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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Business Management 
SAQA QUAL ID QUALIFICATION TITLE
93712  Higher Certificate in Business Management 
ORIGINATOR
Production Management Institute of Southern Africa (PMI) 
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  Not Applicable  NQF Level 05  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   2031-06-30  

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 purpose of the Higher Certificate in Business Management is to equip learners with foundational knowledge and applied skills in business management, entrepreneurship, and related business functions. It is intended for individuals who are currently employed, work seekers, and aspiring entrepreneurs who require an understanding of how businesses operate and are managed. The qualification provides an introduction to the key disciplines required for managing a business effectively in both formal and informal sectors.

Learners are introduced to core business functions, including human resource management, marketing, business finance, project management fundamentals and digital transformation in the Fourth Industrial Revolution. Learners select either Business Communication or Research Project I as an elective. Together, the compulsory and elective components prepare learners to respond to changing business environments and enhance their employability or entrepreneurial capability within the South African context.

Qualifying learners will demonstrate foundational knowledge of key business disciplines and apply appropriate management and control techniques in familiar and unfamiliar contexts. Graduates will be able to identify and address defined business problems, gather and organise information, communicate effectively in written and oral form, act ethically and take responsibility for their work and learning within structured educational and workplace contexts.

A qualified learner will be able to:
  • Demonstrate knowledge and insight into the business world, including the role of management and the legal environment in which a business operates.
  • Apply verbal and non-verbal communication principles and skills effectively in the business environment.
  • Demonstrate an understanding of the principles that underpin effective human resource management in a business.
  • Demonstrate an understanding of the marketing concept and the role of marketing in the business environment.

    Rationale:
    The institution specialises in operations management, consultation with clients identified a need for a generic qualification that develops fundamental business skills among employees performing support functions, particularly within manufacturing environments. The design process also identified a need for an alternative higher-education access route for learners who meet the admission requirements for Higher Certificate studies but do not hold a National Senior Certificate granting access to degree studies.

    As part of the design process, a need was identified to enable three categories of learners to study a generic business qualification at NQF Level 5 in Higher Education. The categories are employees of existing clients who needed fundamental business acumen, individuals who have successfully completed a relevant learnership at NQF Level 4, and private learners who qualify for admission to the qualification and wanted to enhance their employability post basic schooling.

    Knowledge of the principles, concepts and cognitive tools that underpin business management is required by employees working in business-support functions, individuals aspiring to supervisory or management roles, and junior managers who need to understand how their functions contribute to the effective management of the organisation as a whole.

    The qualification addresses Business Management together with supporting disciplines required for the effective operation and establishment of a business, including entrepreneurship, marketing, human resource management, business finance, project management and digital transformation in the Fourth Industrial Revolution. Communication, enquiry and knowledge-integration skills are developed through the elective choice between Business Communication and Research Project I.

    The qualification prepares learners for entry-level business and administrative functions across a range of industries. Depending on employers' requirements and learners' prior experience, possible roles may include administrative assistant, sales consultant, customer service representative, retail supervisor and junior support roles in human resources, marketing or financial administration.

    For learners interested in entrepreneurship, the qualification develops foundational knowledge and skills for establishing and managing a small business. It also provides a basis for further study in business and management, subject to the admission requirements of the receiving institution and qualification.

    The qualification contributes to both regional and national goals by:
  • Broadening access to higher education for eligible learners who may previously have had limited opportunities, thereby contributing to the development of regional and national skills.
  • Developing business-management knowledge and skills that may support organisational effectiveness, productivity and national competitiveness across a range of industries.
  • Developing in the learner a keen entrepreneurial spirit which will contribute to the growth of industry, in both the formal and informal sector.
  • Providing the learners with a pathway to achieving their potential thus contributing to the national goal of promoting lifelong learning.
  • Supporting equity, access and lifelong learning through Recognition of Prior Learning and progression from relevant NQF Level 4 qualifications or learnerships into higher education, in accordance with institutional policy and admission requirements.
  • Integrating theory, practice and project-based activities so that learners can apply knowledge and develop skills for continued learning.
  • The use of group work and a reflection on the experience of working in a team enhances the learners' understanding of working with others.
  • Contributing to national skills-development objectives by equipping learners with usable business skills underpinned by the knowledge required for workplace application and further development.

    The qualification is primarily designed for employed learners who require broader business-management competence, while also providing access to work-seekers, aspiring entrepreneurs and other applicants who meet the admission requirements. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution's policy is based on three principles: recognising all formal and informal learning to enhance access to further education, assessing prior learning to ensure applicants can succeed at their desired level, and acknowledging the multi-disciplinary nature of the institution, allowing diverse academic backgrounds for entry.

    Recognition of Prior Learning (RPL) at the institution is categorised into RPL for access to a qualification and RPL for exemption from specific modules.

    RPL for Access:
  • RPL for access requires candidates to demonstrate competence at the level below the desired course, with qualifications in a related field. If insufficient evidence exists, a four-hour assessment may be required.
  • Not more than 10% of a cohort of learners will be admitted through RPL.

    RPL for Exemption:
  • RPL for exemption requires a completed application form with certified transcripts (not older than five years) for formal qualifications. For work experience-based exemptions, candidates must submit a Portfolio of Evidence verified by a senior manager. A subject matter expert evaluates the portfolio and may recommend a written assessment if evidence is insufficient.
  • A learner cannot be granted exemption for more than 50% of the modules in a qualification.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of both compulsory and elective modules at National Qualifications Framework Level 5, totalling 120 Credits.

    Compulsory Modules, NQF Level 5, 105 Credits:
  • Business Management and Entrepreneurship, 20 Credits.
  • Human Resource Management I, 20 Credits.
  • Marketing, 15 Credits.
  • Business Finance, 15 Credits.
  • Digital Transformation in the 4IR, 20 Credits.
  • Fundamentals of Project Management, 15 Credits.

    Elective Modules, NQF Level 5, 15 Credits (Learners must choose 1 module):
  • Business Communication, 15 Credits.
  • Research Project I, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge and insight into the business world, including the role of management and the legal environment in which a business operates.
    2. Apply verbal and non-verbal communication principles and skills effectively in the business environment.
    3. Demonstrate an understanding of the principles that underpin effective human resource management in a business.
    4. Demonstrate an understanding of the marketing concept and the role of marketing in the business environment.
    5. Apply basic accounting principles relevant to the business environment.
    6. Demonstrate an understanding of how to start and manage a business successfully. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Describe the role of a business organisation within the broader business environment.
  • Explain the basic functions of a business and their impact on organisational performance.
  • Outline the fundamental steps and considerations involved in establishing a business.
  • Describe the role, responsibilities and tasks of management in achieving organisational goals.
  • Explain selected employee motivation theories and their application to improving performance.
  • Discuss key legal factors and regulations that affect business operations.
  • Outline the role of the finance function in managing a business's financial resources and operations.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply the elements of the communication process in academic and business contexts.
  • Identify and apply appropriate communication channels within an organisation.
  • Deliver a clear and effective presentation to an audience.
  • Adapt communication styles appropriately when interacting with people from different cultural backgrounds.
  • Use simple graphic illustrations to communicate information clearly.
  • Prepare accurate, structured reports by evaluating information and presenting coherent findings.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply basic management principles within the human resource function.
  • Outline the key functions and responsibilities of human resource management in supporting organisational goals and employee needs.
  • Analyse workforce planning, recruitment and selection, job analysis, and onboarding processes.
  • Discuss human resource maintenance in relation to employee relations, workplace well-being, labour practices and compliance.
  • Discuss learning and development strategies that support employee growth.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Describe the marketing concept as the foundation of marketing activities.
  • Discuss the role of marketing research in informing decisions throughout the marketing process.
  • Apply the marketing mix to different scenarios to develop appropriate strategies using product, price, place and promotion.
  • Explain the concepts of product management and product development in a business context.
  • Apply product life-cycle and distribution-channel concepts to a given marketing scenario.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain the purpose of accounting, forms of business ownership, users of financial information and the characteristics of useful accounting information.
  • Apply the accounting equation and double-entry principle when recording financial transactions in different scenarios.
  • Record and interpret basic transactions in appropriate subsidiary journals.
  • Interpret basic financial statements to extract relevant business information.
  • Analyse a bank reconciliation statement to identify and explain discrepancies between the business and bank records.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Explain entrepreneurship within the South African context.
  • Identify bankable business ideas that present viable business opportunities.
  • Conduct a viability study of a proposed business idea.
  • Develop a basic business plan for a new venture or the improvement of an existing business, including objectives, target market and financial projections.

    Integrated Assessment
    Integrated assessment is applied across the qualification to determine whether learners can integrate knowledge, skills and applied competence across the Exit Level Outcomes and Associated Assessment Criteria. Although the qualification is primarily academic and theoretical, tasks and assignments require learners to integrate theory with practice, apply knowledge in their own workplaces and in unfamiliar contexts, and reflect on the effectiveness of that application.

    The qualification does not include a Work-Integrated Learning (WIL) component because most learners are already employed. Integrated learning is nevertheless embedded in formative assessment activities that require learners to apply theory to authentic or simulated workplace situations and to produce evidence of competence.

    Formative Assessment:
    Formative assessment is conducted throughout the learning process through tasks aligned with the relevant Exit Level Outcomes and Associated Assessment Criteria. The number, scope and complexity of the tasks vary according to the nature of the outcome, the assessment criteria and the level of applied competence to be demonstrated.

    Formative assessment may include individual and group assignments, presentations, case studies and workplace-based or simulated activities. Group tasks assess learners' ability to work effectively with others, while presentations assess the clear and appropriate communication of information. Collectively, these activities generate evidence of foundational, practical and reflexive competence and provide feedback that supports further learning.

    At this level, assessment emphasises the integrated application of theory and practice across a range of contexts. In all modules other than quantitative modules, learners complete one formative assignment focused on the application of theory. In quantitative modules, such as Applied Mathematics, Business Statistics and Finance modules, learners complete two tests. Formative assessment results contribute to the course mark, and learners must achieve a minimum course mark of 50% to be admitted to the examination.

    Summative Assessment:
    Examinations are the primary method of summative assessment. Where appropriate, examinations include case studies and practical exercises that require learners to integrate and apply their knowledge.

    Examinations assess learners' understanding of theoretical knowledge and therefore provide evidence of foundational competence. Tasks and assignments assess learners' ability to apply theory in real or simulated workplace situations and therefore provide evidence of practical competence. Reflection on the application of knowledge across contexts provides evidence of reflexive competence. Evidence from formative and summative assessments is considered together to make an integrated judgement of achievement against the Exit Level Outcomes and Associated Assessment Criteria. Assessment is conducted in a manner that is fair, valid, reliable and practicable.

    Learners must achieve the following minimum results:
  • Course mark: 50%.
  • Summative assessment or examination: 40%.

    To qualify for a supplementary assessment, a learner must meet the following requirements:
  • Course mark: 50%.
  • Final mark: 45% or higher where the 40% examination sub-minimum has not been achieved. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with other Business Management/Leadership qualifications in the United Kingdom, Ireland and Ghana.

    Country: United Kingdom
    Institution Name: The Association of Business Executives (ABE)
    Qualification Title: ABE Level 5 Diploma in Business Management
    Credits: 120 Credits.
    Duration: Provider-dependent.
    Level: UK Regulated Qualifications Framework Level 5.
    Entry requirements:
  • ABE does not prescribe a single universal entry qualification; centres assess whether applicants have the knowledge and skills needed to undertake Level 5 study.

    Purpose:
    The qualification seeks to develop strategic understanding of business-management theory and its practical application, supporting employment and progression to further study.

    Qualification Structure:
    Compulsory Units:
  • Managing Agile Organisations and People.
  • Innovation and Business Performance.
  • Effective Financial Management.
  • International Business Economics and Markets.

    Optional Units (Choose 2):
  • Operations Management.
  • Analytical Decision-making.
  • Managing Stakeholder Relationships.

    Similarities and Differences:
    The PMI Higher Certificate in Business Management and the ABE Level 5 Diploma in Business Management both develop knowledge and applied competence in core areas of business management. The ABE qualification places greater emphasis on agile organisations, innovation, international business economics, financial management and selected specialist areas. The PMI qualification has a broader introductory focus that includes human resource management, marketing, entrepreneurship, project management and digital transformation in the 4IR. Both support progression and practical business-management competence, but their level designations, credit systems and qualification frameworks are different and are not directly interchangeable.

    Country: Ireland
    Institution Name: National College of Ireland
    Qualification Title: Higher Certificate in Business
    Credits: 120 Credits.
    Duration: Two years full-time.
    Level: Irish NFQ Level 6.
    Entry requirements:
  • A grade O6/H7 or above in five Leaving Certificate subjects, including at least O6/H7 in English and O6/H7/F2 in Mathematics; alternative routes apply to further-education and mature applicants.

    Purpose:
    The qualification seeks to introduce contemporary business practice and develop knowledge and applied skills in management, marketing, human resource management, finance, entrepreneurship, communication, problem-solving and teamwork.

    Qualification Structure:
    Core subject areas include:
  • Business and management.
  • Marketing.
  • Human resource management.
  • Finance.
  • Entrepreneurship.

    Similarities and Differences:
    The PMI Higher Certificate and the National College of Ireland Higher Certificate in Business both provide broad foundational learning in business and management, including marketing, human resource management, finance and entrepreneurship. The Irish qualification is a two-year, 120-credit NFQ Level 6 award, while the PMI qualification is a 120-credit South African NQF Level 5 award. The PMI curriculum explicitly includes project management and digital transformation in the 4IR, whereas the Irish qualification provides progression to further undergraduate business study, including potential entry to year two of NCI's BA (Honours) in Business.

    Country: Ghana
    Institution Name: Metropolitan School of Business & Management UK
    Qualification Name: Diploma in Business Management (Level 5)
    Credits: Not stated.
    Duration: 9 months full-time.
    Level: Level 5.

    Purpose:
    The purpose of the qualification is to ensure learners develop applied decision-making and business-management competence through assignments, practical tasks and business applications.

    Qualification structure:
    Modules:
  • Strategic planning.
  • Human resource management.
  • Marketing, business law.
  • Management accounting.
  • Entrepreneurship.
  • Uses case studies, assignments, practical tasks and real-world business applications to develop decision-making competence.

    Similarities and Differences:
    The MSBM Diploma in Business Management (Level 5), offered online to learners in Ghana, and the PMI Higher Certificate both cover core business disciplines and develop competence for workplace application. The MSBM qualification emphasises strategic planning, business law, human resource management, marketing, management accounting and entrepreneurship. The PMI qualification includes project management and digital transformation and has clearly defined credits and outcomes aligned to the South African NQF. The MSBM level designation should be understood in the context of its awarding and regulatory arrangements rather than as a Ghanaian framework level.

    Conclusion:
    The three international comparators demonstrate broad comparability in purpose and selected content with the PMI Higher Certificate in Business Management; they do not establish formal equivalence between the qualifications or their framework levels. All develop competence in key business disciplines and support employment or further study. The PMI qualification is distinguished by its alignment to the South African NQF and its explicit inclusion of entrepreneurship, project management and digital transformation in the 4IR, while the international qualifications reflect their respective qualification frameworks, structures and areas of emphasis. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for the following articulation options:
    Horizontal Articulation:
  • Higher Certificate in Marketing, NQF Level 5.
  • Higher Certificate in Business Management, NQF Level 5.

    Vertical Articulation:
  • Advanced Certificate in Management Studies, NQF Level 6.
  • Diploma in Office Administration and Management, NQF Level 6.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Franchise Manager, 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 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. Production Management Institute of Southern Africa - Durban 
    2. Production Management Institute of Southern Africa - Johannesburg 
    3. Production Management Institute of Southern Africa - Uitenhage 


    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.