sda essay business studies

Business Studies Grade 12 2018 Essays | Great Topics (South Africa)

Business Studies Grade 12 Essays | 2018, 2019, 2020 Topics (South Africa):

Table of Contents

Tips on answering Business Studies Essay Types of Questions

• Read through all the essay questions carefully
• Choose the two questions that you can answer best
• Write the question number on the top of the page
• The essay must have an introduction, body and conclusion
• Begin each essay by writing the word Introduction
• The body of the essay must be divided into paragraphs
• The heading for each paragraph is taken from the question.
• Ensure that all the bullets of the question forms part of the body of your essay
• Conclude your essay by writing the word conclusion, and a sentence, related to the topic, to conclude your essay.

Download Business Studies Grade 12 Exam Papers and Memos (2020, 2019, 2018, 2017) for free download. Prepare better for your grade 12 exams

Structure for Grade 12 Business Essay

Video tutorials on writing grade 12 business studies essays.

Hello Grade 12 Learners. Modern Classroom has everything for you needed to pass your matric exams, tests, assessments, research tasks and assignments under CAPS Curriculum . Feel free to explore all resources for grade 12, such as Study Guides, DBE Past Exam Papers with Memos , and Speech Topics . That’s if you want to know how to pass grade 12 with distinctions in South Africa Modern Classroom

Why passing Grade 12 is very important

Grade 12 ultimately prepares you for the real world out there, and most importantly matric is your ultimate gateway for varsity. You really need good marks in Grade 12 in order to pass well and study what you like . Good Grade 12 marks means good APS Score.

The calculation of an Admission Point Score (APS) is based on a candidate’s achievement in any SIX recognised National Senior Certificate 20-credit subjects (including subjects from the non-designated subject list, e.g. CAT , Tourism , Hospitality Studies and Civil , Electrical & Mechanical Technology , etc.), by using the NSC seven-point rating scale. Life Orientation is a 10-credit subject and may not be used for calculating the APS. Life Orientation is also not a faculty-specific subject requirement.

Have you made your career choice yet?

Now that you are in your final year of studies, have you made up your mind about what career you want to pursue after matric? Have a look at below questions and click on the links for more information:

Do you know:

• If you want to study at a University or College ?
• What career do you plan to pursue after school ?
• What subjects you will need to study for this career?
• Which country do you want to study at, Canada maybe?
• How will you pay for your studies?

5 Ways to Pass Matric with Distinction?

• Teach your friends the subject you know the most. Teaching others makes you learn faster
• Manage your time properly. Learn to focus at one task at a time.
• Gather all learning material about a subject and try answering previous exam papers and tests
• Ensure you do have 8 hrs of sleep every night so that you will always be productive.
• Remove all destructions around you, such as: TV, CellPhone, Noisy people, etc. If you cant, go to the library or study at school.

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Business Studies Grade 12

Business studies grade 12 essays questions and answers for paper 2.

On this page, you will find Business Studies Grade 12 Essays Questions and Answers for paper 2. Memos are in a pdf format.

• 1.1 Question 1: Business Ventures
• 1.2 Question 2: Ethics and Professionalism
• 2.1 Question 4: Forms of Ownership and Investment
• 3.1 Questions and Answers for Business Studies Grade 12
• 4 Answers and more questions can be found on the pdf documents below:
• 5 Take a Quiz
• 6 Questions and Answers

List of Business Studies Grade 12 Essays Questions and Answers

Question 1: business ventures.

Peter and Teko are partners in P & T Consultancy. They are considering investing their surplus funds in the RSA retail savings bonds/Government retail bonds and also in preference shares of companies listed on the JSE.

• Keeping the above scenario in mind, write an essay on investments and forms of ownership in which you include the following aspects:
• Outline the functions of the JSE.
• Describe FOUR types of preference shares.
• Evaluate the impact of the RSA retail savings bonds/Government retail bonds on investors.
• Legislation

Question 2: Ethics and Professionalism

According to the King Code principles, businesses are expected to conduct their operations in an ethical and professional manner. Many businesses develop strategies to address unethical business practices remain competitive and sustainable.

Write an essay on ethics and professionalism in which you address the following aspects:

• Elaborate on the meaning of ethical behaviour.
• Unfair advertising
• Pricing of goods in rural areas
• Taxation/Tax evasion
• Advise businesses on how they could apply accountability and transparency as King Code principles for good corporate governance.
• Suggest ways in which professional, responsible, ethical and effective business practice should be conducted.

Question 3: Essay on human rights, inclusivity and environmental issues

Businesses are required to respect the economic rights and safety of their employees in the workplace. The health and safety representatives play an important role in protecting the workplace environment. Adherence to human rights enables businesses to deal with diversity in the workplace.

Write an essay on human rights, inclusivity and environmental issues in which you include the following aspects:

• Outline the economic rights of employees in the workplace.
• Explain the roles of the health and safety representatives in protecting the workplace environment.
• Discuss the benefits of diversity in the workplace.

Question 4: Forms of Ownership and Investment

The criteria for the success or failure of private companies are more appealing than that of partnerships. Many partnerships convert to private companies so that they can benefit from these criteria. Some businesses consider the investment factors before investing in fixed deposits.

Write an essay on forms of ownership and investment in which you include the following aspects:

• Outline the disadvantages of a partnership.
• Discuss FOUR factors that should be considered when making investment decisions.
• Advise businesses on the impact of fixed deposits as a form of investment.

Take a Quiz

[show-quiz id=”31304″]

Questions and Answers for Business Studies Grade 12

Browse a list of Business Studies Questions and Answers:

• Explain the purpose of the Consumer Protection Act
• Impact of consumer Protection Act on the marketing function
• Analyse the impact of the Consumer Protection Act on ACM
• Which Act compels businesses to display the prices of all goods and services
• Provide Six types of diversification strategy with examples
• How does the National Credit Act assist or help consumers with the fair treatment
• Name any TWO types of integration strategies

View more questions from Morning Answers

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Download Business Studies Grade 12 September 2020 Past Papers and Memos paper 1 and paper 2 for study revision

Business Studies Grade 12 September 2020 Past Papers and Memos paper 1 and paper 2pdf download

List of Business Studies Grade 12 September 2020 Past Papers and Memos

Business studies grade 12 november 2020 question papers and memos for study revision.

Business Studies Grade 12 November 2020 Question Papers and Memos, paper 1 and paper2 pdf downloads

List of Business Studies Grade 12 November 2020 Question Papers and Memos

Business studies grade 12 november 2020 question paper and memo paper 1 and paper 2.

Business Studies Grade 12 November 2020 Question Paper and Memo Paper 1 and Paper 2 in English and Afrikaans:

• 1.1 Paper 1: Business Studies Grade 12
• 1.2 Paper 2: Business Studies Grade 12

List of Business Studies Grade 12 November 2020 Question Paper and Memo

Paper 1: business studies grade 12, paper 2: business studies grade 12.

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BUSINESS STUDIES GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS NOVEMBER 2019

BUSINESS STUDIES GRADE 12 NATIONAL SENIOR CERTIFICATE EXAMINATIONS NOVEMBER 2019

INSTRUCTIONS AND INFORMATION Read the following instructions carefully before answering the questions.

• This question paper consists of THREE sections and covers all FOUR main topics. SECTION A: COMPULSORY SECTION B: Consists of FIVE questions Answer any THREE of the five questions in this section. SECTION C: Consists of FOUR questions Answer any TWO of the four questions in this section.
• Read the instructions for each question carefully and take particular note of what is required. Note that ONLY the first THREE questions in SECTION B and the first TWO questions in SECTION C will be marked.
• Number the answers correctly according to the numbering system used in this question paper. NO marks will be awarded for answers that are numbered incorrectly.
• Except where other instructions are given, answers must be in full sentences.

• Use the table below as a guide for mark and time allocation when answering each question
• Begin the answer to EACH question on a NEW page, e.g. QUESTION 1 – new page, QUESTION 2 – new page.
• You may use a non-programmable calculator.
• Write neatly and legibly.

SECTION A (COMPULSORY) QUESTION 1 1.1 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question numbers (1.1.1 to 1.1.10) in the ANSWER BOOK, e.g. 1.1.11 D. 1.1.1 The aim of this Act is to protect consumers against unfair reckless lending by businesses:

• Consumer Protection Act (CPA), 2008 (Act 68 of 2008)
• Employment Equity Act (EEA), 1998 (Act 55 of 1998)
• National Credit Act (NCA), 2005 (Act 34 of 2005)
• Labour Relations Act (LRA), 1995 (Act 66 of 1995)

1.1.2 Teddy Car Manufacturers implemented the … integration strategy when they bought Tail Motors Spares.

1.1.3 ABC Paints operate in the … sector as they specialise in the manufacturing of paint.

1.1.4 William, the manager of Eden Supermarket, applies the … leadership style when delegating tasks to followers without supervision.

• bureaucratic
• laissez-faire/free-reign
• charismatic

1.1.5 The … company provides essential services such as water and electricity at reasonable prices.

• personal liability
• state-owned

1.1.6 An example of a non-verbal presentation is information in the form of a/an …

• written report.
• data projector.
• video conferencing.
• oral report.

1.1.7 This problem-solving technique requires each employee to first generate his/her own ideas and then share them with members:

• Brainstorming
• Force-field analysis
• Empty chair technique
• Nominal group technique

1.1.8 Goal Ltd contributes towards the well-being of their employees by …

• giving them the right to freedom of association.
• providing recreational facilities.
• allowing them longer break intervals despite tight deadlines.
• providing transport to all employees regardless of working hours.

1.1.9 The … function ensures reliable capturing and storing of data/ information.

• human resource
• administration

1.1.10 The process of matching a new employee's skills and abilities with the requirements of a job is known as ...

• recruitment.
• training. (10 x 2) (20)

1.2 Complete the following statements by using the words provided in the list below. Write only the word(s) next to the question numbers (1.2.1 to 1.2.5) in the ANSWER BOOK. simple interest; quality management; health and safety representative; one and a half of; recruitment; employer; compound interest; double; screening; quality 1.2.1 Ricky received … his normal rate of pay for working on a public holiday. 1.2.2 Thandeka earned … calculated on the principal amount and accumulated interest. 1.2.3 The responsibility of the … is to provide all the necessary equipment for workers to perform their duties in a favourable work environment. 1.2.4 The ability of goods/services to meet the specific needs of customers/clients, is known as … 1.2.5 Candidates' application forms are checked against the requirements of the job during the … process. (5 x 2) (10) 1.3 Choose a description from COLUMN B that matches a term in COLUMN A. Write only the letter (A–J) next to the question numbers (1.3.1 to 1.3.5) in the ANSWER BOOK, e.g. 1.3.6 K.

(5 x 2) (10) TOTAL SECTION A: 40 SECTION B Answer ANY THREE questions in this section. NOTE: Clearly indicate the QUESTION NUMBER of each question that you choose. The answer to EACH question must start on a NEW page, e.g. QUESTION 2 on a NEW page, QUESTION 3 on a NEW page.

QUESTION 2: BUSINESS ENVIRONMENTS 2.1 Name THREE types of diversification strategies. (3) 2.2 Outline the role of SETAs in supporting the Skills Development Act (SDA), 1998 (Act 97 of 1998). (8) 2.3 Identify the leave provision stipulated in the Basic Conditions of Employment Act (BCEA), 1997 (Act 75 of 1997) that Quick Shoe Manufacturers complied with in EACH statement below: 2.3.1 Ruth, the secretary, was allowed to stay home for four consecutive months after her baby was born. 2.3.2 Ashley, the supervisor, is entitled to take up to 21 days leave per year. 2.3.3 John, the financial clerk, was given permission to take three to five days off work to attend to his sick mother. 2.3.4 Zodwa, the production manager, brought a medical certificate for taking three days off to recover from flu. (8) 2.4 Explain the purpose of the Labour Relations Act (LRA), 1995 (Act 66 of 1995). (8) 2.5 Discuss any THREE consumer rights as stipulated in the Consumer Protection Act (CPA), 2008 (Act 68 of 2008). (9) 2.6 Read the scenario below and answer the questions that follow. MEAT MARKET LTD Meat Market Ltd specialises in supplying fresh meat to customers. The company gave some of its shares to their previously disadvantaged employees. They were also offered learnership programmes. 2.6.1 Name the Act that Meat Market Ltd is complying with in the scenario above. (2) 2.6.2 Identify TWO pillars of the Act identified in QUESTION 2.6.1 that Meat Market Ltd implemented. Motivate your answer by quoting from the scenario above. Use the table below as a GUIDE to answer QUESTION 2.6.2.

(6) 2.7 Explain how the following PESTLE elements/factors may pose challenges to businesses: 2.7.1 Economic (4) 2.7.2 Social (4) 2.8 Suggest practical ways in which businesses may comply with the Employment Equity Act (EEA), 1998 (Act 55 of 1998). (8) [60]

QUESTION 3: BUSINESS VENTURES 3.1 State FOUR types of preference shares. (4) 3.2 Outline the advantages of unit trusts as a form of investment. (8) 3.3 Read the scenario below and answer the questions that follow. MOUNTAIN HOTEL (MH) Sihle, the owner of Mountain Hotel, applies the democratic leadership style in managing his employees. He has a positive attitude and knows that there is always more to learn. Sihle models the behaviour that he wants to see in his followers. 3.3.1 Quote TWO roles of personal attitude in successful leadership displayed by Sihle in the scenario above. (2) 3.3.2 Advise Sihle on the impact of the democratic leadership style on MH as a business. (8) 3.4 Discuss the importance of insurance for businesses. (8) 3.5 Explain the following factors that may be considered when making investment decisions: 3.5.1 Return on investment (4) 3.5.2 Liquidity (4) 3.6 Read the scenario below and answer the questions that follow. TOP TRADERS (TT) Top Traders bought stock worth R400 000, but insured it for R300 000. A fire in the warehouse destroyed stock to the value of R60 000. 3.6.1 Name the insurance clause that is applicable to the scenario above. (2) 3.6.2 Calculate the amount that Top Traders will receive as compensation from the insurer. Show ALL calculations. (4) 3.7 Discuss the advantages of a non-profit company as a form of ownership. (8) 3.8 Advise businesses on how management and legislation could contribute to the success and/or failure of a public company. (8) [60]

QUESTION 4: BUSINESS ROLES 4.1 State FOUR steps in problem-solving. (4) 4.2 Elaborate on the roles of the health and safety representatives in protecting the workplace environment. (6) 4.3 Read the scenario below and answer the question that follows. NORMAN ACCOUNTING SERVICES (NAS) The management of Norman Accounting Services employs both males and females. They also encourage older employees to be mentors for young employees to develop their full potential. Identify TWO diversity issues that are applicable to NAS. Motivate your answer by quoting from the scenario above. Use the table below as a GUIDE to answer QUESTION 4.3.

(6) 4.4 Explain how businesses could apply the Delphi-technique to solve business problems. (8) 4.5 Discuss the advantages of creative thinking in the workplace. (6) 4.6 Read the scenario below and answer the questions that follow. JUNE TRADERS (JT) June Traders decided to invest their surplus profit in corporate social investments (CSI) projects. They invested in communities by donating school uniforms. Sporting facilities were also provided by JT to promote a healthy lifestyle. 4.6.1 Quote TWO ways in which JT contributed to the well-being of their communities. (2) 4.6.2 Discuss the impact of corporate social investment (CSI) on JT as a business. (6) 4.7 Explain how businesses can apply the King Code principles of transparency and accountability to improve their ethical business practices. (8) 4.8 Suggest ways in which businesses can deal with the following unethical/unprofessional business practices: 4.8.1 Pricing of goods in rural areas (4) 4.8.2 Abuse of work time (4) 4.9 Advise businesses on how they could promote the cultural rights of employees in the workplace. (6) [60]

QUESTION 5: BUSINESS OPERATIONS 5.1 Name FOUR methods/sources of external recruitment. (4) 5.2 Read the scenario below and answer the questions that follow. KHAN PRIVATE HOSPITAL (KPH) Khan Private Hospital has advertised a vacancy for a nurse. The advertisement includes the following aspects regarding the position:

• Applicants must have a diploma in nursing as a minimum requirement.
• Responsible for observing patients and giving medication.
• Two years' experience in nursing will be an advantage.
• Compiling daily reports on the progress of the patients. The advertisement indicates that only shortlisted candidates will be contacted for an interview.

5.2.1 Quote TWO examples of job description and TWO examples of job specification in the scenario above. Use the table below as a GUIDE to answer QUESTION 5.2.1.

(4) 5.2.2 Explain the role of the interviewee/applicant during the interview. (8) 5.3 Discuss the implications of the Skills Development Act (SDA), 1998 (Act 97 of 1998) on the human resources function. (6) 5.4 Evaluate the impact of fringe benefits on businesses. (8) 5.5 Elaborate on the meaning of quality performance. (4) 5.6 Read the scenario below and answer the question that follows. PURPLE ENTERPRISE (PE) Purple Enterprise is a large retail business that provides a variety of products. They prepare their own accounting records to ensure accurate tax payments. PE responded quickly when one of their clients was not happy with their service. Identify TWO business functions that are applicable to PE. Motivate your answer by quoting from the scenario above. Use the table below as a GUIDE to answer QUESTION 5.6.

(6) 5.7 Discuss the impact of TQM if poorly implemented by businesses. (8) 5.8 Explain the advantages of continuous improvement to processes and systems on large businesses. (6) 5.9 Recommend ways in which the quality of performance of the purchasing function could contribute to the success of the business. (6) [60]

QUESTION 6: MISCELLANEOUS TOPICS BUSINESS ENVIRONMENTS 6.1 Name THREE types of business environments and state the extent of control businesses have over EACH of these environments. Use the table below as a GUIDE to answer QUESTION 6.1.

(6) 6.2 Read the scenario below and answer the questions that follow. LEGEND PROJECTS (LP) The management provided the Commissioner with false information regarding serious accidents that took place at Legend Projects. They also bribed one of their employees not to report injuries sustained while performing his/her duties. 6.2.1 Identify the Act that is applicable in the scenario above. (2) 6.2.2 Quote TWO actions that can be regarded as discriminatory according to the Act identified in QUESTION 6.2.1. (2) 6.2.3 Advise the management of LP on penalties they could face for non-compliance with the Act identified in QUESTION 6.2.1. (4)

BUSINESS VENTURES 6.3 Identify the types of business investment opportunities that were used by Prime Plumbers in EACH statement below: 6.3.1 Prime Plumbers invested R50 000 for six months at 12% interest with a financial institution. 6.3.2 Prime Plumbers received dividends for their portion of ownership in Blue Range Ltd. (4) 6.4 Outline the functions of the Johannesburg Securities Exchange Ltd (JSE). (6) 6.5 Discuss the situational leadership theory. (6)

BUSINESS ROLES 6.6 State TWO criteria for successful team performance. (2) 6.7 Explain how businesses could deal with HIV/Aids as a socio-economic issue. (6) 6.8 Recommend ways in which businesses could create an environment that stimulates creative thinking in the workplace. (8)

BUSINESS OPERATIONS 6.9 Name any THREE steps of the PDCA model/cycle. (3) 6.10 Read the scenario below and answer the questions that follow. SKY LTD Helen has been working for Sky Ltd for the past 30 years. The management terminated her employment contract when she reached the age of 65. 6.10.1 Identify the reason why Helen's employment contract was terminated. Motivate your answer by quoting from the scenario above. (3) 6.10.2 Explain other reasons for the termination of an employment contract. (4) 6.11 Discuss the purpose of induction as a human resources activity. (4) [60]

TOTAL SECTION B: 180

SECTION C Answer ANY TWO questions in this section. NOTE:  Clearly indicate the QUESTION NUMBER of each question chosen. The answer to EACH question must start on a NEW page, e.g. QUESTION 7 on a NEW page, QUESTION 8 on a NEW page.

QUESTION 7: BUSINESS ENVIRONMENTS (BUSINESS STRATEGIES) Businesses realise the importance of the strategic management process when devising suitable business strategies. Some businesses maintain that Porter's Five Forces model plays an important role in remaining competitive in the market environment. Write an essay on business strategies in which you include the following aspects:

• Describe the strategic management process.
• Discuss the THREE types of defensive strategies that businesses may use to address challenges in the macro environment
• Explain how businesses could apply Porter's Five Forces model to analyse the market environment.
• Advise businesses on the steps they should consider when evaluating strategies. [40]

QUESTION 8: BUSINESS VENTURES (PRESENTATION AND INSURANCE) Mr Meyer, a sales representative, planned to make a presentation on the principles of insurance. He decided to use a PowerPoint slideshow to enhance his presentation. However, the presentation was unsuccessful due to his inability to handle feedback in a professional manner. Keeping the above scenario in mind, write an essay on presentation in which you include the following aspects:

• Outline the factors that Mr Meyer should consider during his presentation.
• Discuss any THREE principles of insurance.
• Evaluate the impact of a PowerPoint presentation.
• Advise Mr Meyer on how he can improve on his next presentation. [40]

QUESTION 9: BUSINESS ROLES (TEAM PERFORMANCE AND CONFLICT MANAGEMENT) Businesses encourage employees to work in teams, which may lead to conflict sometimes. For this reason, it is important for businesses to familiarise themselves with the stages of team development. They should also find ways to deal with conflict and difficult people in the workplace. Write an essay on team performance and conflict management in which you address the following aspects:

• Describe FOUR stages of team development.
• Discuss the causes of conflict in the workplace.
• Explain how businesses could handle conflict in the workplace.
• Suggest ways in which businesses could deal with difficult people in the workplace. [40]

QUESTION 10: BUSINESS OPERATIONS (TOTAL QUALITY MANAGEMENT) Total quality management (TQM) enables businesses to strive for continuous growth and customer satisfaction. The effective implementation of TQM elements will enable businesses to keep abreast with changes and to reduce the cost of quality. Write an essay on total quality management (TQM) in which you address the following aspects:

• Outline the benefits of a good quality management system.
• Distinguish between quality control and quality assurance.
• Total client/customer satisfaction
• Continuous skills development
• Adequate financing and capacity
• Suggest ways in which TQM can reduce the cost of quality. [40]

TOTAL SECTION C:80 GRAND TOTAL:300

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How to write Business Studies Essays

A business studies essay is worth 40 marks in your exam. It is a compulsory section for you to answer. Knowing how to structure your essay and understanding what is expected of you is crucial to gaining maximum marks.

In this guide:

Your essay needs to have an introduction, body and conclusion. You are also awarded marks for LASO.

Introduction

The following elements need to be included in your introduction to gain marks.

You need to start with the word ‘introduction’ as a heading.

Your opening statements must be linked to the bulleted questions. It is always a good idea to use your introduction to write definitions of points you will be speaking about in your essay.

Give two meaningful facts to get maximum marks: (2 × 1) = (2).

Do not use any words/statements within the preamble. You will not get marks for repeating.

Body of your essay

The body comes directly after your introduction

Don’t write the word ‘body’ as a heading. Instead, use the information in the questions below the scenario as headings within the body.

Break up the information into logical parts, making use of headings and subheadings.

The maximum mark obtained for the body is 32 marks.

Don’t repeat facts, get to the point.

Write your responses in full sentences that are bulleted.

Wrap up your essay with a conclusion:

Write the word ‘conclusion’ as a heading.

End your essay with one meaningful fact and make sure not to repeat what was said within the introduction/body: (1 × 2) = (2).

LASO is the marking criteria that teachers use to award you marks for structure and originality. LASO is worth 8 marks and the following aspects are awarded:

L (Layout): write the words 'introduction' and 'conclusion' (2 marks).

A (Analysis): write sub-headings that appear within the question paper (1 mark) and ensure that you write at least 16 marks within the body (1 mark).

S (Synthesis): ensure that you only provide relevant content as answers (2 marks).

O (Originality): provide at least two current examples linked to the business world to support the facts in your body (2 marks).

Tips to help you write a good essay

You should make use of the 10 minutes of reading time and decide which essay you will write. Once you have made your decision stick with it, don't waste time when the clock is ticking to change your choice. The more time you have the more you can write, leading to potentially getting more marks.

You need to pre-learn your examples. Each example needs to be recent, relevant and real (newsworthy examples), therefore, for each topic you need to learn 2 examples as this is not something you can make up in the exam.

Layout is important. You want to make it as easy as possible for your marker to find your answers.

• Each sentence should be bullet-pointed.
• Add subheadings to your headings.
• Leave a line open between each heading.

There is no mark breakdown for each question in the essay but the two middle bullet points will count the most marks - usually around 14/16 marks.

There is no word limit so write as much as possible. Even if you get a whole section wrong you still have the potential to get full marks for your facts. An essay has almost 50 marks available of which the marker is looking for 32 marks.

Practice, practice, practice - the more you practice how to write an essay the easier it will be in an exam. Go through past papers.

Have any other essay tips, share them on our community page!

Currently a teacher at Parklands College, Candrine is also an NSC marker for Business Studies and is completing a Master in Education from the University of Cape Town. Her mantra is: "Start where you are. Use what you have. Do what you can."

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Gr 12 Business Studies Core Notes: Business Environments & Business Operations

2020 Gr 12 Business Studies Core Notes: Business Environments & Business Operations

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Skills Development Act including the role of SETAs in supporting this Act Notes and Exam Questions Business Studies Grade 12

Skills Development Act including the role of SETAs in supporting this Act : Notes, Common Exam Questions and Answers Guide, Online Quizzes and Activities for Business Studies Grade 12 Revision Studies, from Macro Environment: Impact of Recent Legislations section. This content is under Term 1 as per the CAPS Curriculum.

On this page, grade 12 students learn and study for revision using REAL EXAM questions based on Skills Development Act including the role of SETAs in supporting this Act topic, using activities and engaging quizzes. Every South African grade 12 learner who wants to pass Business Studies subject with a distinction, needs to go through the valuable study resources on this page.

Skills Development Act including the role of SETAs in supporting this Act Business Studies Grade 12

Skills Development Act including the role of SETAs in supporting this Act:

The Skills Development Act of 1998  is an important piece of legislation in South Africa that aims to promote  skills development  and  training for individuals  in the workforce. This act has had a significant impact on the education and employment sectors in South Africa, and has played a key role in addressing the country’s skills shortage.

Nature and Purpose of  The Skills Development Act of 1998

The Skills Development Act is designed to promote and encourage skills development and training for individuals in the workforce. The act is intended to address the skills shortage in South Africa and to ensure that individuals have the necessary skills and knowledge to be successful in their careers. The act also aims to promote equity in the workplace and to address the historical imbalances in the education and employment sectors.

List of Key Provisions:

• Establishment of the Sector Education and Training Authorities (SETAs)
• Creation of the  National Skills Authority
• Implementation of learnerships and apprenticeships
• Recognition of prior learning (RPL)
• Provision of funding for skills development
• Establishment of the  National Qualifications Framework (NQF)
• Promotion of workplace skills plans and training committees

The Impact of the Skills Development Act

The Skills Development Act has had a significant impact on the education and employment sectors in South Africa.

• It has helped to  address the skills shortage by promoting skills development  and  training opportunities for individuals  in the workforce.
• The act has also helped to  promote equity in the workplace  by ensuring that individuals from historically disadvantaged backgrounds have access to the same training and development opportunities as their counterparts from more privileged backgrounds.
• Some examples of the impact of the Skills Development Act include the establishment of  SETAs , the creation of the National Skills Fund, and the implementation of learnerships and apprenticeships.

The Role that the Skills Development Act played in reversing the impact of apartheid

The Skills Development Act of 1998 has played a crucial role in reversing the impact of apartheid in South Africa by promoting skills development and training opportunities for previously disadvantaged individuals. Some key ways in which the act has helped to reverse the impact of apartheid include:

• Promotion of equity in the workplace:  The Skills Development Act promotes equity in the workplace by ensuring that individuals from historically disadvantaged backgrounds have access to the same training and development opportunities as their counterparts from more privileged backgrounds. This helps to level the playing field and promote a more equitable and just society.
• Recognition of prior learning:  The act recognizes the skills and knowledge that individuals may have acquired through informal learning and work experience, and allows them to be recognized and accredited through the National Qualifications Framework (NQF). This helps to ensure that individuals are not discriminated against based on their background or lack of formal qualifications.
• Establishment of SETAs:  The Sector Education and Training Authorities (SETAs) were established under the Skills Development Act to oversee and support the implementation of skills development programs in various industries. This helps to ensure that training programs are aligned with industry needs and that individuals are receiving the necessary skills and knowledge to be successful in their careers.
• Implementation of learnerships and apprenticeships:  The Skills Development Act has helped to increase the availability of learnerships and apprenticeships, which provide individuals with practical, on-the-job training and work experience. This helps to bridge the gap between theory and practice and provides individuals with valuable skills and knowledge.
• Provision of funding for skills development:  The act provides funding for skills development programs and initiatives, which helps to ensure that individuals from all backgrounds have access to training and development opportunities. This helps to promote a more inclusive and equal society.

Similarities and Differences between the Skills Development Act of 1998 and the Skills Development Levies Act of 1999

The Skills Development Act of 1998 and the  Skills Development Levies Act of 1999  are two important pieces of legislation that have had a significant impact on skills development and training in South Africa. Here are some of the key similarities and differences between these two acts:

Similarities:

• Both acts were implemented to promote and encourage skills development in South Africa
• Both acts aim to improve the quality of the workforce and promote economic growth
• Both acts require employers to contribute towards the training and development of their employees

Differences:

• The Skills Development Act focuses on the establishment of Sector Education and Training Authorities (SETAs) to promote skills development and training in specific industries, while the Skills Development Levies Act focuses on the collection and management of skills development levies by the South African Revenue Service (SARS)
• The Skills Development Act requires employers to spend a certain percentage of their payroll on training and development, while the Skills Development Levies Act requires employers to contribute a certain percentage of their payroll to the National Skills Fund, which is used to fund skills development initiatives
• The Skills Development Act places a greater emphasis on the involvement of workers and their representatives in the development of training programs, while the Skills Development Levies Act focuses more on the administrative aspects of collecting and managing levies.

While the Skills Development Act and the Skills Development Levies Act share many similarities in their objectives to promote skills development and training in South Africa, they differ in their approaches and emphasis on specific aspects of the skills development process.

Basic Guide to Skills Development Levies ACT

The Skills Development Levies Act (No. 9 of 1999) provides for the collection of levies from employers to contribute towards skills development in South Africa. Here is a basic guide to skills development levies in South Africa:

Who pays skills development levies?

All employers who are liable to pay Skills Development Levies (SDL) include companies, close corporations, and certain statutory bodies.

How is the levy calculated?

The levy is calculated at 1% of the total amount of remuneration paid by the employer to its employees in a particular month.

How are levies collected?

Levies are collected by the South African Revenue Service (SARS) on a monthly basis. Employers are required to submit a Skills Development Levy Return (SDL 201) to SARS each month.

What can levies be used for?

Levies can be used to fund the training of employees, as well as learnerships, apprenticeships, and other forms of workplace training. The levy can also be used to fund the activities of Sector Education and Training Authorities (SETAs).

Exemptions from paying levies:

In South Africa, there are certain employers who are exempt from paying Skills Development Levies (SDLs). These include:

• Public service employers:  Employers who are part of the public service, such as government departments and municipalities, are exempt from paying SDLs.
• Religious or charitable organizations:  Employers who are registered as religious or charitable organizations and who are exempt from paying tax in terms of Section 10(1)(cN) of the Income Tax Act are also exempt from paying SDLs.
• Employers with an annual payroll of less than R500,000:  Employers who have an annual payroll of less than R500,000 are exempt from paying SDLs.

It is important to note that although these employers are exempt from paying SDLs, they are still required to submit a Skills Development Levy Return (SDL 201) to the South African Revenue Service (SARS) on a monthly basis to confirm that they are exempt. Employers who are unsure about whether they are exempt from paying SDLs should consult with SARS or a qualified tax practitioner for advice.

Penalties for non-payment:

Failure to pay the SDL can result in penalties and interest charges being levied on the outstanding amount. Non-payment can also result in legal action being taken against the employer.

In summary, the Skills Development Levies Act is an important tool for ensuring that South African employers contribute towards the development of skills within their organizations and the broader economy. Understanding the requirements and obligations related to SDLs is essential for employers who want to comply with the law and maximize the benefits of workplace training and development.

The role of SETAs in supporting the Skills Development Act (SDA), 1998 (Act 97 of 1998).

The Skills Development Act (SDA), 1998 (Act 97 of 1998) is an important piece of legislation in South Africa, aimed at promoting the development of skills for the workforce. The act emphasizes the importance of skills development in enhancing the country’s economic growth and competitiveness. The role of the Sector Education and Training Authorities (SETAs) is critical in supporting the implementation of the Skills Development Act. In this article, we will explore the role of SETAs in supporting the Skills Development Act, and provide real examples in the South African context.

What are SETAs? SETAs are responsible for promoting and coordinating skills development within specific sectors of the economy. They work with industry stakeholders to identify skills needs and develop relevant training programs. SETAs also provide funding for learnerships, apprenticeships, and other training initiatives. SETAs are responsible for ensuring that training programs are aligned with industry needs, and that they meet the requirements of the Skills Development Act.

The role of SETAs in supporting the SDA SETAs play a crucial role in supporting the implementation of the Skills Development Act. Some of the key roles of SETAs include:

• Identifying skills needs:  SETAs work with industry stakeholders to identify skills gaps and shortages within specific sectors of the economy. This is done through research, surveys, and consultations with industry experts.
• Developing training programs : Once skills needs have been identified, SETAs are responsible for developing training programs that address these needs. These training programs are designed to be relevant, practical, and in line with industry standards.
• Providing funding:  SETAs provide funding for learnerships, apprenticeships, and other training initiatives. This funding is provided to employers who are willing to train and develop their employees.
• Quality assurance: SETAs are responsible for ensuring that training programs meet the requirements of the Skills Development Act. This includes ensuring that training providers are accredited, that assessments are fair and transparent, and that learners receive the necessary support to complete their training.

Examples of SETAs in South Africa

There are a number of SETAs in South Africa, each responsible for a specific sector of the economy. Some examples of SETAs in South Africa include:

• Agriculture Sector Education and Training Authority (AgriSETA) – responsible for skills development within the agricultural sector, including farming, forestry, and fishing.
• Banking Sector Education and Training Authority (BANKSETA) – responsible for skills development within the banking sector, including banking, microfinance, and financial services.
• Chemical Industries Education and Training Authority (CHIETA) – responsible for skills development within the chemical industries, including the production of chemicals, plastics, and pharmaceuticals.
• Construction Education and Training Authority (CETA) – responsible for skills development within the construction industry, including building, civil engineering, and construction management.
• Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) – responsible for skills development within the education and training industry, including training, coaching, and mentoring.
• Energy and Water Sector Education and Training Authority (EWSETA) – responsible for skills development within the energy and water sector, including electricity, gas, and water supply.
• Fibre Processing and Manufacturing Sector Education and Training Authority (FP&M SETA) – responsible for skills development within the textile, clothing, footwear, leather, and furniture manufacturing industries.
• Financial and Accounting Services Sector Education and Training Authority (FASSET) – responsible for skills development within the financial and accounting services industry, including accounting, auditing, and tax services.
• Food and Beverage Manufacturing Industry Sector Education and Training Authority (FoodBev SETA) – responsible for skills development within the food and beverage manufacturing industry, including food processing, packaging, and distribution.
• Health and Welfare Sector Education and Training Authority (HWSETA) – responsible for skills development within the health and welfare sector, including nursing, social work, and counselling.
• Insurance  Sector Education and Training Authority (INSETA) – responsible for skills development within the  insurance  industry, including insurance broking, underwriting, and claims assessment.
• Local Government Sector Education and Training Authority (LGSETA) – responsible for skills development within the local government sector, including municipal administration and public management.
• Manufacturing, Engineering and Related Services Sector Education and Training Authority (MERSETA) – responsible for skills development within the manufacturing and engineering sectors, including motor manufacturing, metal fabrication, and mechanical engineering.
• Media, Information and Communication Technologies Sector Education and Training Authority (MICT SETA) – responsible for skills development within the media, information, and communication technologies industries, including digital media, publishing, and broadcasting.
• Mining Qualifications Authority (MQA) – responsible for skills development within the mining industry, including mining operations, minerals processing, and metallurgy.
• Services Sector Education and Training Authority (Services SETA) – responsible for skills development within the services sector, including hospitality, tourism, and retail.
• Safety and Security Sector Education and Training Authority (SASSETA) – responsible for skills development within the safety and security industry, including policing, private security, and fire and rescue services.
• Transport Education and Training Authority (TETA) – responsible for skills development within the transport industry, including road transport, aviation, and maritime transport.
• Wholesale and Retail Sector Education and Training Authority (W&R SETA) – responsible for skills development within the wholesale and retail sector, including retail operations, wholesale distribution, and supply chain management.
• Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA) – responsible for skills development within the culture, arts, tourism, hospitality, and sport sectors, including event management, sports administration, and cultural heritage.

The Skills Development Act plays an important role in promoting the development of skills in South Africa. The role of SETAs in supporting the implementation of this act is critical. SETAs work with industry stakeholders to identify skills needs, develop relevant training programs, and provide funding for learnerships and other training initiatives. Examples of SETAs in South Africa include the Services SETA, the Manufacturing, Engineering and Related Services SETA, the Agriculture SETA, and the Health and Welfare SETA. By working together, the government, industry stakeholders, and SETAs can promote the development of skills and enhance the country’s economic growth and competitiveness.

The National Skills Development Strategy (NSDS) and the Human Resources Development Strategy (HRDS) 

The National Skills Development Strategy (NSDS) and the Human Resources Development Strategy (HRDS) are two complementary frameworks aimed at improving skills development in South Africa.

• Aims to promote the development of a skilled and capable workforce that can contribute to the country’s economic growth and development.
• Focuses on improving the quality and relevance of education and training, increasing access to learning opportunities, and promoting innovation in education and training.
• Seeks to strengthen the link between education and the workplace, as well as to increase the capacity of the skills development system.
• Aims to improve the alignment between education and training programs and the needs of the economy and the labour market.
• Focuses on the development of human resources as a key driver of economic growth and development.
• Seeks to ensure that education and training programs are relevant and responsive to the changing needs of the economy and the labour market.

Both frameworks recognize the importance of skills development in promoting economic growth and development. They emphasize the need to improve the quality and relevance of education and training, as well as to increase access to learning opportunities. Additionally, they highlight the importance of collaboration between government, industry, and other stakeholders in achieving their goals.

Overall, the NSDS and HRDS are important frameworks that provide a roadmap for skills development in South Africa. By working together to improve the quality and relevance of education and training, and to ensure that it meets the needs of the economy and the labour market, these frameworks can contribute to the country’s long-term economic growth and development.

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Employer and Employee Relationships

Introduction

Seventh-day Adventist church members, entities, and institutions are located in nearly every political and legal system of the world. From time to time members and church administrators seek guidance on how Christians should respond to requests or demands put upon them by employers, labor organizations, and governments. In view of the wide variety of political, legal and cultural situations it is impossible to offer specific recommendations that apply equally in every location. Biblical principles and spiritual values however, provide a common foundation.

The history of employer-employee relationships is witness of the excesses and shortcomings to which human institutions and organizations are prone. Industrialization of societies introduced major changes in how work was organized, administered, and accomplished. Guilds or associations of persons in the same trade gave way to labor unions that became collective bargaining agents on behalf of employees. Relationships between trade unions and employers have ranged from adversarial to collaborative.

Today the workplace environment is influenced by numerous forces: political systems, legislation and trade policies, economics, technology, labor unions, and professional organizations. These fulfill functions ranging from industry regulation, practitioner licensing, definition of work, employee advocacy and representation, codification of best practices, and the scrutiny of ethical conduct. The multiplicity of organizations and functions defy generalizations. Therefore, it is important to identify and reiterate general principles and values that provide a Christian basis for dealing with particular issues in the workplace.

The Seventh-day Adventist view of employer-employee relationships is based on teachings and narratives in the Bible , especially those dealing with creation , sin and its effects on persons and communities , salvation provided through Jesus Christ , and the ultimate restoration of harmony and perfect order in the universe. Scripture affirms and balances the value of individuals with the importance and good of society as a whole.

The counsel of Ellen G White on employer-employee relations is rooted in historical situations of her time and a prophetic insight concerning social and economic conditions in the future. She gave stern warnings about the trade union practices of her day. She was fiercely protective against incursions on the conscience of individuals or the intrusion of barriers to Church mission. Some would assert that the situation is considerably different today. To the extent that things are different one needs careful discernment in identifying and applying principles upon which her counsel rested.

Principles and Values

1. Human beings, though corrupted by sin, still carry the likeness of God (Gen 1:26, 27). Thus all are to be treated with respect and justice. The freedom to exercise moral and ethical judgment is an essential ingredient in the dignity of personhood.

2. For a Christian, the Lordship of Jesus Christ permeates the whole of life; its attitudes, actions, and relationships. (Isa 8:13; Matt 6:24; Acts 5:29, Col 3:23, 24) Other authority sources in life are subordinate to Christ’s authority and, unless complementary to it, are neither safe nor reliable.

“The world is not to be our criterion. Let the Lord work, let the Lord’s voice be heard.”–TM 463

“‘Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy strength, and with all thy mind; and thy neighbor as thyself.’ These words sum up the whole duty of man. They mean the consecration of the whole being, body, soul, and spirit, to God’s service. How can men obey these words, and at the same time pledge themselves to support that which deprives their neighbors of freedom of action? And how can men obey these words, and form combinations that rob the poorer classes of the advantages which justly belong to them, preventing them from buying or selling, except under certain conditions!”–Ellen G White, Letter 26, 1903

3. The workplace environment should be characterized by an atmosphere of mutual service and mutual respect. Adversarial relationships between employer and employees, born of suspicion, self-interest, and rivalry deny dignity to persons and ignore the larger interests and needs of society. (James 5:1-6)

4. The workplace should not dehumanize people. Employees should have access to a process of consultation and genuine discussion in matters affecting their labor and the conduct of the business or industry that employs their talents and skills. (1 Kings 12:6,7; Mark 10:42-45; Phil 2:3-8)

5. Christians should refrain from violence, coercion, or any method incompatible with Christian ideals as instruments in the attainment of social or economic goals. Nor should Christians lend their support to organizations or employers that resort to such actions. (2 Cor 6:14-18; 10:3)

6. Seventh-day Adventist employers should support and demonstrate liberty of conscience, fair wages and working conditions, equality of opportunity, justice, and fairness for all (Luke 10:27).

7. Spiritual autonomy and integrity for church entities include freedom to uphold and maintain basic religious tenets and practices, such as Sabbath observance , freedom to establish operating policies in harmony with church objectives, and freedom to employ only those who support church teachings and objectives.

8. In order to fulfill its divine mission the Seventh-day Adventist Church refrains from alignment with or endorsement of political organizations. Church members are urged to preserve and protect their own liberty and independence from alliances that may compromise Christian values and witness.

“We are now to use all our entrusted capabilities in giving the last warning message to the world. In this work we are to preserve our individuality. We are not to unite with secret societies or with trade-unions. We are to stand free in God, looking constantly to Christ for instruction. All our movements are to be made with a realization of the importance of the work to be accomplished for God.”–7T 84

9. Seventh-day Adventists recognize the need for governments and therefore seek to be citizens who support law and order. Social and legal situations vary greatly in different parts of the world. Civil and religious liberties do not exist in equal measure throughout the world. For these reasons divisions of the General Conference may approve more specific working policies, reflecting the spiritual principles stated here, in light of legal, political or cultural realities and practices in their areas. All are encouraged to counsel widely so as to maintain principle-based decisions that preserve the integrity of the Church’s witness and mission. (Current examples of division-approved statements include the North American Division Working Policy HR 30 and the South Pacific Division Executive Committee Statement on “Seventh-day Adventists and Trade Unions,” May 22, 2003.)

This statement was voted during the Annual Council of the General Conference of the Seventh-day Adventist Church on October 14, 2003 in Silver Spring, Maryland.