SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Commerce in Retail Management 
SAQA QUAL ID QUALIFICATION TITLE
97823  Bachelor of Commerce in Retail Management 
ORIGINATOR
MANCOSA Pty (Ltd) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  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 
The purpose of the Bachelor of Commerce in Retail Management qualification provides opportunities for continued personal intellectual growth, enhanced marketability and enhanced employability whilst opening up new access routes to additional education and training opportunities. The Bachelor of Commerce in Retail Management qualification will also provide access to higher education to those wanting to have careers in the field of commerce and will complement the existing accredited qualifications.

Learners pursuing this qualification will gain a comprehensive understanding of various aspects of retail and business management. They will acquire foundational knowledge of retail operations, including merchandising, inventory management, and supply chain dynamics, as well as essential marketing skills focused on consumer behaviour, branding, and digital marketing strategies (Berman and Evans, 2020). The Bachelor of Commerce in Retail Management qualification also covers financial principles such as budgeting and financial analysis, enabling informed business decisions. Emphasising customer relationship management, learners will learn how to create positive customer experiences that drive loyalty and sales. With insights into e-commerce and digital retail, the curriculum explores online shopping strategies and digital marketing techniques. Additionally, learners will develop critical thinking and strategic management skills to analyse market trends and formulate effective business strategies. Leadership qualities and teamwork skills will be fostered, preparing learners to manage diverse teams effectively. They will also learn about ethical considerations and sustainability challenges in the retail sector, emphasising responsible business practices. The curriculum encourages analytical thinking and research skills, equipping learners to evaluate business problems and develop data-driven solutions. Overall, graduates will emerge with a well-rounded skill set that prepares them for various roles within the retail industry and positions them for ongoing professional growth.

Upon completing the qualification, learners will demonstrate a range of essential competencies. They will possess the ability to effectively address real-world challenges in retail and supply chain management through advanced problem-solving skills, enabling them to identify and implement solutions that enhance operational efficiency. Their proficiency in team collaboration will facilitate effective cooperation with peers, fostering a supportive environment conducive to achieving shared objectives. Graduates will exhibit ethical competency, empowering them to make professional and ethical decisions that align with industry standards. Additionally, they will demonstrate technological innovation by utilising trend-oriented and emerging technologies to improve retail processes and enhance customer experiences. Finally, learners will showcase innovative problem-solving capabilities through creative thinking, allowing them to approach challenges with fresh perspectives and devise effective solutions in a dynamic retail landscape (Buehler, TL. 2023).

With the current skills need and the scarcity of qualifications in retail management, this qualification aims to produce graduates who are in possession of specific graduate attributes. The below qualification graduate attributes align to the Graduate Attributes of industry demands, communication skills, teamwork dynamics, ethical principles, innovation and creativity, problem solving techniques and critical thinking abilities. With this in mind, the qualification's graduate attributes identified below demonstrate the competencies the learner will possess upon completion of the modules and assessments within the qualification:
  • Proficiency in addressing real-world issues in retail and supply chain management through critical thinking.
  • Engage in effective team collaboration to achieve shared goals.
  • Develop ethical competency by making professional and ethical decisions.
  • Illustrating technological innovation by applying trend-oriented and emerging technologies.
  • Applying innovative problem-solving techniques through creative thinking.
  • Develop proficiency in professional communication by articulating retail management concepts clearly and persuasively across diverse business contexts, using verbal, written, and digital communication channels.

    Upon completion of the qualification graduates will be able to:
  • Understand the functional areas of management, including employee performance and store operations to achieve specific objectives in a retail environment.
  • Assess the different market segments, customer profiles, buying habits, customer service principles and customer satisfaction.
  • Apply retail marketing and communication strategies that reflects social, ethical and cultural considerations to effectively engage diverse stakeholders.
  • Analyse key financial issues and contribute to the effective planning and control of financial resources within a retail business.
  • Evaluate retail management information appropriately.
  • Interpret economic realities within South African retail organisational contexts and manage retail supply chain processes to achieve specific objectives in a retail environment.
    Upon completion of the qualification, graduates can aspire to the following positions:
  • Retail Business Owner / Manager.
  • Franchise Manager / Store Manager.
  • Merchandising Representative.
  • Procurement Administrator.

    Rationale:
    Retail is one of the fastest expanding sectors in the South African economy, employing one out of every five economically active people. The retail sector in South Africa ranks as the second-largest employer after the government and is the third-largest sector in the country's economy. It is estimated that over 20% of the South African workforce is employed in this sector (Tylor, 2024). According to the retail sector report 2022, Retail trade sales represent close to 20% of South Africa's Gross Domestic Product (GDP). The COVID 19 pandemic along with local and international lockdowns has led to a noticeable shift in the way households' shop (Accenture, 2020). The COVID 19 pandemic prompted retailers to enhance their online capabilities, leading many major retailers to introduce same-day delivery services and rapid grocery delivery apps. In the past two years, South Africa's online retail has more than doubled (World Wide Worx, 2021). By the end of 2021, online retail accounted for approximately 4% of the total retail market, with some retailers reporting online sales as low as 2% to 5% of their overall sales (54Collective, 2021).

    Taking the above into account, the proposed qualification delivers an industry-relevant curriculum, designed with the input of experts to ensure it aligns with contemporary retail trends and practices. A notable feature of the qualification is its emphasis on global emerging markets, providing learners with critical insights into retail management (Alexander and Doherty, 2019). Renowned for its affordability, ensures education is accessible, complemented by robust online support, study materials, thereby nurturing a supportive academic environment. This qualification is favourable as it offered on distance learning, allowing learners to study at their own pace, making it particularly suited to working professionals and those with additional commitments.

    It can thus be seen that the scope of retail is broad with the result that a career in the field can end up in various areas. Career options range from in-store positions to various alternatives in regional and head offices as well as distribution centres. While being the second largest employment sector and contributing almost 20% towards the entire Gross Domestic Product(GDP) of South Africa and being responsible for employing more than 20% of the entire economically active population, the retail sector is also faced with skills shortages (Blochlinger, 2019). The Bachelor of Commerce in Retail Management qualification is an undergraduate qualification that responds to the needs of learners and the community through providing appropriate training in retail management and business skills. The qualification provides skills and knowledge relating to the functions and management of a retail business and the key issues associated with understanding retail trading and environments. The qualification provides the knowledge to learners to allow for making changes in the retail environment from a corporate perspective. Retail managers focus on their customers' experience within their store (Umayam, 2024). They ensure that their products are merchandised for maximum exposure and that their employees are trained in excellent customer service and salesman skills (Umayam, 2024). The Bachelor of Commerce in Retail Management qualification content is designed to provide graduates with the knowledge, specific skills and applied competence including the development of graduate attributes and qualities.

    According to Statista (2024), the retail industry serves as a significant contributor to the global economy, comprising millions of enterprises that provide goods and services to billions of consumers. Currently, the further integration of technology is a primary focus for retail leaders globally, therefore many retail executives are actively seeking ways to leverage technology in their operations (Statista, 2024). Retail management encompasses a wide array of sectors, each with its unique characteristics, challenges, and opportunities. Understanding these sectors is crucial for aspiring retail professionals, as this will enable graduates to tailor their skills and knowledge to specific areas of interest. The will attract a diverse range of learners, including working professionals already in the retail industry who seek formal qualifications to advance their careers or transition into higher roles such as store management, operations, or retail strategy. Aspiring retail entrepreneurs also benefit from the Bachelor of Commerce in Retail Management qualification's comprehensive coverage of in retail operations, supply chain management, and consumer behaviour. Furthermore, recent school leavers looking for a business-focused degree with a specialisation in retail management, as well as career changers from other industries seeking to transition into retail by acquiring expertise in retail operations, sales, and customer management.

    The qualification is beneficial to individuals in the below fields and those who want to find employment as listed below:
  • Retail Business Owner / Manager.
  • Franchise Manager / Store Manager.
  • Merchandising Representative.
  • Procurement Administrator. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning are measured, evaluated, and checked for equivalence or parity with the formal qualification entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria.

    RPL Process:
    Learners are required to submit an RPL application and the committee shall meet and provide outcomes regarding all RPL applications that are presented before the committee for decisions and recommendations regarding entry into the qualifications which prospective RPL candidates have applied for. The decisions are communicated by the committee to the relevant stakeholders in the enrolment department. The RPL process focuses on establishing whether the learner has acquired competence in the following areas:
  • Basic theoretical knowledge.
  • Practical competence.
  • Reflective competence.
  • Applied competence.

    RPL for access:
    Assesses whether a candidate's prior experience and learning meet the entry requirements for a qualification, enabling them to be accepted into the qualification. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the qualification, potentially shortening the duration or reducing the coursework re-quired. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning.
    All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the qualification based on RPL. It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes.

    Awarding of Credits:
    The following standard applies:
    Credits are awarded for individual modules if, in the opinion of the assessors, the applicant has satisfied at least 80% similarity of the outcomes or meets all or most of the outcomes to determine the suitability of being admitted into the qualification. Credit will only be awarded if the applicant passed the module with a 50% or above pass mark with a 12-credit and above. Credits will also be given through Recognition of Prior Learning in accordance with established practice at South African higher education institutions. Assessment for Credit Accumulation Transfer (CAT) is conducted using the portfolio of evidence (PoE) submitted by the applicant. The maximum amount of 'specific' credit granted is 50% and credits may only be accumulated for modules, which are prescribed within the structure of a named award.

    RPL for admission assesses whether a candidate's prior experience and learning meet the entry requirements for a qualification, enabling them to be accepted into the qualification. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the qualification, potentially shortening the duration or reducing the coursework required. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning. All RPL applications are subject to evaluation by the Admissions and Selections Recognition of Prior Learning Committee.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5, 6, 7 totalling 360 Credits.

    Compulsory Modules, Level 5, 135 Credits
  • Introduction to Business Management, 15 Credits.
  • Microeconomic Essentials, 15 Credits.
  • Introduction to Retail Management, 15 Credits.
  • Business Mathematics, 15 Credits.
  • Introduction to Functional Areas of Management, 15 Credits.
  • Macroeconomic Essentials, 15 Credits.
  • Retail Environment, 15 Credits.
  • Business Communication, 15 Credits.
  • Business Law, 15 Credits.

    Compulsory Modules, Level 6, 105 Credits
  • Fundamentals of Human Resource Management, 15 credits.
  • Role and Responsibilities of a Retail Manager, 15 Credits.
  • Management Accounting, 15 Credits.
  • Operations Management Practices, 15 Credits.
  • Financial Accounting, 15 Credits.
  • Consumer Behaviour in Retail Management, 15 Credits.
  • Computing Applications, 15 Credits.

    Compulsory Modules, Level 7, 120 Credits
  • Financial Planning and Control, 15 Credits.
  • Organisational Strategy, 15 Credits.
  • Retail Marketing Management, 15 Credits.
  • Ethics and Conduct in Retail, 15 Credits.
  • Supply Chain Management in Retail, 15 Credits.
  • International Retail Management, 15 Credits.
  • Information Management, 15 Credits.
  • Statistical Techniques in Business, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand the functional areas of management, including employee performance and store operations to achieve specific objectives in a retail environment.
    2. Assess the different market segments, customer profiles, buying habits, customer service principles and customer satisfaction.
    3. Apply retail marketing and communication strategies that reflects social, ethical and cultural considerations to effectively engage diverse stakeholders.
    4. Analyse key financial issues and contribute to the effective planning and control of financial resources within a retail business.
    5. Evaluate retail management information appropriately.
    6. Interpret economic realities within South African retail organisational contexts and manage retail supply chain processes to achieve specific objectives in a retail environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse functional areas of management to determine effective management practices within a retail context.
  • Apply employee performance processes to achieve objectives specific to retail operations.
  • Evaluated management decisions across functional areas to ensure alignment with organisational goals and operational efficiency within the retail environment.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse market segmentation principles, customer profiles, and buying habits to determine applicability within the retail industry.
  • Evaluated consumer behaviour patterns and trends to develop targeted marketing strategies that enhance customer engagement and loyalty.
  • Implement customer service strategies and practices to ensure consistent and high-quality customer experiences within the retail environment.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply business management principles to interpret social, ethical, and cultural factors influencing retail marketing practices.
  • Develop communication tools and techniques to facilitate effective engagement with diverse stakeholder groups.
  • Analyse stakeholder feedback to enhance communication and engagement strategies within retail contexts.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Analyse key financial issues to inform effective planning and control of financial resources within the retail sector.
  • Develop financial strategies to demonstrate management and control of fiscal activities in alignment with organisational objectives.
  • Evaluated financial performance using appropriate tools and techniques, including budgets and financial ratios, to support informed decision-making and operational efficiency.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Analyse processes for gathering and utilising retail management information to support effective decision-making.
  • Apply retail information systems and technologies to collect, manage, and analyse data for operational and strategic purposes.
  • Evaluated decisions through accurate data interpretation and alignment with organisational goals to enhance retail performance.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Interpret economic realities to determine the complexities influencing operations within the South African retail sector.
  • Manage retail supply chain processes to achieve specific organisational objectives within the retail environment.
  • Evaluate impact of government policies, labour laws, and market trends to inform strategic decision-making in the South African retail sector.

    Integrated Assessment:
    The Assessment Strategy is aligned to the Council on Higher Education Accreditation Criteria (2012), the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (SAQA, 2014).

    Integrated assessment requires careful consideration to implement formative and summative assessment methods which offer an inclusive and holistic view of learners' learning. Assessments are aligned with the pre-defined learning outcomes per module culminating with the qualification exit level outcomes. Formative and summative assessments are diverse in nature, and these encompass knowledge check questions, case studies, and scenario-based questions. Formative assessments allow for regular feedback to learners, highlighting areas of success and improvement. Summative assessments evaluate learner learning at the completion of a learner's learning journey. Imperative to integrated assessments is the provisioning of feedback to not only learners but also internally, as whereby the results of assessments play a critical role in informing the development of future assessment, assessment practices and the continuous improvement of the qualification.

    Formative Assessment:
    The following is provided as rationale for the assessments at NQF level 5:
  • Formative Assessment 1 (Knowledge Check Quiz 1)
  • Formative Assessment 2 (Knowledge Check Quiz 2)

    The following is provided as rationale for the assessments at NQF level 6:
  • Formative Assessment 1 (Knowledge Check Quiz 1)
  • Formative Assessment 2 (Case Study/Scenario)

    The following is provided as rationale for the assessments at NQF level 7:
  • Formative Assessment 1 (Knowledge Check Quiz 1)
  • Formative Assessment 2 (Case Study/Scenario)

    Summative Assessment
    The following is provided as rationale for the assessments at NQF level 5:
  • Summative Assessment

    The following is provided as rationale for the assessments at NQF level 6:
  • Summative Assessment

    The following is provided as rationale for the assessments at NQF level 7:
  • Summative Assessment

    The final mark is calculated as follows for the assessments at NQF level 5:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 20%
  • Formative Assessment 2 (Case Study/Scenario) - 20%
  • Summative Assessment - 60%¿

    The final mark is calculated as follows for the assessments at NQF level 6:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 10%
  • Formative Assessment 2 (Case Study/Scenario) - 30%
  • Summative Assessment - 60%¿

    The final mark is calculated as follows for the assessments at NQF level 7:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 10%¿
  • Formative Assessment 2 (Case Study/Scenario) - 30%¿
  • Summative Assessment - 60%¿ 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Canada
    Name of Institution: McGill University (MU)
    Name of Qualification: Bachelor of Commerce Concentration in Retail Management

    Purpose of the Qualification: Studying retail management through a concentration or major allows learners to balance creative marketing skillsets with analytics, technology, and operations management, while bridging the gap from theory to real-world application. A retail education at the McGill University, Bensadoun School of Retail Management teaches learners how to engage with the consumer throughout the entire customer journey. Learners gain a core understanding of end-consumer focused retail, with an agile, global lens, enabling learning relevant to a variety of sectors. By pursing a retail management focus, learners build a multidisciplinary critical thinking skillset, creating an executive presence for future workplaces.

    Learning Outcomes:
    Through interaction with the school's state-of-the-art Retail Innovation Lab, learners will have the opportunity to learn firsthand about managing all levels of a retail operation using the latest technologies. The practical experience will serve as a complement to the study of consumer behaviour, experiential marketing, omni channel retailing, pricing analytics, efficacy of different payment systems, and global value chain management. With modules in areas like retail innovation, marketing research, e-business, operations and supply chain analysis, and consumer behaviour, learners will develop a sound understanding of the principles and methods of retail management from market research and strategy to distribution and sales.

    Modules:
  • Retail Management
  • Innovations in Retailing
  • Retail Management Project
  • Operations and Supply Chain Analysis

    Similarities:
  • The South African (SA) and the MU qualification share several similarities, making them comparable in many ways such as the qualification purposes and ensuring the graduates upon completion of the qualification possess the required skills for retail management.
  • Both qualifications possess similar curriculum which cover content areas such as Retail Management, Operations, Supply Chain Analysis, and Innovations in Retail Management, ensuring that learners gain a solid foundation in these essential retail industry fields.

    Differences:
  • The SA qualification stands out with its comprehensive 360-credit structure, providing a more in-depth and robust learning experience compared to the 9-credit Bachelor of Commerce Concentration in Retail Management qualification.
  • The SA qualification is designed to be completed in three years of full-time study, allowing learners to gain their qualification faster than the three or four years required by McGill University.
  • Furthermore, the SA qualification is offered via a distance mode, whereas the McGill University's qualification is offered via a distance mode.

    Country: Canada
    Name of Institution: Toronto Metropolitan University
    Name of Qualification: Bachelor of Commerce in Retail Management

    Purpose of the Qualification: The qualification provides learners with an integrated perspective of the many facets of a retail organisation as well as insight into the broader context of retailing in society. Learners will develop practical and comprehensive knowledge of customer service strategies, 'people' skills, information systems, merchandising and financial acumen as essential elements in the Retail Industry.

    Modules:
  • Introduction to Retail
  • Issues and Innovations in Retailing
  • Introduction to Global Management
  • Principles of Marketing

    Similarities:
  • The South African (SA) and the Totonto qualification, both consist of similar content areas such as introduction to Retail, Principles of Marketing and innovations in retail management.
  • Both qualifications offer a similar purpose by ensuring learners engage in an integrated perspective of the many facets of a retail organisation as well as insight into the broader context of retailing in society.

    Differences:
  • The Toronto qualification is a four-year degree, whereas SA qualification is a three year qualification when taken full-time.
  • the SA's qualification is a flexible structure, offers affordability, and an online learning support, making it more accessible for working professionals, ensuring that learners can balance their studies with other commitments, positioning the SA qualification as a more efficient and adaptable choice for those looking to advance their careers swiftly.

    Conclusion
    In conclusion all qualifications in Retail Management share several similarities with SA's qualification. These qualifications all emphasise the development of essential skills in retail management, such as operations, supply chain analysis, and innovations in retailing, and aim to prepare learners for leadership roles in the retail industry. However, the SA's qualification distinguishes itself with its more flexible and affordable distance learning structure, as well as its 360-credit, three-year format. This enables learners to complete their qualifications more efficiently while balancing other commitments, making it an appealing option for working professionals looking to advance their careers in retail. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Diploma in Retail Business Management, NQF Level 7.
  • Bachelor of Business Administration in Retail Management, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Retail Business Management, NQF Level 8.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Retail Store Manager, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. MANCOSA Pty (Ltd) 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.