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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Commerce in Economics 
SAQA QUAL ID QUALIFICATION TITLE
124594  Bachelor of Commerce in Economics 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0633/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2034-07-10  

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 Bachelor of Commerce in Economics is to promote access to higher education, to qualify learners for careers in business and economics, and to provide a platform for further studies in business management or economics.

In accordance with the Higher Education Qualifications Sub-Framework Policy (HEQSF), 2013, the qualification will equip graduates with the knowledge, skills, and applied competencies sought in modern businesses to inform and support business sustainability and growth, and to provide strategic direction from an economic perspective. Graduates will be well-prepared with the insight and skills relevant to further specialised study, supporting the principle of lifelong learning. The qualification design presents a combination of skills and competencies that are highly attractive to prospective employers.

On completion of the qualification, qualifying learners will be able to:
  • Communicate information reliably, appropriately, and coherently using generally accepted academic and professional business conventions and formats.
  • Identify and assess the impact of various factors on business continuity and prosperity objectives.
  • Identify and evaluate business opportunities and propose strategies to leverage growth prospects.
  • Take informed ethical business decisions, drawing on appropriate ethical values and approaches, within a business environment.
  • Apply a range of methods to resolve problems or introduce change within a business environment.

    Rationale:
    The qualification will provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of disciplines and fields of study, and enables them to demonstrate initiative and responsibility in an academic or professional context. The qualification will emphasise general principles and theory in preparation for entry into general employment or for postgraduate studies. The design for this qualification was identified by industry.

    The Bachelor of Commerce in Economics is historically popular, and graduates are consistently in demand in industry. Graduates will be able to make a valuable contribution to the organisation or business that employs them, particularly in terms of their ability to support and manage business sustainability by identifying the critical success factors of a specific business and working with management teams to formulate and deploy strategies to grow a sustainable business. Graduates will be able to source, evaluate and interpret information necessary to guide sound business decision-making, based on the effects and impact of various economic factors in relevant industries.

    The graduate will be acutely aware of economic challenges facing consumers, businesses and organisations and will be able to apply themselves creatively to strategic direction and support that aims to achieve business objectives. The strategic thinking and planning content in the programme, combined with the strong economic focus, adds considerable value in terms of employability prospects. In keeping with the purpose of bachelor's degrees, this programme will therefore enable learners to apply a well-rounded strategic knowledge base to professional entry practice across a broad range of enterprise types, government, and industries.

    Career opportunities for graduates of this qualification exist in/:
  • General management.
  • Banking and Insurance.
  • Business management.
  • Business consulting.
  • Financial consulting.
  • Corporate advising.
  • Business strategy planning.

    This qualification will adequately prepare graduates to continue their studies at NQF Level 8. Graduates may pursue an honours degree within the field of economics and management sciences at any one of several institutions. 
    		•

    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.

    RPL is applied to formal, informal, and non-formal learning achieved through any means other than formal study towards a recognised qualification or part of a recognised qualification, which is normally recognised through a process of CAT. RPL lends itself to an integrated form of assessment. As learning is not gained entirely through a formal process, it is often something the candidate is best able to present in an integrated manner through the presentation of evidence, often from their work environment and/or the completion of a task or tasks that will enable demonstration of the required competences.

    The prior learning assessment seeks only to establish whether the candidate has, through a process other than the ordinary formal certified educational route, acquired the knowledge, competence and skills that would normally be expected for those being granted admission. Content knowledge is often not the primary consideration if it is something that can be readily acquired and will not inhibit progression; therefore, a Portfolio of Evidence (PoE) is presented.

    The institution's RPL, CAT and Qualification Completion Policy distinguishes 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 can be used to give a learner access to a qualification if they have the required prior qualification, but not at the performance level normally required.
  • RPL can be used to give a person admission to a qualification without having completed a qualification normally required at a lower level.
  • Assessments for RPL are carried out by subject matter experts and are normally against the conventional entry requirements or assumptions about learning associated with entry requirements for a qualification.
  • Only 10% of any cohort can be admitted through RPL.

    RPL for credits:
  • Credits towards a qualification are not awarded by RPL but can be achieved through the CAT process.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6 and 7, totalling 360 credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Applied Communication Techniques, 15 Credits.
  • Accounting 1A, 15 Credits.
  • Introduction to Accounting and Finance, 15 Credits.
  • Mathematics 1A, 15 Credits.
  • Mathematics 1B, 15 Credits.
  • Economics 1A, 15 Credits.
  • Economics 1B, 15 Credits.
  • Business Management 1, 15 Credits.

    Compulsory Modules, Level 6, 120 Credits:
  • Business Management 2A, 15 Credits.
  • Business Management 2B, 15 Credits.
  • Intermediate Microeconomics 2A, 15 Credits.
  • Intermediate Macroeconomics 2B, 15 Credits.
  • Business Statistics, 15 Credits.
  • Business Law, 15 Credits.
  • Business Data Modelling, 15 Credits.
  • Public Economics, 15 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Introduction to Research, 15 Credits.
  • Research Practice, 15 Credits.
  • Advanced Microeconomics, 15 Credits.
  • Advanced Macroeconomics, 15 Credits.
  • Econometrics A: Introduction, 15 Credits.
  • Econometrics B: Applied, 15 Credits.
  • Monetary Economics, 15 Credits.
  • International Trade and Finance, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate information reliably, appropriately, and coherently using generally accepted academic and professional business conventions and formats.
    2. Demonstrate the ability to identify and assess the impact of various factors on business continuity and prosperity objectives.
    3. Demonstrate the ability to identify and evaluate business opportunities and propose strategies to leverage growth prospects.
    4. Demonstrate an ability to take informed ethical business decisions, drawing on appropriate ethical values and approaches, within a business environment.
    5. Demonstrate an ability to apply a range of methods to resolve problems or introduce change within a business environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use written and oral language conventions to demonstrate effective communication skills in different contexts.
  • Apply different styles of writing by adjusting conventions to genre and purpose.
  • Correctly use appropriate grammar, syntax and punctuation to produce professional writing required in a business environment.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Discuss the financial management and strategy and apply financial and business management concepts, facts and theories.
  • Establish competitive advantage within the broader South African and International business and economic environment.
  • Structured and systematic processes to support the economic and financial well-being of the organisation/business are developed and applied.
  • Analyse fiscal policy, monetary policy and the South African financial markets and system.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify critical business success factors and the potential impact of various factors on business success and continuity.
  • Evaluate and interpret the financial statements of a business entity to establish its financial position to enable sound business decision-making.
  • Evaluate the financial status and working capital position of a business entity to support strategic decision-making.
  • Identify business prospects and opportunities and evaluate strategies to leverage opportunities.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Evaluate business opportunities and propositions to make informed decisions.
  • Critically describe issues surrounding ethical business conduct and governance in practice.
  • Function as part of a team, provide ethical business leadership and business patterns and statistics as the basis for good business decisions to ensure the economic well-being of the organisation.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Contextualise economic, business and market trends to assess the potential impact that a variety of economic, political, environmental and societal opportunities and concerns may have on an organisation/business globally, regionally and locally.
  • Identify challenges and assess strategy changes to manage the proposed risk.
  • Source, evaluate and interpret information needed to support sound decision-making in business.
  • Manage information and knowledge in an organisation.

    INTEGRATED ASSESSMENT
    Each qualification and 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 (MIS) 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 the learner's 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.
  • Integrated Curriculum Engagement (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.

    Graded Formative Assessment:
  • 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.
  • 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.
  • 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:
  • 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 IIE 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.
  • If well designed, an ICE task will have an intrinsic mastery value for learners, and they will appreciate their value. Learner compliance and participation are thus partly about learner autonomy but also about the quality of the tasks made available to them.
  • The 10% contribution is split between tasks on which feedback is given (by the lecturer or by other learners, or self-assessment or machine-marked assessment) and tasks on which the learner is solely responsible for assessing their performance against the module objectives and on which no other feedback is given.
  • At least six must be provided by the lecturer to enable learners to submit all or at least four.
  • The type of activity should be deliberately chosen to ensure the best learning and feedback for the learner, taking into consideration objectives to be achieved, the learning needs of the group, the mode of delivery of the module, and the practical circumstances.
  • 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.

    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.
  • Unlike formative assessments, which summarise learner development at a point in a module and are intended to improve the learners' learning capacity or skill, summative assessments focus on analysing learner achievements after the completion of the learning process.
  • Normally, learners are only given a grade for summative assessments and not detailed feedback.
  • Summative assessments are typically the work of individual learners, rather than a group of learners. 
    		•

    INTERNATIONAL COMPARABILITY 
    Introduction
    Many countries offer a bachelor's degree in economics, but the specific name of the degree varies depending on the university and country. Some universities may offer a Bachelor of Economics or a Bachelor of Commerce with a major in economics, while others may offer a Bachelor of Arts in Economics or a Bachelor of Science in Economics. In South Africa, Australia and New Zealand, higher education institutions in other countries include honours in their bachelor's degree qualifications, and as such, those qualifications were excluded from the comparison.

    Country: New Zealand
    Institution: University of Otago
    Qualification Title: Bachelor of Commerce in Economics
    Credits: 360 points
    NQF Level: NZQF Level 7
    Duration: 3 years full-time
    Entry Requirements
  • National Certificate of Educational Achievement (NCEA) Level 3.
    Or
  • Cambridge Assessment International Education (Cambridge International)
    Or
  • International Baccalaureate (IB).
    Or
  • Other New Zealand secondary school qualifications.

    Purpose:
    The Bachelor of Commerce with a specialisation in Economics graduates are equipped to pursue careers in various sectors, including finance, government, research, and business consulting. The purpose of the qualification is to develop strong analytical, problem-solving, and decision-making skills, which are highly valued by employers. Additionally, graduates gain a deep understanding of economic trends and their impact, enabling them to contribute to sustainable business practices and make informed business decisions.

    Exit Level Outcomes
    Upon completion of a qualification, graduates will be able to:
  • Analyse complex economic situations, identify problems, and develop effective solutions.
  • Make sound business decisions based on economic data and analysis, considering the impact of various factors.
  • Gain a solid foundation in microeconomics and macroeconomics, enabling them to understand and apply economic concepts in various contexts.
  • Design, conduct, and report on empirical research in economics and related fields, allowing them to contribute to economic knowledge and analysis.
  • Develop skills in using mathematical methods, statistical analysis, and data interpretation.
  • Develop and implement strategies to achieve business objectives, considering economic factors and market conditions.

    Modules:
    Year One:
  • Principles of Economics 1 comparable to Economics 1A
  • Principles of Economics 2 comparable to Economics 1B
  • Quantitative Analysis for Business, comparable to Business Statistics, Introduction to Research and Research Practice
  • Management and Organisations
  • Understanding Accounting comparable to Accounting 1A and Introduction to Accounting and Finance
  • Business Mathematics comparable to Mathematics 1A and IB
  • Intermediate Microeconomic Theory comparable to Intermediate Microeconomics 2A and 2B

    Year Two:
  • Microeconomics comparable to Advanced Microeconomics
  • Macroeconomics comparable to Advanced Macroeconomics
  • Introduction to Econometrics comparable to Econometrics A: Introduction
  • Marketing and Consumption
  • Information and Communication in Organisations comparable to Applied Communication Techniques
  • Business Finance comparable to Introduction to Accounting and Finance
  • Corporate Financial Decisions

    Year Three:
  • Labour Economics
  • International Trade comparable to International Trade and Finance
  • Public Economics comparable to Public Economics
  • Microeconomic Theory comparable to Advanced Microeconomics
  • Macroeconomic Theory comparable to Advanced Macroeconomics
  • Econometrics comparable to Econometrics B: Applied

    Articulation:
  • Postgraduate Diploma in Economics

    Similarities:
  • The Otago University (UO) and the South African (SA) qualifications are offered over three years full-time.
  • Both qualifications are registered at Level 7 on the NZQF/SA NQF with 360 credits.
  • The OU and SA qualifications will provide graduates with the knowledge, skills and applied competencies sought in modern businesses to inform and support business sustainability and growth, and to provide strategic direction from an economics perspective.
  • Both qualifications articulate vertically into an Honours Degree or Postgraduate Diploma in Economics.

    Differences:
  • The OU qualification accepts applicants who have completed the NCEA Level 3, whereas the SA qualification accepts applicants who have completed the National Senior Certificate, Level 4.
  • The assessments for the SA qualification include, assignments, tests, projects, examinations, ICE (Integrated Curriculum Engagement), POE (Portfolio of Evidence), summative assignment and summative projects whereas the assessment methods for ANU qualification include a variety of coursework, research, and exams, with a strong emphasis on developing analytical and quantitative skills.

    Duration and Articulation
    Learners completing the Bachelor of Economics (Australian National University) also have 3 years to complete the qualification with an articulation pathway to a Graduate Diploma of Economics at the Australian National University. This aligns with the institution's Bachelor of Commerce in Economics, as this qualification is also run over 3 years, full-time, with an articulation pathway to the Bachelor of Commerce Honours in Economics at the institution.

    Country: Australia
    Institution: Australian National University
    Qualification Title: Bachelor of Economics
    NQF Level: Australian Qualification Framework (AQF) Level 7
    Credits: 144 units
    Duration: 3 years
    Entry Requirements:
  • Australian Tertiary Admission Rank (ATAR) score of 80 or 29 for an IB (International Baccalaureate).
    Or
  • Recent secondary education - admission is assessed on the completion of Australian Year 12 or equivalent, and the minimum selection rank from their academic qualifications (plus any adjustment factors) requirement for this programme.
    Or
  • Higher education study - admission is assessed on previous higher education studies
    Or
  • Secondary education results if completed less than one full-time equivalent year (1.0 FTE) of a degree.
    Or
  • Vocational education and training (VET) study, admission is assessed on previously completed VET qualifications at AQF level 5 or higher (i.e., a Diploma or above),
    Or
  • Secondary education results if the VET qualification is not completed.
    and
  • English language proficiency.

    Purpose:
    The Bachelor of Economics program provides a rigorous foundation in economic theory, applied economics, economic history, and econometrics. It develops analytical and quantitative skills, preparing graduates for careers in economics or other roles. The program emphasises logical analysis and understanding how individuals and governments make decisions.

    Learning Outcomes:
    Upon completion of the qualification, graduates will be able to:
  • Solve economic problems using analytical reasoning.
  • Apply economic analysis to a wide variety of transdisciplinary issues.
  • Use basic empirical estimation techniques to test predictions pertaining to multiple disciplinary areas.
  • Provide insight into the way that households and individuals make decisions and interact, and the role of government in providing public goods and regulating the market sector.
  • Communicate effectively rigorous economic analysis in a coherent way to multidisciplinary stakeholders.

    Modules:
    Compulsory Modules:
  • Microeconomics I, II and III are comparable to Intermediate and Advanced Microeconomics
  • Foundations of Economic and Financial Models comparable to Economics and Business Data Modelling
  • Econometrics 1: Econometric Methods comparable Econometrics A: Introduction and Econometrics B: Applied
  • Quantitative Research Methods comparable to Introduction to Research and Research Practice
  • Law and Economics comparable to Business Law

    Elective 1 Modules (Select 3 modules)
  • Quantitative Research Methods comparable to Introduction to Research and Research Practice
  • Statistical Techniques comparable to Business Statistics
  • Accounting Processes and Systems comparable to Accounting 1A and Introduction to Accounting and Finance
    And
    Elective 2 Modules (Select any 3 modules):
  • International Monetary Economics comparable to Monetary Economics and International Trade and Finance
  • Applied Micro econometrics comparable to Econometrics B: Applied
  • Applied Macro and Financial Econometrics comparable to Advanced Macroeconomics
    And
    Elective 3 Modules (Select eight modules):

    Similarities:
  • The Australian National University (ANU) and the South African (SA) qualifications are offered over three years of full-time study.
  • Both qualifications are registered at AQF/SA NQF level 7.
  • The ANU qualification requires applicants who hold the Australian Tertiary Admission Rank (ATAR) score of 80 or 29 for an IB (International Baccalaureate) or recent secondary education similar to the SA qualification National Senior Certificate with the bachelor's degree endorsement.
  • Both qualifications will introduce learners to the core concepts and techniques used in economic analysis with applications to a wide variety of issues, including economic development, public policy, macroeconomic forecasting, the design of financial contracts and industrial strategy.
  • The ANU and SA qualifications share similar learning outcomes.
  • Both qualifications consist of similar modules such as Principles of Economics, Quantitative Analysis for Business, Intermediate Microeconomic Theory, Microeconomics, Macroeconomics, Introduction to Econometrics, Business Mathematics, and Information and Communication in Organisations.
  • Successful completion of both qualifications will enable graduates to progress into an Honour's degree or a Postgraduate Diploma in Economics.

    Differences:
  • The ANU qualification has 144-unit credits, whereas the SA qualification has 360 credits.
  • The ANU qualification consists of compulsory and elective modules, whereas the SA qualification consists of compulsory modules and no electives.

    Conclusion:
    Based on the analysis above, it is evident that the SA qualification compares favourably to similar international qualifications, but at the same time provides a focus on the South African business environment. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Accounting, NQF Level 7.
  • Bachelor of Commerce, NQF Level 7.
  • Bachelor of Commerce in Economics and Econometrics, NQF Level 7.
  • Bachelor of Commerce in Economics and Law, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Arts Honours in Economics, NQF Level 8.
  • Bachelor of Commerce Honours in Economics, NQF Level 8.
  • Bachelor of Commerce Honours in Econometrics, NQF Level 8.
  • Bachelor of Economics Honours in Economics, NQF Level 8.
  • Bachelor of Commerce Honours in Management, NQF Level 8.
  • Bachelor of Economics Honours, NQF Level 8.
  • Postgraduate Diploma in Accounting, NQF Level 8.
  • Postgraduate Diploma in Business Leadership, NQF Level 8.
  • Postgraduate Diploma in Credit Management, NQF Level 8.
  • Postgraduate Diploma in Entrepreneurship, NQF Level 8.
  • Postgraduate Diploma in Finance and Accounting, NQF Level 8.
  • Postgraduate Diploma in Leadership, NQF Level 8.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. 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.