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: 

Diploma in Human Resources Management 
SAQA QUAL ID QUALIFICATION TITLE
83286  Diploma in Human Resources Management 
ORIGINATOR
Business Management Training College (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
Diploma (Min 360)  Field 03 - Business, Commerce and Management Studies  Human Resources 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 Diploma in Human Resources Management is designed to develop specialised knowledge and applied competence in the management of people within organisational contexts. It is intended for school-leavers who have achieved a National Senior Certificate or an equivalent qualification, as well as for individuals already employed in human resources or related fields who wish to formalise and extend their competencies. Learners who complete this qualification will acquire an integrated understanding of human resource functions, including recruitment and selection, training and development, labour relations, compensation, and human resource administration. The qualification enables learners to apply both theoretical knowledge and practical skills in ways that enhance their employability, support career advancement, and create opportunities for articulation into higher-level study at NQF Level 7, subject to the admission requirements of receiving institutions. In this way, the qualification benefits learners by strengthening their professional capability, broadening their career pathways, and fostering continued learning.

This qualification is an academic qualification with a strong professional and career-oriented focus in the field of human resource management.
On completion, learners will have the knowledge and applied competence to apply human resource management principles in diverse organisational contexts, operationalise HRM strategies, and align people practices with organisational goals. They will also demonstrate an understanding of the regulatory and ethical frameworks that govern employment and labour relations and apply ethical principles in the execution of human resource responsibilities. Graduates will be responsible for implementing and coordinating core human resource functions, and for supporting fair, inclusive and sustainable employment practices in diverse and changing workplace contexts.

A qualified learner will be able to:
  • Apply and coordinate human resource planning, recruitment, training, and performance management processes.
  • Administer remuneration, payroll, and related human resource administration systems.
  • Interpret and apply labour legislation, collective agreements, and employee relations policies.
  • Promote employee well-being, inclusivity, and ethical conduct in the workplace.
  • Contribute to organisational productivity through people development and change management initiatives.

    In addition, learner attributes, including problem-solving, teamwork, self-management, ethical decision-making, effective communication, and the competent use of information and current technology, will be deliberately integrated into the teaching, learning and assessment process. These attributes will be developed in a manner consistent with the NQF Level 6 descriptors, particularly in relation to the application of methods, procedures and techniques, the management and communication of information, and the demonstration of ethical and professional conduct.

    Rationale:
    There is a recognised need for a higher education qualification in Human Resource Management at NQF Level 6 that integrates academic knowledge with applied competence. National labour market signalling identifies human resource practitioner and management roles among those for which employers continue to recruit, indicating sustained demand for applied HR competencies. This qualification responds to that need by providing a coherent HEQSF-aligned programme that prepares learners for practice and further study in human resource management. A desktop review of the National Qualifications Framework indicates that while related qualifications exist at this level, this qualification is intentionally differentiated to avoid duplication through its integrated purpose, applied focus, and emphasis on ethical practice, compliance, and people-centred organisational performance.

    The qualification addresses sector needs identified by employer stakeholders and higher education peers for graduates who can operationalise HRM strategies, align people practices with organisational goals, and apply regulatory and ethical frameworks in practice. For the sector, it develops practitioners able to coordinate core HR functions, strengthen labour and employee relations, and support fair, inclusive and sustainable employment practices. For society, it contributes to the advancement of decent work, ethical conduct and social justice. For the economy, it supports national development by building capacity to manage productivity, employee development, and organisational change in diverse and changing workplace contexts.

    The typical learners for this qualification include school-leavers with a National Senior Certificate or equivalent who seek to establish a career in human resource management, as well as employees in HR or related fields who wish to formalise and extend their professional competencies.
    Qualifying learners will be well-positioned to enter occupations such as:
  • HR Assistant
  • Recruitment Coordinator
  • HR Officer
  • Payroll Specialist
  • Training and Development Officer or Employee Relations Specialist.
    The qualification also creates pathways for career advancement into supervisory or managerial roles in human resource management.

    This qualification achieves the objectives of the NQF by combining foundational, practical, and reflexive competence. Holding this diploma could enable the qualifying learner to acquire professional registration at the associate level of the South African Board for People Practices (SABPP), subject to the professional body's criteria. In this way, the qualification contributes directly to professionalisation within the HR sector.

    Graduates typically pursue careers across HR administration, recruitment and selection, training and development, labour and employee relations, compensation and benefits, and employee well-being. The qualification also provides a platform for movement into broader organisational roles where people management competence is critical. In terms of learning pathways, the diploma enables vertical articulation into an Advanced Diploma in Human Resource Management or a related field at NQF Level 7 (subject to the admission requirements of receiving institutions), with further progression opportunities thereafter. Work and career pathways commonly involve advancement from entry-level and administrative roles into specialist, supervisory and managerial functions. This structured articulation ensures progression opportunities for graduates within and across the higher education and occupational sub-frameworks, enabling lifelong learning and career mobility. The qualification is offered as a complete programme with no early exit. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for Access:
  • Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission based on RPL, applicants must provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations, should they be admitted.

    RPL for Exemption of Modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification.
    For a learner to be exempted, sufficient evidence in the form of a portfolio must be provided to demonstrate that competency was achieved for the learning outcomes that are equivalent to those of the module.

    RPL for Credit:
  • Learners may also apply for RPL for credit for or towards the qualification.
  • Applicants must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
  • A National Senior Certificate (NSC) with appropriate subject combinations and levels of achievement.
    Or
  • National Certificate (Vocational) (NC(V)) at NQF Level 4 with appropriate subject combinations and levels of achievement.
    Or
  • Higher Certificate or Advanced Certificate in a cognate field at NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5 and 6, totalling 360 credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Introduction to Management, 15 Credits.
  • Planning and Organising, 15 Credits.
  • Leadership, 15 Credits.
  • Introduction to Business Administration, 15 Credits.
  • Risk Management, 15 Credits.
  • Financial Management, 15 Credits.
  • Introduction to Entrepreneurship, 15 Credits.
  • Marketing for Entrepreneurs, 15 Credits.

    Compulsory Modules, Level 6, 240 Credits:
  • Strategic Planning, 15 Credits.
  • Conceptual and Contextual Perspectives, 15 Credits.
  • Managing Labour Productivity, 15 Credits.
  • Sourcing Work Talent, 15 Credits.
  • Establishing Employment Relations, 15 Credits.
  • People Empowerment, 15 Credits.
  • Macro Perspectives, 15 Credits.
  • Labour Legislation, 15 Credits.
  • The Reward Challenge, 12 Credits.
  • Employee Well-being, 12 Credits.
  • HRM Related Information, 15 Credits.
  • Organisational Development, 12 Credits.
  • Training and Development A, 12 Credits.
  • Training and Development B, 15 Credits.
  • Micro Perspectives, 12 Credits.
  • Managing Labour Relations, 15 Credits.
  • Work-Integrated Learning Project, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply and adapt human resource planning methods to align workforce capabilities with organisational goals and regulatory requirements in familiar and some unfamiliar contexts.
    2. Apply and monitor human resource practices to enhance workforce performance and organisational effectiveness, ensuring compliance with legislation and ethical standards.
    3. Interpret and apply ethical labour and employee relations practices to promote fairness, equity, and compliance across diverse organisational settings.
    4. Apply productivity improvement techniques to support organisational performance in varied and evolving contexts.
    5. Apply and monitor business administration processes to ensure efficiency, compliance, and contribution to organisational objectives. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Interpret and apply human resource planning concepts and approaches in alignment with organisational objectives and regulatory frameworks.
  • Analyse and adapt strategic and operational management practices to demonstrate effective resource utilisation in familiar and some unfamiliar contexts.
  • Analyse and interpret workforce data to inform planning decisions in familiar and some unfamiliar contexts.
  • Explain the implications of diversity and inclusivity for human resource planning with reference to ethical and legislative requirements.
  • Interpret and evaluate information management systems to demonstrate how they support decision-making, streamline workflows, and enable strategic HR planning.

    Apply Associated Assessment Criteria for Exit Level Outcome 2:
  • Review and assess recruitment, selection, and placement processes to demonstrate fairness, transparency, and compliance with legislation.
  • Interpret and evaluate employment contracts and conditions of service to demonstrate legal validity and ethical soundness, including common law principles.
  • Evaluate remuneration systems to demonstrate fairness and consistency with legislative requirements, organisational policies, and recognised industry standards.
  • Evaluate performance management systems to demonstrate effectiveness in enhancing individual performance and organisational outcomes.
  • Explain and justify training and development practices to demonstrate responsiveness to skills gaps and career progression pathways.
  • Evaluate initiatives that support a developmental and learning culture to demonstrate their contribution to long-term workforce capability and organisational sustainability.

    Apply Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply and analyse labour legislation and regulatory frameworks to demonstrate compliance in organisational contexts.
  • Evaluate conditions of service to demonstrate fairness, equity, and opportunities for improvement in workplace practices.
  • Review and assess grievance processes to demonstrate procedural correctness and fairness of outcomes.
  • Examine and evaluate disciplinary processes to demonstrate consistency, impartiality, and adherence to legislation.
  • Evaluate communication strategies in employee relations to demonstrate their contribution to transparency, trust, and constructive workplace engagement.
  • Assess employment equity strategies to demonstrate responsiveness to transformation objectives and legislative requirements.

    Apply Associated Assessment Criteria for Exit Level Outcome 4:
  • Analyse organisational dynamics to demonstrate understanding of the factors that influence productivity, including leadership, teams, motivation, communication, controls, and ethics.
  • Apply productivity improvement techniques to demonstrate their use in addressing identified organisational challenges.
  • Evaluate the impact of productivity initiatives to demonstrate effectiveness in improving performance and supporting continuous improvement.
  • Review productivity interventions to demonstrate awareness of their outcomes and the potential for refinement.

    Apply Associated Assessment Criteria for Exit Level Outcome 5:
  • Interpret organisational communication processes to demonstrate clarity, accuracy, and professionalism across workplace contexts.
  • Evaluate meetings to demonstrate effectiveness in achieving objectives, documenting decisions, and ensuring accountability.
  • Assess administrative processes within the HR function to demonstrate operational efficiency, reliability, and compliance with organisational requirements.
  • Analyse budgets to demonstrate responsible allocation of resources in support of organisational objectives.
  • Review administrative systems and procedures to demonstrate their contribution to organisational effectiveness and service quality.

    Integrated Assessment
    Integrated assessment in this qualification holistically evaluates learners' applied competence by ensuring that disciplinary knowledge, practical skills, and reflexive capacities are demonstrated across all Exit Level Outcomes (ELOs), Associated Assessment Criteria (AACs), and Critical Cross-Field Outcomes (CCFOs). Assessment practices are intentionally structured to reflect progression from individual modules to clustered subjects, then to final integrated assessments at the end of each academic year, culminating in the exit-level Work-Integrated Learning (WIL) project and overall programme completion.

    Formative Assessment:
    Formative assessment is compulsory in every module. Each module includes at least one formative assessment activity (such as a multiple-choice quiz, written assignment, case study, reflective task, or applied project) designed to provide feedback and support continuous learning. Formative assessments are developmental in nature, enabling learners to monitor progress, address learning gaps, and prepare for summative assessments. Formative assessment results also contribute to the year mark in each academic year, thereby recognising both developmental progress and achievement.

    Summative Assessment:
    Summative assessment is undertaken at the level of subject clusters, integrating knowledge and skills across related modules. Each subject includes at least one summative assessment requiring learners to demonstrate their ability to apply theory and practice in a coherent manner, for example, through integrated projects, case-based tasks, or scenario-driven problem-solving. Summative assessment results contribute to the year mark for the relevant academic year and determine competence at the subject level.

    The Final Integrated Summative Assessment (FISA) is conducted at the end of each academic year. The FISA requires learners to demonstrate holistic competence across multiple subjects completed in that year, consolidating and integrating learning. FISA results also contribute to the overall year mark in each academic year.

    The Work-Integrated Learning (WIL) Project functions as the exit-level integrated summative assessment in the third year. Learners must integrate knowledge and skills from across the qualification, including strategic HR planning, labour legislation, employee well-being, training and development, remuneration, and organisational development, to diagnose and address organisational challenges in applied or simulated contexts. WIL results contribute to the overall programme average and serve as the final integrated demonstration of competence across all ELOs. Successful completion of the qualification requires learners to pass subject-level summative assessments, annual FISAs, and the final WIL project.

    Authenticity and integrity of learner work are safeguarded through secure assessment conditions, plagiarism detection, and oral verification methods such as structured panel interviews and micro-verification sessions. These measures confirm learner identity, originality of submissions, and achievement of graduate attributes, including ethical conduct, reflective practice, and professional accountability.

    Assessment taxonomy is guided by Bloom's hierarchy, ensuring cognitive progression consistent with NQF Level 6 descriptors. Learners are required to:
  • Recall and explain HRM concepts, theories, and legislation (knowledge and comprehension).
  • Apply HR practices in module-based and subject-level tasks (application).
  • Analyse organisational data, HR cases, and workplace challenges (analysis).
  • Integrate HR functions such as planning, recruitment, training, remuneration, and employee well-being into coherent strategies (synthesis); and
  • Critically evaluate HR interventions, ethical implications, and alternative approaches, providing evidence-based recommendations (evaluation).

    This structured approach ensures that assessment is continuous, developmental, and integrated. With compulsory formative assessments in each module, summative assessments in each subject cluster, annual FISAs, and a final WIL project, the assessment model confirms both applied competence in human resource management and the broader graduate attributes required at NQF Level 6. In this way, integrated assessment supports the achievement of Graduateness, expressed through critical and reflective thinking, problem-solving, effective communication, teamwork, ethical decision-making, and lifelong learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with the following accredited international and regional qualifications:
  • United Kingdom, University of Leicester, BA (Hons) Human Resource Management (RQF Level 6).
  • Australia, Swinburne University of Technology (TAFE Division), BSB60320 Advanced Diploma of Human Resource Management (AQF Level 6),
  • Namibia - International Training College Lingua, Diploma in Human Resource Management (Namibia NQF Level 6).

    These qualifications were selected for their accreditation status and alignment with Level 6 in their respective frameworks, enabling credible international comparison without implying equivalence. They represent diverse contexts: an established European higher education system, a Commonwealth vocational pathway, and a regional African HRM qualification. The University of Leicester BA (Hons) in Human Resource Management was chosen for its international recognition and rigorous UK quality assurance. The Swinburne University of Technology Advanced Diploma of Human Resource Management reflects the Australian vocational route at AQF Level 6, directly comparable to NQF Level 6 in terms of graduate attributes and applied competence. The International Training College Lingua Diploma in Human Resource Management, accredited by the Namibia Qualifications Authority (NQA) at Level 6, was included as a regional African comparator, demonstrating alignment with SADC-level standards and mobility pathways.

    Country: United Kingdom
    Institution name: University of Leicester
    Qualification title: BA (Hons) Human Resource Management
    Level (RQF Level 6)
    Duration: Three years

    Entry requirements:
    A - Levels

    Purpose:
    The Leicester BA develops critical knowledge of HRM, employment law, workplace learning, diversity, and people analytics, culminating in an applied research dissertation.

    Similarities:
  • Entry is A-levels or equivalent, comparable to South Africa's NSC.
  • With a duration of three years and 360 UK credits (~3 600 hours), it is similar in volume to the SA qualification.
  • Assessments combine written coursework, projects, and a capstone dissertation, comparable in level to the South African WIL project, although the UK programme includes a stronger focus on independent research.
  • Both qualifications share outcomes in strategic HRM, labour relations, ethics, and applied practice, but the SA diploma is more explicitly vocational, while the UK BA emphasises scholarly research.

    Country: Australia
    Institution name: Swinburne University of Technology
    Qualification title: Advanced Diploma of Human Resource Management
    Level: (AQF Level 6).
    Duration: Two years

    Entry requirements:
    Completion of Year 12 or equivalent

    Purpose:
    The Swinburne Advanced Diploma requires completion of Year 12 or equivalent and can be completed over one to two years full-time (~1 200-1 800 hours). It focuses on strategic HR planning, workforce analytics, diversity, performance management, and change leadership. Its cognitive demand aligns with NQF Level 6, with learners expected to analyse, evaluate, and design HR strategies.

    Similarities:
  • Compared with the South African diploma, the Swinburne qualification has lower credit volume but deeper specialisation in HR leadership units.
  • Assessments include projects, case studies, and applied tasks, comparable to subject-level summative assessments in the South African programme.
  • Articulation is possible to bachelor's degrees in business or HRM, similar to progression from the South African diploma to an Advanced Diploma or degree at NQF 7.

    Country: Namibia
    Institution name: International Training College Lingua
    Qualification title: Diploma in Human Resource Management
    Level: (NQF Level 6, accredited by NQA).

    Purpose:
    The Lingua Diploma requires a Senior Secondary Certificate or equivalent and is delivered over three years, with a credit volume comparable to the South African diploma.

    Modules:
  • HRM
  • Labour law
  • Employee relations
  • Performance management, and training and development.

    Similarities:
  • The Namibia qualification align closely with the South African ELOs.
  • Assessments combine assignments, tests, and projects, comparable to South African formative and summative practices, though the Namibian programme does not require an explicit WIL project.
  • Both qualifications prepare learners for HR officer and HR practitioner roles and provide articulation opportunities into NQF Level 7 programmes. The South African diploma exceeds the Lingua diploma in volume and depth of integrated assessment but shares a similar applied HRM orientation.
  • The South African qualification (NQF Level 6) is comparable in level, content, and cognitive demand to international qualifications from the UK, Australia, and Namibia. It matches the volume of learning of the Leicester BA, exceeds the Swinburne Advanced Diploma in credit load, and provides more structured, integrated assessment than the Lingua Diploma.
  • A distinctive feature of the South African qualification is its compulsory Work-Integrated Learning project, which strengthens applied competence and employability.

    Overall, the qualification aligns with global best practice in HR education while addressing the specific professional and sectoral needs of South Africa. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides for horizontal, vertical, and diagonal articulation within and between NQF sub-frameworks, consistent with SAQA policy.

    Horizontal Articulation:
  • Diploma in Business Management, NQF Level 6.
  • Diploma in Administrative Management, NQF Level 6.
  • Advanced Occupational Certificate: Human Resource Management Officer, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Human Resource Management, NQF Level 7.
  • Bachelor of Arts in Human Resource Management, NQF Level 7.

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

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. Business Management Training College (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.