**SayPro Buy Supply Chain Practitioner Training Material 99111

To provide learners with the competencies required to engage in the processes and inter-relationships across the supply chain so as to create sustainable value for organisations. This qualification is aimed at overcoming the traditional functional approach to operations and management, and at fostering supply chain integration to the advantage of all stakeholders. The National Treasury developed competency profiles for the Public Sector in terms of supply chain management. This qualification meets some of those Public Sector needs and is also suitable for the private sector.

Qualifying learners will be able to:

• Demonstrate an understanding of a supply chain management environment within an organisation.
• Demonstrate an understanding of the influence of performance and risk within a supply chain management environment.
• Contribute to the development of a supply chain strategy and operational plans for the organisation.
• Execute a supply chain strategy for the organisation.

  Rationale:

  The target groups for this qualification are people working within operational to middle management positions within the various processes of the supply chain or those who are aspiring for such positions. Learners who have, in the past, held a supervisory position within the various supply chain processes are most likely to find the qualification applicable to them.

  The demand for this qualification directly links to the need to:

• Equip supply chain practitioners to understand and respond to the changing supply chain management environment.
• Enable supply chain practitioners to be effective leaders and managers within the supply chain.
• Enable supply chain practitioners to be innovative, creative and competitive in the supply chain management environment.
• Manage and develop sustainable supplier relationships.
• Measure and improve supply chain performance.
• Analyse, assess, manage and mitigate risk.
• Develop and manage legal, contractual arrangements associated with purchasing and supply.

  This qualification has therefore been designed to address these demands as well as support the competencies required in the key areas of supply chain management that were identified within the greater industry yielding the following elective areas:

• Purchasing and Supply.
• Strategic Supply Chain Management.
• Distribution.
• Materials/Logistics Management.
• Disposal Management.
• Public Service.

Learning assumed to be in place:

• Mathematical Literacy at NQF Level 4.
• Communication at NQF Level 4.
• Computer Literacy and the ability to use databases and spreadsheets at NQF Level 3.

  Recognition of Prior Learning:

  The structure of this unit standards-based qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and RPL assessors should provide support and guidance. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

  If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification and/or unit standards, the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

  Access to the Qualification:

  The qualification is open to any learner in possession of a National Senior Certificate, Further Education and Training Certificate or equivalent NQF Level 4 qualification provided he/she is competent in the Communication and Mathematical competencies listed under Learning Assumed to be in Place.

• The Fundamental Component consists unit standards totalling 34 Credits all of which are compulsory.

  Core Component:

• The Core Component consists of Unit Standards to the value of 70 Credits, all of which are compulsory.

  Elective Component:

• The Elective Component consists of a number of specialisations. Learners should choose an Elective specialisation and then select Unit Standards to the value of 46 Credits listed for that specialisation. Should the unit standards in a specific specialization not total the minimum elective value of 46 Credits, the learner must choose additional unit standards from one of the other specialisations to give a total of 46 Credits for the elective component.

  Purchasing/Procurement and supply:

• ID 336704: Prepare products for transportation; manage the return of goods and warehousing, NQF Level 5, 10 Credits.
• ID 336712: Outline the philosophy of Supply Chain Management, NQF Level 6, 6 Credits.
• ID 336703: Design a distribution network, NQF Level 6, 5 Credits.
• ID 336704: Prepare products for transportation; manage the return of goods and warehousing, NQF Level 6, 10 Credits.
• ID 336702: Analyse and apply management practices within the supply chain, NQF Level 5, 10 Credits.
• ID 336720: Conduct demand forecasting and develop supply and capacity plans to meet demand, NQF Level 6, 8 Credits.
• ID 336707: Demonstrate an understanding of the key issues important for compliance with corporate governance principles and social responsibility, NQF Level 6, 5 Credits.
• ID 336704: Prepare products for transportation; manage the return of goods and warehousing, NQF Level 5, 10 Credits.
• ID 336705: Demonstrate an understanding of the fundamentals of international trade and execute international purchases, NQF Level 6, 5 Credits.

  Strategic Supply Chain Management:

• ID 336707: Demonstrate an understanding of the key issues important for compliance with corporate governance principles and social responsibility, NQF Level 6, 5 Credits.
• ID 336705: Demonstrate an understanding of the fundamentals of international trade and execute international purchases, NQF Level 6, 5 Credits.
• ID 336705: Demonstrate an understanding of the fundamentals of international trade and execute international purchases, NQF Level 6, 5 Credits.
• ID 336700: Lead and influence the supply chain management environment, NQF Level 6, 13 Credits.
• ID 336739: Demonstrate an understanding of the key concepts and elements of strategic supply chain management, NQF Level 6, 13 Credits.

  Distribution:

• ID 336704: Prepare products for transportation; manage the return of goods and warehousing, NQF Level 5, 10 Credits.
• ID 336703: Design a distribution network, NQF Level 6, 5 Credits.
• ID 336681: Processing customer orders, NQF Level 5, 5 Credits.
• ID 336740: Analyse logistics systems and implement appropriate strategic plans, NQF Level 6, 8 Credits.

  Materials/Logistics Management:

• ID 336704: Prepare products for transportation; manage the return of goods and warehousing, NQF Level 5, 10 Credits.
• ID 336742: Develop and implement optimal inventory strategies, NQF Level 6, 8 Credits.
• ID 336705: Demonstrate an understanding of the fundamentals of international trade and execute international purchases, NQF Level 6, 5 Credits.
• ID 336701: Demonstrate an understanding of the fundamental principles of the economy, NQF Level 5, 8 Credits.
• ID 336699: Demonstrate an understanding of the principles of marketing, NQF Level 5, 5 Credits.

  Disposal Management:

• ID 13945: Describe and apply management of stock and fixed assets in a business unit, NQF Level 6, 2 Credits.
• ID 336703: Design a distribution network, NQF Level 6, 5 Credits.
• ID 336704: Prepare products for transportation; manage the return of goods and warehousing, NQF Level 5, 10 Credits.
• ID 336704: Prepare products for transportation; manage the return of goods and warehousing, NQF Level 5, 10 Credits.
• ID 336705: Demonstrate an understanding of the fundamentals of international trade and execute international purchases, NQF Level 6, 5 Credits.

  Public Sector:

• ID 242914: Apply the principles and theories of Public Sector project management, NQF Level 6, 12 Credits.
• ID 260137: Execute a strategic sourcing strategy, NQF Level 6, 6 Credits.
• ID 260077: Conduct initial assessment for strategic sourcing, NQF Level 6, 4 Credits.
• ID 260097: Develop a sourcing strategy, NQF Level 6, 8 Credits.
• ID 116353: Participate in the design and implementation of municipal supply chain management, NQF Level 5, 12 Credits.
• ID 123192: Manage the return of goods, NQF Level 6, 2 Credits.
• ID 246750: Control and order stock, NQF Level 4, 6 Credits.
• ID 377896: Administer contracts for goods, works and services in the public sector, NQF Level 5, 5 Credits.
• ID 242857: Demonstrate and apply knowledge of the ethical standards in the Public Sector, NQF Level 4, 4 Credits.

2. Demonstrate an understanding of the influence of performance and risk within a supply chain management environment.

3. Contribute to the development of a supply chain strategy and operational plans for the organisation.

4. Manage the execution of a supply chain strategy for the organisation.

Critical Cross-Field Outcomes

This qualification promotes, in particular, the following Critical Cross-Field Outcomes:

1. Identifying and solving problems in which responses show that integrative thinking and critical analysis has been made when:

• Negotiating with suppliers.
• Analysing the industry to determine trends.
• Involved in mediation processes.

  2. Working effectively with others as a member of a inter-disciplinary team when:

• Maintaining relationships between supply chain partners.

  3. Organising and managing oneself and one’s activities responsibly and effectively when:

• Implementing supply chain management systems.
• Assessing risks and providing input to continuous improvement process.

  4. Communicating effectively with stakeholders and authorities when:

• Negotiating conditions of contracts with suppliers.
• Implementing elements of the supply chain management environment.

  5. Collecting, analysing, organising and critically evaluating information from various sources when:

• Identifying risk and performance within the supply chain.
• Operating within the various functions within the supply chain environment.

  6. Using science and technology effectively and showing responsibility towards the environment and health of others when:

• Establishing a competitive supply chain management infrastructure within specific area of responsibility and in line with strategic objectives.

  7. Demonstrating an understanding of the world as a set of related systems by recognising the complex and dynamic nature of these systems as well as the inter-relationships and linkages that exist between systems when:

• Understanding and applying benchmarked procurement processes.
• Contributing to the strategy of Supply Chain Management.

  8. Being culturally and aesthetically sensitive to the social and cultural systems of others when:

• Evaluating the influences of key elements in a supply chain.
• Securing products and services from international and local suppliers.

1.1 Legislation and key government initiatives are discussed in relation to the supply chain management environment.

• Range: Legislation includes but is not limited to the Constitution of South Africa, Broad-based Black Economic Empowerment Act, Public Finance Management Act, Municipal Finance Management Act, Preferential Procurement Policy Framework Act, Small Business Development Act, Prevention and Combating of Corrupt Activities Act, Customs and Excise Duties Act, Occupational Health and Safety Act, related regulations, policies, prescripts, practice notes and circulars. Key Government Initiatives include but are not limited to ASGISA, Proudly South African, Extended Public Works Programme, NEPAD, SME’s Development, Competitive Supplier Development Programme.
  1.2 Demand management is analysed to reflect its relationship and influence on supply chain management and operations.
• Range: Demand management includes but is not limited to planning, budgeting, specifications, terms of reference, industry and commodity analysis.
  1.3 The role and scope of acquisition management (purchasing/procurement) are analysed to reflect their impact on supply chain management and operations.
• Range: Acquisition management includes but is not limited to determining the procurement methods and sourcing strategies, evaluation of offers and awarding of contracts, contract management.
  1.4 The principles of logistics/materials management are discussed to reflect their role in and impact on supply chain management and operations.
• Range: Logistics/materials management includes but is not limited to the management of inventories, warehouses, quality, distribution and transport.
  1.5 Disposal management is explained by focusing on its impact on supply chain management and operations.
• Range: Disposal management includes but is not limited to redundancy and obsolescence of assets.

  Associated Assessment Criteria for Exit Level Outcome 2:

  2.1 Business processes are evaluated to determine potential risks to the supply chain management environment.
  2.2 Potential risks and identified to reflect their impact on a business unit.
  2.3 Contingency plans for managing risks are developed, tested and reviewed to improve the performance of the supply chain.
  2.4 Performance management is explained by focusing on its influence on performance and risk within a supply chain management environment.

• Range: Performance management includes but is not limited to objectives of the supply chain management unit, factors affecting performance, vendor assessment.
  2.5 Indicators for a supply chain performance management system are developed in order to implement a supply chain performance management system.
• Range: Indicators include but are not limited to percentage of problem suppliers, number of active suppliers per supply employee, requested time in full (RTIF), percentage of uninterrupted orders, forecast accuracy, product lead time, percentage of orders that were captured with incorrect attributes, percentage of orders that were delivered with requested documentation, percentage of orders delivered with damaged products/items, size of safety stock, percentage of safety stock used, percentage of EDI transactions, percentage of slow moving products, percentage of time spent picking back orders, sales order by FTE, inventory accuracy, manufacturing cycle time, delivery schedule adherence (DSA), scrap value percentage.
  2.6 The performance of the business in meeting its objectives is assessed in order to identify potential improvements to the business.

  Associated Assessment Criteria for Exit Level Outcome 3:

  3.1 Concepts of supply chain management are analysed to reflect their relationship and influence on supply chain management and operations.

• Range: Concepts include but are not limited to supply chain management, supply chain management objectives, elements of supply chain management, relationships in supply chain, current market trends, industry specific supply chain management benchmarks.
  3.2 Contributions are made towards a supply chain strategy for the organisation in support of the overall strategic business plan and operational plan.
• Range: Contributions include but are not limited to specialised key performance areas, key performance indicators, budget, responsible divisions, overall vision an mission of the supply chain management team, contingencies.
  3.3 The effectiveness of supply chain performance is measured and evaluated against the strategic and operational plans.
  3.4 Innovative system development activities are identified to improve the performance of the supply chain.
  3.5 Recommendations are made to improve implementation in order to aid the effectiveness of the supply chain.

  Associated Assessment Criteria for Exit Level Outcome 4:

  4.1 The supply chain strategy is communicated to all relevant stakeholders.

• Range: Communication includes but is not limited to internal, external, bidding/negotiation process, bids evaluation, supplier selection, approval, negotiations planning/conducting based on strategy, contracts development/negotiation.
  4.2 Strategic relationships within the supply chain are established to contribute to the implementation of the strategy.
  4.3 Improvements to the supply chain are proposed and introduced to contribute to the effective implementation in a specific area of responsibility within the supply chain management environment.
  4.4 A supply chain strategy is executed reflecting an understanding of operational aspects and their impact and influence on supply chain management.
  4.5 A supply chain strategy is executed reflecting an understanding of the significance of the risk and performance management plans to the execution of the strategy.
  4.6 Change management is implemented as dictated by the strategy.

• Identify the main exemplars identified by the desk research.
• Present their content concisely at Qualification and Unit title level.
• Provide case study evidence where available.
• Give a brief assessment of their value for the level 5 and level 7 qualifications being submitted for registration.

  Australia:

  Australia has a national framework for competence based vocational qualifications similar to that in the South Africa, although accreditation is delegated to States. The Australian National Training Authority (ANTA) is responsible for its maintenance and development. The detail of Qualifications, Units and Elements is available from the National Training Information Service. The following courses relevant to various areas covered in the level 5 and level 7 qualifications are listed on the NTIS site under Courses/Qualifications:

  Purchasing:

• 11171VIC Advanced Diploma of Purchasing and Materials Management.
• 40036SA Certificate III in Purchasing.
• 11165VIC Certificate III in Purchasing and Materials Management.
• 50191 Certificate IV in Contracting and Purchasing Management.
• 90862NSW Certificate IV in Purchasing and Supply Management.
• 11166VIC Certificate IV in Purchasing and Materials Management.
• 50195 Diploma of Contracting and Purchasing Management.
• 11167VIC Diploma of Purchasing and Materials Management.

  The absence of courses at Certificate Levels I and II indicates that few people operate at these levels in the Purchasing function.
  AUR20599 Certificate II in Automotive (Administration-Vehicle Valuating/Purchasing).
  Units of Competency in Sales, Purchasing and Storage are included in this qualification and they include, for example, the following of direct relevance to the South African Level 5 and Level 7 qualifications:

• AUR37608A Carry out stock control procedures.
• AUR37637A Maintain stock control.
• AUR38038A Plan and organise stock.
• AUR39508A Carry out warehousing procedures.
• AUR39608A Carry out inventory procedures.
• AUR44455A Contract for external service provision.
• AUR44155A Purchase parts/components/ materials.

  Transport and Distribution:

• 15026ACT Advanced Diploma of Transport and Distribution (Road Transport).
• 15598VIC Certificate I in Vocational Studies (Transport and Distribution).
• 30006QLD Certificate III in Transport and Distribution (Bulk Grain Handling).
• 12652NT Course in Workplace Assessor Training (Transport and Distribution).
• 15025ACT Diploma of Transport and Distribution (Road Transport).
• 80183ACT Diploma of Transport and Distribution (Road Transport) – RACT Operator Movements.
• 15062ACT Diploma of Transport and Distribution (Stevedoring).
• 15238ACT Diploma of Transport and Distribution (Stevedoring).
• 80342ACT Diploma of Transport and Distribution (Stevedoring).

  Whilst these courses are not competency based, National Qualifications are offered which are based upon Competency Standards and incorporate Units and Elements. These are at all levels, and at the South African qualifications level include the following options:

• TDT41102 Certificate IV in Transport and Distribution Administration.
• TDA40203 Certificate IV in Transport (Aviation Flight Operations).
• TDM40201 Certificate IV in Transport and Distribution (Marine Engineering).
• TDT40998 Certificate IV in Transport and Distribution (Mobile Crane Operations).
• TDT40798 Certificate IV in Transport and Distribution (Rail Civil Infrastructure).
• TDT40698 Certificate IV in Transport and Distribution (Rail Freight Services).
• TDT40702 Certificate IV in Transport and Distribution (Rail Infrastructure).
• TDT40402 Certificate IV in Transport and Distribution (Rail Operations).
• TDT40598 Certificate IV in Transport and Distribution (Rail Passenger Services).
• TDT40202 Certificate IV in Transport and Distribution (Road Transport).
• TDT40302 Certificate IV in Transport and Distribution (Stevedoring).
• TDT40102 Certificate IV in Transport and Distribution (Warehousing and Storage).
• TDT40197 Certificate IV in Transport and Distribution (Warehousing).

  International Trade:

• 10827QLD Advanced Diploma of Australian and International Trade Facilitation.
• 21384VIC Advanced Diploma of Business (International Trade).
• 11418NSW Certificate IV in Australian And International Trade Facilitation.
• 21420VIC Certificate IV in Business (International Trade).
• 21382VIC Certificate IV in Business (International Trade).
• 40188SA Certificate IV in International Trade Operations.
• 21421VIC Diploma of Business (International Trade).
• 21383 VIC Diploma of Business (International Trade).
• 40189SA Diploma of International Trade Management.

  Of direct relevance to Export competencies in the qualifications are:

• 10827QLD Advanced Diploma of Australian and International Trade Facilitation.
• 11418NSW Certificate IV in Australian And International Trade.

  Public Sector:

  Within the framework of the Australian Public Sector Training competencies, competency based qualifications in Procurement and Contracting have been developed at Certificate IV level, with an Advanced Diploma of Government in Contract Management. There are also Certificate IV and Diploma qualifications in Project Management. These are fully accredited by ANTA.

  Netherlands:

  In 1993, the Dutch Association of Purchasing Management (NEVI) commissioned a study into the job profiles of purchasing professionals. This resulted in a list of several hundred tasks divided into 10 task domains (see Erridge et al 1995 for details). This work was reviewed in the PIO 2000 Project in the light of changing trends in the profession (Pagrach et al 2001), resulting in a revised list of approximately eighty tasks, subdivided as follows:

• Management (development of purchasing policies, management of the purchasing organisation and processes aimed at improving the organisation).
• Information and communication (communication with internal as well as with external sectors, information technology and globalisation).
• Initial purchase (specification of needs, selecting suppliers, contracting suppliers).
• Operational purchasing (ordering goods and services, monitoring the buying process and after-care, evaluation and administrative conclusion of the purchasing process).

  Tasks were also analysed in relation to job roles of various levels of Purchasing staff (Pagrach et al 2001 p6):

  One research report noted:

  “In comparison to the four training profiles of the nineties, a significant upgrading can be seen: the profile for the function of assistant buyer has largely disappeared, or rather, has been delegated to other functionaries or is now carried out with the aid of computer technology. The profile of the senior buyer has been added.
  The figure shows that a purchasing manager’s chief task is management of the purchasing organisation and implementation of policy. In addition, communication tasks are important, particularly for the purchasing manager and the senior buyer. The actual purchasing task is largely carried out by the assistant buyer and the buyer”.

  United States of America:

  Certified Purchasing Manager (CPM):

  Since 1974 the CPM has been the leading international professional qualification in terms of numbers of qualified purchasing staff. The qualification consists of a wide range of multiple choice questions based upon the results of a job analysis study. The most recent review was carried out in 1999-2000, and the results were presented in Muller (2001).

  The job analysis resulted in 100 tasks, of which ’64 are applicable to a majority of business sectors (manufacturing, U.S. federal government, state/local government, institutional, services, retail, food/agriculture) at the purchasing and supply manager level. Of these 64 tasks, 41 were also applicable to a majority of sectors at the buyer level as well (the job analysis broke out two levels: buyer and purchasing and supply manager)’ (Julie Murphree, Revised Certification and Accreditation Exams Reflects What You Do, Institute of Supply Management website, August 21, 2003).

  The revised CPM is structured into 4 modules as set out below:

• Module 1-Purchasing Process: Contains 20 tasks and includes sections on identifying requirements; preparation of solicitations; supplier analysis; and contract execution, implementation, and administration.
• Module 2-Supply Environment: Contains 17 tasks and includes sections on negotiations, information technology, quality issues, internal relationships, and external relationships.
• Module 3-Value Enhancement Strategies: Contains 16 tasks and includes sections on sourcing analysis, supply and inventory management, value enhancing methods, and forecasting and strategies.
• Module 4-Management: Contains 14 tasks and includes sections on management and organization, and human resources management.

  The author, Eugene Muller, commented:

  “The data from the job analysis provides a confirmation of the progressive nature of the buyer’s position to that of the purchasing and supply manager”.
  Muller further adds, “It appears, therefore, that the work of a buyer is encompassed within the work of a purchasing and supply manager. And that while the emphasis on certain tasks may differ for the two positions, there seems to be little or nothing performed by the average buyer that is, not to some degree, part of the job duties of the average purchasing and supply manager”.

  Supply Chain Operations Reference (SCOR) model (Supply Chain Council):

  Whilst the above exemplars have been primarily focussed on vocational qualifications, the SCOR model was developed to provide a basis for supply chain improvement by examining and measuring their supply chain processes, determining where weak links exist and identifying where to make improvements. It was developed and is maintained by the Supply-Chain Council which has some 750 corporate members worldwide.

  The main potential value of the SCOR model to the South African qualifications lies in the supply chain functional map which underlies the model, based upon the activities Enable, Plan, Source, Make, Deliver, Return. This covers most of the functions within the qualifications, although reference to International Trade is limited to one category entitled ‘Import/Export’. There is extensive evidence of implementation of the model in improving supply chain processes. The Supply-Chain Council makes Awards for Excellence in Supply Chain Operations and Management: recent winners include Siemens, United States Airforce Oklahoma City Air Logistics Center and SCA Technologies LLC.

  Other Countries:

  Japan, Germany and South Africa were also identified as possible sources of best practice.
  Whilst the former is the source of much of the innovation in supply chain functions, particularly in manufacturing, in recent years, differences in educational systems, the largely engineering/technical background of purchasing practitioners precluded a detailed assessment of Japan.
  Germany’s dual educational system, whereby academic and technical schools provide choice at secondary level, also differs from that in SA, and there is, as with Japan, a tendency for purchasers to have a technical background. Personal contacts at the German Association for Materials Management, Purchasing and Logistics (BME) were not aware of any initiatives in Germany relevant to this standards generation project.

  Conclusion:

  The international comparability study conducted specifically focused on identifying occupational standards or qualifications used in other countries that might contain indicators of best practice that could be used for comparison to or in the development of the supply chain management qualifications at level 5 and level 7 to be submitted for registration on the South African NQF.
  The following possible best practice exemplars were identified:

• Units and Elements in relevant functional areas, especially Procurement and Contracting and Transport and Distribution, within the Australian Qualifications Framework.
• Functional tasks and job profiles at four levels developed by the Dutch Purchasing Association (NEVI).
• Functional tasks and job profiles at two levels across 7 sectors developed by the US Institute of Supply Management.
• The Supply Chain processes underlying the SCOR model developed by the US Supply-Chain Council.

  These were therefore considered during the generation and wider consultation processes with specific reference to functional analysis and occupational mapping processes. In general terms Purchasing, Operations, Logistics and Supply Chain Management were well covered by the above exemplars but coverage of International Trade and Export is limited. Only the Australian qualifications are broken down into competence based Units and Elements. The US/International CPM and the Dutch NEVI qualification test knowledge alone. The SCOR model is designed to assist in improving supply chain performance, and is not related to any qualification, but could be used to restructure organisations to provide a better flow of information and materials. Of the other countries identified, Germany and Japan were not pursued in great depth due to their different educational systems, more technical engineering based approach to purchasing and language barriers.

  The data collection process included the following:

• An extensive Internet search focussing on the countries identified as best practice countries.
• Follow-up by email to obtain more detailed information especially in relation to case studies.
• Contacting professional and academic colleagues in target countries with direct involvement in the development or application of relevant vocational qualifications.

• ID 62089: National Diploma: Supply Chain Management, NQF Level 6, 240 Credits.

  Horizontal Articulation:

• ID 58473: National Diploma: Freight Handling Logistics, NQF Level 5, 242 Credits.
• ID 59299: National Certificate: Wholesale and Retail: Buying Planning, NQF Level 5, 120 Credits.
• ID 59201: National Certificate: Generic Management, NQF Level 5, 162 Credits.

• Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with an appropriate Education, Training, Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
• Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
• Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA`s policies and guidelines for assessment and moderation.
• Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as in the exit level outcomes described in the Qualification.

• Well-developed interpersonal skills, and subject matter experience.
• To be competent in the planning and conducting assessment of learning outcomes as described in the unit standards Plan and Conduct assessment of Learning outcomes NQF Level 5.
• Well-developed subject matter expertise in supply chain management.
• A relevant tertiary qualification at NQF Level 6 or higher.
• 3 years experience in the relevant field.
• To be registered as an with the relevant Education and Training Quality Assurance Body.