[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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 Office Administration Practice 
SAQA QUAL ID QUALIFICATION TITLE
125432  Higher Certificate in Office Administration Practice 
ORIGINATOR
Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd 
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  Office Administration 
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 Higher Certificate in Office Administration Practice aims to equip learners with the introductory knowledge and skills, cognitive and conceptual tools, and practical techniques needed to enter administrative roles within various industries. This qualification will provide learners with a solid understanding of office procedures, communication strategies, and proficiency in relevant software applications. Its purpose is to prepare learners for the demands of the modern workplace, enabling them to contribute effectively to the efficient functioning of offices and organisations.

The qualification is designed in alignment with the institution's qualifying learner capabilities, aiming to develop qualifying learners who are individually transformed into work-ready professionals, thriving in life and work with the necessary discipline-specific knowledge and skills. By completing this qualification, qualifying learners enhance their employability and are well-positioned to pursue careers in administrative roles. The goal is to meet the evolving needs of the workforce by producing well-trained entry-level staff equipped to navigate the complexities of modern office environments.

Upon completion of this qualification, a qualifying learner will be able to:
  • Compile, analyse, structure and present text in a logical and coherent manner.
  • Apply computer literacy skills that enable effective documentation, communication, presentation, and processing of data.
  • Demonstrate proficiency in office administration and administration practices across diverse administrative disciplines.
  • Communicate professionally and effectively in a business environment.

    Rationale:
    In developing this qualification, the primary focus is on meeting the specific needs of the South African economy and addressing the demand for proficient office administrators. The qualification aims to contribute to societal well-being by encompassing both the general and specialised components needed for business skills, as outlined in the Services SETA Sector Skills Plan of 2022-2023. To optimise operational efficiency and adapt to technological advancements, businesses are increasingly seeking skilled office administration staff. As office administrators are versatile and able to work across multiple sectors, the role is now among the most in-demand jobs in South Africa. These professionals play a vital role in the organisational structure, performing tasks such as organising office operations and procedures, managing communication, coordinating meetings and appointments, and maintaining electronic filing systems and records.

    This qualification's development aligns with the HEQSF, equipping learners with basic introductory knowledge and practical competence for various administrative roles within the business sector. It also provides a pathway for learners who may not have met the admission criteria for Diploma or Bachelor's studies, enabling them to advance to higher NQF levels. By focusing on problem-solving, decision-making, information organisation and analysis, performing key administrative tasks, proficient use of office technology, and effective teamwork, the qualification addresses critical areas of skills development.

    There are currently few qualifications available in the open distance e-learning mode. Offering this qualification in the open distance e-learning mode widens access to higher education in South Africa. The qualification enables learners to articulate into several of existing NQF level 6 or 7 qualifications, enhancing their career prospects. This aligns with the institution's mission to provide quality and relevant education and training to all our learners, by equipping qualifying learners with the essential knowledge, theory, and skills required for office administration roles. Qualifying learners can pursue career opportunities in corporate offices, government agencies, educational institutions, or non-profit organisations. The qualification equips qualifying learners with the skills needed to access entry-level roles in office administration and ultimately become professional office administrators with high proficiency in office software, communication, and organisational skills.

    Typical job roles for this qualification exist as:
  • Administrative assistants.
  • Executive assistants.
  • Secretaries.
  • Data entry clerks.
  • Project coordinators.
  • Customer service representatives. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution's existing RPL policy and practices will be applied in relation to the qualification. The principles of recognising learning that has already taken place will be applied at a modular level.

    RPL for access:
    The institution follows the CHE's Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE, 2016) and in accordance with the policy, learners applying for admission to the qualification via RPL can only be exempted from a maximum of 50 % of the qualification modules.

    Learners need to be able to demonstrate their prior learning either through evaluation/verification and/or assessment. Each application will be considered on a case-by-case basis, and learners will enter into discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence. Although learners are rigorously assessed, as per the principles of RPL, there is no guarantee that a learner will gain admittance into a qualification or receive exemptions from modules.
  • While the institution is making provision for RPL, it is adhering to the guidelines set by the CHE (CHE, 2016), and only 10 % of a cohort will be allowed admittance to a qualification on RPL basis.
  • All RPL applications will be adjudicated by the Academic Committee and Registrar: Administration. The outcome of the applications will be communicated to learners in writing (via email).
  • In addition to the admission criteria, the institution recognises that many learners who have not achieved a National Senior Certificate (NSC) or an equivalent prior qualification (e.g., Senior Certificate without endorsement) can benefit from higher education. In keeping with the objectives of the Ministry of Higher Education and Training to support wider and more diverse access to higher education within the higher education system, potential candidates who do not meet the technical benchmark for admission to the qualification may be considered for candidacy under the institution's recognition of prior learning (RPL) arrangements.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate (SC) without endorsement.
    And
  • A pass in English, Mathematics or Mathematical Literacy. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory modules, NQF Level 5, 105 Credits:
  • Academic Literacy, 14 Credits.
  • Computer Literacy (Word, Word Advanced and Outlook) 16 Credits.
  • Introduction to Office Administration, 20 credits.
  • Introduction to Business Communication, 20 Credits.
  • English Foundations, 10 Credits.
  • Professional Practice for Office Administrators, 15 Credits.
  • Computer Literacy Advanced (Spreadsheets, Spreadsheets Advanced, Database, Presentation Graphics), 10 Credits.

    Elective modules, NQF Level 5, 15 Credits (Select One Module):
  • Office Administration in Context: Project Administration, 15 credits.
  • Office Administration in Context: Human Resource Administration, 15 Credits.
  • Office Administration in Context: Legal Practice Administration, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Compile, analyse, structure and present text in a logical and coherent manner.
    2. Apply computer literacy skills that enable effective documentation, communication, presentation, and processing of data.
    3. Demonstrate proficiency in office administration and administration practices across diverse administrative disciplines.
    4. Communicate professionally and effectively in a business environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Read, interpret, and comprehensively analyse a variety of texts and documents.
  • Accurately identify and discuss various reading strategies to be followed whilst reading text.
  • Adequately demonstrate the ability to convey information clearly and accurately, using appropriate language, tone, and format.
  • Correctly construct cohesive and coherent sentences.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Effectively Use a range of software applications to perform office tasks efficiently.
  • Accurately demonstrate the ability to create professional documents utilising appropriate software applications.
  • Skilfully develop visually appealing and organised presentations using appropriate software applications.
  • Effectively capture, organise, sort, and filter data using various software applications.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Effectively manage administrative tasks and adhere to sector-specific regulations within diverse administrative disciplines.
  • Efficiently manage office resources, including physical space, supplies, and equipment.
  • Competently organise and maintain electronic filing and record-keeping systems to ensure information retrieval and secure data storage.
  • Capably understand the importance of cost control and resource allocation in the office environment.
  • Appropriately show an awareness of professional standards and ethics within a business context.
  • Successfully understand the impact of technology in the workplace environment.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Accurately distinguish between various business communication channels and tools in the workplace.
  • Effectively utilise appropriate communication styles and techniques for different business contexts, audiences, and purposes, such as emails, reports, and presentations.
  • Show effective interpersonal communication skills, such as active listening, empathy, respect, and diplomacy, to build positive relationships.
  • Utilise digital technologies and tools effectively to communicate within the workplace.
  • Identify effective practices and technologies for planning and participating in face-to-face and virtual meetings.

    INTEGRATED ASSESSMENT
    The institution's assessment practices are driven by its Assessment and Moderation Policies.

    The Higher Education Assessment and Moderation Management Policy, which sets the institutional assessment strategy, is written from the standpoint of open distance and e-learning provision. From this vantage point, the policy guides and frames assessment practices, imagining the specific requirements of learners studying in the distance modality. That is, the policy and its implementation are fully cognisant of what is needed to ensure learners can navigate the challenges and opportunities associated with the distance modality.

    While the institutional policy provides the broad parameters for assessment and moderation practices, there are several factors peculiar to the specific requirements of the qualification that inform how we think about and design our qualifications, including the choice of assessment strategies (i.e., the specific number, configuration, weighting and combination of assessment events as the means by which learning outcomes are assessed), the assessment typologies (i.e., the general category/type of assessment, e.g., summative, formative, ipsative, diagnostic, etc., selected as the assessment strategy), and assessment modalities (i.e., the particular type of instrument by which learners are assessed, e.g., examination, research essay, discussion forum, etc.) used in each module.

    With the open distance and e-learning mode of provision framing and orientating our approach to learning, teaching and assessment, the academic field/discipline provides a central point of reference, ensuring that the design of assessments is conversant with and responsive to developments in the discipline. The selection of assessment strategies and typologies attempts to connect meaning-making with the demands of the distance learner and the requirements of the academic field, especially when the qualification leads to a professional designation.

    Comingled with the requirements of the academic discipline, the selection of assessment strategies and typologies is also guided by the institutional pedagogy, which we have outlined in our responses to Section F, Annexure: Learning and Teaching. The outworking of the pedagogy, underpinned by the capabilities approach, transformative learning, and knowing-doing-being, triggers careful consideration of how and what assessments will measure. Other critical factors, such as the alignment of assessments to the module outcomes, which are themselves carefully mapped to the exit-level outcomes and associated assessment criteria of the qualification, and the NQF level appropriateness guide the settling of assessment strategies and typologies linked to the specific qualification design, framed within the prescribed HEQSF parameters of the qualification type (i.e., purpose and characteristics).

    The configuration of formative and summative assessments (i.e., assessment strategy), which follow a scaffolded and developmental arc, allows for a selection of fit-for-purpose strategies that are contingent on the specific cognitive and/or competence requirements of the learning and teaching in modules. Thus, assessment strategies are carefully selected to develop specific capabilities and competencies required of qualifying learners to enter the job market as skilled [entry-level] practitioners in their field.

    Before implementing an accredited qualification, the assessment strategies are selected and settled as a standardised approach that considers the factors mentioned above. Such standardisation ensures distance learners have a consistent experience and stable set of expectations across all modules in a qualification. In addition to consistency and stability, standardising the assessment strategy also supports the equitable distribution of learner workload, preventing overload or underload in modules. Equitable workload distribution is crucial for distance learners who often balance work, family, and study responsibilities.

    Moreover, the clear identification and description of selected assessment strategies enable and support a focused staff development protocol, contributing to academic capacity, proficiency, and expertise in designing assessment strategies and typologies for qualifications by academic staff.

    The selection of modalities is informed by what is deemed most effective for evaluating learner learning and performance in the distance mode and is based on the module outcomes. The institution.4 A employs a range of assessment modalities, including examinations (both e-invigilated and in-person, and both facilitated by a network of Learner Support Centres across the country. Learners who have access to personal internet-enabled computers will not need to access a support centre other than to collect their textbooks or to write an in-person invigilated assessment), assignments, research essays, self-assessments, portfolios, reflective journals, continuous assessments, and integrated assessments.

    For the qualification, the assessment strategy includes the following configuration and combination of weighted assessment typologies:

    Formative and Summative Assessment
    Assessment Strategy C (ASC):
  • Two (2) formative assessments (FA1 and FA2) will count fifty percent (50%), twenty-five percent (25%) each towards the overall mark.
  • One (1) summative assessment (SA1) will count fifty percent (50%) towards the overall mark.

    Assessment Strategy 2 (AS2):
  • One (1) formative assessment (FA1) will count fifty percent (50%) towards the overall mark.
  • One (1) summative assessment (SA1) will count fifty percent (50%).

    The implementation of this assessment strategy is carefully monitored and quality assured by Academic and Quality Managers (AQMs) responsible for overseeing all assessment development undertaken by the educators assigned to individual modules for the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification is comprabale to the international qualifications from the following countries:

    Country: Australia
    Institution: Australian College of Excellence
    Qualification title: Diploma of Business
    Duration: 52 weeks (1 year)
    NQF Level: AQF (Australian Qualifications Framework) Level 5
    Mode of study: In-person

    Entry requirements:
  • Must be at least 18 years old.
  • Must have completed year 12 or equivalent.
  • An IELTS score of 6.0 with no individual band scoring lowering than 5.5.
  • Competency in English.

    Purpose/Rationale:
    The purpose of the Diploma of Business is to develop learner's skills and knowledge necessary to succeed in a management or administrative role in a variety of businesses. The course covers a broad range of topics, including marketing, human resources, finance, and operations management.

    Career opportunities for this qualification include:
  • Business development manager.
  • Office manager.
  • Administration manager.
  • Customer service manager.

    Qualification structure:
    Compulsory modules:
  • Develop critical thinking in others.
  • Manage budgets and financial plans.
  • Manage business resources.
  • Develop workplace policies and procedures for sustainability.
  • Lead communication in the workplace.

    Elective modules:
  • Manage recruitment and onboarding.
  • Manage business risk.
  • Coordinate workforce plan implementation.
  • Manage organisational customer service.
  • Manage team effectiveness.
  • Ensure a safe workplace for a work area.
  • Manage meetings.

    Assessment:
  • Projects/ case study.
  • Practical observation/ demonstration.
  • Short written knowledge questions/tests.
  • Web based research and reports.
  • Discussions and practical demonstrations.

    Similarities:
  • The Australian College of Excellence (ACE) and the South African (SA) qualifications are both offered for a duration of one year.
  • The ACE and SA qualifications align in terms of modules focused on written and verbal communication practices within a business context such "Introduction to Business Communication" and "Lead communication in the workplace.
  • The purpose of both qualifications is aligned in terms of developing learners' skills and knowledge to work effectively as administrators within the various disciplines.
  • Both qualifications require learners to have completed a secondary school leaving certificate for entry.

    Differences:
  • The ACE qualification is a Diploma in Business, with a focus on business principles, management, and organizational operations, whereas the SA qualification is a Higher Certificate with a specific focus on office administration practice, and the skills needed to manage daily office tasks effectively.
  • The ACE qualification has a minimum age requirement of 18 years for learners, whereas the SA qualification does not impose any age restrictions.
  • The ACE qualification requires learners to undergo an International English Language Testing System (IELST) whereas the SA qualification does not.
  • The career opportunities for the ACE qualification includes managerial roles such as office manager, administration manager, and customer service manager whereas the SA qualification is limited to administrative roles such as administrative assistant, secretaries, customer service representatives, data entry clerks, or project coordinators.
  • The ACE qualification is offered exclusively through in-person delivery, whereas the SA qualification is offered through an open distance e-learning mode of study.

    Country: New Zealand
    Institution: Open Polytechnic
    Qualification title: Diploma in Business (Administration and Technology)
    NQF Level: NZQA (New Zealand Qualifications Authority) Level 5
    Duration: 1 year
    Credits: 120
    Mode of study: Online

    Entry requirements:
  • Achievement of NCEA (National Certificate of Educational Achievement) Level 2.
    Or
  • Approved qualification at Level 3 or above with a relevant pathway.
    Or
  • English proficiency.

    Purpose/Rationale:
    The purpose of the qualification is to provide learners with the skills to contribute to the achievement of business operational objectives, through the application of knowledge and skills, in an ethical and inclusive manner.

    Learning outcomes:
  • Analyse the operational impact of internal and external environments on a business entity to inform decision-making.
  • Apply broad knowledge of the principles and current practices of operations, accounting, marketing/sales, human resources, and risk management, to support the performance of a business entity.
  • Contribute operationally to innovation and organisational change in a business entity.
  • Develop and maintain operational business relationships with stakeholders to support the performance of a business entity.
  • Apply knowledge to analyse how the resulting bi-cultural partnership can be applied to operational business activities and relationships.
  • Apply professional and ethical practices with integrity, in accordance with the operational environmental, social and cultural requirements of the context, and apply personal and interpersonal skills to contribute to the achievement of business operational objectives.
  • Manage business administration functions, operations, and/or projects, to support the entity's operational goals.
  • Select, apply and support a broad range of current and emerging business technologies to enhance the entity's performance.
  • Manage and evaluate administrative systems and processes and recommend improvements.

    Qualification structure:
    Compulsory modules:
  • Organisations in an Aotearoa New Zealand Context.
  • Business Environments.
  • Business Functions.
  • Change and Innovation.

    Administration and Technology Strand Courses:
  • Administration Systems and Processes.
  • Advanced Business Information.
  • Applied Business Technologies.
  • Office Management.

    Similarities:
  • The Open Polytechnic (OP) and the South African (SA) qualifications both have 120 credits.
  • Both qualifications are offered for a one-year duration of study.
  • The OP and SA qualifications share a common purpose of developing learners' skills and knowledge to work effectively as administrators across various disciplines. This alignment is reflected in the qualification outcomes and purpose statements of both qualifications.
  • The OP and SA qualifications both require a school-leaving certificate or equivalent for entry.
  • Both qualifications offer technology-focused modules, such as "Computer literacy" and "Administration Systems and Processes" designed to equip learners with the skills required to carry out various digital tasks.
  • Both qualifications are offered via online learning platforms.

    Differences:
  • The OP qualification is titled a Diploma, whereas the SA qualification is titled a Higher Certificate.
  • The OP qualification focuses on broader business principles, offering a specialization in administration and technology, which prepares learners for roles that require both business acumen and digital proficiency. In contrast, the SA qualification places greater emphasis on the practical aspects of office administration, equipping learners with hands-on skills needed for efficient office support and operational tasks.
  • The SA qualification requires a Level 2 or 3 pass whereas the SA qualification requires learners to have attained a pass on NQF Level 4. 
    		•

    ARTICULATION OPTIONS 
    The qualification has the following articulation options.

    Horizontal Articulation:
  • Higher Certificate in Office Administration, NQF level 5
  • Higher Certificate in Front Office Administration, NQF Level 5
  • Higher Certificate in Office and Computing Studies, NQF Level 5
  • Higher Certificate in Public Administration and Management, NQF Level 5
  • Higher Occupational Certificate: Human Resource Management Administrator, NQF Level 5.
  • Higher Occupational Certificate: Database Administrator, NQF Level 5.

    Vertical Articulation:
  • Diploma in Business Administration, NQF level 6
  • Diploma in Business and Information Administration, NQF Level 6
  • Diploma in Office Administration and Management, NQF Level 6
  • Diploma: Public Administration and Management, NQF Level 6
  • Advanced Certificate in Business Administration, NQF Level 6
  • Advanced Certificate in Business Management and Administration, NQF Level 6

    Diagonal Articulation:
  • Occupational Certificate: Compliance Officer, NQF Level 6.
  • Occupational Certificate: Facilities 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. Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd 


    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.