ZIMBABWE

MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, SCIENCE AND

TECHNOLOGY DEVELOPMENT

HIGHER EDUCATION EXAMINATIONS COUNCIL

(HEXCO)

2023

REGULATIONS AND MODULES FOR THE

NATIONAL CERTIFICATE

IN

PURCHASING AND SUPPLY MANAGEMENT

Course Code: 371/22/CO/0

Implementation date: January 2023

HERITAGE-BASED EDUCATION 5.0

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PART I: REGULATIONS

PREAMBLE
The course is designed to develop a gender sensitive Purchasing Assistants with the necessary
knowledge, skills and attitudes to satisfy the basic Procurement & Supply Chain function in an
organization across industries in the economy in a sustainable manner. The total duration of the
course is 980 notional hours spread over a period of one year of institutional based education.
The entry requirement is English Language passed at Ordinary Level with grade C or better and
any other four ordinary level or National Foundation Certificate (NFC) subjects or equivalent.
The course is offered on a Full-time, Part-time, Block Release, Open Distance Learning (ODeL)
or Part Qualification on a Single Modular basis (The single module part qualification pathway
is exempted from 5 O’ levels requirement). The trainee will be assessed through continuous
assessment, and written examinations. The course will consider gender mainstreaming,
sustainable development, physical challenges, health disposition and intersections between race,
class and culture. It shall embrace innovative heritage-based education and training philosophy
to solve national problems and to produce goods and services for industrialization and
modernization.

CONSULTATIONS YEAR
Institute of Purchasing and Supply (Zimbabwe) 2022

Gweru Polytechnic 2022

Masvingo Polytechnic 2022

Harare Polytechnic 2022

Kushinga Phikelela 2022

Kwekwe Polytechnic 2022

Mega Market PVT LTD Finance and warehousing 2022

Ruwa City Council 2022

Chegutu municipality 2022

Mutoko General Hospital 2022

Chikomba Rural District 2022

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1.0 TITLE AND LEVEL OF AWARD

National Certificate in Purchasing and Supply Management.

2.0 AIM

The aim of the course is to develop a Purchasing Assistant with the knowledge, skills
and attitudes to satisfy the Procurement & Supply Chain function in an organization
across industries of all sectors of the economy.

3.0 LEARNING OUTCOMES

By the end of the course the student should be able to:

3.1 process purchasing/procurement transactions and tender documents.

3.2 facilitate movement of materials and goods.
3.3 receive and store materials and goods.
3.4 dispatch materials and goods
3.5 communicate purchasing and supply information to other departments.
3.6 use a computer to process, store and retrieve data
3.7 demonstrate patriotism
3.8 operate a sustainable business

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4.0 COURSE STRUCTURE

MODULES CODE DURATION

HOURS

SEMESTER 1
1. Workplace Communication 310/22/M01 80

2. Supply chain operations 367/22/M07 100

3. Procurement Practice 371/22/M02 100

4. Logistics Management 371/22/M03 100

5. Business Computing and Digital Literacy 310/22/M04 120

6. National Studies 402/22/M01 80

7. Skill Proficiency 371/22/M07

SEMESTER 2
8. Stakeholder Management 371/22/M04 120

9. Stores & Warehouse Management 371/22/M05 120

10. Fundamentals of International Purchasing 371/22/M01 100

practice
11. Entrepreneurial Skills Development 402/22/M01 80

12. Skill Proficiency 371/22/M07

TOTAL NUMBER OF HOURS 980

5.0 COURSE DURATION

The course duration is 980 notional hours of institutional based education

6.0 ENTRY REQUIREMENTS

The entry requirements for the course are:

i. English Language passed at Ordinary Level with grade C or better and any other
four ordinary level or National Foundation Certificate (NFC) subjects or equivalent.
ii. The single module part qualification pathway is exempted from 5 O’ levels
requirement.
iii. The single modular part qualifications should be taken 1 (one) module at a time by
those without 5 Ordinary levels.

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7.0 MODE OF STUDY

Full time: 980 notional hours.

Part time: 980 notional hours
Block release: 980 notional hours.
Open Distance Learning: 980 notional hours

8.0 ASSESSMENT SCHEME

TOTAL
EXAMINABLE MODE OF ASSESSMENT
MODULE AND WRITTEN CONTINUOUS ASSESSMENT
CODE EXAMINATION 40% 60%

Workplace 3 hour paper A minimum of 100%

Communication  2 practical assignments – 20%

310/22/M01  2 theory assignments – 20%

 2 tests – 20%

Fundamentals of 3 hour paper A minimum of

International  2 practical assignments – 20%
100%
Purchasing  2 theory assignments – 20%
practice  2 tests – 20%
371/22/M01
Procurement 3 hour paper A minimum of 100%
Practice  2 practical assignments – 20%

371/22/M02  2 theory assignments – 20%

 2 tests – 20%

Logistics 3 hour paper A minimum of 100%

Management  2 practical assignments – 20%

371/22/M03  2 theory assignments – 20%

 2 tests – 20%

Business 3-hour practical paper A minimum of 100%

Computing and (Wordprocessing,  2 practical assignments – 20%
Digital Literacy Spreadsheet, Databases
 2 theory assignments – 20%
310/22/M04 and Presentation
packages)  2 tests – 20%
100%

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 Stakeholder 3 hour paper A minimum of 100%
Management  2 practical assignments – 20%

371/22/M04  2 theory assignments – 20%

 2 tests – 20%

Stores & 3 hour paper A minimum of 100%

Warehouse  2 practical assignments – 20%
Management
371/22/M05  2 theory assignments – 20%

 2 tests – 20%

Supply chain 3 hour paper A minimum of 100%

Operations  2 practical assignments – 20%

367/22/M07  2 theory assignments – 20%

 2 tests – 20%

National Studies 3 hour paper A minimum of 100%

401/22/M01  2 practical assignments – 20%

 2 theory assignments – 20%

 2 tests – 20%

Entrepreneurial 3 hour paper A minimum of 100%

Skills  2 practical assignments – 20%
Development
 2 theory assignments – 20%
402/22/M01
 2 tests – 20%

Skill Proficiency Submit marks 100%

310/22/M07

9.0 GRADING

0% to 49% - Fail

50% to 59% - Pass

60% to 79% - Credit

80% to 100% - Distinction

10.0 CONDITIONS OF AWARD

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 10.1 A candidate should attend 100% learning sessions to qualify for examinations.
An approved absence shall be considered as a present.

10.2 Approved absenteeism shall not exceed 15% of the learning sessions.

10.3 The final mark should be obtained through aggregation provided the candidate
scores at least 50 % in each of continuous assessment and examinations.

10.4 The pass mark shall be 50 %

10.5 A candidate should pass all modules to be awarded a National Certificate in

Purchasing and Supply Management.

10.6 Single module candidates will be awarded part certificates in passed single
modules.

11.0 RE-WRITE

11.1 Re-writes should conform to current course structure.

11.2 Candidates should pass at least two thirds of the course to qualify for a referral.

11.3 Any candidate who fails to pass at least two thirds of the course should repeat
the failed modules.

11.4 A candidate is given no time limit in which to re-write the failed module (s).

11.5 There is no aggregation for rewrites.

11.6 All re-writes should pass on performance in the examination.

11.7 If a candidate fails coursework he/she repeats the module.

12.0 EXEMPTIONS AND TRANSFER OF CREDITS

12.1 Exemptions are only granted in modules already attained from a complete
accredited qualification provided an exemption certificate specifying exempted
modules is produced.

12.2 Transfer of credits are only granted in modules passed from accredited course
programmes.

12.3 Exemption or Transfer of credits certificate should be applied for at enrolment

stage and produced before registration of examinations.

13.0 IRREGULAR PRACTICES

13.1 Cheating in examination will result in disqualification from the whole course and
all other HEXCO courses. The candidate will be suspended for one (1) year.

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 13.2 Plagiarism with a similarity index of more than 15% in any of the assessments
will result in automatic disqualification of the module.

14.0 RESOURCES

14.1 Lecturer Qualifications

A minimum of a National Diploma in Purchasing and Supply Management or

equivalent

14.2 Facilities

14.2.1 Lecture rooms/classrooms grid

14.3 Tools and Equipment

14.3.1 Chalkboard, flipchart boards, white boards on stands, overhead projectors,

slides and transparencies.

14.3.2 Furniture (desk and chair per student)

14.3.3 An equipped computer laboratory.

15.0 SUGGESTED REFERENCES

 Chizikani A.R. (2010) Commercial Law in Zimbabwe: Word and Image

Publications. Harare
 Johnson G, Scholes K. & Whittington R. (2010) Exploring Strategy: Text and
Cases. 9th edition: Prentice Hall. Harlow
 Killen, K.H. (1995) Managing Purchasing: Irwin London
 Lewis, C. (1997) Demand Forecasting and Inventory Control. Butterworth.
London
 Wild, T. (2002) Best Practice in Inventory Management. Butterworth. London
 Gary, J. (1994) Purchasing and the Management of Materials.7thEdition John
Willey and Sons New York
 Lysons, K. (2010) Purchasing and Supply Management. Prentice Hall. London:
Management Homewoods: Irwin
 Lysons, K. & Farrington B. (2012) Purchasing and Supply Chain Management:
Pearson Times, London

 Jessop, D. (2010) Storage and Supply of Materials. Pitman London:

 Killen, K.H. (2000) Managing Purchasing: Irwin London

 Lewis, C. (2012) Demand Forecasting and Inventory Control. Butterworth. London

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 Wild, T. (2014) Best Practice In Inventory Management. Butterworth. London

 Gary, J. (1994) Purchasing and the Management of Materials. 7th Edition John
Willey and Sons New York

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PART 2: COURSE MODULES

Module Code: 371/22/M01

Module Title: Fundamentals of International Purchasing practice

ZNQF Level: 4

Credits: 10

Duration: 100 hours

Relationship with Qualification Based on Unit Standard

Standards:

Pre-requisite modules: N/A

Purpose of Module: This unit enables an individual to have an appreciation of international

purchasing. Procuring goods from outside the country, inclusive of
information gathering, use of agents, freight forwarding etc. Access to this
module is open to all target groups including unemployed youths, women
and men wishing to establish or improve SMEs in any sector.

List of Learning Outcomes: LO1. Understand International Purchasing

LO2. Know the Procedures and Documentation in International Purchasing

LO3. Understand Challenges in international purchasing

LO4. Define commercial aspects in International Contracting

LO5. Know the payment procedures and methods in International

Purchasing

LO6. Identify the institutions involved in promoting International

Purchasing

LO7. Explain the sources of information about international suppliers

Learning Outcome 01 L01: Understand International Purchasing

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Assessment Criteria: 1.1 Understand the Nature of international purchasing

1.2 Know the Reasons for international purchasing

Content:
1. Understand the Advantages and rationale of buying from abroad.

2. Explain the Role of international purchasing in the supply chain.

3. Evaluate Factors influencing international trade.

Assessment Tasks: 1. Written and/or oral assessment on the skills and

knowledge required to hold stock as outlined in the
assessment criteria.

2. Written and or oral assessment on factors considered in establishing

Warehouses based on the performance criteria of the Qualification
Standard Purchasing Assistant.
3. Written and/ or oral assessment on security systems, stores layout
and materials handling.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 02 LO2: Know the Procedures and Documentation in International

Purchasing

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Assessment Criteria 1. Explain the Methods of specifying requirements in international
purchasing.

2. Analyse Methods of certifying quality of goods for international markets.

3. Understand dispute resolution methods in international purchasing.

4. Clearing and forwarding goods from overseas suppliers.

5. Identify Documents used in international purchasing

Content
1. Determining product specification.

2. Understand National and international standards of product specification

(ISO).

4. Able to source potential suppliers

5. Analyse Factors considered in selecting international modes of transport.

6. Understand methods of Settling disputes in international purchasing.

7. Clearing and forwarding goods from overseas suppliers.

8. Identify Documents used in international purchasing.

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to present data as outlined in the assessment criteria.
2. Practical assessment on construction of stock records based on the
performance criteria of the Qualification Standard management.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery

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  Vehicle

Learning Outcome 03 LO3: Understand Challenges in international purchasing

Assessment Criteria 3.1 Understand Challenges faced in international purchasing

3.2 Overcoming challenges in international purchasing

Content 1. Identify Challenges faced in international purchasing

2. Overcoming challenges in international purchasing

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to analyse data as outlined in the assessment criteria.
2. Practical assessment on storage systems based on the performance
criteria of the Qualification Standard Purchasing Assistant.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 04 LO4: Understand Commercial Aspects in International Contracting.

Assessment Criteria 4.1 Identify commodity markets

4.2 Financing arrangements in international purchasing

4.3 Abide by Ethical Issues in international purchasing

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Content 1. Identify commodity markets

2. Understand Financing arrangements in international purchasing

3. Abide by Ethical Issues in international purchasing

4. Understand Factors considered in selecting suitable international modes

of transport.

Assessment Tasks 1 Written and/or oral assessment on the skills and knowledge
required to solve payroll problems as outlined in the assessment
criteria.
2 Practical assessment on stocktaking based on the performance
criteria of the Qualification Standard Purchasing Assistant.

Conditions/Context of 1 Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.
2 The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3 The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 05 LO5: Know the Payment Procedures and Methods in International
Purchasing

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Assessment Criteria 5.1 Evaluate Factors to consider in processing payments in international
purchasing.

5.2 Perform the Payment procedure in international purchasing

Content 1. Evaluate Factors to consider in processing payments in international

purchasing.
2. Perform Payment procedures in international purchasing

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required to
dispose stock as outlined in the assessment criteria.
2. Practical assessment on determining stock/items for disposal based on the
performance criteria of the Qualification Standard in Management.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor during
the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 06 LO6 Identify Institutions Involved in Promoting International Purchasing

Assessment criteria 6.1 Identify Institutions Involved in Promoting International Purchasing.

6.2. Understand The role of institutions in promoting international
purchasing.
6.3. Understand The role of government in promoting international
purchasing.
6.4. Identify Regional blocks involved in international purchasing.

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Content 6.1 Identify Institutions Involved in Promoting International Purchasing
(Commercial Banks, Zimtrade, ZNCC, etc)

6.2. Understand The role of institutions in promoting international

purchasing.

6.3. Understand The role of government in promoting international

purchasing (Ministry of Industry & Trade)

6.4. Explain the role played by Regional blocks in international purchasing

(SADC, COMESA, etc.)
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required to
dispose stock as outlined in the assessment criteria.
2. Practical assessment on determining stock/items for disposal based on the
performance criteria of the Qualification Standard in Management.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment
environment. Oral assessment can also be conducted by the assessor during
the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 07 LO7. Explain the Sources of information for international suppliers

Assessment criteria 7.1 Professional contacts

7.2 Trade Journals
7.3 Directories
7.4 Trading companies
7.5 Exhibits
7.6 Internet

Content 1.Professional contacts

2.Trade Journals
3. Directories
4. Trading companies

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 5. Exhibits
6. Internet

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required to
dispose stock as outlined in the assessment criteria.
2. Practical assessment on determining stock/items for disposal based on the
performance criteria of the Qualification Standard in Management.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment
environment. Oral assessment can also be conducted by the assessor during
the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Approach to Teaching and Learning:

1. Observation of adult learning principles.

2. Both institution-based and work-based learning to facilitate the integration of theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.

Approach to Assessment:

1. Weighting of practical and theory assessment: 70% theory and 30% practical.
2. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.

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 4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

Assessment Specification Grids

Learning Outcome Weighting %

1 Introduction to International Purchasing 15

2 Procedures and Documentation in International 20

Purchasing

3 Challenges in international purchasing 15

4 Commercial Aspects in International Contracting 15

5 Payment Procedures and Methods in International 15

Purchasing

6 Institutions Involved in Promoting International 10

Purchasing

7 Sources of information for international suppliers 10

Total 100%

Resources:

1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).

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2. Facilities, Tools, Equipment and Materials
 Computers
 Printer
 Data storage device
 Airtime
 Identification records
 Internet connectivity
 stationery
 Vehicle
 Insulation tape
 Mutton cloth

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

Bailey, P Farmer, D, Crocker B Jessop and Jones D, (2008) Procurement principles and management 10 edition
Prentice Hall Pearson Education limited England
Handfield, R, B Monczka R, M, Giunipero L, C and Patterson (2009) Sourcing and supply chain management 4 the
edition end, South Western Cengage Learning Canada

International trade centre (2017) module 6 Developing supply strategies

International Trade centre (2015) Specifying requirements and planning supply, international Purchasing and
supply management modular learning system UCTAD/WTO

Leenders, M, Johnson Pf Flynn, Ae and Fearon H E (2006) Purchasing and supply management. McGraw Hill
Irwin USA

Lysons, K. (2006) Purchasing and Supply Management: Pearson Education Limited. England:

Lysons K and Farrington B (2016) Procurement and Supply Management 9th ed. Pearson Education Ltd. UK

Wisner JD Leong, Tan k.c (2005) Principles of supply chain management: A Balanced approach. Southern -
Western Thomson, USA.

Zenz, Gary J. (1994) Purchasing and the Management of Materials. Seventh Edition John Willey and Sons New

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Module Code: 371/22/M02

Module Title: PROCUREMENT PRACTICE

ZNQF Level: 4

Credits: 10

Duration: 100 hours

Relationship with Based on Unit Standard PROCUREMENT of Qualification

Qualification Standard for A Procurement Clerk
Standards:

Pre-requisite N/A
modules:

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Purpose of Module: This module describes the skills, knowledge and attitudes required
by a Procurement Clerk to configure procurement operations by
applying the fundamentals of procurement to specific types of
procurement, set plans for procurement, implement the
procurement principles and improve the performance of the
procurement. This module is important, as it will ensure that
goods and services flow continuously and efficiently into
organizations in order to meet user departments’ needs. This gives
business entities that use proper procurement principles a
competitive edge to our position rivals through the attainment of
five rights, procuring right quality requirements, in the right
quantities, from the right source, to be delivered at the right time
and to right place, at the right price. This module targets
individuals who are interested in procurement processes. It caters
for youths and adults as well as men and women. It is useful for
both established businesses and upcoming indigenous business
enterprises.
List of Learning LO1: Prepare procurement plans and budgets
Outcomes: LO2: Compile procurement requirements
LO3: Maintain supplier database
LO4: Process procurement
documents
LO5: Develop procurements
strategies
LO6: Negotiate Contracts
LO7: Manage procurement risks

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Learning Outcome 01 Prepare Procurement Plans and Budgets

Assessment Criteria: 1.1 Organisational requirements are established.

1.2 Cost estimates are in line with prevailing market rates.
1.3 Quantities are in line with Organisational requirements.
1.4 Product specifications are in line with user needs.
1.5 Budgets and plans prepared in line with Organisational policies.
1.6 Procurement priorities established and adhered to.

Content: 1.1. Establish the organizational requirements

 Requisitioning process
 Types off requisitions

1.2. Estimate costs in line with prevailing market rates

 Use of price lists
 Compile pricelist
 Supply market research

1.3. Ascertain that quantities are in line with organizational

requirements
 Stock registers

1.4. Ensure that product specifications are in line with user

needs
 Specifications
 Types of specifications

1.5. Prepare budgets and plans in line with Organisational

Policies
 Material planning
 Material budgets
 Budget preparation

1.6. Procurement priorities

 Master production schedule
 Manufacturing Resource Planning

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23
Assessment Tasks: 1. Written and/or oral assessment on the skills and
knowledge required to conduct identification of
organizational requirements, prepare budgets and
requisite documentation.
2. Practical assessment on the establishment and adherence
to organizational priorities and requisite documentation.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:
 Computers
 Stationery
 Computer
 Printer
 Photocopier
 Stapler
 Staple remover
 Paper trays
 Mutton cloth

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Learning Outcome 02 Compile Procurement Requirements

Assessment Criteria 2.1 Requisitions from departments are filed in accordance with procurement
procedures.
2.2 Priorities are determined according to organisational requirements. 2.3
Procurement policies and standards adhered to.
2.4 Procurement records are recorded and kept according to company specific
requirements.
2.5 Specifications are in line with organisational requirements

Content 2.1 Ensure that requisitions from user departments are filed
in accordance with procurement procedures
 Procurement process
 Filing methods

2.2 Ascertain that priorities are determined

according to organisational requirements
 Production planning
 Demand forecasting
 Dependent and independent demand
 Demand as determined by operations

2.3 Adhere to procurement policies and standards

 Purchasing manual
 Contents of purchasing manual
 Purposes of purchasing manual

2.4 Maintain procurement records

 Procurement records
 Types of procurement records
 Filing documents

2.5 Analyse specifications for conformance to organisational

requirements
 Methods of specifying quality
 Role of procurement in quality conformance

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Assessment Tasks 1. Written and/or oral assessment on the skills and
knowledge required to interpret requisitions, perform
procurement activities and completion of relevant
documentation.
2. Practical assessment on the analysis of specifications.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
The context of assessment should include the facilities, tools,
equipment and materials listed below:
 Computers
 Stationery
 Computer
 Printer
 Photocopier
 Stapler
 Staple remover
 Paper trays
 Mutton cloth

26
Learning Outcome 03 Maintain Supplier Database

Assessment Criteria 3.1 Supplier assessment conducted in line with set criteria.
3.2 Supplier evaluation conducted in line with set criteria.
3.3 Supplier ranking conducted in line with set criteria.
3.4 Supplier capacity is established according to organisational
needs/requirements.
3.5 Database is updated according to supplier rankings.
3.6 Supplier records maintained in accordance with set standards
Content 3.1 Conduct supplier assessment in line with set criteria

 Supplier plant visits

 Credit ratings
 Trade references

3.2 Perform supplier evaluation in line with set criteria.

 Supplier evaluation forms
 Compile supplier evaluation forms

3.3 Undertake supplier ranking in line with set criteria.

 Vendor rating
 Completing vendor rating

3.4 Establish supplier capacity in accordance to

Organisational needs

 Make to order versus Make to stock

 Supplier’s order cycle times

3.5 Update the supplier database according to supplier

ranking
Compile supplier database

3.6 Maintain supplier records in accordance with set

criteria

Procurement records

Assessment Tasks 1. Written and/or oral assessment on the skills and

knowledge required to perform supplier assessments,
supplier evaluation and supplier rankings

2. Practical assessment on supplier database.

27
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
3. The context of assessment should include the
facilities, tools, equipment and materials listed below:
 Computers
 Stationery
 Computer
 Printer
 Photocopier
 Stapler
 Staple remover
 Paper trays
 Mutton cloth

28
Learning Outcome 04 Process Procurement Documents

Assessment Criteria 4.1 Procurement documents are drafted according to approved formats.
4.2 Procurement requirements are published using appropriate media. 4.3
Procurement procedures and regulations are adhered to.

Content 4.1 Draft Procurement documents according to

approved formats
 Types of procurement documents
 Contents of purchasing documents

4.2 Publish procurement requirements in appropriate

media
 Invitation to tender (ITT)
 Requests for quotations (RFQ)
 Electronic procurement

4.3 Adhere to procurement procedures and regulations

 Industry custom
 Policies and legislation

29
Assessment Tasks 1. Written and/or oral assessment on the skills and
knowledge required to publish RFQs and, adhere to
procurement procedures and regulations
2. Practical assessment on the drafting of procurement
documents.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
 Computers
 Stationery
 Computer
 Printer
 Photocopier
 Stapler
 Staple remover
 Paper trays
 Mutton cloth

30
Learning Outcome 05 Develop Procurements Strategies

Assessment Criteria 5.1 Procurement costs established.

5.2 Procurement benefits identified.
5.3 Cost benefit analysis performed according to set parameters.
5.4 Procurement method selected in line with organisational policy.

Content
5.1 Establish procurement costs
 Types of procurement costs
 Managing procurement costs

5.2 Identify the procurement benefits

 Contribution to profitability
 Supplier relationship management
 Vendor management inventory
 Supplier development
 Total Quality Management
 Sustainable competitive advantage
 Agility
 Lean thinking

5.3 Perform cost benefit analysis according to set parameters

 Definition of Cost Benefit Analysis (CBA)

 CBA process
 Application of CBA

5.4 Select procurement method in line with organisational

policies
 Competitive methods
 Non-competitive methods
 Blanket ordering
 Small order

31
Assessment Tasks 1.Written and/or oral assessment on the skills and
knowledge required to establish procurement costs,
identify benefits and select appropriate procurement
methods.
2.Practical assessment on the conducting cost benefit
analysis.
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.
 Computers
 Stationery
 Computer
 Printer
 Photocopier
 Stapler
 Staple remover
 Paper trays
 Mutton cloth

32
Learning Outcome 06 Negotiate Contracts

Assessment Criteria 6.1 Procurement terms and conditions are negotiated according
to set parameters.
6.2 Rights and obligations of the parties are established. 6.3
Contract duration is specified according to agreed parameters

Content
6.1 Negotiate procurement terms and conditions.
 Terms of contract
 Conditions in contract
 Battle of forms

6.2 Establish the rights and obligations of the parties to a

procurement contract.
 Obligations of a seller
 Obligations of a buyer
 Consumer Protection Act- rights

6.3 Specify contract duration according to agreed

parameters.

 Contract formation
 Procurement contracts
 Litigation
 Arbitration

Assessment Tasks 1 Written and/or oral assessment on the skills and

knowledge required to negotiate contracts.
2 Practical assessment on the rights and obligations of
the parties to a contract.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
3. The context of assessment should include the
facilities, tools, equipment and materials listed below.
 Computers
 Stationery

33
 Computer
 Printer
 Photocopier
 Stapler
 Staple remover
 Paper trays
 Mutton cloth

34
Learning Outcome 07 Manage Procurement Risks

Assessment Criteria 7.1 Risks are identified in line with environmental factors.
7.2 Risk mitigation measures adhered to.
7.3 Appropriate insurance services identified.
7.4 Products are insured against loss and damages

Content 7.1 Identify risks in line with environmental factors

 Environment factors
 Internal environment
 External environment

7.2 Determine the risk mitigation measures

 Procurement risks
 Types of procurement risks
 Procurement risk mitigation

7.3 Identify appropriate insurance services

 Types of insurance services on procurement
 Brokers and agents
 Insurance companies

7.4 Insure products against loss and damages

 Law of insurance
 Pertinent insurance concepts

Assessment Tasks 1. Written and/or oral assessment on the skills and

knowledge required to identify risks and mitigation
measures for risks.
2. Practical assessment on the identification of insurance
services so as to ensure products against loss and
damage

35
 Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
3. The context of assessment should include the
facilities, tools, equipment and materials listed below.
 Computers
 Stationery
 Computer
 Printer
 Photocopier
 Stapler
 Staple remover
 Paper trays
 Mutton cloth

Reference Materials (recommended textbooks, recommended readings)

 Chizikani A.R. (2010) Commercial Law in Zimbabwe: Word and Image Publications. Harare
 Johnson G, Scholes K. & Whittington R. (2010) Exploring Strategy: Text and Cases. 9th edition:
Prentice Hall. Harlow
 Killen, K.H. (1995) Managing Purchasing: Irwin London
 Lewis, C. (1997) Demand Forecasting and Inventory Control. Butterworth. London
 Wild, T. (2002) Best Practice in Inventory Management. Butterworth. London
 Gary, J. (1994) Purchasing and the Management of Materials.7thEdition John Willey and Sons
New York
 Lysons, K. (2010) Purchasing and Supply Management. Prentice Hall. London: Management
Homewoods: Irwin
 Lysons, K. & Farrington B. (2012) Purchasing and Supply Chain Management: Pearson Times,
London

1
ASSESSMENT SPECIFICATION GRID

LEARNING OUTCOME WEIGHTING 100%

LO1 Prepare procurement plans and budgets 20

LO2 Compile procurement requirements 10
LO3 Maintain supplier database 10
LO4 Process procurement documents 15
LO5 Develop procurements strategies 20
LO6 Negotiate Contracts 10
LO7 Manage procurement risks 15
Total 100%

Module Code: 371/22/M03

Module Title: Logistics management

ZNQF Level: 4

Credits: 4

Duration: 40 Hours

Relationship with Based on Unit Standard LOGISTICS MANAGEMENT of Qualification

Qualification Standards: Standard for A Purchasing Clerk

Pre-requisite modules:
No pre-requisite modules

2
Purpose of Module: (adapt This Module enables an individual to determine the mode of transport,
purpose of unit standard: , Implement security measures and maintain procurement records. This
summary of learning module describes the skills, knowledge and attitudes required by a
outcomes, importance of Purchasing Clerk. This module is important, as it will ensure that the
module, target groups) graduates are able to facilitate movement of goods and charge freight.
This module targets individuals who are interested in Purchasing and
supply management. It caters for youths and adults both males and females.

List of Learning Outcomes: LO1: Determine mode of transport

(Same as elements in LO2 Charge movement of freight/ movement of purchases
relevant unit standard)
LO3: Implement security measures
LO4: Maintain procurement records

3
Learning Outcome 01 Determine mode of transport

Assessment Criteria: (based 1.1 Nature and quantity of goods are established according to order
on performance criteria of the specifications.
unit standard and adaptation
of relevant curriculum content 1.2 Transport is selected according to nature of goods.
from other sources)
1.3 Follow up procedures are established

4
Content:
(a summary (list) of the topics 1.1 Nature and quantity of goods are established according to order
that will be covered under specifications
each assessment criterion)
 specifications
 Characteristics of purchases
 Characteristics of goods and services
 Documents used in purchasing

1.2 Transport is selected according to nature of goods

 modes of transport
 Intermodal transport.
 Requirements and conditions for moving goods
 Selection of transport according to nature of goods.
 Establishes Principles of transport
 Matching the vehicle configuration to the characteristics of
goods or purchases
 Handling aids to match the goods
 Process of loading and offloading
 Health and safe
 Costing of transport
 Supply chain management

1.3 Follow up procedures are established

 Follow up and expediting process
 Documents involved in following up and expediting
 Establish the frequency of expediting
 Methods of following up and expediting

5
Assessment Tasks: 1.Written and/or oral assessment on the skills and knowledge required to
determine the mode of transport,
, Implement security measures and maintain procurement records
2.Practical assessment on Logistics management.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below:
tools
Inter-net access
Vehicle
Phone
Computer
Printer

Materials
Reference manuals
Distance tables

----------------------------------------------------------------------------------------------------------------------------------------

Learning Outcome 02 Charge movement of Freight/ movement of purchases

Assessment Criteria 2.1 Determine the destination of purchases and calculate the
distance.
2.2 Explain the different charging units.
2.3 State and implement various charging rates.
2.4 Establish payment terms.

Content 2.1 Determine the destination of purchases and calculate

the distance.
 Costing and pricing methods
 Classifying costs
 Exchange rates of currencies
 Fuel management

2.2 Explain the different charging units.

 Methods of determining freight cost
 Tariff of freight rates
Calculations of costs
 Cost per km
 Cost per ton per km
 Cost per ton/ liter/ cubic/pallet

6
 2.3 State and implement various charging rates.
 Absorption costing and complete haul
 Marginal costing and return load
 Flat rates
 Stage and graduate/ step up rates
 Seasonal rates
 Market based rates (customer and competitor
rates)

2.4 Establish payment terms.

 Pay forward

 Half payment terms (Deposit and balance)

 Cash on delivery
 Key Account (fortnight and 30 day account)

Assessment Tasks 1.Written and/or oral assessment on the skills and

knowledge required to determine the destination of
purchases and calculate the distance, explain the different
charging units, state and implement various charging rates
and establish payment terms.

2.Practical assessment on transport pricing..

Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
3.The context of assessment should include the facilities,
tools, equipment and materials listed

Computer
Printer
Phone

Materials
Reference manuals
Distance tables
Tariffs
.s

7
Learning Outcome 03 Implement security measures

Assessment Criteria 3.1 Appropriate packaging materials used.

3.2 Appropriate handling procedures used
3.3 Insurance is organised in accordance with standards.
3.4 Inco terms are adhered to.

Content 3.1 Appropriate packaging materials used

 Importance of packaging
 Describe appropriate packaging for the different types of purchases
 Verify quantity and quality of purchases
 Methods and types of packaging
 Establish Physical characteristics of goods
Dangerous goods
Specialized goods such as temperature-controlled goods, fragile and
animate.
Bulk purchases
Finished goods
Work in progress
 Packaging and unitization
 Containerization and palletization
 Risk assessment related to the type of the goods

3.2 Appropriate handling procedures used

 Types of materials handling
 Principles of materials handling
 Standard of operations for materials handling
 handling equipment’s
 Risks associated with each type of handling method
 Safety and security preconditions when handling goods

3.3 Insurance is organised in accordance with standards.

 Safety and security of goods
 Risk management
 Types of insurance
 Insurance principles

3.4 Inco terms are adhered to

 Types of incoterms
 Explain the purposes of incoterms
 Duties and responsibilities of a buyer and seller under each

8
 incoterm

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to determine the mode of transport,
, Implement security measures and maintain procurement records
2. Practical assessment on implement security measures.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
The context of assessment should include the facilities, tools, equipment and
materials listed below.
tools
Inter-net access
Vehicle
Phone
Computer
Printer

Materials
Reference manuals
Distance tables

9
Learning Outcome 04 : Maintain procurement records

Assessment Criteria .
4.1 Appropriate filing system adhered to.
4.2 Transaction registers updated timeously.
4.3 Procurements reports produced timeously.
4.4 Security standards adhered to.

Content
4.1 Appropriate filing system adhered to
 Basic filling systems
-filling by category/subject
-filling in alphabetical order
-filling by numbers
-Filling by places
-Filling by dates/ chronological order

 Various filling equipment for storage

-Clip folders
-Suspension fills
-Registers
-Filling cabinets
-Filling shelves
-Computer

4.2 Transaction registers updated timeously

Types of transaction registers to be updated
-Financial transactions
-Transport transactions
-Purchasing transactions

Record of open orders

Record of closed orders
Tools record
Suppliers record
Contract records
Commodity record

-Warehousing transactions
- Delivery transactions
-Dispatching transaction

4.3 Procurements reports produced timeously

 Procurement Key performance indicators (KPI)
Report
 Supplier delivery report
 Procurement cost report
 Procurement quality report

10
 4.4 Appropriate storage media used

 Cloud storage
 flash storage
 Backup software and appliances
 Hard drive storage
 Manual storage

4.5 Security standards adhered to.

 Physical security
 Software security
 biometrics security
 non biometrics security
 electronic transaction security
 password

Assessment Tasks 1.Written and/or oral assessment on the skills and knowledge required to
determine the mode of transport,
, Implement security measures and maintain procurement records

2.Practical assessment on Maintain procurement records

Conditions/Context of 3. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the
assessor during the performance of the practical assessment by the
trainees.
4. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3.The context of assessment should include the facilities, tools, equipment
and materials listed

tools
Inter-net access
Vehicle
Phone
Computer
Printer

Materials
Reference manuals
Distance tables

11
 ASSESSMENT SPECIFICATION GRID

Learning Outcomes WEIGHTING 100 %

1 Determine mode of transport 20

2 Charge fright/ charge movement of purchases 30

3 Implement security measures 30

4 Maintain procurement records 20

Total 100%

Approach to teaching and learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.

Approach to assessment:
1. Weighting of 60% continuous assessment and 40% examination.
2. Oral assessment to be conducted by a panel of two or more assessors.
3. RPL assessment.
4. Portfolio of evidence.
5. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of trainers, assessors and moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).

2. Facilities, tools, equipment and materials

 Computer
 Desk
 Swivel chair
 Visitors chairs
 Filing cabinets
 Puncher
 Stapler
 Pens
 Dust bin

1
  Fax machine
 Printer
 Paper tray
 Document scanner
 Photocopier
 Heater
 Fan/air conditioner
 Document holders
 Refrigerator
 Water dispenser
 Water glasses
 Tea set
 Electric jugs
 Trays
 Cash box
 Microwave
 Office ornaments
 Paper scissors
 First aid kit

3. Learning resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference materials (recommended textbooks, recommended readings)

 Abdullah, N. A. H. N. , & Yaakub, S. (2014). Reverse logistics: Pressure for

adoption and the impact on firm's performance. International Journal of Business
and Society, 15(1), 151.
 Aboelmaged, M. G. (2012). Sustainable supply chain management in a
developing context: An empirical examination of antecedents and
consequences. International Journal of Social Ecology and Sustainable
Development (IJSESD), 3(3), 22–41.
 Abugre, J. B. , & Nyuur, R. B. (2015). Organizations’ commitment to and
communication of CSR activities: Insights from Ghana. Social Responsibility
Journal, 11(1), 161–178. doi:10.1108/SRJ-06-2013
 Adolf, V. I. , Jacobsen, S. E. , & Shabala S. (2013). Salt tolerance mechanisms in
quinoa (Chenopodium quinoa Willd). Environmental and Experimental
Botany, 92, 43–54. doi:10.1016/j.envexpbot.2012.07.004.
 Ageron, B. , Gunasekaran, A. , & Spalanzani, A. (2012). Sustainable supply
management: An empirical study. International Journal of Production
Economics, 140(1), 168–182.
 Ahi, P. , & Searcy, C. (2013). A comparative literature analysis of definitions for
green and sustainable supply chain management. Journal of Cleaner
Production, 52, 329–341.
 Ahi, P. , & Searcy, C. (2015). An analysis of metrics used to measure
performance in green and sustainable supply chains. Journal of Cleaner
Production, 86, 360–377.

2
 Aich, S. , & Tripathy, S. (2014). An interpretive structural model of green supply
chain management in Indian computer and its peripheral
industries. International Journal of Procurement Management, 7(3), 239–256.
 Aigner, J. , & Lloret, A. (2013). Sustainability and competitiveness in
Mexico. Management Research Review, 36(12), 1252–1271.
 Ali, S. S. (2015). Exploring Green supply chain performance measures
framework for Indian Manufacturing Practices. POMS conference.
 Ali, S. S. , & Kaur, R. (2018). An analysis of satisfaction level of 3PL service
users with the help of ACSI. Benchmarking: An International Journal,
 Ali, S. S. , Kaur, R. , & Jaramillo, A. B. (2018). An assessment of green supply
chain framework in Indian automobile industry using interpretive structural
modelling and its validation using MICMAC analysis. International Journal of
Services and Operations Management.
 Anoop, A. T. , & Regi Kumar, V. (2013). A review of GSCM issues in Indian
bottle water industry, Kerala, India. Retrieved from.
 Appolloni, A. , Sun, H. , Jia, F. , & Li, X. (2014). Green procurement in the
private sector: A state of the art review between 1996 and 2013. Journal of
Cleaner Production, 85, 122–133.

Module Code: 371/22/M04

3
Module Title: Stakeholder Management

ZNQF Level: 4

Credits: 10

Duration: 100 hours

Relationship with Based on Unit Standard

Qualification Standards:

Pre-requisite modules: N/A

Purpose of Module: On completion of this module learners will be able to define stakeholders and
explain key market factors that impact on procurement and supply function.
They will be able to develop understanding of successful maintenance of
internal and external relationships. Access to this module is open to all target
groups including unemployed youths, women and men wishing to establish or
improve SMEs in any sector.

List of Learning Outcomes: LO1. Identify stakeholders in procurement and supply.

LO2. Analyse market factors that impact on a procurement and supply

function.

LO3. Understand the techniques associated with successful and effective

communication in procurement and supply.

LO4. Explain approaches for conflict resolution with stakeholders in

procurement and supply.

Learning Outcome 01 L01: Identify Stakeholders in procurement and supply

4
Assessment Criteria: L01: Identify Stakeholders in procurement and supply
1.1 External stakeholders in procurement and supply.
1.2 Identify internal stakeholders that can be involved in purchases
from suppliers and supplies delivered to customers.
1.3 Describe how internal and external stakeholders influence
procurement and supply activities

Content: 1. Defining and profiling stakeholders

2. Typical stakeholders such as suppliers, customers, consumers,
communities, government, financial services etc.
3. Distinction between customers and consumers.
4. The role of procurement and supply in dealing with other
business functions e.g. production…
5. Internal and external stakeholders that can influence and
success of procurement and supply

Assessment Tasks: 4. Written and/or oral assessment on the skills and

knowledge required to hold stock as outlined in the
assessment criteria.

5. Written and or oral assessment on factors considered in establishing

Warehouses based on the performance criteria of the Qualification
Standard Purchasing Assistant.
6. Written and/ or oral assessment on security systems, stores layout
and materials handling.

Conditions/Context of 4. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
5. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
6. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery

5
  Vehicle

Learning Outcome 02 LO2: Analyse Market factors that impact on a procurement and supply
function.

Assessment Criteria LO2: Analyse Market factors that impact on a procurement and supply
function.
2.1 Identify the key economic factors that impact on procurement and supply
function.
2.2 Indicate the impact of demand and supply on markets.
2.3 Describe how market factors impact on procurement and supply activities
of an organisation.
2.4 Identify contribution made by marketing in developing customer and
supplier relationships.
Content 1. Public, private and not for profit and third sector
2. Primary, Secondary and Tertiary sectors
3 Demand and supply curves
7. How demand and supply factors can change.
8. How demand and supply factors can impact on pricing and
availability of goods and services.
9. Level of competition (Perfect Competition, imperfect
completion, oligopoly, duopoly and monopolies)
10. Impact of demand on sales
11. Market growth and decline
12. Competitive forces on organisations
13. Define principles of marketing, techniques associated with
marketing, sources of competitive advantage sought through
marketing
14. Relevance of marketing principles rto purchasers.

Assessment Tasks 3. Written and/or oral assessment on the skills and knowledge required
to present data as outlined in the assessment criteria.
4. Practical assessment on construction of stock records based on the
performance criteria of the Qualification Standard management.

Conditions/Context of 4. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
5. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.

6
 6. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 03 LO3: Understand the techniques associated with successful and effective
communication in procurement and supply

Assessment Criteria LO3: Understand the techniques associated with successful and effective
communication in procurement and supply

3.1 Describe and explain approaches to build rapport with internal and
external stakeholders.

3.2 Explain methods of negotiating with suppliers and customers

3.3 Describe key characteristics of successful and effective team work.

Content 1. Techniques to develop, maintain and improve relations with internal

stakeholders to promote effective procurement and supply
2. Negotiating techniques for use with suppliers and customers to agree
contract terms and relations that will achieve the interests of the overall
organisation.
3. Importance of appropriate and timely communication with stakeholders and
suppliers
4. Group cohesiveness and performance
5. Characteristics of an effective work group.
6. Stages of team development
Assessment Tasks 3. Written and/or oral assessment on the skills and knowledge required
to analyse data as outlined in the assessment criteria.
4. Practical assessment on storage systems based on the performance
criteria of the Qualification Standard Purchasing Assistant.

Conditions/Context of 4. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
5. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.

7
 6. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 04 LO4: Explain approaches for conflict resolution with stakeholders in
procurement and supply.

Assessment Criteria LO4: Explain approaches for conflict resolution with stakeholders in
procurement and supply.

4.1 Identify types of information that can be exchanged between the

purchasers and suppliers.

4.2 Indicate how conflict can arise in the work of procurement and supply

4.3 Identify approaches to conflict resolution with stakeholders

Content 1. Types of information exchange such as scheduling difficulties, demand

forecasting, trends in cost and availability, designs and innovations and
new product development.
2. Define work place conflict
3. Sources of conflict between organisations and their personnel.
4. Approaches to conflict resolution
5 Clarifying of roles and responsibilities
6. Group cohesion
7. Achieving buy in from stakeholders
Assessment Tasks 3 Written and/or oral assessment on the skills and knowledge required
to solve payroll problems as outlined in the assessment criteria.
4 Practical assessment on stocktaking based on the performance
criteria of the Qualification Standard Purchasing Assistant.

Conditions/Context of 4 Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
5 The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.

8
 6 The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Assessment Specification Grid

Learning Outcomes Weighting %

1 LO1. Identify stakeholders in procurement and supply. 15

2 LO2. Analyse market factors that impact on a procurement and 15

supply function.

3 LO3. Understand the techniques associated with successful and 15

effective communication in procurement and supply.

4 LO4. Explain approaches for conflict resolution with stakeholders 20

in procurement and supply.

Total 100%

Approach to Teaching and Learning:

 Observation of adult learning principles.

 Both institution-based and work-based learning to facilitate the integration of theory and practice.
 Face-to-face education and learning.
 Problem-based learning.
 Online/distance education and learning.
 Blended/hybrid education and learning.
 Use of social media.

9
Approach to Assessment:

 Weighting of practical and theory assessment: 70% theory and 30% practical.
 Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
 Oral assessment to be conducted by a panel of two or more assessors.
 RPL assessment.
 Portfolio of evidence.
 Assessment of work conducted by both individual learners and teams of learners.
Resources:

1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).

2. Facilities, Tools, Equipment and Materials

 Computers
 Printer
 Data storage device
 Airtime
 Identification records
 Internet connectivity
 stationery
 Vehicle
 Insulation tape
 Mutton cloth

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

 Jessop, D. (2010) Storage and Supply of Materials. Pitman London:

 Killen, K.H. (2000) Managing Purchasing: Irwin London

 Lewis, C. (2012) Demand Forecasting and Inventory Control. Butterworth. London

 Wild, T. (2014) Best Practice In Inventory Management. Butterworth. London

 Gary, J. (1994) Purchasing and the Management of Materials. 7th Edition John Willey and Sons New York

 Assiamahak. (2008) Materials Management and its Effects on Costs of Supplies. Huston Texas University

10
 Crocker B. Jessop D. & Morrison A. (2010) Inbound Logistics Management: Storage & Supply of Materials
for Morden……….Sandford University

Module Code: 372/22/M05

Module Title: Stores & Warehouse Management

ZNQF Level: 4

Credits: 10

Duration: 100 hours

Relationship with Based on Unit Standard

Qualification Standards:

Pre-requisite modules: N/A

Purpose of Module: This unit enables an individual to receive and store goods.This includes
coding, issue and dispatch, stock valuation and stock control. The advantage
of stores and warehouse management module is to develop managers who can
effectively implement stock control systems for organisations. Access to this
module is open to all target groups including unemployed youths, women and
men wishing to establish or improve SMEs in any sector.

11
List of Learning Outcomes: LO1. Design a store/warehouse layout.

LO2. Receive goods.

LO3. Store goods.

LO4. Implement stock control measures.

LO5. Process disposal.

LO6. Dispatch goods

LO7. Manage assets

Learning Outcome 01 L01: Design a store/warehouse layout.

Assessment Criteria: 1.1 Nature of goods to be stored is established.

1.2 Goods categories determined in line with standards.
1.3 Methods of material handling established.
1.4 Location is determined according to nature or type of goods.
1.5 Security standards are adhered to.
1.6 Goods accessibility is in line with organisational requirements.

Content: L01: Assess the following:

1.1 Reasons for holding stock
1.2 Objectives of Warehousing
1.3 Factors considered in establishing a Warehouse
1.4 Security systems
1.5 Stores layout
1.6 Materials Handling

Assessment Tasks: 7. Written and/or oral assessment on the skills and

knowledge required to hold stock as outlined in the
assessment criteria.

8. Written and or oral assessment on factors considered in establishing

Warehouses based on the performance criteria of the Qualification
Standard Purchasing Assistant.
9. Written and/ or oral assessment on security systems, stores layout
and materials handling.

Conditions/Context of 15. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
16. The practical assessment will be conducted in the workplace or

12
 simulated work environment in the training institution.
17. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 02 LO2: Receive goods

Assessment Criteria 2.1 Quantity of goods verified against documentation.

2.2 Goods specifications are verified against order.
2.3 State of goods is verified.
2.4 Receiving documentation is maintained in line with procedures.

Content LO2: Receive goods

2.1 Quantities verified against order
2.2 Product specifications verified against order
2.3 Defective goods identified
2.4 Signed invoice or delivery note is availed
2.5 Goods received voucher is availed
2.6 Updated bin-cards are produced
2.7 Stock records updated in line with procurement policies.
Assessment Tasks 5. Written and/or oral assessment on the skills and knowledge required
to present data as outlined in the assessment criteria.
6. Practical assessment on construction of stock records based on the
performance criteria of the Qualification Standard management.

Conditions/Context of 7. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
8. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
9. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers

13
  Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 03 LO3: Store goods

Assessment Criteria 3.1 Goods are arranged according to warehouse layout.

3.2 Goods are arranged in line with dispatch procedures.
Content
3.3 Safety, Health, Environment and Quality standards adhered to.
3.4 Housekeeping is carried out in accordance with best practices.
3.5 Security standards are adhered to.
Assessment Tasks 5. Written and/or oral assessment on the skills and knowledge required
to analyse data as outlined in the assessment criteria.
6. Practical assessment on storage systems based on the performance
criteria of the Qualification Standard Purchasing Assistant.

Conditions/Context of 7. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
8. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
9. The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 04 LO4: Implement stock control measures

14
Assessment Criteria 4.1 Re-order levels are established according to organisational requirements.

4.2 Security standards are adhered to.

4.3 Physical stock count is carried out according to set guidelines.

4.4 Records are reconciled with physical stock.

4.5 Stores records are maintained in line with standards.

Content LO4: Store goods

4.1 Update stock movement
4.2 Excess stock report is produced
4.3 Stock valuation report
4.4 Stock sheets produced
4.5 Variance report submitted
4.6 Stock adjustment report produced
Assessment Tasks 5 Written and/or oral assessment on the skills and knowledge required
to solve payroll problems as outlined in the assessment criteria.
6 Practical assessment on stocktaking based on the performance
criteria of the Qualification Standard Purchasing Assistant.

Conditions/Context of 7 Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
8 The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
9 The context of assessment should include the facilities, tools,
equipment and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 05 LO5: Process disposals

15
Assessment Criteria 5.1 Goods to be disposed of are identified in set criteria.

5.2 Disposal procedures adhered to.

5.3 Safety, Health and Environment standards adhered to.

5.4 Disposal records maintained in line with standards.

Content LO5: Process disposal

5.1 Compile a list of obsolete stocks

5.2 Determine method of disposal

5.4 Obsolete stock report is availed

5.5 Seek authority to dispose stock

5.6 Signed authorisation document is produced

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required to
dispose stock as outlined in the assessment criteria.
2. Practical assessment on determining stock/items for disposal based on the
performance criteria of the Qualification Standard in Management.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor during
the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 06 LO6 Manage Assets

Content 6.1 All assets are recorded in master asset register 6.2 List of obsolete items is
produced

16
 6.3 Asset serial numbers are indicated in register
6.4 Assets without serial numbers have institutional numbers indicated in
register
6.5 Asset return compiled bi-annually

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required to
dispose stock as outlined in the assessment criteria.
2. Practical assessment on determining stock/items for disposal based on the
performance criteria of the Qualification Standard in Management.

Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom

assessment
environment. Oral assessment can also be conducted by the assessor during
the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Learning Outcome 07 LO7. Dispatch Goods

Content LO7. Dispatch management

7.1 Goods are sorted as per request.
7.2 Appropriate packaging materials used.
7.3 Appropriate handling procedures used.
7.4 Methods of material handling established.
7.5 Dispatch records maintained.
7.6 SHEQ standards are adhered to.
7.7 Dispatch procedures adhered to.
7.8 Dispatch timelines adhered to.

Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge required to
dispose stock as outlined in the assessment criteria.
2. Practical assessment on determining stock/items for disposal based on the
performance criteria of the Qualification Standard in Management.

17
Conditions/Context of 1. Written and/or oral assessment can be conducted in a classroom
assessment
environment. Oral assessment can also be conducted by the assessor during
the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below.
 Computers
 Printers
 Data Storage Devices
 Airtime
 Identification Cards
 Internet Connectivity
 Stationery
 Vehicle

Assessment Specification Grid

Learning Outcome Weighting %

1 Design a store/warehouse layout. 15

2 Receive goods. 15

3 Store goods 15

4 Implement stock control measures. 20

5 Process disposal 10

6 Dispatch Goods 10

7 Asset Management 15

Total 100%

Approach to Teaching and Learning:

 Observation of adult learning principles.

 Both institution-based and work-based learning to facilitate the integration of theory and practice.
 Face-to-face education and learning.
 Problem-based learning.

18
 Online/distance education and learning.
 Blended/hybrid education and learning.
 Use of social media.

Approach to Assessment:

 Weighting of practical and theory assessment: 70% theory and 30% practical.
 Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
 Oral assessment to be conducted by a panel of two or more assessors.
 RPL assessment.
 Portfolio of evidence.
 Assessment of work conducted by both individual learners and teams of learners.

Resources:

1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).

2. Facilities, Tools, Equipment and Materials

 Computers
 Printer
 Data storage device
 Airtime
 Identification records
 Internet connectivity
 stationery
 Vehicle
 Insulation tape
 Mutton cloth

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

Jessop, D. (2010) Storage and Supply of Materials. Pitman London:

Killen, K.H. (2000) Managing Purchasing: Irwin London

Lewis, C. (2012) Demand Forecasting and Inventory Control. Butterworth. London

19
Wild, T. (2014) Best Practice In Inventory Management. Butterworth. London

Gary, J. (1994) Purchasing and the Management of Materials. 7th Edition John Willey and Sons New York

Assiamahak. (2008) Materials Management and its Effects on Costs of Supplies. Huston Texas University

Crocker B. Jessop D. & Morrison A. (2010) Inbound Logistics Management: Storage & Supply of Materials for
Morden……….Sandford University

20
Module Code: 367/22/M07

Module Title: Supply chain Operations

ZNQF Level: 4

Credits: 10

Duration: 100 HOURS

Relationship with Based on Unit Standard on supply chain management of

Qualification Qualification Standard for A Purchasing Assistant
Standards:

Pre-requisite NO PREREQUISITES
modules:

Purpose of Module: This Module enables an individual to manage the supply chain , to
do supply chain planning, supply chain operations. sourcing and
procurement.This module describes the skills, knowledge and
attitudes required by a Purchasing Assistant .This module is
important, as it will ensure that the graduates are able to manage
supply chain, do supply chain planning. This module targets
individuals who are interested in purchasing and Supply industry .
It caters for youths and adults both males and females

List of Learning LO1:Supply chain context

Outcomes: LO2: supply chain operations
LO3 sourcing and procurement
L04: supply chain performance

21
Learning Outcome 01 SUPPLY CHAIN CONTEXT

Assessment Criteria:
1.1 Supply chain trends
1.2 Micro-economic factors
1.3 Macro- economic factors
1.4 Value chain concept

Content:

1.1 Supply chain trends

 Supply chain agility
 Supply chain visibility
 Supply chain resilience
 Digital supply chain
 Supply chain planning

1.2 Micro-economic factors

Micro economic factors that affect the supply chain
-currents fluctuations
-Instability in demand
-Change in labour cost
-Inflation pressures

1.3 Macro- economic factors

Macro-economic factors that affect supply chain

-inflation
-Fiscal policy
-Employment levels
-National income
-International trade

1.4 Value chain concept

Primary Components of value chain
-Inbound logistics
-Outbound logistics
-Marketing and sales
-Service
Secondary components of value chain
-Procurement
-Human recourses management
-Technological development
-Company structure

22
-infrastructure

23
Assessment Tasks: 1.Written and/or oral assessment on the skills and knowledge
required to determine Supply chain trends ,Micro-economic
factors ,Macro- economic factors and Value chain concept

2. Practical assessment on supply chain context

Conditions/Context of 1.Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be conducted
by the assessor during the performance of the practical
assessment by the trainees.
2The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.
3The context of assessment should include the facilities, tools,
equipment and materials listed below:

Phone
Computer
Printer
Materials Routing software
Maps
Distance tables
Stationery

24
Learning Outcome 02 LO2: supply chain operations

Assessment Criteria
1.1 Supply chain drivers
1.2 ICT in supply chains
1.3 Inventory management
1.4 Customer Service
1.5 Supply chain integration
1.6 Supply chain risk

Content 1.1 Supply chain drivers

 Production
 Inventory
 Location
 Transportation
 information
1.2 ICT in supply chains
 Role of ICT in supply chains
 supply chain integration
 Enterprise resource planning (ERP)
 Customer relationship management system
 Emerging technologies and their impact on supply chains

1.3Inventory management

 functions of inventory in supply chains

 Inventory cost structure
 models of inventory management
1.4 Customer Service

Elements of customer service

Importance of customer service
Customer retention
Phases of customer service
1.1 Supply chain integration
 Elements of supply chain integration
 Stages of supply chain integration
 Types of supply chain integration
 Barriers of supply chain integration
1.6 Supply chain risk

 Major supply chain risks

 Drivers of supply chain risks
 Risk mitigation strategies

25
Assessment Tasks 1.6 1.Written and/or oral assessment on the skills and
knowledge required to determine Supply chain drivers , ICT in
supply chains ,Inventory management ,Customer Service,
supply chain integration and Supply chain risk

2. Practical assessment on supply chain operation

Conditions/Context of 1.Written and/or oral assessment can be conducted in
assessment classroom environment.
2.Oral assessment can also be conducted by the assessor during
the performance of the practical assessment by the trainees.
3.The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
The context of assessment should include the facilities, tools,
equipment and materials listed below.
Phone
Computer
Printer
Materials handling equipments

Materials

Maps
Distance tables
Stationery

26
Learning Outcome 03 sourcing and procurement

Assessment Criteria

1.1 Sourcing
1.2 Procurement cycle
1.3 Role of procurement in organizations

Content
1.1 Sourcing
 Role of sourcing in supply chains
 Make or buy decision
 Supplier selection criteria
 Supplier selection model
1.2 Procurement cycle
 Stages in the procurement cycle
 Documents used in the purchasing cycle
 Records used in the purchasing cycle

1.3 Role of procurement in organizations

 Supplier selection
 Placing of orders
 Follow up and expediting
 Quality management
 Negotiation
 Manage the procurement process

Assessment Tasks 1.Written and/or oral assessment on the skills and knowledge
required on Sourcing and Procurement

2.Practical assessment on sourcing and procurement

27
Conditions/Context of 1.Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
2.The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
3.The context of assessment should include the facilities,
tools, equipment and materials listed below.
Phone
Computer
Printer
Materials handling equipments

Materials

Maps
Distance tables
Stationery

Learning Outcome 04 supply chain performance

Assessment Criteria
1.1 Key performance indicators
1.2 Supply chain costs

Content
1.1 performance indicators
 Types of key performance indicators
 Balance score card
 Performance measurement

1.2 Supply chain costs

 Procurement cost
 Transport cost
 Inventory cost
 Quality cost

28
 Assessment Tasks 1.3 1.Written and/or oral assessment on the skills and
knowledge required to determine key performance
indicators and Supply chain costs

2.Practical assessment on Performance indicators.

Conditions/Context of 1.Written and/or oral assessment can be conducted in a

assessment classroom environment. Oral assessment can also be conducted
by the assessor during the performance of the practical
assessment by the trainees.
2.The practical assessment will be conducted in the
workplace or simulated work environment in the
training institution.
3.The context of assessment should include the facilities,
tools, equipment and materials listed below.
Phone
Computer
Printer
Handling equipments

Materials
Routing software
Maps
Stationery

ASSESSMENT SPECIFICATION GRID

29
Learning Outcomes WEIGHTING %

1 Supply chain context 25

2 supply chain operations 25

3 sourcing and procurement 25

4 supply chain performance 25

Approach to teaching and learning:

 Observation of adult learning principles.
 Both institution-based and work-based learning to facilitate the integration of theory and practice.
 Face-to-face education and learning.
 Problem-based learning.
 Online/distance education and learning.
 Blended/hybrid education and learning.
 Use of social media.

Approach to assessment:
 Weighting of 60% continuous assessment and 40% examination.
 Oral assessment to be conducted by a panel of two or more assessors.
 RPL assessment.
 Portfolio of evidence.
 Assessment of work conducted by both individual learners and teams of learners.

Resources:

Qualifications and experience of trainers, assessors and moderators

All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and should
have qualifications and experience recognised by the Zimbabwe National Qualifications Authority (ZNQA).

Facilities, tools, equipment and materials

 Computer
 Desk
30
  Swivel chair
 Visitors chairs
 Filing cabinets
 Puncher
 Stapler
 Pens
 Dust bin
 Fax machine
 Printer
 Paper tray
 Document scanner
 Photocopier
 Heater
 Fan/air conditioner
 Document holders
 Refrigerator
 Water dispenser
 Water glasses
 Tea set
 Electric jugs
 Trays
 Cash box
 Microwave
 Office ornaments
 Paper scissors
 First aid kit

Learning resources
Relevant training manual (learners’ guide) and facilitators’ guide

Reference materials (recommended textbooks, recommended readings)

Module Code: 310/22/M04

Module Title:
Computing and Digital Literacy

ZNQF Level: 4

31
Credits: 10

Duration: 120 Hours

Relationship with Based on unit standard Computing and Digital Literacy of….
Qualification
Standards:

Pre-requisite NO PREREQUISITES
modules:

Purpose of Module: This module intends to give students the skills and understanding to use
computers in their fields of study and to come up with ICT based solutions
for business. It focuses on developing an understanding of basic computer
use and application of different ICT systems including networks. To raise
awareness on the impact of current and emerging technologies in the
business world. In addition, the module equips students with the ability to
recognise potential risks when using ICT and promote safe and responsible
practice.

List of Learning LO1: Apply data communication principles to utilise computer

Outcomes: networks and internet services
LO2: Operate a computer and perform basic file and folder
management.
LO3: Creating and editing documents using a WordProcessor.
LO4: Drafting and editing documents using spreadsheets.
LO5: Drafting and editing documents using databases
LO6: Drafting and editing documents using multimedia

32
 presentations

Learning Outcome 01 Apply data communication principles to utilise computer

networks and internet services

Assessment Criteria: 1.1 Define data communications and computer networks

1.2 Explain network functionality, communication and
collaboration tools.
1.3 Apply internet knowledge to the business environment and
demonstrate capability to use different communication and
collaboration tools.
1.4 Detail on cloud computing.

1.5 Virtual teams and Telecommuting

Content: 1.1 Define data communications and computer networks

1.1.1 define data communications
1.1.2 define computer network
1.1.3 Give the advantages and disadvantages of
networking computers
1.2 Explain network functionality.
1.2.1 Explain the types of networks (LAN, MAN and
WAN)
1.2.2 Describe network topologies (Star, Bus, Ring and
Mesh)
1.2.3 Explain the client-server setup as used by modern

33
 businesses for networking workstations.
1.2.4 Identify common network devices and computers
(server, client, router, switch, hub, bridge)
1.2.5 Explain Wi-Fi and hotspot as network distribution
resources
1.2.6 evaluate network environments such as intranet and
extranet for business.

1.3 Apply internet knowledge to the business environment

and demonstrate capability to use different
communication and collaboration tools.
1.3.1 Define the internet and give the uses.
1.3.2 Outline the advantages and disadvantages of the
internet.
1.3.3 Draft requirements for a corporate internet
connectivity. (hardware and software needed)
1.3.4 Search information on the internet, browser
functions to surf on the Internet

1.3.5 Recognise the meaning of web browser and Internet

addresses (URL)

1.3.6 Create and organise a list of favourites, bookmark

sites.

1.3.7 Identifying the measures that have to be taken to

protect one's privacy when accessing information
on the Internet.

1.3.8 Identifying different communication tools, and

selecting the appropriate one for the intended type
of communication.

1.3.9 Creating an email address in compliance with

34
 personal data protection best practices

1.3.10 Adopting safe behaviour when managing unwanted

emails and paying attention to phishing;

1.3.11 Sending email messages in an adequate and

responsible manner;

1.3.12 Using the domain “To, “Cc” and “Bcc” adequately

for sending emails;

1.3.13 Attaching documents to an email;

1.3.14 Opening attachments in safety and saving them in

another location or storage device

1.3.15 Creating and organising a list of contacts with at

least one group of addressees

1.3.16 Setting up online presence and Social Media

Networking for business (blogs, wikis, podcasts)

1.4 Detail on cloud computing.

1.4.1 explain the cloud computing and show its
characteristics.
1.4.2 How is data stored, managed and shared on the
cloud?
1.4.3 Describe the advantages and disdavantages of cloud
computing.
1.4.4 Explore the cloud services providers and their
products for business.
1.5 Virtual teams and Telecommuting
1.5.1 Virtual business tools (Zoom, MS Teams)
1.5.2 describe telecommuting including advantages and
disadvantages

35
Assessment Tasks: Practical assignments and practical tests that demonstrate the skills
and knowledge acquired for the proper use and handling of
networks and internet services.

Conditions/Context of Submission of practical work demonstrating the knowledge on

assessment networks and their uses.

Learning Outcome 02 Operate a computer and perform basic file and folder
management.

Assessment Criteria: 2.1 Operate a computer

2.2 Customise workspace
2.3 Manage files and folders
2.4 Setup printing facility
Content: 2.1 Operate a computer
2.1.1 Switch on a computer (cold boot or warm boot procedure)
2.1.2 Put a computer on sleep mode

2.2 Customise workspace

2.2.1 Change desktop background
2.2.2 Correct date and time
2.2.3 Pin programs to taskbar
2.2.4 Sort desktop icons

2.3 Manage files and folders

2.3.1 Create a new folder, rename a folder
2.3.2 Copy file into folder

36
 2.3.3 Duplicate folders
2.3.4 Transfer files from removable storage to computer and back
2.3.5 Delete files and folders
2.3.6 Recover files from recycle bin
2.3.7 Open and import files of different types
2.3.8 Save files using appropriate file names
2.3.9 Save and export in the file format of an application
package including .docx, .doc, .xls, .accdb, .pptx,

2.4 Setup printing facility

2.4.1 Set a printer as default
Assessment Tasks: Practical assessment on operating a computer, changing desktop
appearance, managing file and folders, setting up a printer.

Conditions/Context of Hands on practical sessions in the computer laboratory.

assessment

Learning Outcome 03 Drafting and editing documents using Word Processor

Assessment Criteria: 3.1 Create or edit a document using a Word processor

3.2 Process mail
3.3 Create tables and columns
3.4 Create business documents
Content: 3.1 Create or edit a document using a Word processor
3.1.1 Load a word processor

3.1.2. Create a new document, Format Text and Paragraphs

3.1.3 Get skilled working with Text and Pictures (Font, Text
alignment, Text enhancement including, spacing and
bullets, alignment and Indent)

37
3.1.4. Create and format SmartArt

3.1.5 Understand how to use and edit Templates to create

documents and resumes
3.1.6 Create or edit headers and footers

3.1.7. Use editing techniques to manipulate text and numbers

including highlight, delete, move, cut, copy, paste, drag and drop

3.2 Process Mail

3.2.1. Create a Mail Merge that sends a personalized invitation to
each recipient
3.2.2. Learn how to select the Mail Merge recipients and
troubleshoot errors
3.3 Create tables and columns
3.3.1. Create and edit a table with a specified number of rows and
Columns.
3.3.2. Place text or objects in a table
3.3.3. Place texts or objects into columns
3.3.4. Insert borders

3.4 . Produce business documents

3.4.1. Business plan

3.4.2. Memorandum
3.4.3. Different types of letters
3.4.4. Reports
3.4.5. Create, modify, update and apply styles to ensure
consistency of presentation
3.4.6. Perform spelling and grammar check
3.4.7. Printout finished documents

38
Assessment Tasks: 1. Practical assessment on creating documents according to
business needs.
2. Print documents as required.

Conditions/Context of Hands on practical sessions in the computer laboratory.

assessment

Learning Outcome 04 Creating and editing documents using spreadsheets

Assessment Criteria: 4.1 Create or edit a document using a Spreadsheet

4.2 use formulae to manipulate data
4.3 Generate graphs
4.4 Generate business documents
Content: 4.1. Create and edit a spreadsheet for a business task
4.1.1. Load a spreadsheet
4.1.2. Create a spreadsheet and enter text
4.1.3. Use editing techniques to manipulate text and numbers
including highlight, delete, move, cut, copy, paste, drag
and drop
4.1.4. Insert borders
4.1.5. Merge cells
4.1.6. Insert columns and rows
4.1.7. delete columns and rows

4.2. Use formulae to manipulate data

4.2.1. Create and use formulae
4.2.2. Use functions
4.2.3. Display used formulae
4.2.4. Add/delete sheets

39
 4.3. Generate Graphs
4.3.1. Generate appropriate graphs from given data
4.3.2. Use different types of graphs for data analysis
4.3.3. Save the spreadsheet
4.3.4. Print spreadsheet or specified window

4.4. Generate business documents

4.4.1. Invoices
4.4.2. Receipts
4.4.3. Simple financial statements

Assessment Tasks: 3. Practical assessment on creating spreadsheet documents

according to business needs.
4. Print documents as required.

Conditions/Context of Hands on practical sessions in the computer laboratory.

assessment

Learning Outcome 05 Creating and editing documents using databases

Assessment Criteria: 5.1 Create or edit a database

5.2 Generate queries
5.3 Generate reports
Content: 6.1 Create or edit a document using a database

6.1.1. Load a database

6.1.2. Create a new document
6.1.3. Add and delete fields
6.1.4. Add and delete records
6.1.5. Use different data types
6.1.6. Update fields and records

40
 6.1.7. Printout finished documents
6.2. Generate Queries
6.2.1. Generate appropriate queries from given data
6.2.2. Use relevant fields
6.2.3. Save and print queries
6.3. Generate reports
6.3.1. Generate appropriate reports from given data
6.3.2. Use appropriate orientation
6.3.3. Print reports

Assessment Tasks: 5. Practical assessment on creating documents according to

business needs.
6. Print documents as required.

Conditions/Context of Hands on practical sessions in the computer laboratory.

assessment

Learning Outcome 06 Creating and editing documents using multimedia

presentations

Assessment Criteria: 6.1 Create or edit a document using a presentation

6.2 Create slides for a business task
6.3 Enhance slide presentations
6.4 Create business presentations
Content: 6.1 Create or edit a document using a Presentation

6.1.1. Load a presentation package

6.1.2. Create a new presentation
6.1.3. Understand how to use and edit Templates to create
documents and resumes
6.1.4. Create or edit headers and footers

41
 6.2 Create slides for a business task

6.2.1. Know how to work with Text Boxes, Format Shapes and
apply Themes
6.2.2. Insert, format and adjust Pictures with the Picture Tools
6.2.3. Insert and format Shapes and SmartArt to create an
effective presentation
6.2.4. Use Tables and Spreadsheets to display data in a
presentation

6.3. Enhance slide presentations

6.3.1. Learn how to design Slide Masters

6.3.2. Apply slide Transitions

6.3.3. Apply Animations to images in a slide show and edit the

timing

6.4 Create business presentations

6.4.1. Advertise using presentation

6.4.2. Create presentations different business purposes

Assessment Tasks: 7. Practical assessment on creating word documents

according to business needs.
8. Print documents as required.

Conditions/Context of Hands on practical sessions in the computer laboratory.

assessment

42
ASSESSMENT SPECIFICATION GRID
LEARNING OUTCOMES Weighting %
1 Basic file and folder 10%
handling
2 Use of internet and network 10%
services
3 Wordprocessing 20%
4 Spreadsheets 20%
5 Databases 20%
6 presentation 20%
TOTAL 100%

Approach to Teaching and Learning:

2 Both institution-based and work-based learning to facilitate the integration of theory and practice.
3 Face-to-face education and learning.
4 Problem-based learning.
5 Online/distance education and learning.
6 Blended/hybrid education and learning.

Facilities, Tools, Equipment and Materials

 Classroom/Computer Lab
 Computer
 Digital Projector
 Data storage devices
 Internet

Reference Materials (recommended textbooks, recommended readings)

Bello Rotimi-Williams (2019) Essential ICT for Informatics & Management Students, LAP Lambert Academic

Bouwman H, van den Hooff B, Lidwien van de Wijngaert & Jan van Dijk

43
(2005) Information and Communication Technology in Organizations: Adoption, Implementation, Use and Effects,
SAGE Publications Ltd

Katarzyna Szymczyk, Ibrahiem M. M. El Emary (2021) Advanced Trends in ICT for Innovative Business
Management, Boca Raton

Tremblay J & Burnt R (2015) An Introduction to Computer Science an Algorithmic Approach, McGraw-Hill

Module code: 310/22/M01

Module title: Workplace Communication

ZNQF level: 4

Credits: 8
Duration: 80 hours

Relationship with Based on Unit Standard Workplace Communication of Unit Standards for
qualification different workplaces
standards:
Pre-requisite No prerequisites
modules:

Purpose of module: This module describes the skills, knowledge and attitudes required by an
individual to be able to effectively communicate in business. This includes
writing business documents, use appropriate communication skills in
business, applying effective communication techniques and preparing
different types of business meetings.
This module is important as it ensures proper and effective communication
skills for business. The module targets individuals who are in engineering,
commercial field of work irrespective of gender, age or ethnicity.
List of learning L01: Apply language and writing skills in business
outcomes: L02:Wwrite business documents
L03:Use communication skills to satisfy business needs
L04: Apply effective communication techniques in business
L05: Prepare different types of meetings

44
Learning outcome 01 Apply language and writing skills in business
Assessment criteria: 1.1 Use the correct language style
1.2 Use business jargon in appropriate
situations.
1.3 Organize written material logically
1.4 Select and use the most effective method of
communication in abusiness context.
1.5 Use telephone effectively
Content: 1.1. Use the correct language style
 Apply the concept of the ‘seven (7) cs’ of writtencommunication
 Describe use of languages

1.2. Use business jargon in appropriate situations

 Identify and avoid barriers to communication
 Discuss selection of words

1.3. Organize written material logically

 Make notes
 Describe presentation of business documents

1.4. Select and use the most effective method of communication in a

business context.
 Various methods of communication
 Select and use the most effective method
 Identify major communication channels

1.5. Use the telephone effectively

 Telephone etiquette
 Making calls
 Answering calls
Assessment tasks: 10. Written and/or oral assessment on the skills and knowledge required
in basic communication.
11. Practical assessment on the requirements and principles of basic
communication

Conditions/context of 18. Written and/or oral assessment can be conducted in a classroom

assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
19. The practical assessment will be conducted in the workplace or
simulated work environment in the training institution.

45
 20. The context of assessment should include the facilities, tools,
equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 02 Write business documents

Assessment criteria 2.1 Produce business letters
2.2 Generate reports
2.3 Write a memorandum using the fully-blocked method
2.4 Write a notice for the company notice board

Content 2.1Produce business letters

 Different types of letters
 Use the ‘pea kiss’ letter
writing plan

2.2 Generate reports

 Identify types of business reports
 Write reports from their own investigation or observation
 Explain functions of reports in organisations.

2.3 Write a memorandum using the fully-blocked method

 Identify the major components of a memo
 Uses of notice and memo.
 Differentiate between a notice and memo.

2.4 Write a notice for the company notice board

 The uses of notice
 Differentiate between a notice and memo.
 Identify the major components of a notice
Assessment tasks 1. Written and/or oral assessment on the skills and knowledge required
in basic communication.
2. Practical assessment on the requirements and principles of basic
communication

46
Conditions/context 1. Written and/or oral assessment can be conducted in a classroom
of assessment environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 03 Use communication skills to satisfy business needs

Assessment criteria 3.1 Define oral communication
3.2 Answer questions during a job interview
3.3 Communicate information correctly in structured language
3.4 Use written communication effectively
Assessment tasks 3.1 Define oral communication
 Listening skills
 Speaking skills
 Use of par-linguistics

a. Correctly answer questions during a job interview

 Audibility in speech
 Confidence in speech
 Concise responses

b. Communicate information correctly in structured language

 Use of correct common grammar
 Meanings of words and phrases

c. Use written communication effectively

 state the advantages and disadvantages of written communication

Conditions/context 1. Written and/or oral assessment on the skills and knowledge required in
of assessment basic communication.
2. Practical assessment on the requirements and principles of basic
communication

47
Content 1. Written and/or oral assessment can be conducted in a classroom
environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 04 Apply effective communication techniques in business

Assessment criteria 4.1 Organise written material logically

4.2 Use grammar and pronunciation according to type of business
4.3 Interpret information presented orally
4.4 Communicate clearly
Assessment tasks 4.1. Organise written material logically
 Present business documents
 Write different business letters
 Write different reports

4.2. Use grammar and pronunciation according to type of business

 Construct sentences that communicate
 Use of objective language in communicating
 Describe use of direct and indirect speech

4.3. Interpret information presented orally

 Analyse a written passage
 Identify key points from the given passage

4.4. Communicate clearly

 Identify and discuss the concept of the ‘seven (7) cs’ in
communication
48
  Identify the most effective methods of communication
 Explain the importance of transmitting accurate information
Conditions/context 1. Written and/or oral assessment on the skills and knowledge required in
of assessment basic communication.
2. Practical assessment on the requirements and principles of basic
communication

Content 1. Written and/or oral assessment can be conducted in a classroom

environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 05 Prepare different types of meetings

Assessment criteria 5.1define different types of meetings.

5.2identify requirements for meetings.
5.3take notes from meetings.
5.4prepare meeting documents
Assessment tasks 5.1Define different types of meetings.
 Public meetings
 Private meetings
 Office bearers

5.2Identify requirements for meetings.

 Quorum
 Notice
 Agenda
 Convener
 Secretary
5.3Take notes from meetings.
49
  Narrative minutes
 Resolution minutes
 Verbatim minutes

5.4Prepare meeting documents

 Notice
 Agenda
 Minutes of meetings.

Conditions/context 1. Written and/or oral assessment on the skills and knowledge required in
of assessment basic communication.
2. Practical assessment on the requirements and principles of basic
communication

Content 1. Written and/or oral assessment can be conducted in a classroom

environment. Oral assessment can also be conducted by the assessor
during the performance of the practical assessment by the trainees.
2. The practical assessment will be conducted in the workplace or simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools, equipment
and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Approach to teaching and learning:

8. Observation of adult learning principles.
9. Both institution-based and work-based learning to facilitate the integration of theory and practice.
10. Face-to-face education and learning.
11. Problem-based learning.
12. Online/distance education and learning.
13. Blended/hybrid education and learning.
14. Use of social media.

Approach to assessment:
7. Weighting of 60% continuous assessment and 40% examination.
8. Oral assessment to be conducted by a panel of two or more assessors.
9. RPL assessment.

50
 10. Portfolio of evidence.
11. Assessment of work conducted by both individual learners and teams of learners.

Resources:
5. Qualifications and experience of trainers, assessors and moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and should
have qualifications and experience recognised by the Zimbabwe National Qualifications Authority (ZNQA).

6. Facilities, tools, equipment and materials

 Computer
 Desk
 Swivel chair
 Visitors chairs
 Filing cabinets
 Puncher
 Stapler
 Pens
 Dust bin
 Fax machine
 Printer
 Paper tray
 Document scanner
 Photocopier
 Heater
 Fan/air conditioner
 Document holders
 Refrigerator
 Water dispenser
 Water glasses
 Tea set
 Electric jugs
 Trays
 Cash box
 Microwave
 Office ornaments
 Paper scissors
 First aid kit

7. Learning resources
Relevant training manual (learners’ guide) and facilitators’ guide

8. Reference materials (recommended textbooks, recommended readings)

51
 UNIT 1

Unit Code TBA

Unit Title: Workplace Communication

Level of Unit: 4

Credits: 8

Occupation: Generic

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit will enable an individual to communicate effectively in a business.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Apply language and writing skills

52
Performance Criteria:

1.3 Use the correct language style

1.4 Use business jargon in appropriate situations.
1.3 Organize written material logically
1.4 Select and use the most effective method of communication in abusiness context.
1.5 Use telephone effectively

Element 1.2 Write business documents

Performance Criteria:

2.1Produce business letters

2.2 Generate reports according to specifications
2.3 Write a memorandum using the fully-blocked method
2.4 Write a notice for the company notice board

Element 1.3 Use communication skills to satisfy business needs

Performance Criteria:

3.1 Define oral communication

3.2 Answer questions during a job interview
3.3 Communicate information correctly in structuredlanguage
3.4 Use written communication effectively

Element 1.4 Apply effective communication techniques in business

Performance Criteria:

4.1 Organise written material logically

4.2 Use grammar and pronunciation according to type of business
4.3 Interpret information presented orally
4.4 Communicate business effectively

Element 1.5 Prepare different types of meetings

Performance Criteria:

53
5.1 Define different types of meetings.
5.2 Identify requirements for meetings.
5.3Take notes from meetings.
5.4Prepare meeting documents

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Record keeping skills
Customer care skills
Management skills
Problem-solving skills
Interpersonal skills
Legal awareness
Mobilisation skills
Environmental awareness skills
Legal awareness
Critical thinking skills
Research skills
Problem-solving skills
Abreast with global current events
Tool handling skills

GENERIC SKILLS:

Tolerance skills Controlling

Communication Human relation skills
Positive regard Interpersonal skills
Planning Critical thinking skills
Organisation Analytical skills
Good attitude
Good morals
Acceptance of others
Servant hood
Quest for more knowledge
Social skills

RANGE STATEMENT:

TOOLS EQUIPMENT AND MATERIALS:

Computer Dust bin
Desk Fax machine
Swivel chair Printer
Visitors’ chairs Paper tray
Filing cabinets Document scanner
Puncher Photocopier
Stapler Heater
Pens Fan/air conditioner

54
 Document holders Trays
Refrigerator Cash box
Water dispenser Microwave
Water glasses Office ornaments
Tea set Paper scissors
Electric jugs First aid kit

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Accredited assessors will conduct assessment. The results of the assessment will be submitted to
ZIMEQA.A candidate can apply to ZIMEQA for documentary evidence of their achievements

55
Module Code: 402/22/M01

Module Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT

ZNQF Level: 4

Credits: 8
Duration: 80 HOURS
Relationship with Based on Unit Standard TBA ENTREPRENEURSHIP
Qualification SKILLS DEVELOPMENT OF UNIT STANDARD FOR
Standards: AN ENTREPRENEUR
Pre-requisite modules: NON

Purpose of Module: This module describes the skills, knowledge and attitudes
required by an entrepreneur to acquire leadership, business and
time management, creative thinking and problem-solving in a
job role and industries. This module will ensure that the
entrepreneur will formulate a business plan, register a company
and operate a business. The advantages of entrepreneurship
skills development are that growth and development are
constant, beneficial network is developed and work life
autonomy is possible. Access to this module is open to all
youth, man and woman who want to own a business.
List of Learning LO1: Formulate a business
Outcomes: LO2: Register a company
LO3: Operate a business

Learning Outcome 01 Formulate a business

Assessment Criteria: 1.1 Formulate a business idea

1.2Produce business plan
1.3 Research on business market
1.4 Compile a financial plan
56
 1.5 Position a product/service
1.6 Envelope survival strategies
1.7 Establish a business environment
1.8 Mobilise financial resources

Content: 1.1.Formulate a business idea

1.1.1Define an entrepreneur
1.1.2 Discuss the various concepts of entrepreneurship
1.1.3 Analyse the various forms of business ownership

1.2. Produce business plan

1.2.1 Define a business plan
1.2.2Produce an executive summary of your business
1.2.3Describe the business
1.2.4 Provide the organisational structure of the business
1.2.5Describe product/services
1.2.6 Provide market analysis
1.2.7 Give marketing strategies
1.2.8 Provide a financial plan

1.3 Research on business market

1.3.1 Define business market
1.3.2 Study market trends
1.3.3 Analyse market segmentation
1.3.4 Analyse competitors in the market

1.4 Compile a financial plan

1.4.1Plan for staffing and employees
1.42 Forecast on profit and loss
1.4.3 Analysis of cashflow
1.4.5 Prepare a balance sheet

1.5 Position products/services

1.5.1 Define positioning of products and services
1.5.2 Describe the types of product and services positioning
1.5.3 Discuss the importance of product/service positioning

1.6 Envelope survival strategies

1.6.1 Define survival strategies
1.6.2Describe the types of survival strategies
1.6.3Discuss the importance of survival in business

1.7 Establish a business environment

1.7.1Conduct SWOT analysis
1.7.2Discuss price and position products/ services
57
 1.7.3Conduct viable promotions

1.8 Mobilise Financial resources

1.8.1Provide a detailed account of how to bring revenue and
funding to get started
1.8.2Balancing financial statement

Assessment Tasks: 12. Written and/or oral assessment on the skills and
knowledge required to formulate a business as outlined
in the assessment criteria and content above.
13. Practical assessment on the formulation of a business
plan
Conditions/Context of 21. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical assessment by the trainees.
22. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
23. The context of assessment should include the facilities,
tools, equipment and materials as per entrepreneur’s
occupation.

58
Learning Outcome 02 Register a company
Assessment Criteria 2.1Prepare company documents
2.2 Process business registration
2.3Secure a place of business operation
2.4Compile rules and regulations
Content 2.1Prepare company documents
2.1.1 Identify business documents
2.1.2 Explain the purpose of books of accounts
(cashbooks,ledger,etc)
2.1.3 Explain the importance of business documents

2.2 Process business registration

2.2.1Define company registration
2.2.2Identify the types of companies that can be registered
2.2.3 Describe the requirements needed to register different
companies
2.2.4 Discuss the procedures for company registration
2.2.5 Describe the documents that are received after company
registration

2.3 Secure a place of business operation

2.3.1 Identify factors that influence an entrepreneur in securing
a place of business operation
2.3.2 Discuss the macro and micro environmental factors
affecting entrepreneurship
2.3.3 Define SMEs( Small and Medium Enterprises)
2.3.4 Discuss the roles of SMEs

2.4Compile rules and regulations

2.4.1 Define rules and regulations in business
2.4.2 Compile guiding rules and regulations in business
2.4.3 Explain the importance of rules and regulations in
business
Assessment Tasks 1. Written and/or oral assessment on the skills and knowledge
required to registering a company as outlined in the assessment
criteria and content above.
2. Practical assessment on the registering of a business plan
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be conducted
by the assessor during the performance of the practical
assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation

59
Learning Outcome 03 Operate a business
Assessment Criteria 3.1Manage a business according to organisation policy
3.2Allocate resources according to line of business
3.3 Cost products in line with procedues
3.4 Price products according to company procedures
3.5 Update and maintain records
3.6 Control stock in line with organisation requirements
3.7 Formulate market plans
3.8 Manage risks in line with organisation requirements
3.9 Adopt growth strategies
3.10 Observe business and give social responsibility
3.11 Practise customer care
3.12 Motivate employees in line with organisational
requirements
Content 3.1Manage a business according to organisation policy
3.1.1Define business management
3.1.2 Explain the roles of management in a business
3.1. Discuss the importance of computers as a business
management tool

3.2 Allocate resources according to line of business

3,2.1 Define resource allocation
3.2.2 Explain the importance of properly allocating resources
(human, capital, material)

3.3 Cost products in line with procedures

3.3.1 Define various costing terms
3.3.2 Explain the importance of costing to a business
3.3.3 Describe the costing processes of a business
3.3.4 Calculate using the basic cost - pricing and profit methods
in relation to products/ services
3.4 Price products in line with business policy
3.4.1 Define various pricing terms
3.4.2 Explain the importance of pricing to a business
3.4.3 Analyse the pricing processes of a business
3.4.4 Calculate prices of products
3.4.5 Describe pricing strategies

3.5 Update and maintain records

3.5.1Define record keeping in business
3.5.2 Identify source business documents
3.5.3 Explain the importance of record keeping
3.5.4 Describe the purposes of books of accounts

3.6 Control stock in line with organisation requirements

3.6.1Define stock control in business
3.6.2Describe the importance of stock control
60
 3.6.3 Outline effective stock control procedures

3.7 Formulate market plans

3.7.1Define marketing
3.7.2 Devise a marketing plan for a business
3.7.3 Explain the Ps of marketing
3.7.4 Discuss the marketing mix strategies

3.8 Manage risks in line with organisation requirements

3.8.1 Define risk management
3.8.2 Discuss the importance of risk covers in entrepreneurship
3.8.3Explain the principles of risk management to a business
3.8.4 Analyse the steps involved in risk management process
3.8.4Identify the various risk management strategies in business

3.9 Adopt growth strategies

3.9.1 Define business growth strategies
3.9.2 Explain the four business growth strategies

3.10 Observe business ethics and give social responsibility

3.10.1 Define business ethics and social responsibility
3.10.2 Explain the imporatance of business ethics to
entrepreneurs
3.10.3 Outline social responsibility principles
3.10.4 Explain the importance of social responsibility to the
entreptreneur
3.10.5 Illustrate acts of social responsibility by an entrepreneur
in a community

3.11 Practise customer care

3.11.1 Define customer care
3.11.2 Discuss ten tips of customer care
3.11.3 Explain benefits of customer care

3.12 Motivate employees in line with organisational

requirements
3.12.1 Define motivation
3.12.2 Outline theories of staff motivation in business
3.12.3 Discuss the importance of motivation

Assessment Tasks 1.Written and/or oral assessment on the skills and knowledge
required to operate a business as outlined in the assessment
criteria and content above.
2. Practical assessment on operating a business

61
Conditions/Context of 1. Written and/or oral assessment can be conducted in a
assessment classroom environment. Oral assessment can also be conducted
by the assessor during the performance of the practical
assessment by the trainees.
2. The practical assessment will be conducted in the workplace
or simulated work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials as per entrepreneur’s occupation

ASSESSMENT SPECIFICATIONS GRID

Weighting 60% Coursework and 40% Examination (as per existing HEXCO rules and regulations)
Learning Outcomes % WEIGHTING
1 Formulate a business 40

2 Register a company 20

3 Operate a business 40

TOTAL 100%

PAPER STRUCTURE
Students should answer any 5 from a total of 9 questions. Each question carries 20 marks. Total 100 marks.
NUMBER OF WEIGHTING
QUESTIONS
Formulate a business 4 40%
 Business idea formulation
 Business plan development
 Business market research
 Financial plan
 Position a product/service
 Survival strategies
 Business environment
 Financial resources mobilisation
Register a company 1 20%
 Company documents

62
  Business registration
 Rules and regulations
Operate a business 4 40%
 Business management
 Resources allocation
 Costing of products
 Pricing of products
 Records keeping
 Control stock control
 Marketing
 Risk management
 Social responsibility
 Customer care
 Employee motivation
TOTAL 9 100%

Approach to Teaching and Learning:

15. Observation of adult learning principles.
16. Both institution-based and work-based learning to facilitate the integration of theory and practice.
17. Face-to-face education and learning.
18. Problem-based learning.
19. Online/distance education and learning.
20. Blended/hybrid education and learning.
21. Use of social media.
Approach to Assessment:
12. Weighting of practical and theory assessment: 60% theory and 40% practical.
13. Weighting of institution-based and work-based assessment: 50% institution-based assessment and 50%.
14. Oral assessment to be conducted by a panel of two or more assessors.
15. Portfolio of evidence.
16. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1 Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes and
should have qualification and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).
All trainers, assessors and moderators should have undergone ZNQF accredited training programmes
and should have qualifications and experience recognised by the Zimbabwe National Qualifications Authority
(ZNQA).

9. Facilities, Tools, Equipment and MaterialsFacilities, Tools, Equipment and Materials

63
 Computer
 Communication equipment
 Data storage devices
 Television
 DVD Recorder/playerGeneric which are relevant to the type of business

10. Learning Resources

Relevant training manual (learners’ guide) and facilitators’ guide
11. Reference Materials (recommended textbooks, recommended readings)
Alderman,P.,J.,(2011) Entrepreneurial Finance,Pearson Education LTD, London
Appleby R (1994) Modern Business Administration
Barringer,B.,R., &Ireland,D.,R.,(2006) Entrepreneurship:Successfully Launching New Ventures, Pearson
Education
Bridge, S., O’Neill , K. & Martin, F., (2009) Understanding Entrerprise: Entrepreneurship &Small Business,
Third Edition, Palgrave Macmillan, London
Burns, P. & Dewhurst, J., (eds)91990)Small Business and Entrepreneurship, Macmillan Education
LTD,Hampshire
City and Guilds, (2012)Hospitality supervision & Leadership,Heinemann,Essex,
Deakins, D., & Freel, M., (2012)Entrepreneurship and Small Firms,McGraw-Hill,Berkshire
Hisrich, R. D. & Peters, M. P. (2016) Entrepreneurship, Tatq McGraw Hill New Delphi Entre
Holt, D.T., (2017)Entrepreneurship, Prentice Hall, London
Jarskoy, H. & Stevenson, D., (2014) International Labour Organisation Start Your Business. ILO, Harare
Justin Smith (2000) Business Management Trainer’s Guide
Kotler Philip & Armstrong G (2001) Principles of Marketing
Kuratiko, D., F., (2008) Introduction to Entrepreneurship, Cengage Learning , Hampshire
Lee, C.,L., &Melicher,W.,(2012) Entrepreneurial Finance,4th Edition,Cengage Learning, South Western
Marcourse, I.(2016) Business Studies @nd Ed Hodder Arnold, London
McGuckin Frances (1988) Business for Beginners (A simple step by step Guide to Start Your New Business)
Mullins L (1999) Management and Organisational Behaviour 5th edition
Need Harm, D, & Dransfield, R.(2000) Advanced Business and Dexel, Oxford
Rae, D., (2007) Entrepreneurship,From opportunity to action,Palgrave Macmillan, New York
Rwegema , V., U., Entrepreneurship:theory in practice, 2nd edition,Oxford University Press, Cape Town
Stokes, D., Wilson, N. & Mador, M.,(2010) Entrepreneurshp,Cengage Learning EMEA, Hampshire
Stoner, J., A. F., Freeman, R., E. & Gilbert, D, R., J. R. (2017) Management 6th Edition, Prentice Hall
International Englenwood Cliffs, New Jersey.
Van Der Wagen & Davies, C.(1998) Supervision and Leadership, Hospitality PressPty LtdElsternwick Victoria
Zimmerer T.W, Scarborough M Norman – Essentials of Entrepreneurship and Small Business Management –
End Edition

UNIT 7
64
 Unit Code TBA
Unit Title: Entrepreneurship skills development

Level of Unit: Generic

Credits: 8

Occupation: ENTREPRENEUR

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit enables an individual to acquire skills and knowledge in leadership, business and time management,
creative thinking and problem-solving in a job role and industries.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Formulate a Business

Performance Criteria:

1.1.1 Business idea formulated according to requirements

1.1.2 Business plan produced
1.1.3 Business market researched in line with policy
1.1.4 Financial plan compiled
1.1.5 Product or service positioned in line with specifications
1.1.6 Survival strategies enveloped
1.1.7 Business environment established according to requirements
1.1.8 Financial resources Mobilised

Element 1.2 Register a company

Performance Criteria:
1.2.1 Company documents prepared in line with procedures
1.2.2 Business registration processed according to policies
1.2.3 Place of business operation secured
1.2.4 Rules and regulations compiled according to business requirements

65
Element 1.3 Operate a business

Performance Criteria:

1.3.1 Business managed according to organisation policies

1.3.2 Resources allocated according to line of business
1.3.3 Products costed in line with procedures
1.3.4 Products priced according to company procedures
1.3.5 Records updated and maintained
1.3.6 Stock controlled in line with organisation requirements
1.3.7 Marketing plan formulated
1.3.8 Risks managed in line with organisation requirements
1.3.9 Growth strategies adopted
1.3.10 Business ethics observed and social responsibility given
1.3.11 Customer care practised
1.3.12 Employees motivated in line with organisational requirements

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Accounting skills
Record keeping
Customer care skills
Management skills (decision making, planning, organising)
Technological awareness
Marketing skills
Business conduct
Legal awareness
Mobilisation skills
Self-Supervision
Patriotism
Environmental awareness (PESTEL)
GENERIC SKILLS:
Practical skills Technological knowledge
Calculations Communication
Skills Planning
Creativity Organization
Sense of initiative Controlling
Ability to Human relation skills
Marshall Interpersonal skills
Resources Analytical skills

RANGE STATEMENT:

Tools and Equipment

Generic which are relevant to the type of business

66
Materials
Generic which are relevant to the type of business

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Accredited assessors will conduct assessment. The results of the assessment will be submitted to
ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence of their achievements.

67
Module Code: 401/22/M01

Module Title: NATIONAL STUDIES

ZNQF Level: Generic

Credits: 8
Duration: 80 hours
Relationship with Based on Unit Standard TBA
Qualification NATIONAL STUDIES UNIT STANDARD FOR
Standards: PATRIOTIC CITIZEN
Pre-requisite NON
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes required
by a patriotic citizen to develop values that make them proud to be
Zimbabweans. This includes maintaining a Zimbabwean culture,
preserving Zimbabwean History, assembling components of
colonial effects, analysing post-independence socio-economic and
political developments, assembling components of legal and
parliamentary affairs, carrying out a feasibility study on peace,
conflict and resolution as well as participating in civic
responsibilities. This is important in producing an informed and
responsible citizen prepared to defend and develop the country.
Access to this module is open to all target groups, which include
the unemployed youth, men and women willing to develop their
country.
List of Learning LO1: Maintain a Zimbabwean culture
Outcomes: LO2: Preserve Zimbabwean History
LO3: Assemble components of colonial effects
LO4: Analyse post-independence socio-economic and political
developments
LO5: Carry out a feasibility study on peace, conflict and
resolution
LO6: Participate in civic responsibilities
LO7 Assemble components of legal and parliamentary affairs

68
Learning Outcome Maintain a Zimbabwean culture
01
Assessment 1.1. Preserve cultural heritage
Criteria: 1.2. Conserve cultural artefacts
1.3. Demonstrate knowledge of Zimbabwean culture
1.4. Capture records of maintaining natural resources of
Zimbabwe
1.5. Preserve indigenous knowledge systems
Content: 1.1. Preserve cultural heritage
1.1. 1. Definition of cultural heritage
1.1.2. Types of cultural heritage
1.1.3. Importance of cultural heritage
1.1.4.Indigenous methods of preserving and conserving cultural heritage
1.1.5.Modern ways of preserving and conserving cultural heritage
1.1.6.Role of national and international organisations in protecting
cultural heritage

1.2. Conserve cultural artefacts

1.2.1. Identification of cultural artefacts
1.2.2. Threats to cultural artefacts
1.2.3. Importance of cultural artefacts
1.2.4. Ways of protecting cultural artefacts

1.3. Demonstrate knowledge of Zimbabwean culture

1.3.1. Components of Zimbabwean culture
1.3.2. Significance of components of the Zimbabwean Culture
1.3.3. Threats to various components of the Zimbabwean Culture
1.3.4. Ways of upholding the Zimbabwean Culture

1.4. Capture records of maintaining natural resources of

Zimbabwe
1.4.1. Types of natural resources
1.4.2. Importance of natural resources
1.4.3. Indigenous and modern methods of protecting natural
Resources
1.4.4. National and international statutes that protect national
Resources

1.5. Preserve indigenous knowledge systems

1.5.1. Definition of indigenous knowledge systems
1.5.2. Components of indigenous knowledge systems
1.5.3. Meanings and significance of indigenous knowledge systems
1.5.4. Insights gained from indigenous knowledge systems
Assessment Tasks: 14. Written assessment on the skills and knowledge required maintain

69
 a Zimbabwean Culture as highlighted above.
15. Practical based assignment on ways of preserving cultural heritage
sites within their communities.
Conditions/Context 24. Written assessment can be conducted in a classroom environment.
of assessment 25. The practical based assignment assessment will be conducted
based on observations in their communities

70
Learning Outcome 02 Preserve Zimbabwean History
Assessment Criteria 2.1 Identify pre-colonial states
2.2 Analyse precolonial political structure
2.3 Record achievements of precolonial history
2.4 Record colonial history
2.5 Record role of Christian missionaries
2.6 Record occupation of Zimbabwe
2.7 Trace causes of first /second Chimurenga
Content 2.1 Identify pre-colonial states
2.1.1 Defining term pre-colonial
2.1.2. Identifying precolonial states
2.1.3 Pre- colonial socio-economic organisation
2.1.4. Causes of decline of pre-colonial states
2.1.5. Influence of pre-colonial civilisation on contemporary society

2.2 Analyse precolonial political structure

2.2.1 System of governance of pre-colonial states
2.2.2 Features of the pre-colonial system
2.2.3. Influence of precolonial governance on contemporary society

2.3 Record achievements of precolonial history

2.3.1 Impact of precolonial achievements and
political development

2.4 Record colonial history

2.4.1 Partition and colonisation of Africa
2.4.2 Berlin conference
2.4.3 Causes/ reasons for the colonisation/occupation of Zimbabwe
2.4.4 Colonisation steps/processes in Zimbabwe

2.5. Record role of Christian missionaries

2.5.1 Socio-economic and political impact of Christian missionaries in
Zimbabwe

2.6. Record occupation of Zimbabwe

2.6.1 Colonial Administration from 1894 to 1923
1.2.6.2 Socio-economic and political impact of colonisation in
Zimbabwe

2.7 Trace causes of first /Second Chimurenga

2.7.1 Causes and results of the Anglo-Ndebele war
1.7.2 Causes and results of the 1st Chimurenga/Umvukela
2.7.3. African reaction to socio-economic and political colonial
administration
2.7.4. Causes and results of the 2nd Chimurenga
2.7.5. Socio-economic and political impact of the 1st and 2nd
71
 Chimurenga
2.7.6. Prosecution of the war of liberation
2.7.6 Social and political impact of heroes/heroines

Assessment Tasks: 1. Written or oral assessment on the skills and knowledge required to
assess the understanding of Zimbabwean History.
2. Practical activities based on observations within and outside the
institution that demonstrate understanding of Zimbabwean history.
Conditions/Context of 1. Written assessment can be conducted in a classroom environment
assessment or practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based
on participation/observations in their communities

Learning Outcome Assemble components of colonial effects

03
Assessment 3.1 Demarcate administrative boundaries
Criteria 3.2. Exploit natural resources (minerals, wildlife, land, water
Vegetation, etc.)
3.3. Change traditional religion
3.4. Introduce foreign food crops and livestock
3.5. Change forms of trade
3.6. Change education systems
3.7. Introduce new legal systems
3.8. Introduce Capitalistic relations
3.9. Violate Human rights
3.10. Analyse results of colonisation
Content 3.1 Demarcate administrative boundaries
3.1.1. Factors that led to demarcation of boundaries
3.1.2. Distribution of land and uses
3.1.3. Consequences of establishing administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water

Vegetation etc.)
3.2.1. Geographical distribution of available resources
3.2.2. Measures enacted to exploit the resources
3.2.3. Consequences of exploiting the resources (Social, political,
economic)
3.3. Change traditional religion
3.3.1. The nature of African traditional religion prior to colonisation
3.3.2. The role of religion in the African societies
3.3.3. The introduction of foreign religion
3.3.4. The effect of foreign religion on African societies

72
3.3.5. The place of African Traditional religion in contemporary society

3.4. Introduce foreign food crops and livestock

3.4.1. Nature and significance of African food crops and livestock
3.4.2. Types of foreign crops introduced
3.4.3. Consequences of the foreign crops and livestock on African
Societies
3.4.4. The sustainability of traditional versus foreign crops and
livestock in contemporary Zimbabwean society

3.5. Change forms of trade

3.5.1. Nature and benefits of trade prior to colonisation
3.5.2. Nature of trade during colonisation
3.5.3. Effects of trade during colonial era on African societies.
3.5.4. Influence of trade patterns to contemporary society

3.6. Change education systems

3.6.1. Nature and purpose of Traditional African Education system
3.6.2. Nature and purpose of Colonial education
3.6.3. Consequences of Colonial education on African Societies
3.6.4. Influence of colonial education to contemporary society

3.7. Introduce new legal systems

3.7.1. Nature of African legal system prior to colonisation.
3.7.2. Nature of colonial legislation (social, political and economic)
3.7.3. Purpose of colonial legal system
3.7.5. Consequences of colonial legal system to colonial and contemporary
African societies

3.8. Introduce Capitalistic relations

3.8.1. Nature of African relations before colonisation
3.8.2. Introduction of capitalist relations
3.8.3. Effects of capitalist relations during the colonial era and the
contemporary society

3.9. Violate Human rights

3.9.1. Definition of human rights
3.9.2. Nature of human rights violations in the colonial era
3.9.3. Response to human rights violations during the colonial era

3.10. Analyse results of colonisation

3.10.1. Social effects of colonisation on African Societies
3.10.2. Economic effects of colonisation on African Societies
3.10.3. Political effects of colonisation on African societies
3.10.4. Benefits and non-benefits of colonisation

73
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
consequences of colonisation on the African Societies.
2. Practical based assignment on observable socio-politico and economic
effects of colonisation within their communities.
Conditions/Context 1. Written assessment can be conducted in a classroom environment.
of assessment 2. The practical based assignment assessment will be conducted based on
observations in their communities
Learning outcome Analyse post-independence socio-economic and political developments
O4
Assessment 4.1 Analyse socio-economic, political developments
Criteria 4.2Formulate Policies
4.3 Adopt measures to address colonial injustices

Content 4.1 Examine socio-economic and political developments

4.1.1 Social-economic and political post-independence developments
4.1.2 Critique of post-independent development

4.2 Formulate Policies

4.2.1 Legislation that addressed colonial injustices
4.2.2 Impact of post-independent legislation
4.2.3 Comparison of colonial and post-independence legislation

4.3 Adopt measures to address colonial injustices

4.3.1 Socio-economic and political measures to address colonial injustices
4.3.2 Impact of measures to address colonial injustices
4.3.3 Colonial vestiges
4.3.4 Strategies to address colonial vestiges

Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
achievements and challenges of post-independent in Zimbabwe.
2. Practical based assignment on observable socio-economic and political
developments in their communities.
Conditions/Context 1. Written assessment can be conducted in a classroom environment.
of assessment 2. The practical based assignment assessment will be conducted based on
observations in their communities
Learning Outcome Carry out a feasibility study on peace, conflict and resolution
05
Assessment 5.1. Demonstrate Conflict and resolution styles
Criteria 5.2. Demonstrate 3Cs between Zimbabwe and the global
community
5.3. Analyse Strategies for sustaining peace
5.4. Analyse the influence of multi-national companies in developing
countries
5.5. Examine the benefits of International capital to developing
74
 countries

Content 5.1. Demonstrate Conflict and resolution styles

5.1.1 Defining conflict and conflict resolution
5.1.2 Identifying and explaining conflict resolution styles
5.1.3 Impact of conflict resolution to socio-economic development
5.1.5 Traditional African conflict resolution methods.

5.2. Demonstrate 3Cs between Zimbabwe and the global community

5.2.1 Defining terms Conflict, competition and co-operation
5.2.2 Impact of 3Cs to economic development
5.2.3 Approaches/Theories to International Relations
5.2.4 Global power balance
5.2.5 Zimbabwean foreign policy
5.2.6 Zimbabwean regional and international interventions

5.3. Analyse Strategies for sustainable peace

5.3.1 Defining peace and sustainable peace
5.3.2 Importance of peace to socio-economic and political
Development
5.3.3. Impact of sanctions on development
5.3.4 Strategies for sustainable peace
5.3.5 Role of NGOs in the development of sustainable peace
5.3.6 Role of media in promoting and maintaining peace

5.4. Analyse the influence of multi-national companies in

developing countries
5.4.1 Role of multi-national companies in developing countries
5.4.2 International capital and imperialism
5.4.3 The IMF/WB Institutions
5.4.4 Impact of Non-Governmental Organisations in developing
countries

5.5 Examine the benefits of International capital to developing

countries
5.5.1 Characteristics of finance capital
5.5.2 International economic relations
5.5.3 Features of Globalisation
5.5.4 Benefits and non-benefits of globalisation
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess the
importance of understanding the importance of peace, conflict and
resolution on socio-economic developments in Zimbabwe.
2. Practical based assignment on observable socio-economic and political
developments in their communities.

75
Conditions/Context 1. Written assessment can be conducted in a classroom environment.
of assessment 2. The practical based assignment assessment will be conducted based on
observations in their communities
Learning Outcome Participate in civic responsibilities
06
Assessment 6.1 Undertake Civic responsibilities
Criteria 6.2 Observe participation in Disaster Management
6.3 Adopt Citizen duties

Content 6.1 Undertake Civic responsibilities

6.1.1. Definition of civic responsibilities
6.1.2. Civic responsibility activities
6.1.3. Justification for civic responsibilities

6.2. Observe participation in Disaster Management

6.2.1. Definition of disaster management
6.2.2. Justification for participation in disaster management
6.2.3. Sustainable disaster management practices

6.3 Adopt Citizen duties

6.3.1. Definition of terms: citizen and citizen duties
6.3.2. Identification and explanation of citizen duties(Socio-economic &
political)
6.3.3. Citizen rights
6.3.4. Importance of citizen duties
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to
assess the understanding of citizen duties and responsibilities.
2. Practical activities within and outside the institution that demonstrate
civic duties and responsibilities by community participation
Conditions/Context 1. Written assessment can be conducted in a classroom environment or
of assessment practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based on
participation/observations in their communities
Learning outcome Assemble components of legal and parliamentary affairs
07:
Assessment 7.1 Identify and explain origins of law
Criteria 7.2 Observe constitutional provisions
7.3 Identify and explain arms of the state
7.4 Explain Law making process
Content 7.1 Identify and explain the origins of law
7.1.1 Definition of legal terms
7.1.2 Purpose of the law to the community
7.1.3 Classification of the law
7.1.4 Sources of law in Zimbabwe

7.2 Observe constitutional provisions

76
 7.2.1 Justification of a Zimbabwean constitution
7.2.2 Constitutional Rights as enshrined in the Zimbabwean constitution
7.2.3 Benefits of constitutional rights to the community
7.2.3 Enforcement of rights
7.2.4 Role played by stakeholders in upholding constitutional rights (NGO,
Civil Societies and victim friendly units)
7.2.5. Impediments to exercising human rights
7.2.6. Role of constitution in the community

7.3 Observe arms of the state

7.3.1 Identification of the three arms of state
7.3.2 Duties and functions of the three arms of the state
7.3.3 Importance of separation of powers to Zimbabwe

7.4 Explain Law making process

7.4.1 Steps in the Law making
7.4.2 Role of community in law making process
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to
assess the understanding of legal and parliamentary affairs.
2. Practical activities within and outside the institution that demonstrate the
importance of participating in legal and parliamentary activities.
Conditions/Context 1. Written assessment can be conducted in a classroom environment or
of assessment practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based on
participation/observations in their communities.

ASSESSMENT SPECIFICATIONS GRID

Learning Outcome WEIGHTING

Zimbabwean culture 10%

Zimbabwean History 25%

Colonial effects 25%

Post-independence socio-economic and political developments 10%

Peace, conflict and resolution 10%

Civic responsibilities 10%

Legal and parliamentary affairs 10%

77
TOTAL 100%

PAPER STRUCTURE
Students should answer any 5 from a total of 9 questions. Each question carries 20 marks. Total 100 marks.
NUMBER OF WEIGHTING
QUESTIONS
Zimbabwean culture 1 10%
 Cultural heritage
 Cultural artefacts
 Zimbabwe culture
 Natural resources of Zimbabwe
 Indigenous knowledge systems
Zimbabwean History 2 25%
 Pre-colonial states
 Precolonial political structure
 Achievements of precolonial history
 Colonial history
 Occupation of Zimbabwe
 Causes of First /Second Chimurenga
Colonial effects 2 25%
 New administrative boundaries
 Natural resources
 Traditional religion
 Foreign food crops and livestock
 Education systems
 Capitalistic relations
 New legal systems introduced
 Forms of trade
 Human rights
 Results of colonisation
Post-independence socio-economic and political 1 10%
developments
 Socio-economic and political developments
 Policies formulated
 Measures to address colonial injustices
Peace, conflict and resolution 1 10%
 Conflict and resolution styles
 3Cs between Zimbabwe and the global
community
 Strategies for sustaining peace
 Influence of multi-national companies in
developing countries
 Benefits of International capital to
78
 developing countries

Civic responsibilities 1 10%

 Civic responsibilities
 Participation in disaster management
 Citizen duties
 Sustainable exploitation of resources
practices
Legal and parliamentary affairs 1 10%
 Origins of law
 Constitutional provisions
 Arms of the state
 Law making process
TOTAL 9 100%

Approach to Teaching and Learning:

 Observation of adult learning principles; both institution-based and work-based learning to facilitate the
integration of theory and practice.
 Face-to-face education and learning.
 Problem-based learning.
 Online/distance education and learning.
 Blended/hybrid education and learning.
 Use of social media.
Approach to Assessment:
 Weighting of institution-based and examination -based assessment: 60% institution-based assessment and 40%
examination.
 Portfolio of evidence.
Resources:
Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone a Bachelor’s Degree in History or equivalent.

Facilities, Tools, Equipment and Materials

 Computer
 Communication equipment
 Data storage devices
 Television
 DVD Recorder/player

Learning Resources
- Artefacts
- Resource persons
79
 - Museums and heritage sites
- Videos and audio materials

Reference Materials (recommended textbooks, recommended readings)

American Heritage Dictionary of the English Language, Fifth Edition (2011), Houghton Mifflin.
Astrow, A., 1983. Zimbabwe: A Revolution That Lost Its. Way, pp.1980-1986.
Banana, C. ed., 1989. Turmoil and tenacity: Zimbabwe 1890-1990. College Press.

Batchelor, P., Kingma, K. and Lamb, G. eds., 2004. Demilitarisation and Peace-building in Southern Africa: Concepts
and processes (Vol. 1). Gower Publishing, Ltd.

Birmingham, D. and Martin, P. eds., 1983. History of Central Africa (Vol. 2). Addison-Wesley Longman Limited.
Centre for Peace Initiatives in Africa, 2005. Zimbabwe: The Next 25 Years. Benaby Printing and Publishing.
Change African Indigenous Knowledge and Disciplines
Chirimuuta, C., Gudhlanga, E. and Bhukuvhani, C., 2012. Indigenous knowledge systems: a panacea in education for
development?
Chitiyo, T.K., 2000. Land violence and compensation: reconceptualising Zimbabwe's land and war veterans'
debate. Track Two: Constructive Approaches to Community and Political Conflict, 9(1).

Chitsike, F., 2003, December. A critical analysis of the land reform programme in Zimbabwe. In 2nd FIG Regional
Conference (pp. 2-5).

Collins English Dictionary – Complete and Unabridged, 12th Edition (2014) HarperCollins.

De Villiers, B., 2003. Land reform: issues and challenges: a comparative overview of experiences in
Zimbabwe. Namibia, South Africa and Australia, Johannesburg: Konrad Adenauer Publications.
Emeagwali and Dei, G, J.S (Eds) (2014), Anti-Colonial Educational Perspectives for Transformative
Government of Zimbabwe, 2013. The Constitution of the Republic of Zimbabwe Amendment
(No.20).
Hammar, A., Jensen, S. and Raftopoulos, B. eds., 2003. Zimbabwe's unfinished business: Rethinking land, state and
nation in the context of crisis. Weaver Press.
Hayes, D., 1980. Human Rights, Sussex, Wayland Publishers.

Kriger, N., 1995. The politics of creating national heroes: The search for political legitimacy and national
identity. Soldiers in Zimbabwe’s liberation war, 1, pp.139-162.

Lalonde, A., 1991. African indigenous knowledge and its relevance to environment and development
activities. Canadian International Development Agency.
Madhuku, L. 2004. Law, Politics and the Land Reform Process. In Masiyiwa, S. 2004. Post-Independence Land
Reform in Zimbabwe: Controversies and Impact on the Economy.

Mkabela, Q., 2005. Using the Afrocentric method in researching indigenous African culture. The qualitative
report, 10(1), pp.178-190.
Mlambo, A.S., 2014. A history of Zimbabwe. Cambridge University Press.
80
Moyo, S., 2004. Overall impacts of the fast track land reform programme. African Institute for Agrarian Studies.
Moyo, S., 2006. The evolution of Zimbabwe’s land acquisition. University of Zimbabwe (UZ) Publications/Michigan
State University (MSU).
Ogunbanjo, M.B., Human Rights in Africa in the new Global Order: A Dilemma?

Raftopoulos, B. and Mlambo, A. eds., 2009. Becoming Zimbabwe. A History from the Pre-colonial Period to 2008: A
History from the Pre-colonial Period to 2008. African Books Collective.

Ranger, T., 1985. Peasant Consciousness and Guerrilla Warfare in Zimbabwe: A Comparative Study. Harare:
McMillan.

Ranger, T.O. ed., 1968. Aspects of Central African History. Northwestern University Press.
Richardson, C., 2004. The collapse of Zimbabwe in the wake of the 2000-2003 land reforms.
Schmidt, E.S., 1992. Peasants, traders and wives: Shona women in the history of Zimbabwe, 1870-1939.
Shaw, W.H., 2003. ‘They Stole Our Land’: debating the expropriation of white farms in Zimbabwe. The Journal of
Modern African Studies, 41(1), pp.75-89.
Shamuyarira, N.M., 1966. Crisis in Rhodesia.
Warren, D.M., 1989. Linking scientific and indigenous agricultural systems.
Zikhali, P., 2008. Fast track land reform, tenure security, and investments in Zimbabwe (No. dp-08-23-efd).

UNIT 8

Unit Code TBA

Unit Title: National Studies

Level of Unit: Generic

Credits: 8

Occupation: Patriotic Citizen

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit helps people to develop values that make them proud to be Zimbabweans.

ELEMENT AND PERFORMANCE CRITERIA

81
 Element 1.1 Maintain a Zimbabwean culture

Performance Criteria:
1.1.9 Cultural heritage preserved
1.1.10 Cultural artefacts conserved
1.1.11 Knowledge of Zimbabwe culture demonstrated
1.1.12 Records of maintaining natural resources of Zimbabwe captured
1.1.13 Indigenous knowledge systems preserved

Element 1.2 Preserve Zimbabwean History

Performance Criteria:
1.2.1 Pre-colonial states identified
1.2.2 Precolonial political structure analysed
1.2.3 Achievements of precolonial history recorded
1.2.4 Colonial history recorded
1.2.5 Role of Christian missionaries recorded
1.2.6 Occupation of Zimbabwe recorded
1.2.7 Causes of First /Second Chimurenga traced

Element 1.3 Assemble components of colonial effects

Performance Criteria:
1.3.1 New administrative boundaries demarcated
1.3.2 Natural resources exploited (minerals, wildlife, land, water, vegetation etc)
1.3.3 Traditional religion changed
1.3.4 Foreign food crops and livestock introduced
1.3.5 Education systems changed
1.3.6 Capitalistic relations introduced
1.3.7 New legal systems introduced
1.3.8. Forms of trade changed
1.3.9 Human rights violated
1.3.10 Results of colonisation analysed

Element 1.4 Analyse post-independence socio-economic and political

developments
Performance Criteria:
1.4.1 Socio-economic and political developments examined
1.4.2 Policies formulated
1.4.3 Measures to address colonial injustices adopted

Element 1.5 Carry out a feasibility study on peace, conflict and resolution

Performance Criteria:
1.5.1 Conflict and resolution styles demonstrated
1.5.2 3Cs between Zimbabwe and the global community demonstrated
82
1.5.3 Strategies for sustaining peace analysed
15.4 Influence of multi-national companies in developing countries analysed
1.5.5 Benefits of International capital to developing countries examined.

Element 1.6 Participate in civic responsibilities

Performance Criteria:
1.6.1 Civic responsibilities undertaken
1.6.2 Participation in disaster management observed
1.6.3 Citizen duties adopted

Element 1.7 Assemble components of legal and parliamentary affairs

Performance Criteria:
1.7.1 Origins of law identified and explained
1.7.2 Constitutional provisions observed
1.7.3 Arms of the state identified and explained
1.7.4 Law making process explained

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Record keeping skills
Customer care
skills
Management
skills (decision
making, planning,
organising)
Technological
awareness
Problem-solving
skills
Interpersonal
skills
Legal awareness
Mobilisation skills
Upholding norms,
values and social
aspects of
Zimbabwean
culture.
Patriotism
Environmental awareness skills
Legal awareness
Critical thinking skills
Research skills

83
 Problem-solving skills
Maintaining Zimbabwean culture
Social responsible
Abreast with global current events
Tool handling skills

GENERIC SKILLS:
Patriotic
Practical skills
Tolerance skills
Technological
knowledge
Communication
Positive regard
Planning
Organisation
Controlling
Human relation skills
Interpersonal skills
Critical thinking
skills
Analytical skills

84
Good attitude
Good morals
Acceptance of others
Servant hood
Committed cadre to National Agenda
Quest for more knowledge
Social skills

RANGE STATEMENT:

TOOLS AND EQUIPMENT:

Generic which are relevant to the type of business.

MATERIALS:
Generic which are relevant to the type of business.

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and
demonstrate competency in all the elements and performance criteria of this unit
standard.

Accredited assessors will conduct assessment. The results of the assessment will be
submitted to ZIMEQA. A candidate can apply to ZIMEQA for documentary evidence
of their achievement.

85
MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION,SCIENCE AND TECHNOLOGY
DEVELOPMENT

HIGHER EDUCATION EXAMINATIONS COUNCIL

(HEXCO)

QUALIFICATION STANDARDS

FOR

PURCHASING/PROCUREMENT ASSISTANT

86
SECTOR: MANAGEMENT

ZNQF LEVEL: 4

87
 SUMMARY OF STANDARD

UNIT NO. UNIT TITLE CREDITS ELEMENTS

1 Procurement 6 1.1 Prepare procurement Plans and budgets.

1.2 Compile procurements requirements.
1.3 Maintain supplier database.
1.4 Process procurement documents.
1.5 Develop procurement strategies.
1.6 Negotiate contracts.
1.7 Manage procurement risks.

2 Logistics management 3 2.1 Determine mode of transport.

2.2 Implement security measures.
2.3 Maintain procurement records.

3 Stores/warehouse 3 4.1 Design a store/warehouse layout. Receive

management 4.2 goods.
4.3 Store goods.

4.4 Implement stock control measures.

4.5 Process disposal.

4 Dispatch Management 4 5.1 Process requisitions.

5.2 Conduct inventory checks.

5.3 Maintain stock records.

UNIT 1

88
Unit Code
Unit Title: Purchasing

Level of Unit: NC

Credits: 6

Occupation: Purchasing Assistant

Date of Promulgation: TBA

Review Date: TBA

Aim/purpose of the unit standard

This unit enables an individual to process purchasing/procurement transactions and tender documents.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Prepare procurement Plans and Budgets

Performance Criteria:

1.1.1 Organisational requirements are established.

1.1.2 Cost estimates are in line with prevailing market rates.
1.1.3 Quantities are in line with organisational requirements.
1.1.4 Product specifications are in line with user needs.
1.1.5 Budgets and plans prepared in line with organisational policies.
1.1.6 Procurement priorities established and adhered to.

Element 1.2 Compile procurement requirements

Performance criteria

1.2.1 Requisitions from departments are filed in accordance with procurement procedures.
1.2.2 Priorities are determined according to organisational requirements.
1.2.3 Procurement policies and standards adhered to.
1.2.4 Procurement records are recorded and kept according to company specific requirements.
1.2.5 Specifications are in line with organisational requirements.

Element 1.3 Maintain supplier data base

89
 Performance Criteria:

1.3.1 Supplier assessment conducted in line with set criteria.

1.3.2 Supplier evaluation conducted in line with set criteria.
1.3.3 Supplier ranking conducted in line with set criteria.
1.3.4 Supplier capacity is established according to organisational needs/requirements.
1.3.5 Database is updated according to supplier rankings.
1.3.6 Supplier records maintained in accordance with set standards.

Element 1.4 Process procurement documents

Performance Criteria:

1.4.1 Procurement documents are drafted according to approved formats.

1.4.2 Procurement requirements are published using appropriate media.
1.4.3 Procurement procedures and regulations are adhered to.

Element 1.5 Develop procurement strategies

Performance Criteria

1.5.1 Procurement costs established.

1.5.2 Procurement benefits identified.
1.5.3 Cost benefit analysis performed according to set parameters.
1.5.4 Procurement method selected in line with organisational policy.

Element 1.6 Negotiate Contracts

Performance Criteria:

1.6.1 Procurement terms and conditions are negotiated according to set parameters.
1.6.2 Rights and obligations of the parties are established.
1.6.3 Contract duration is specified according to agreed parameters.

Element 1.7 Manage procurement risks

Performance Criteria:
1.7.1 Risks are identified in line with environmental factors.
1.7.2 Risk mitigation measures adhered to.
1.7.3 Appropriate insurance services identified.

90
1.7.4 Products are insured against loss and damages.

Competencies Required in Readiness for Assessment:

Supplier management
Negotiation
E-purchasing
E-payments
E-procurement
Competitor analysis
Budget preparation
Tendering
Risk management
International purchasing
International payment systems
Exchange rates
Procurement systems
International procurement laws
International procurement standards

Generic Skills:

Communication
Planning
Organising
Computer literacy Numeracy
Supervision
Controlling
Negotiation
Analytical

Tools and Equipment

Statutes
Inter-net access
Vehicle
Phone
Computer
Duplicating equipment

Duration:
60 Hours

91
 UNIT 2

Unit Code:

Unit Title: Logistics management

Level of Unit: NC

Credits: 4

Occupation: Purchasing Assistant

Date of Promulgation: TBA

Review Date: TBA

Aim/purpose of the unit standard

This unit enables an individual to facilitate movement of goods.

ELEMENT AND PERFORMANCE CRITERIA

Element 2.1 Determine mode of transport

Performance Criteria:

2.1.1 Nature and quantity of goods are established according to order specifications.
2.1.2 Transport is selected according to nature of goods.
2.1.3 Follow up procedures are established.

Element 2.2 Implement security measures

Performance Criteria:

2.2.1 Appropriate packaging materials used.

2.2.2 Appropriate handling procedures used.
2.2.3 Insurance is organised in accordance with standards.
2.2.4 Inco terms are adhered to.

92
Element 2.3 Maintain procurement records

Performance Criteria:

2.3.1 Appropriate filing system adhered to.

2.3.2 Transaction registers updated timeoulsly.
2.3.3 Procurements reports produced timeously.
2.3.4 Appropriate storage media used.
2.3.5 Security standards adhered to.

Competencies Required in Readiness for Assessment:

Records keeping
Analytic techniques
Transport management
Transport systems
Supplier management
Negotiation
Risk management
International purchasing
International payment systems
Exchange rates
Procurement systems
International transport laws
International transport standards

Generic Skills:

Communication
Planning
Organising
Computer literacy Numeracy
Supervision
Controlling
Negotiation
Analytical

Tools and Equipment

Statutes
Inter-net access
Vehicle
Phone
Computer
Printer

Duration:
40 hours

93
 UNIT 3

Unit Code
Unit Title: Stores/warehouse management

Level of Unit: NC

Credits: 4

Occupation: Purchasing Officer

Date of Promulgation: TBA

Review Date: TBA

Aim/purpose of the unit standard

This unit enables an individual to receive and store goods.

ELEMENT AND PERFORMANCE CRITERIA

Element 3.1 Design a stores/warehouse layout

Performance Criteria:

3.1.1 Nature of goods to be stored is established.

3.1.2 Goods categories determined in line with standards.
3.1.3 Methods of material handling established.
3.1.4 Location is determined according to nature or type of goods.
3.1.5 Security standards are adhered to.
3.1.6 Goods accessibility is in line with organisational requirements.

Element 3.2 Receive goods

Performance Criteria:

94
 3.2.1 Quantity of goods verified against documentation.
3.2.2 Goods specifications are verified against order.
3.2.3 State of goods is verified.
3.2.4 Receiving documentation is maintained in line with procedures.

Element 3.3 Store goods

Performance Criteria:

3.1.1 Goods are arranged according to warehouse layout.

3.1.2 Goods are arranged in line with dispatch procedures.
3.1.3 Safety, Health, Environment and Quality standards adhered to.
3.1.4 Housekeeping is carried out in accordance with best practices.
3.1.5 Security standards are adhered to.

Element 3.4 Implement stock control measures

Performance Criteria:

3.3.1 Re-order levels are established according to organisational requirements.

3.3.2 Security standards are adhered to.
3.3.3 Physical stock count is carried out according to set guidelines.
3.3.4 Records are reconciled with physical stock.
3.3.5 Stores records are maintained in line with standards.

Element 3.5 Process disposals

Performance Criteria:

3.5.1 Goods to be disposed of are identified in set criteria.

3.5.2 Disposal procedures adhered to.
3.5.3 Safety, Health and Environment standards adhered to.
3.5.4 Disposal records maintained in line with standards.

Competencies Required in Readiness for Assessment:

Inventory/supply management
Health and safety precautions
Material handling
Record keeping
Transport management
Material handling equipment
Material handling and storage standards

Generic Skills:

95
Communication
Planning
Organising
Computer literacy
Numeracy
Supervision
Controlling

Tools and Equipment

Statutes
Inter-net access
Vehicle
Phone
Computer
Printer

Duration:
40 hours

96
 UNIT 4

Unit Code
Unit Title: Dispatch management

Level of Unit: NC

Credits: 5

Occupation: Purchasing Assistant

Date of Promulgation: TBA

Review Date: TBA

Aim/purpose of the unit standard

This unit enables an individual to dispatch materials and goods.

ELEMENT AND PERFORMANCE CRITERIA

Element 4.1 Process requisitions

Performance Criteria:

4.1.1 Goods are sorted as per request.

4.1.2 Appropriate packaging materials used.
4.1.3 Appropriate handling procedures used.
4.1.4 Methods of material handling established.
4.1.5 Dispatch records maintained.
4.1.6 SHEQ standards are adhered to.
4.1.7 Dispatch procedures adhered to.
4.1.8 Dispatch timelines adhered to.

Element 4.2 Conduct inventory checks

Performance Criteria:

97
 4.2.1 Opening stock established.
4.2.2 Physical stock verified against stock records.
4.2.3 Stock variances established.
4.2.4 Stock variances investigated.
4.2.5 Obsolete stock identified.

Element 4.3 Maintain stock records

Performance Criteria:

4.3.1 Records of goods and materials received maintained.

4.3.2 Records of goods issued maintained.
4.3.3 Records of disposals maintained.
4.3.4 Accurate stock balances maintained.

Competencies Required in Readiness for Assessment:

Stores systems
SHEQ standards
Material handling
Record keeping
Risk management
Security management systems
Accounting systems
Material handling equipment
Material handling and storage standards

Generic Skills:

Communication
Planning
Organising
Computer literacy
Numeracy
Supervision
Controlling

Tools and Equipment

Statutes
Inter-net access
Phone
Computer
Duplicating equipment
Material handling equipment
Personal Protective Equipment

Duration: 50 hours

98
99
100
 MINISTY OF HIGHER AND TERTIARY
EDUCATION,INNOVATION , SCIENCE AND
TECHNOLOGY DEVELOPMENT
SKILLS PROFICIENCY SCHEDULE

INDUSTRY: Purchasing TRADE/ OCCUPATION:

Procurement Assistant
CLASS/ LEVEL: National Certificate
DUTY A: Purchasing Goods and Services
Approval Date: Review Date:
TASK STEPS PROFICIENCY RELATED WORKPLACE
INDICATORS KNOWLEDGE ESSENTIAL SKILLS

101
A1: Identify user -Receive requisition -Requisition order checked -Computers -Communication
needs from user -Requisition categorized -Mathematics -Planning
departments accurately -product/service -Data management -Negotiation
-Compile specifications established -Public relations -Numeracy
requisitions from -Procurement Act (PFMS) -Negotiation
user departments - -Basic business law
Analyse requisitions
-Categorize
A2: Supplier sourcing requisitions -Approved supplier list is
and Selection checked
-identify sources of -competitive quotations are
information about identified
suppliers -Supplier capacity established
-Identify potential -Procurement policies adhered
suppliers to
-Obtain quotations - -Procurement time frames
Draw a comparative adhered to
schedule
-Shortlist suppliers

A3 Place Orders - -An authorized purchase order

-seek authorization is availed
of purchase order -Product quantities specified
-Communicate with -Product specifications
the supplies about the generated -An order
order acknowledgement form/
Complete purchase register is availed
order -Evidence of follow ups
-follow up the order presented
for deliveries
Receive an
acknowledgement of
the order

102
A4 Receive goods and -Receive invoice and -Quantities verified against
services delivery note order -Product specifications
Conduct inspection verified against order
of deliveries -Defective goods identified
-Raise a goods -Signed invoice or delivery
received voucher note is availed
(GRV) -Goods received voucher is
-Store goods in availed
warehouse -Updated bin-cards are
-Prepare goods return produced -Stock records
note updated in line with
-Update stock procurement policies
records
A5: Maintain warehouse  Clean  Warehouse cleaned to
warehouse standards
 Pathways cleared
 Maintain clear
 Machinery and equipment
pathways
in proper working
 Maintain condition
machinery and  Fire equipment in correctly
equipment for placed
handling  Warehouse properly
ventilated
 Ensure
 Security system put in
accessibility
of fire
place
equipment

 Maintain
adequate
ventilation

 Maintain
adequate

103
 security

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Computers
Internet
Phones
Photocopier
Printer
Motor vehicle
Files
Fax
Scanner

Materials
Stationery
Punchers
Staplers
Reflective clothing

104
Detergents

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

- First Aid
- Personal protective clothing

SPECIFIC WORKER TRAITS REQUIRED COMPLETING THIS DUTY:

Analytical Assertive
Sober minded Patient
Efficient
Presentable Empathetic

MINISTY OF HIGHER AND TERTIARY

EDUCATION,INNOVATION , SCIENCE AND
TECHNOLOGY DEVELOPMENT

105
 SKILLS PROFICIENCY SCHEDULE
INDUSTRY: Purchasing TRADE/ OCCUPATION: Purchasing Clerk
CLASS/ LEVEL: National Certificate
DUTY: B Inventory and warehousing Management

Pre-requisites: Approval Date:

Review Date:
TASK STEPS PROFICIENCY RELATED WORKPLACE
INDICATORS KNOWLEDGE ESSENTIAL SKILLS
B1: Place stock into -Check movement of goods -Update stock movement - -Computers • Communication
storage places -Report on excess stock Excess stock report is produced -Mathematics
-Spot check stock -Stock valuation report -Data Management • Planning
-Procurement Act
-Public relations • Numeracy

B2 Stock taking Make preparation to count stock -Stock sheets produced

--Count goods physically -Variance report submitted -
-Report variance Stock adjustment report
-make adjustments necessary after produced
the physical counting

106
B3 Facilitate disposal -Compile a list of absolute stocks - Obsolete stock report
of obsolete stock -Determine method of disposal is availed
-Seek authority to dispose stock - List of disposal
methods is produced
-Sign authorization document
is produced

B4 Replenishing of -Updated stock report is

Stock produced
-Authorization document is
produced
-An order form is availed

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THE DUTY

Computer
Phones
Printer
Photocopier
Calculator
Fire extinguisher

Materials
Personal protective clothing (PPE)
Stationary
Mutton cloth
Pallets
Ladder

107
Shrink wrap
HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

 Personal protective clothing

 First Aid
 Fire extinguisher

SPECIFIC WORKER TRAITS REQUIRED COMPLETING THIS DUTY:

 Sober minded Patient

 Efficient

 Considerate

MINISTY OF HIGHER AND TERTIARY

EDUCATION,INNOVATION , SCIENCE AND
TECHNOLOGY DEVELOPMENT
SKILLS PROFICIENCY SCHEDULE

108
 Industrial Trade / Occupation: Purchasing Clerk CLASS/ LEVEL
National Certificate
DUTY C: Manage supplier relationships
Pre-requisites: Approval Date:
Review Date:
TASK STEPS PROFICIENCY RELATED WORKPLACE
INDICATORS KNOWLEDGE ESSENTIAL SKILLS
CI Update supplier -Gather information about -Avail supplier contact list -
database supplier contact Avail updated supplier
-Update the product list -Gather product list
company registration forms -Produce updated supplier
company registration
documents

C 2 Expedite -Lead time negotiations -Produce delivery schedule

delivery of goods -Follow up for supplier delivery - -Produce correspondence file -
Visit supplier premises and Produce a supplier visit report
inspect facilities

109
C3 Evaluate -Outline evaluation criteria - -Produce checklist for
supplier Gather supplier information evaluation criteria
performance required for evaluation - -Avail information gathered
Identify illegible suppliers -Avail approved suppliers list

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Computer
Motor vehicle
Phone
Fax
Internet
Printer
Photocopier
Calculator

Materials

Personal Protective clothing (PPE)

Stationery
Detergents
Mutton cloth

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

- First Aid
- Protective clothing
- Fire drills

110
 - Fire extinguisher

SPECIFIC WORKER TRAITS REQUIRED COMPLETING THIS DUTY:

 Sober minded

 Efficient

 Hone

 Analytical

 Assertive

 Honesty

 Persuasive

111
 MINISTY OF HIGHER AND TERTIARY
EDUCATION,INNOVATION , SCIENCE AND
TECHNOLOGY DEVELOPMENT
SKILLS PROFICIENCY SCHEDULE
INDUSTRY: Purchasing TRADE/ OCCUPATION: Purchasing Clerk
CLASS/ LEVEL: National Certificate
DUTY: D Monitoring Dispatch Goods

Pre-requisites: Approval Date:

Review Date:
TASK STEPS PROFICIENCY RELATED WORKPLACE
INDICATORS KNOWLEDGE ESSENTIAL SKILLS
D 1: Stock issuing -Obtain list of requisition -Avail requisitions -Computers • Communication
for products to be dispersed -Avail issue notes -Mathematics
to relevant departments -Produce security checked -Data management • Planning
Analyse requisition against documents -Public relations
requirements -Logistics • Numeracy
-Inform relevant departments
about availability of stock • Negotiation
-Ensure that goods are
security checked before
dispatch

112
D 2: Manage stock -Verify the quantity of stock -Produce security checked
levels held documents
-Check data base -Avail database
Select appropriate stock
control method

-Establish different methods -Avail a list of different

D3: Facilitate of packaging packaging methods -
packing of goods -Select appropriate methods Provide a comparative
of packaging schedule for the selected
-Packaging in properly tagged method of packaging -
and coded according Provide a method of
to set standard
tagging and coding

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Computer
Internet
Phone
Fax
Bar coder
Fork lift
Vehicle
Tent
Ropes

MATERIALS

Stationery

113
Personal protective clothing (PPE)
Detergents
Mutton cloth
Pallet
Packaging material
Shrink wrap

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Protective clothing
First Aid kit
Fire extinguisher

SPECIFIC WORKER TRAITS REQUIRED COMPLETING THIS DUTY:

Sober minded

114