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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Management of Technology and Innovation 
SAQA QUAL ID QUALIFICATION TITLE
96742  Higher Certificate in Management of Technology and Innovation 
ORIGINATOR
Da Vinci Institute for Technology Management (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
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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
59449  Certificate: Technology Management and Innovation  Level 5  Level TBA: Pre-2009 was L5  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Higher Certificate in Management of Technology and Innovation qualification aims to produce life-long learners who are equipped to contribute towards the debate on socio-economic transformation and management development in South Africa. This qualification seeks to transform individuals, organisations and the community at large, dealing with management development challenges such as the management of technology, entrepreneurship, project management, the management of innovation, the management of people and the management of systems from a management development perspective.

Upon completion of the qualification, the qualifying learners will be able to:
  • Define and apply a variety of management development theories within a systems thinking framework.
  • Describe the knowledge and skills required for the effective management of technology, the management of innovation and the management of people processes and compile checklists of performance indicators.
  • Communicate ideas, concepts and practical application of entrepreneurial theories.
  • Apply technology, innovation, people and systems thinking concepts to transform individuals, organisations and/or communities.

    Rationale:
    The qualification is specifically designed to enable members of an organisation, whose career paths have not necessarily included gaining formal qualifications, to realise their true potential by developing them to understand their role in an organisational environment and preparing them to perform their job effectively within a modern organisational environment. The qualification also equips learners with providing personal development opportunities for them while they meet their job requirements and emphasises the integration of systems, technology, innovation and people development concepts into each person's individual performance within an organisation. 
    		•

    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 for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should 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 allowed entrance into the qualification.

    Entry Requirements:
  • National Senior Certificate (NSC), granting access to Higher Certificate studies;
    Or
  • National Certificate Vocational (NCV), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate (SC), NQF Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory and elective modules at NQF Level 5, totalling 120 Credits.

    Compulsory Modules, NQF Level 5, 60 Credits:
  • Managerial and Leadership Development, 20 Credits.
  • Systems Theory and Problem Solving, 20 Credits.
  • Management Fundamentals: Technology, People and Innovation Management, 20 Credits.

    Elective Modules, NQF Level 5: (choose 5 modules, totalling 60 Credits):
  • Financial Literacy, 12 Credits.
  • Customer Centricity, 12 Credits.
  • Basic Principles of Operations Management, 12 Credits.
  • Supply Chain Management: Logistics and Transport, 12 Credits.
  • Business Management, 12 Credits.
  • Project Management, 12 Credits.
  • Project Finance, 12 Credits.
  • Project Change Dynamics, 12 Credits.
  • Project Sustainability, 12 Credits.
  • Entrepreneurship, 12 Credits.
  • Business Improvement Specialist, 12 Credits.
  • Change Management, 12 Credits.
  • Principles of Leadership, 12 Credits.
  • Safety, Health, Environment, Risk and Quality (SHERQ) Management, 12 Credits.
  • Sales Process and Management Environment, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Define and apply different management development theories within a systems thinking framework.
    2. Describe the knowledge and skills required for the effective management of technology, the management of innovation and the management of people processes and compile a basic checklist of performance indicators.
    3. Communicate ideas, concepts and practical application theories of Technology and Innovations.
    4. Apply technology, innovation, people and systems thinking concepts to transform individuals, communities and/or organisations. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify key principles and concepts within existing management development theories.
  • Identify and apply key systems thinking concepts to a workplace problem.
  • Apply management development theories within the context of their working environment.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Outline and explain key terms, rules, concepts and principles within existing frameworks for managing technology, innovation and people.
  • Describe relevant methods, procedures and enquiry techniques for managing technology, innovation and people, using workplace performance indicators.
  • Describe technology, innovation and people concepts in relation to the management development context of their working environment.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Explain key management development theories in relation to the organisational environment.
  • Explain key principles of technology management, innovation management and people management using workplace-relevant examples.
  • Explain technology, innovation and people management theories across different management development contexts.
  • Present an overview of technology, innovation and people management theories to peer groups.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and record the required development need.
  • Propose and apply appropriate responses to these needs within their own context.
  • Integrate and apply technology, innovation, people management and systems thinking principles in relevant contexts.

    Integrated Assessment
    The assessment strategy for this qualification is designed to ensure that learners demonstrate the integrated knowledge, skills, applied competence, and reflective capabilities required to achieve the Exit Level Outcomes. Assessment is conducted through a combination of formative and summative assessment activities that enable learners to progressively develop competence and demonstrate achievement of the qualification outcomes.

    Each module contributing to this qualification includes:
  • Formative Assessment (20%) of the final mark.
  • Summative Assessment (80%) of the final mark.

    To successfully complete a module, learners must achieve:
  • A minimum cumulative mark of 50%; and
  • A minimum of 50% in the summative assessment.

    The formative assessment activities are designed to support learning and provide learners with opportunities to develop and refine the knowledge, skills, and competencies required for successful completion of the summative assessment.

    A variety of assessment methods are utilised, including:
  • Written examinations.
  • Assignments.
  • Projects.
  • Presentations.
  • Practical assessments.

    The use of diverse assessment methods allows for the valid and reliable measurement of learning outcomes across different domains of learning while accommodating the diverse needs, abilities, and strengths of learners.

    Formative Assessment:
    Management and Leadership Competence (MLC)
    Throughout the qualification, learners are required to design and progressively develop an Integrated Management and Leadership Framework that reflects their individual understanding of management and leadership concepts relevant to the qualification.

    As learners advance through the qualification, they are expected to continuously review, refine, and expand their framework by incorporating concepts relating to:
  • The management of technology.
  • Innovation.
  • People management.
  • Organisational systems and processes.

    As part of this assessment, learners must submit a 1 to 2-page narrative explaining:
  • The rationale for the structure and design of their framework;
  • How the framework reflects their understanding of management and leadership principles;
  • A critical perspective on contemporary management and leadership practices within organisations globally; and
  • Justification for the choices made in developing the framework.

    Learners are expected to present coherent and convincing arguments that demonstrate critical thinking, reflection, and integration of learning across the qualification.

    Summative Assessment:
    Exit Level Assignment (ELA)
    The Exit Level Assignment serves as the integrated summative assessment for the qualification. Its purpose is to enable the institution to determine whether the learner has achieved the Exit Level Outcomes and associated Critical Cross-Field Outcomes in an integrated and applied manner.

    At the end of the qualification, learners are required to complete a comprehensive integrated submission that draws together learning from all modules completed during the programme.

    The learner must:
  • Review all assignments completed throughout the qualification;
  • Reflect on the knowledge, skills, and competencies developed during the learning journey; and
  • Demonstrate how the learning achieved contributes to the attainment of the qualification's Exit Level Outcomes.
  • The assessment consists of a single integrated reflective summary document of approximately 10 to 15 pages. No additional content or application requirements are prescribed beyond the integration and reflection of learning derived from the modular assignments completed during the qualification.

    The reflective summary should demonstrate:
  • Integration of learning across modules;
  • Critical reflection on personal and professional development;
  • Application of knowledge and skills gained throughout the qualification; and
  • Clear links between the learner's learning experiences and the four Exit Level Outcomes of the qualification.

    Through this integrated assessment approach, learners are provided with opportunities to demonstrate applied competence, reflective practice, and the ability to synthesise learning from multiple modules into a coherent and professionally relevant body of work. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared to similar qualifications from the United Kingdom and New Zealand.

    Country: United Kingdom
    Institution: Chartered Management Institute (CMI)
    Qualification Title: CMI Level 5 Diploma in Management and Leadership
    Duration: Approximately 12 to 18 months, depending on the mode of study.

    Entry Requirements:
    The qualification is intended for practising middle managers and aspiring senior managers responsible for leading teams and delivering organisational objectives.

    Purpose/Rationale:
    The qualification is designed for practising middle managers and leaders operating at departmental, divisional, specialist, or operational levels. It aims to develop leadership, management, project management, stakeholder management, change management, and financial management skills required to achieve organisational objectives.

    Learning Outcomes:
    Upon successful completion of the qualification, learners will be able to:
  • Lead and manage individuals and teams to achieve organisational objectives.
  • Manage stakeholder relationships effectively.
  • Manage projects and operational plans to achieve results.
  • Implement and manage organisational change.
  • Apply financial management principles within organisational contexts.

    Qualification Structure:
    Typical units include:
  • Principles of Management and Leadership in an Organisational Context.
  • Developing, Managing and Leading Individuals and Teams to Achieve Success.
  • Managing Stakeholder Relationships.
  • Managing Projects to Achieve Results.
  • Managing Change.
  • Creating and Delivering Operational Plans.
  • Managing Finance

    Assessment: Criteria:
    Assessment is undertaken through written assignments rather than examinations.

    Similarities:
  • Both qualifications develop management and leadership competencies required in organisational environments.
  • Both qualifications focus on leading and managing individuals and teams to achieve organisational goals.
  • Both qualifications emphasise stakeholder relationship management and effective communication.
  • Both qualifications include project management and operational planning skills.
  • Both qualifications prepare learners to contribute to organisational performance and effectiveness.
  • Both qualifications promote management practices that support organisational success and continuous improvement.

    Differences:
  • The CMI qualification is specifically aimed at practising middle managers and aspiring senior managers, whereas the SA qualification may accommodate a broader learner cohort.
  • The CMI qualification is assessed primarily through written assignments, whereas the SA qualification may use a variety of assessment approaches.
  • The CMI qualification contains dedicated units in managing change, stakeholder relationships, and operational planning.
  • The CMI qualification comprises approximately 37 credits for the Diploma, whilst the SA qualification may differ in credit value.
  • The duration of the CMI qualification is approximately 12 to 18 months depending on the study mode.

    Country: New Zealand
    Institution: New Zealand Qualifications Authority (NZQA)
    Qualification Title: New Zealand Diploma in Business (Level 5)
    Credits: 120 Credits.
    Duration: One year full-time.

    Entry Requirements:
    Applicants are generally required to have achieved the equivalent of New Zealand NCEA Level 2 and meet English language requirements. Applicants aged 20 years and above may also be admitted based on appropriate work or life experience.

    Purpose/Rationale:
    The qualification is intended for individuals seeking to enter or further develop their knowledge and skills in business. Graduates are equipped to contribute to operational objectives ethically and inclusively and to support innovation, organisational performance, and change across a range of business functions.

    Learning Outcomes:
    Upon completion, graduates will be able to:
  • Analyse the impact of internal and external environments on an organisation.
  • Apply business principles and practices to support innovation and organisational change.
  • Develop and maintain stakeholder relationships.
  • Communicate business information effectively to internal and external stakeholders.
  • Apply ethical and inclusive practices within business operations.

    Qualification Structure:
    The qualification consists of core business learning together with a chosen strand. Areas include:
  • Business Operations.
  • Accounting.
  • Marketing.
  • Human Resources.
  • Risk Management.
  • Business Communication.
  • Leadership.
  • Project Management.
  • Business Innovation and Change Management.

    Assessment: Criteria:
    Learners complete assessments aligned with programme outcomes and business-related projects and assignments.

    Similarities:
  • Both qualifications develop business, management and leadership competencies.
  • Both qualifications equip learners with skills to contribute to organisational performance and operational objectives.
  • Both qualifications promote effective communication with internal and external stakeholders.
  • Both qualifications include decision-making, problem-solving and innovation-related skills.
  • Both qualifications support the development of ethical business practices.
  • Both qualifications prepare learners to function effectively within operational business environments.

    Differences:
  • The New Zealand qualification offers several strands, including Accounting, Leadership and Management, Human Resource Management, Marketing, Sales and Project Management, whereas the SA qualification may not offer strands or specialisations.
  • The New Zealand qualification explicitly incorporates bicultural engagement and the principles of Te Tiriti o Waitangi, which are not reflected in the SA qualification.
  • The New Zealand qualification carries 120 credits and is generally completed over one year of full-time study.
  • The qualification includes specialised pathways that allow learners to focus on a specific business discipline.
  • Entry requirements are linked to New Zealand NCEA Level 2 or equivalent, while the SA qualification follows South African admission requirements.

    Conclusion:
    The South African qualification compares favourably with both the Chartered Management Institute (United Kingdom) qualification and the New Zealand Diploma in Business (Level 5). All three qualifications aim to develop learners' management, leadership, communication, stakeholder engagement, and operational business skills. The comparison demonstrates substantial alignment in purpose, learning outcomes, and business management competencies. While differences exist in qualification structure, assessment approaches, and contextual requirements, the South African qualification is comparable to internationally recognised qualifications and meets international expectations for knowledge and skills within the business and management field. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Higher Certificate in Mobile Application and Web Development, NQF Level 5.
  • Higher Occupational Certificate: Business Banking Officer, NQF Level 5.

    Vertical Articulation:
  • Advanced Certificate in Business Management, NQF Level 6.
  • Bachelor of Business Administration, NQF Level 7.

    Diagonal Articulation:
  • Occupational Certificate: Organisational Risk Practitioner, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Da Vinci Institute for Technology Management (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.