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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Business Administration 
SAQA QUAL ID QUALIFICATION TITLE
59850  Bachelor of Business Administration 
ORIGINATOR
General SGB 03 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2029-06-30  

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 intention of the Bachelor of Business Administration is to promote the development of knowledge and skills that are required in all sub-sectors of management; to release the potential of people; and to provide opportunities for people to move up the value chain and between the different sectors of the economy.

The Bachelor of Business Administration should produce knowledgeable, intellectually skilled individuals who are able to contribute to improved productivity and efficiency within the organisation. It should provide the means for current individuals in the general man-agement field to receive recognition of prior learning and to upgrade their skills and knowledge base.

The qualification is structured in such a way that it exposes individuals to a set of core competences to give a broad understanding of general and public management and the electives, which will allow for a specific competence in management. It will also promote the notion of life-long learning.

Rationale:

The Management Context:

Investing in education is critical to economic and social development in Africa, especially in providing Black individuals with greater opportunities for personal and collective advance-ment. The Education White Paper as published in the Government Gazette (15 August 1997) is very clear with regard to the importance of training effective managers, especially with the view of addressing the imbalances of the past, the following is one of a number of similar quotes from the document:
  • "Production, acquisition and application of new knowledge: National growth and competi-tiveness is dependent on continuous technological improvement and innovation, driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and of social recon-struction".

    There is also a clearly defined goal to further the development of managers and manage-ment on national level.

    On a regional level, a very small number of accredited higher educational institution offering a similar programme through the medium of distance learning. This accentuates the need for accessible training in management at this level.

    The Distance Learning Concept:

    In 1994, the African National Congress (ANC) document: A Policy Framework for Education and Training outlined a vision of a future 'well-designed and quality distance education system based on the principles of open learning' (ANC, 1994:78) that would contribute to increased access to South Africa's newly enfranchised majority, as well as provide oppor-tunities for redress.

    Echoing the sentiments of the 1995 White Paper, White Paper 3: A Programme for the Transformation of Higher Education (DoE, 1997) endorsed the notion that distance educa-tion and on-campus resource-based learning have a crucial role to play in addressing the challenges of expanding access, diversifying the body of learners, being responsive to the needs of non-traditional learners, for example, those already in employment or who need to earn an income in order to meet study costs, and enhancing quality within the context of limited resources (DoE, 1997:26).

    (Direct) Role of the Bachelor of Business Administration:

    This qualification recognises the skills and knowledge expected of stakeholders or indi-viduals seeking positions such as leaders, middle-and top level managers in the private and public sector.

    Holders of this qualification may be responsible for managing people, resources, and/or projects, including the management of human resources, public relations, advertising, promotions, portfolios, projects, etc. The flexible structure of the qualification enables indi-viduals and organisations to select outcomes that meet the diverse roles and contexts re-quired by a wide range of industries and the public sector.

    The Bachelor of Business Administration will provide a broad framework of knowledge and skills needed in the industry and public sector and essential to progress along a career path for learners who wish to extend their range of skills and knowledge of the industry and public sector so that they can become knowledgeable workers and/or practitioners in manage-ment.

    The Bachelor of Business Administration allows the learner to work towards a nationally recognised whole qualification. The qualification will allow both those in formal education and those already employed in organisations access, due to its flexibility. It aims to develop individuals who are informed and skilled in management.

    The qualification has building blocks that can be developed further and will lead to a more defined management career path at National Second Degree level. It also focuses on the skills, knowledge, values and attitudes required to progress further. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners will be competent in:
  • Communication at NQF Level 4.
  • Mathematical Literacy at NQF Level 4.

    Recognition of Prior Learning:

    This qualification can be achieved wholly or in part through recognition of prior learning in terms of the criteria laid out.

    Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    All such evidence should be judged according to the general principles of assessment de-scribed in the note for assessors under Criteria for Registration of Assessors.

    Access to the qualification:

    University admissions policy generally requires that to register for degree study at a public university in South Africa a learner needs to be in possession of a Senior Certificate with a matriculation endorsement, a certificate of complete or conditional matriculation exemption, or needs to be awarded graduate status. The ministerially approved regulations published in terms of the provisions of Section 74 of the Higher Education Act, as amended, set out the criteria and rules under which the various types of certificates of endorsement; complete and conditional exemption may be granted. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, credits and learning components assigned to the qualification:

    The Bachelor of Business Administration is a 360 credit qualification at NQF Level 6. The exit level outcomes have been grouped into fundamental, core and elective:
  • A minimum of 130 credits must be obtained on NQF Level 5.
  • A minimum of 220 credits must be obtained on NQF Level 6.
  • A minimum of 10 credits must be obtained on NQF Level 7.

    Fundamental:
  • Component 1: Competences relating to fundamental learning (Business Communication, Research Methodology).
  • Credit Allocations: 45 credits at NQF Level 6.

    Elective
  • Component 2: Competences relating to the learning areas or subjects and content appropriate to the selected specialist field (Marketing Management; Human Resources Management; Public Management; Project Management).
  • Credit Allocations: 40 credits at NQF Level 5; 60 credits at NQF Level 6; 5 credits at NQF Level 7.

    Core:
  • Component 3: Competences relating to Business Administration.
  • Credit Allocations: 90 credits at NQF Level 5; 115 credits at NQF Level 6; 5 credits at NQF Level 7. 
    		•

    EXIT LEVEL OUTCOMES 
    In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: Case studies, problem-solving assignments, portfolios of learning materials, management practice in simulated and in situ contexts, projects, written and oral examina-tions. The course is structured as follows:
  • Management Practice I, II, III.
  • Elective subject I, II, III.
  • Elective subject I, II.
  • Economics I, II.
  • Financial Accounting.
  • Business Law.
  • Financial Management.
  • Labour Law.
  • Business Communication.
  • Research Methodology and Project.

    The following outcomes and associate assessment criteria are relevant to the course structure:

    Component 1: Fundamental components competences related to fundamental learning:

    The focus in this component is on the role of business communicator, researcher in the business environment, and ethical business practice.

    1.1. Business Communication:
  • Demonstrate competence in communicating effectively in the business environment.

    1.2. Research Methodology:
  • Demonstrate understanding of concepts relating to research methodology and the ability to prepare a research proposal.

    Component 2: Core components competences related to business management:

    The focus in this component is on the critical roles of the business manager.

    2.1: Management Practice:
  • Demonstrate understanding of and the ability to apply management principles in the business environment.

    2.2: Economics:
  • Demonstrate understanding of the economic environment that influences business managers.

    2.3: Business Law:
  • Demonstrate knowledge of business law and its implications for business management.

    2.4: Financial Accounting:
  • Demonstrate basic knowledge of accounting and its application in the business management environment.

    2.5: Financial Management:
  • Demonstrate basic knowledge of financial management in the business management environment.

    2.6: Labour Law:
  • Demonstrate knowledge of labour law and its implications for business management.

    Component 3: Elective components competences related to the learning areas or subjects and content appropriate to the selected specialist field:

    The focus in this component is on the learning areas or subjects and content appropriate to the selected specialist field (Marketing Management; Human Resources Management; Public Management; Project Management).

    3.1: Project Management:

    Demonstrate understanding of project management and the ability to implement project management in the business environment.

    3.2: Human Resources Management:
  • Demonstrate understanding of human resources management and the ability to implement human resources management in the business environment.

    3.3: Marketing Management:
  • Demonstrate understanding of marketing management and the ability to implement marketing management in the business environment.

    3.4: Public Management:
  • Demonstrate understanding of public management and the ability to implement public management in the business environment. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated assessment criteria for Exit Level Outcome 1.1:

    Competence is evident when:
  • Communication theories are analysed and compared.
  • Various forms of communication are described and analysed.
  • Effective communication in the business environment is understood and illustrated.

    Associated Assessment Criteria for Exit Level Outcome 1.2:

    Competence is evident when candidates are able to:
  • Demonstrate and the ability to apply and the understanding of basic aspects related to statistical techniques and methodology in research.
  • Demonstrate the ability to apply cognitive research maps.
  • Demonstrate an understanding and an ability to integrate into generic management sen-sitivity towards and ethical dilemmas related to studying people.
  • Demonstrate an ability to evaluate various forms of research.
  • Demonstrate the ability to integrate the research process in the field of management by preparing a relevant research proposal.

    Associated Assessment Criteria for Exit level outcome 2.1:

    Competence is evident when candidates are able to:
  • Demonstrate in-depth understanding of the management environment.
  • Describe the evolution of management.
  • Demonstrate understanding of and the ability to apply the basic management tasks in the business environment.
  • Demonstrate understanding of and the ability to apply the additional management tasks in the business environment.
  • Show insight of organisational culture and workforce diversity and its implications for business.
  • Describe innovation and change in business.
  • Develop plans and formulate strategies.
  • Illustrate understanding of corporate social responsibility.
  • Describe and apply the fundamentals of decision-making.
  • Demonstrate the ability to use planning and decision aids.
  • Demonstrate understanding of the fundamentals of organisational design and knowledge of contemporary organisational designs.
  • Show understanding of the managing of the human resource function in the business environment.
  • Illustrate understanding of leadership theory and application.
  • Demonstrate ability to develop procedure.
  • Demonstrate ability to conduct on-the-job coaching.
  • Demonstrate ability to create and maintain good working relationships.
  • Demonstrate ability to apply methods to develop a team to enhance team performance.
  • Demonstrate ability to allocate work.
  • Demonstrate conflict resolution ability in the workplace.
  • Demonstrate ability to apply methods to evaluate the performance of individuals and teams in the workplace.
  • Demonstrate the ability to manage people by motivating, empowering, and rewarding.
  • Demonstrate an understanding of crossing boundaries and the ability to grow a business through partnerships.

    Associated Assessment Criteria for Exit level outcome 2.2:

    Competence is evident when candidates are able to:
  • Describe the basic economic problem.
  • Demonstrate an understanding of interdependence.
  • Measure the performance of the economy.
  • Analyse the relationship between demand, supply and market equilibrium.
  • Describe changes in demand and supply, price elasticity.
  • Demonstrate an understanding of utility.
  • Show the relationship between production and cost.
  • Describe perfect and imperfect competition in the economic environment.
  • Analyse the concept "labour market".
  • Analyse the public, monetary, and foreign sectors.
  • Demonstrate understanding of macroeconomics.
    Evaluate economic growth and development in South Africa.

    Associated Assessment Criteria for Exit level outcome 2.3:
  • Competence is evident when candidates are able to:
  • Analyse the relationship between South African Law and Roman-Dutch Law.
  • Discuss the state of law today.
  • Define courts, legal procedure, and the nature of legal rights.
  • Demonstrate the ability to arbitrate in a conflict situation.
  • Define a contract and describe its' essentials.
  • Analyse the relations between parties to a void agreement.
  • Distinguish between voidable, unenforceable and valid contracts.
  • Discuss the relations between parties to a valid contract.
  • Discuss the terms and conditions of the contract.
  • Define warranties, co-contractors and third parties.
  • Illustrate the concept "breach of contract" and describe the remedies of the injured party.
  • Discuss the issues surrounding the termination of a contract.
  • Define sales and describe the nature of the contract, the relation between the parties, and special sales.
  • Demonstrate knowledge of various forms of credit agreements, its formation and conse-quences.
  • Describe the letting and hiring of immovable property.
  • Define commercial agency and compare different kinds of agents.
  • Demonstrate an understanding of negotiable instruments.
  • Define and discuss insurance.
  • Demonstrate understanding of Competition, Trademark, Copyright and Patent Law.
  • Describe partnerships.
  • Distinguish between companies and close corporations.
  • Demonstrate an understanding of security.
  • Demonstrate an understanding of insolvency.

    Associated Assessment Criteria for Exit level outcome 2.4:

    Competence is evident when candidates are able to:
  • Distinguish between different types of organisations based on activity and organisation form.
  • Discuss the historical development of accounting, the current changes within the ac-counting field and the road ahead.
  • Distinguish between the different areas of expertise within the field of accounting.
  • Describe the nature of accounting and explaining the accounting concepts used in the Conceptual Framework.
  • Collect and organise source documents.
  • Use an accounting process to record the information on source documents into a general ledger.
  • Apply the output of the accounting system to provide information about the financial po-sition of a business at any moment.
  • Apply the output of the accounting system to provide information about the financial per-formance of a business over a specified period.
  • Communicate the financial position and results in the business.
  • Critically evaluate and advise on the extent to which productive use has been made of scarce resource.
  • Identify the fundamental differences between accounting for a service business and a merchandising business.
  • Record the movement of inventory through the purchase, holding on hand and sale stages using alternative methods of perpetual inventory and periodic inventory.
  • Separate the accounts that are part of the income statement from those that appear in the balance sheet.
  • Describe alternative methods of assigning costs to the flow of inventory and the valuation of inventory at the end of an accounting period.
  • Record deviations from the normal flow of goods by accounting for events such as in-ventory in transit and inventory damaged, lost or destroyed.
  • Discuss the significance of effective inventory management and the impact of holding inventory on the financing of a business.
  • Describe the principle and advantage of summarising cash and credit transactions in subsidiary journals before posting to the general ledger.
  • Discuss the use of subsidiary ledgers for personal accounts.
  • Discuss control accounts in the general ledger and the reconciliation of these accounts.
  • Post from subsidiary journals to the general ledger.
  • Demonstrate knowledge of the treatment of credit card sales.
  • Record payroll transactions in the general ledger.
  • Calculate weekly, monthly and annual deductions and payments due to different institu-tions.

    Associated Assessment Criteria for Exit level outcome 2.5:

    Competence is evident when candidates are able to:
  • Analyse the financial management environment.
  • Discuss the financial instruments.
  • Describe financial markets.
  • Analyse risk and return.
  • Discuss the time value of money.
  • Apply valuation with selected financial instruments.
  • Explain the cost of capital.
  • Discuss capital investment decisions.
  • Describe foreign trade.
  • Describe working capital management.

    Associated Assessment Criteria for Exit level outcome 2.6:

    Competence is evident when candidates are able to:
  • Discuss and analyse the contract of employment.
  • Draft a contract of employment.
  • Demonstrate an understanding of collective bargaining.
  • Recognise unfair labour practice.
  • Describe how to resolve a dispute.
  • Discuss strikes and lockouts.
  • Demonstrate an understanding of the Employment Equity Act.

    Associated Assessment Criteria for Exit level outcome 3.1:

    Competence is evident when candidates are able to:
  • Demonstrate knowledge of the project management context and cycle.
  • Demonstrate knowledge of the management fields directly related to project management (scope, integration, communication, time, human resources, quality, cost, procurement, quality, risk, and information technology management).
  • Demonstrate the ability to apply project scope, integration, communication, time, human resources, quality, cost, procurement, risk, and information technology management.
  • Describe the project life cycle.
  • Demonstrate understanding of the management of a project and the ability to conduct a project in the business environment, using various tools.
  • Evaluate project leadership.

    Associated Assessment Criteria for Exit level outcome 3.2:

    Competence is evident when candidates are able to:
  • Demonstrate knowledge of the scope of human resource management.
  • Demonstrate knowledge of approaches to human resource management.
  • Plan and conduct an assessment.
  • Recruit and select candidates to fill defined positions.
  • Demonstrate the ability to induct new employees.
  • Participate in the implementation and utilisation of equity related processes.
  • Demonstrate the ability to design a job.
  • Demonstrate knowledge of quality of work life.
  • Describe how to manage her/his own career.
  • Demonstrate ability to develop an ethics policy for human resource management.
  • Demonstrate an understanding of the theoretical background to training and development.
  • Distinguish between different perspectives on training.
  • Describe managing, education, training and development.
  • Describe different learning theories.
  • Discuss adult learning.
  • Describe contract learning.
  • Describe training legislation in South Africa.
  • Describe the current Manpower Training Act and amendments.
  • Discuss the training process.
  • Demonstrate the ability to identify training needs and implement training in the business environment.
  • Demonstrate knowledge of strategic human resource management.
  • Integrate organisational strategy and strategic human resource management into a stra-tegic human resource plan.
  • Facilitate the resolution of employee grievances.
  • Appraise an employee's performance.
  • Conduct an organisational needs analysis.
  • Demonstrate the ability to facilitate the resolution of employee grievances.
  • Demonstrate knowledge of international human resource management.

    Associated Assessment Criteria for Exit level outcome 3.3:

    Competence is evident when candidates are able to:
  • Describe the competitive environment.
  • Deal with brand, product and service promotion opportunities.
  • Describe different types of markets.
  • Identify external and internal stakeholders.
  • Identify customers of the business.
  • Discuss ethical, social, cultural and legal issues in marketing communication.
  • Develop an ethics policy for marketing management.
  • Identify and manage areas of customer service impact.
  • Describe features, advantages and benefits of a range of products.
  • Describe the nature, role and history of marketing communication.
  • Discuss integrated marketing communications.
  • Analyse consumer behaviour and consumerism.
  • Demonstrate knowledge of the product life-cycle.
  • Gather information for marketing management.
  • Distinguish between marketing strategies.
  • Describe the features and challenges of international marketing.
  • Implement a generic marketing communication strategy.
  • Describe the integrated marketing communication mix.
  • Demonstrate the ability to plan for- and be creative in advertising.
  • Compare advertising media and analyse its appropriateness.
  • Compare and contrast personal selling, sales promotion, sponsorships, and direct maketing.
  • Evaluate the communication efforts.
  • Integrate organisational strategy and strategic marketing management, resulting in a strategic marketing plan.
  • Gather information for marketing research.
  • Choose techniques to improve customer satisfaction, value, and retention.
  • Analyse the relationship between buyer behaviour and market segmentation.
  • Analyse and make suggestions to improve the handling of customers by frontline cus-tomer service.
  • Manage customer requirements and needs and implement action plans.
  • Identify and manage areas of customer service impact.
  • Identify brand mix elements.

    Associated Assessment Criteria for Exit level outcome 3.4:

    Competence is evident when candidates are able to:
  • Demonstrate knowledge of the project management context and cycle.
  • Demonstrate knowledge of the management fields directly related to project management (scope, integration, communication, time, human resources, quality, cost, procurement, quality, risk, and information technology management).
  • Discuss the theory and practice of Public Management and Administration.
  • Explain the locus and focus of Public Management.
  • Distinguish between the public versus private sectors.
  • Illustrate the importance and principles of good governance in the South African context.
  • Describe ethical and professional guidelines in conducting public affairs.
  • Discuss the system of governance in South Africa.
  • Analyse the role and functions of government on local, provincial and national levels.
  • Describe government concepts such as ideologies, federal and unitary elements, and the trias political-principle.
  • Analyse public service delivery and sustainable development.
  • Describe the role of local government in developmental issues.
  • Apply Project Management for service delivery.
  • Discuss the relationship between Public Management and Batho Pele.
  • Describe the fundamentals of performance management for quality, economy, effec-tiveness and efficiency in service delivery.
  • Analyse selected public management functions.
  • Describe Intergovernmental Relations and Cooperative Governance.
  • Apply Public Policy-making and Analysis.
  • Apply Public Sector Planning.
  • Describe and illustrate the use of key managerial applications and skills.
  • Show an understanding of Public Financial Management.
  • Describe public research fundamentals.

    Integrated Assessment:

    The integrated assessment has the following characteristics:
  • It assesses the extent to which entry-level managers can manage competently and effectively in South African organisations.
  • It measures the extent to which learners have integrated the roles and the knowledge and skills delivered through the different courses/modules that make up the programme.
  • It assesses the five roles in General Management and its application in a chosen specialist stream.
  • It measures applied competence. In other words, it assesses whether learners are able to integrate the ability to perform important managerial actions competently (a practical com-petence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to managerial practices (reflexive competence).

    The assessment criteria and evidence requirements are as follows:
  • In a practical teaching and learning situation, a simulated situation, or a situation that combines the practical, the simulated and the written, the learner will:
    > Generate, explore and consider options for appropriate action.
    > Identify the most appropriate course of action in relation to the particular context, topic, learner group, level of learning and resources available.
    > Explain the reasons for that particular selection as well as what was taken into account in making the selection.
    > Perform the identified action, while continuously monitoring and adapting performance as required.
    > Explain the reasons for the performance.
    > Evaluate his/her performance and identify areas for improvement.
    > Reflect on the learning and performance.
    > Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor in Business Administration is a well-known and widely available international qualification. It generally ranges from a three-year to a four year qualification. Most of these qualifications are very flexible in their choice of modules or subjects, presumably as a result of the broad field of management that needs to be addressed to develop general business administration skills. Almost all of the BBA's that were researched cover most of the im-portant functions of management. Internationally, the Bachelor of Business Administration is compated with BBA's from:
  • Southern Cross University (SCU) (Australia):

    SCU is a public university and received the Royal Assent on 9th November, 1993. The University was established 1st January 1994 and is known for its progressive and innovative degree programmes.

    The SCU Bachelor of Business Administration comparable in duration and in terms of mode of delivery: It is a three-year full-time (or equivalent part-time) course offered on-campus, by external mode or by a combination of both modes.

    The programme mix also show very significant similarities to the South African qualification, for example: Development of human resources; interpersonal communication; group work; dealing with conflict; staff development and training; industrial relations; organisational communication; staff selection and performance management; managing change; supervi-sion and teamwork; workplace learning; human resource management; contemporary is-sues in accounting theory; management accounting; financial information for decision making, etc.
  • European University (EU) (European Union):

    The EU is a cross-border European University recognised by the Ministry of Education, Culture and Science in The Netherlands, the Generalitat of Catalonia (Spain), the Ministry of Education, Portugal, and is United Nations Educational, Scientific and cultural Organisa-tion (UNESCO) chairholder for entrepreneurship and international business management.

    The EU BBA is comparable in terms of duration (three years).

    The programme mix also show very significant similarities to the South African qualification, for example: Foundations of Business Management; Writing Communication Skills; Principles of Accounting; Micro Economics; Business and Society; Oral Communication Skills; Intermediate Accounting; Elementary Statistics; Macro Economics; Business Finance I; Marketing Management; Human Resources Management; Cross-Cultural Business Is-sues; Financial Statement Analysis; Strategic Marketing; Consumer Behaviour; Marketing Research, and more.
  • Summary of Findings:

    The BBA programme exists in many forms and permutations. The qualifications tend to share three characteristics: They are:
  • Degree programmes that may be offered internationally as a three or four year qualification.
  • Share common outcomes over the spectrum of management.
  • Flexible programmes that allow for subject choice. 
    		•

    ARTICULATION OPTIONS 
    The qualification should provide vertical and horizontal external articulation possibilities with all public and private higher education institutions that offer comparable studies at NQF Level 07.

    In addition, the qualification addresses all of the skills, methodologies and techniques re-quired for the practice of management services, according to the Southern Africa Institute of Management Services. Project management is also in line with the guidelines of Project Management South Africa and Human Resources with the Institute of People Management. Also considered are the future requirements of the IPFA (Institute for Public Finance and Auditing), the IMFO (Institute for Municipal Finance Officers) and the ILGM (Institute for Local Government Management). The guidelines of relevant Sector Education and Training Authorities (SETAs) and registered unit standards are incorporated. 

    MODERATION OPTIONS 
    Anyone assessing or moderating a learner against this qualification must be registered as an assessor or moderator and must be in possession of a qualification at least one level above the level of this qualification. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    Core modules are compulsory:
  • Learners must choose two elective subject in year 1 of which one must be followed through up to third year level and the other to second year level.
  • Elective subjects are Project Management, Human Resource Management, Marketing Management, and Public Management.
  • Elective subjects are clustered in a meaningful manner to enable the learner to apply knowledge and skills in the workplace context.
  • Subjects on level II has as prerequisites its corresponding subject on level I, e.g. Man-agement Practice II has as prerequisite Management Practice I. Subjects on level III has as prerequisites its corresponding subject on level II, e.g. Management Practice III has as prerequisite Management Practice II.

    This qualification has been derived from a provider-based qualification, in order to record Learning Programmes against it. 
    		•

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    36089  Bachelor of Business Administration  CIDA City Campus  Level 6  NQF Level 07  360  2014-12-02  CHE  HEQSF 
    48859  Bachelor of Business Administration  Eduvos (Pty) Ltd (previously known as Midrand Graduate Institute and later to Pearson Institute of Higher Education)  Level 6  NQF Level 07  480  2022-11-21  CHE  HEQSF 
    120744  Bachelor of Business Administration  EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd)  Level 6  NQF Level 07  480     CHE  HEQSF 
    61700  Bachelor of Business Administration  Milpark Education (Pty) Ltd  Level 6  NQF Level 07  384     CHE  HEQSF 
    59869  Bachelor of Business Administration  Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd)  Level 6  NQF Level 07  475  2012-09-05  CHE  HEQSF 
    59809  Bachelor of Business Administration  Southern Business School (Pty) Ltd  Level 6  NQF Level 07  360  2020-09-29  CHE  HEQSF 
    117863  Bachelor of Business Administration  Stadio (Pty) Ltd  Level 6  NQF Level 07  360  2024-06-30  CHE  HEQSF 
    84027  Bachelor of Business Administration  Regenesys Management (Pty) Ltd  Not Applicable  NQF Level 07  360  2024-01-30  CHE  HEQSF 
    88921  Bachelor of Business Administration  Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd)  Not Applicable  NQF Level 07  360     CHE  HEQSF 
    90759  Bachelor of Business Administration  The Independent Institute of Education (Pty) Ltd  Not Applicable  NQF Level 07  365     CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    48859  Bachelor of Business Administration  1. Eduvos (Pty) Ltd (previously known as Midrand Graduate Institute and later to Pearson Institute of Higher Education)
    2. EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd)  
    120744  Bachelor of Business Administration  EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd)  
    61700  Bachelor of Business Administration  Milpark Education (Pty) Ltd  
    84027  Bachelor of Business Administration  Regenesys Management (Pty) Ltd  
    88921  Bachelor of Business Administration  Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd)  
    59809  Bachelor of Business Administration  Southern Business School (Pty) Ltd  
    117863  Bachelor of Business Administration  Stadio (Pty) Ltd  
    90759  Bachelor of Business Administration  The Independent Institute of Education (Pty) Ltd  


    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.