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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Business Management 
SAQA QUAL ID QUALIFICATION TITLE
125419  Higher Certificate in Business Management 
ORIGINATOR
Red and Yellow Creative School of Business (Pty) Ltd (previously known as The Red & Yellow School of Logic & Magic) 
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
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

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 the Higher Certificate in Business Management is to develop learners' foundational, applied and reflexive competence in the of business management, for successful learners to demonstrate the requisite level of engagement with theories, principles and praxis applicable to a junior business management related position and appropriate to an academic context at NQF level 5. This qualification aims to encourage vocational skills development in areas such as business management, marketing, design thinking for marketing practice, finance principles and practice, business communication, entrepreneurship, new venture management, and professional practice. Through modules such as Business Management and Entrepreneurship and New Venture Management, this qualification aims to equip learners with essential business management skills and practical knowledge to navigate the current business climate in the localised context.

Learners will develop a portfolio of evidence demonstrating their awareness of the business context and their development of related professional skills, facilitated in a module that attaches firmly to Work Integrated Learning (WIL) Modality 4 (workplace learning). In the face of exponential technological advancement in areas such as artificial intelligence, robotics, automation and the like, and with reference to graduate attributes cultivated this qualification, the Higher Certificate in Business Management purposes to encourage the refinement of uniquely human skills' (Red & Yellow Creative School of Business, 2022) such as creative thinking, social intelligence, accountability, leadership, empathy, conflict resolution, adaptability, innovation, and communication. These graduate attributes echo the top skills for 2025 as described by the World Economic Forum (2020) as (inter alia) innovation, complex problem-solving, critical thinking, creativity, leadership, social influence, and resilience.

Additionally, the proposed Higher Certificate will provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies' The qualification includes an Academic, Digital and Data Literacy' module that is geared towards empowering learners to make the most of their academic studies and develop skills that would assist them, should they choose to progress into a three-year degree.

A Higher Certificate has the dual purpose of developing the vocational skills needed to function in the professional context as well as equipping learners with the knowledge and abilities needed to continue engagement with the focus area within academic contexts.

Upon completion of this qualification, a qualifying learner will be able to:
1. Demonstrate an informed understanding of the field of business management and practice, as well as basic applied competence in simulated, entrepreneurial and new venture management contexts.
2. Demonstrate an informed understanding of and applied competence in the field of marketing as an important functional area of business management and practice.
3. Apply knowledge of the basic principles that underpin financial practice and apply these in entry-level, simulated contexts.
4. Apply the principles of design thinking in the business context to address business problems creatively in familiar contexts.
5. Produce coherent and professional documents and digital information that support job application and business plan creation, as well as business documents for culturally sensitive communication with clients and colleagues in simulated and actual workplace settings.
6. Demonstrate the digital and data literacy skillsets required in the contemporary academic context and produce coherent communicative outputs with an informed understanding of and respect for academic convention.

Rationale:
The qualification aims to power employment in South Africa, with specific reference to entry-level jobs that require basic applied competence in the field of business management and related practice. The qualification is designed to meet the demand for junior positions in business management and related fields of business practice, focusing on general business management and the management of new ventures. According to the National Skills Development Plan 2030, the South African education system could be enhanced through the inclusion of more qualifications that seek to facilitate career progression for both employed and unemployed individuals (2019: 5). This publication also cites the need to prioritise innovation alongside improving education and skills development (2019: 5).

This qualification has been designed as a qualification for career progression in, or entry into, the field of business management and related practices. Alternatively, this qualification provides horizontal, diagonal and vertical articulation possibilities to cognate qualifications in the field of business management. Additionally, it may facilitate professional development in cases where business professionals seek to hone their skills in management, marketing, entrepreneurship and small venture management, finance principles and practice, and business communication. The knowledge, skills and values encapsulated in the qualification as competencies with which successful learners will exit the qualification as qualifying learners.

Considering that this qualification has been designed in the contact mode and the distance mode of provision with online support, it is aligned with the directive to support widened access to Post School Education and Training (PSET) in South Africa. In other words, by offering the qualification in two modes, the institution intends to make this qualification available to a diverse learner audience with varying needs and realities as these relate to time and location. This is done in alignment with the National Development Plan's belief that distance education, aided by advanced information communication technology, will play a greater role in expanding learning opportunities for different groups of learners and promote lifelong learning and continuous professional development as we move towards a more inclusive and prosperous society in 2030 (National Planning Commission, 2012: 295).

The field of business management offers stable career prospects owing to its critical role in driving the success of established business organisations and small business ventures in the local and international context. The demand for skilled professionals in business management and related practices continues to rise with an increase in early-stage entrepreneurial activity in South Africa since the pandemic (Bizcommunity, 2022). There is an increase in demand for skilled professionals in the field of business management and practice as small business ventures in South Africa expand their operations. As such, there is a demand for business management skills, which are required for the success of business enterprises in an increasingly competitive market (Bizcommunity, 2022). Business Management also offers the potential for high earnings and the possibility of career progression based on experience (talent.com, 2024). It is estimated that the percentage of the South African population involved in setting up or running a new business venture has increased. In 2023, 11.1% of the adult population in South Africa was involved in early-stage entrepreneurial activity and this is forecasted to increase in the coming years -signalling continued growth (Statistica, 2024). This growth is likely to result in increased positions in the industry, many of which will be at an entry level. According to the Labour Market Intelligence research qualification's 2022 Skills Supply and Demand in South Africa report, over a period (2018-2021) where the expanded labour force participation rates in South Africa showed an overall decline, participation by those in possession of a diploma or certificate only dropped by 0.1% (Stats SA), demonstrating the continued value of these qualifications in empowering active participation in positions requiring strong industry-oriented' skills (HEQSF, 2013:27),as developed through the completion of a Higher Certificate.

Furthermore, the Higher Certificate in Business Management is uniquely positioned to address the demand for innovation in Africa's entrepreneurial landscape. Entrepreneurs and small-medium enterprises (SMEs) are pivotal drivers of innovation, economic growth, and employment in Africa, with SMEs accounting for a staggering 80% of all jobs on the continent (Mpemba & Munyati, 2023). Despite Africa's remarkable rate of entrepreneurship, there remains a pressing need for heightened emphasis on innovation and digitalisation to bolster competitiveness and facilitate greater participation in the global market (Mpemba & Munyati, 2023). The modules are centred around fostering a culture of innovation and adaptability, empowering future business managers and entrepreneurs to thrive in today's dynamic business environment. Additionally, the Design Thinking for Marketing Practice module stands at the forefront of innovation and creative problem-solving in the business context, setting this qualification apart in the competitive landscape. With a foundation in design thinking principles and problem-solving techniques, learners will be able to address challenges in the business environment using innovative solutions. By integrating Design Thinking into the curriculum, future business managers and entrepreneurs learn how to approach challenges holistically. As such, this module - for example, seeks to enhance learners' ability to craft innovative ideas but also prepare them to create people-driven solutions to meet local needs.

The qualification is aimed at prospective learners with a knack for business management and related practices. Considering that this qualification is mainly vocational with a distinct industry focus (HEQSF, 2013), it emphasises WIL modalities one to four. The qualification will benefit learners by including possible career opportunities at the entry level, access to further undergraduate study, and the opportunity to engage practically with the areas of business management, marketing, design thinking for marketing practice, finance principles and practice, business communication, entrepreneurship, and new venture management. It is important to note that, in addition to affording learners' opportunities to acquire career-relevant technical knowledge and skills relating to business management, the qualification also intends to create opportunities for students to develop pertinent values and professional skills required in the contemporary workplace. Furthermore, learners are inducted into the Higher Education landscape and acquire the competencies necessary to engage with and produce academic writing, interpret data and present this visually, function as responsible digital citizens, and engage with generative artificial intelligence in ethical and sensible ways, in an academic and professional context.

This qualification intends to propel successful learners into entry-level career opportunities related to business management, to assist them in becoming successful entrepreneurs and new venture managers, or to build pathways to further undergraduate study. Recent job postings online have indicated that qualifying learners should be able to find employment in the following areas (depending on the level of experience required by the respective employer):
  • Assistant Manager.
  • Business Management Intern.
  • Junior Business Manager.
  • Intern Business Manager.
  • Junior Administration Management Assistant.
  • Junior Office Clerk.
  • Team Lead.
  • Line Manager.
  • Small Business Manager.
  • Entrepreneur.

    As an alternative to potentially giving learners access to entry-level careers, this qualification also creates opportunities for further undergraduate study through horizontal, vertical, and diagonal articulation routes into cognate qualifications offered within the institution and at other South African providers of Higher Education.

    Learners will benefit from this qualification by opening avenues for further study and allowing entry into the job market. These include offering opportunities for formal, tertiary education to those who might not be able to commit to a three-year degree qualification due to financial or practical constraints. In this way, Higher Certificates assist in offering practical pathways into career opportunities where foundational knowledge and practical skills are required as the basis for entry, but which are characterised by the option of upward mobility based on further industry experience. In this way, qualifications like the Higher Certificate in Business Management, speak to social redress in South Africa - where many individuals cannot afford the luxury of the implications of full-time study on a degree. According to Stats SA, in the first quarter of 2024, youth unemployment in South Africa was at 45.5% among young individuals (15-34 years old). This number is significantly lower when considering those with a tertiary qualification -demonstrating the value placed on the skills and knowledge developed through such qualifications.

    The National Skills Development Plan 2030 is grounded in the belief that economic growth, leading to increased job opportunities, will raise the living standards for all, but particularly those in lower socioeconomic circumstances (Department of Higher Education and Training, 2019: 1). It is believed that offering a one-year qualification that allows graduates to enter the workforce, alongside offering this in the distance mode, will cater to the broader South African audience in a practical manner.

    Additional economic benefits that may flow from the qualification are the addition of entry-level problem solvers who can navigate commercial and entrepreneurial contexts for the benefit of business organisations and the national economic landscape alike. Business management and practice related practices are also considered essential elements in ensuring a business's continued success. As South Africa continues to grow its international footprint, the input of young business practitioners, managers, and entrepreneurs (or those older individuals who might offer their own unique insights), might play a role in setting businesses apart in the competitive global landscape, even at the entry level. With this qualification, the institution seeks to deliver qualifying learners who can manoeuvre the challenges implicit in a neo-liberal society, to ultimately contribute not only to their own career progression, but also toward uplifting the South African society. A closer look at the contemporary business industry corroborated a demand for business managers and other business practitioners. This evidence is verified by online search results for career / job listings relating to business management.

    The business management, marketing, entrepreneurship for new business ventures, financial principles and practice, and business communication are competencies that have been integrated into the Higher Certificate in Business Management's design. Application of theory will be accentuated through the activation of work-integrated learning (WIL) modalities 1 (work-directed theoretical learning), 2 (problem-oriented learning), 3 (project-oriented learning) and 4 (workplace learning (CHE, 2012: 16).

    Kindly note that we have strategically chosen to foreground marketing as a business function, as opposed to, for example, operations or human resources, in this qualification in line with the fact that our marketing related qualifications have been very well regarded in the creative and border business industries. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL) is a key driver in support of the transformation and redress of the postschool education and training system, and is part of the institution's commitment to responding to and providing flexible entry routes to the qualification.

    RPL for access:
    For this qualification in particular, applicants are required to complete and submit a portfolio of evidence in support of their application.

    The institution will be looking for a minimum of three years' relevant work experience, that links with the outcomes of this qualification and aligns to that of the qualification's set of envisioned competencies. This would also include self-initiated projects or self-taught skills that would align with the skills required for the qualification. Evidence of this must be provided with testimonials from the workplaces concerned. Further to this, two reference letters are required from previous employers, attesting to the competencies stipulated and in alignment with the qualification requirements. Furthermore, a motivation letter that speaks to the reasons for the RPL application, career plans, and thoughts around learning and education is required.

    Applicants may be admitted via RPL provided they meet the requirements outlined in the RPL policy. Note that academic faculty members with the requisite qualifications and subject matter expertise are responsible for assessing RPL applications.

    Should an applicant not meet the requirements, they will be directed to other suitable learning qualifications at the institution (if available) or at other institutions, or be advised on further academic development if needed.

    The institution acknowledges that a maximum of 10% of a cohort of students admitted to the proposed qualification may be admitted via the RPL route.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4.
    Or
  • National Certificate (Vocational), NQF Level 4.
    Or
  • Senior Certificate, NQF Level 4. 
    		•

    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:
  • Business Management, 15 Credits.
  • Marketing 1, 15 Credits.
  • Finance Principles and Practice, 15 Credits.
  • Academic, Digital and Data Literacy, 15 Credits.
  • Design Thinking for Marketing Practice, 15 Credits.
  • Business Communication, 15 Credits.
  • Entrepreneurship and New Venture Management, 15 Credits.
  • Professional Practice with WIL Modality, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an informed understanding of the field of business management and practice, as well as basic applied competence in simulated, entrepreneurial and new venture management contexts.
    2. Demonstrate an informed understanding of and applied competence in the field of marketing as an important functional area of business management and practice.
    3. Apply knowledge of the basic principles that underpin financial practice and apply these in entry-level, simulated contexts.
    4. Apply the principles of design thinking in the business context to address business problems creatively in familiar contexts.
    5. Produce coherent and professional documents and digital information that support job application and business plan creation, as well as business documents for culturally sensitive communication with clients and colleagues in simulated and actual workplace settings.
    6. Demonstrate the digital and data literacy skillsets required in the contemporary academic context and produce coherent communicative outputs with an informed understanding of and respect for academic convention. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply knowledge of business functions and general management, and address problems arising from this context with reference to familiar scenarios.
  • establish a new venture based on a basic evaluation of the business landscape, taking various business structures and the legal framework into account, in a familiar, simulated context.
  • Apply business management and leadership skills in the context of new ventures with reference to familiar, simulated scenarios.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain and apply the marketing mix, as well as segmenting, targeting, and positioning, in simulated business contexts.
  • Conduct basic market analyses and prepare simple business portfolios with reference to familiar scenarios.
  • Devise simple, integrated marketing communications plans in well-defined contexts.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Explain and engage forms of business ownership with in familiar case-based scenarios.
  • Appreciate and comment on the purpose and significance of monitoring financial transactions.
  • Use standard methods and procedures to perform basic financial calculations, interpret and analyse simple financial statements, and submit VAT returns, with reference to simulated scenarios.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explain the interplay between business, innovation, design thinking, and marketing practice, and use this foundational knowledge in familiar, simulated contexts.
  • Appreciate the value of design thinking in business and marketing, and apply its underlying principles in familiar, simulated business environments by utilising standard methods and procedures.
  • Apply a design thinking mindset to the resolution of problems arising from familiar business and marketing scenarios.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Create a curriculum vitae and supporting collateral to secure a workplace learning placement and future employment, and develop a simple but sound business plan for a small enterprise.
  • Apply professional interpersonal and communication skills in diverse simulated and actual workplace settings, with cognisance of the affordances and fragilities of 21st century workplace contexts.
  • Appraise own conduct and communicative competence with reference to workplace learning.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Perform basic analyses and evaluation of academic sources of information, drawing on available online platforms in ethical ways, and use this information in accordance with intellectual property conventions to inform academic outputs.
  • Convey and edit substantiated arguments in academic essay format with cognisance of grammar and formatting conventions.
  • Conduct basic analyses of data sets, and depict findings in visually compelling ways in the contemporary academic context.

    INTEGRATED ASSESSMENT
    Formative Assessment Summary:
    Formative assessments are conducted during the learning process to support student progress and prepare them for summative evaluation. Each module includes two formative assessments that are closely aligned to the module outcomes, ELOs and AACs, ensuring constructive alignment across all levels of the curriculum.

    These assessments typically take the form of written assignments, case-based tasks, tests, practical exercises, or scenario-based activities that allow students to apply concepts in familiar, simulated contexts. Formative assessments provide structured opportunities for practice, reflection and skill development while enabling lecturers to identify areas where students may need additional support. All formative work is submitted through the Learning Management System, and detailed, constructive feedback is provided to guide learners' improvement and readiness for the final summative assessment.

    Feedback on assessment:
    Once assessments have been marked, feedback is provided to learner on an individual basis by means of comprehensive and constructive comments on the assessment rubric on the LMS . Feedback is also provided in a group setting by means of a discussion of the marking schedule and the outcomes of assessment task(s). Notes on these discussions are provided to the learner. With reference to the contact mode of provision, feedback is provided in writing, as a pre-recorded voice note, or in class (on campus). For the distance mode, feedback is provided in writing or
    as a pre-recorded voice note which is made available on the LMS (which, at the time of writing, is recorded as Moodle).

    Summative assessments:
    These summative assessments take the form of either an integrated portfolio or a proctored examination, depending on the nature of the module. In modules where authentic, applied competence is central such as Business Management, Design Thinking, Professional Practice, and Academic & Digital Literacy a learner complete a portfolio that demonstrates their ability to apply knowledge and skills holistically to simulated or workplace-based tasks. In modules requiring controlled testing of conceptual and analytical competencies, such as Marketing and Finance, students complete a proctored examination using familiar case-based prompts to show mastery of discipline-specific tools and methods.

    All summative assessments are submitted or administered via the LMS, ensuring consistency across contact and distance modes, and are subjected to internal and external moderation to guarantee fairness, reliability and parity of standards. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared to the following international qualifications:

    Country: Kenya
    Institution name: Zetech University
    Qualification title: Certificate in Business Management
    Duration: Offered over 2 years in 3 semesters
    Credits:

    Entry requirements:
  • Be a holder of K.C.S.E with a minimum aggregate of D Plain.
    Or
  • Pass in Artisan Level where applicable.
    Or
  • Any other equivalent qualification as approved by KNEC.

    Purpose/Rationale:
    Zetech's Certificate in Business Management aims to equip working professionals with the skills and techniques on how to effectively and efficiently manage business activities. Emphasis will be on the importance of business management and operational skills. The course will serve as a foundation for students who wish to venture into business management and entrepreneurship as well as those who want to pursue high levels in business studies.

    Furthermore, it intends to facilitate entry into further academic studies, such as a Business Management and Administration Diploma or Bachelor of Business Administration qualifications offered at the institution.

    This qualification is intended for managers in any functional areas of the organisations and who wish to acquire knowledge and skills in business or individuals in business field who wish to acquire basic business skills and principles to enable learners to run their enterprises successfully.

    Typical career opportunities include:
  • Administrative Assistants.
  • Financial Officer.
  • Operating Manager.
  • Clerk.

    Expected Learning Outcomes:
  • Acquire basic knowledge necessary in carrying out analysis of concepts and practices in business entrepreneurship and administration.
  • Develop knowledge, skills and competence to the level where learners can make a professional contribution to the administration and management of businesses within the marketplace.

    Similarities:
  • Both the South African (SA) Higher Certificate in Business Management and Zetech's Certificate in Business Management. This is evidenced by both qualifications' interests in the fundamentals of management, business communication skills, entrepreneurship, marketing, and the principles of finance.

    Differences:
  • The SA Higher Certificate in Business Management contains a Work Integrated Learning (WIL) component, reflecting the belief in the benefits of experiential learning and practical experience, as opposed to the Zetech's qualification.
  • The SA qualification includes a module on design thinking for marketing while the Kenyan qualification does not include any modules with a specific interest in innovation.
  • The Certificate in Business Management at Zetech does not offer a module in academic, digital and data literacy which is included in the SA qualification to equip learners with foundational knowledge and skills required to engage with the course content and successfully complete the qualification.

    Country: Australia
    Institution name: Australian Institute of Higher Education
    Qualification title: Diploma of Business (Management)
    Level: AQF Level 5
    Duration: 1-year full time

    Entry requirements:
  • Successful completion of Year 12 at the credit or above level as determined in Student Admissions Policy or overseas equivalent.
    Or
  • Successful completion of an Australian Certificate IV.

    Purpose/Qualification structure:
    It should be noted that while the term "Diploma" is used for different qualification types globally, the Diploma offered at the Australian Institute of Higher Education represents a Level 5 tertiary vocational training qualification thereby aligning it with the nature and purpose of a Higher Certificate in the South African context.

    The Australian Institute of Higher Education's Diploma of Business (Management) intends to further develop learners' business administration and management skills and competencies and give them a solid foundation for further study at the undergraduate level. Similarly, the proposed Higher Certificate also seeks to prepare learners for entry level positions within areas of business management.

    Potential career paths:
  • Executive Officer.
  • Program consultant/coordinator.
  • Project Officer.
  • Administrative Assistant.
  • Communications Officer.
  • Project Officer.

    Learning Outcomes:
  • Identify disciplinary theories, frameworks and principles within a range of business contexts.
  • Discuss team dynamics, management principles and motivational factors within diverse team environments.
  • Summarise business knowledge of different environments with consideration to the various cultural, societal, sustainable, ethical, economic and global perspectives.
  • Demonstrate effective written and oral communications using appropriate technologies and strategies suitable to the audience.
  • Discuss skills required to work with different stakeholders to help drive business needs forward.
  • Illustrate ethical practice and social responsibility in business environments.

    Similarities:
  • Similar core concepts and applied competencies are emphasised in the South African (SA) Higher Certificate in Business Management and the Diploma of Business (Management). These include academic skills, business management, business communication, marketing and finance fundamentals.
  • The Australian qualification's learning outcomes uses verbiage synonyms with the level descriptors at an NQF level 5, indicating a comprehensive curriculum that fosters both theoretical understanding and practical application within the field, ensuring learners are equipped with the necessary skills and knowledge for success in business management roles.

    Differences:
  • The Diploma of Business (Management) does not contain a WIL component, whereas the Higher Certificate in Business Management does.
  • The Australian qualification doesn't offer a module on design thinking for marketing as opposed to the SA qualification.
  • The Australian qualification consists of 6 core units and 2 specialisation units as opposed to the SA qualification.
  • The proposed career paths differ across both qualifications. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal, vertical, and diagonal articulation options.

    Horizontal Articulation:
  • Higher Certificate in Business Administration, NQF Level 5.
  • Higher Certificate in Entrepreneurship, NQF Level 5.

    Vertical Articulation:
  • Bachelor of Business Administration, NQF Level 7.
  • Bachelor of Commerce in Business Management, NQF Level 7.

    Diagonal Articulation:
  • National Certificate: Vocational, Level 4: specialising in Marketing or Management, NQF Level 4.
  • Advanced Occupational Certificate: Franchise Manager, 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.
     
    1. Red and Yellow Creative School of Business (Pty) Ltd (previously known as The Red & Yellow School of Logic & Magic) 


    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.