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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: 

Higher Certificate in Accounting 
SAQA QUAL ID QUALIFICATION TITLE
117979  Higher Certificate in Accounting 
ORIGINATOR
Centurion Academy (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
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  EXCO 0821/24  2020-12-04  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
For a rapidly evolving and growing nation, it is crucial to increase the supply of competent graduates with entry-level capabilities to industries that rely on these skills if South Africa wants to continue to grow and to remain globally competitive.

The Higher Certificate in Accounting aims at ensuring learners are equipped with the knowledge, theory and methodology of the important disciplines in the field of accounting, tax, payroll, and business in general, and enable them to demonstrate initiative and responsibility in a professional or academic context where the application of the principles and theory are emphasised as a basis for entry into the labour market, professional training, graduate study, or professional practice in a wide range of careers within civil society, the public or private sectors.

Rationale:
The qualification has been developed with a dual-purpose, namely (a) to function as a bridge for learners who have not received an exemption or Bachelor's studies access after their Senior Certificate or National Senior Certificate.

On the successful completion of this one-year certificate, they can be granted access to either the study of an Advanced Certificate, three-year Diploma or a Bachelor's Degree and (b) to facilitate access to the world-of-work for learners who are capable of knowledge performance in support of those areas of the organisation that rely on the application of the knowledge and skills systems supporting a general knowledge in accounting.

The breadth and depth of learning achieved by individuals reflect a broad repertoire of skill sets and knowledge sets consisting of principles, theoretical engagement and levels of intellectual independence, characteristic of a qualification which facilitates access to the workplace and promotes critical and analytical citizenship.

For a rapidly evolving and growing nation, this qualification forms part of the increase in the provision of qualifying learners with capabilities to grow the economy, to advance social transformation, and to remain regionally relevant and globally competitive. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Learning that has been acquired through formal, informal and non-formal means is recognised for the fulfilment of the requirements of this qualification or part of the qualification. It is required that through assessment practices, the learner should demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Recognition of Prior Learning is performed using an Integrated Assessment as mentioned in the previous paragraph.

The institution accepts Recognition of Prior Learning (RPL) as an integral part of the academic programme and as an initiative to support the transformation of the education and training system in South Africa. It is acknowledged that all learning has value and the institution accepts the challenge to assess prior learning and award credit that is aligned to its programmes to promote lifelong learning.

The purpose of RPL at the institution is to recognise all forms of prior learning to:
  • Widen access to Higher Education through admission to programmes at the institution;
  • Grant advanced placement;
  • Facilitate mobility and progression within the career paths and programmes at the Academy.

    RPL is conducted mainly on a module/subject-match basis. This is where an applicant qualifies for RPL for certain modules in a programme. This applies to all qualification levels. Assessment is conducted by matching prior learning with the learning outcomes of individual modules/subjects or programmes. Assessment mechanisms may be supplemented using an interview.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4.
    Or
  • National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Accounting, 30 Credits.
  • Management Accounting, 26 Credits.
  • Payroll and SARS Returns, 26 Credits.
  • Business Management, 24 Credits.
  • Business Literacy, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the basic theoretical principles of accounting in opportunity identification and problem-solving.
    2. Plan and execute the research by gathering, analysing, synthesising and interpreting the relevant information correctly and reflecting on research undertaken.
    3. Demonstrate effective communication competence with the different role players in the accounting field and applying the theoretical principles of communication.
    4. Analyse and critically evaluate a scenario; develop meaningful suggestions and advice to address certain VAT, Tax, Payroll or other accounting issues.
    5. Organise and co-ordinate resources and opportunities in the field of accounting by applying the relevant theoretical aspects and to reflect on the application.
    6. Practice acceptable social sensitivity with others and work effectively in self-directed teams by implementing the relevant theory of teamwork and evaluate the implementation thereof.
    7. Utilise appropriate technologies in expanding accounting expertise.
    8. Promote responsible local and global citizenship through their approach towards the holistic application of their accounting capabilities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria applies across all Exit Level Outcome:
  • Demonstrate an informed understanding by being able to discuss and explain the core areas, disciplines, theory and practices in the Accounting, Tax, payroll, and general business sector.
  • Discuss key terms, concepts, facts, general principles, rules, and theories of this field.
  • Apply knowledge gained from the field to solve a problem or to identify an opportunity to improve an accounting system.
  • Demonstrate the awareness of how knowledge develops and evolves within Accounting.
  • Select and apply standard methods, resources, procedures and techniques within the tax, payroll, and Accounting field.
  • Plan, manage, reflect, and implement a process within a well-defined, familiar, and supported business environment.
  • Identify, evaluate and solve defined, routine, and new problems within the basic Accounting environment.
  • Apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to this field.
  • Demonstrate the consequences, and being able to communicate it to stakeholders and other role players.
  • Take account of, and act following prescribed Tax, Payroll and Accounting ethical codes of conduct, values, social sensitivity and practices.
  • Seek guidance on ethical and professional issues where necessary.
  • Gather information from a range of sources to select what is appropriate.
  • Apply the basic process of analysis, synthesis, and evaluation of information within a business environment as an individual and as a member of a group.
  • Communicate information reliably, accurately, and coherently, using conventions appropriate for Accounting principles, as well as applicable technologies.
  • Describe conventions around tax, payroll, and general business management principles.
  • Operate in a range of familiar and new contexts, and demonstrate an understanding of different kinds of systems, their constituent parts, and the relationship between these parts.
  • Show understanding of how actions in one area impact the associated areas within the same system including its impact on local and global citizenship.
  • Evaluate own or other's performance; take responsibility for own learning with a structured learning process; and promote the learning of others.
  • Account for own actions, work effectively with respect for others, and in a defined context, take supervisory responsibility for others and for the responsible use of resources, where appropriate.

    Integrated Assessment:
    Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged. Learning, teaching and assessment are in line with each other. All assessments are moderated by peer staff and evaluated in terms of clarity, validity and reliability. In the case of summative assessment such as examinations, the paper and the memorandum are subjected to moderation. The institution Examinations Committee scrutinises the assessment outcomes and submits it to the Academic Board for ratification before the results being made public.

    The term 'Integrated Assessment' implies that theoretical and practical (including WIL) components should be assessed together. During integrated assessments, the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    A variety of methods must therefore be used in the assessment. Tools and activities must be appropriate to the context in which the student is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    The outcomes, assessment criteria, degree of difficulty and the notional learning time of international qualifications were used to develop and benchmark the qualification. The comparison is with the Chartered Institute of Management Accountants (CIMA) qualifications. CIMA is the world's leading and largest professional body of management accountants.

    The CIMA qualification in Botswana is a Certificate in Business Accounting offered by the Botswana Accountancy College.
    Botswana was chosen because it is a neighbouring African country and the CIMA qualifications are presented by private colleges in Botswana (also in England, Russia and in many other countries), therefore it has been seen as a peer of the South African institution. The CIMA qualification is a benchmarking qualification to compare the higher certificate to because CIMA is the first and only global professional body for Chartered Management Accountants and is recognised as the most relevant finance qualification for business today. The Botswana certificate also forms a formal entry route to other professional qualifications. It is thus an internationally recognised qualification, presented by institutions in Botswana (and other countries in the world) who are considered to be peers of CA.

    Similar modules:
  • Financial Accounting.
  • Management Accounting.

    This qualification has been compared against the CIMA and the Austin Community College in Texas, USA. Austin Community College, Texas, USA has been accredited as one of top 10 CPA accounting schools in Texas and ranked as no 2 in the best Accounting Community Colleges League.

    Similar modules:
  • Business applications in Accounting.
  • Income Tax.
  • Managerial Accounting.
  • Payroll.

    This qualification compares well with the international qualifications in the sense that the Accounting, Management Accounting, Payroll and Tax are modules in those qualifications.

    This qualification is also considered to be an entry-level qualification which can serve as a bridge to a Degree in accounting which covers in-depth the economic, ethical, corporate governance, auditing, and law subjects as compared to the other international qualifications. 
    		•

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

    Horizontal Articulation:
  • Higher Certificate in Business Management, NQF Level 5.
  • Higher Certificate in Financial Management, NQF Level 5.

    Vertical Articulation:
  • Advance Certificate in Accounting, NQF Level 6.
  • Diploma in Business Management, NQF Level 6.
  • Diploma in Marketing, NQF Level 6.
  • Diploma in Accounting, 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.
     
    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.