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.

Diploma: Hospitality Management 
73294  Diploma: Hospitality Management 
Ed-u City Campus 
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
National Diploma  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
Undefined  240  Level 5  NQF Level 05  Regular-Provider-ELOAC 
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
2019-06-30   2023-06-30  

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. 


Tourism in South Africa is a fast growing industry. Hospitality Management plays an integral part in maintaining high standards in the hotel industry, increasing tourism. ED-U City Campus offers by means of specialized education and personalized individual attention, market related training with high standards, equal to international standards, which will thereby produce dynamic young leaders with entrepreneurial skills.

Hospitality Management is basically aimed at the implementation of knowledge as required in all specific fields by Counsel on Higher Education, South African Qualifications Authority and the Department of Education. Hospitality Management provides qualifying learners with a basic knowledge of and competence in the application of service techniques. The learner will be able to independently carry out required duties, make decisions and solve problems in the context of the workplace. It will also prepare the learner to be sensitive to issues of race, gender, age and sexual orientation, as well as to have respect for the human body.

By doing this programme, learners will be able to:
  • Acquire appropriate skills, knowledge, attitudes and values that will improve the standard of living, human development, productivity and opportunities for all citizens from all walks of life.
  • Relate skills, knowledge and values to actual situations; ensure the balance between theory and practice and articulate with the standards of the industry and self-development.
  • Develop general and specific skills in entrepreneurial activities.
  • Demonstrate acquired knowledge and values developed in entrepreneurial activities.
  • Collect and analyze information in order to make informed decisions.
  • Communicate effectively in a business environment.


    The programme Hospitality Management is geared towards equipping students/learners with skills and practical knowledge that can be applied in the industry. The subjects offer the learner the opportunity to pursue a career in various possible career paths, because the spectrum of knowledge gained is so broad and unique. This ensures that students obtain jobs easier than students with purely academic knowledge. A practical module to ensure and evaluate the student`s ability and understanding of the module accompanies each module. ED-U City Campus demands a great deal of experiential learning as prerequisite to complete the academic Qualification. ED-U City Campus thus enables students to make themselves more employable and prepared for the job market. Level, total credits required credits and learning components assigned to the Qualifications. 

    Apart from the access requirements as described above, each application is treated on its merits in terms of relevant work experience and prior relevant NQF-aligned Qualifications obtained.

    The learner will possess fundamental numeracy, communication, literacy and life skills on entry to the programme. Basic literacy skills such as reading and writing, and to communicate effectively in written form. The ability to analyse, interpret and critically evaluate written and verbal information.

    Recognition of Prior Learning:

    Purpose of Recognition of Prior Learning:

    The purpose of Recognition of Prior Learning is to grant credits towards unit standards and/or qualifications registered on the National Qualifications Framework (NQF).

    The NQF objectives highlighting the Recognition of Prior Learning purpose are:
  • Facilitate access to, and mobility and progression within education, training and career paths.
  • Accelerate redress of past unfair discrimination in education, training employment opportunities.

    In principle a Qualification could be achieved in part in whole through Recognition of Prior Learning.

    The process of Recognition of Prior Learning:
  • Identifying what the candidate knows and can do.
  • Matching the candidate's skills, knowledge and experience to specific standards and the associated criteria of a Qualification.
  • Assessing the candidate against those standards.
  • Crediting the candidate for skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past.

    The process at ED-U City Campus:

    Most of the time applications are for the recognition of subjects completed elsewhere when the procedure described below is simplified by matching the credits and syllabus with that of Ed-U City Campus equivalents.

    The Ed-U City Campus Recognition of Prior Learning policy and procedure for Recognition of Prior Learning identifies the following stages:
  • Pre-screening, pre-assessment, assessment, judgement.
  • Moderation, feedback, post-assessment support,
  • Appeals.

    The structure of this programme makes the Recognition of Prior Learning possible where the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Entrepreneurial Studies qualification and be awarded the qualification in part or in whole.

    Access to the Qualification:

    Ed-U City Campus has an open, transparent and democratic admissions policy. Its aim is to provide opportunity to individuals to upgrade, develop and acquire Qualifications to foster greater employability. To meet this aim the Higher Education NQF Level 5 Qualifications require students to have met the following criteria:
  • A Grade 12 School Leaving or Senior Certificate (Level 4 on the National Qualifications Framework) or a Matriculation Certificate or an N3 Certificate. Original or certified copies of certificates must be submitted.
  • Subjects passed must be of an Academic or Commercila nature (this excludes Religious Instructions and arts and crafts subjects).
  • The subjects passed must include English. It is assumed that learners accessing this programme will have demonstrated competence to communicate at cognitive academic level of proficiency (CALP) in the medium of instruction of Ed-U City Campus, which is English.
  • It is further assumed that the learner possesses numeracy skills at NQF Level 4.
  • A pass in a NQF Level 4 in a related field. The student will be required to produce a certificate from a trained assessor certifying the competence at that Level.
  • An age exemption of 23 years.
  • Original copies of certification must be produced on registration.
  • If, on account of class size and capacity, Ed-U City Campus has to limit student numbers, 65 % of students accepted must come from groups showing previous disadvantage.
  • Ed-U City Campus has a Recognition for Prior Learning policy and is briefly explained in the relevant section of this submission. 


    Level, total credits required credits and learning components assigned to the Qualifications.

    Qualification Title: Diploma in Hospitality Management.


    Learning components (Modules titles only); Number of Credits allocated; NQF Level:
  • Business English, 5 Credits, NQF Level 5.
  • Computer Literacy, 10 Credits, NQF Level 5.
  • Health and Safety, 6 Credits, NQF Level 5.
  • Guest Care, 6 Credits, NQF Level 5.
  • Human Orientation and Customer skills, 6 Credits, NQF Level 4.

    Subtotal: 33 Credits.


    Learning components (Modules titles only); Number of Credits allocated; NQF Level:
  • Communication, 5 Credits, NQF Level 5.
  • Culinary Studies I, 26 Credits, NQF Level 5.
  • Food and Beverages Services I, 14 Credits, NQF Level 5.
  • Entrepreneurship I, 6 Credits, NQF Level 5.
  • Business Calculations, 5 Credits, NQF Level 5.
  • Basic Bookkeeping, 14 Credits, NQF Level 4.
  • Front of House Operations I, 9 Credits, NQF Level 5.
  • Fundamentals of Nutrition, 8 Credits, NQF Level 5.
  • Rooms Division Operations I, 11 Credits, NQF Level 5.
  • Culinary Studies II, 26 Credits, NQF Level NQF Level 6.
  • Food and Beverages Services II, 8 Credits, NQF Level 6.
  • Front of House Operations II, 8 Credits, NQF Level 6.
  • Guesthouse Management, 5 Credits, NQF Level 5.
  • Hospitality Industry Law, Credits, NQF Level 5.
  • Hospitality Financial Principles, 5 Credits, NQF Level 5.
  • Hospitality Management, 5 Credits, NQF Level 6.
  • Rooms Division Operations II, 5 Credits, NQF Level 6.
  • Entrepreneurship II, 14 Credits, NQF Level 6.
  • Experiential Learning, 30 Credits.

    Subtotal: 210 Credits.

    Learning components (Modules titles only); Number of Credits allocated; NQF Level:

  • Consumer Behaviour, 10 Credits, NQF Level 65
  • French Communication, 10 Credits, NQF Level 64

    Minimum Electives required, 10 Credits.

    Qualification Rules: (Choice of modules or unit standards and credits).

    Refer criteria and guideline document for required details. An example of rules:
  • All the Fundamentals totalling 33 Credits are compulsory.
  • All the Core modules totalling 210 Credits are compulsory.
  • Learners must choose a minimum of 10 Credits from the electives.

    A minimum of 248 credits is required to obtain the Qualification. 

    On successful completion of this programme learners will be able to:
  • Use their knowledge and skills to obtain a job in the hospitality industry.
  • Apply their values and attitudes to the benefit of their co-workers and the social environment.
  • Demonstrate hospitality knowledge and skills by applying these skills ethically and responsibly.
  • Analyze and interpret information in order to make informed decisions.
  • Communicate effectively in a business environment.
  • Demonstrate an understanding of and participate in activities that promote effective business relations.
  • Demonstrate an ability to manage and organize themselves effectively within the context of their field of study.
  • Use science and technology critically to ensure the health of staff.

    Critical Cross-Field Ooutcomes:

    The Qualification contributes to the development of competencies linked to Critical Cross-Field Outcomes including:

  • A strong emphasis is placed on business communication skills in the programme through the lecturing of Business Communication theory and the application of skills.

    The use of Science and Technology:
  • Learners are provided with a sound foundation in terms of computer literacy and industry specific software such as Galileo, to be utilized in the application of skills obtained in the more theoretical components of the programme.

    Problem solving:
  • Problem solving skills are developed through the completion of various assignments and programme related activities where learners are expected to address practical problem scenarios relevant to the content of the programme.

    Working with others:
  • In addition to individual input learners are also expected to develop group interaction skills through the completion of assignments in group context. The practical exposure to group dynamics will be utilized effectively in the promotion of a culture of teamwork often expected in employment situations.

    Organizing and managing oneself:
  • Organizational and planning skills are developed in the execution of progamme related activities.

    Critical thinking skills:
  • Learners are required to apply knowledge gained in practical scenarios linked to programme content in order to promote initiative and problem solving skills in the workplace.

    Understanding the world as a set of related systems:
  • The programme contributes to the enhancement of employability of the individual in the employment market as the necessary theoretical and practical skills foundation is developed for career path development in the employment sector. 

    Associated Assessment Criteria for Exit Level Outcomes:

    On passing this programme the learners will be able to:
  • Prepare and describe various layouts of food service areas and perform basic service skills.
  • Demonstrate knowledge and application of advanced methods and control systems applicable to food and beverage service.
  • Demonstrate accurate use of point of sales systems.
  • Apply the principles of organolytics to evaluate and improve recipes and menus for competitive advantage.
  • Describe and perform basic functions in front office operations associated with the guest cycle.
  • Produce an appropriate operational plan for housekeeping services.
  • Understand and apply sound nutrition principles for customer dietary, ethnic and special requirements.
  • Apply basic menu planning to meet the needs of a variety of food outlets.
  • Perform appropriate and advanced cooking methods and techniques relative to a wide range of food commodities.
  • Supervise and maintain advanced food and drink service in terms of legislation, costing and control measures applicable to a variety of restaurants and food service outlets.

    Integrated Assessment:

    The purpose of assessment at Ed-U City Campus is to:
  • Provide a meaningful learning experience.
  • Measure and report student's achievement of capability in terms of competency.
  • Determine the student's capabilities against learning outcomes.
  • Identify learning needs.
  • Provide students with feedback on their learning.
  • Increase student's ability to assess and reflect on their own learning.
  • Report on student's progress and achievements.
  • Assist in the evaluation of the learning experience, including the assessment design.

    The Ed-U City Campus quality assurance manual advocates assessment that:
  • Encourages student learning and participation.
  • Provides feedback.
  • Is varied to avoid repetition and boredom.
  • Is flexible.
  • Is manageable.
  • Is fair and considerate of diversity.
  • Is reliable.
  • Is valid and meaningful.
  • Encourages student integration of learning.

    Formal Assessments Definitions:

    Formative Assessments:
  • These are those assessments done by means of tests and assignments as described below and contribute to the Year Mark.

    Summative Assessments:
  • These are described as formal examinations and cover all the work done over a period of time.

    Integrated Assessments:
  • These are normally is the form of projects when required to combine the knowledge obtained from all the subjects.

    The results from the above assessments are used to determine the Year Mark for a subject. The method is defined and should appear in the Study Guide.

    Assessments may be varied by:
  • Unseen written examinations-Projects.
  • Seen written examinations-Dissertations.
  • Portfolio development-book, article, multi-media material reviews.
  • Essays-Essay plans.
  • Strategic or business plans-Laboratory work as approriate.
  • Fieldwork-Case studies.
  • Literature searches-Group/team work.
  • Journal article analysis/critiquing-Audio/video tape production.
  • Oral presentations -Observations.

    The assessment methods vary between the various instructional offerings. In general, the following apply:
  • Ad Hoc theoretical class tests-duration 10-15 minutes. Learners and peers do self-evaluation.
  • Published Class tests-duration of one lecture period.
  • Semester test/exam covering all work to date-duration 1-3 hours.
  • Essays/assignments.
  • Oral presentation.
  • Practical projects where appropriate.

    The assessment of Experiential Learning/project work integrates the learner's theoretical and practical knowledge in the workplace.

    An integrated assessment approach is incorporated into the programme which permits the learner to demonstrate applied competence and which uses a range of formative and summative assessment methods.

    This ensures that assessment practices are open, transparent, fair, valid, reliable and practicable, and ensure that no learner is disadvantaged in any way whatsoever.

    Assessment methods and techniques (as described above):

    Theory: Class tests, semester tests, final examinations, essays/assignments, oral presentations and simulations.

    Practicals: Write-ups, projects, practical tests/examinations, log books, portfolios and simulations.

    Resource centre utilization: Learners are encouraged to present assignments in typed format and the computer centre is utilized by them in the preparation of essays, reports and assignments, and for the analysis of data. The extent to which these, and other, resources have been utilized will be evidenced in the assignments. 

    This programme was not benchmarked against specific overseas equivalents and it is assumed that the research conducted by Ed-U City Campus on the South African Qualifications Authority website, as an example, reflects the current situation in South Africa and would ensure that the examples obtained have international comparability characteristics in terms of:
  • Content, outcome and assessment criteria.
  • Degree of difficulty.
  • Credits and notional learning time. 

    This programme provides access to various learning pathways, both vertical and horizontal. The scope of access provided is determined by the Qualification itself.

    The underlying principle in the design is that the qualifying learner has the learning assumed to be in place to embark upon the study of qualifications at a higher level or at the same level but with a different focus, and that through the acquisition of this certificate, a viable learning pathway is created.

    This underpins the concept that qualification design favours the principle of 'dove-tailing', i.e. exiting from this qualification leads directly to entry to one or more qualifications at the same or higher level of the NQF.

    This programme compare favourably with similar one's at other tertiary institutions and allows for articulation horizontally and vertically nationally.

    By structuring the programme within the South African Qualifications Authority guidelines learners will be able to articulate both horizontally and vertically to other programmes and institutions as equivalent Qualifications offered by other institutions also follow these South African Qualifications Authority standards. Taking different subjects from different fields and from other faculties further enhances horizontal articulation.

    This programme is sufficiently general to allow learners wishing to switch to other qualifications offered by the Institution or elsewhere. Successful learners may also continue their studies at suitable tertiary institutions. 

  • Ed-U City Campus has a moderator/examiner policy described in their Quality Assurance Manual.
  • External examiners and moderators are appointed to validate Learner assessments.
  • Examination papers and memoranda are given to the relevant person to evaluate before examinations. Scripts are marked by the examiners and then given to the relevant person for moderation. Examiners and moderators confirm the final marks.
  • The moderators evaluate a percentage of theory papers of the final examinations when the subject is completed. 

  • Similar Qualification at one level higher than the level of the Qualification.
  • Only persons of appropriate seniority and/or experience who are able to command authority should be appointed. They should normally hold a post of at least lecturer level with at least three years experience in the field. Also there must be some evidence that they are familiar with current expectations in higher education.
  • Registration of the assessor with the relevant ETQA. 

    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 



    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. Ed-u City Campus 

    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.