Further Education Training Certificate: Generic Management: General Management 

Qual ID: 57712 LP74630

NQF Level: 4

Minimum Credits: 150

Services Seta Qualification

This qualification is intended for junior managers of small organisations, junior managers of business units in medium and large organisations, or those aspiring to these positions. Junior managers include team leaders, supervisors, foremen and section heads.

The focus of this qualification has been designed to enable learners to be competent in a range of knowledge, skills, attitudes and values including:

  • Gathering and analysing information.
  • Analysing events that impact on a business and its competitive environment.
  • Complying with organisational standards.
  • Motivating an individual or team.
  • Negotiating in a work situation.
  • Understanding the role of business strategy as it applies to junior management.
  • Managing the budget within a specific area of responsibility.
  • Applying management principles and practices within a specific area of responsibility.
  • Managing work unit performance to achieve goals.
  • Behaving ethically and promoting ethical behaviour in a work situation.
  • Demonstrating understanding of the consequences in a work unit of HIV/AIDS. 

The learners who achieve this qualification will be able to demonstrate competencies in management relating to Planning, Organising, Leading, Controlling and Ethics. Overall, this qualification will ensure that learners are capable of:

  • Developing plans to achieve defined objectives.
  • Organising resources in accordance with a developed plan.
  • Leading a team to work co-operatively to achieve objectives.
  • Monitoring performance to ensure compliance to a plan.
  • Making decisions based on a code of ethics.

Horizontal Articulation:

This qualification articulates horizontally with the following qualifications:

  • FETC: New Venture Creation, SAQA ID: 23953
  • FETC: Leadership Development, SAQA ID: 50081
  • FETC: Business Systems Operations: End User (ERP), SAQA ID: 49176
  • FETC: Small Business Advising (Information Support), SAQA ID: 48883 

Vertical Articulation:

  • The FETC: Management articulates with the National Certificate: Management at Level 5, SAQA ID: 1093 


This qualification lays the foundation for the development of management qualifications across various sectors and industries. It specifically develops management competencies required by learners in any occupation, particularly those who are currently operating as junior managers. The qualification introduces key terms, rules, concepts, principles and practices of management that will enable learners to be informed managers in any occupation. It has also been developed to enable managers or prospective managers to access higher education and provide flexible access to life-long learning.

The scope of management covers four domains: leadership, self-management, people management and management practices. This qualification addresses each of these domains with generic competencies, thereby enabling learning programmes to be contextualised for specific sectors and industries. Provides opportunities for people to transfer between various specialisations within management. This will therefore enable management competencies to be strengthened, and enable managers to better manage systems, processes, resources, self, teams and individuals in various occupations. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as individuals in the South African community and to respond to the challenges of the economic environment and changing world of work. Ultimately, this qualification is aimed at improving the productivity and efficiency of managers within all occupations in South Africa. 

International Compatibility

The Bologna Process
The most researched and systematic coverage of the subject of ‘generic qualifications’ is to be found in what is loosely termed ‘The Bologna Process’, which originated in the Bologna Declaration by European Ministers of Education of 19 June 1999 and is still in progress today. This project has resulted in a myriad of publications, one numbering 200 pages, dealing with almost every conceivable facet of qualification design, qualification frameworks, qualification articulation and portability, quality assurance, assessments, lifelong learning and related matters. One of the most comprehensive reference works on this is the February 2005 publication ‘A Framework for Qualifications of the European Higher Education Arena’ , Appendix 6 of which sets out an expose of what is termed the ‘Dublin Descriptors’.

The ‘Dublin Descriptors’ come the closest to defining various generic descriptors for higher education across Europe, which have been widely debated by those participating in the Bologna Process. They embody knowledge and understanding; the application of knowledge and understanding; the ability to make judgment, and the ability to communicate and learning skills. Within these nests, a more detailed view of the ‘sub-descriptors’ is given.

The Bologna papers make it clear that the integration of vocational education and training into academic education are central to the success of the system as a whole.

While the above does not directly correlate with work on the FETC: Management, it is clear that this qualification is not at variance with the broad principles enunciated by the leading researchers in Europe.

As shared by, including, or typical of are common synonyms for the term ‘generic’, it is clear that a qualification in generic management must include all which is common to management in all disciplines, and should attempt to exclude all that which applies to specific applications of management in any one of these disciplines.

Other International Developments

Moving beyond Bologna, in a paper by Pete Dalton & Kate Levinson read at the 66th International Federation of Library Associations and Institutions Council and General Conference in Jerusalem, a strong case is made for a generic academic qualification process. The authors state, however, that ‘NARIC may be useful as a model for comparing academic reciprocity of qualifications between countries that do not have additional professional accreditation. However, this would create a system which ignored professional standards and accreditation and which would be unsuitable for those countries where professional accreditation takes place’.

The term ‘generic management’, ‘generic qualification’ and ‘vocational qualification’ is used loosely in a number of contexts in the international literature throughout diverse fields of knowledge, as illustrated below.

It receives considerable attention in the Financial Services Industry in Australia. The Commissioner of Local Government in Australia has issued a strong endorsement of the importance of generic qualifications and a diagram is depicted illustrated what he has in mind.

In an article by Fiona Becker and Judith Niechcial published in April 2004 the importance of generic qualifications to the social worker community in the UK is stressed. Also in a UK health context, an NHS report on Health Informatics Qualifications Mapping dated March 2006 makes numerous references to the importance of generic qualifications. Again in the UK, the public sector IT Industry is seeing the benefits of generic learning. Britain’s Public Management Institute has introduced generic management qualifications coupled to a professional qualification. The Institute of Leadership and Management (ILM), a member of the City and Guilds Group, has a range of generic management qualifications on offer which also offer professional linkages. In a study by Birmingham University, Katy Lancaster and Pete Dalton (edited by Fiona Parsons) make a particularly strong case for well-honed generic management skills in the IT Industry. The UK motor industry has also introduced a 10-unit work-based Certificate Course in generic management. In an article in Questionline in September 2005 dealing with vocational qualifications for members of the armed forces, the role of a generic technique (PRINCE 2) is alluded to as follows: ‘The most common generic method is PRINCE2, with over 20,000 people attempting its exams (pass rate is 65 per cent) since its introduction in 1996’.

In Singapore, an initiative called ‘Generic Skills’ empowers what is termed a ‘National Skills Recognition System’ which overlays ‘Workforce Skills Qualifications’ in the Retail, Financial and Training industries, to enable upward mobility of these ‘learner-workers’.

New Zealand has developed one qualification in IT and has begun to develop generic unit standards. (This URL requires a search for ‘Generic’). New Zealand has also developed a number of so-called ‘Maori Management’ unit standards. The University of Auckland offers generic programmes in nursing up to Masters level.

Generic qualifications are either being used or developed throughout the world with considerable success. Their role seems in some applications (particularly in industry) to be that of a precursor to more advanced specialisation qualifications, while in others it is applicable to the most advanced levels of purely academic knowledge. Given the accepted understanding of the term ‘generic’ seen against the latter observations, the FETC: Management at Level 4 would seem to be in line with best practice internationally.

Some detailed practical applications of Generic Qualifications internationally

The Hybrid Information Management Skills for Senior Staff (HIMSS) Project in the UK identified strategic management and leadership; ability to manage change and an understanding of customer focus and service orientation as the most widespread generic skills lacking in potential managers. Generic management skills stood at the top of a host of other desirable skills for an IT professional in their estimation. Generic Management development programmes were strongly endorsed.

In Australia, the Financial Services Industry has designed two distinct pathways, one leading to a generic qualification, and the other to a specialist qualification. The chief difference between the two approaches is that the generic route offers elective units, while the specialist route requires specialist units to be selected. It points out, however, that certain sectors have mandatory competency pathways, which must be met in order to gain employment. Similar observations are made under the discussion of NARIC, below.

The University of Auckland Faculty Education Unit offers an interesting array of tools provided via their Generic Centre. These chiefly cover assessment, rubric grading and curriculum design, rather than qualifications, per se.

New Zealand and offers a large number of unit standards termed ‘generic’ under various domains such as self-management; social and cooperative skills and work and study skills. It also offers further unit standards in a subfield called ‘Maori Business and Management’ with domains entitled finance – Maori; Maori Management – generic; Maori Management in Maori organisations and Maori Office systems. No generic qualifications exist at this time. The various unit standards serve as a useful international benchmark of the perceived components and levels of complexity of management.

Research conducted in the UK within the Health Industry has identified three main types of qualifications, namely dedicated Health Industry (HI) qualifications; those that combine health and information in some manner and generic qualifications that have application to (all) working in the HI. Examples of generic qualifications include a Postgraduate Certificate from the University of York; National Vocational Qualifications for IT; Institute of IT Training (ITT) qualifications; the Information Systems Examinations Board (ISEB) and the European Computer Driving License (ECDL).

The report concludes that ‘It is clear from the number and variety of vocational awards available, that individual qualifications in ITC are well catered for’.

The Social Work profession in the UK offers a generic degree in social work based on the national occupational standards for social work and the Quality Assurance Agency (QAA) subject benchmark statement for social work.

The Chartered Management Institute in the UK offers one of the most comprehensive ladders of learning for generic management studies.These range from (UK) Level 2 right through to (UK) Level 5 – i.e. team leading through to Management. All qualifications consist of mandatory units and optional units over and above these, the latter greatly outnumbering the former. This also serves as a useful international benchmark of the perceived components and levels of complexity of management. The auto industry in the UK has also introduced a Business and Administration National Vocational Qualification (NVQ) at (UK) Level 2. It is claimed that this generic qualification is of benefit throughout the auto industry to both technical and non-technical staff.

The Open University in the UK offers a variety of generic courses at a variety of levels in IM and ICT. Research has also indicated that some National Health Service (NHS) employees believe that a generic qualification will give them greater transferability in the future. [It is interesting to observe that UK literature in particular uses the terms ‘vocational’ and ‘generic’ interchangeably].

The International Federation of Library Associations and Institutions (IFLA) undertook research into methods of determining the equivalency of Library and Information Science (LIS) qualifications worldwide. They identified three approaches, namely professional association approach; generic academic qualification equivalency approach and institutional course approach. In researching the generic option, the National Academic Recognition Information Centre for the UK (NARIC) was closely investigated. The conclusion was that while NARIC was a useful tool for academic comparison purposes, it ignores the additional requirements for professional accreditation. 

In order to enrol for this qualification you will be required to meet the entry level requirements as set out below.

It is assumed that the learner attempting this qualification is competent in:

  • Communication at NQF Level 3
  • Mathematical Literacy at NQF Level 3
  • Computer Literacy at NQF Level 3

Exit Level Outcomes

Once you have completed this qualification you will be able to:

  1. Develop plans to achieve defined objectives. 
  2. Organise resources in accordance with developed plan.
  3. Lead a team to work co-operatively to achieve objectives.
  4. Monitor performance to ensure compliance to a developed plan.
  5. Make decisions based on a code of ethics.

Qualification Rules

This qualification is made up of Fundamental, Core and Elective unit standards and a minimum of 121 credits is required to complete the qualification.

Fundamental Component:

All unit standards totalling 42 credits are compulsory.

Core Component

The Core Component consists of unit standard totalling:

  • 20 credits in Economics and Management.
  • 14 credits in Technology.
  • 11 credits in Life orientation.
  • 6 credits in Human and Social Sciences.

All unit standards totalling 51 credits are compulsory.

Elective Component:

  • Learners are required to select unit standards totalling a minimum of 28 credits.

Core Courses

The following courses must be completed in order to complete the qualification:

Leadership and Management

  1. Apply leadership concepts in a work context. (12 Credits)
  2. Identify responsibilities of a team leader in ensuring that organisational standards are met. (6 Credits)
  3. Employ a systematic approach to achieving objectives (10 Credits)

Management Skills

  1. Apply the organisation’s code of conduct in a work environment. (5 Credits)
  2. Conduct a structured meeting. (5 Credits)
  3. Manage Expenditure against a budget. (6 Credits)
  4. Monitor the level of service to a range of customers Identify and explain the core and support functions of an organisation. (5 Credits)
  5. Identify and explain the core and support functions of an organisation. (6 Credits)
  6. Demonstrate basic understanding of the Primary labour legislation that impacts on a business unit. (8 Credits)

Organisational Behaviour

  1. Prioritise time and work for self and team. (5 Credits)
  2. Solve problems, make decisions and implement solutions. (8 Credits
  3. Demonstrate understanding of HIV/AIDS and its impact on the workplace. (4 Credits)

Fundamental Courses

The following courses must be completed in order to complete the qualification:

  1. Mathematical Literacy (16 Credits)
  2. Communication Literacy (20 Credits)
  3. Afrikaans Literacy (20 Credits)

To enrol for this qualification you will be required to complete a registration form which you can access by clicking on the Online Registration Button or you may download the enrolment form, by clicking the Download Registration Button. Please complete the form and submit or email it to registrations@fptacademy.co.za together with the supporting documents requested. 

Should you wish to register for any of the courses listed under the courses tab, you may do so via our online learning portal and you will be able to register and pay for the course either via EFT or using your Debit or Credit Card.

Click on the course name of your choice under the Courses Tab. By clicking on the course name you will be directly to the online course enrolment, where you will be able to access and complete the course online.

To complete this qualification or any of the courses listed under this qualification you will be required to complete a Portfolio of Evidence for each course. 

The Portfolio of Evidence will consist of the following sections:

  1. Portfolio of Evidence Guide – Completed and Signed by Learner
  2. Personal Information – Containing documents such as a Certified Copy of ID and Certificates as well as your recent updated CV.
  3. Formative Assessment – This will consists of activities that you have completed during the period of your study. 
  4. Summative Assessment – This assessment will consist of a final assessment once you have completed a course and will consist of the following sections:
  • Knowledge Questions
  • Practical Questions
  • Practical Assignment
  • Peer Evaluation

In order to complete the full qualification you will also be required to submit a Logbook provided to you as well as complete a written exam. The exam will be available online at a designated date and time, or will be completed in person at any of our designated campuses.