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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Business Administration 
SAQA QUAL ID QUALIFICATION TITLE
90864  Higher Certificate in Business Administration 
ORIGINATOR
Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business 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
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
Reregistered  SAQA 06120/18  2018-07-01  2021-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-06-30   2025-06-30  

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
82046  Higher Certificate in Business Administration  Not Applicable  NQF Level 05  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Higher Certificate: Business Administration is an entry level higher education qualification. This qualification is primarily vocational and industry oriented with Work Integrated Learning being a key component. The qualification provides learners with basic introductory knowledge, cognitive and conceptual tools for further higher education studies in their chosen field of study.

This qualification signifies that the learner has attained the basic level of higher education knowledge and competence in the business field and is capable of applying such knowledge and competence in the role of entry level business manager/employee.

The Higher Certificate: Business Administration is designed to recognise the competence, knowledge and skills required for people to plan and coordinate business administration functions and operations and provide business administration services in a wide range of business and organisational contexts.

The qualifying learner will have the ability to:
  • Demonstrate and apply fundamental knowledge of business administration and management.
  • Demonstrate an understanding of the main issues, concepts and tools of a modern dynamic office environment.
  • Communicate information coherently and reliably in both written and spoken language.
  • Explain the business organisation as a system within the wider context of society and the business world.
  • Apply knowledge of economics and basic bookkeeping.

    Rationale:
    The Higher Certificate: in Business Administration is an entry level higher education qualification. The purpose of this qualification is to prepare learners for a career in business, or to provide a learning pathway for those wishing to proceed to higher levels of business management study.

    The Open Distance Learning (ODL) mode of delivery provides access to learners in rural areas where Higher Education is not readily available. The ODL mode of delivery also provides access to the Higher Certificate to learners who are engaged in full-time employment and cannot attend full-time contact modes of delivery.

    Through the ODL mode of delivery, the Institution attempts to:
  • Provide additional access to education in order to meet the education and training needs of national residents and companies and to educate under-served populations. For many people in the past, academic programme calendars have not matched work and family responsibilities and programme offerings may not have met learner needs.
  • Provide accessibility of education to avoid the need for confining learning to bricks-and-mortar settings.
  • Capitalise on the public's growing acceptance of the value of lifelong learning which has fuelled an increased demand for higher education services among people outside the traditional 18-24 age range. Emerging student segments, such as executives seeking further education and working adults, may be more lucrative than traditional markets. By capitalising on emerging market opportunities, many educational institutions hope to generate significant revenue.
  • Serve as a catalyst for institutional transformation. Higher Education Institutions are being challenged to adapt rapidly to an increasingly competitive environment. Distance education can catalyse institutional transformation.

    The institution sees ODL as a multi-dimensional concept aimed at bridging the time, geographical, economic, social, educational and communication distances between learner and institution, learner and academics, learner and courseware and learner and peers. ODL focuses on removing barriers to access learning, flexibility of learning provision, learner-centeredness, supporting learners and constructing learning programmes with the expectation that learners can succeed and make a profound contribution to the organisations they serve, in the fields of strategy management, marketing management, human resources management, operations management, financial management and information management. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Mathematical Literacy at NQF Level 4.
  • Communication in the English language - as the language of tuition - at NQF Level 4.

    Recognition of Prior Learning:
    Learners may achieve this qualification in part through Recognition of Prior Learning.
    Learners may apply for credits and exemptions for subjects already passed in-house or at other recognised Institutes.
    Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed in the Recognition of Prior Learning process.

    Any learner wishing to be assessed for recognition of prior learning may arrange to do so without having to attend Higher Education. For recognition of prior learning the learner will be required to submit a portfolio of evidence of relevant experience, in a prescribed format, to be assessed for formal recognition. The assessor and learner will decide jointly on the most appropriate assessment procedures, subject to the assessment rules.

    Access to the Qualification:
  • National Senior Certificate (NSC) with a pass in the English language.
  • An appropriate equivalent qualification at NQF Level 4.
  • Access to the qualification via Recognition of Prior Learning.
  • A mature learner (23) may access the qualification based upon their workplace experience. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    Qualification Rules:
    All the modules are compulsory and all must be successfully achieved in order to be awarded the qualification.
    Modules:
  • Bookkeeping 1, 15 Credits.
  • Office Administration 1, 15 Credits.
  • Economic Environment, 15 Credits.
  • General Management, 10 Credits.
  • Office Administration 2, 15 Credits.
  • Business Law, 10 Credits.
  • General Management 2, 15 Credits.
  • Bookkeeping 2, 10 Credits.
  • Work Based Learning, 15 Credits.

    Total Credits for the qualification: 120 Credits. 

  • EXIT LEVEL OUTCOMES 
    1. Demonstrate and apply fundamental knowledge of business administration and management.
    2. Demonstrate an understanding of the main issues, concepts and tools of a modern dynamic office environment.
    3. Communicate information coherently and reliably in both written and spoken language.
    4. Explain the business organisation as a system within the wider context of society and the business world.
    5. Apply knowledge of economics and basic bookkeeping. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The concepts, terms, rules and principles of business are explained using practical examples.
  • The different functions of management are discussed.
  • Mathematical knowledge is applied to carry out computations in a business environment.
  • All business dealings are carried out appropriately and ethically in a legal environment.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Conflict and the importance of deadlines in a workplace are explained and managed through effective communication.
  • Time management and decision making in the office environment are demonstrated.
  • Abilities for constructive office organisation, effective office filing and trouble-shooting are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Communication tools are applied in a business environment to communicate coherently with internal and external stakeholders.
  • Basic conventions of professional discourse are applied appropriately in writing and orally.
  • Presentation skills are applied using appropriate technology.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The core functions of different functional departments of a business organisation are explained.
  • The business environment of a specific business is discussed to demonstrate deeper understanding of how the environment influences the business.
  • The nature of the modern dynamic office environment is highlighted in terms of the demands placed on it.
  • The tools of the modern office environment are applied.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The different source documents required in the bookkeeping department are identified and explanations given of where they are located and how they are used.
  • The rules of double entry are applied.
  • Subsidiary journals, the general ledger and book keeping practices are applied to the different inventory systems and for creditors.

    Integrated Assessment:
    The Institution will conduct diagnostic and formative assessment. Formative and other practical assessments should also take place in the work place, where applicable. The learner should also be able to assess him or herself and determine readiness for a summative assessment against this qualification.

    During integrated assessment the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflective competencies. Combinations of the following assessment methods are used during the integrated assessment process:
    1. Time-constrained written examinations.
    2. Course work Evaluations.
    3. Continuous Evaluations.
    4. Practical Evaluations.
    Integrated assessment at this level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across modules to achieve competence that is grounded and coherent in relation to the purpose of the qualification. 

  • INTERNATIONAL COMPARABILITY 
    This certificate has been developed for the South African context of Business Administration although drawing on themes from International Qualifications.

    This qualification has been evaluated against and been found comparable to both core and specialised knowledge elements found in the following International Qualifications Frameworks:
  • New Zealand NQF.
  • Australian NQF.
  • British NVQs.

    The qualification has been compared to the following International sources, where the outcomes and assessment criteria, degree of difficulty and notional learning time have been highlighted:
  • University of Waikato - New Zealand, Certificate in Management.
  • Massey University - New Zealand, Certificate in Business Studies. 

  • ARTICULATION OPTIONS 
    This qualification articulates horizontally with similar qualifications comprising similar modules or outcomes at NQF Level 5.

    This qualification articulates vertically with the following qualifications at NQF Level 6:
  • Diploma: Business Administration Management.
  • Diploma: Administration Management. 

  • MODERATION OPTIONS 
  • Moderation of learners' achievements and overall award of the qualification at the exit level is based on the well-established procedures of using external examiners (external to the provider) from accredited Institutions.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless Quality Council (QC) policies specify otherwise.
  • Moderation of assessment can be both institutional and work based.
  • External moderation will be undertaken as required by the relevant QC. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must:
  • Have a higher education qualification that is at least one level above the qualification being assessed.
  • Be an experienced tutor with practical experience in the particular area being assessed. 

  • 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. Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd) 



    All qualifications and part qualifications submitted for public comment, or 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.