SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Human Resources

SAQA QUAL ID	QUALIFICATION TITLE
126140	Higher Certificate in Human Resources
ORIGINATOR
SACOB South African College of Business (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		Human Resources
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 0841/26	2026-07-09	2029-07-09
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2030-07-09		2033-07-09

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 Human Resources qualification serves multiple purposes, including professional, economic, social and community purposes. Focusing on the academic purpose of the qualification, the proposed qualification seeks to facilitate progression into further academic study, facilitated through the inclusion of the module Academic, Digital and Computer Literacy. The qualification seeks to equip learners with profound and actionable insights into Human Resource Management (HRM) and its pivotal roles in modern organisations. Oriented towards contemporary and digital-era business contexts, this qualification ensures learners are proficient in managing workforce dynamics and navigating digital transformations essential in contemporary organisations. Learners will acquire foundational knowledge of HRM, including the evolution of HR practices and their role in modern organisations. They will learn key HRM functions such as recruitment, employee development, organisational development, and industrial relations. This will prepare them for entry-level roles in HR, enabling them to manage workforce dynamics effectively.

Upon completion of the qualification, learners will understand the evolution of human resource management and the impact of digital transformations on modern organisations. They will be equipped to implement effective HR methods and processes, particularly in recruitment, training, and employee development. Learners will have a solid grasp of data governance and ethical considerations, demonstrating competence in the literacies required for both higher education and workplace integration. Additionally, they will be able to outline strategies for organisational development and change management, and assess various leadership and management approaches, enabling them to contribute effectively to improving workplace culture and employee wellbeing.

A qualified learner will be able to:

Apply human resource management principles to address operational challenges and enhance employee performance within an organisation.

Develop and implement HR policies that align with legal requirements and organisational objectives, ensuring compliance and fostering a positive work environment.

Facilitate employee development through training programmes that promote skill enhancement and career growth.

Manage employee relations by effectively resolving conflicts, negotiating agreements, and fostering a collaborative workplace culture.

Implement recruitment and selection strategies to attract and retain talent, ensuring the organisation's workforce meets current and future needs.

Analyse organisational needs and propose development initiatives that support business growth and employee well-being.

In addition, graduate attributes (including informed understanding of key human resource principles and practices, the application of standard methods and procedures, problem-solving, ethical conduct, effective communication, and teamwork) will be integrated into the learning process. This qualification focuses on graduate attributes such as communication, collaboration, adaptability, agility, cultural, social, and global awareness, as well as leadership (including servant leadership), ensuring it remains relevant and valuable, and aligns with both institutional goals and industry requirements. These attributes will ensure that learners can select and apply appropriate human resource methods in familiar environments, solve both routine and novel HR problems using relevant evidence, and operate ethically in various contexts.

This qualification prepares graduates with relevant skills and attributes to thrive in a dynamic professional landscape, ensuring continuous learning and professional development in human resources. It focuses on graduate attributes such as communication, collaboration, adaptability and agility, cultural, social and global awareness, as well as leadership (including servant leadership), ensuring it remains relevant and valuable, and aligns with both institutional goals and industry requirements.

Rationale:
The qualification is designed to address the mismatch between the skills available and the demands of the contemporary South African labour market, with a specific focus on the need for entry-level human resource practitioners. Reflecting on the National Skills Development Plan 2030 (2019: 5), the South African education system could benefit significantly from fostering the development of basic and technical skills, particularly for the advancement of historically disadvantaged persons. A 2017 report by the Organisation for Economic Co-operation and Development (OECD) also highlights the need to create more training opportunities for both employed and unemployed individuals, underscoring that such training should be geared towards enhancing employability and career growth.

Qualifying learners will be exceptionally well positioned to enter the job market in roles such as human resources administrative support officer, assistant recruiter, or human resources assistant. Furthermore, the rise in demand for managerial and leadership skills presents an opportunity for these graduates to advance their careers within the broader human resources sector. Additionally, considering the diverse range of in-demand job roles, including senior management, team leader, and supervisor roles, as highlighted in the report, graduates may find opportunities to climb the career ladder more rapidly.

This qualification was designed to meet the needs of the South African human resources industry, which confirms a demand for junior human resource practitioners, such as human resource administrative support officers, assistant recruiters, and human resources assistants. The benefits this qualification offers to learners, society, and the economy, especially in a fluid, global 21st-century marketplace, are substantial. Considering the current global zeitgeist, characterised by the rapid evolution towards a boundaryless working world and concerns over automation and artificial intelligence, the proposed qualification is poised to produce graduates who possess not only the technical knowledge and skills required in the field of human resources, but also the vital human-centric skills and values less susceptible to automation. This approach resonates with Deloitte's 2024 Global Human Capital Trends report, which underscores the necessity of thriving beyond traditional boundaries and emphasises the importance of human performance in a boundaryless world, advocating for a shift towards human sustainability, recognising the critical role of human factors in driving not only improved individual outcomes but also enhanced business performance. It suggests that as work becomes more boundaryless, uniquely human capabilities such as empathy and curiosity gain in importance.

The qualification intends to function as a gateway to the human resources industry, providing avenues for further training, graduate studies, or professional practice across a spectrum of careers or occupations in both the public and private sectors in South Africa. It equips learners to pursue employment opportunities in capacities such as:

Assistant Human Resource Practitioner.

Human Resource Administrative Support Officer.

Human Resources Assistant.

Assistant Recruiter.

Human Resource Coordinator.

Training and Development Officer.

Talent Acquisition Assistant.

Diversity and Inclusion Coordinator.

Labour Relations Assistant.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution adopts the following principles of RPL:

RPL is used for admissions to a qualification, or for advanced standing (exemption).

RPL denotes the processes through which the institution formally recognises applied competence that a candidate may have gleaned through work experience, community involvement, short courses, or other forms of individual inquiry and is realised through the evaluation and/or assessment of prior knowledge and skills.

RPL is applied in recognition of informal or non-formal learning only, as opposed to credit accumulation and transfer (CAT), which recognises formal educational routes and experience.

Where RPL is used for admission to a programme, RPL is not granted to more than ten per cent of a single learner cohort.

RPL for exemption:

Where RPL is used for advanced standing (exemption), such an exemption does not translate into credit allocation. Where a candidate is granted exemption from a module of a qualification, the candidate will complete the qualification with fewer than the minimum number of credits assigned to the qualification. This serves as an exception to the rule that a learner may be awarded a qualification only if they have successfully completed the minimum number of credits of a qualification.

RPL cannot be used to award full qualifications and is limited to no more than fifty per cent of the credit value for the qualification.

Where complex academic judgments are needed to translate informal or non-formal learning into applied competence in a qualification, subject matter experts will undertake the measurement of prior learning.

Where RPL is granted, the candidate's possibility of academic success must be considered. RPL is not granted in cases where the learner's possibility of academic success is questionable.

All RPL processes are transparent and made available to the public.

The following set of practices informs RPL at the institution:

RPL praxis ensures that all academic and relevant administrative support staff are sufficiently trained in relation to RPL-related procedures at the institution, and that administrative support staff are equipped to advise prospective candidates in this regard.

RPL praxis ensures that the evaluation or assessment and moderation of RPL is conducted by academic staff in the relevant field, and that they apply the same principles of assessment and moderation as those stipulated for regular study.

RPL for access:

Desktop evaluations for access and/or advanced standing (e.g., based on the submission of, inter alia, prior certification, a curriculum vitae, and testimonials) may be conducted when assessing RPL.

Access assessments (using various assessment instruments, such as placement tests and challenge examinations, and which are primarily assessed for equivalence with the technical admissions requirements of a programme) may be deployed.

Learning portfolios, in the form of an extensive set of documents and/or other proof to illustrate an applicant's prior learning and applied competence as it relates to a qualification, may be assessed for RPL.

RPL may also be deployed in the assessment of supplementary work before enrolment, which is then evaluated qualitatively by a subject matter expert (e.g., an applicant may be granted access to a study qualification, on condition that they complete supplementary work according to specific requirements).

All RPL-related assessment results must be accompanied by appropriate feedback to the applicant and must be recorded in the institution's MIS.

There are processes in place for applicants to appeal their RPL assessment results.

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 with endorsement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, Level 5, 120 Credits:

Academic, Digital and Computer Literacy, 15 Credits.

Digital Transformations for Organisations, 15 Credits.

Human Resource Management 1A, 15 Credits.

Human Resource Training and Development, 15 Credits.

Human Resource Management 1B, 15 Credits.

Industrial Relations, 15 Credits.

Organisational Development, 15 Credits.

Professional Skills for the 21st Century, 15 Credits.

EXIT LEVEL OUTCOMES

1. Evaluate the evolution and key features of human resource management and digital transformations, highlighting their role in modern organisations and workforce dynamics.
2. Elucidate effective methods and processes in human resource management, including recruitment, training, and employee development, within contemporary organisational contexts.
3. Explain the principles of data governance, management, and ethical considerations in digital-era organisations, particularly in relation to human resource functions.
4. Demonstrate applied competence in the literacies required for successful entry-level integration into Higher Education and work-related contexts.
5. Outline strategies for organisational development and change management, emphasising their significance in improving workplace culture and employee wellbeing.
6. Compare various leadership and management approaches, assessing their applicability and effectiveness in diverse organisational settings and human resource practices.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify the key milestones in the history of human resource management and relate them to current trends in digital transformations.

Demonstrate an understanding of the effects of digital transformation in various industries.

Describe the roles of various digital tools in modern organisations and provide examples of their impact on workforce dynamics.

Detail the integration of digital transformation strategies within human resource practices.

Associated Assessment Criteria for Exit Level Outcome 2:

Elucidate recruitment and selection processes, including job descriptions, advertisements, and selection criteria.

Outline the basic design of a training module for employee development, with due consideration to adult learning principles and organisational needs.

Summarise the role of stakeholders in industrial relations with due consideration to the legal framework that governs such relations.

Associated Assessment Criteria for Exit Level Outcome 3:

Articulate the importance of data governance, organisational data integrity and compliance in organisations.

Outline ethical considerations in data usage and acquisition within an HR context.

Describe real-world examples where data management influenced human resource decisions, focusing on ethical and legal implications.

Describe the basic principles and laws of protection laws and indicate their importance in human resources management.

Associated Assessment Criteria for Exit Level Outcome 4:

Describe the literacies required for successful study in the contemporary Higher Education context and apply this knowledge in the search and generation of academic collateral and the resolution of problems.

Describe the basic academic research process and construct an academic text in accordance with relevant academic and grammatical conventions.

Summarise the application of numerical literacy in solving real-life problems within educational and work-related contexts.

Use knowledge of computer applications to effectively choose and operate word processing, spreadsheet, and presentation software, along with email and internet search engines, in both academic and professional settings.

Associated Assessment Criteria for Exit Level Outcome 5:

Outline a basic change management proposal for an organisation, including steps, expected challenges, and approaches to overcome them.

Describe the stages of an organisational development plan and associate each stage with its corresponding impact on employee wellbeing.

Elucidate various organisational development interventions and their effectiveness in real-world scenarios.

Associated Assessment Criteria for Exit Level Outcome 6:

Compare different leadership styles and approaches and their effectiveness in varying organisational contexts through basic case studies.

Clarify contemporary management techniques, focusing on their impact on employee motivation and team dynamics.

Articulate the perceived effectiveness of current leadership and management approaches.

Integrated Assessment
The institutional strategy and principles underpinning assessment are applied in the qualification. These principles include:

Continuous assessment to appraise and promote learning.

Academic integrity to ensure consistent and reliable measurement

Validity, reliability, credibility, transparency, accountability, fairness, and authenticity in assessment.

Sensitivity to language and diverse learning styles.

The qualification employs an integrated assessment strategy using diagnostic, formative, and summative assessments, including written projects, oral assessments, case-driven reports, and portfolios of evidence. Work Integrated Learning (WIL) modalities are also used to ensure a well-balanced assessment strategy that collapses the boundary relations between the academic, educational and professional fields wherever possible.

Formative assessment:
Formative assessment monitors and supports ongoing learning, providing feedback to enhance learning and identify improvement areas. Each module includes two (2) formative assessments, each weighted 25% of the final mark.

Summative assessment:
Summative assessment evaluates individual achievements against exit-level outcomes and serves a broader quality assurance function. Modules are assessed based on Exit Level Outcomes (ELOs), which align with the qualification outcomes. One summative assessment is weighted 50% of the final mark for a total of twenty-four (24) assessment events in the qualification. All assessment events are internally moderated. The summative assessment events at the exit point of the exit level of the qualification are externally moderated. A learner must pass a module with a final mark of 50% or more to be awarded the credits associated with a module. The Programme Coordinator manages and monitors quality in assessment, including internal and external moderation.

A learner must pass a module with a final mark of 50% or more to be awarded the credits associated with a module.

INTERNATIONAL COMPARABILITY

The qualification was compared to the international qualifications from the following countries:

Country: Botswana
Institution: Gaborone University College of Law and Professional Studies (GUC)
Qualification title: Certificate V in Human Resources Management
Duration: One year
NCQF Level 5

Entry requirements:

Botswana General Certificate of Secondary Education (BGCSE) or O-level equivalent qualification.

Purpose/Rationale:
This qualification is designed to equip learners with foundational knowledge and practical skills in human resource management. The qualification aims to develop competence in key HR functions such as recruitment and selection, training and development, performance management, employee relations, and basic labour law application. It prepares graduates for entry-level roles in HR departments while also providing a pathway for further studies in human resource management or related business fields, thereby enhancing both employability and career progression opportunities.

Modules:

Business Communication.

Introduction to Information Technology.

Principles of Management.

Introduction to Human Resources Management.

Recruitment and Selection.

Compensation.

Training and Development.

Performance Management.

Employee Relations and Employment Law.

Similarities:

Both the proposed Higher Certificate in Human Resources and the Certificate in Human Resource Management at GUC have accessible entry requirements, targeting individuals who have completed secondary education.

Both qualifications share the goal of equipping learners with essential skills for HR professionals.

Both qualifications aim to develop practical HR administrative skills, foundational theoretical understanding, and workplace readiness at an introductory level within the national qualification frameworks of their respective countries.

Differences:

The GUC qualification offers a career pathway for HR support and administrative roles, whereas the SA qualification provides a career pathway at entry-level HR roles plus a foundation for further study.

Country: Canada
Institution: Bow Valley College
Qualification title: Human Resources Certificate
Duration: One year

Entry requirements:

High school completion with required English and Math.
Or

GED.
Or

Passing placement test.

Purpose/Rationale:
The purpose of this qualification is to provide learners with practical, career-ready skills and foundational knowledge in human resources, preparing them for entry-level HR roles in organisations across various industries. The qualification focuses on essential HR functions, including recruitment and talent management, compensation and benefits, employment law, labour relations, and employee development, while emphasising the application of these skills in real-world workplace settings through projects and field experiences. By combining theoretical understanding with hands-on practice, the certificate prepares graduates to support organisational goals, enhance employee engagement, and contribute effectively to HR operations, ultimately fostering professional competence and employability in the human resources field.

Core modules:

Introduction to Human Resources.

Organisational Behaviour.

Change Management.

Employment Law.

Similarities:

The Higher Certificate in Human Resources also aligns well with the one-year Human Resources Certificate offered at Bow Valley College in Canada and is tailored for high school graduates and mature individuals aiming to enter the human resources industry.

The Higher Certificate in Human Resources is designed to facilitate entry into the human resources field while also serving as a pathway to further higher education qualifications at more advanced NQF levels.

Both qualifications place significant emphasis on foundational competencies and knowledge related to human resource administration and management, such as talent management, organisational development, workplace health, safety and wellness, labour law, and compensation practices.

Differences:

The South African qualification is an NQF Level 5 qualification with 120 credits, whereas the Canadian qualification, although structured differently in terms of the Canadian education system, is also considered a post-secondary qualification equivalent to a Higher Certificate in South Africa.

Conclusion:
In conclusion, the proposed Higher Certificate in Human Resources is well-aligned with comparable qualifications from Gaborone University College of Law and Bow Valley College. Each qualification shares a focus on building foundational HR knowledge and skills, enabling graduates to enter the workforce or pursue further studies. Despite differences in credit systems, scope, and qualification structure, the alignment of core content and competencies across these international comparisons supports the relevance and rigour of the proposed qualification, affirming its capacity to equip learners for success in the field of human resources.

ARTICULATION OPTIONS

The qualification has the following articulation options:

Horizontal Articulation:

Higher Certificate in Human Resource Practices, NQF Level 5.

Higher Certificate in Human Resource Management, NQF Level 5.

Higher Occupational Certificate: Human Resource Management Administrator, NQF Level 5.

Vertical Articulation:

Diploma in Human Resource Development, NQF Level 6.

Bachelor of Commerce in Human Resource Management, NQF Level 7.

Diagonal Articulation:

Advanced Occupational Certificate: Human Resource Management Officer, NQF Level 6.

Advanced Occupational Certificate: Learning and Development Professional, NQF Level 6.

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.	SACOB South African College of Business (Pty) Ltd