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 THAT HAS PASSED THE END DATE: 

National Certificate: Management 
SAQA QUAL ID QUALIFICATION TITLE
61594  National Certificate: Management 
ORIGINATOR
SGB Generic Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 
SAQA 0160/05  2006-05-02  2009-05-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-05-02   2013-05-02  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
59201  National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  162   

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The Qualification is applicable to all people in management across all sectors as the Fundamental and Core Components deal with knowledge, skills, values and attitudes required by all managers in all economic sectors where a management function has to be exercised. Learners will deal with specific sectoral or sub-field competency requirements through the selection of appropriate Unit Standards for the Elective Component.

The purpose of the Qualification is to build Generic Management competencies that enable managers to:

1. Strive for excellence and to aspire towards best practice in any organisation.
2. Meet all related legislative requirements and environmental factors affecting teams and organisations
3. Meet the need for change within a diverse working environment
4. Interact with all role players and to ensure sound communications
5. Apply the basics of good planning, organising and leading of teams, divisions and departments in organisations
6. Be creative and innovative thereby creating desirable solutions to the benefit of organisations
7. Think strategically when forecasting, planning and marketing
8. Effectively and appropriately use information and systems
9. Demonstrate financial awareness in meeting the goals of the organisation

Learners will be able to apply the above-mentioned competencies to the specific sector in which they are employed.

This Qualification will allow a learner to obtain a nationally recognised Qualification in Management. It will set a standard for professionalism within management across all economic sectors, which will also assist in attracting and retaining quality learners. This Qualification will also provide for the recognition of prior learning by allowing learners to obtain credits for knowledge and skills that they already possess and so obtain the Qualification in whole or in part through such recognition.

The Qualification supports the objectives of the National Qualifications Framework in the following ways:
  • it provides a learning opportunity at level 5 in a Management learning pathway that starts with the National Certificate in Management Level 3 and which, it is intended, will culminate in a Qualification at Level 7. It also gives the opportunity to learners to obtain official recognition for knowledge and skills that they possess in management through the awarding of an officially recognised Qualification
  • the provision that the Qualification may be obtained through the recognition of prior learning facilitates access to an education, training and career path in Generic Management, and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities
  • the inclusion of the specified Unit Standards in the Fundamental and Core Components contributes to the full personal development of each learner and the social and economic development of the nation at large.

    RATIONALE FOR THE QUALIFICATION

    The National Certificate in Management at NQF Level 5 is designed to meet the needs of those learners who are already involved in management or who enter the management domain at a first line manager or middle management level. The typical learner who will access this Qualification will be a person who has to supervise other managers, supervisors and/or team leaders. The learner`s job title will vary from organization to organization depending upon the nature, internal organization and size of the organization. Titles such as supervisor, first line manager, junior manager and even middle manager might apply to the position held by the typical learner of this Qualification.
    This type of manager will spend approximately half of the available work time managing but will also spend time performing the functions that the people who are being managed perform.

    This Qualification is a response to the workplace need for competent managers across all economic sectors. The current and future need for competent managers has been expressed by employers and employees. The skills, knowledge, attitudes and values required by managers are captured in this Qualification.

    This National Certificate in Management Level 5 provides the learner with the necessary competencies to be employed in various managerial roles in any economic sector. It will also enable the Learner to pursue different career opportunities as many of its competencies are generic enough to be applicable to other career paths and job roles.

    This National Certificate is structured in such a away that it gives learners exposure to a broad set of Core competencies while the Electives, which may be chosen from any economic field, allow for competence in the learner`s current work environment or chosen future work environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners should be competent in Communication and Mathematical Literacy at NQF 4 or equivalent.

    RECOGNITION OF PRIOR LEARNING

    The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned in the previous paragraph.

    This Recognition of Prior Learning may allow:
  • For accelerated access to further learning at this or higher levels on the NQF
  • Gaining of credits towards a Unit Standard
  • Obtaining of this qualification in part or in whole.

    This Qualification may be achieved in part or in whole through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This National Certificate in Management at NQF level 5 consists of Unit Standards, which are Fundamental, Core and Elective. The Qualification will have a minimum of 120 credits of which 30 credits are Fundamental, 64 credits are Core and a minimum of 26 credits are in the Elective component. The Elective standards may be chosen from already registered Unit Standards, or from Unit Standards still to be generated, in any field in which the learner works and which will contribute to the learner`s efficiency as a manager or as an employee in that specific field.

    In this Qualification the credits are allocated as follows:

    Fundamental 30 credits 25%
    Core 64 Credits 53%
    Elective 26 credits 22%

    MOTIVATION FOR NUMBER OF CREDITS ASSIGNED TO FUNDAMENTAL, CORE AND ELECTIVE COMPONENTS

    Fundamental Component:

    All Unit Standards in this Component are compulsory. These Unit Standards will add value to learners both socially and economically in terms of their ability to operate as literate and numerate people and more especially as managers in a global economy.

    Core Component:

    The Unit Standards classified as Core describe the generic managerial competence applicable to all managers in all organisations in any economic sector. They are for all managers who operate at this level. The Unit Standards require application of knowledge and skills in real situations. All these Unit Standards are compulsory.

    Elective Component:

    Learners are required to select Electives that add up to at least 26 credits from Unit Standards listed below. The Electives listed below are from the fields of Human Resource Management, Financial Management, Accounting and Marketing, all of which provide the learner with knowledge and skills which aid the management of a section/division/department. Learners may also select Elective Unit Standards from the sector in which they are employed or in which they show a particular interest. 

    EXIT LEVEL OUTCOMES 
    The Outcomes are specified in terms of a combination of Specific and Critical Cross-Field Outcomes as defined in the different Unit Standards. On achieving this Qualification, a learner is able to:

    1. Develop and implement a strategy and action plan for a team, division or department through:

    2. Apply best practice and performance improvement measures to the work plans of the section/division/department in order to reach the objectives of the team/division/section/department which contribute to the success of the organisation as a whole

    3. Devise and implement management processes that enable him/her to monitor the achievement of objectives of the team, division or department

    4. Manage a division/department`s work programme so that tasks are prioritised and finished according to schedule using efficient time management techniques that minimise the effect of time wasters.

    5. Lead a team of people involved in operations in order to enhance individual and team performance and achieve the objectives of the team, division or department through:

    6. Initiate new projects and see to their implementation in the work plan so as to enhance the effectiveness of the section/division/ department and to reap the benefits for the group associated with the successful implementation of new projects

    7. Interact effectively with all role players to ensure sound communication through:

    8. Use systems effectively and appropriately in achieving the objectives of the team, department or division

    9. Apply sound financial management practices and techniques including:

    10. Identify the need for change and Implement change within a team, department or division to ensure that the group remains abreast of current needs and demands

    11. Organise training and development programmes and create an environment conducive to skills development to enhance the skills level of individuals and the team as a unit. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Develop and implement a strategy and action plan for a team, division or department through:
  • Interpreting current legislation
  • Ensuring that work plan and actual operations of the section/division/department comply with legislative requirements
  • Interpreting trends in the industry and deciding on which are applicable for the section/division/department in terms of the resources available, cost, ethos of the organisation, etc
  • Applying codes of conduct

    2. Apply best practice and performance improvement measures to the work plans of the section/division/department in order to reach the objectives of the team/division/section/department which contribute to the success of the organisation as a whole

    3. Devise and implement management processes that enable him/her to monitor the achievement of objectives of the team, division or department

    4. Manage a division/department`s work programme so that tasks are prioritised and finished according to schedule using efficient time management techniques that minimise the effect of time wasters.

    5. Lead a team of people involved in operations in order to enhance individual and team performance and achieve the objectives of the team, division or department through:
  • The effective utilisation of motivation techniques applicable to individuals and teams
  • Using team building techniques to build up the team and maintain its effectiveness
  • Harnessing diversity
  • Empowering team members through recognising their strengths, delegating tasks and using a participatory decision-making style

    6. Initiate new projects and see to their implementation in the work plan so as to enhance the effectiveness of the section/division/ department and to reap the benefits for the group associated with the successful implementation of new projects

    7. Interact effectively with all role players to ensure sound communication through:
  • The use of effective communication processes that suit the level of the employees, the work being done and the circumstances prevailing at the time
  • Giving the right information at the required time
  • Inviting input from team members
  • Supplying information in a pro-active and not reactive manner

    8.. Use systems effectively and appropriately in achieving the objectives of the team, department or division

    9. Apply sound financial management practices and techniques including:
  • Understanding the principles of budgeting and working within the limits of a budget
  • Interpreting financial statements
  • Making financial reports
  • Interpreting and analysing business data

    10. Identify the need for change and Implement change within a team, department or division to ensure that the group remains abreast of current needs and demands

    11. Organise training and development programmes and create an environment conducive to skills development to enhance the skills level of individuals and the team as a unit.
    Formative assessment:

    The assessment criteria for formative assessment are described in the various Unit Standards. Formative assessment takes place during the process of learning and assessors should use a range of assessment methods and tools that support each other to assess total competence. These tools include the following:
  • In-situ (on-the-job) observations
  • Role-play simulations
  • Structured group discussions
  • Knowledge tests, exams, case studies, projects, registers, logbooks, workbooks
  • Verbal report backs (presentations)
  • Portfolios of evidence
  • Projects
  • Experiential learning
  • Working in teams
  • Scenario sketching

    Assessment tools must encourage learners to give an account of the thinking and decision-making that underpins their demonstrated performance. Some assessments will be of a more practical nature others will be more theoretical. The assessment method and/or tools used by the assessor must be fair so as not to hinder or advantage a specific learner, valid in that it measures what it intends to measure, reliable in that it is consistent and delivers the same output across a range of learners and practical so that it takes into account the available financial resources, facilities, equipment and time.

    Learners will produce evidence of the following:
  • A developed strategy and action plan, and evidence of application/implementation
  • A system for implementing supervising and monitoring the achievement of objectives
  • Interaction with all role players documented in a report
  • Recording of individual and team performance against the achievement of the objectives of the team, division or department
  • The effective and appropriate use of information and systems in achieving the objectives of the team, department or division
  • Documented financial records for use in meeting the goals of the organisation
  • Implemented best practice and change strategies within a team, department or division,
  • Implemented legislation, code of conduct and current industry trends within the team, department or division

    The key to successful assessment in the field of Generic Management lies in on-going formative assessment. There will need to be a continuous process of evaluation of results achieved which will include the demonstration of all the outcomes in the context where learners carry out their management function.

    Summative assessment:

    Summative assessment may be carried out internally by the provider, but in accordance with the guidelines of the relevant ETQA and subject to moderation by the ETQA in question. Summative assessment is used to assess the overall achievement by the learner of the exit level outcomes.

    A detailed portfolio of evidence can be used to prove the practical, applied and foundational competencies of the learner as part of both the formative and summative assessment processes.

    The overall integration of the Fundamental and Core Unit Standards with the Elective Unit Standards in the learner`s working context is critical, and will ultimately show the impact of the Qualification on improving management competence.

    Co-operation between two ETQAs might be required, to assess and moderate the Fundamental and Core Competencies on one hand and the Elective competencies chosen from the workplace sector on the other hand.

    INTEGRATED ASSESSMENT

    The applied competence (practical, foundational and reflective competencies) of this Qualification will be achieved if a learner is able to achieve all the exit level outcomes of the Qualification. The identification and solving of problems, working in a team, organising self, using data, understanding the implications of actions and reactions in the world as a set of related systems must be assessed using a combination of practical, foundational and reflexive competency assessment methods and tools.

    Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Integrated assessments should assess combinations of practical, applied, foundational and reflective competencies. Formative and summative assessment must be used to determine the development of the whole person and the integration of applied knowledge and skills in the field of management.

    While assessment should be done in an integrated manner, certain Exit Level Outcomes will be measured and verified through assessment criteria assessed in one application.

    Assessors should check that the learner can demonstrate an ability to consider a range of options, make decisions and apply the above listed skills and knowledge skills in an integrated manner in a management environment. 

  • INTERNATIONAL COMPARABILITY 
    The Qualification was benchmarked against management Qualifications in Britain, Scotland, Australia and New Zealand, and was found to be comparable with other Qualifications at this level, in terms of the outcomes and assessment criteria, specifically the New Zealand Qualification entitled, National Diploma in Business (level 5). 

    ARTICULATION OPTIONS 
    This Qualification articulates well with all management qualifications at Certificate, Diploma and Bachelors Degree Level, as well as with qualifications in Project Management and Education Management. There would be easy articulation with the following Qualifications:
  • National Diploma in Marketing Management: NQF Level 5
  • National Diploma in Accounting and Financial Management: NQF Level 5
  • National Diploma in Public Administration and Management: NQF Level 6
  • National First degree in Customer Management NQF level 6
  • National First Degree in Marketing Management: NQF Level 6 

  • MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with a relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with relenant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the relevant ETQA`s policies and guidelines for assessment and moderation.
  • Moderation of the assessment of the Elective Unit Standards might have to be done by another ETQA and in such a case a Memorandum of Understanding will need to be entered into between that ETQA and the relevant ETQA.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as in the Exit Level Outcomes described in the Qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this qualification, the applicant should:
  • hold a management Qualification that is at least one level higher than this Qualification
  • Meet the requirements of National Assessor Unit Standards.
  • Be registered as an assessor with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

  • NOTES 
    This qualification has been replaced by qualification 59201, which is "National Certificate: Generic Management", Level 5, 162 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  15234  Apply efficient time management to the work of a department/division/section  Level 5  Level TBA: Pre-2009 was L5 
    Core  15236  Apply financial analysis  Level 5  Level TBA: Pre-2009 was L5 
    Core  15237  Build teams to meet set goals and objectives  Level 5  Level TBA: Pre-2009 was L5 
    Core  15231  Create and use a range of resources to effectively manage teams, sections, departments or divisions  Level 5  Level TBA: Pre-2009 was L5 
    Core  15216  Create opportunities for innovation and lead projects to meet innovative ideas  Level 5  Level TBA: Pre-2009 was L5 
    Core  15219  Develop and implement a strategy and action plans for a team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Core  15238  Devise and apply strategies to establish and maintain relationships  Level 5  Level TBA: Pre-2009 was L5 
    Core  15224  Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks  Level 5  Level TBA: Pre-2009 was L5 
    Core  15233  Harness diversity and build on strengths of a diverse working environment  Level 5  Level TBA: Pre-2009 was L5 
    Core  15215  Identify and interpret Best Practice guidelines, and plan for and implement Best Practice within the team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Core  15225  Identify and interpret related legislation and its impact on the team, department or division and ensure compliance  Level 5  Level TBA: Pre-2009 was L5 
    Core  15229  Implement codes of conduct in the team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Core  15226  Implement systems to meet the flow of information in a team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Core  15223  Implement training needs for teams and individuals to upgrade skills levels  Level 5  Level TBA: Pre-2009 was L5 
    Core  15230  Monitor team members and measure effectiveness of performance  Level 5  Level TBA: Pre-2009 was L5 
    Core  15235  Prepare and conduct staff selection interviews  Level 5  Level TBA: Pre-2009 was L5 
    Core  15214  Recognise areas in need of change, make recommendations and implement change in the team, department or division  Level 5  Level TBA: Pre-2009 was L5 
    Core  15220  Set, monitor and measure the achievement of goals and objectives for a team, department or division within an organisation  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  8647  Apply workplace communication skills  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  7876  Conduct on-the-Job-Training  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  7863  Manage staff development  Level 5  Level TBA: Pre-2009 was L5 
    Elective  10043  Develop, implement and manage a project/activity plan  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11907  Draft an employment contract  Level 5  Level TBA: Pre-2009 was L5 
    Elective  13015  Draft financial statements  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  10054  Identify and manage areas of customer service impact  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11286  Institute disciplinary action  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12989  Make and record payments  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11909  Monitor and advise on substantive conditions of employment and related rights and obligations in an organisation  Level 5  Level TBA: Pre-2009 was L5 
    Elective  10052  Monitor handling of customers by frontline customer service  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12997  Prepare financial reports and returns  Level 5  Level TBA: Pre-2009 was L5 
    Elective  14525  Present an informed argument on a current issue in a business sector  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12996  Record, analyse and prepare cost information  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  12140  Recruit and select candidates to fill defined positions  Level 5  Level TBA: Pre-2009 was L5 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary
    NQF Sub-Framework
    24493  National Certificate: Management  Generic Provider - Field 03  Level 5  Level TBA: Pre-2009 was L5  120     SERVICES  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    NONE 



    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.