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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Diploma in Human Resource Management 
SAQA QUAL ID QUALIFICATION TITLE
63552  Diploma in Human Resource Management 
ORIGINATOR
Damelin 
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 Diploma  Field 03 - Business, Commerce and Management Studies  Human Resources 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2028-06-30  

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 primary purpose of the qualification is to provide qualifying learners with basic knowledge and skills necessary to operate within the human resource environment. Learners achieving this qualification will demonstrate competence at NQF Level 6 in the area of human resources.

This qualification equips learners to undertake human resource functions such as administration, management, business management, industrial relations, employment equity, people development, legal framework, and ethics.

Holders of the qualification will be able to operationalise some aspects of the core human resources management processes at a basic level and integrate them into an organisation's business process.

Holding the qualification will enable holders to enter learning programmes for a generalist degree in Human Resources Management.

Rationale:

The qualification provides an exciting career opportunity in the accounting field. The curriculum has been designed to give learners an in-depth knowledge of the business sector and the skills required to build a successful career.

Organisations require a reliable indicator that a person is competent to operationalise some aspects of the core processes and practices at a basic level across the four role clusters identified in the field analysis:
  • Strategic planning for human resources management and practices.
  • Acquisition, development and utilisation of people.
  • Establishment and improvement of labour and employee relations.
  • Compensation and administration related to human resources management and practices. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have English and communication skills at one level below that required for the qualification.

    Computer experience will be an advantage to learners.

    Recognition of Prior Learning:

    The Diploma in Human Resource Management, NQF Level 6 allows for open access and may be achieved in part or in whole through the process of Recognition of Prior Learning (RPL). Provision should be made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes embedded in this qualification. Candidates must be able to demonstrate their musical aptitude through compulsory interviews, and knowledge and skills tests. Such competencies may help gain access to the programme leading to this qualification, or advanced placement therein.

    Access to the Qualification:

    This qualification is for all candidates who meet the entrance requirements and who would like to enter into, or who have been employed or involved in human resource management.

    Admission Requirements:

    This qualification is for all these candidates who would like to enter into, or who have been employed or involved in secretarial responsibilities to advance their knowledge and skills. Candidates should have obtained one of the following:
  • National Senior Certificate/Further Education and Training Certificate Level 4.
  • Grade 12.
  • An equivalent qualification.
  • N5 qualification relevant to the current field of study. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The learning programme leading to this qualification should consist of at least:
  • Fundamentals: 40 credits.
  • Core: 305 credits.
  • Electives: 15 credits.
  • Minimum credits at NQF Level 7: 60 credits.
  • Minimum credits at NQF Level 5: 120 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    The graduates must demonstrate that they have acquired/developed competency in the following:

    Knowledge:
  • Explain and apply factors that impact on the business environment such as entrepreneurial processes, general management and leadership principles and skills that are required in a daily business environment.
  • Know a broad range of numeracy skills.
  • Explain concepts and perform financial accounting practices.
  • Know and apply the role and function of human resource staff within an organisation.
  • Explain and apply how the human resource management function can contribute towards enhancing the competitiveness of the company.
  • Manage the relationship between the learning process and task performance within an organisation.
  • Know how learning takes place, what motivates individuals and how decisions are made within an organisational context.
  • Know and apply Industrial Relations principles and practice in South Africa.
  • Know and apply Industrial Relations principles and practices regarding negotiation and dispute resolution in South Africa.
  • Explain and apply concepts and practices in Business Management.
  • Apply project management concepts, tools and guidelines to any small scale project or sub-project, based on a small budget and a limited scale of resources.
  • Define, analyse, evaluate and apply concepts and practices in microeconomics.
  • Provide an overview of marketing concepts and practices.
  • Define, analyse, evaluate and apply concepts and practices in macroeconomics.
  • Know how to train and develop people as part of development of staff in an organisation.
  • Know how to train and develop people as part of development of staff in an organisation.
  • Identify, analyse and solve basic legal problems relating to the law of contract.
  • Ascertain gross pay entitlement of employees in an organisation.

    Skills:
  • Demonstrate the ability to operate a computer.
  • Communicate effectively in the workplace.
  • Develop an Employment Equity plan within the HR plan of an organisation.
  • Know how to interpret behaviour in and outside the workplace.

    Values and Attitudes:
  • Discuss and debate ethical and moral issues arising in the workplace and personal lives.

    Specific Outcomes:

    Specific Outcomes for Fundamentals:

    1. Demonstrate the ability to operate a computer.
    2. Explain and apply factors that impact on the business environment such as entrepreneurial processes, general management and leadership principles and skills that are required in a daily business environment.

    Specific Outcomes for Core:

    3. Know a broad range of numeracy skills.
    4. Communicate effectively in the workplace.
    5. Explain concepts and perform financial accounting practices.
    6. Know and apply the role and function of human resource staff within an organisation.
    7. Develop an Employment Equity Plan within the HR plan of an organisation.
    8. Explain and apply how the human resource management function can contribute towards enhancing the competitiveness of the company.
    9. Know how to interpret behaviour in and outside the workplace.
    10. Manage the relationship between the learning process and task performance within an organisation.
    11. Know how learning takes place, what motivates individuals and how decisions are made within an organisational context.
    12. Know and apply Industrial Relations principles and practice in South Africa.
    13. Know and apply Industrial Relations principles and practices regarding negotiation and dispute resolution in South Africa.
    14. Explain and apply concepts and practices in Business Management.
    15. Apply project management concepts, tools and guidelines to any small scale project or sub-project, based on a small budget and a limited scale of resources.
    16. Define, analyse, evaluate and apply concepts and practices in microeconomics.
    17. Define, analyse, evaluate and apply concepts and practices in macroeconomics.
    18. Provide an overview of marketing concepts and practices.
    19. Know how to train and develop people as part of development of staff in an organisation.
    20. Train and develop people as part of development of staff in an organisation.

    Specific Outcomes for Electives:

    Learners are to elect one of the following:

    21. Identify, analyse and solve basic legal problems relating to the law of contract.
    22. Discuss and debate ethical and moral issues arising in the workplace and personal lives.
    23. Ascertain gross pay entitlement of employees in an organisation.

    Critical Cross Field Outcomes:

    The programme aims to develop the SAQA critical cross-field outcomes listed below:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation, community.
  • Organise and manage oneself and one's activities responsibly and effectively.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment criteria for Specific Outcome 1:

    Assessors should ensure that learners demonstrate the following competencies:
  • Components of a computer, system and application software programmes, storage devices and the function and operating systems are explained.
  • Windows environment is explored and documents are created professionally.
  • Spreadsheets are created and formatted.
  • Slide presentations are produced.
  • A database including basic queries and reports are developed.
  • Aspects of emailing is demonstrated.
  • An electronic calendar is populated with information.
  • A publication is created.

    Assessment criteria for Specific Outcome 2:

    Assessors should ensure that learners demonstrate the following competencies:
  • The value chain perspective regarding business management is explained.
  • Internal and external environmental analysis is performed.
  • Processes that effect entrepreneurial activity are identified and analysed.
  • The process to establish a business is understood and applied.
  • The role of general management and leadership are conceptualise.
  • Important aspects of human resources management such as legislation, planning, job analysis and appraisals are explained.
  • Business ethics is defined, its importance and approaches debated, and code of ethics developed.
  • Aspects of environmental management such as legislation, international standards and responsibility are discussed.

    Assessment criteria for Specific Outcome 3:

    Assessors should ensure that learners demonstrate the following competencies:
  • Mathematical and basic statistical methods are applied in a business environment.
  • Techniques in Business Mathematics are applied and data is interpreted.
  • A variety of formulae, relating to accounting and business calculations are used.
  • A basic grounding in Arithmetic, Algebra, Geometry and Statistics is demonstrated.

    Assessment criteria for Specific Outcome 4:
  • Communication theory is explained and effective communication through a variety of modes such as oral, written and electronic communication is demonstrated.
  • The ability to organise, conduct a meeting and to report in a professional manner within a business environment is demonstrated.
  • Appropriate graphic media to complement or substitute other vehicles of communication is used.
  • The role of effective communication in a business environment is analysed and debated.

    Assessment criteria for Specific Outcome 5:
  • Basic concepts in financial accounting is explained.
  • A range of transactions and adjustments, using the double-entry bookkeeping system is recorded.
  • Financial statements, including the Income Statement, Balance Sheet and Statement of Changes in Equity is prepared.
  • Selected controls in the accounting system, including the trial balance, the bank reconciliation, and debtors' and creditors' control accounts are applied.
  • Depreciation of assets is calculated and recorded using straight line and declining balance methods and adjustments about disposal of assets are made.
  • Year end adjustments to various accounts are made.
  • A fundamental understanding of accounting for VAT is demonstrated.

    Assessment criteria for Specific Outcome 6:
  • Human Resources Management is defined and discussed.
  • Human Resource Management and Personnel Management are compared.
  • The basic components of Human Resources Management are identified and effects explained.
  • The concept of personality is defined and the psychological contract between the employee and the organisation is explained.
  • Personal and organisational goal integration is explained.
  • Job analysis and processes involved are described and discussed.
  • The advantages and disadvantages of job-oriented methods of job analysis are debated.
  • Human resources planning is explained and applied.
  • Essentials of recruitment policy, factors that influence recruitment, and internal and external recruitment methods are described and evaluated.
  • The internal and external factors that influences the selection decision are described and the selection process developed.
  • Various staffing strategies are compared and developed.
  • The objectives and benefits of induction is described and debated.
  • Affirmative action and employment equity is critically compared.
  • The requirements of the Employment Equity Act are discussed.
  • Elements of performance management are examined.
  • The objectives of a compensation system is explained.
  • The term industrial relations is defined and the type of industrial relations system in South Africa is assessed.

    Assessment criteria for Specific Outcome 7:
  • Concepts such as Equal Employment Opportunity, Affirmative Action and unfair discrimination are explained.
  • Activities comprising the Employment process and interrelated processes are described.
  • Strategies of Affirmative Action that can be applied in organisations are debated.
  • Different phases involved in forecasting of human resource needs and how these relate to personnel activities such as recruitment, selection, promotion, transfer and retrenchment are discussed.
  • The role of affirmative action in the recruitment process is analysed.
  • The role of induction in the Employment process and the way it is typically carried out are critiqued.
  • The potential influences of personality on an employee's behaviour at work is analysed.
  • The concept organisation design is defined and types of organisation design discussed.
  • Group decision making is analysed and compared to individual decision making.

    Assessment criteria for Specific Outcome 8:
  • The role of Human Resource Management is explained.
  • The human resource manager's role in gaining a competitive advantage is analysed.
  • Leadership role of human resource manager is critically discussed.
  • Total Quality Management is defined and explained.
  • The design of an e-business strategy in HR is analysed.
  • The ethical dimensions of a strategic HRM paradigm are discussed and ethical issues and challenges at work places debated.
  • Skills required of the future HR professional are identified.

    Assessment criteria for Specific Outcome 9:
  • The nature of personality study is described and a definition of personality presented.
  • The dimensions of personality study and factors in life which influence personality are explained using examples.
  • What directs and motivates personality, its origin, and development of personality as postulated by the main psychoanalytic theorists are explained.
  • Healthy personality as viewed by the major psychoanalytic theorists and main contributions of psychoanalysis are critically discussed.
  • Main assumptions of behaviourism or learning perspectives are critically discussed.
  • Personality structure according to learned responses and human motivation are explained.
  • The concept of trait, psychological adjustment and trait concept's utility in human resources practices are explained.
  • Humanistic perspectives are debated using examples.
  • Cognitive concepts are compared with behaviourist and psychoanalytic concepts.
  • Personality is discussed in terms of fundamental arguments.
  • Work-related psychological problems in managerial and organisational behaviours are evaluated.

    Assessment criteria for Specific Outcome 10:
  • The purpose of job evaluation and major types of criteria examined by industrial psychologists are explained.
  • Statistical concepts are described and ethical issues associated with research are debated.
  • The relationship between learning and task performance is assessed.
  • The concept of teamwork and practical application thereof are critically discussed.
  • The role of psychological testing in making assessments of people, including ethical issues and predictive accuracy is debated.

    Assessment criteria for Specific Outcome 11:
  • Subject matter and methods in structuralism, functionalism, behaviourism, Gestalt psychology, psychoanalysis and humanistic psychology are discussed and evaluated.
  • Concerns of cognitive psychology are debated.
  • Meta-psychology is defined and discussed.
  • The relationship between schools of thought and fields of study in industrial psychology is described.
  • The characteristics of human development, domains, and genetic and learning factors are discussed using examples.
  • Career development stages and related developmental tasks are identified and explained.
  • The principles of classical and instrumental conditioning are explained, compared and applied.
  • The social learning theory is described as a combination of the behaviouristic approach and the cognitive approach.
  • The concept "adult learner" is debated and different learning principles are applied.
  • Concepts in psychophysics are compared and how these influence everyday life is explained.
  • Advertisements in which stimulus attributes are used to get the reader's attention are assessed.
  • The connection between creativity and intelligence, the nature of sensory, short-term and long-term memory are analysed and discussed.
  • The characteristics and aims of purposive behaviour are critically discussed.
  • How motivation can be facilitated by reinforcement, job content and job design is debated.
  • The influence of workforce diversity on social processes, and organizational culture in the process of organizational socialisation is explained and critically discussed.

    Assessment criteria for Specific Outcome 12:
  • The history of the South African Labour and Industrial system is described and roles of various participants in the Industrial relations relationship debated.
  • Basic principles regarding the formation, breach and termination of labour relationships are explained and applied.
  • Basic provisions and impact on labour relationship as described in the Labour Relations Act 1995 as amended, the Basic Conditions of Employment Act 1997 as amended, the Occupational Health and Safety Act of 1993 and the Compensation for Occupational Injuries and Diseases Act of 1993, the Unemployment Insurance Act of 1966 and the Employment Equity Act of 1998 as amended are discussed and applied.
  • The role of the employer, State and trade unions in the labour relationships are analysed and explained.
  • Basic principles of collective bargaining and dispute resolution are explained and applied.
  • The importance of a sound Industrial Relations policy with regard to dismissals, discipline, retrenchments and grievances is critically discussed.
  • Basic principles of the law of dismissal under the Labour Relations Act of 1995 as amended are explained and applied.

    Assessment criteria for Specific Outcome 13:
  • The fundamentals of employment relations such as power and conflict dynamics, the theoretical development of industrial relations as well as the factors in the macro and micro environments which affect industrial relations in South Africa are discussed.
  • The role of the State including the role and functions of NEDLAC, the Department of Labour and various other labour related bodies such as the CCMA are discussed and explained.
  • The role of the employer and the role and functions of BUSA are critically discussed.
  • The role of trade unions including their establishment, functions and management hierarchy as well as the role of Trade Union Federations are assessed.
  • The main purpose and objectives, application and main provisions of the Labour Relations Act of 1995 as amended, the Basic Conditions of Employment Act of 1997, the Employment Equity Act of 1998, the Compensation for Occupational Injuries and Diseases Act and the Occupational Health and Safety Act of 1993 are described.
  • The nature, establishment and functions of bodies such as Bargaining Councils, Statutory Councils, the CCMA, the Labour Court and the Labour Appeal Court are explained.
  • The role of collective Bargaining and negotiation in resolving conflict is debated.
  • The nature, causes, triggers of strikes as well as prerequisites of protected strikes are analysed and discussed.
  • The legal nature of picketing and protest action are debated.
  • The purpose and format of a strike handling and contingency planning procedure within an organization are explained and applied.

    Assessment criteria for Specific Outcome 14:
  • The role of management in business organisations is explained.
  • The meaning and components of the primary management tasks, namely, planning, leading, organizing and control are debated.
  • The need and ways of advancing cultural diversity in the workplace are assessed.
  • Motivation theories to work design and performance are discussed and applied.
  • Team dynamics and the ability to participate effectively as members of work teams are explained and managed.

    Assessment criteria for Specific Outcome 15:
  • The fundamental concepts and knowledge areas of project management are explained.
  • Project management documentation management to support project processes are developed.
  • Project administration processes are implemented according to requirements.
  • A simple schedule to facilitate effective project execution is developed.
  • Simple project schedules are monitored, evaluated and communicated.
  • Project costs are identified and an appropriate project budget is prepared.
  • Project meetings and workshops are planned, organised and supported.
  • Project risks and opportunities are identified and responded to appropriately.
  • The purpose of teams in the project environment and effective participation are explained.

    Assessment criteria for Specific Outcome 16:
  • Fundamental economic questions are explained and analysed.
  • Economic relationships are expressed in words, numbers, graphs, and equations.
  • Concepts such as change in demand, change in quantity demanded, change in supply, and change in quantity supplied are investigated and compared.
  • Aspects of pricing such as equilibrium price and quantity, and effect of Government interference in the price mechanism are explained and debated.
  • Concepts such as price elasticity of demand, its determinants and significance are explained and applied.
  • Concepts such as income elasticity, cross elasticity of demand and price elasticity of supply are investigated and applied.
  • Consumer equilibrium is described using the utility approach.
  • Basic cost and profit concepts for short term and long term are explained and applied.
  • Market structure models are evaluated.

    Assessment criteria for Specific Outcome 17:
  • Standard macroeconomics objectives are investigated and explained.
  • Interactions among the major sectors of the economy are explained using an appropriate model.
  • Concepts such as economic growth and economic development are compared.
  • Fiscal policy and monetary policy are analysed and instruments used compared.
  • Types of unemployment are analysed and inverse relation between the rate of unemployment and the rate of inflation in an economy are critiqued.
  • Concepts such as demand-pull, cost-push inflation, costs of inflation are investigated, analysed and compared.
  • The concept of money, its functions, demand and supply, and the role of the Reserve Bank are explained and debated.
  • The role of the financial institutions in the economy, the rationale for International trade, balance of payments and importance of exchange rate are evaluated and applied.

    Assessment criteria for Specific Outcome 18:
  • Primary elements of the marketing mix are explained.
  • The role of marketing in a business organisation, marketing environment with a determining critical economic, social and demographic factors that influence the marketing process are analysed.
  • The factors that influence consumer behaviour, market segmentation and selection of a target market are explained.
  • The basis and role of firm/product positioning, categories of products, product mix strategies, branding and packaging are discussed and compared.
  • The basic concepts and process of product pricing are discussed.
  • An overview of a marketing plan is provided.

    Assessment criteria for Specific Outcome 19:
  • Basic concepts pertaining to training, education and development are explained.
  • The importance of training in an organisation is discussed.
  • Macro factors such as legislative, political economic and social changes in the external environment are discussed in relation to effects on training decisions in the organisation.
  • Principles relevant to the sound administration of training in an organisation are critically discussed.
  • Theoretical aspects of learning such as learning principles and styles are debated.
  • Training needs analysis process is explained and applied by designing a training programme.
  • Preparation of training such as the role of visual aids, the facilitator and the learning environment are analysed and discussed.
  • The importance of training and development of managers is explained.
  • The importance of measuring and evaluating training results is explained.

    Assessment criteria for Specific Outcome 20:
  • Concepts such as training, development, education and ABET are defined and discussed.
  • The managerial approach to training is debated.
  • The development phases of a strategic training plan is developed.
  • Various macro factors that may affect training in SA are researched taking the objectives of the National Skills Development Strategy for SA into consideration.
  • The role of workplace skills plans and the role and functions of skills development facilitators are evaluated.
  • Guidelines for the creation of an information system and the factors that must be analysed before selecting such system are analysed and discussed.
  • The concept of learning is explained and aspects that influence learning during the training programme are critically discussed.
  • Models to determine training needs are analysed and assessed in terms of practical application.
  • The selection of content for a work module or lesson is researched in terms of sources of content, types of content and factors influencing course development and applied.
  • The concept, purpose and principles of assessment are discussed and applied.

    Assessment criteria for Specific Outcome 21:
  • The origin and sources of South African Law and the different classification of the Law are explained.
  • The South African Judicial process is described.
  • Law is defined and legal subjects and laws under private law are explained.
  • A contract is defined and requirements for a valid contract, contractual capacity of a minor and termination of contracts are explained.
  • The essentials of a contract of sale are indicated and the duties of the seller and the buyer are criticised.
  • Patent and latent affects are explained.
  • Remedies for breach of contract are argued.
  • A lease is defined and essentials for a lease and termination of a lease is indicated.
  • The relationship between the landlord and third parties with specific reference to cession, sub-lease, and assignment is explained and applied.
  • An agency is defined, duties of an agent is described and express, implied and ostensible authority is compared.
  • Different forms of business enterprises are explained.
  • Immediate and remote parties to a cheque are discussed.
  • The concept of 'actionable omissions' is described.
  • Elements of the Employment contract, duties of the employer and procedures for strikes and lock-outs are discussed and explained.

    Assessment criteria for Specific Outcome 22:
  • Various ethical definitions, concepts, philosophies, theories and different schools of thought are discussed and explained.
  • Business ethics, descriptive and prescriptive ethics, meta ethics are discussed and applied.
  • Ethical decision making in business is analysed and applied to moral dilemmas.
  • The effect of ethics in managing businesses is debated in respect of trust, fraud, human potential, and whistle blowing.
  • Management of ethics by means of Corporate governance, managing risk, codes, institutionalising and reporting ethics is discussed.
  • Holistic skills associated with ethical decision making are developed.

    Assessment criteria for Specific Outcome 23:
  • Gross pay is defined, explained and compiled.
  • Basic entitlements such as pay rates, contracted conditions, and authorisation are discussed and applied and employee details are entered correctly.
  • Fringe benefits are identified and correctly applied to employee records.
  • All relevant temporary entitlements are identified, checked for authorisation, variations handled and correctly applied.

    Integrated Assessment:

    Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

    The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

    Assessment should ensure that all exit level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the exit level outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been benchmarked against similar qualifications in Australia and United Kingdom. In particular, it compares favourably with qualifications offered by Oxford Bridge University in the UK. 

    ARTICULATION OPTIONS 
    Access to qualifications on the same level:

    Learners who are (have been) registered for the same or another related qualification on NQF Level 6 will be able to horizontally enter another relevant learning programme on the same level, given the rules of access have been complied with. Such learners will retain credit for relevant modules that have successfully been completed at a previous institution and could enrol for a relevant diploma or degree level programme. 

    MODERATION OPTIONS 
  • Assessors and moderators assessing a learner or moderating the assessment of an assessor against this Qualification must be registered as an assessor and/or moderator with a relevant Education and Training Quality Assurance (ETQA) Body.
  • Formative assessment will be conducted internally with internal moderation being done by registered moderators. The moderation body is the relevant Education and Training Quality Assurance (ETQA).
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this Qualification, the applicant should:
  • Hold a relevant qualification at least on NQF Level 7.
  • Have workplace experience in the music industry.
  • Be declared competent in all the outcomes of the enclosed outcomes as stipulated by South African Qualifications Authority (SAQA).
  • Be declared competent in all the exit level outcomes of the qualification as stipulated by South African Qualifications Authority (SAQA). 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    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. Damelin 
    2. Damelin - Benoni 
    3. Damelin - Bloemfontein 
    4. Damelin - Boksburg 
    5. Damelin - Braamfontein 
    6. Damelin - Bramely 
    7. Damelin - Cape Town formerly Cape Town City 
    8. Damelin - Durban formerly Durban City 
    9. Damelin - East London 
    10. Damelin - Menlyn 
    11. Damelin - Mowbray 
    12. Damelin - Overpoort formerly Westridge 
    13. Damelin - Pietermaritzburg 
    14. Damelin - Port Elizabeth 
    15. Damelin - Pretoria City 
    16. Damelin - Randburg 
    17. Damelin - Vaal 


    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.