79% C Very Good 60% – 69% D Good 50% – 59% H Grade Held Back Improvements Needed

Re-Assessment The assessment process at OXBRIDGE ACADEMY has a built-in process for re-assessment. Re-assessment at OXBRIDGE ACADEMY will comply with the following conditions:

It will take place in those areas, for those specific outcomes or assessment criteria where the candidate has not demonstrated sufficient competence.

The re-assessment will take place in the same situation or context and under the same

conditions. The same method and assessment instrument/s may be used

Where the methods and instruments are changed, they will be appropriate for the outcomes specified.

If the candidates’ is Not Yet Competent, the assessor must provide advice and

encouragement on how to prepare for a re-assessment. NOTE: Care will be taken regarding the length of time between the original assessment and the re-assessment. A candidate who is repeatedly unsuccessful should be given guidance on other possible and more learning avenues.


SG13100-A of 40

APPEALS PROCEDURE Stage One:

a) Where the candidate disagrees with the assessment given (s)he must explain the reasons

for this to the assessor concerned as soon as possible by completing the appeals form. The appeals form together with the assignment must be posted to Oxbridge academy. Learners must make copies of all documents in case the documents get lost in the post. In most circumstances this will be immediately after receiving the assessment decision.

b) The assessor should consider the candidate’s explanation and provide a response through: - a clear explanation or a repeat explanation of the assessment decision following a re-evaluation of the evidence - completion of Assessor Response on the Candidate Appeal Form - amendment of the candidate’s assessment record, if appropriate.

c) This should take place as quickly as possible and within 3 working says. d) If the candidate agrees with the outcome at this stage then the appeal will not proceed any

further. e) If the candidate is not happy with the outcome then the Appeal will proceed to Stage Two.

Stage Two:

a) The assessor forwards to the Moderator (M) for the relevant section (i.e. Accounting) within

3 working days of Stage one: - the original assessment record and candidate evidence, where appropriate - the Candidate Appeal Form with Assessor Response completed

b) The M will reconsider the assessment decision, normally involving an evaluation of:

- the candidate’s evidence and associated records - the assessor’s rationale for the decision - the opinion of another assessor - the opinion of the candidate

c) The M should complete the Moderator Response on the Candidate Appeal Form and provide

the candidate with the reconsidered decision within 5 working days of receiving the appeal.

d) Where the candidate remains unhappy with the reconsidered assessment decision, the Appeal must proceed to Stage Three.

Stage Three - Investigatory Panel:


SG13100-A of 40

a) If no resolution has been reached, the Stage Two Internal Verifier will forward b) details to the Unit Assessor (UA). These should include:

- Candidate Appeal Form, appropriately completed - Assessment records - Any written comments from the IV (e.g. background details)

c) The UA will then, within 10 working days, convene a panel comprising:

- the UA - the Stage Two M - another assessor from the relevant discipline

d) The panel will evaluate the situation and compile a report. The decision will be

communicated to the learner within 5 working days.

e) If the candidate is still not satisfied with the outcome (s)he has the right to take the Appeal to the Appeals Panel.

Stage Four - Appeals Panel a) The UA will forward relevant details to the Group Assessor (GA) and these should include:

- Candidate Appeal Form, appropriately completed, (including the reason for the decision of the Investigatory Panel) - assessment record sheets - written comments from the M (as supplied to Stage Three panel)

b) The GA will convene, within 10 working days of notification, a panel comprising:

- the GA or the appropriate senior post holder - the Stage Two M - the original assessor

The candidate should be invited to attend with a friend/colleague of the candidate if they wish. The panel will reconsider the assessment evidence, led by the GA. c) The panel must reach a decision and inform the candidate of the result within 5 days, in

writing.

d) The decision of the panel is final.

e) Records of all appeals should be logged and made available as appropriate to: - the External Verifier - the quality assurance group with responsibility for assessment.


SG13100-A of 40

APPEALS APPLICATION

CANDIDATES SURNAME & INITIALS

ASSESSOR SURNAME & INITIALS

DATE

UNIT STANDARD / MODULE:

Title / Topic ID number NQF level Credits What was the purpose of the assessment? Explain how you were assessed? List the reasons why you disagree with the assessment decision? Which one of the following options could resolve the matter? 1. Another assessor 2. Different assessment instrument 3. Different assessment method 4. Different time List any special needs you might have:

Assessor Response Moderator Response

CANDIDATE SIGNATURE

MODERATOR SIGNATURE

EXTERNAL MODERATOR SIGNATURE

DATE DATE DATE


SG13100-A of 40


ASSESSMENT REVIEW

CANDIDATE SURNAME & INITIALS

ASSESSOR SURNAME & INITIALS

DATE

UNIT STANDARD/SPECIFIC OUTCOME:

Title ID number NQF level

Review criteria Assessor Candidate Action

Agree Agree 1. Principles / criteria for good assessment were adhered

Disagree Disagree

Agree Agree 2. The assessment relate to the specific module

Disagree Disagree

Agree Agree 3. The assessment was practical

Disagree Disagree

Agree Agree 4. The questions was time-efficient and cost effective

Disagree Disagree

Agree Agree 5. Questions were clear, fair and understandable

Disagree Disagree

Agree Agree 6. Feedback was constructive and adequate

Disagree Disagree

Agree Agree 7. An appeal procedure is available

Disagree Disagree

CANDIDATE DECLARATION

I am aware of the moderation process and understand that the moderator could declare the assessment decision invalid.

ASSESSOR SIGNATURE MODERATOR SIGNATURE

DATE DATE

SG13100-A of 40

RPL ASSESSMENT RPL is a form of assessment that concentrates on the knowledge and skills that a person has gained through life experience. It is based on the assumption that the knowledge people gain through life experiences is equivalent to the knowledge that they would have gained if they had enrolled for a formal training course. The assumption is also that the outcome of learning is the same, however it happened. The learner’s prior skills, knowledge and values are assessed against recognised standards and credits are awarded accordingly. RPL has a strong redress agenda in that lifelong learning and the re-skilling of the South African labour force are amongst its central intentions. In addition to social justice, RPL has a number of additional purposes and can be used to – 1. improve access to education and training opportunities (including democratising

and transforming education and training, allowing for the accumulation of credits towards a qualification, and evaluating education and training provision);

2. increase job opportunities by enabling access to jobs (and progression in a career path, which impacts on grading and pay), and includes activities such as screening and skills audits, and restructuring the workplace;

3. empower people by validating skills and knowledge, and supporting self-development.

FEES AND REFUND POLICY


SG13100-A of 40


Code Description Amount 100/030 Certificate of Enrolment R150-00100/030 Course Change at the Same Level R800-00100/030 Diploma / Certificate Replaced R170-00100/030 Diploma / Certificate Unclaimed R170-00100/035 Extension of Studies (12 Further Months) R620-00100/030 Postage Insufficient R60-00100/030 Progress Report R120-00100/030 Student Card Replaced R70-00100/030 Study Material Replaced (a maximum of 10 pages) R80-00100/030 Study Material Replaced (course) R420-00100/030 Study Material Replaced (module) R160-00100/030 Textbook(ICB & IBS) Replaced R400-00100/030 Study Material Unclaimed R130-00

Payment Fees can be paid in monthly instalments of R290, R300, R350, R480 and R525. Registration Fee A non-refundable registration fee of R460 is payable if fees are to be paid in monthly instalments. One Payment Option No Registered Post Fee is payable if this option is chosen. Cancellation: Course and Subject Fees Learners not completing their studies, or who wish to cancel their registration for whatever reason, are not entitled to any refund or cancellation credits in respect of application, acceptance, library, or programme fees for which they have already been admitted. Refunds or Cancellation of any Credits will only be considered in exceptional circumstances. Fee Structure Oxbridge Programmes

MODULES FULL PROGRAMME FEE 50% PART BURSARY FEE ONE PAYMENT 4 11,220 5,000 6,220 5,470

Professional Qualifications


Career Orientation Programmes/ CPD – Continuous Professional Development


success study guide

Documents