Course details

National Certificate in Business Administration and Computing (Level 2)
NZQF Level 2

About the course

This qualification recognises a broad range of entry level business administration and computing skills and knowledge required by the business community.

The Compulsory section includes unit standards that cover entry-level knowledge and skills that are necessary for safe operation in Business Administration.

The flexible nature of the Elective section of this qualification allows programmes to reflect the needs of the candidate and their work environment, which may include: use of technology, use of telephones, keyboard skills, customer service, information processing, communication, and contributing to the team in the workplace. Minimum credits specified for interpersonal communications and writing recognise the need for competencies that underpin all business administration roles.

The Balance section allows a greater choice of skills and knowledge to promote greater relevance to candidate and workplace needs.

This qualification is the first of four qualifications in Business Administration for people seeking employment and/or further training and education through an accredited provider or through work-based training programmes.

The qualification provides a foundation for the National Certificate in Business Administration and Computing (Level 3) [Ref: 0633], the National Certificate in Business Administration (Level 4) [Ref: 0634], and the National Diploma in Business Administration (Level 5) [Ref: 0370]. Alternatively, it could lead to other qualifications in the Business and Computing and Information Technology fields.

About the provider

Te Kotahitanga is a research and professional development programme that:

  • supports teachers to improve Māori students' learning and achievement, enabling teachers to create a culturally responsive context for learning which is responsive to evidence of student performance and understandings
  • enables school leaders, and the wider school community, to focus on changing school structures and organisations to more effectively support teachers in this endeavour.

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