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:

Advanced Diploma in Entrepreneurship

SAQA QUAL ID	QUALIFICATION TITLE
123665	Advanced Diploma in Entrepreneurship
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 03 - Business, Commerce and Management Studies		Generic Management
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0730/25	2025-03-11	2028-03-11
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-03-11		2032-03-11

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 Advanced Diploma in Entrepreneurship is to empower qualifying learners to operate competently in most sectors of the field of entrepreneurship. This qualification will develop an in-depth conceptual understanding, synthesis and critical application of the strategic perspective of entrepreneurship in a national and international context, and strive to provide much-needed qualifications to the industry according to market needs. Graduates will be able to create new ventures and work in a related field where entrepreneurial strategy, entrepreneurial finance, concepts of entrepreneurial innovation, and advanced business advising are required.

Learners can achieve the intended outcomes through high-quality distance education as various technologies will increasingly mediate and support their learning. All interactions to support learners to attain the outcomes, whether focused on content, learning activities, assessment, or support, will be integrated and facilitated through a digital approach using the institutional Learner Management System (LMS). By utilising a distance mode, the qualification will create an enabling equality environment that accommodates learners who are unable to enrol for contact mode. Distance learning allows for more flexible provision of learning opportunities so that lifelong learning can occur alongside other life commitments such as work, family, and community engagements.

Upon completion of the qualification, qualifying learners will be able to:
ż Demonstrate an understanding of a range of methods of enquiry and their suitability to specific investigations in the field of entrepreneurship, as well as the ability to select and apply a range of methods to resolve problems or introduce change within the practice of entrepreneurship.
ż Integrate central areas or practices in finance, including evaluating and applying the field's key terms, concepts, facts, principles, rules and theories to unfamiliar but relevant entrepreneurial contexts.
ż Demonstrate integrated knowledge of the central areas of innovation in new venture creation, growth and sustainability.
ż Integrate central areas or practices in Strategic Management, including an ability to evaluate and apply the discipline's key terms, concepts, facts, principles, rules and theories to unfamiliar but relevant contexts.
ż Integrate central areas or practices in the field of Professional and Personal Development, including applying the appropriate behaviour in unfamiliar but relevant contexts.
ż Successfully coach, counsel and consult entrepreneurs, taking into consideration lean start-up methodology and the appropriate facilitation of learning.

Rationale:
The shortage of adequate entrepreneurial skills in South Africa is high in the Small, Medium, and Micro-Enterprises arena. This resulted in the development of a career-focused fully online qualification. The qualification will provide and equip learners with a sound understanding of concepts, processes and techniques to supervise and manage any business-related environment. The qualification will focus on entrepreneurial finances, entrepreneurial strategy, and business advising. It includes important entrepreneurship-related modules to foster an entrepreneurial mindset and stimulate the growth and development of new ventures, and it will also include an important research-related module to ensure a balanced perspective of current entrepreneurial concepts to inform the environment within which the graduate must operate.

The institution's Executive Dean, in consultation with the Head of the Department, identified the need for a distance and fully online qualification. Further consultation with Work Integrated Learning (WIL) employers and industry partners; this qualification will address current industry needs. As the entrepreneurship industry is rapidly changing, the higher education context as well as a technology-prevalent future world, the qualification will respond to learners' needs. The qualification was designed with input from the Academic Advisory Committee to ensure the qualification will meet the needs of the current entrepreneurship environment. The qualification will provide learners with essential skills to support national efforts and equip prospective business managers and entrepreneurs to produce better economic results. Learners will develop in-depth knowledge and practical skills to apply their learning in the workplace or become entrepreneurs and job creators.

The qualification will be offered via distance mode, utilising the official Learning Management System (LMS). Therefore, all learning activities will take place using the various LMS functionalities. This is regarded as the most accommodative mode for the target market, seeing that the learners who will enrol in this qualification might be working adults with a family and a job that renders regular on-campus attendance impractical. Furthermore, potential learners may live and work far away from our campuses (local, regional, and international), and they may be unable to travel to attend in-person classes. A distance provisioning mode provides access and opportunity for various non-traditional learner groupings. This accommodative focus is aligned with national imperatives on widening access. The implementation of the distance qualification will provide an opportunity for learners to access the qualification. The qualification will meet national and regional labour market and social-cultural needs. The online distance mode will reach a larger geographical audience and attract more learners from a diverse population, which enhances the quality of education.

The impact of the Covid-19 pandemic has changed the higher education environment, with universities worldwide and in South Africa, for example, online, using a distance mode of provisioning, the institution will face a competitive disadvantage within a learner population that needs and expects access to distance qualifications. As institutions become more prepared for future disruptions, distance modes of provisioning will bridge the country's skills gap. Distance mode of learning will further attract local and international learners.

The qualification will provide essential advanced skills to various stakeholders in the field of entrepreneurship. Graduates with this qualification will actively learn how to make critical decisions and provide solutions to a certain set of customers with varying cases, ultimately helping them develop their critical thinking and problem-solving abilities. Learners graduating from this qualification will not only be able to create new ventures but will also work in any entrepreneurial, innovative, or business advising field. The qualification also creates a coherent pathway for learners wishing to pursue a vocational and academic career in this discipline.

Qualifying learners will be empowered to operate responsibly in various entrepreneurship sectors. This qualification is especially suited to continuing professional development by improving and deepening learners' expertise in entrepreneurship, thus contributing to the country's society and economic growth. On completion of the qualification, graduates may progress to a Postgraduate Diploma in Entrepreneurship and related fields.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

The institutional RPL policy is aligned with the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (CHE, 2016) and National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended, 2019) and DHET 31 March 2016, Gazette no 381.

The institution's RPL policy provides clear guidelines to prospective learners who intend to gain access or obtain credits towards this qualification. Candidates may apply at the Office of the Registrar for RPL or admission via the Senate's discretionary route. RPL refers to the principles and processes through which a person's prior knowledge and skills are made visible, mediated rigorously assessed and moderated for alternative access and admission, recognition, or further learning and development. The institutional policy clearly states how RPL is applied to gain admission and achieve module exemption or advanced standing.

RPL for access:

Prospective learners who do not meet the minimum entrance requirements but who can demonstrate satisfactory levels of competence in the field may apply for RPL and may be granted access to the qualification.

The RPL policy provides for learners from other institutions and mature learners with relevant prior learning at the required level related to the outcomes to be admitted to this qualification through the RPL process.

No more than 10% of a cohort of learners in a qualification may be admitted through an RPL process

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 credits:

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.

Credits achieved through RPL will not exceed 50% of the total credits of the qualification.

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

Diploma in Entrepreneurship, NQF Level 6.
Or

National Diploma Entrepreneurship, NQF Level 6.
Or

Diploma in Administrative Management, NQF Level 6.
Or

National Diploma in Business Administration, NQF Level 6.
Or

Diploma: Small Business Management and Entrepreneurship, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 credits.

Compulsory Modules, Level 7, 120 Credits:

Research Methodology, 30 Credits.

Entrepreneurial Strategy, 15 Credits.

Innovation and sustainable new venture creation, 15 Credits.

Advanced Business Advising, 30 Credits.

Professional and Personal Development, 15 Credits.

Entrepreneurial Finance, 15 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an understanding of a range of methods of enquiry and their suitability to specific investigations in the field of entrepreneurship, as well as the ability to select and apply a range of methods to resolve problems or introduce change within the practice of entrepreneurship.
2. Demonstrate ability to integrate central areas or practices in finance, including evaluating and applying the field's key terms, concepts, facts, principles, rules and theories to unfamiliar but relevant entrepreneurial contexts.
3. Demonstrate integrated knowledge of the central areas of innovation in new venture creation, growth and sustainability.
4. Demonstrate ability to integrate central areas or practices in Strategic Management, including an ability to evaluate and apply the discipline's key terms, concepts, facts, principles, rules and theories to unfamiliar but relevant contexts.
5. Demonstrate ability to integrate central areas or practices in the field of Professional and Personal Development, including applying the appropriate behaviour in unfamiliar but relevant contexts.
6. Demonstrate ability to successfully coach, counsel and consult entrepreneurs, taking into consideration lean start-up methodology and the appropriate facilitation of learning.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:
ż Explore a range of methods of enquiry.
ż Analyse and evaluate a range of methods of enquiry for their suitability to specific investigations in entrepreneurship.
ż Select and apply appropriate methods and techniques to resolve problems or introduce change within entrepreneurship.

Associated Assessment Criteria for Exit Level Outcome 2:
ż Integrate the central areas or practices of finance into the general entrepreneurship practice.
ż Evaluate key terms, concepts, facts, principles, rules and theories of finance as applied in the entrepreneurship context.
ż Investigate and evaluate sources of finance for entrepreneurs.

Associated Assessment Criteria for Exit Level Outcome 3:
ż Identify significant areas of innovation in the field and practices of new venture creation, growth and sustainability.
ż Analyse significant entrepreneurial development opportunities in these areas.
ż Develop a logical argument regarding the relevance or need for developing central areas in the field and sustainable innovation practices.

Associated Assessment Criteria for Exit Level Outcome 4:
ż Evaluate and apply the key terms, concepts, facts, principles, rules and theories of strategic management to the entrepreneurship context.
ż Analyse entrepreneurial strategies.
ż Make a strategic choice.

Associated Assessment Criteria for Exit Level Outcome 5:
ż Evaluate various situations in which professional conduct is required.
ż Apply a repertoire of essential skills for fluent and appropriate conduct in an entrepreneurial context.
ż Apply appropriate conduct in the entrepreneurship context.

Associated Assessment Criteria for Exit Level Outcome 6:
ż Evaluate start-up theory and methodology in new venture creation and growth.
ż Facilitate knowledge transfer in the coaching process.
ż Coach entrepreneurs using lean start-up methodology.
ż Analyse change processes and group dynamics in counselling and consulting.
ż Apply coaching, consulting and counselling processes in sustainable new venture creation and development.

INTERNATIONAL COMPARABILITY

Country: Australia
Institution: Technical and Further Education (TAFE) New South Wales (NSW)
Qualification Title: Advanced Diploma of Entrepreneurship and Innovation
Credits: 60
Duration: 12 to 18 months
Admission requirements:
ż Certificate IV in Entrepreneurship and New Business or having relevant industry experience

Purpose:
The qualification is a highly flexible part-time that can be completed through a blended learning approach, learners can benefit from a mix of online study and face-to-face workshops, making it an ideal option for those with busy schedules. Upon completion, learners will be qualified to work as small business owners, managers, or consultants or pursue further studies in business or entrepreneurship.

Similarities:
ż The Technical and Further Education (TAFE) New South Wales (NSW) and the South African (SA) qualifications are offered over one-year full-time study.
ż The purpose of the TAFE NSW and the SA qualifications is to provide learners with the necessary skills and knowledge to develop, manage, and grow successful small business ventures.
ż Both qualifications are completed through a blended learning approach, i.e. a mix of online study and face-to-face delivery mode.

Differences:
ż The TAFE requires applicants who completed the Certificate IV in Entrepreneurship and New Business, whereas the SA qualification accepts applicants who completed the Diploma in Entrepreneurship and related Business Management.
ż The TAFE qualification has 60 credits while the SA qualification has 120 credits.

Country: United Kingdom
Institution: University of Warwick
Qualification Title: Advanced Diploma in Innovation and Entrepreneurship
Credits: 60
Duration: 12 months part-time
Entry Requirements:
This qualification is open to applicants with a bachelor's degree or equivalent professional qualifications and relevant work experience.

Purpose:
The qualification is designed to provide learners with the skills and knowledge to drive innovation and entrepreneurship within existing organisations. This qualification is completed in just 12 months on a part-time basis and is delivered through online learning and short residential modules. Upon completion, learners may be qualified to work as innovation managers, entrepreneurs, intrapreneurs, and business consultants. This qualification is excellent for those seeking to advance their careers in innovation and entrepreneurship.

Similarities:
ż The purpose of the University of Warwick (UW) and the South African (SA) qualifications is to provide learners with the skills and knowledge to drive innovation and entrepreneurship within existing organisations.
ż Both qualifications are suitable for those seeking to advance their careers in innovation and entrepreneurship.

Differences:
ż The UW qualification is completed in 12 months on a part-time basis and is delivered through online learning, whereas the SA qualification is completed on a one-year full-time basis through a hybrid delivery mode.
ż The SA qualification accepts learners who completed the Diploma in Entrepreneurship and related Business Management.
ż The UW qualification has 60 credits while the SA qualification has 120 credits.

Country: Kenya
Institution: University of Nairobi
Qualification Title: Advanced Diploma in Entrepreneurship and Small Business Management
Credits: 48
Duration: One year full-time
Entry Requirements:
Applicants must have a bachelor's degree in any field from a recognised university to be eligible for admission.

Purpose:
The qualification is designed to equip learners with the practical knowledge and skills required for small business management. The qualification aims to provide learners with practical knowledge and skills for managing small businesses, including marketing, finance, and operations management. The qualification is delivered on-campus and has a 48-credit requirement. Graduates of this qualification may be qualified to work as business owners, entrepreneurs, small business managers, and consultants. The qualification is a great choice for those who wish to develop their skills and knowledge of small business management to advance their careers or start their own businesses.

Similarities:
ż The University of Nairobi (UN) and the South African (SA) qualifications are offered over one year of full-time study.
ż Both qualifications share a similar purpose of equipping learners with the practical knowledge and skills required for small business management.
ż The UN and SA qualifications are suitable for learners who wish to develop their skills and knowledge of small business management to advance their careers or start their own businesses.

Differences:
ż The UN qualification has 48 credits whereas the SA qualification has 120 credits.
ż The SA qualification accepts applicants who completed a bachelor's degree in any field whereas the UN qualification requires applicants who completed a Diploma in Entrepreneurship and related Business Management.
ż The UN qualification is delivered on-campus whereas the SA qualification is delivered through distance online education.

Conclusion:
In summary, while all the qualifications mentioned share a common focus on entrepreneurship and small business management, there are differences in the focus, mode of provisioning, duration, and admission requirements.

ARTICULATION OPTIONS

Horizontal Articulation:

Advanced Diploma in Business Management, NQF Level 7.

Advanced Diploma in Business Studies, NQF Level 7.

Bachelor of Commerce in Business Innovation, NQF Level 7.

Bachelor of Commerce in Business Management, NQF Level 7.

Bachelor of Commerce in Business Operations, NQF Level 7.

Bachelor of Commerce in Entrepreneurship, NQF Level 7.

Vertical Articulation:

Bachelor of Commerce Honours in Entrepreneurship and Marketing Management, NQF Level 8.

Bachelor of Commerce Honours in Small Business Management, NQF Level 8.

Bachelor of Commerce Honours in Business Management, NQF Level 8.

Bachelor of Social Science Honours in Business Management, NQF Level 8.

Postgraduate Diploma in Entrepreneurship, NQF Level 8.

Postgraduate Diploma in Entrepreneurship Management, NQF Level 8.

Postgraduate Diploma in Management in Entrepreneurship, NQF Level 8.

Diagonal Articulation
There is no diagonal articulation for this qualification.

MODERATION OPTIONS

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.

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