Curriculum Core Subjects

The various Higher Diploma course have certain common core subjects, which are specifically designed to provide the necessary foundation essential for management practice. These core subjects are compulsory for all diploma Courses.

Subject Sequence and Grouping

Subjects may be written in any order convenient to the student subject to the restrictions set below:

Where a subject has more than one level, a student must pass or be exempted for the lower level before being allowed to write the higher level. For example, a student must pass or be exempted from Management 1 before being able to enter to write Management 2.

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Subject grouping must be done with reference to the examination time table. Students may not enter for 2 or more subjects scheduled to be written at the same time on the same day.

Students are strongly advised to adhere to the subject sequence set out in the curricula. It is recommended:

- Principles of law should be written before corporate law.

- Communication should be among the first subjects written.

- Where Public Relations 1 is taken, Communication should be first passed, or taken at the same time.

- Where Marketing Research is taken, Statistics must be taken first or simultaneously.

Should a student register for more than one Certificate or Diploma he or she needs to pass common subjects only once.

The IAC Curriculum Structure

The Alignment of Existing IAC Qualifications with the National qualifications Framework (NQF)

As a further step towards meeting the requirements of the South African Qualifications Framework (NQF). The IAC has reviewed its curricula as well as the rules of the subject combinations.

In aligning IAC curricula with the South African national Qualifications Frame-work (NQF) the names of the awards at each level were changed. This change does not affect the respective HSRC rating as given in section 3.

LEVEL 5: HIGHER CERTIFICATE

The general educational intent of the qualifications at each NQF level is as follows

Skills	Wide ranging scholastic or technical
Contexts	Variety of familiar and unfamiliar
Knowledge	Broad knowledge base incorporating some theoretical concepts, recall and comprehension (building a theoretical basis)
Information processing	Basic analytical interpretation of information
Problem solving	A range of sometimes innovative responses to concrete but often unfamiliar problems based on informed judgment
Orientation of activity	Self-directed
Application of responsibility	Under broad guidance and evaluation
Orientation and scope of responsibility	Complete responsibility for the quantity and quality of output and possible responsibility for the quantity and quality of the output of others
Education pathway	Entry to undergraduate or equivalent education
Training pathway	Training towards certification in advanced trade and technical occupations

LEVEL 5: DIPLOMA

Skills	Wide ranging specialized scholastic or technical
Contexts	Variety of routine and non-routine
Knowledge	Broad knowledge base with substantial depth in some areas – 40% theory (recall and comprehension) and   60% application
Information processing	Analytical interpretation of a wide range of data
Problem solving	The determination of appropriate methods and procedures in response to a range of concrete problems with some theoretical elements
Orientation of activity	Self-directed and sometimes directive
Application of responsibility	Within broad, general guidelines or functions
Orientation and scope of responsibility	Full responsibility for the nature, quantity and quality of output and possible responsibility for the achievement of group output
Education pathway	Continuing undergraduate or equivalent higher education
Training pathway	Training towards certification in technological or para – professional occupations

LEVEL 6: HIGHER DIPLOMA

Skills	Wide ranging specialized scholastic or technical and basic research across a major discipline
Contexts	Highly variable routine and non-routine
Knowledge	Knowledge of a major discipline with depth in more
	than one area; 20% theory and 80% application, analysis, synthesis and evaluation
Information processing	The analysis, reformatting and evaluation of a wide
	range of information
Problem solving	The formulation of appropriate responses to resolve
	both concrete and abstract problems
Orientation of activity	Managing processes
Application of responsibility	Within broad parameters for largely defined activities
Orientation and scope of responsibility	Complete accountability for achieving personal and/or group output
Education pathway	Completion of undergraduate or equivalent higher education and entry to honours, masters or equivalent higher education
Training pathway	Subsequent completion of professional certification and entry to professional practice and/or managerial occupations.