Subjects examined under CAPE, may be studied concurrently or singly. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE Diploma, awarded to candidates who have satisfactorily completed at least six Units including Caribbean Studies. The third is the CXC Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies.
For the CAPE Diploma and the CXC Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognised educational institutions presenting candidates for CXC Associate Degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply.
CXC A24/U2/12 i Management of Business Syllabus ? RATIONALE T he dynamic environment within which businesses operate today present both challenges and opportunities for business leaders. The growth in economic and social needs in most economies also constitutes another area of great challenge. As students proceed beyond the Caribbean Secondary Education Certificate (CSEC) level, in pursuit of their career goals, they must be cognisant of the changing socio-economic climate within which modern businesses operate.
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Competencies Variation between Associate Degree and Baccalaureate Degree The difference in competencies between the associate degree and Baccalaureate degree nurse has been a topic for discussion for many years. Prior to the modern practice of nursing the sick was taken care of by non skilled persons such as sinners, saints or mothers (Fact Sheet). Modern nursing began with Florence Nightingale, ...
Management of Business students must understand the principles that govern the human and operational interactions within a business, and must be aware of how a business operates within a society. Moreover, it is imperative that students possess a comprehensive understanding of the markets in the region in addition to knowledge of the global marketplace. The CAPE Management of Business syllabus provides opportunities for students to develop the required knowledge and understanding of management principles and practices.
The syllabus also provides students with the requisite skills required to address managerial problems and the challenges faced by businesses. In addition, the syllabus seeks to inculcate tenets of the Ideal Caribbean. Students are therefore encouraged to adopt appropriate and acceptable attitudes, values and ethical practices related to business activities. These skills will enable students to function not only in existing business organisations, but also as successful entrepreneurs. Additionally, the syllabus provides a good foundation for further study of Management of Business and other related disciplines at the tertiary level.
The syllabus aims to: 1. develop an understanding of the integrated nature of business organisations and the environment in which they operate; develop an awareness of how global issues impact the development of business organisations with special reference to the Caribbean; provide basic information on principles, legal issues, and practices of modern management with special reference to the Caribbean; develop critical thinking skills that involve analysis, problem solving; evaluation, decision making and 2. 3. 4. CXC A24/U2/12
Engage class in discussions and debates on types of business organisations to enable students to recognise advantages and disadvantages of one business organisation over another. Assign different students to listen to business news (both regional and international) and make an oral presentation to the class to sensitise students to local and regional developments. Use newspaper clippings on business news for class discussions and students’ journals (online journals, blogs).
Factors influencing distribution decisions. Types of distribution channels (including direct, indirect).
The Business plan on Marketing Organisation Customer Market
MARKETING ASSIGNMENT 1 Q 1. Explain what is meant by the marketing concept and illustrate your answer by using an example of a market led organisation. A. The marketing concept is about matching a company's capabilities, with the wants and needs of the customer. The marketing concept is used by organisations in an attempt to satisfy this need. Marketing facilitates an exchange which satisfies the ...
Introduction to logistics strategy. Types of distribution strategies (intensive, selective, exclusive).
8. Promotion Strategy (a) (b) Objectives of promotion. Tools of promotion and their relative advantages: (i) (ii) (iii) (iv) advertising; personal selling; sales promotion; publicity. 10. Internet Marketing (a) (b) (c) (d) Development of Internet marketing. Opportunities created by Internet marketing. Challenges posed by Internet marketing. Importance of e-commerce to business organisations. CXC A24/U2/12 31 UNIT 2 MODULE 2: FUNDAMENTALS OF MARKETING (cont’d)
Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in Module 2, teachers are advised to engage students in the teaching and learning activities listed below. 1. 2. 3. Engage students in simulated case studies related to marketing. Engage students in group projects to foster teamwork. Encourage students to participate in panel discussion on marketing issues conducted by external resource persons. CXC A24/U2/12 32 UNIT 2 MODULE 3: small business MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should: 1. 2. appreciate the nature of entrepreneurship; develop an awareness of the characteristics of small business management. SPECIFIC OBJECTIVES
Students should be able to: 1. 2. explain the nature and characteristics of entrepreneurship; explain the relationship between business organisations and the economic system in which they operate; assess the criteria for measuring size and growth of business; assess the challenges and opportunities faced by small businesses; describe the types of assistance agencies offer to small businesses; develop a business plan. 3. 4. 5. 6. CONTENT 1. The Nature and Characteristics of Entrepreneurship (a) (b) (c) (d) Definition of entrepreneurship. Corporate Entrepreneurship (intrapreneurship).
Social Entrepreneurship. Characteristics of successful entrepreneurs. 2.
Business and Economic Systems (a) (b) Economic systems in which businesses operate (free economy, mixed economy, planned economy).
The Essay on Problems in Setting Up and Running a Business Unit
A business unit, sometimes called a strategic business unit or SBU, is a segmented group or department within a company that focuses on reaching a specific market or client. It may also focus on achieving a specific goal for the organization. While some businesses find success with this strategy, there are concerns and potential problems to consider before trying it at your company. Finances In ...
The impact of the economic system on business decision-making. CXC A24/U2/12 33 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) 3. Size and Growth of Business (a) Criteria for measuring size and growth: (i) (ii) (iii) (iv) (b) output; labour force; market share; capital structure. Advantages and disadvantages of small firms vs. large firms: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) size and financial requirements; the economies of scale; strategies for growth; management and control; lack of record keeping; working capital deficiencies; poor management skills; regulation and Legislation. 4.
Major Challenges and Opportunities faced by Small Businesses including (a) (b) (c) (d) (e) (f) (g) Identifying successful business opportunities. Sourcing capital (finance).
Selection of business types (sole trader, partnership, company).
Determining a location. Globalisation and trade liberalisation. E-commerce. Intellectual property. CXC A24/U2/12 34 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) 5. Types and Nature of Assistance Available to Small Firms (a) Agencies that Assist Small Businesses: (i) (ii) (iii) (b) Governmental Agencies; Non-governmental Agencies; Financial Institutions. Types of Assistance Offered to Small Businesses: (i) (ii) (iii) financial; technical; education and training. 6.
Preparation of a Business Plan for a Small Business (a) (b) (c) Definition of a Business Plan; Executive Summary; Business Description: (i) (ii) (c) legal establishment history; start-up plans. Business Environment Analysis: (i) (ii) (iii) target market; customer needs; location. (d) (e) Industry Background. Competitor Analysis: who are your competitors. CXC A24/U2/12 35 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) (f) Market Analysis: (i) (ii) (iii) (g) customer needs; where they are; how to reach them. Marketing Plan: (i) (ii) (iii) pricing strategy; promotion strategy; distribution strategy. (h) Operations Plan: (i) (ii) cost of production; machinery. (i) Managerial Summary: (i) (ii) management personnel; staffing. (j)
Financial Plan: (i) (ii) (iii) (iv) (v) (vi) profit and loss; cash flows; break-even analysis; source of funds; business ratios; assumptions. CXC A24/U2/12 36 UNIT 2 MODULE 3: SMALL BUSINESS MANAGEMENT (cont’d) Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in Module 3, teachers are advised to engage students in the teaching and learning activities listed below. 1. Decide on a “product” or “service” company and allow students to determine what each company will produce or offer. Assign students to develop a questionnaire to investigate if there is a need to start a company of their choice. Develop a yearly sales estimate and a cash flow budget for their company.
The Business plan on An appropriate generic strategy to position your printing business unit in its competitive environment
• Planning for a brighter future starts with analyzing inner strengths, weaknesses, opportunities and threats. Internal evaluation coupled with an environmental scan of the competitive landscape. • Differentiate your firm - It’s all about creating a unique value proposition. Start with your SWOT analysis. Everything is fair game (e.g. technology, experience, certifications, commendations, price, ...
Establish and operate a small store to sell items used by students in the school, involving the steps of: ordering, banking, inventory, cost and sales analysis, sales. Create a list of costs to start the business. Encourage students to work in groups to “sell” specific items to the rest of the class using the sales and marketing methods discussed in the class. Students critique business plans and offer suggestions for improvement. 2. 3. 4. 5. 6. 7. RESOURCES Birchall, John and Morris, Graham Business Studies, Surrey: United Kingdom: Thomas Nelson and Sons Ltd. , Walton-on-Thames, 1995. Building a Dream: A Comprehensive Guide to Starting a Business of Your Own, Toronto: McGraw Hill Ryerson, 1993.
Business Studies, Lancaster: Causeway Press Limited, 1993. Business Studies, United Kingdom: Longman Group Ltd. , 1994. Principles of Internet Marketing: South Western College Publishing, 2000. Good, Walter S. Hall, Dave, Jones, Rob and Raffo, Carlo Hammond, Susan Hanson, Ward CXC A24/U2/12 37 ? OUTLINE OF ASSESSMENT Each Unit of the syllabus will be assessed separately. The same scheme of assessment will be applied to each Module in each Unit. Grades will be awarded independently for each Unit. The Assessment will comprise two components, one external component and one internal. Candidates must complete the School-Based Assessment for the first Unit that they write.
Candidates may carry forward the School-Based Assessment mark from the first Unit written to the second Unit (irrespective of the mark earned), or opt to complete the School-Based Assessment for the second Unit as well. EXTERNAL ASSESSMENT FOR EACH UNIT Paper 01 (1 hour 15 minutes) This paper consists of forty-five (45) multiple-choice items. There are fifteen (15) items on each Module. (80 per cent) 30 per cent Paper 02 This paper consists of three (2 hours 30 minutes) corresponding to a Module in section will contain two essay Students are required to attempt one from each section. SCHOOL-BASED ASSESSMENT FOR EACH UNIT Paper 03/1 sections, each the Unit. Each type questions. three questions, 50 per cent (20 per cent) A research paper of approximately 2,500 words, based on any topic covered in any one, two or all three Modules of the Unit being assessed.
The Essay on Assessment In Schools
G.I Maeroff wrote the first article I read he feels that assessment of student's achievement is changing, largely because today's students face a world that will demand new knowledge and abilities. 'In the global economy of the 21st century, students will not only need to understand the basics, but also to think critically, to analyze, and to make inferences' (Maeroff, 1991). The author clearly ...
The School-Based Assessment for each Unit requires that candidates undertake a project which must demonstrate their skills in research, analysis, evaluation and presentation of information. Candidates who, in the same year, register for both Units of CAPE Management of Business may opt to: (a) (b) submit a separate School-Based Assessment assignment for each Unit; or submit a single School-Based Assessment assignment from either Unit 01 or Unit 02. Candidates who opt for (b) must indicate from which Unit the School-Based Assessment assignment was selected. Paper 03/2 Private candidates are required to write an Alternative Paper – Paper 03/2. Details are on page 43. CXC A24/U2/12
38 MODERATION OF SCHOOL-BASED ASSESSMENT School-Based Assessment Record Sheets are available online via the CXC’s website www. cxc. org. All School-Based Assessment Record of marks must be submitted online using the SBA data capture module of the Online Registration System (ORS).
A sample of assignments will be requested by CXC for moderation purposes. These assignments will be re-assessed by CXC Examiners who moderate the School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. All samples must be delivered to the specified marking venues by the stipulated deadlines.
Copies of the students’ assignment that are not submitted must be retained by the school until three months after publication by CXC of the examination results. ASSESSMENT DETAILS External Assessment by Written Papers (80 per cent of Total Assessment) Paper 01 (1 hour 15 minutes – 30 per cent of Total Assessment) 1. Numbers of Questions All questions are compulsory. This paper will consist of 45 multiple-choice questions. There will be 15 questions from each Module. 2. Syllabus Coverage (a) (b) Knowledge of the entire syllabus is required. The intention of this paper is to test candidates’ knowledge across the breadth of the syllabus. 3. Mark Allocation (a) (b) (c) One mark will be assigned for each question. The total number of marks available for this paper is 45.
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The Ontario school system dedicates a great deal of the high school curriculum towards preparing students for University. Ontario high schools provide students with many courses that will help prepare the students that decide to go on to post secondary education. However, the Ontario School System lacks in preparing them for the most prominent aspect of University, stress. The Ontario school ...
This paper contributes 30 per cent towards the final assessment. 4. Use of Calculators Candidates may use silent non-programmable calculators. CXC A24/U2/12 39 Paper 02 (2 hours 30 minutes – 50 per cent of Total Assessment) This paper will be divided into three sections, each section corresponding to a Module of the Unit. 1. Composition of Paper (a) (b) (c) (d) (e) This paper will consist of six essays or extended response questions. There will be two questions in each section. Candidates are required to attempt three questions, one from each section. The total number of marks available for the paper is 75. This paper contributes 50 per cent towards the final assessment. 2.
Syllabus Coverage (a) Each question requires a greater depth of understanding than those questions in Paper 01. The purpose of this paper is to test candidates’ in-depth knowledge of the syllabus. (b) 3. Question Type Questions require an extended response involving reasoning, analysis and synthesis. 4. Mark Allocation Each question is worth 25 marks. 5. Award of Marks Marks will be awarded for: (a) (b) clear logical reasoning; evidence of ability to analyse a problem step by step and to apply principles and practices, skills and knowledge to reach a logical conclusion; evidence of problem solving ability; evidence of the ability to synthesise information. (c) (d) Full marks will be awarded when candidates meet all criteria. CXC A24/U2/12 40
SCHOOL-BASED ASSESSMENT The Project – Paper 03/1 School-Based Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the School-Based Assessment are linked to the syllabus and should form part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of School-Based Assessment. The guidelines provided for the assessment of the assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the SchoolBased Assessment component of the course. In order to ensure that the scores awarded by teachers are consistent with the CXC standards, the Council undertakes the moderation of a sample of the School-Based Assessment assignments marked by each teacher. Presentation of Project
The aims of the project are to: (a) (b) (c) promote self-learning; allow teachers the opportunity to engage in the formative assessment of their students; allow students to enhance their understanding of the nature of organisations through local studies; business (d) allow students to display evidence of careful observation and some degree of originality in their work; allow students to analyse business information gathered and make practical decisions; explore more fully, some areas of the Unit which may not be assessed adequately in an external examination. (e) (f) 2. Requirements Students must choose a firm (or simulate a firm) on which they would do their investigative research project.
The project should afford students the opportunity to pursue areas of personal interest. Students must undertake a project which embraces any one, two, or all three Modules within the Unit being assessed. CXC A24/U2/12 41 Primary Sources of Data Candidates can use primary sources of data in their research activities. These include information gathered through questionnaires, and face to face interviews. Secondary Sources Secondary sources of data can also be used. These include newspapers, trade and professional journals, magazines, (such as News Week, Times) and documentation on the firm studied.
An early start to planning project work is highly recommended. Each candidate should know the requirements of the project and its assessment procedures, as part of the orientation to the Unit. Teachers should guide the candidates in choosing appropriate projects that relate to the candidates’ interest and the specific objectives identified. A schedule of the dates for submitting project work (agreed by teachers and candidates) should be established. A teacher should offer guidance in the data collection process and the preparation of the report. Project Reports A candidate’s project should be presented in a soft folder bearing the candidate’s number, name of subject and the date submitted.
The project document should comprise: (a) (b) (c) title; table of contents; introduction: (i) topic/aim of the project; (ii) background. literature review; methodology; presentation of data; analysis of data; interpretation of results; conclusions and recommendations; references and citations. (d) (e) (f) (g) (h) (i) (j) CXC A24/U2/12 42 The report (approximately 2500 words) should be typed double-spaced or hand-written legibly. Skills to be assessed 1. Knowledge and Understanding: candidate’s ability to demonstrate knowledge and understanding of the objectives being assessed in the Module. candidate’s ability to collect, classify and communicate information. candidate’s ability to distinguish relationships among components of the business environment.
