SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Administrative Information Management

SAQA QUAL ID	QUALIFICATION TITLE
120140	Higher Certificate in Administrative Information Management
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	Field 03 - Business, Commerce and Management Studies		Office Administration
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 01213/23	2023-02-02	2026-02-02
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-02-02		2030-02-02

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Higher Certificate in Administrative Information Management is to equip learners with a range of administrative support skills crucial to the successful functioning of any organisation. This qualification provides training related to the duties of the modern office administrator. Individuals already working within the administrative business environment will be provided with an opportunity to improve their competencies related to the administrative and information management field. The qualification is structured in a way learners can learn how to manage the general office and administrative environment. The practical component of the qualification provides learning opportunities related to the duties of the modern office administrator who can effectively and efficiently complete administrative and information management tasks for the smooth running of an organisation.

The qualification is designed to enhance the employability of learners by equipping them with business administration, and information administration management knowledge and skills. These competencies will enable learners to occupy entry-level or junior or support positions in both the private and the public sectors. Upon completion of the qualification, learners will be equipped with the appropriate administrative and information competencies to work in the administrative office environment and will be able to fulfil roles such as Office Support Assistant; Customer Relations Officer; Public Relations Officer; Front Office Assistant; Data Capturer; and Records Management Assistant. The qualification is intended to equip learners with the theoretical knowledge and applied competence to function in the administrative information management context.

Qualifying learners will be able to apply their learning in areas of office administration The target groups for this qualification are people working within entry-level positions in the various sectors of business and government or those aspiring for those positions. The distance mode of provisioning will enable full-time employed candidates to enrol for the qualification and improve their skills. This qualification, therefore, strives to create an enabling environment of equality that provides individuals who, under usual circumstances, might find it challenging to enrol for contact mode with a digitised learning experience. This is aligned with the Council of Higher Education (CHE) Good Practice Guide that explains distance learning as allowing for a more flexible provision of learning opportunities so that lifelong learning can take place alongside other life commitments such as work, family, and community engagements.

Learners will be able to achieve the intended outcomes through high-quality distance education and, as the CHE guide indicates, their learning will increasingly be mediated and supported through a variety of technologies. All interactions to support learners to attain the outcomes, whether focused on content, learning activities, assessment, or support, will therefore be integrated, and will be facilitated through a digital approach.

Upon completion of this qualification, qualifying learners will be able to:

Demonstrate the ability to communicate effectively within the information administrative office environment through verbal and non-verbal communication.

Demonstrate the ability to work effectively in a team when planning and managing the handling, controlling, and maintaining of administrative information processes to meet the expectations of the industry.

Demonstrate the ability to make decisions and act appropriately in utilising integrated applications to collaboratively engage in corporate governance.

Demonstrate knowledge and understanding of the various means of accessing, processing, disseminating, repackaging, and communicating information, including the effective use of information technology, to function in a changing business environment.

Demonstrate a detailed knowledge and understanding of the concepts and theories of information administration management and other areas of Information Communication Technology and Digital Citizenship, and how that knowledge relates to other fields, disciplines, and practices.

These competencies will support learners to secure employment and/or career progression in various administrative information management contexts. It will also provide an articulation route for possible further academic pursuits.

Rationale:
According to the institutional Policy on Distance Education, 'Distance Education' refers to a mode of education provision approved for identified qualifications that are not offered at an institution campus. Distance education offerings are either block-based and/or fully online and/or offerings with limited contact. The Higher Certificate in Administrative Information Management is suited for distance offering using a fully online approach. According to the Policy, 'Fully online' means the provision of tuition on the distance mode of education; fully ICT supported where there is no face-to-face contact with the learners at the institution campus or learning site.

Continuing consultation with the Academic Advisory Committee, WIL employers and industry partners reflect the current industry needs while reflecting on other higher education institutions, both locally and internationally, informing amending offering modes to include distance offerings. This places the offering within the current sphere of various distance qualifications responding to the needs of learners in a rapidly changing higher education context. The constant developments of information and communication technologies (ICTs) in the administrative information management environment fostered a growing need for office administrators with sound technological, administrative, and business skills. This qualification will allow administrative employees currently in the workplace lacking a formal qualification, as well as prospective learners, the opportunity to improve their skills and qualifications through a distance mode.

Prospective learners would typically include the National Senior Certificate learners who do not meet the minimum institutional admission requirements for the Diploma in Administrative Information Management. The qualification will cultivate proficient administrative employees for the business environment by providing learners with essential competencies to promote personal and business excellence. It is imperative to effectively implement ICTs to promote social inclusion and economic growth. Since ICTs are continuously evolving in the workplace, office managers require knowledgeable office professionals with current and relevant technological, administrative, and business skills, which this qualification will provide.

This qualification was designed for an administrative employee seeking an opportunity to further their studies or a learner who has an interest in working in the administrative information management environment, therefore, pursuing a career in office administration. The qualification encapsulates fundamental introductory knowledge in the areas of general business administration and information administrative management. These fields of specialisation aim to prepare the successful learner for a position in the general business environment within an administrative environment of the corporate world or any of the government departments. The qualification will equip learners with competencies within the fields of communication, administration, administrative information management and office support services. Successful graduates could pursue a career as an administrative office assistant or clerk in any of the functional departments of the organisation; Office support assistant; Customer relations officer; Public relations officer; Front office assistant; Data capture; and Records management assistant.

The opportunity to complete this qualification through a distance provisioning mode will allow access to learners who are presently employed, non-traditional learners, and learners who prefer to complete their formal qualification in a distance mode. The barriers of time, geography and economics are removed, allowing the institution the affordance of offering this qualification to a larger, diverse group of learners who wish to qualify without having to travel to the residential institution to attend lectures. Although the institution is a contact university it needs to remain competitive. The impact of the Covid-19 pandemic has changed the higher education environment, with universities worldwide and in South Africa offering, for example, online programmes, short courses, and Massive Open Online Courses (MOOCs). The result is that the working adult has more study choices than ever before. By not offering this qualification as a distance offering, the institution will face a competitive disadvantage within a student population that needs and expects access to distance programmes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
Or

National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies.
Or

Senior Certificate, NQF Level 4, without endorsement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits:

Fundamentals of Business Communication, 8 Credits.

Communication for Academic Purposes, 10 Credits.

Administrative Management Functions, 12 Credits.

Administrative Office Activities and Procedures, 12 Credits.

Administrative Office Support, 8 Credits.

Event Management, 8 Credits.

Business Etiquette, Ethics and Conflict Management, 12 Credits.

Fundamentals of Personal Computing, 8 Credits.

Fundamentals of Presentation Software, 10 Credits.

Fundamentals of Data Processing Software, 12 Credits.

Fundamentals of Information Processing Software, 12 Credits.

Fundamentals of Collaboration and Management Software, 8 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to communicate effectively within the information administrative office environment through verbal and non-verbal communication.
2. Demonstrate the ability to work effectively in a team when planning and managing the handling, controlling, and maintaining of administrative information processes to meet the expectations of the industry.
3. Demonstrate the ability to make decisions and act appropriately in utilizing integrated applications to collaboratively engage in corporate governance.
4. Use knowledge and understanding of the various means of accessing, processing, disseminating, repackaging, and communicating information, including the effective use of information technology, to function in a changing business environment.
5. Apply a detailed knowledge and understanding of the concepts and theories of information administration management and other areas of ICT and Digital Citizenship, and how that knowledge relates to other fields, disciplines, and practices.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Communicate information clearly in the business context, using appropriate technology, language, structure, and style.

Develop skills in all the functional areas of management.

Use proficiency in communication for occupational purposes, organisational, small group communication, internal and external business media, meeting procedures, career-specific vocabulary, and multicultural interaction.

Use proficiency in presentation and communication skills, both verbal and non-verbal within a diverse work environment.

Associated Assessment Criteria for Exit Level Outcome 2:

Use proficiency in collaboration applications to increase productivity.

Apply knowledge of effectively working in teams and workforce management components.

Illustrate efficiency in integrated, cloud-based systems to validate the ability to work effectively in a team.

Illustrate the ability to discuss and apply the basic concepts, terms, and principles of business administration.

Apply basic knowledge of business enterprises and the basic principles and practices applicable to the operation of a business.

Evaluate the skill and expertise in planning and facilitating the creation and management of correspondence and records management using technology.

Use the ability to apply management principles to carry out official duties.

Analyze and understand customer queries to provide top customer service.

Apply the ability to work in teams and departments of the business using appropriate channels of communication.

Illustrate the understanding of administrative procedures and systems in performing the executive functions of the business.

Associated Assessment Criteria for Exit Level Outcome 3:

Use a sound knowledge of the principles of corporate governance with a focus on values and ethics.

Apply good office etiquette and disciplined work habits.

Associated Assessment Criteria for Exit Level Outcome 4:

Illustrate skills through effective keyboarding and touch typing for effective data input and productivity.

Apply advanced skills in Document and Data Processing; Presentations; Communications and Collaboration Systems.

Use internet search and research skills for advanced information retrieval and research capabilities in the workplace.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply proficiency in operating systems and information systems in organisations.

Use knowledge of hardware: input, processing, and output devices.

Apply proficiency in organising data, data storage, cloud storage and computer networks.

Apply proficiency in social media practices and computer security.

INTEGRATED ASSESSMENT
Formative Assessment:
Formative assessment will thus mainly involve integrated types of assessment, used to inform learners about their progress continuously throughout. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence may be recorded for promotional purposes or may be used for the sole purpose of student and lecturer reflection, growth, and development. Formative assessment will be used to support the student developmentally and to provide feedback to all involved in the learning process on how learning and teaching can be improved. Throughout the qualification, formative assessment strategies will be used to ensure that exit level and critical cross-field outcomes are achieved, which include (but are not limited to):

Assignments.

Demonstrations.

Tests.

Peer collaboration, and self-assessments.

Peer group and individual discussions.

and/or any other applicable methods required within a specific learning and teaching experience.

Summative Assessment:
Summative assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a learner's level of competence upon completion of a unit, module or programme. Results may be expressed in marks in terms of the level of competence achieved, regarding level descriptors, specific outcomes, and assessment standards. This type of assessment is used for promotional purposes and does take the form of (including, but not limited to):

Portfolios.

Presentations.

Individual or group projects and assignments.

Case study analyses and presentations.

Portfolios of evidence.

Online presentations and discussions.

Oral assessments.

Both formative and summative assessments will be used to support learning for this qualification. Formative assessment applies to all the modules in the form of continuous assessment used throughout with a final assessment that takes the form of a summative assessment. Various opportunities are given to the learners to showcase their knowledge, skills, and abilities throughout the modules. Various types of formative assessments are used in the assessment design of the modules to ensure an inclusive approach. The format of the formative assessment will vary based on the topic but will include discussions (utilising the LMS discussion tool), quizzes and virtual presentations.

There is no specific final or year-end examination in modules assessed in a non-examination terminating mode which is the mode of all distance programmes at the institution, as per institutional policy. The assessment opportunities completed during the learning process accumulate into a final module mark. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module. The final mark for modules that are assessed continuously will be compiled from the accumulation of marks obtained for tests and assignments. Assignments include opportunity instruments such as case studies, projects, reflective writings, and critiques.

Integrated assessment at the level of this qualification, therefore, provides an opportunity for learners to prove the attainment of all learning outcomes. They show that they can integrate concepts, ideas, and actions across the programme to achieve competence that is grounded, and that is coherent with the purpose of the learning programme. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the exit level outcomes. Integrated assessment will judge the quality of the observable performance, and the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. The functionalities of the institutional LMS will be used for formative and summative assessments.

Assessment and Moderation:
Assessment and moderation criteria take place in accordance with the procedures, policies, and regulations of the institution.

INTERNATIONAL COMPARABILITY

Country: United Kingdom:
Institution: Inspire London College (ILC)
Qualification title: Office Management and Administration (Certificate)
Duration:12 months.
Level 5.

Entry requirements:

Be age 16 years or older.
Or

Solid knowledge of the English Language.

Modules:

Administrative Office Procedures.

Administrative Support.

Managing Workplace Anxiety.

Office Politics for Managers.

Business Acumen.

Business Ethics.

Business Etiquette.

Business Development and Succession.

Similarities:

Both Inspire London College (ILC) and South African (SA) qualifications offer similar modules such as Administrative Support.

Both ILC and SA qualifications are offered over a period of one year.

Both ILC and SA qualifications are at level 5.

Difference

The ILC qualification requires learners who have a solid knowledge of the English Language, while the SA qualification requires learners who completed the National Senior Certificate.

Country: Canada
Institution: Concordia University (CU)
Qualification title: Certificate in Business Studies
Duration: One year full-time.

Entry requirements:

Graduation from an accredited high school.

A GED may be considered.

Modules:

Contemporary Business Thinking.

Business Communication.

Business Statistics.

Financial Accounting.

Analysis of Markets.

Organizational Behaviour and Theory.

Marketing Management I.

Progression:
The qualification will allow learners to progress to an undergraduate Bachelor's degree.

Similarities:

Concordia University (CU) and South African (SA) qualifications require learners who completed Grade 12.

Both CU and SA qualifications are offered for a period of one year.

Both CU and SA qualifications offer similar modules such as Business Communication.

Both CU and SA qualifications allow learners to progress to a Bachelor's degree.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Higher Certificate in Administration, NQF Level 5.

Higher Certificate in Front Office Administration, NQF Level 5.

Higher Certificate in Executive Secretarial Studies, NQF Level 5.

Higher Certificate in Office Administration, NQF Level 5.

Vertical Articulation:

Diploma in Administrative Information Management, NQF Level 6.

Diploma in Administrative Management, NQF Level 6.

Diploma in Office Management, NQF Level 6.

Diploma in Office Management and Technology, NQF Level 6.

Bachelor of Administration, NQF Level 7

Bachelor of Business Administration, NQF Level 7.

Bachelor of Commerce in Business Management, NQF Level 7.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Tshwane University of Technology (TUT)