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: 

Higher Certificate in Entrepreneurship 
SAQA QUAL ID QUALIFICATION TITLE
125247  Higher Certificate in Entrepreneurship 
ORIGINATOR
Inscape Education Group (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
Higher Certificate  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 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0637/26  2026-01-30  2029-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-01-30   2033-01-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose
The Higher Certificate in Entrepreneurship qualification is a vocational qualification in nature. It prepares learners for work in a specific field and serves as an access point to higher education.

The qualification will equip learners with the necessary knowledge, skills, and value orientation to apply the principles of small business management and entrepreneurship in practice, to ensure that they have the capacity to develop and manage independent small businesses supported by their entrepreneurial skills. The qualification further aims to ensure that learners have the knowledge and skills necessary in the establishment of a small business, including accessing funding, small business operations and challenges, financial management, and marketing. Learning will be focused on enhancing both vocational as well as academic competencies, including basic language and learning skills, and digital and information management skills.

Upon completion of this qualification, qualifying learners will be able to:
  • Identify own strengths and weaknesses and behaviour required to improve self-efficacy and promote personal and professional success.
  • Contribute as part of a team to enhance the team's functional effectiveness within a commercial context.
  • Communicate effectively by way of written, oral, and visual media using appropriate computer software.
  • Apply design thinking principles to investigate and conceptualise business problems and opportunities.

    Rationale
    This qualification is designed to meet South Africa's need to stimulate the establishment of small businesses, grow the economy, and create work opportunities. The institution believes that successful businesses improve the standard of living of their respective owners, managers, and employees, it creates prosperous communities and ultimately, a prosperous nation.

    South Africa suffers from high business failure rates amongst new small businesses, which can in many cases be attributed to a lack of business/entrepreneurial skills.
    The need for this qualification was identified through requests from several potential learners and businesses for a qualification that would develop entrepreneurial thinking, knowledge, and skills to not only start a new venture, but also manage an entrepreneurial venture successfully. The unique Inscape strengths of creativity, design thinking, and sustainability would enhance the relevance and effectiveness of such a programme in Africa.

    The targeted learners for this qualification are those who did not meet the access requirements for a bachelor's degree or do not wish to complete a three-year degree but want to become entrepreneurs. It is expected that this qualification will be taken up by both individual learners and businesses that want to invest in the development of entrepreneurs. The first intake should consist of around 20 learners. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    The institution's Admissions Policy aligns with the National policy for RPL and CAT, as well as the more recent Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment document issued by the CHE in 2016.

    RPL for Access:
    In RPL processes designed to grant access, credits, or advanced standing, an RPL application is evaluated against the requirements of the qualification in question. Applicants seeking access to the institution's qualification who do not hold an appropriate entrance qualification may be considered for the RPL route but will only be admitted at the Academic Committee's discretion in accordance with the institution's RPL policy.

    RPL for Credits:
    An RPL assessment process is used to evaluate the knowledge and skills of applicants wishing to gain access, credits, or advanced standing.
    The institution's Admissions Policy indicates the procedures that learners follow to apply for RPL and CAT.
    Learners applying for the RPL need to complete the Recognition of Prior Learning (RPL) application form available from the Inscape Registrar. A fee is payable in full, in advance. Proof of payment must be submitted with the RPL application form before applications will be processed.

    Learner may submit to evidence their knowledge, skills and values include but are not limited to a curriculum vitae with a detailed work history, portfolios of completed work, workplace training schedules and examples, certificates for appropriate non-accredited software training and reference letters from workplace supervisors all the above information must have been completed within the past five years.

    Learners are requested to complete a written assignment if they have no such equivalent evidence. In certain circumstances applicants may be asked to participate in an interview with the Dean either in person or telephonically/electronically.

    The broad level descriptors for the NQF level provide guidelines for evaluating the evidence submitted. The evaluation is conducted by the Academic Committee consisting of the deans, academic managers and chief academic officer and the outcome is noted by the registrar. The registrar communicates the outcome and provides feedback in writing to the applicant.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5 totalling 120 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Personal Awareness and Development, 10 Credits.
  • End-user Computer Skills, 10 Credits.
  • Business Communication, 20 Credits.
  • Finance and Compliance, 10 Credits.
  • Introduction to Design Thinking, 20 Credits.
  • Introduction to Marketing & Sales, 20 Credits.
  • Entrepreneurship, 20 Credits.
  • Work Integrated Learning (WIL), 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify one's own strengths and weaknesses and the behaviour required to improve self-efficacy and promote personal and professional success.
    2. Contribute as part of a team to enhance the team's functional effectiveness within a commercial context.
    3. Communicate effectively by way of written, oral, and visual media using appropriate computer software.
    4. Apply design thinking principles to investigate and conceptualise business problems and opportunities.
    5. Demonstrate an informed understanding of basic financial and business management concepts, principles, and practices.
    6. Develop a basic marketing plan for a small business.
    7. Identify ethical and responsible principles and practices that apply in a small business environment, including sustainability and the circular economy. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO: Identify own strengths and weaknesses and behaviour required to improve self-efficacy and promote personal and professional success.
  • Identify strategies for developing resilience through completing exercises in self-awareness, effective relationship management, personal wellness, and stress management techniques.
  • Manage own learning through the planning of a study schedule, improvement of own time management, and study skills and methods.
  • Develop the habits and practices that lead to effective career management through planning and the management of personal efficiency, workplace relationships and continuous professional development

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO: Contribute as part of a team to enhance the team's functional effectiveness within a commercial context.
  • Outline the roles, purpose, and group-established expectations in team.
  • Explain the importance of leveraging individual strengths and weaknesses of team members.
  • Work collaboratively towards solving a real or simulated business problem.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO: Communicate effectively in both written, oral, and visual media using appropriate computer software.
  • Communicate concepts both orally and in writing, using a range of business tools and conventions.
  • Produce sound academic and business texts, using paraphrasing and summarizing to avoid plagiarism, and citing sources.
  • Apply presentation skills using appropriate technology.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO: Apply design thinking principles to investigate and conceptualise business problems and opportunities.
  • Identify design thinking models.
  • Define, interpret, and redefine business problems.
  • Use design thinking techniques to conceptualise and solve business problems in defined contexts.
  • Present concepts with reference to the problem statement and creative thought process.

    Associated Assessment Criteria for Exit Level Outcome 5:
    ELO: Demonstrate an informed understanding of basic financial and business management concepts, principles, and practices.
  • Identify the requirements and steps for setting up and funding a new business.
  • Explain and apply management theories applicable in the specific business environment.
  • Design a commercial business plan for a small business or innovative business idea.
  • Explain the role and contribution of employees to the overall success of a business.
  • Outline the potential legal and other hurdles for a new business.
  • Develop a basic budget for a small business or unit.
  • Analyse the financial statements for a small business or unit.

    Associated Assessment Criteria for Exit Level Outcome 6:
    ELO: Develop a basic marketing plan for a small business
  • Design an appropriate marketing communication strategy and approaches in a specified context.
  • Describe the key characteristics of the consumer/user.
  • Apply the basic qualitative and quantitative market research techniques.
  • Explain and apply the segmentation, targeting, and positioning of products and services.

    Associated Assessment Criteria for Exit Level Outcome 7:
    ELO: Identify ethical and responsible principles and practices that apply in a small business environment, including sustainability and the circular economy.
  • Describe ethical best practice in a specific business context.
  • Use ethical business standards to inform business solutions.
  • Describe the sustainability impact of a business.

    Integrated Assessment
    Assessment for the qualification covers a range of methods and aligns with the institution's approach of applying authentic and continuous assessment approaches and allowing for both academic and industry requirements to inform outcomes. The fundamentals are described in the Syllabus document.

    Each subject has a number of assessment opportunities which require the learner to evidence learning of the requisite knowledge, skills, competencies, and attributes. Once the courseware has been written, the learning outcomes and related assessment criteria will be described in more detail for each assessment. The curriculum and the assessment strategy are designed in an integrated manner and learning in one subject supports learning in other subjects.

    Learners complete individual and group assignments, written assignments (such as papers, reports, proposals, blogs), verbal and visual presentations, practical projects (including live projects), case studies and analyses, portfolios of evidence, and experiential learning in the workplace. The structure of the assessments per subject is covered in the syllabus document. There would be a combination of group and individual projects, as working in teams is an important skill required in the industry. See Assessment Policy.

    Formative and summative assessment
    Each module of the qualification provides both formative and summative assessment opportunities, and at each stage, learners are provided with feedback.

    Formative Assessment:
    Formative assessment may be formal or informal but is always appropriate and relevant to the learner's learning and progress. Results and comments are captured on the LMS, and learners have access to these.

    Summative Assessment:
    All final summative assessments for the qualification are externally moderated. The final summative assessment is a culmination of the work completed in the module. Results and comments are captured on the LMS, and learners have access to these. Learners are presented with opportunities for resubmissions and remarks as stated in the Assessment Policy.

    Internal and external moderation/examination
    As part of the institution's quality assurance and Assessment Policy, Inscape has three moderation processes that take place.

    Internal moderation of specific assignments/briefs are scheduled by the Deans. In this case, a lecturer is required to moderate the marking of one of their peers. The outcomes are analysed and evaluated by the Deans, who will discuss any remedial actions required with the Campus Director.

    National moderation occurs once a year. As indicated by the Deans, campuses collect the learners' work, marks, and mark sheets for specific assignments/briefs.

    The Campus team made up of the Campus Director and lecturers evaluates the learners work and marks awarded against the learning outcomes and assessment criteria for the assignment/brief. The outcomes are presented to the Academic team, and any remedial action is discussed and implemented.
    External moderation of significant formative assessments is conducted each year. In this instance, a qualified external moderator is appointed who evaluates the learner's work and marks awarded against the learning outcomes and assessment criteria. They provide input regarding the quality of the programme and assessments. The input regarding marks and quality are considered by the Academic Committee (see Assessment Policy).

    Assessment of experiential learning
    As the experiential learning component of the qualification is credit-bearing, learners learning in this subject will be assessed. Learners and their work supervisor are required to document the experience and learning. Learners are required to submit all documentation for the assessment product (written assignment) to their lecturer for assessment. This process is described in the Syllabus document and in the relevant policy documents. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the international qualifications from the following countries:

    Country: England
    Institution: London School of Business (LSB)
    Qualification title: Certificate in Entrepreneurship

    Purpose/ratione
    The Certificate in Entrepreneurship qualification is designed to equip aspiring entrepreneurs, business owners, and innovators with the mindset, skills, and tools necessary to create, manage, and grow successful ventures. Through a combination of theory, case studies, and hands-on project work, participants will explore the full entrepreneurial journey from identifying opportunities and designing business models to securing funding and scaling sustainably.

    Qualification structure
    Modules:
  • Entrepreneurial Mindset and Innovation, comparable with Entrepreneurship.
  • Business Model Design and Validation.
  • Innovation and Opportunity Recognition.
  • Market Research and Opportunity Analysis.
  • Financial Management for Entrepreneurs.
  • Funding, Investment, and Resource Mobilization.
  • Digital Marketing and Brand Development.
  • Legal, Ethical, and Risk Management.
  • Leadership and Team Building.

    Learning Outcome:
  • Identify a business opportunity.
  • Evaluate an idea and assess the market.
  • Understand the process of setting up a business.
  • Explore the risks and rewards of entrepreneurship.

    Similarities:
  • Both the London School of Business (LSB) and the South African (SA) are designed to equip aspiring entrepreneurs, business owners, and innovators with the mindset, skills, and tools necessary to create, manage, and grow successful ventures.
  • LSB and SA qualifications share comparable modules, such as Entrepreneurial Mindset and Innovation.
  • Both qualifications share similar qualification outcomes, which learners will be able to evaluate, explore, and understand processes of business.

    Difference:
    The London School of Business contains an optional self-development module (elective). The course consists of 58 hours of learning over 8 weeks. The SA qualification is offered for one year.

    Country: United States of America
    Institution: University of Pittsburgh (UP)
    Qualification Title: Certificate in Innovation and Entrepreneurship
    Credits: 15 credits

    Purpose/rationale:
    The Certificate in Innovation and Entrepreneurship is designed as an enhancement to the Bachelor of Science in Business Administration (BSBA) degree program, not as a detached curriculum. It builds upon the BSBA core curriculum and assumes that the student is majoring in accounting, business information systems, finance, global management, human resources management, marketing, or supply chain management. Accordingly, enrolment is open only to students in the BSBA program offered by the School of Business.

    Compulsory Modules
  • The Entrepreneurship Process.
  • Corporate Entrepreneurship, comparable with Entrepreneurship.

    Elective modules (Select one of the following):
  • Social Entrepreneurship.
  • Projects in Entrepreneurship.
  • Commercializing New Technologies.
  • Product Development.
  • Law, Entrepreneurship, and Innovation.
  • Immigrant & Minority Entrepreneurship.
    And
    Elective Modules (Select one from the following):
  • Accounting Information Systems.
  • Investment Management.

    Similarities:
  • University of Pittsburgh (UP) and South African (SA) qualifications share comparable modules such as Entrepreneurship.
  • Both qualifications prepare learners for a bachelor's degree qualification.

    Differences:
    The University of Pittsburgh (UP) comprises both compulsory and elective modules, whereas the South African (SA) qualification has only compulsory modules.
  • UP qualification consists of 15 credits, while the SA qualification has 120 credits. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers the following articulation options.

    Horizontal Articulation:
  • Higher Certificate in Business Studies, NQF Level 5.
  • Higher Occupational Certificate: Business Development Officer, NQF Level 5.

    Vertical Articulation:
  • Diploma in Entrepreneurship, NQF Level 6.
  • Bachelor of Commerce in Entrepreneurship, NQF Level 7.
  • Bachelor of Arts in Digital Marketing and Communication, NQF Level 7.
  • Bachelor of Business Administration in Marketing, NQF Level 7.

    Diagonal Articulation:
    National Occupational Certificate: Entrepreneurial Business Manager, NQF Level 4. 
    		•

    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. Inscape Education Group (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.