Beruflich Dokumente
Kultur Dokumente
"SUCCESS"
STUDY GUIDE
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
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Welcome
Dear Learner
Welcome to Oxbridge Academy.
Congratulations on your decision to further your education.
Our first objective is to ensure that you SUCCEED. Using this booklet together with your course
material should help to make your progress easier and a more rewarding experience.
PLEASE read this booklet before starting on your course, so that you can benefit immediately
by improving your motivation and planning.
Education is a valuable, lasting investment. Appropriate skills will give you a huge lifelong
return and an improved quality of life for you and your family.
This booklet contains all relevant information that you as student of Oxbridge needs. Feel free
to contact us if there is any uncertainty.
We hope that you enjoy studying with us and that your studies contribute to the advancement of
your career and your sense of personal achievement.
With very best wishes.
Dr Ray Priestley
Principal
EJ Liebenberg
Vice Principal
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
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READ THIS BOOKLET as it is full of tips and ideas to enable you to study more effectively.
You will also benefit from referring to it when you begin your assignments.
MAKE SURE you have all the materials you need while studying (see the section on
"Getting Organised").
ALTHOUGH your Modules are designed to give you all the information you need, the
recommended additional reading material will help you to enjoy a wider and deeper
understanding of the subject.
SKIM quickly through your Modules in order to get the feel of the material you will be
studying. You need to see the course as a whole before you start concentrating on detail.
DO NOT try to finish the course too quickly. You may tire yourself out and become
frustrated.
PLAN your study time to give yourself a realistic schedule that you can maintain. You need
to make steady progress without experiencing undue stress. So: don't forget your other
personal and family commitments, which must also be given sufficient attention.
PRACTISE your study techniques, such as note-taking, so that you are able to make
effective use of the time you devote to your studies.
You will find many suggestions in this booklet to help you along your way.
Remember: "Education is a Journey, not a Destination".
Wishing you every SUCCESS on your journey!
Lenette Daniel
Registrar
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
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INDEX
1. ACADEMY INFORMATION
2. STUDY METHODOLOGY
3. USEFUL SKILLS
4. POLICY AND PROCEDURES
5. FEES AND REFUND POLICY
1. ACADEMY INFORMATION
GENERAL
Name of the Holding Company
Oxbridge Academy (Pty) Ltd
Contact Details
Main Telephone Number: 086 11 11 121
Alternative Telephone Number: 021 933 6513
Main Fax Number: 086 11 12 121
Alternative Fax Number: 021 931 3327
Domicilium et Citandi
48 Athlone Street
Parow Valley
7503
Company Registration Number
2007/032672/07
Directors
Prof AD Adey:
Dr RJ Priestley
BP van den Berg CA (SA) -
Dean of Students
Chief Academic Officer
Principal
Managing Director
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
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Academic Staff
Prof AD Adey
BA (Hons), MA, DLitt et Phil, DPHE (UK), UED, FSAIM
Dr RJ Priestley
BSc (Hons), PhD (UK), MIFST (UK), MRSH
BP van den Berg
CA (SA), Hons BCom (Acc)
EJ Liebenberg
BCom, HED Registered Assessor (Eseta)
Adv Dorothea Heunis
BA, HED, LLB, Tax Diploma, LLM
Michelle Sciacca
IMM Marketing Management Diploma
Anita Jurgens
BA (HED), Registered Assessor (Services SETA)
Judith Digges
BSc (Econ) Hons
Carlo Jones
CA(SA) | RA, BAccHons (Acc) Stell
Christo Pape
BA
Ryan Jacobs
BCom Final Year
Laurie Pape
HED
Shelly Tinline
BA (Psy) Hons
Shelyn Kleingeld
BCur Nursing Science
Vision
To be recognised by clients, regulatory bodies and employees as the benchmark in distance
education provision.
Mission Statement
To provide superior skills training and learning programmes through affordable courses of top
quality designed to enable our learners to achieve their true potential and gain advancement
and success in their chosen careers and professions.
Ethos
We respect the dignity of the individual and do not discriminate on the basis of race, gender,
age, disability, religious or political beliefs. We believe people are enriched socially and
economically through education.
Philosophy
We do not aim to be the biggest, but strive to be the best. We do this through the quality of our
courses, staff and service and by the value we deliver to students.
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ACCREDITATION STATUS
Provisional Registration
Oxbridge Academy (Pty) Ltd has been granted Provisional Registration by the Department of
Education (DOE) as a private FET College - Registration 2009/FE07/070 until 31 December
2015. This is the first phase of registration with the DOE for FET colleges to legally offer
qualifications in South Africa.
As per SAQA Update 1 (9) 1999, the purpose of registration with the Department of Education
is to:
Legalise the establishment and operation of a private FET institution, to facilitate quality
education and training and institutional sustainability in the FET sector, and to protect the public
from exploitation by unscrupulous elements.
We are required by the DOE to notify you of the details of Section 31(6) of the Further
Education and Training Colleges Act of 2006, and specifically of Section 31(6) (b) which
stipulates that, on expiry of the Provisional Registration, or any extension thereof, if Oxbridge
Academy:
(a) Satisfies the requirements for registration specified by the registrar, the Registrar must
register the applicant in accordance with subsection (2) (a); or (b) fails to satisfy the
requirements for registration specified by the registrar, the applicants Provisional Registration
lapses.
Therefore, at the end of the given period, Oxbridge Academy will either receive full registration
(if it satisfies all the necessary conditions), or its registration will lapse (if it does not satisfy all
the necessary conditions).
Accreditation
Oxbridge Academy (Pty) Ltd is an Education Provider accredited by:
FASSET (SETA for Finance, Accounting, Management Consulting and Other Financial
Services) Registration number 585/00932/09
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2. STUDY METHODOLOGY
About Distance Learning
Distance education (or correspondence courses or home study, as this type of learning is
sometimes called) offers many advantages to its students and is internationally recognised as a
very effective delivery mode.
You can study at your own pace, in your own place, and plan your studies to suit your own
needs, rather than following a fixed classroom schedule.
It also cuts out the need to travel to classes (thus saving on costs) and there are no stressful
end-of-year examinations.
It is also a very affordable means of studying.
Distance education, however, does have some disadvantages. The biggest challenge is that,
without the enforced and structured schedule of the classroom, students must develop greater
self-discipline in managing and maintaining the time and effort required.
But you are not completely alone! Our Tutors are here to give you feedback and advice, to
answer your queries, and to give you the support you need to progress.
How to Make the Most of Your Studies
For those of you who are used to studying on your own, it will be easier to adjust to a new
course.
If this is your first course through distance education, it may take a little longer to become
comfortable with the medium. So do not become disheartened if, at first, it is unfamiliar. You will
soon progress in leaps and bounds and join the millions of other students who have
successfully mastered this medium.
Whatever you do, do not rush yourself and miss out chunks of your course. You will only be
fooling yourself if you do not present us with your best effort.
Although our course should generally be completed within a year, it can be completed in less
time with little extra effort.
If, for some reason, you are unable to finish in a year, we have a simple procedure to enable
you to register for an additional year, or even longer if you need to.
Remember our commitment: "We will teach you until you pass".
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Motivation
This is essential for steady progress. Without strong, positive motivation it is easy to lose
interest and fall behind. Why did you decide to study? What rewards do you expect? Tick one or
more of these reasons:
Promotion
Quality of Life
Better Income
More Recognition
Interesting Career
Better Job Skills
Earn a Diploma
More Self-Confidence
Keep your reasons in the back of your mind to spur you on, to make it worthwhile.
Positive Thinking
It is important to control your feelings about your studies. You need to find ways to build
enthusiasm and avoid despair or frustration at difficult moments.
You cannot learn effectively unless you are interested in your subject material.
If you find you need to build enthusiasm, then
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REWARD YOURSELF
When you have mastered a difficult section, congratulate yourself. Give yourself a break and
listen to your favourite CD or radio station for a while because you've earned it!
ACCEPT RESPONSIBILITY FOR SETBACKS
Don't blame others for any failures. Work out where you are going wrong and rectify it. If you
receive a "Grade Held Back" (H) for an assignment, examine the feedback from your Tutor so
that you can submit a better assignment the next time. This is a positive way of reacting to a
setback and you will learn from it.
Remember: You can NEVER "fail" an assignment with us!
ACTIVITY 1
List five thoughts you can use to remind yourself to
think positively when you get to a difficult section.
Staying in Shape
Studying demands a lot of mental effort to stay alert and concentrate for long periods.
To do this you need to be "in shape", both physically and mentally.
PHYSICAL
Exercise not only keeps you physically fit and healthy, but it also reduces stress and
releases beneficial chemicals into the brain, making you feel good about yourself and
allowing you to build enthusiasm.
Sleep: A good pattern of sleep is essential if you wish to stay alert. Insufficient sleep will
leave you drained of energy and easily tired. If you are too tired, postpone your study period
to a time when you are better rested.
Diet: Good nutrition, along with exercise, will keep you fit and healthy. It also assists in
establishing a good pattern of sleep.
Try to eat plenty of fruit and vegetables, adequate protein and avoid too much fatty food.
Vitamin and mineral supplements can also be helpful, but caffeine drinks should be avoided.
Drink plenty of water throughout the day to help detoxify your body.
If you drink alcohol, do so in moderation, but never before or during your study period, as
you might have difficulty concentrating.
ACTIVITY 2
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Shut out all thoughts and concentrate on breathing smoothly in and out
Breathe in deeply, hold your breath for 10 seconds and breathe out.
ACTIVITY 3
Practise the above deep breathing exercise for five
minutes, and jot down your feelings after doing so.
Often, when you are faced with what you perceive to be a mountain of work, think of it in chunks
and work through it chunk by chunk. It is amazing how satisfying this becomes as the mountain
gets smaller and smaller. This is why it is important for you to make a study plan, so that you
can track your progress.
It is not worth studying for long periods of time. You will find you are achieving very little towards
the end, and may in fact become confused and frustrated.
If you feel you need to study for, say, 2 hours, it is better to study for 45 minutes and take a 15minute break before the second session. This will be more productive. During your break, take a
walk, have a snack or a glass of water. You will be surprised how much more alert you will be
when you start again.
The break also allows some time for the ideas you have encountered in the first session to sink
into your memory.
Don't forget to keep up your positive thinking approach, and stay in the right frame of mind.
Getting Organised
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are as comfortable as possible, able to maintain concentration, and able to reduce the
likelihood of distractions.
waste as little time and effort as possible in taking up where you left off in the previous study
period.
You need to be able to work undisturbed, with space to spread out your notes and course
material.
Study Environment
Unless you develop an organised system or routine, it will be difficult to study. You will spend a
lot of time fidgeting, looking for things and becoming distracted.
SPACE AND PRIVACY
If possible, keep a place reserved for studying. Some of you may have the luxury of your own
room in which to study; others may have to use a bedroom or an office at work after hours.
If you do not have a special place for studying, at least keep your material organised in a box,
so you can set up quickly and settle into your study routine.
Your family will soon get used to your study routine so you can enjoy privacy, which is essential
for concentration.
NOISE
If you find that the place in which you study is noisy, get yourself a pair of earplugs (they are not
expensive).
Some students find a radio playing softly in the background helps them to relax, but many
students find that a TV is very distracting.
SEATING
Make sure you have a comfortable chair at the right height for your desk or table.
An awkward sitting position will give you backache and cause a lapse in concentration.
DESK OR TABLE
You need to have sufficient space for your files, and to spread out your notes. The desk or table
also needs to be at the correct height for comfort.
LIGHTING
Poor lighting, as well as being a strain for your eyes, is not conducive to concentrating. An
adjustable desk lamp with a soft light source focused on your reading area is best.
VENTILATION
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pens
pencils
a sharpener
an eraser
a highlighter
a ruler
ring binders or files
a dictionary
notepads
your STUDY PLANNER
ACTIVITY 4
Make a list of things you need to obtain (or arrange) to help you
be better organised before you settle down to your studies.
Time Management
There are two important aspects of time: finding sufficient time; and using time effectively.
These two aspects are known as "Time Management".
FINDING ENOUGH TIME
Try to avoid the temptation not to study. A way to do this is by drawing up and maintaining a
study programme or study plan.
Be realistic in allocating your time. Do not place undue demands on yourself or your family by
being too ambitious. Don't forget that your studying should not be a chore or a sacrifice, as you
still need time to enjoy yourself with family and friends.
It is better to allocate several shorter study periods than a single long period because we all find
it difficult to concentrate for long periods.
Most students find a 2-hour session with a 20-minute break in the middle to be the most
suitable. Others find more frequent 1-hour sessions to be preferable, while others are happy to
study for 4 hours at a time with 2 or 3 breaks in between. Experiment a little to find which suits
you best.
Don't forget that a study programme is not there to make you feel guilty. Although it is better to
stick to your programme, if for some reason you miss a period, do not double the next study
period time to punish yourself. Remember that your study programme must suit you.
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This is the advantage of distance education: you have no time limits to put undue pressure on
you.
We have included an example of an activity programme (weekly) for you to plan your studies
and other activities.
There is also a month planner, as you need to take into account vacation periods and public
holidays (when you may decide not to study or to cut down on your programme).
Work out a programme to suit yourself and, if it later turns out to be too heavy or too light, make
suitable alterations. If you keep a diary, use this to schedule your activities.
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Time
Monday
Tuesday
Wednesday Thursday
Friday
Saturday
Sunday
6:00 AM
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
3:00 PM
4:00 PM
5:00 PM
6:00 PM
7:00 PM
8:00 PM
9:00 PM
10:00 PM
11:00 PM
12:00 AM
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Activities
Notes
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
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20 X 4 = 80
10 X 3 = 30
4 X 10 = 40
3 X 30 = 90
1 X 30 =30
TOTAL:
270
Over a period of 30 weeks you will therefore need to devote 9 hours a week to your
studies.
Now plan your daily programme:
Monday:
Tuesday:
Wednesday:
Thursday:
Friday:
Saturday:
Sunday:
TOTAL:
2 hours
2 hours
0 hours*
2 hours
0 hours**
0 hours***
3 hours
9 hours
* Sports Practice
** Social Time
*** Rest, Social, Family
You could decide that, as you have a break on Wednesday and Friday, it will be easy to
fit in 3 hours on Thursday. This means you can cut down the time required on Sunday to
2 hours (or keep it at 3 hours in case you are running slightly behind schedule). If you
finish earlier, that is fine and you will start on Monday with a real sense of achievement.
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Day
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Hours
2
2
Tasks
Pages 1-5
Pages 6-10
Complete Activity 1
2 to 5
Same as
Week 1
Monday
Tuesday
Wednesday
Thursday
2
2
Friday
Saturday
Sunday
Complete assignment
We suggest that you follow a programme such as this for the first 6 weeks, to see how you cope.
After this time you will have a more realistic idea of how long things are taking and can adjust your
programme to suit your needs.
If you are moving faster than you expected, you can reduce your study time or decide to complete
your course earlier than planned.
If you are running behind schedule, you can take an extra few weeks to finish, or try to squeeze in
an extra hour or two on Friday or Saturday provided that this does not become a burdensome
chore. Only you will be able to decide what is best for you.
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1 - 20
21 - 40
41 - 60
2
3
4
61 - 80
81 - 100
6
7
8
101 - 120
121 - 140
9
10
141 - 160
161 - 180
181 - 200
You can adjust your plan at any time to suit your needs without feeling lost, or drifting
without direction.
You have a guide to get you started, a way to keep yourself going, and "sign posts" to
signal when you have achieved your objectives.
Study Skills Techniques
Your aim in studying is to learn. This essentially consists of
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There are various techniques or habits which will improve your process of understanding and
remembering new information and ideas.
READING EFFECTIVELY
Since reading is the main source of learning in distance education, it is important to be able to
read study material properly.
You cannot learn effectively unless you become interested in what you are reading. If interest is
lacking, your mind will wander and little will be achieved.
It is often worthwhile to skim through the material to get an overall idea of the theme and main
topics. You may also need to look up any words you do not understand.
You will now be in a position to concentrate on reading the material. Do not attempt too much at
once. Rather read the section again to make sure you understand it before going on to the next
section.
It is also helpful to underline or highlight key points. (This will help in your note-taking
afterwards.)
ACTIVITY 5
Highlight or underline the main points in this booklet so
far. (Remember: you must never do this in a Library
book, which obviously does not belong to you!)
Making Notes
Most of your learning material will be in the form of your own notes. Although our Modules are
written in a user-friendly way to aid understanding by highlighting major points, you will naturally
need to make your own notes. These notes, based on the Modules and on reference books,
must be written by you (for yourself) as they best suit your needs.
The advantage of making notes is that they
act as a very good memory aid
allow you to organise your information into a framework
focus your effort on the important ideas and key words
force you to think and concentrate on what is important
help you to understand the material (through putting it into a different format)
They also provide a condensed version of what you have learned as a permanent record, and
provide a basis for preparing the first draft of your assignments.
In order to make effective notes, you need to
classify and organise the information
use main headings and key words
be brief
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check that you understand the material before you attempt to condense and organise it
try out a few exercises in order to develop a note-making style that suits you
prepare more than merely a shorthand copy of the course material (you need to use your
own words to indicate the points relevant to your studies)
remember that you are writing for yourself, in a way that will be helpful to you.
Verbal Expression
A very good way to test that you have understood something well is whether you can explain it
to someone else. If you have a colleague at work or a partner or friend who is willing to listen to
you and ask questions, this can be a great help. If you are not able to do this, you can always
try to explain it aloud to yourself. You will soon pick up any areas that are unclear to you.
ACTIVITY 6
Make short notes on the main points of
interest for you in this booklet so far.
Writing Effective Assignments
Assignments have 3 main functions. They
allow you to assess your progress
deepen your understanding of the subject
improve your ability to express yourself.
PLANNING
Before starting, you need to plan how to do it. Break the exercise into manageable "chunks" or
tasks, as we discussed earlier. Remember that you need to manage your time.
If we allocate 10 hours to the assignment, this could be turned into "chunks":
10%
20%
20%
20%
5%
20%
5%
1 hour
2 hours
2 hours
2 hours
30 minutes
2 hours
30 minutes
Use the above example only as a guide. You will need to allocate your time in a way that suits
you best.
Effective Writing
If your assignment is in the form of an essay (and not all your assignments will be), bear in mind
that an essay is "a short piece of writing on a specific subject".
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An essay should
start with a TITLE which sets out the items or issues it will address
progress with an ARGUMENT that is logical and well-reasoned
end with a CONCLUSION
How you handle your ARGUMENT will allow your Tutor to assess how well you understand the
work.
When your Tutor reads your assignment he or she will look for the following:
Have you answered the questions you were asked?
Did you use relevant information from your course material?
Have you presented a logical, structured and reasoned argument?
Is your assignment written objectively with appropriate use of information?
Is the work well presented and well written?
Here are some tips:
ANSWERING THE QUESTION
An assignment answer can be excellent in nearly every way but receive a poor Grade because
it does not properly address the question asked.
Everything in your answer must be relevant to the specific question. You are not asked to write
all you know on a subject but to present an argument in response to the question. This is why it
is important to spend time reading the question and planning your answer. It is also a good idea
to keep the assignment title in front of you.
USING RELEVANT INFORMATION
This can be information from your Module as well as additional information from reference
material or other sources. You need to select what is relevant, and this can only be done
properly if you correctly interpret the question and understand the facts before you. You will
achieve a better Grade if you include more of the very important information.
It is important when you are planning your answer to set down the points in order of relevance
and importance.
SHOWING UNDERSTANDING
Because you express the ideas and information in your own words (and do not just copy from
the text) your Tutor will be able to judge whether you have a good understanding of the
material.
PRESENTING A LOGICAL ARGUMENT
Even if you have the correct content in your answer, you will receive a higher Grade by
arranging the material in a logical sequence.
There must always be a thread of reason linking your ideas together. By arranging your work so
that it has a structure (BEGINNING, MIDDLE, and END), your sentences will flow easily.
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BEING OBJECTIVE
Your answer should be balanced and fair. You must indicate the points "for" and the points
"against" the argument you are making. Where a statement is made, it should be supported by
facts or evidence. Your answer will then be balanced and fair, and not just based on your
unsupported opinions.
This approach will be very important to you as you progress in your career. Good managers
need an objective, analytical and balanced approach to issues.
PRESENTATION
A good answer is clear and easy to read. As well as being logical and objective, your argument
must be presented in a way that allows the reader, in this case your Tutor, to follow your answer
easily.
Proper headings and paragraphs, as well as ample margins (where your Tutor can write
comments) will make your assignment inviting to read.
When you have finished writing your drafts, read your work aloud to make sure it flows.
Wording
In your assignment questions and activities you will be required to give certain types of
response to questions. The response may be indicated by an action word such as:
Contrast the features of ...
Explain the use of ...
These action words tell you what approach you need to follow. They also indicate the form that
the assignment should take, such as an essay, argument or summary.
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disruption of activities, but also interference with the freedom of any speakers invited by any
section of the Academy community to express their own or other views interference with the
freedom of movement of any member or guest of the Academy blocking of entry-ways to
buildings, rooms, or sections of buildings or of hallways, or stairways, in such a way that people
find it difficult or impossible to pass blocking of vehicular traffic noisiness or other behaviour
that is so distracting that it is difficult or impossible to conduct a meeting, or any other
authorised event congregating in such a fashion as to create a situation that could endanger
life or property incitement to any of the above-mentioned actions or to other violations of
Academy policy that could result in such actions, whether orally, through written materials,
electronic materials or graphic representation.
Interference with Academic Freedom and Freedom of Speech
Any act that restricts an academic staff member's or another learners right to speak or express
ideas is prohibited.
FORMS OF DISCIPLINE AND PENALTIES
The following forms of discipline may be imposed on learners guilty of misconduct:
Reprimand
Notice that conduct in a specific instance does not meet Academy standards and that continued
misconduct may result in more serious disciplinary action.
Probation
Notice that those found in violation of Academy standards may continue to be enrolled under
stated conditions, violations of which may be cause for more serious disciplinary action.
Restitution
This includes re-imbursement for damage to or misappropriation of property, which may take
the form of appropriate service to repair or otherwise compensate for damages.
Suspension
Learners may be denied all Academy privileges, including one or more of the following: the right
to enter the campus, exclusion from one or more programmes for a period of up to ten (10)
days, exclusion from one or more programmes and activities, and exclusion from all
programmes and activities of the Academy for a period of time.
Expulsion
This includes expulsion for an indefinite period of time including loss of all privileges including
employment and the privilege of entering the Academy, except by written authorisation from the
Principal.
DISCIPLINARY PROCEDURES AND PROCESSES
Charges
The Student Support Service may initiate disciplinary charges against a learner. A complaint
must be in writing, signed and be presented to the Student Support Service Coordinator who will
investigate and take appropriate action.
Notice
A learner charged with violating Academy policies or rules shall be given notice in person or by
certified return mail to meet with the Student Support Service Coordinator at a specific time,
date and place for a conference regarding a charge of misconduct.
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Required Attendance
Failure to meet as requested for an informal or formal hearing may result in a decision being
made in the learner's absence. The learner shall be notified of this decision by certified return
mail. Records, registration and transcript details may be held in abeyance until the leaner
follows up on a Notice to Appear.
Hearings
There are two levels of hearings: informal and formal. The informal hearing is held for all
misconduct cases. The results of hearings are considered binding when the decision of the
Hearings Officer calls for disciplinary action that does not include suspension or expulsion.
Formal hearings are held where alleged misconduct may result in such disciplinary action as
final expulsion, or indefinite or long-term suspension.
Informal Hearings
The Coordinator of Student Support Services or designee conducts informal hearings with the
student at which time the official shall review the charges with the leaner review possible
disciplinary action that could be taken provide an opportunity for response to the charges
discuss the charges and the response allow an opportunity for the learner to plead guilty to or
claim innocence of the charges inform the learner of the decision with respect to the charges
within 24 hours tell the learner of possible actions that can result from the informal hearing,
which include dismissal of the charges; a reprimand; an order of restitution; an order of
probation; an order of summary suspension; or an order demanding a formal hearing.
Formal Hearings
Formal hearings are held where alleged misconduct could result in final expulsion, and indefinite
or long-term suspension, with the presiding officer being a Hearings Officer appointed by the
Academic Board, and a written notice informing the learner of the policy or regulation alleged
to have been violated (in sufficient detail to allow the learner to prepare a defence the
possible disciplinary action to be taken the right not to be compelled to testify against oneself
the right to examine the evidence and to ask questions of witnesses appearing and testifying
and to offer witnesses and evidence in rebuttal (such evidence to be requested 48 hours before
the hearing) the right of an adviser of own choice, at own expense, and acting in an advisory
capacity only (the name and address of the adviser shall be provided to Student Support
Services no later that 24 hours prior to a hearing, and the adviser is not permitted to speak at
the hearing) the right to enter a plea of guilty or not guilty within three days after the charge is
presented (if the learner fails to enter a plea within three days, a plea of not guilty is entered and
a hearing date is set by the Hearings Officer).
Procedures
The purpose is to review all facts and to consider testimony, both written and oral, in an effort to
determine whether or not policy or rules have been transgressed and whether or not the learner
should be disciplined (and, if so, what disciplinary action should be taken) The meeting is not
open to the public or members of the Academy community except those asked to give
testimony. Those present in the hearing room will be the Hearings Officer, staff recorder, the
adviser, and the person involved in the action. In addition, witnesses will be interviewed
individually. The Hearings Officer will ask questions in an effort to understand the facts and
determine strength of testimony. The learner against whom the disciplinary charges have
been laid may, through the Hearings Officer, ask questions of witnesses concerning aspects of
the testimony needing clarification or which the learner does not understand. Witnesses who
have already testified may not talk to witnesses who have not yet testified. After reviewing
available information on the case, the Hearings Officer will afford an opportunity for final
comments before a decision is made. The Hearings Officer will give his or her conclusions
and decision in writing within 48 hours of the conclusion of the hearing.
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 30 of 40
Appeals Procedure
Individuals wishing to appeal disciplinary decisions made via the informal or formal hearing
process may do so within 48 hours through the Student Support Services Department, which
will submit the appeal to the Academic Board. If the appeal is dismissed, the defendant must be
informed in writing, with full reasons for the dismissal being furnished.
LEARNER COMPLAINTS AND GRIEVANCES
Learners shall be responsible for contacting Oxbridge Academy immediately whenever a
concern or uncertainty arise. Learners who have a valid complaint or grievance concerning
Oxbridge Academy, or one of its Academic or Administrative staff shall lodge such complaint or
grievance in writing with the Principal. The Principal shall convene a Committee consisting of
himself, the Dean of Students, the Registrar, and the Legal Adviser to the Academy for the time
being. Such duly constituted Committee shall consider the complaint and grievance, and advise
the learner of the outcome in writing.
A learner may only contact the Department of Higher Education when he/she is not comfortable
with the outcome. It is against the rules of Oxbridge Academy to log a complaint with the DHE
before we had the opportunity to respond on the complaint.
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 31 of 40
ASSESSMENTS
Policy Concerning Assessment for Certification
Oxbridge Academy aims to offer programmes and assessment services leading to a number of
nationally recognised qualifications. One of its key functions is to ensure that all assessments
are in accordance with the specifications of awarding bodies (ETQAs) so that national standards
are rigidly adhered to.
In the case of ICSA, IBS and ICB programmes, assessments are summative in nature;
examinations are externally assessed and moderated by the applicable body and certified by
FASSET, their ETQA. Such assessments are tailored to the requirements of SAQA for ETQA
awarding bodies, thus maintaining a high standard and adhering to international best practice.
In the case of other qualifications offered by Oxbridge Academy (and approved by SETAs and
other funding bodies), such bodies are provided with evidence that
1. assessment instruments for each unit, module or award comply with the specifications of
awarding bodies;
2. arrangements for assessment are clearly set out for candidates (including their right of
appeal), and all staff know and understand the procedures;
3. Oxbridge Academy prepares valid and reliable assessment instruments to provide
candidates with opportunities to demonstrate their sustained competence against the
standards defined for the award (whether a single module or a complete qualification);
4. the assessments are carried out in conditions as natural as possible to avoid unnecessary
pressure on learners and to ensure that extraneous factors do not intrude on the
assessment;
5. candidates' competence is judged correctly and objectively by assessors against the unit
standards required for the award or the specific learning outcomes;
6. evidence of candidates' work must be kept by the learner and the record of its assessment
are retained by Oxbridge Academy for verification;
7. there is an internal verification system to (a) monitor the quality of design and operation of
assessment instruments and methods and (b) ensure that the design of assessment and
evaluation of candidates' work is consistent across all assessors for an award;
8. corrective action is taken promptly where problems are identified by the internal verification
system;
9. the appeals system makes it clear to candidates (a) on which grounds appeals may be
based, (b) the mechanism for appeals, and (c) the timescale within which the mechanism
operates (as defined by the ETQA);
10. when an external verifier visit is to take place, evidence of candidates' work, of assessors'
judgments of that work, and of internal verification processes are available for inspection
(and corrective action is taken promptly where problems are identified by the external
verifier);
11. there is a mechanism for systematic review of assessment and internal verification so that
refinements to programme design or delivery can be effected if necessary;
12. responsibilities concerning assessment are clearly allocated.
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 32 of 40
Principles
The assessment approach is based on the NQF principles of Fairness, Validity, Reliability and
Appropriateness, and always considering Practicability.
These principles will ensure that all assessments are credible.
The Candidate: Rights and Responsibilities
Candidates will be registered on the student management system of OXBRIDGE ACADEMY.
Learners shall adhere to the policies and rules of Oxbridge Academy, and also recognise the
rights of Oxbridge Academy and adhere to the code of conduct as outlined herein. Learners
shall be responsible to complete assignments and send them in to Oxbridge Academy.
Learners shall be responsible for completing a feedback form after assessment results have
been received. Learners shall be responsible for submitting a re-assessment when not
declared competent during the first attempt. Learners shall be responsible for contacting
Oxbridge Academy immediately whenever a concern or uncertainty arise. Learners must
keep all evidence of assignments for a period of two years for verification purposes from
external verification bodies. Learners must provide Oxbridge Academy with the original
assessments when needed. The results of each assessment will be kept and recorded by
Oxbridge Academy. Learners must sign a declaration of authenticity for every assignment.
All role-players in the assessment process will honour the candidates right to confidentiality.
The candidates will also have the right to question the process. This indicates that assessment
will be transparent and the candidate will be kept fully informed from the planning to the
feedback step.
Assessment will take place in English, according to the language policy of OXBRIDGE
ACADEMY.
Candidates have the right to appeal if they are unhappy with the process. Refer to Appeals
process.
When candidates have to undergo re-assessment, they have to be given feedback so that they
can concentrate on areas of weaknesses.
The Candidates main responsibilities will be
to prepare themselves adequately for assessment by collecting and generating the
required evidence
to give feedback on the assessment process
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 33 of 40
Assessment Rules
PLEASE send in only ONE assignment at a time. This will enable your assessor to give
you feedback and advice that you can use to improve your next assignment.
READ the assignment questions carefully, as your grade will suffer if your answers are
incomplete.
PLAN your answer before writing. This will help you to present a clear interpretation and a
balanced response.
USE your own words and do not copy word for word from your Modules.
PLEASE ensure that your name, address and student number are written on your
assignment.
The assessment must be written in Blue or Black Ink. Photocopied assessments will not
be marked.
Your may work in groups to discuss questions. The answer must be your own work.
Any student who is found copying will be taken through a disciplinary process by
Oxbridge Academy.
Articles and naturally occurring evidence used must not be more than 6 months old.
Extracts from External sources must be noted on the Authenticity Report. (This is the
same as a Bibliography)
Extracts from External sources or naturally occurring evidence collected in the workplace
can only make up 20% of your answer.
When you make use of other SOURCES it must compliment the information in your
modules and not replace it.
REFER to the section in this booklet that suggests ways to help you to submit a quality
assignment.
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 34 of 40
BEFORE submitting your assignment, please make a copy for yourself in case the
original gets lost in the post.
ALSO ENSURE that you attach sufficient postage to your envelope; if you do not do this,
your assignment may be returned undelivered.
Assignment Grading
Grades
A
Distinction
80% 100%
Excellent
70% 79%
Very Good
60% 69%
Good
50% 59%
Improvements Needed
Re-Assessment
The assessment process at OXBRIDGE ACADEMY has a built-in process for re-assessment.
Re-assessment at OXBRIDGE ACADEMY will comply with the following conditions:
It will take place in those areas, for those specific outcomes or assessment criteria where
the candidate has not demonstrated sufficient competence.
The re-assessment will take place in the same situation or context and under the same
conditions. The same method and assessment instrument/s may be used
Where the methods and instruments are changed, they will be appropriate for the
outcomes specified.
If the candidates is Not Yet Competent, the assessor must provide advice and
encouragement on how to prepare for a re-assessment.
NOTE: Care will be taken regarding the length of time between the original assessment and the
re-assessment. A candidate who is repeatedly unsuccessful should be given guidance on other
possible and more learning avenues.
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 35 of 40
APPEALS PROCEDURE
Stage One:
a) Where the candidate disagrees with the assessment given (s)he must explain the reasons
for this to the assessor concerned as soon as possible by completing the appeals form. The
appeals form together with the assignment must be posted to Oxbridge academy. Learners
must make copies of all documents in case the documents get lost in the post. In most
circumstances this will be immediately after receiving the assessment decision.
b) The assessor should consider the candidates explanation and provide a response through:
- a clear explanation or a repeat explanation of the assessment decision following a reevaluation of the evidence
- completion of Assessor Response on the Candidate Appeal Form
- amendment of the candidates assessment record, if appropriate.
c) This should take place as quickly as possible and within 3 working says.
d) If the candidate agrees with the outcome at this stage then the appeal will not proceed any
further.
e) If the candidate is not happy with the outcome then the Appeal will proceed to Stage Two.
Stage Two:
a) The assessor forwards to the Moderator (M) for the relevant section (i.e. Accounting) within
3 working days of Stage one:
- the original assessment record and candidate evidence, where appropriate
- the Candidate Appeal Form with Assessor Response completed
b) The M will reconsider the assessment decision, normally involving an evaluation
of:
- the candidates evidence and associated records
- the assessors rationale for the decision
- the opinion of another assessor
- the opinion of the candidate
c) The M should complete the Moderator Response on the Candidate Appeal Form and provide
the candidate with the reconsidered decision within 5 working days of receiving the appeal.
d) Where the candidate remains unhappy with the reconsidered assessment decision, the
Appeal must proceed to Stage Three.
SG13100-A Page 36 of 40
a)
b)
If no resolution has been reached, the Stage Two Internal Verifier will forward
details to the Unit Assessor (UA). These should include:
- Candidate Appeal Form, appropriately completed
- Assessment records
- Any written comments from the IV (e.g. background details)
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 37 of 40
APPEALS APPLICATION
CANDIDATES SURNAME & INITIALS
ASSESSOR SURNAME & INITIALS
DATE
UNIT STANDARD / MODULE:
Title / Topic
ID number
NQF level
Credits
Assessor Response
Moderator Response
CANDIDATE
SIGNATURE
MODERATOR
SIGNATURE
EXTERNAL
MODERATOR SIGNATURE
DATE
DATE
DATE
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 38 of 40
ASSESSMENT REVIEW
CANDIDATE SURNAME & INITIALS
ASSESSOR SURNAME & INITIALS
DATE
UNIT STANDARD/SPECIFIC OUTCOME:
Title
1.
2.
3.
4.
5.
6.
7.
ID number
NQF level
Review criteria
Assessor
Agree
Agree
Disagree
Disagree
Agree
Agree
Disagree
Disagree
Agree
Agree
Disagree
Disagree
Agree
Agree
Disagree
Disagree
Agree
Agree
Disagree
Disagree
Agree
Agree
Disagree
Disagree
Agree
Agree
Disagree
Disagree
Candidate
Action
CANDIDATE DECLARATION
I am aware of the moderation process and understand that the moderator could declare the assessment
decision invalid.
ASSESSOR SIGNATURE
MODERATOR SIGNATURE
DATE
DATE
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011
SG13100-A Page 39 of 40
RPL ASSESSMENT
RPL is a form of assessment that concentrates on the knowledge and skills that a
person has gained through life experience. It is based on the assumption that the
knowledge people gain through life experiences is equivalent to the knowledge that
they would have gained if they had enrolled for a formal training course. The
assumption is also that the outcome of learning is the same, however it happened.
The learners prior skills, knowledge and values are assessed against recognised
standards and credits are awarded accordingly. RPL has a strong redress agenda in
that lifelong learning and the re-skilling of the South African labour force are amongst
its central intentions. In addition to social justice, RPL has a number of additional
purposes and can be used to
1. improve access to education and training opportunities (including democratising
and transforming education and training, allowing for the accumulation of credits
towards a qualification, and evaluating education and training provision);
2. increase job opportunities by enabling access to jobs (and progression in a
career path, which impacts on grading and pay), and includes activities such as
screening and skills audits, and restructuring the workplace;
3. empower people by validating skills and knowledge, and supporting selfdevelopment.
SG13100-A Page 40 of 40
Code
Description
100/030
100/030
100/030
100/030
100/035
100/030
100/030
100/030
100/030
100/030
100/030
100/030
100/030
Amount
Certificate of Enrolment
Course Change at the Same Level
Diploma / Certificate Replaced
Diploma / Certificate Unclaimed
Extension of Studies (12 Further Months)
Postage Insufficient
Progress Report
Student Card Replaced
Study Material Replaced (a maximum of 10 pages)
Study Material Replaced (course)
Study Material Replaced (module)
Textbook(ICB & IBS) Replaced
Study Material Unclaimed
R150-00
R800-00
R170-00
R170-00
R620-00
R60-00
R120-00
R70-00
R80-00
R420-00
R160-00
R400-00
R130-00
Payment
Fees can be paid in monthly instalments of R290, R300, R350, R480 and R525.
Registration Fee
A non-refundable registration fee of R460 is payable if fees are to be paid in monthly
instalments.
One Payment Option
No Registered Post Fee is payable if this option is chosen.
Cancellation: Course and Subject Fees
Learners not completing their studies, or who wish to cancel their registration for
whatever reason, are not entitled to any refund or cancellation credits in respect of
application, acceptance, library, or programme fees for which they have already been
admitted. Refunds or Cancellation of any Credits will only be considered in
exceptional circumstances.
Fee Structure
Oxbridge Programmes
MODULES
4
FEE
6,220
ONE PAYMENT
5,470
FEE
6,220
ONE PAYMENT
5,470
Professional Qualifications
MODULES
5
FEE
4,060
ONE PAYMENT
3,560
Oxbridge Academy & Camford College. 1st Edition: March 2000. This Edition: Jan 2011