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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Business and Information Administration 
SAQA QUAL ID QUALIFICATION TITLE
112306  Diploma in Business and Information Administration 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 03 - Business, Commerce and Management Studies  Office Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0427/24  2024-10-03  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
100765  Diploma in Office Management and Technology  Not Applicable  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This qualification will provide the business world with multi-skilled office administrators who are equipped with technological, communication and managerial knowledge and skills, and who are able to manage information efficiently, so as to contribute meaningfully to any organisation.

Rationale:
This qualification is intended to prepare well-trained administrative assistants and office management support staff with vocationally oriented knowledge and office management skills. Graduates will provide independent and competent administration and management support by demonstrating administrative and communication skills in diverse corporate and business-related environments. The academic department conducted a situation analysis and engaged with a range of stakeholders including alumni, current students and staff, employers and industry in general to confirm the focus of this particular qualification. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning is a process of identifying the knowledge and skills of an applicant against the admission requirements of qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

Curriculum development and/or curriculum revision as required by the Higher Education Qualifications Sub-Framework (2013) is a multi-faceted process that requires the application of educational theories as well as practical processes such as conducting a situational analysis and comparability exercise. While the situational analysis engages various stakeholders that have a direct bearing on the qualification, such as employers, professional bodies and Advisory Committees, comparability refers to drawing comparisons with qualifications, subjects and educational practices at similar institutions, nationally and internationally using particular curriculum components as points of reference.

Entry Requirements:
The minimum requirement for admission to a Diploma is:
  • National Senior Certificate (NSC).
    Or
  • National Certificate Vocational (NCV). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 5 and 6 totalling 366 Credits.

    Compulsory Modules, Level 5, 180 Credits:
  • Business Applications 1, 24 Credits.
  • Business Information Systems 1, 18 Credits.
  • Business Administration 1, 24 Credits.
  • Business Accounting, 18 Credits.
  • Communication 1, 18 Credits.
  • Legal Practice, 18 Credits.
  • Diversity Management, 12 Credits.
  • Workplace Psychology, 12 Credits.
  • Communication 2, 18 Credits.
  • Law of Contract, 18 Credits.

    Compulsory Modules, Level 6, 186 Credits:
  • Business Information Systems 2, 24 Credits.
  • Business Applications 2, 24 Credits.
  • Business Administration 2, 24 Credits.
  • Office Management and Technology Practice 3, 60 Credits.
  • Business Administration 3, 18 Credits.
  • Business Applications 3, 18 Credits.
  • Business Information Systems 3, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate proficiency in relevant business applications and input at a rate of 35 wpm.
    2. Analyse the various components of a modern organisational information system, its impact on people and the business environment and its importance for decision-making at all levels of management.
    3. Apply knowledge and application of the relevant administrative principles relating to the acquisition, maintenance and development of human resources in order to identify, collect, organise, analyse and critically evaluate information to support the administrative management function in various environments.
    4. Demonstrate an understanding of the importance of communication in interpersonal as well as corporate contexts and to communicate effectively both orally and in writing in professional environments.
    5. Demonstrate understanding of specific legal principles as they relate to business environments.
    6. Apply ethics and professionalism in the workplace.
    7. Demonstrate proficiency in basic business accounting practices. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Integrated Assessment:
    Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    Formative Assessment is aimed at enhancing student learning and provides students with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative Assessment usually consists of a variety of assessment tasks relevant to the field of study.

    In this qualification it will consist of a variety of tasks such as problem solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, and quizzes.

    Summative Assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing student's attainment against the learning outcomes of the qualification and subject(s). Summative Assessments are internally and externally moderated based on institutional policy and requirements. Summative Assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. In this qualification it will consist of written assessments in the form of written tests and assignments conducted during and at the end of the academic year.

    Integrated Assessment often cuts across a number of subjects/modules of a qualification and is aimed at the holistic development of students and contributes to student's personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated Assessment in this qualification will take place at the third year of study and students will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study. 

    INTERNATIONAL COMPARABILITY 
    National and international comparison was conducted to determine the extent qualification and subject structures compare with similar offerings at similar institutions. The international comparison exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the comparison exercise; the selection of a variety of reputable Higher Education institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of qualification design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

    In terms of this qualification, the national comparison exercises included the following institutions:
  • Tshwane University of Technology, UNISA, Central University of Technology, Durban University of Technology.

    The international comparison exercise included the following higher education institutions:
  • Kaho St Lieven (Belgium), Polytechnic of Namibia, Limerick Institute of Technology (Ireland), Polytechnic University of Puerto Rico, Mara University of Technology (Malaysia) and University College Shahputra. Changes brought about as a result of this comparison exercise was that a greater emphasis needed to be placed on `Business Computer Applications. At national forum meeting all institutions agreed on the core content of this qualification and it was decided that the qualification title would not change as regional and national employers accepted `Office Management and Technology as a suitable title. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows vertical and horizontal articulation:
    Horizontal Articulation:
  • Students may also request to transfer credits between the Diploma qualifications in the same field or cognate field on condition that the subject(s) aligns in terms of knowledge, skills and applied competence with specific reference to scope, depth and cognitive complexity.

    Vertically Articulation:
  • An Advanced Diploma in Office Management and Technology at Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.
     
    NONE 


    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.