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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Management 
SAQA QUAL ID QUALIFICATION TITLE
73498  Higher Certificate in Management 
ORIGINATOR
The Foundation for Professional Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose is to introduce young potential managers, supervisors and team leaders to the principles of management with particular emphasis on understanding management, the organisation and the environment in which it operates.

The programme is designed to provide opportunities to develop functional skills in finance, marketing and operations management. The programme emphasizes the development of management skills, with particular attention to managing people and leadership.

The aim of the Higher Certificate: Management is:
  • To equip the learner with a sound theoretical business background and practical business application skills.
  • To enable learners to utilise the knowledge gained in their specific working environment.
  • To develop an integrated conceptual understanding, synthesis and application of specific business management issues.
  • To participate in life-long learning.

    Rationale:

    The Higher Certificate: Management:
  • Seeks to contribute to local, provincial, regional and national goals by facilitating capacity building and human resource development in management for social and economic development.
  • Develops the verbal and written communication skills and analytical skills of learners.
  • Promotes equity by providing access to management education that is affordable, evidence based and congruent to national and international best practices, to learners previously denied such opportunities.
  • Provides learners with the opportunity to proceed on a course of study culminating in the attainment of a further diploma or degree in management.
  • Recognises and caters for the career and economic needs of learners who are in employment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in communication and have achieved the following Qualifications:
  • Communication at NQF Level 3.
  • Mathematic Literacy at NQF Level 2.
  • Computer Literacy at NQF Level 3.

    Recognition of Prior Learning:

    The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may be achieved in part through the recognition of prior learning. Individual learners will be assessed against the exit level outcomes of the qualification on a case-by-case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent-assessors.

    The learner will be thoroughly briefed on the mechanism to be used and support and guidance should be provided (details on the process will be included in the programme's general information and assessment guide). Care will be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

    This Recognition of Prior Learning may allow:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards a Unit Standard.
  • Obtaining of this Qualification in part or in whole.

    Access to the Qualification:

    To enter the programme prospective students must be in possession of:
  • Any Qualification at NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Higher Certificate in Management is a 120 Credits qualification at NQF Level 5.

    Fundamental:

    Learning Components; Number of credits allocated; NQF Level:
  • Self management; 9; 5.
  • Presenting yourself perfectly; 6; 5.
  • Money Matters; 10; 5.

    Core:

    Learning Components; Number of credits allocated; NQF Level:
  • Your role as a supervisor; 9; 5.
  • Finding and choosing the right people; 9; 5.
  • Project Management; 9; 5.
  • Operations Management; 9; 5.
  • Knowledge Management; 6; 5.
  • Thriving and surviving in change; 10; 5.
  • Relationship management; 9; 5.
  • Leadership that gets results; 10; 5.
  • Strength in team work; 7; 5.
  • Labour Law; 10; 5.

    Elective (choose 1 of the following):

    Learning Components; Number of credits allocated; NQF Level:
  • Markets and Marketing; 7; 5.
  • Customer service; 7; 5.
  • Diversity Management; 7; 5.
  • BBBEE; 7; 5.

    Qualification Rules:
  • All the Fundamentals totalling 25 credits are compulsory.
  • All the Core modules totalling 88 credits are compulsory.
  • Learners must choose a minimum of 1 module from the electives totaling 7 credits are compulsory.

    A minimum of 120 credits is required to obtain the Qualification. 
    		•

    EXIT LEVEL OUTCOMES 
    General outcomes (contextually demonstrated general knowledge, skills and values of the programme):

    Higher Certificate: Management graduate is able to:
  • Communicate understanding of business and management problems and put forward solutions.
  • Understand how to integrate functional areas of management.
  • Analyse information critically and manage its dissemination.
  • Understand the goals of business and personal goals.
  • Appreciate the importance of life-long learning.

    On successful completion of this Qualification a learner is able to (Exit Level Outcomes):

    Personal effectiveness:

    1. Demonstrate and apply knowledge of self management.

    2. Demonstrate and apply knowledge of presenting yourself.

    3. Demonstrate and apply knowledge of relationship management.

    Leading people:

    4. Demonstrate and apply knowledge of your role as a supervisor.

    5. Demonstrate and apply knowledge of Leadership that gets results.

    6. Demonstrate and apply knowledge of strength in team work.

    7. Demonstrate and apply knowledge of Labour Law.

    8. Demonstrate and apply knowledge of finding and choosing the right people.

    9. Demonstrate and apply knowledge on diversity management.

    10. Demonstrate and apply knowledge on BBBEE.

    Business savvy:

    11. Demonstrate and apply knowledge of project management.

    12. Demonstrate and apply knowledge of operations management.

    13. Demonstrate and apply knowledge of money matters.

    The changing world of work:

    14. Demonstrate and apply knowledge of knowledge management.

    15. Demonstrate and apply knowledge of markets and marketing.

    16. Demonstrate and apply knowledge of customer service.

    17. Demonstrate and apply knowledge of thriving and surviving in change.

    Critical Cross-Field Outcomes:

    This Qualification addresses all the Critical Cross-field Outcomes and consistency exists between these Critical Cross-Field Outcomes and the Exit Level Outcomes of the Qualification as contextualized by the following:

    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made:
  • Demonstrating the ability to integrate various individual factors that apply when working with other people.
  • Identifying and describing conflict management strategies that they tend to use most frequently and to assess its appropriateness in a variety of interpersonal settings.
  • Identifying and utilising opportunities arising from international and national trend in their business.
  • Linking monitoring and evaluation to the research process.

    Work effectively with others as a member of a team, group, organisation, community:
  • Demonstrating evidence of improving the performance of the employees that report to them in their strive towards achieving the vision and goals of the organisation.
  • Showing evidence of managing the differences between groups and teams and utilising the qualities of effective teams to achieve your objectives.
  • Managing resistance to change.
  • Applying a number of motivational theories in practice and working within a group effectively.

    Organise and manage oneself and one`s activities responsibly and effectively:
  • Demonstrating appropriate study skills and learning strategies.
  • Organising their own study plans.
  • Applying principles of planning and controlling to improve operations in the areas that they are responsible for.

    Collect, analyse, organise and critically evaluate information:
  • Using the resource centre and other resources effectively to complete assignments.
  • Developing an action plan, based on a relevant work situation, to improve the relationship between themselves and others.
  • Constructing academic writings by integrating information from a variety of sources.
  • Understanding and describing the context of labour law and the relevant Acts.
  • Drawing a governing flowchart on monitoring and evaluation within their scope of practice.
  • Writing a successful case statement and proposal.

    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation:
  • Producing persuasive forms of written, oral and other media communication.
  • Understanding and drawing up a balanced scorecard for their own organisation.
  • Utilising tools to assist in the planning and monitoring the progress of a project.
  • Following the steps of planning, preparing and presenting to deliver effective presentations.
  • Understanding and apply new gained knowledge on financial matters within their organisation.

    Use science and technology effectively and critically, showing responsibility towards the environment and the health/well-being of others:
  • Revealing sensitivity and maturity in responding to managerial challenges.
  • Formulating concrete and creative responses to problems from their own working environment.

    Demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation:
  • Showing respect for personal, cultural and literacy diversity.
  • Demonstrating the relatedness between different personality profiles and the likeliness to clash and how best to approach and influence these different profiles.
  • Applying the universal interpersonal skills in a role-play situation to resolve a work related disagreement or conflict.
  • Applying the marketing mix in marketing initiatives of their organisation and to develop a marketing plan that will communicate their organisation's marketing strategy.

    Reflect on and explore a variety of strategies to learn more effectively:
  • Using a range of source materials (books, television, news papers, case studies, and internet) to gather information.
  • Engaging with the real working environment as well as with the academic programme material.

    Participate as responsible citizens in the life of local, national and global communities:
  • Developing employees to reach their optimal performance.
  • Analyzing products using marketing mix and conducting a market analysis.

    Show cultural and aesthetic awareness across a range of social contexts:
  • Demonstrating tolerance for diversity and the opinions of others.
  • Demonstrating assertive behaviour that will lead to positive work relationships.
  • Creating an environment that enables motivated employees.

    Explore education and career opportunities:
  • Comparing and evaluate various options for further study.
  • Developing strategies for implementing Diversity management and using Diversity Management to grow the competitive advantage and institutional change.

    Develop entrepreneurial opportunities:
  • Developing the skills of business, social and economical analysis, interpersonal sensitivity, imaginative intelligence, emotional maturity and personnel involvement, which will be a great asset in finding or creating a favourable working environment and employment equity. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    In the assessment strategy as a whole, evidence must be demonstrated through case studies and assignments. The assessment will measure applied competence. It will assess whether participants can apply theory in practice.

    The applied competence of this qualification will be achieved if a learner is able to achieve all the Exit Level Outcomes of the Qualification. Certain Exit Level Outcomes are measurable and verifiable through Assessment Criteria Assessed in one application.

    Associated Assessment Criteria for Exit Level Outcome 1:
  • Recognise your own role in your career development.
  • Plan your learning and self-development approach.
  • Plan your work to increase your personal effectiveness.
  • Apply tools and techniques to improve your time management.
  • Increase your personal efficiency.
  • Integrate the various individual factors that apply to working with other people.
  • Demonstrate assertive behaviour that will lead to positive work relationships.
  • Utilise the positive value of stress to excel.
  • Deal with stress in a positive way.

    Personal effectiveness:

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Follow the steps of planning, preparing and presenting to deliver effective presentations.
  • Analyse your target audience to ensure the appropriate level of information transfer.
  • Use the contract format to prepare a presentation.
  • Conduct meetings that achieve their objectives.
  • Plan a meeting.
  • Conduct a meeting.
  • Ensure that meetings do not become a waste of time.
  • Apply the general guidelines for effective written communication.
  • Generate written documents that meet the objectives.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Define the term "Leadership" as it relates to their work situation.
  • Develop an action plan, based on a relevant work situation, to improve the relationship between themselves and others.
  • List work related examples to illustrate the sources and focus of conflict.
  • Identify the conflict management strategy that they tend to use most frequently and assess its appropriateness in a variety of interpersonal settings.
  • Explain why different personality profiles are likely to clash and decide how best to approach and influence these different profiles.
  • Apply the universal interpersonal skills in a role-play situation to resolve a work related disagreement or conflict.

    Leading people:

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Describe the implications of the changes that occur when adapting from being an operational worker to fulfilling your role as a supervisor/manager.
  • Fulfil your primary management functions.
  • Apply skills that will enhance your role as a supervisor/manager.
  • Improve the performance of the employees that report to you in their strive towards achieving the vision and goals of the company/organisation.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Differentiate between core leadership roles and behaviours and core management roles and behaviours.
  • Integrate your management task with effective leadership.
  • Apply the Situational Leadership Model to use the four leadership styles with the appropriate people.
  • Create an environment that enables motivated employees.
  • Utilise performance management to the benefit of the individual employee and the organisation.
  • Develop employees to reach their optimal performance.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Manage the differences between groups and teams.
  • Utilise the qualities of effective teams to achieve your objectives.
  • Ensure that teams progress through the different stages of group development to become a team.
  • Utilise teams to achieve the goals of the organization.
  • Manage team members' individual roles and behaviours.
  • Use diversity to the advantage of effective team work.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Understand the context of labour law.
  • Have a clear understanding of the employment contract.
  • Identify the types of employment contracts.
  • Understand the obligations of each party to the contract of employment.
  • Identify the reasons for dismissal of an employee.
  • Explain the substantive and procedural requirements for terminating the services of an employee.
  • Understand the basic concepts and stipulations of the Basic Conditions of Employment Act.
  • Understand the basic concepts and stipulations of the Employment Equity Act.
  • Understand the basic concepts and stipulations of the Skills Development Act.
  • Understand the basic concepts and stipulations of the codes on dealing with HIV/AIDS.
  • Understand the basic concepts and stipulations of the codes on dealing with sexual harassment.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Assess the need to fill a vacant position.
  • Plan and prepare the recruitment and selection processes.
  • Conduct a job analysis to enable recruitment.
  • Prepare appropriate questions to obtain the required information.
  • Conduct interviews to assess the suitability of potential candidates.
  • Plan an induction programme for new employees.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Conceptualise the concept diversity and diversity management.
  • Discuss the different dimensions of diversity and stereotyping.
  • Differentiate between Affirmative Action, Employment Equity and Diversity Management.
  • Develop strategies for implementing Diversity Management.
  • Use Diversity management to grow the competitive advantage and initiate institutional change.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Understand BBBEE.
  • Understand and draw up a scorecard for your own organisation.
  • Develop strategic principles and plans on how to proceed to improve your organisation's scorecard.
  • Implement BBBEE in your organisation.

    Business savvy:

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Plan a simple project.
  • Manage the human resources participating on the relevant project.
  • Utilise tools to assist in the planning of a project.
  • Monitor the progress of a project.
  • Identify causes for projects being successful, or less successful.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Explain the role of operations management in an organisation's business success.
  • Understand the operations management model.
  • Apply the principles of planning and controlling to improve operations in the areas that you are responsible for.
  • Explain the importance of quality in operations management.
  • Explain the importance of productivity.
  • Measure the productivity of your operational unit.
  • Identify process improvements that could be made.
  • Explain the importance of environmental health and safety for the organisation.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Understand and draw up a balance sheet.
  • Draw up an income statement.
  • Understand how money flows through a business.
  • Manage profits and working capital.
  • Use ratio analysis to understand the performance of an organisation.
  • Understand and draw up a budget and use it to control costs.

    The changing world of work:

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Implement the tools and techniques to optimally utilise knowledge management in the organisation.
  • Increase the utilisation of knowledge management and motivate your team in a similar fashion.
  • Motivate the creation of a leaning organisation.
  • Establish a working environment that is conducive to the principles of a learning organisation.
  • Plan the implementation of knowledge management systems in the organisation.
  • Implement knowledge management systems in the organisation.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Define marketing, market orientation, and the marketing concept, and apply these concepts to your company's marketing strategy.
  • Explain the marketing process and its relevant processes.
  • Motivate the value of marketing research in the marketing management function.
  • Analyse the business environment to utilise the information gained to enable customer-directed marketing programmes.
  • Differentiate between market segmentation, market targeting, and market positioning to inform marketing planning.
  • Apply the concept of branding to the benefit of the company.
  • Apply the marketing mix in marketing initiatives of the company.
  • Develop a marketing plan that will communicate your company's marketing strategy.

    Associated Assessment Criteria for Exit Level Outcome 16:
  • Recognise the impact that superior service has on the success of the business.
  • Ensure that all activities and objectives have a customer-focused approach.
  • Treat internal and external customers to experience moments of truth.
  • Differentiate between customer service and customer satisfaction.
  • Demonstrate customer excellence in fulfilling your managerial role.
  • Deal with difficult customers and related problems.
  • Create a delightful service experience for all customers.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Describe the basic economic concepts as they apply to your job.
  • Understand the business environment that your company operates in.
  • Describe the value of the systems approach model.
  • Manage the inputs and outputs related to your tasks to ensure the business objectives are met .
  • Apply the knowledge and skills of managing and leading in a changing environment.
  • Facilitate change in the work environment.
  • Manage change as an integral part of the management processes.

    Integrated Assessment:

    The programme is designed to introduce delegates to the principles of management with particular emphasis on understanding management, the organisation and the environment in which it operates. Participants will provide opportunities to develop functional skills in finance, marketing and in operations management. Emphasis will be on the development of management skills, with particular attention to managing people and leadership.

    Competence will be assessed when conducting formative and summative assessment.

    Formative Assessment:

    Formative assessment will take place during the process of learning and assessors will use a range of assessment methods and tools that support each other to assess total competence. These tools include the following:
  • Role-play simulations.
  • Structured group discussions.
  • Case studies.
  • Presentations on group work.
  • Experiential learning including work based assignments.
  • Scenario sketching.

    The Assessment method and or tools used by the assessor will be fair so as not to hinder or advantage the learner.

    Summative Assessment:

    Continuous Assessment is used throughout all the modules. Learners will demonstrate their ability to achieve the outcomes of the qualification. Various methods of assessment will be implemented to assess the learning. The theoretical foundation as well as their ability to change existing practices to best evidence practices and their ability to apply knowledge in practice will be assessed.

    This is to ensure that the purpose of the qualification is achieved. The following are standard statements for integrated Assessment. However, these statements could be reworded within the context of the Qualification.
  • Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
  • Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.
  • Assessment of fundamental should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
  • The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies.

    Continuous Assessment should be provided through:
  • Portfolios.
  • Simulations.
  • Workplace assessments and practical workbooks.
  • Written assignments.
  • Written tests.
  • Case studies and case presentations.
  • Peer group evaluation.
  • Competency evaluations of clinical skills.
  • Face to face contact with learners.
  • Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
  • Assessment should ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Qualification has been benchmarked against international practices. Various programmes have been reviewed and the following programmes reviewed compared the best:

    United States of America:

    The Georgetown University presents a Certificate in Business Administration. The program is designed to help professionals develop expertise and competency in the critical functions of business-the "blocking and tackling" that is so necessary for personal success in business. The Certificate's program of study develops skills in management, marketing, communications, business accounting, finance, business policy, and business strategy. Through the use of case studies, exercises, and projects, the program emphasizes professional development and skill building in planning, forecasting, decision-making, and implementation.

    This Certificate is an open enrollment program. Participants can choose to enroll in the complete program or to take individual courses. Students who enroll in individual courses can earn the certificate by completing all required courses within two years.

    Designed for:
  • College graduates interested in the broad theory and practice of modern business.
  • Private business employees functioning as entry level managers.
  • Professional or technical specialists promoted to management positions.

    Objectives:
  • Analyze the management process, with particular attention to getting work done through people in organizations.
  • Identify and learn how to make major marketing decisions to satisfy target customer needs and achieve organizational goals and objectives.
  • Learn how to effectively communicate in organizations, including written and oral presentation skills.
  • Interpret financial statements and compute key financial ratios from data in balance sheets, income statements, cash flow, and other statements that help control the business.
  • Make decisions based on the time value of money, investment options and capitalization.
  • Analyze business problems to better formulate strategy, tactics, plans and policies.

    Courses in Certificate Program:
  • Principles of Management.
  • Principles of Marketing.
  • Communication in Organizations.
  • Business Accounting.
  • Business Financial Management.
  • Business Policy and Strategic Management.

    Certificate Requirements:
  • Successful completion of all the above six courses are required to receive a certificate in Business Administration.

    Registration:
  • Learners may register for individual courses, or may register for the entire certificate program (all six courses).

    Prerequisites:
  • A bachelors degree and TOEFL examination for non-native speakers of English.

    United Kingdom:

    The Birkbeck University of London presents the Certificate in Management. The Certificate is suitable for people seeking an introduction to management or those wishing to improve their effectiveness in an entry-level management role. You will gain valuable insights into the process, skills and practice of management. Much of this knowledge will be applicable to a wide variety of individual needs and career goals.

    Pattern of study:

    Complete the following six modules (modules must be taken in pairs):
  • Module 1: The Effective Manager.
  • Module 2: Understanding Organisations.
  • Module 3: Principles of Marketing.
  • Module 4: Competitive Strategy.
  • Module 5: Finance for Managers.
  • Module 6: Managing Information.

    It is recommended that the learner complete Modules 1-4 in the first year and Modules 5 and 6 in the second year. If the learner wish to complete all six modules in one year, they should consider taking either the Fast Track or day-release options.

    Teaching:
  • Lectures and workshops. Private study forms an important part of the learning process.

    Assessment:
  • Modules 1-4: 100 per cent coursework.
  • Modules 5 and 6: may include coursework, in-class tests and case study assignments.

    Further study:
  • Certificate-holders who have completed the Certificate in Management with at least four modules at Merit grade (60-69 per cent) may apply for entry to the Diploma.

    Modules 1 and 2:
  • The Effective Manager/Understanding Organisations.

    The Effective Manager:
  • What makes an effective manager? This module explores the core skills and competencies essential for managerial effectiveness. Subjects covered include: learning style and self-assessment; time and stress management; leadership and assertiveness; team-building, problem-solving and decision-making; communication and presentation skills; and coaching and developing others.

    Understanding Organisations:
  • An introduction to organisational structure, and the behaviour of individuals and groups within them. Subjects covered include: nature and types of organisation; power, interest groups and control; job design and teamwork; individual motivation; organisational culture and the management of change.
    30 CATS points at Level 1.

    Modules 3 and 4:
  • Principles of Marketing/Competitive Strategy.

    Principles of Marketing:
  • Marketing is concerned with identifying, anticipating and satisfying customer needs. Subjects covered include; Customer behaviour; product design and innovation; pricing, promotion and distribution decisions; and the organisation, planning and control of the marketing process.

    Competitive Strategy:
  • How do organisations develop a competitive strategy for survival and success in the face of environmental threats and opportunities? Subjects covered include; Approaches to analysing the business environment; strategic decision-making and implementation; the strategic issues faced by public and not-for-profit organisations.
    30 CATS points at Level 1.

    Modules 5 and 6:
  • Finance for Managers/Managing Information.

    Finance for Managers:
  • An introduction to the principles, role, scope and limitations of financial and management accounting from the viewpoint of managers.

    Managing Information:
  • The effective use of management information is an essential aspect of successful decision-making in organisations. This module will enable you to: develop an overview of information management in organisations; read, understand, interpret and critically evaluate numerical and financial information, both manually and computer-generated; specify information requirements; and prepare and present numerical and financial information as an aid to decision-making.
    30 CATS points at Level 1.

    Duration:
  • Normally one-two years.

    Entry requirements:
  • Applicants should normally be over 21 and have experience in a responsible role or management position. The applicant should also have good study skills and GCSE passes or equivalent in English and Mathematics.

    Enrolment:
  • Enrol for pairs of modules.

    CATS points:
  • 15 points at Level 1 for each module.
  • 90 points at Level 1 for the Certificate. 
    		•

    ARTICULATION OPTIONS 
    This Qualification articulates well with all management qualifications at Certificate, Diploma and Bachelors Degree level as well with health professional qualifications building on management principles acquired within the health environment.

    There would be easy articulation with the following Qualifications:
  • Certificate: Business Studies, NQF Level 6.
  • Advanced Certificate in Management, NQF Level 6.
  • Advanced Diploma: Management: Business Studies, NQF Level 6.
  • Bachelor of Business Administration, NQF Level 6.

    This Qualification provides the learner with the flexibility to pursue different careers in management in the health sector. It articulates well with all management qualifications at Certificate, Diploma and Bachelors Degree level. It articulates well with health professional qualifications building on management principles acquired within the health environment. 
    		•

    MODERATION OPTIONS 
  • The Assessor and moderator must have completed:
    > A Higher Education qualification at least one level higher than the programme being assessed.
    > A qualification that is relevant to the programme.
  • Assessors and moderators need experience in the following areas:
    > Interpersonal skills.
    > Subject matter.
    > Assessment.
  • Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered and appointed by the provider according to existing moderation guidelines of the HEQC or relevant ETQA.
  • Moderation should also validate the achievement of competencies and assessment processes as described in exit level outcomes and integrated assessment options as described in the qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Interpersonal skills, subject matter expertise and assessment experience.
  • To be competent in the planning and conducting of assessment of learning outcomes.
  • The subject matter experience must be well developed within the subfield of theology and ministry practices.

    The assessor must have completed:
  • A similar qualification or from the same family of Qualifications, at or above the level of the Qualification.
  • Minimum of one year experience within the specific subject field.
  • The subject matter experience of the assessor can be established by Recognition of Prior Learning.
  • Assessors need to be registered with the relevant Education and Training Quality Assurance Body.

    Responsibilities of assessors:
  • Assessors have to mark all assessment questionnaires and/or questions and/or assignments as stipulated in the assessor briefing document and agreement, within the stipulated timeframes.
  • Assessors will provide the FPD with a master answer sheet, if none has been received previously by the author of the study materials or author of the assessment opportunity, whichever is applicable.
  • Assessors have to document receipt and handing over of questionnaires and/or answer sheets and/or assignments on the prescribed form, by means of a full signature and date.
  • Assessors have to record all marks awarded to each student in a standardized format (e.g. Assessor form), including detailed comments so as to enable learners to learn from such comments.
  • Assessors have to record the final marks of each student on the 'Students Marks-List'.
  • Assessors, or faculty or authors, if applicable, should update all materials relating to assessment opportunities annually in November, or, if applicable, as new information becomes available or as is dictated by the specific learning- and surrounding environments. 
    		•

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

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


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


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