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.
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.'
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 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.
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|
|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
|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|
|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.|