| National Certificate: Management |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 83946 | National Certificate: Management | |||
| ORIGINATOR | ||||
| SGB Generic Management | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report. | SFAP – Sub-framework Assignment Pending | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 03 – Business, Commerce and Management Studies | Generic Management | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Level 3 | NQF Level 03 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Passed the End Date – Status was “Reregistered” | SAQA 06120/18 | 2018-07-01 | 2025/2026-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2025/2026-06-30 | 2025-06-30 |
| 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 |
| The purpose of the qualification is to build the knowledge and skills required by employees in junior management who have had schooling below NQF level 3. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as junior managers in the South African community and to respond to the challenges of the economic environment and changing world of work. As a qualification that covers management, it provides a framework for learners to develop competencies that will enable them to become competent junior managers. It introduces some theoretical concepts, requires the application of a limited base of knowledge and requires a well-developed range of skills that will enable learners to be informed workers in their chosen industry. It provides a balanced learning experience that allows flexible access to further education, life long learning, higher education and to productive employment in a range of occupational contexts. It provides an opportunity for learners to learn and apply academic skills in relation to management and will provide them with skills to adapt to changes in work procedures and processes in business and industry. The National Certificate in Management: Level 3 is intended for personnel already employed and other learners who intend to follow a career in management. The unit standards classified as core may be added to other industry qualifications to provide a management focus and align qualifications to the work done by learners. Practical competence is within a number of contexts some of which may be non-routine. The focus is on comparison, choice, interpretation and application of knowledge. Qualifying learners are capable of: Carrying out simple research tasks.Interpreting current affairs related to a specific business sector.Recognising the effect of HIV/AIDS on the specific workplace, business sub-sector and own organisation.Applying knowledge of self and team to enhance team performance.Maintaining records.Managing time and the work process.Explaining the structure of an organisation.Conducting a formal meeting.Inducting a new member of a team.Motivating a team.Describing the management function of an organisation. Rationale for the qualification: Management is an essential, key function of a business. The National Certificate in Management: Level 3 is designed to meet the needs of learners who require junior management skills in all sectors of the economy. It is intended for junior managers of business units in medium to large organisations. The term business unit in this qualification implies a cost centre, section or department. It is envisaged that learners who complete this qualification will be engaged in multiple work roles in a variety of organisations and will be able to play a part, at their level, in the implementing of the vision and contributing ultimately to the success of an organisation. Junior management positions in organizations include, but are not limited to team leaders, supervisors, first line managers and section heads. The position or term, “junior manager” is used to describe the first level of management in an organisation at which an employee has other employees reporting to him/her. The National Certificate in Management: NQF Level 3 exposes learners to a broad set of core competencies covering a number of aspects of junior management. It is intended for learners who: Have attained a National Certificate: Level 2 and wish to continue on a path of life-long learning in the field of management.Were previously disadvantaged and were therefore denied access to Further Education and Training or management positions.Wish to extend their range of skills and knowledge of management so that they progress within their chosen career path.Are team leaders or supervisors and wish to improve their management skills.See themselves as future managers and need to start their training at the lower end of management. The National Certificate in Management: Level 3 allows the individual to work towards a nationally recognised qualification. It is flexible enough to accommodate both learners in formal education and learners already employed in business or industry. It aims to develop informed and skilled junior managers. The qualification at this level is generic so as to allow maximum mobility between industries. Skills, knowledge, values and attitudes reflected in the qualification are building blocks that will be developed further at NQF level 4. The intention is:To promote the development of knowledge and management skills that are required in all sectors.To release the potential of people.To provide opportunities for people to move up the value chain. Learners already employed in junior management in business and industry at this level do work that requires a well-developed range of skills. The National Certificate in Generic Management: NQF Level 3 should assist junior managers to contribute to improved productivity and efficiency within the business environment. It should provide the means for current junior managers to receive recognition of prior learning and to upgrade their skills. Qualifying learners should be competent, at a basic level, in competencies relating to: Managing systems and processes, including planning own and group and team members` activitiesManaging resourcesManaging teams and individuals, including leading teams and participation in meetingsManaging self. Junior managers are generally in positions that require knowledge and expertise in a specific work function. It is therefore envisaged that learners at this level may elect to do a relevant workplace qualification in their field and include the unit standards that are classified as core in the National Certificate in Management: Level 3 as electives in another qualification. This would ensure that they have both industry and management expertise. This support the notion that junior managers are firstly experts in their field and secondly managers. This qualification could also be useful to managers of small businesses. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The unit standards that make up the certificate are the building blocks of knowledge and skill that are necessary for the National Certificate in Generic Management: Level 4. It is assumed that learners are competent in Communication and Mathmatical Literacy at NQF level 2 Recognition of prior learning: The National Certificate in Generic Management Level 3 allows open access. Provision has been made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Application for Recognition of Prior Learning (RPL) may allow for accelerated success to further learning. Credit towards a unit standard is subject to quality assurance by the Services ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the Services ETQA. This qualification can be obtained in part or in whole through Recognition of Prior Learning. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| Fundamental Component: The Fundamental Component consists of Unit Standards to the value of 36 credits all of which are compulsory. Core Component: The Core Component consists of Unit Standards to the value of 65 credits all of which are compulsory. Elective Component: The Elective Component consists of individual unit standards from which the learner must choose unit standards totalling a minimum of 19 credits. Specialisations: Stores and Warehousing (Learning Programme ID 83986): ID 377384: Describe the use of stores and warehousing in operations, NQF Level 03, 10 Credits.ID 377385: Explain the role of materials handling in the warehouse, NQF Level 03, 10 Credits.ID 377362: Discuss the role of stocktaking in ensuring inventory accuracy, NQF Level 03, 5 Credits.ID 378013: Describe the functions of the purchasing cycle, NQF Level 03, 5 Credits. |
| EXIT LEVEL OUTCOMES |
| Qualifying learners should be capable of: Co-ordinating with others. Making significant choices from a wide range of procedures. Operating in a number of contexts. Making comparisons. Performing junior management functions. Maintaining records. Carrying out simple research and tasks. Interpreting current affairs related to a specific business sector. Recognising the effect of HIV/AIDS on the specific workplace, business sub-sector and own organisation. Applying knowledge of self and team to enhance team performance. Managing time and the work process. Explaining the structure of an organisation. Conducting a formal meeting. Inducting a new member of a team. Motivating a team. Describing the management function of an organisation. Learners may have significant responsibility for the quantity and quality of their own output under general supervision. They may be responsible for the output of others. The learner can demonstrate ability to: Identify and solve problems related to his/her own life and the management of a team or group in which responses show that responsible decisions using critical and creative thinking have been made. The learner is required to apply knowledge of management to different situations. Work effectively with others as a member of a team, group or organisation as junior management implies the management of a group or team. Several assessment criteria require learners to demonstrate competence as a group/team leader or manager. As the qualification focuses on generic management it implies that the learner would not work alone. Organise and manage oneself and one`s activities responsibly and effectively in that it is expected that the learners will be responsible for his/her own learning and for organising his/her own work and allocated tasks and those of a group or team responsibly in the work environment. The learner is required to complete research assignments on time and to apply knowledge of different aspects of management to manage team or group. Collect, organise and critically evaluate information. These competencies are built into the assessment criteria in many of the unit standards and the learners is required to do research projects and compare information from the main and financial sections of a daily or weekly newspaper. Communicate effectively using visual, mathematics and language skills in the modes of oral and/or written presentations. These competencies are an integral part of all the unit standards and are built into the assessment criteria. Use science and technology effectively and critically showing responsibility towards the environment and the health of others in cases where computer end user standards are included as electives. Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in that references are made wherever applicable to the learner` part in the big picture and how his/her actions have implications up and down the line an organisation. In addition this qualification contributes to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of: Reflecting on and exploring a variety of strategies to learn more effectively in order to become an informed worker in a business or industry. Participating as a responsible citizen in the life of local, national and global communities by accepting own responsibility for wellness and HIV/ADIS and being a responsible worker. Being culturally and aesthetically sensitive across a range of social contexts in dealing with diverse people in the workplace including customers, co-workers and people who are surveyed or interviewed. The inclusion of an additional official South African language further supports this outcome. Exploring education and career opportunities in investigating the structure of a workplace. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Work output is in line with an agreed mandate, relevant service agreements and an organisation` customer service standards applicable to a clearly defined work role. Methods, procedures and techniques of a clearly defined work role are applied consistently in terms of specific company policy, legislative requirements and standard industry practices. The consequences of non-compliance are clearly indicated for practices required in a specific work role. New developments in industry are discussed with reference to the potential impact on a specific business sector. The structure of a specific organisation is analysed and a business unit is aligned to the business strategy. Information is gathered, analysed and presented according to the requirements of a specific work role. Integrated assessments: Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged. Learners who wish to be assessed against this standard should direct enquiries to the Services Sector Quality Authority. The focus of assessment must be on the assessment of the learning outcomes rather than learning outputs. The specific Outcomes guide the learning and training process towards the outcomes on a continuous basis. The purpose is to determine whether the outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts. Learning, teaching and assessment are inextricably linked. Where appropriate assessment of knowledge, skills, attitudes and values indicated in the various unit standards should be integrated. Assessment in communication, mathematical literacy and financial literacy should use authentic workplace contexts wherever practical. Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learners` skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy to the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learners needs. It provides information about problems experienced at different stages in the learning process. As is criterion referenced, if the learner has met the assessment criteria, s/he has achieved the outcomes. Assessment should also have a summative components. Summative assessment may be used on the completion of a unit standard, but should not be the only form of assessment. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment. Integration implies that theoretical and practical components should where possible be assessed together. Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they could perform the outcomes with understanding and insight. Assessment should ensure that all Specific Outcomes, embedded knowledge and Critical Cross Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Specific Outcomes. The Critical Cross-Field Outcomes are implicit in some unit standards and programmes should be designed to extend and further reflect the integration. Before the National Certificate in Generic Management: Level 3 is awarded learners are required to demonstrate competence in the required unit standards and complete a summative assessment based on the exit outcomes of the qualification. |
| INTERNATIONAL COMPARABILITY |
| The qualification was compared with similar qualifications in New Zealand and the United Kingdom. The Level 4 and 5 qualifications, which have been developed together with this qualification, were found to have direct equivalence with level 4 and 5 qualifications in New Zealand. The level 4 qualification was found to be equivalent to the New Zealand Qualification entitled, National Diploma in Business (level 4) and the level 5 qualification. No equivalent level 3 qualification exists in New Zealand. However, as this qualification is part of a learning pathway in which equivalence at level 4 and 5 was found, it is felt that this qualification would be comparable to a level 3 qualification in New Zealand were one to be developed in that country. |
| MODERATION OPTIONS |
| This qualification will be assessed by a registered assessor and moderated by a moderator registered as an assessor by the Services ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the Services ETQA. Assessors must be registered with the Services Sector Quality Authority or a relevant accredited ETQA that has a Memorandum of Understanding with the Services Sector Quality Authority.Moderators are registered as assessors by the Services ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the Services ETQA to ensure that the standard across assessors is consistent.Institutions and providers offering learning that will lead to the achievement of the National Certificate in Management Administration: Level 3 must be accredited as providers with the Services ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the Services ETQA. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| This qualification will be assessed by a registered assessor and moderated by a moderator registered as an assessor by the Services SETA ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the Services SETA ETQA Assessors must be registered with the Services SETA ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the Services SETA ETQA Assessors of this qualification should be in possession of a management qualification that is at least at NQF level 4 or higher Institutions and providers offering learning that will lead to the achievement of the National Certificate in Management level 3 must be accredited as providers with the Services SETA ETQA or a relevant accredited ETQA that has a Memorandum of Understanding with the Services SETA ETQA |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
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