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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: |
| Occupational Certificate: Entrepreneur |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 124485 | Occupational Certificate: Entrepreneur | |||
| ORIGINATOR | ||||
| Development Quality Partner - SERVICES SETA | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| QCTO - Quality Council for Trades and Occupations | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Part-Qualification | Field 03 - Business, Commerce and Management Studies | Generic Management | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 63 | Not Applicable | NQF Level 03 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0632/25 | 2025-06-03 | 2030-06-03 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2031-06-03 | 2034-06-03 | |||
| 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:
The purpose of this part-qualification is to prepare a learner to function as an Entrepreneur. This part-qualification will contribute to the development of the learner by providing learners with the skills, knowledge, and experience to enable them to determine whether a business idea is viable and secure the resources to launch it. Learners completing this part-qualification would be able to at a later stage enrol for the National Occupational Certificate: Entrepreneurial Business Manager in which case they will be granted recognition for modules already completed through Credit Accumulation and Transfer. An Entrepreneur explores and develops product concepts and prepare funding motivations required to launch viable new business enterprises. A qualified learner will be able to: Rationale: The need for this part-qualification was identified during the realignment of existing unit standards-based qualifications to create a learning pathway for learners. This part-qualification focuses specifically on the component related to the realignment of the National Certificate: New Venture Creation (SMME), NQF Level 2 to provide learners with the knowledge, skills and experience required to establish the viability of a business concept and secure the resources to launch it. There are no similar qualifications registered on the OQSF. This part-qualification will benefit the sector, society and the economy as Entrepreneurs will start a small business, based on a need in the community. The business will generate an income and thereby contribute to the economy. Typical learners to be attracted to this part-qualification are those who intent to start their own viable business. Collaboration with relevant stakeholders: List typical occupations in which the qualifying learner will operate (if relevant). |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme. Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors. For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. For a Skills Programme, the accredited Skills Development Provider (SDP) must ensure all modular competency requirements are met prior to the FISA and keep record of such evidence. Upon successful completion of the EISA/FISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO. Entry Requirements: An NQF Level 2 qualification with mathematical literacy and communication. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:
Knowledge Modules Total number of credits for Knowledge Modules: 21 Practical Skill Modules Total number of credits for Practical Skill Modules: 24 Work Experience Modules Total number of credits for Work Experience Modules: 18 |
| EXIT LEVEL OUTCOMES |
| 1. Identify opportunities for establishing a viable new venture, by applying knowledge and skills in relation to interpreting relevant information from a range of sources.
2. Determine financial requirements to start-up a new business, by applying knowledge and skills in relation to producing a coherent presentation and report and providing explanations for positions taken. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Identify opportunities for establishing a viable new venture, by applying knowledge and skills in relation to interpreting relevant information from a range of sources. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Determine financial requirements to start-up a new business, by applying knowledge and skills in relation to producing a coherent presentation and report and providing explanations for positions taken. Integrated Assessment: Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. Formative Assessment Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained. Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification. Summative Assessment Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. External Integrated Summative Assessment The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating the attainment of all modules for the Knowledge, Practical and Work Experience modules. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared to the following international qualifications:
Internationally, training related to Entrepreneurs is restricted to either short courses, offered by entrepreneurial agencies, or graduate and post graduate degrees, offered at university level. Two short courses could be identified, one in the United Kingdom (UK) and one in Australia. These countries were therefore selected for international comparability. There is also a lack of part-qualifications to compare internationally with this one, hence the use of a parent qualification comparability but it was customised to address this part-qualification. Australia The Technical and Further Education institution in New South Wales (TAFE NSW), based in Sydney, New South Wales, Australia, offers the Certificate IV in Entrepreneurship and New Business (BSB40320). The approximate duration is 12 months, and no entry requirements are specified. This is a level 4 certificate. Core units Elective units Similarities The Australian Certificate is similar to the part-qualification Occupational Certificate: Entrepreneur in terms of content as all core modules of the Australian Certificate are also covered by the part-qualification. Differences The Australian Certificate differs from the part-qualification Occupational Certificate: Entrepreneur in terms of level, duration and structure (it does not include work experience as a component of the qualification). The part-qualification also do not cover any of the management related modules. United Kingdom (UK) The University College Birmingham, based in Birmingham, England, offers a Business Enterprise and Entrepreneurship Foundation Degree (undergraduate). The duration is 2 years full time. The only specified entry requirement is English proficiency. Foundation degrees are at Level 5 in the Framework for Higher Education Qualifications in the UK. The course includes theory and practical training (in a Financial Trading Suite and Digital Creative Studio providing real-time global market information) as well as a 48-week paid Work placement. This course focuses on the following: Similarities The UK Foundational Degree is similar to the part-qualification Occupational Certificate Entrepreneur in terms of structure. All aspects related to the setting up of the business is also covered by the part-qualification. Differences The UK Foundational Degree differs from the part-qualification Occupational Certificate Entrepreneur in terms of level and duration. The part-qualification does not cover the management aspects. Conclusion: The part-qualification Occupational Certificate Entrepreneur only covers part of the National Occupational Certificate: Entrepreneurial Business Manager which compares well and is similar to the Australian Certificate IV in Entrepreneurship and New Business in terms of level, duration and content and further compares well with the UK Business Enterprise and Entrepreneurship Foundational Degree in terms of content and structure. |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for the following articulation options.
Horizontal Articulation: Vertical Articulation: National Occupational Certificate: Entrepreneurial Business Manager; NQF Level 4. Diagonal Articulation: |
| NOTES |
| Additional Legal or Physical Entry Requirements:
None. Criteria for the accreditation of providers Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below. The curriculum title and code is: Entrepreneur: 134903-001-00-01. Encompassed Trade: None. Assessment Quality Partner (AQP) Services SETA. RELATED QUALIFICATION National Occupational Certificate: Entrepreneurial Business Manager, NQF Level 4, 120 Credits. |
| 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. |