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: 

Bachelor of Commerce Honours in Human Resource Management 
SAQA QUAL ID QUALIFICATION TITLE
71909  Bachelor of Commerce Honours in Human Resource Management 
ORIGINATOR
MANCOSA 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
Honours Degree  Field 03 - Business, Commerce and Management Studies  Human Resources 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   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 graduates with the systematic knowledge, specialized skills, applied competence and necessary attitudes in the fields of development and public administration to make them lifelong learners, employable workers/entrepreneurs and contributors to development and public administration in various public and civic contexts.

A second purpose of the Qualification is to provide South Africa (and other countries) with graduates in development and public administration with in-depth knowledge and the confidence to identify and define complex problems to widen the leadership base of innovative and knowledge-based economic and scholarly activity.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can play a constructive role as change agents in the field of development and public administration.

Rationale:

The mission of the Management College of Southern Africa (MANCOSA) focuses on the provision of affordable, accessible and accredited management programmes. The Bachelor of Commerce Honours in Human Resource Management will provide access to higher education to persons wanting to make careers in the field of commerce and industry and will complement the existing accredited Qualifications that Management College of Southern Africa offers.

The Bachelor of Commerce Honours in Human Resource Management Degree is of special interest to the working professional in business and private organizations and those who wish to pursue a career in human resources management. The course work is designed to provide the student with an understanding and working application of the principles essential to the effective management of organizations, with specialization in the human resource function. The programme offers persons in employment the opportunity to extend their Qualifications and become empowered in their quest to be human resource managers.

In addition, the programme will provide a route for students aspiring to study further on the established Management College of Southern Africa MBA programme.

Management College of Southern Africa is a distance education institution and its programmes are available to students internationally. Most of the existing intake is situated in the SADC region, where the learning programme could serve fruitfully to integrate and regularise the business management practices amongst the states in the region. The access to higher education could have a significant positive influence on the ability of young businessmen and women to become leaders in their fields and to make positive contributions to the economies of their countries.

Finally, the programme will address the issue of shortages of qualified personnel and contribute to the development of ethical practices and good governance in the private and business sectors. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this Qualification can:
  • Learn from predominantly written material.
  • Communicate knowledge of the discipline/field of study coherently and logically in the medium of instruction.
  • Take responsibility for their own progress within a specific area of study.
  • The learner is competent in the language of instruction of the programme.
  • The learner has obtained the general theoretical, practical, professional and academic knowledge and understanding at NQF Level 7.

    Recognition of Prior Learning:

    This Qualification may be obtained in whole or in part through the Recognition of Prior Learning.

    In the cases where prior learning is to be recognised for purposes of access to the Qualification:
  • It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of an examination of their Curriculum Vitae (CV).
  • Such 'non-standard' candidates will be selected on the recommendation of a senior manager from their organisations/companies.
  • Where appropriate, interviews will also be conducted to assess the applicants. Some of the key criteria that will be used in evaluating 'non-standard' applicants include:
    > The applicants' motivation, maturity and realistic approach to their studies.
    > Job description, covering relevant area of work, giving examples of tasks carried out, possibly supplying references.
    > The nature and level of life/ work experience and prior study, and the learning which has resulted from such experience.
    > Details of in-company short courses, length, content of material covered, standard achieved.
    > The clarity of the applicant's educational goals and objectives.
    > The extent to which the applicant can provide evidence of the threshold skills and knowledge for the programme.

    Where prior learning is recognized for advanced standing, credit will be given for prior certificated learning in accordance with established practice at South African higher education institutions. The amount of 'specific' credit granted is dependent on the match between prior learning and award towards which the intended programme leads.

    Credits may only be accumulated for modules, which are prescribed within the structure of a named award.

    Access to the Qualification:

    Applicants will be admitted to this Qualification on the basis of one of the following minimum benchmark Qualifications:

    The admission requirements for the programme is any one of the following:
  • Bcom.
  • BBA.
  • BPA.
  • Any appropriate bachelors degree.

    In addition to the above admission criteria, the following will also be considered:
  • Relevant experience in the business sector.
  • Employment experience.
  • A detailed motivational letter and Curriculum Vitae.
  • Prior learning. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Learning Components; Number of Credits allocated; NQF Level:
  • Core; 90; 8.
  • Elective; 30; 8.

    Total; 120 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Overall Exit Level Outcomes:

    All Critical Cross-Field Outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the Qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below:

    1. The BCom Hons: Human Resource Management graduate can identify, analyse, formulate, and solve convergent and divergent problems in public and non-governmental spheres through critical thinking.

    2. The BCom Hons: Human Resource Management graduate can work effectively with others as a leader of a team, group, organization, community, and provide leadership to the group output in public and non-governmental spheres.

    3. The BCom Hons: Human Resource Management graduate can manage and organize her or his activities and life responsibly and effectively, including her or his studies and career.

    4. The BCom Hons: Human Resource Management graduate can collect, analyse, organize and critically evaluate information.

    5. The BCom Hons: Human Resource Management graduate can communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation, in sustained discourse.

    6. The BCom Hons: Human Resource Management graduate can, where appropriate, use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

    7. The BCom Hons: Human Resource Management graduate can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

    Developmental:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The BCom Hons: Human Resource Management graduate can reflect on and explore a variety of strategies to learn more effectively.

    2. The BCom Hons: Human Resource Management graduate can participate as a responsible citizen in the life of local, national and global communities.

    3. The BCom Hons: Human Resource Management graduate can be culturally and aesthetically sensitive across a range of social contexts.

    4. The BCom Hons: Human Resource Management graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this Qualification.

    5. The BCom Hons: Human Resource Management graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this Qualification.

    Specific:

    The BCom Hons: Human Resource Management student is actively engaged in becoming a well-rounded, educated person and in preparing for further, more specific study or the work environment. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The Specific Outcomes show how knowledge, skills and values are integrated in the Qualification variously in the SAQA fields of field 03: Business, Commerce and Management Studies, field 07: Human and Social Studies, field 10: Physical, Mathematical, Computer and Life Sciences.

    BCom Hons: Human Resource Management graduates can:

    1. Engage in critical thinking and problem solving in studying topics of a complex and specialised nature.

    2. Reflect on their own knowledge and practice in the light of the theory and practice of the chosen discipline or field of study.

    3. Conduct research in the field of study.

    4. Communicate knowledge about the field of study and results of research clearly and systematically.

    Specific Outcomes (for each Module):

    Strategic Human Resource Management, 15 Credits:

    Upon completion of this module, learners should be able to:
  • Explain what Strategic Human Resource Management and management of structure entail.
  • Explain the importance of integrating a company's human resource strategy with overall business strategy.
  • Explain the strategic management process.
  • Discuss the strategic management phases of strategy formulation, strategy implementation and strategy evaluation and control.
  • Critically discuss the function and role of human resource management within the strategic management process.
  • Discuss the various human resource practices associated with the various generic and directional strategies.
  • Identify and discuss the competencies which an HR professional requires to effectively participate in the strategic management process.

    Organisational Behaviour, 15 Credits:

    Upon completion of this module, learners should be able to:
  • Discuss the functions of Human Resource Management within a South African context with specific reference to organisational behaviour and change.
  • Possess a working knowledge of the interrelationship between Human Resource Management and the individual as well as the organisation.
  • Explain how external environmental factors influence the management of Human Resources in organisations.
  • Make decisions in their organisations based on strategic organisational renewal planning.
  • Possess a working knowledge of organisational behaviour and renewal.

    Labour Relations, 15 Credits:

    Upon completion of this module, learners should be able to:
  • Explain the development of labour relations policies and structures within the framework of negotiated agreements and the relevant sources of labour law.
  • Disuss the management of conflict and industrial action.
  • Undertake identification and analysis of labour market trends and the application of these to particular organisational contexts.
  • Prepare and conduct negotiations.
  • Implement and monitor negotiated agreements.
  • Participate in the resolution of disputes.

    Research Methodology, 15 Credits:

    Upon completion of this module, learners should be able to:
  • Demonstrate a sound grasp of business research methods.
  • Be able to undertake a literature review.
  • Demonstrate an ability to undertake field research, collate data and analyse these to uncover patterns and themes.
  • Conduct research in the fields related to Human Resource Management under supervision.
  • Present the results of research in a scientific manner.

    Diversity Management, 15 Credits:

    Upon completion of this module, learners should be able to:
  • Apply diversity management terminology, concepts and context.
  • Appreciate benefits and importance of managing diversity in terms of organisational performance.
  • Understand centric values, behaviours and differences.
  • Discuss the challenges and strategies of ensuring gender and disability equity at the workplace.
  • Implement diversity management processes culminating in a diversity policy and a programme of action.
  • Promote a new organisational culture based on equity and new values and behaviours.
  • Identify with best practice in diversity management.
  • Identify critical success and failure factors of diversity management.

    Employee Relationship Management, 15 Credits:

    Upon completion of this module, learners should be able to:
  • Appreciate the need for Employee Relationship Management in contemporary business.
  • Identify the objectives of both management and employees in organizations.
  • Locate the employee relations function within an organization.
  • Identify the key variables in the labour market in which employee relations activity takes place.
  • Identify the legal framework of employee relations in South Africa.
  • Describe the technologies available for Employee Relationship Management.
  • Explain the implementation process of a dedicated information system for the management of human resources which makes it possible to cover all problems that are related with the relationship between a company and its employees.

    Labour Law:

    Upon completion of this module, learners should be able to:
  • Discuss the labour law framework in South Africa.
  • Apply and understand the principles of labour law.
  • Suggest ways to effectively resolve labour law problems encountered by employers and employees.
  • Effectively consult and communicate with employers, employees and labour brokers.
  • Identify, apply, systemize, integrate and evaluate the necessary information and legislative requirements for fair and equitable labour practices.

    Industrial Psychology, 15 Credits:

    Upon completion of this module, learners should be able to:
  • Explain how industrial psychology relates to the profession of psychology as a whole.
  • Describe the major fields of industrial psychology.
  • Explain the reasons for cross-cultural interest in industrial psychology.
  • Explain why and how psychologists are licensed and certified.
  • Describe the history of industrial psychology, including major people, events, and eras.

    Human Resources and Business Ethics, 15 Credits:

    Upon completion of this module, learners should be able to:
  • Define ethics and its value for business.
  • Demonstrate perception of the ethical dimension of business activities.
  • Present an overview of the principal schools of ethical thought.
  • Evaluate the relevance of both in your attempts to resolve ethical issues and dilemmas that arise in business activities.
  • Evaluate the relevance of ethics theories to business life and human involvement.
  • Appreciate an organizational model of psychology and ethical development.
  • Demonstrate awareness of gender similarities and differences in ethics and decision-making.
  • Evaluate business ethics from a business point of view.
  • Critique two views of the relationship between business and society in a Capitalist, free market system.
  • Evaluate the responsibilities of business to the environment.

    Research Report, 30 Credits:

    Upon completion of this module, learners should be able to:
  • Find and understand the major current information on the topic.
  • Identify and assess the relevance of different sources of information to the particular HR research problem.
  • Formulate an appropriate, feasible and circumscribed research enquiry.
  • Clearly and concisely explain the nature, purpose and relevance of the research.
  • Design a logical and coherent structure for the Research Report.
  • Organise and synthesize information in a coherent and logical manner.
  • Demonstrate an advanced competence in practical and theoretical problem-solving.
  • Demonstrate an advanced understanding of the theoretical framework, key concepts, and core rules and principles of the particular HR research area.
  • Select and apply information relevant to the argument.
  • Formulate a complex and sustained HR argument.
  • Demonstrate competence in comparative techniques where this is required.
  • Produce research that is original in the sense that it does not simply duplicate or reproduce existing studies. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Evidence generated in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations, will show that graduates:

    1.
  • Identify, analyse and solve complex, concrete and abstract problems by drawing on their own experience as well as theoretical knowledge within a major discipline of field of study.
  • Identify, analyse and solve concrete and abstract problems by drawing on the theoretical knowledge and experiential base of one or more subjects of specialization.
  • Use their knowledge, experience and commitment to offer systematic and creative suggestions for solving problems at a community, municipal, provincial, national or international level.
  • Solve problems by generating effective managerial, administrative and business strategies for dealing with problems relating to poverty and public administration.
  • Critically evaluate various theoretical viewpoints and compare them to own views.
  • Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc.) to support their stated views.
  • Analyse the global, national and local community in terms of problems, needs, opportunities.

    2.
  • Show evidence of `people skills`(tolerance, empathy, listening skills, etc.) in group situations.
  • Demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.
  • Demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
  • Undertake projects of a theoretical and/or practical nature to provide evidence of successful interaction with others.
  • Use advanced communication skills within the group.
  • Lead people effectively in the fields of public and developmental administration.
  • Are supportive followers and group participants.
  • Organize themselves and others into effective working groups.
  • Communicate the evidence of these group interactions through (written and/or oral) reporting.
  • Demonstrate understanding of the dynamics of groups and groupings in the public and non-governmental sector.

    3.
  • Demonstrate the requisite theoretical skills and learning strategies.
  • Organize their study plans and engage in effective time management.
  • Evolve strategies best suited to their personal situations and contexts.
  • Think independently, and offer sustained theoretical evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop organizational strategies.

    4.
  • Demonstrate increasingly competent research skills within a discipline or field of study.
  • Use library and other resources effectively to suit the needs of the particular area of research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, etc.).
  • Follow the conventions of scholarship in the discipline under study.
  • Use discipline-related conventions and guidelines relevant to their academic, professional and personal purposes.
  • Critically evaluate theories, examples, experiences, etc.
  • Argue appropriately within the relevant discourse community.

    5.
  • Communicate their ideas and provide supporting evidence in a sustained manner.
  • Use language accessible to the community in which they are working.
  • Evaluate conclusions and premises in academic arguments.
  • Follow the language conventions of written (and/or oral)use in the respective discipline.
  • Use appropriate models of organization and presentation as required in the relevant discipline.
  • Use statistics (where necessary) effectively in support of their ideas.
  • Identify and illustrate discipline-specific jargon.
  • Use language to analyse, evaluate and critique the ideas of others.

    6.
  • Use scientific methods of investigation, testing and evaluation.
  • Select technology to suit the needs of the individual or group.
  • Use and promote the use of natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards science and technology.
  • Demonstrate a consideration of the ethics involved in science and technology issues.
  • Show respect and openness towards psychological, health and physical environment of others.

    7.
  • Use scientific methods of investigation, testing and evaluation.
  • Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.
  • Relate effective development and public administration to broader socio-economic issues.

    Developmental:

    1.
  • Apply what they study in different contexts, both personal and public, real and simulated.
  • Show evidence of advanced study and research skills (e.g. analysis and synthesis).

    2.
  • Manage diversity to achieve optimum effectiveness in development and public administration.
  • Demonstrate willingness to take considered/informed risks.
  • Apply what they know and study in culturally diverse contexts.
  • Apply what they know and study at different levels, from personal to professional contexts.

    3.
  • Assess the impact of cultural diversity on development and public administration.
  • Use various skills to draw out the cultural accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.).

    4.
  • Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Hons BAdmin and those of the community at large (local and global).
  • Make connections from theoretical knowledge to practical allocation in the real world.
  • Identify the Hons BAdmin skills, which are highly valued in the workplace, within the relevant discipline.
  • Use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set to them on the job, in the real world, by drawing upon the skills from the Hons BAdmin (critical thinking, problem-solving, conflict resolution, etc).
  • Demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

    5.
  • Create job opportunities in whatever situation they find themselves.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the Hons BAdmin Qualification.
  • Deal with complex situations with flexibility and adaptability.

    Specific:

    Evidence generated in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations, will show that Hons BAdmin graduates can:

    1.
  • Identify significant problems and problem-areas in the relevant discipline/field of study.
  • Describe and analyse the main issues involved.
  • Take an academically reasoned position on such issues.
  • Assess the impact of public sphere policy (including legislation) on society.
  • Assess the impact of institutional structures on society.
  • Identify and understand issues of reconstruction and development in developing states.
  • Apply management theories to practical situations in the public and non-governmental spheres.
  • Perform a social-critical role in society (including public life).

    2.
  • Where relevant, contextualise problems studied within their own experience.
  • Take cognisance of divergent viewpoints and critically evaluate their relative merits to arrive at own viewpoint.
  • Formulate sustained and coherent arguments in response to a variety of discipline-related issues.
  • Formulate responses to resolve concrete and abstract problems in public and non-governmental contexts.
  • Pay attention to detail.
  • Apply learning from individual experience and academic disciplines to political, social, cultural, technological and economic realities, locally and globally.

    3.
  • Document researchable problems.
  • Demarcate the scope of research, for a limited project, under supervision.
  • Conceptualise research topic within existing field of discourse and literature.
  • Compile a research design in relation to a research problem.
  • Conduct an independent search for relevant sources such as the relevant journals, specialist bibliographies, websites, official publications, file systems and archives.
  • Review and integrate the most important literature.
  • Identify, define and distinguish between the various research methods in the social sciences (e.g. quantitative, qualitative and participatory action).
  • Choose and apply the most applicable research methods and strategies for research problems in their field of research.
  • Apply theories and models in the analysis and interpretation of collected data.
  • Make reasoned theoretical judgements.

    4.
  • Communicate material according to standard academic conventions of presentation (e.g. structuring, referencing, bibliographies).

    Integrated Assessment:

    Assessment centres around:
  • The extent to which the learner has grasped the basic concepts which form the base of management education.
  • The application of Business and Human Resource Management theory to a practical context.
  • The methods of research used.
  • A balance between theory and practice and its relevance to the level of the Qualification.
  • The use of appropriate technology to ensure effective communication of ideas.

    Assessment methods measure the extent to which the learner has achieved competence in the different areas of study delivered through course modules.

    These assessment methods include:
  • Case studies.
  • Report writing.
  • Interpretative and analytical problem solving in the written examination.
  • Work based assignments.
  • Self assessment activities in the course material.

    Formative Assessment:

    The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the wok and limited number of outcomes.

    Summative Assessment:

    Examinations, or equivalent assessment such as a research essay or portfolio in order to determine a representative selection of the Outcomes practised and assessed in the formative stage. Summative Assessment also tests the student`s ability to manage and integrate a large body of knowledge to achieve the stated Outcomes of a module.

    Integrated Assessment:

    All assessment will integrate knowledge, skills and attitudes and applied competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    Management College of South Africa was established in the post 1994 period with the view of addressing the critical shortage of access to management education in South Africa. Between 1995 and 2000 Management College of South Africa was engaged in providing Private Higher Education to South Africans in association with its former partner the Buckinghamshire Chilterns University College a College of the University of Brunel, in the United Kingdom.

    The Buckinghamshire Chilterns University College is listed as an accredited state recognised institution in the United Kingdom. During this 5-year period Management College of South Africa successfully delivered tuition and academic and administrative support to over 860 students enrolled on the Buckinghamshire Chilterns University College programmes.

    The Outcomes and Assessment Criteria, the Degree of complexity and the notional learning time of this Qualification have been benchmarked against Management College of South Africa's former international partner, the Buckinghamshire Chilterns University College and best national and international practice. 

    ARTICULATION OPTIONS 
  • This Qualification builds on the BCom Human Resource Management Qualification offered by the institution and from related and other sectors of the economy, relevant experience and prior learning.
  • The Bachelor of Commerce Honours in Human Resource Management Programme provides articulation into the MANCOSA MBA degree.
  • The Bachelor of Commerce Honours in Human Resource Management Programme will also provide articulation with Postgraduate Programmes at other Higher education institutions.
  • The expertise acquired doing this Qualification in full or in part can be measured against requirements of other Qualifications at Management College of South Africa or other institutions to obtain Credits for specific modules. 
    		•

    MODERATION OPTIONS 
    External examiners and moderators are appointed to validate the students' examination and final assessments. The Examinations Board is the final decision making body that is responsible for the awarding of the Qualification. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    To qualify as an assessor an individual must:
  • Generally have a Higher Education Qualification at least one level higher than the course being assessed.
  • Be appropriately qualified and experienced as assessors.
  • Generally be the tutor responsible for that particular module.
  • Be in the possession of Qualifications that are relevant to the programme.

    The following criteria is used for appointing external examiners and moderators:
  • Their experience of examining this programme or its equivalent.
  • Their independence from Management College of South Africa and from the programmes team.
  • Their expertise in the subject area.
  • Their scholastic contribution to the field.

    External examiners and moderators are required to have a Qualification at least 1 Level higher than the programme being assessed. They are also required to have at least 2 years experience lecturing in this programme or its equivalent. 
    		•

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

    NOTES 
    Rules governing the award of the Qualification:

    An award of the Management College of Southern Africa (MANCOSA) will be conferred when the following conditions are satisfied:
  • The candidate was an enrolled and registered student of or at the College at the time of his or her assessment for an award and was not in debt to the College.
  • Details of the candidate's full name, date of birth, sex, programme and award have been registered by the College.
  • It has been confirmed that the candidate has completed a programme of study approved by the Examinations Board as leading to the award being recommended.
  • The award has been recommended by a Board of Examiners convened, constituted and acting under regulations approved by the Academic Board and including members approved as external examiners for the programme.
  • The recommendation of the award has been signed by the Chair of the Board of Examiners and by the Examinations Officer, confirming that the assessments have been carried out in accordance with the College's requirements. 
    		•

    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. MANCOSA 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.