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: 

Diploma in Human Resource Management Practice 
SAQA QUAL ID QUALIFICATION TITLE
124225  Diploma in Human Resource Management Practice 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
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  Human Resources 
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
Registered  EXCO 0832/25  2025-06-03  2028-06-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-06-03   2034-06-03  

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
111293  Diploma in Human Resource Management Practice  Not Applicable  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the qualification is to enable graduate learners to enter a career in Human Resource Practice within a variety of organisations and to enable them to meet the distinct expectations and demands set by modern commerce. Such expectations relate to the fact that Human Resource practices within organisations must be deployed to strengthen the competitive advantage of focal organisations as well as contribute towards the value chain.

The enrolled learners will receive a qualification which includes professional, practical, and industry-specific knowledge. The qualification will provide learners with a sound understanding of a combination of general theoretical principles, as well as a combination of general and specific practices and procedures, and the ability to apply them effectively.

Graduates of this qualification are empowered to demonstrate focused knowledge and skills in the Human Resource Management field and possess the knowledge and skills to apply this within a workplace context. The depth and specialisation of knowledge gained, together with practical skills and experience in the simulated workplace context, enables successful learners to enter several career paths such as HR administrators, HR officers, training officers, or skills development managers, and to apply their learning to employment contexts from the outset.

The qualification supports the logical progression in learning by introducing learners to the basic concepts, theories and fundamental knowledge pertaining to Human Resource Management Practices in the first year. This positions them to master the more complex skills of analysing, interpreting and applying the principles and theories of human resources in the context of modern business in the second and third years. The curriculum contributes towards the achievement of qualification outcomes by introducing simple concepts that provide a foundation for progression into more complex concepts. This is required to ensure the achievement of competencies within the qualification, which effectively links the different modules together through the Work-Integrated Learning (WIL) modules. The aim of these modules, offered in the second and third years of the qualification, is to promote the ability of learners to think and act strategically within a variety of given contexts and to position successful learners to effectively contribute to the economic welfare of the organisation that employs them.

Rationale:
The Diploma in Human Resource Management Practice aims to improve the productive contribution of individuals while simultaneously attempting to attain other societal and individual employee objectives. The significance of individuals in ensuring organisational success is receiving increasing attention in the field of Human Resource Management. The focus is on the effect of human resources on business performance and how effectively managed human resources benefit organisational development. Within the South African market, there has been a growing emphasis on the importance of Human Resources Management to ensure organisational development, organisational growth, and the creation of a competitive corporate environment. Organisations are increasingly realising the value of qualified professionals in this field. To meet market demands, the qualification aims to expand Human Resource skills in terms of recruiting, developing, and evaluating staff, assisting in resolving disputes and dealing with employment relations, as well as personnel administration and training.

The qualification will provide the required skills and knowledge that are essential for entry-level positions in a variety of Human Resource (HR) business roles. The specific selection of modules in this qualification aims to prepare the graduate to quickly become productive as a Human Resource practitioner or in a related industry position. Graduates will possess the ability to efficiently engage with various Human Resource functions within an organisation and make contributions as either a generalist or a specialist in a specific Human Resource discipline. Career opportunities for immediate graduates of this qualification exist as:

¿ Human Resource Officer.
¿ Human Resource Administrator.
¿ Training Officer.
¿ Skills Development Manager.
¿ Recruitment Consultant/Specialist.
¿ Employee/Industrial Relations Officer.
¿ Payroll Administrator.

This qualification will prepare graduates to further their human resource management studies at National Qualifications Framework Level 7. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution subscribes to the principles as outlined in the CHE Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer (CAT), and Assessment in higher education, as well as the SAQA National Policy and Criteria for the Implementation of RPL.

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.

The institution's CAT, RPL and Qualification Completion Policy distinguish between RPL for access, which provides an alternative access route into a programme of learning, and RPL for credit, which provides for the awarding of credits for or towards a qualification or part qualification registered on the NQF

RPL for access:
  • RPL for access concerns admission. Consequently, candidates can only register for the qualification once their RPL application has been approved.
  • 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.
  • Only 10% of any cohort can be admitted through RPL.

    RPL for the 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 Diploma studies.
    Or
    National Certificate (Vocational), NQF Level 4, granting access to Diploma studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement.
    Or
  • Higher Certificate in Human Resource Development, NQF Level 5.
    Or
  • Higher Certificate in Human Resource Management, NQF Level 5.
    Or
  • Higher Certificate in Human Resource Management Practices, NQF Level 5.
    Or
  • Higher Certificate in Human Resources, NQF Level 5.
    Or
  • Higher Occupational Certificate: Human Resource Management Administrator, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Levels 5, 6 and 7, totalling 360 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Human Resource Management 1A, 15 Credits.
  • Human Resource Management 1B, 15 Credits.> Accounting 1A, 15 Credits.
  • Accounting 1B, 15 Credits.
  • Digital and Academic Literacies, 15 Credits.
  • Introduction to Quantitative Thinking and Techniques, 15 Credits.
  • Organisational Psychology, 15 Credits.
  • Introduction to Labour Law, 15 Credits.

    Compulsory Modules, NQF Level 6, 180 Credits:
  • Human Resource Management 2A, 15 Credits.
  • Human Resource Management 2B, 15 Credits.
  • Business Management 1A, 15 Credits.
  • Business Management 1B, 15 Credits.
  • Business Management 2A, 15 Credits.
  • Business Management 2B, 15 Credits.
  • Employment Practices and Relations 2A, 15 Credits.
  • Employment Practices and Relations 2B, 15 Credits.
  • Payroll Administration and Systems, 15 Credits.
  • Work-Integrated Learning 1A, 15 Credits.
  • Work-Integrated Learning 1B, 15 Credits.
  • Labour Law 2, 15 Credits.

    Compulsory Modules, NQF Level 7, 60 Credits
  • Human Resource Management 3A, 15 Credits.
  • Human Resource Management 3B, 15 Credits.
  • Business Management 3A, 15 Credits.
  • Business Management 3B, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate effectively and professionally in a business environment, including presenting and communicating information reliably and appropriately.
    2. Identify and apply Human Resource discipline-specific principles, practices and processes in a variety of contexts.
    3. Demonstrate the ability to respond to given or contextual abstract problems pertaining to human resource practice within a business environment.
    4. Demonstrate the ability to perform a wide range of human resource administrative functions in a business against relevant policy and legislative matters.
    5. Apply a range of methods to resolve human resource-related problems and challenges, inclusive of the introduction to change within a business environment.
    6. Function effectively and ethically in a team as a responsible business leader and contribute to the economic welfare of a business. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply communication applications to adjust conventions to business purposes.
  • Use various communication techniques to plan and administer human resource activities within a business environment.
  • Communicate according to organisational practices and standards.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate knowledge of human resource principles, practices and processes in a business context.
  • Demonstrate knowledge of relevant labour practice legislation and organisational policy requirements applicable to employee and labour contracts.
  • Compile training and development plans according to individual and organisational development requirements.
  • Employ a variety of human resource practices, concepts and theories to implement and manage performance according to organisational policy.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify, contextualise and evaluate business opportunities and propositions related to human resource development and management decisions.
  • Assess market trends to determine the impact on the human resource function in business.
  • Propose practical solutions to a variety of human resource-related challenges in business.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Interpret legislation governing human resource practices for implementation within a business environment.
  • Administer and apply performance management policies and procedures, inclusive of disciplinary and grievance procedures, within a business environment.
  • Demonstrate the ability to administer payroll functions in a business.
  • Prepare all required Black Economic Empowerment returns as required by legislation.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess human resource problems and challenges and identify appropriate sources of information to help inform decisions to resolve the problem or meet the challenge.
  • Conduct basic research to resolve HR related problems through the collection, analysis and synthesis of data and the display of results in a report format.
  • Apply change management principles and plans related to HR to create a competitive advantage within the broader business environment.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Function as part of a team.
  • Provide ethical business leadership.
  • Evaluate business patterns and statistics as the basis for good business decisions to ensure the economic well-being of an organisation of choice.

    Integrated Assessment:
    The principle-led guidance on assessment policies and procedures and assessment types is detailed in the institution's Assessment Strategy and Policy. The key principles that inform the assessment policy and principles of good assessment. All assessments will adhere to the Teaching and Learning Strategy as they are an integral part of the realisation of that strategy. Assessments are designed to assess achievement at the appropriate level of cognitive complexity as captured in the level descriptors.

    Each qualification and each module has an assessment strategy that will ensure that all assessment principles are adhered to and manage predictability and learner load. This strategy includes the type, number, and weightings of assessments in all modules. This is made explicit for learners in the Module Information Sheet as summarised in the Qualification Guide. The assessment structure, type, number, and weightings in all modules must be appropriate for the credit value of the module (notional time), discipline and NQF-level. Exceptions to standard structures must be approved by the Faculty Boards.

    In an assessment, module, and qualification, the strategy must include more than one question type, learning skill, answer format, and time structure so that all learning types are catered for. In an individual assessment, the structure of the assessment should not be that the inability to answer one question impacts the ability to answer others. Stated differently, the inability to master one question cannot have the consequential impact of making it not possible to answer others.

    Assessments must test theory/content, skills and appropriate application and should include assessing values and attitudes. The assessment structure is outlined in the Module Information Guide and summarised in the Qualification Guide. The purposes of an assessment need to be reflected in the instruments and processes used to assess learner work. Some assessments are formative in that their purpose is to enable learners to use feedback to improve their performance in that module. Others are summative and their purpose is only to evaluate the attainment of the outcomes.

    Formative Assessment:
  • As competence develops over time and is improved with feedback, formative assessment should take place throughout the learning process and must result in feedback that enables learners to improve their performance and prepare for summative assessments.
  • Feedback to learners may include a model answer or rubric, depending on the nature of the discipline. However, these are not sufficient as they do not provide an individual learner with feedback on the relationship between learners' response and the desired response in such a way that the learner knows what action is needed to improve their performance, particularly in preparation for the summative assessment.
  • Some formative assessments are not graded (awarded marks) and function to provide learners with feedback to promote their development, but performance on the actual task does not contribute to the final module mark.
  • ICE tasks would be an example of formative assessments that are not graded insofar as each task does not make a performance-based, assessed contribution to the final mark, although completion of the tasks is required to earn a contribution to the final mark.
  • The task types should also vary to cater for different learning preferences.
  • Possibilities include but are not limited to existing activities on Learn, questions from past formative and summative assessments, additional reading, quizzes, debates, online group discussions, surveys, blog responses, studio activities, mini-tests, and presentations.
  • Variety should also be offered in terms of when the tasks should be done, such as before, after or during a scheduled engagement with the lecturer or with other learners.

    Graded Formative Assessment:
  • Graded formative and summative assessments are designed centrally in a standard manner and format for all learners in a module against the module outcomes. Unlike ICE, graded assessments are not tools for class-specific responsive evaluation and feedback by the lecturer to the learner group they are teaching.
  • Some formative assessments are graded and thus have both the feedback and evaluative roles. Graded formative assessment results are included in the Cumulative Assessment (CASS) Mark.
  • The feedback from graded formative assessments should be used by learners to improve performance in their summative assessments, but this feedback is generally subject to a time delay.
  • Tests, essays, and tasks in a Portfolio of Evidence (PoE) are examples of graded formative assessments.

    Integrated Curriculum Engagement (ICE)
  • Each class and each learner engage with their learning in a different manner. Understanding that engagement and progress improve the ability of the lecturer and the learner to promote learner success in formative and summative assessments and against the outcomes, in a focused manner.
  • ICE activities are activities requiring active engagement with a small part of the learning material/limited number of learning objectives to measure interim progress.
  • ICE is the tool used at the institution to give lecturers the autonomy and learners the reward, for active, immediate engagement with the learning process, in small pieces, so that lecturers and learners get immediate and constant feedback on progress.
  • They are either designed by the lecturer for the class's needs at that moment or purposefully selected from a range of options on Learn to meet the immediate needs of the class.
  • ICE tasks are a part of a continuous assessment process, so they need to be meaningful and purposeful in allowing learners and lecturers to track progress and learning needs.
  • The contribution that ICE makes to CASS is normally a simple reward where learners can achieve up to 10% of their module mark simply by completing the required activities in the prescribed manner.
  • ICE is part of the explicit teaching and learning strategy for contact and distance modes of provision, in all undergraduate qualifications and in all postgraduate qualifications that have coursework components.

    Summative Assessment:
  • The purpose of summative assessments is to evaluate learner learning, skill acquisition and academic achievement at the end of a defined instructional period.
  • Formative assessments summarise learner development at a point in a module and are intended to improve the learners' learning capacity or skill, while summative assessments focus on analysing learner achievements after the completion of the learning process.
  • Learners are only given a grade for summative assessments and not detailed feedback.
  • Summative assessments are the work of individual learners, rather than a group of learners.
  • Written unseen tests and examinations are written under standardised conditions. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared with similar qualifications offered in the following countries.

    Country: Botswana
    Institution: Open University
    Qualification title: Diploma in Human Resource Management
    Credits: 240 Credit points
    Duration: Two years full-time
    Entry Requirements
  • Certificate at National Credit and Qualifications Framework (NCQF) Level IV
    Or
  • BGCSE (Botswana General Certificate of Secondary Education) or equivalent
    Or
  • Certificate in Human Resource Management or any other relevant certificate V,
    Or
  • NCQF level 5 may be granted admission through Recognition of Prior Learning

    Purpose/Rationale:
    The Diploma in Human Resource Management was developed in response to identified individual and business needs for the development of a sustainable economic growth as per national aspirations. The structure of the Diploma was further informed by tapping into comparable qualifications offered at similar regional and international institutions. The qualification is offered through open and distance learning mode, thus making it more accessible and less constrained by geographical and other factors. Input from various stakeholders was considered to enrich and diversify the content coverage of the programme.

    Exit Level Outcomes:
  • Apply best Human Resource Management practices in an organisation.
  • Communicate effectively, through various means, with various stakeholders.
  • Demonstrate knowledge of conducting staff training and orientation.
  • Demonstrate knowledge of financial information in a business context
  • Apply effective human resources practices within a workplace.

    Modules
  • Principles of Management
  • Business Communication
  • Basic Computing Skills comparable to Digital and Academic Literacies
  • Principles of Marketing
  • Economics I
  • Business Information Systems
  • Human Resource Management comparable to Human Resource Management
  • Human Resource Development comparable to Management of Training
  • Employment Law comparable to Labour Law
  • Compensation and Reward Systems comparable to Introduction to Labour Law.
  • Labour Relations comparable to Employment Practices and Relations
  • Occupational Health and Safety
  • Building a seamless Education and Training System
  • Strategic Human Resource Management comparable to Human Resource Management
  • Human Resource Planning comparable to Human Resource Management
  • Performance Management comparable to Human Resource Management
  • Financial Management
  • Research Methods comparable to Introduction to Quantitative Thinking and Techniques

    Similarities:
  • The Open University (OU) and the South African (SA) qualifications are offered over three years full-time.
  • Both qualifications require applicants who have completed secondary school qualifications or equivalent.
  • The OU and SA qualifications are intended to provide learners with practical work-related skills in the management of human resources, which will contribute to the business sector of society.
  • Both qualifications consist of compulsory modules.
  • The OU and SA qualifications articulate vertically into a Bachelor's degree in Human Resources Management and related qualifications

    Difference
  • The OU qualification does not include work-integrated learning, whereas the SA qualification consists of WIL.

    Country: Australia
    Institution: Monarch Institute
    Qualification Title: Diploma in Human Resources Management
    Duration 2 years Full time
    Entry Requirements:
  • Secondary School diploma or the equivalent

    Purpose:
    The Diploma of Human Resources Management focuses on key HR practices and knowledge essential for managing an organization's workforce. The qualification covers vital topics like recruitment, employee relations, and performance management.

    Graduates can pursue roles such as HR Manager, Recruitment Consultant, Employee Relations Advisor, or Training and Development Specialist.

    Modules:
  • Coordinate Human Resource functions and processes
  • Coordinate workforce plan implementation
  • Manage business risk
  • Lead and manage effective workplace relationships
  • Establish innovative work environments
  • Develop critical thinking in others
  • Implement and monitor WHS policies, procedures and programs
  • Manage recruitment and onboarding
  • Coordinate separation and termination processes
  • Facilitate performance development processes
  • Manage employee and industrial relations
  • Coordinate separation and termination processes.

    Assessment:
    There are no examinations. There are two main types of assessments: written and practical. The written assessments include short answer questions and simple practical research tasks, demonstrating gained knowledge.

    Similarities:
  • The Monarch Institute (MI) and the South African (SA) qualification accept applicants who have completed the secondary school qualification or equivalent.
  • Both qualifications prepare learners to navigate the complexities of human resource functions in various organizational contexts.

    Differences:
  • The MI qualification is offered over two years of full-time study, whereas the SA qualification is offered over three years of full-time study.
  • The MI qualification consists of formative assessment and no examinations, whereas the SA qualification consists of formative and summative assessment.

    Conclusion:
    The Diploma in Human Resource Management compares favourably with international qualifications at the same level, with a similar focus on human resource management, business management and employment relations to present a holistic approach to the human resource management field. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Diploma in Marketing Management, NQF Level 6.
  • Diploma in Marketing, NQF Level 6.
  • Diploma in Business Management, NQF Level 6.
  • Diploma in Human Resources Management, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Human Resource Development, NQF Level 7.
  • Advanced Diploma in Human Resource Management, NQF Level 7.
  • Bachelor of Commerce Human Resource Management, NQF Level 7.
  • Bachelor of Arts in Human Resource Management, NQF Level 7.
  • Bachelor of Human Resource Management, NQF Level 7.
  • Bachelor of Business Administration, NQF Level 7.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Human Resource Management Officer, NQF Level 6.
  • Advanced Occupational Diploma: Human Resource Management Advisor, NQF 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.