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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Diploma: Organisational Transformation and Change Management 
SAQA QUAL ID QUALIFICATION TITLE
49076  National Diploma: Organisational Transformation and Change Management 
ORIGINATOR
SGB Generic Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
SERVICES - Services Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  251  Level 5  NQF Level 05  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2028-06-30  

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 
A large number of the competencies developed in the Qualification are rooted in actual workplace practice and should lead to greater productivity resulting from improved performance by the learner, due to the integration of the knowledge mastered with workplace practice.

The Diploma Qualification detailed in this document incorporates the related Certificate Qualification, which is also detailed separately, elsewhere.

The primary purpose of the Qualification is to:
  • Equip learners to understand and apply the underlying principles of the Organisational Transformation and Change Management and associated Human Resource Development (HRD) legislation.
  • Induct learners into the processes required in Organisational Transformation.
  • Inform learners of the plans for Organisational Transformation.
  • Provide career paths through associated learnerships at various levels and areas of the Organisational Transformation and Change Management arena.
  • Provide for mobility of learning into associated areas such as Human Resource Practice, Consulting etc.
  • Equip learners to become effective employees, employers and/or self-employed members of society.
  • Develop a richer learning environment in the field of Organisational Transformation and Change Management through high quality lifelong learning.
  • Enable the learner to assist within his/her community and thereby ensure social and economic transformation.
  • Ensure the development of competence in the Organisational Transformation and Change Management field, arguably one of the most important arenas for social and economic transformation in the country.

    This Diploma is the second step in learning at the Higher Education and Training Band.

    This learning supports the objectives of the NQF through increased portability and articulation of learning and career path progression. By concentrating on the link between theory and practice, the quality of education and training as well as the personal development of the learner will be elevated.

    At a time when South African society is implementing the tenets and principles underpinning a democratic order, it is imperative that people be oriented to see the value of the diversity that it enjoys as a nation. It is important that issues around Employment Equity be seen as moving society forward, and not as a hindrance to progress. This Qualification will enable learners to place the imperatives of our society in a broad systems context.

    Many different roles and careers are linked to, and affected by, this Qualification. They include but are not limited to:
  • Supervisors
  • Employment Equity and Training and Development committee members
  • Shop stewards
  • Targeted employees
  • Organisational Transformation consultants
  • Change agents
  • Human Resource practitioners
  • Project managers
  • Diversity managers
  • Skills Development Facilitators


    Rationale for the Qualification:

    This Qualification was developed as the result of overwhelming demand for Unit Standards and a Qualification in Organisational Transformation and Change Management, to assist organizations with this vital management process so as to speed up transformation of South African business and to enable organizations to comply with Labour Equity Act issues. In addition, the Black Management Forum (BMF) has great interest in ensuring that Employment Equity (EE) becomes part of the Organisational Transformation (OT) agenda in companies throughout South Africa. It was determined that the way to institutionalise these issues was to develop a learning pathway that incorporated Employment Equity and related issues within OT.

    The emerging understanding in the last ten years of the manner of functioning of complex adaptive systems, as well as of systems theory itself, makes it imperative to review existing thinking on management theory and Organisational Development. This creates the opportunity to place Organisational Transformation within a very powerful paradigm that underscores the important role that diversity plays in establishing and maintaining vibrant organisations within what has come to be known as the knowledge economy of the 21st Century. Importantly it also places this and other proposed Qualifications at the cutting edge of recent international developments in the field.

    The Qualification, a National Diploma in Organisational Transformation and Change Management at NQF level 5, is part of a pathway that includes a Certificate at Level 5 and a post-graduate Qualification, thus encouraging the notion of lifelong learning. It will enable the issues of Employment Equity, diversity and Organisational Development to become areas of study at different levels within any organisation in South Africa. In so doing it seeks to entrench these important considerations within organisational practice in the country. Properly presented and institutionalised, the Certificate can play an important role in ensuring that the principles of our democratic order become part of the prevailing practice in companies in South Africa.

    Additionally, however, it will also meet the needs and aspirations of the youth and unemployed in fields where this learning may be useful. This includes adult learners who want to deal with these issues or develop their careers in one or more of the related areas. This Qualification would also be relevant to many Human Resource practitioners. This Qualification would also be relevant to many Human Resource (HR) practitioners. Since the Diploma is part of a learning pathway, it will allow mobility to persons operating at any level in the field. The development of competence in this field will also lead to better service delivery, company longevity, the promotion of wealth and job creation. The development of competence in this field will also lead to better service delivery, company longevity, the promotion of wealth and job creation. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this Qualification should be competent in:
  • Relevant Unit Standards at NQF level 4, either through a previous Qualification or through the Recognition of Prior Learning (RPL), which assesses workplace-based experiential learning.
  • Understanding a system of governance and its relationship to a legal system.
  • The process of legislation development in South Africa.
  • Explaining how legislation is applied.
  • Understanding how theories and concepts are used to explain complex, existing systems.
  • South African history and the diverse nature of its society.
  • A basic grounding in OT&CM and diversity management.
  • Awareness of the South African Constitution and Bill of Human Rights.
  • Awareness of South Africa's Human Resource Development (HRD) strategy.
  • Awareness of the features of knowledge and the learning process.
  • Understanding of a concepts of trust and values in an organisational sense.
  • Communication skills at NQF level 4 or equivalent.
  • Mathematical literacy at NQF level 4 or equivalent.


    Recognition of prior learning (RPL):

    This Qualification can be achieved wholly or in part through the Recognition of Prior Learning, and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the exit level outcomes.

    An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace-based and experiential learning.

    RPL may also be used by learners, who are not in possession of an FETC or equivalent Qualification, to gain access to the Qualification.

    Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The following combination of credits is required to attain the Qualification:

    Fundamental component:
  • Communication: 26 credits at NQF level 5
  • Statistical analysis: 5 credits at NQF level 4
  • Project management: 8 credits at NQF level 4
  • TOTAL: 39 credits

    While there is no SAQA requirement relating to the specific number of credits in the Fundamental component of a level 5 Qualification, the scoping exercise carried out clearly indicates that the learning included in this component of the Qualification is essential for all learners to function effectively in their designated workplaces and to ensure success with the Core and Elective learning that has to take place.

    All of these Unit Standards are compulsory

    Core component:

    TOTAL: 162 credits at NQF level 5

    The Core component of the Qualification consists of Unit Standards designed to equip the learner with the necessary functional skills and knowledge base required to operate competently within the OT&CM environment. These competencies relate directly to the actual work performed by employees in this area.

    All of these Unit Standards are compulsory.

    Elective component:
  • TOTAL: 50 credits at NQF level 5

    At this stage a fairly limited range of Unit Standards has been identified for inclusion in the Elective component of the Qualification. They relate to the range of areas in which the OT&CM practitioner could work. A range of possibilities embodied in the list would mean that both individual and company choice are readily possible. This also enhances the possibility of any learnership that is registered, as being based on this Qualification, being demand-led rather than supply-driven. It is anticipated that over time more Unit Standards will be added to expand the scope of the Diploma.

    The learner is currently required to select Unit Standards to a value of at least 50 credits for this component. 

  • EXIT LEVEL OUTCOMES 
    This Qualification is based on Unit Standards, which will be grouped into skills programmes for purposes of delivery. As illustrated below, qualifying learners will be able to:

    1. Conduct communication within a business environment
    2. Utilise information technology to improve work efficiency
    3. Solve problems by applying statistical models
    4. Use project management tools
    5. Apply South Africa's transformative Human Resource Development (HRD) legislation to Organisational Transformation (OT)
    6. Implement Change Management (CM) to take advantage of diversity in the workplace
    7. Apply complexity theory in conducting organisational transformation
    8. Underpin OT in a company through the use of a value system
    9. Use employment equity to the benefit of certain social issues in an organisation
    10. Use Knowledge Management (KM) and Skills Development (SD) to promote workplace learning and develop an organisation as a site of learning


    Critical cross-field outcomes:

    The various components of the Qualification present numerous opportunities to develop each of the Critical Cross-Field Outcomes (CCFOs) as an intrinsic part of any learning programme leading to the awarding of this Qualification. All CCFOs are not developed in each of the Unit Standards, however the combination of Unit Standards comprising the Qualification as a whole will incorporate the development of all, or most, of the CCFOs.

    Apply workplace communication skills
  • Teamwork
  • Communication
  • Personal development

    Conduct communication within a business environment
  • Teamwork
  • Self organisation in terms of OT
  • Communication
  • Technology
  • Personal development

    Use communication techniques effectively
  • Teamwork
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Personal development

    Demonstrate basic knowledge of computers
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Technology
  • Related systems
  • Personal development

    Operate a computer
  • Solve problems
  • Information analysis
  • Communication
  • Technology
  • Related systems
  • Personal development

    Collect and use data to establish complex statistical and probability models and solve related problems
  • Solve problems
  • Information analysis
  • Communication
  • Technology
  • Personal development

    Apply a range of project management tools
  • Solve problems
  • Teamwork
  • Information analysis
  • Communication
  • Technology
  • Related systems

    Recognise the transformative elements of South Africa's HRD legislation
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Related systems
  • Personal development

    Apply the basic principles of complexity theory to OT
  • Solve problems
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Personal development

    Establish how a value system underpins OT
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Personal development

    Apply the principles of EE to OT
  • Solve problems
  • Teamwork
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Related systems
  • Personal development

    Appreciate and manage diversity in the workplace
  • Teamwork
  • Self organisation in terms of OT
  • Communication
  • Personal development

    Apply the principles of CM in the workplace
  • Solve problems
  • Teamwork
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Related systems
  • Personal development

    Implement skills development in order to facilitate OT
  • Solve problems
  • Teamwork
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Related systems
  • Personal development

    Apply advanced principles of complexity theory to organisational transformation
  • Solve problems
  • Information analysis
  • Related systems

    Apply principles of knowledge management to organisational transformation
  • Solve problems
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Related systems
  • Personal development

    Implement a value system to effect organisational transformation
  • Teamwork
  • Information analysis
  • Communication
  • Related systems
  • Personal development

    Implement an employment equity programme in a company
  • Teamwork
  • Information analysis
  • Communication
  • Related systems
  • Personal development

    Implement a programme of diversity management in the workplace
  • Teamwork
  • Information analysis
  • Communication
  • Related systems
  • Personal development

    Implement an effective change management programme to achieve specified objectives
  • Teamwork
  • Information analysis
  • Related systems
  • Personal development

    Implement skills development as workplace learning to support organisational transformation
  • Solve problems
  • Teamwork
  • Self organisation in terms of OT
  • Information analysis
  • Communication
  • Related systems
  • Personal development 

  • ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Suitable reading and writing skills at this level can be demonstrated in two-way correspondence.
  • Advanced speaking and listening abilities are shown in a workshop environment.
  • Appropriate business styles and communicational etiquette can be discussed with a coach/mentor.
  • An ability to use electronic communication is illustrated through multi-party communication by email.
  • Awareness of networking and advocacy skills are illustrated to a coach/mentor.

    2.
  • A basic knowledge of computers can be demonstrated by answering various questions related to information technology as used in activities participated in.
  • Computer literacy is illustrated by completing various routine computer-based tasks. (Range: Limited to end-user functions appropriate to activities participated in at the relevant NQF level.)
  • Computer peripherals can be used to maintain, print, store and transfer information processed electronically.

    3.
  • Data can be collected and used cumulatively in order to arrive at various trends and results as shown in data printouts based on the data.
  • Statistical and probability models are utilised in order to interpret the data, and a report is produced analysing the results.
  • Related problems can be solved by making use of statistical and probability models in role-play simulations.

    4.
  • A range of project management tools can be listed and discussed in terms of the application of each.
  • Project management tools can be applied to specific situations in order to select the tool(s) most appropriate.
  • Evidence is shown of developed project management skills.

    5.
  • The transformative elements of South Africa's HRD legislation, and the way this legislation aims to transform the education and training system of the country, can be described in an essay on the topic.
  • The principles of employment equity can be applied to organisational transformation by producing a document commenting on the OT strategy of a selected company.
  • Skills development is implemented in a fashion which facilitates OT and this is expressed in notes attached to the Workplace Skills Plan of a selected organisation.

    6.
  • Diversity can be utilised to advantage in the workplace by recognising the benefit a diverse workforce can bring to an organisation through meaningful programmes, and this is promoted through facilitating various workshops among employees in a company with which the learner is acquainted.
  • Cultures of acceptance and equality can be promoted to decrease discrimination and to harness the benefits of diversity.
  • Diversity issues can be audited and recommendations made.
  • The principles of CM can be applied to the workplace as illustrated in a project plan to this end.
  • A CM programme can be implemented.
  • The relationship between CM and diversity, utilised to improve efficiency and effectiveness in an organisation, is demonstrated in workshops around these topics.

    7.
  • A selected company can be analysed as a complex adaptive system, using the essential elements of complex adaptive systems, and the analysis presented in a report to relevant stakeholders.
  • The importance of formal and informal networks in communities and organisations is discussed in gatherings of employees in a selected company.
  • A presentation is given to management on the Butterfly Effect.
  • Advanced elements of complexity theory can be discussed.

    8.
  • Ways in which value systems can transform an organisation, and in so doing affect profits, are highlighted in an essay on the topic.
  • An organisational transformation framework is produced and presented to a peer group for review.
  • Methods of developing a high level of trust within a particular organisation are brainstormed at meetings facilitated by the learner.
  • A value system can be developed and promoted in a particular situation.

    9.
  • Steps can be taken to deal with terminal or chronic illnesses, particularly HIV/Aids, in the workplace, by utilising elements related to employment equity, as illustrated in a project plan presented to management.
  • The Corporate Social Responsibility (CSR) programme of a selected organisation is brought into line with OT by facilitating a workshop with selected employees and designated members of the community.
  • CSR can be aligned to employment equity in discussions held between the EE committee and management.
  • EE, and its use to produce substantive and measurable transformation, is highlighted as an important element of OT in a selected organisation, as detailed in an essay on the topic.
  • An EE programme in a particular company is managed.
  • A programme is developed to demonstrate effective ways of dealing with terminal and chronic illnesses, such as HIV/Aids, in a workplace.

    10.
  • Changing attitudes from training to learning are facilitated in a company.
  • A learning infrastructure can be discussed in the context of particular workplace learning.
  • A site of learning can be developed in a selected organisation.
  • Human, Structural and Customer capital can be discussed with a group of peers.
  • Intellectual Capital can be related to KM in discussion with a coach/mentor.


    Integrated assessment:

    The Qualification and its associated assessment criteria have been designed so that assessment is fully integrated with the learning. The assessment criteria for each specific outcome of each Unit Standard are outlined within the body of the Unit Standard. In terms of the Qualification the learner must, in an authentic and appropriate setting:
  • Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the required performance standards required.
  • Illustrate a clear understanding of the concepts, theory and principles that underpin the practical action taken.
  • Provide evidence of competency in the exit level outcomes as listed in this Qualification document.

    The emphasis throughout the Qualification should be on continuous, formative assessment. Much of this is achieved in "sites of application" and involves a range of assessment tools, which will include a degree of self and peer assessment. A number of appropriate summative assessments should be planned at specific times, by assessor and learner jointly, throughout the learning process.

    As a result of a range of ongoing assessment approaches in terms of testing and evaluating the fundamental, practical and reflexive competence of the learner, a skills matrix should be produced. This will clearly indicate not only the knowledge gaps and skills deficits of the individual, but also highlight the learner's strengths and weaknesses related to the other elements of applied competence, namely:
  • Information processing and the power of analysis.
  • Problem solving and a decision making capacity.
  • A variety of communication skills.

    The assessment process should be capable of being applied to RPL, subject to the rules and criteria of the relevant Education & Training Quality Assurance body (ETQA).

    As it is required that integrated methods of assessment are employed, theoretical as well as practical competence needs to be assessed. Thus assessment methods will need to follow the learner into a workplace which was utilised as part of the learning required to achieve the Qualification. Appropriate assessment tools will need to be constructed for use by those who will act as mentors and coaches throughout the learning programmes. Group assessment methods will also need to be employed. It is required that a final assessment of competence will be built up through a variety of means. 

  • INTERNATIONAL COMPARABILITY 
    This Qualification has been benchmarked against international practice in Change Management, Organisational Change, Business Process Re-engineering and Organisational Transformation. However, it needs to be recognised that the overlapping South African landscapes of learning and work deal pointedly with the legacy of the past and the introduction of new, democratic structures, systems and practices in the OT&CM field. This Qualification deals explicitly with those elements.

    In the benchmarking exercise it was noted that some programmes also included Project Management, which is covered separately on South Africa's National Qualification Framework (NQF), and also that many comparable Qualifications were at post-graduate level, such as Masters. Various Qualifications and learning programmes covering the OT and CM arena were reviewed on the following websites:
  • www.prosci.com
  • www.change-management.org
  • www.organisationalchange.co.uk
  • www.hud.ac.uk
  • www.ucd.ie/pgstudy 

  • ARTICULATION OPTIONS 
    Horizontally articulation is possible with:
  • Qualifications in Management at NQF Level 5.
  • Qualifications in Labour Relations Practice at NQF Level 5.

    Vertical articulation is possible with:
  • Qualifications in Business Consulting Practice at NQF Level 6.
  • Management Qualifications at NQF Level 6.

    The Qualification is a stepping-stone for other programmes that involve OT&CM practice, or in related areas. 

  • MODERATION OPTIONS 
  • Anyone assessing a learner, or moderating the assessment of a learner, against this Qualification must be registered as an assessor with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding (MOU) with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the policies and guidelines for assessment and moderation of that ETQA, in terms of agreements reached around assessment and moderation between various ETQAs (including professional bodies), and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at all exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in individual Unit Standards as well as the integrated competence described in the exit level outcomes of the Qualification.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA.

    The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid, reliable and non-discriminatory.

    For an applicant to register as an assessor or moderator of this Qualification the applicant needs to be:
  • Declared competent in all of the outcomes of the National Assessor Unit Standards.
  • Possessed of practical and relevant occupational experience.
  • In possession of a Qualification in OT&CM or a similar area at NQF level 6 or higher, or an equivalent.

    Any of the above requirements can be achieved through the application of RPL. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  116917  Apply advanced principles of complexity theory to organisational transformation  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  115405  Apply principles of knowledge management to organisational transformation  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  116960  Apply the basic principles of complexity theory to organisational transformation  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  115407  Apply the principles of change management in the workplace  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  116927  Apply the principles of employment equity to organisational transformation  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  116949  Establish how a value system underpins organisational transformation  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  116924  Implement a programme of diversity management in the workplace  Level 5  Level TBA: Pre-2009 was L5  14 
    Core  116922  Implement a value system to effect organisational transformation  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  116925  Implement an effective change management programme to achieve specified objectives  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  116923  Implement an employment equity programme in a company  Level 5  Level TBA: Pre-2009 was L5  14 
    Core  116926  Implement skills development as workplace learning to support organisational transformation  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  116918  Implement skills development in order to facilitate organisational transformation  Level 5  Level TBA: Pre-2009 was L5 
    Core  116928  Manage diversity in the workplace  Level 5  Level TBA: Pre-2009 was L5  14 
    Core  116929  Recognise the transformative elements of South Africa's Human Resources Development legislation  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  10140  Apply a range of project management tools  Level 4  NQF Level 04 
    Fundamental  7465  Collect and use data to establish complex statistical and probability models and solve related problems  Level 4  NQF Level 04 
    Fundamental  8647  Apply workplace communication skills  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  10622  Conduct communication within a business environment  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  12433  Use communication techniques effectively  Level 5  Level TBA: Pre-2009 was L5 
    Elective  116921  Apply the principles of Employment Equity to dealing with terminal or chronic illnesses, particularly HIV/Aids, in the workplace  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  116948  Develop a programme that demonstrates effective ways of dealing with the effects of terminal and chronic illnesses, particularly HIV/Aids, in a workplace  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  116920  Develop a project that provides an audit and recommendations with respect to diversity issues peculiar to a selected organisation  Level 5  Level TBA: Pre-2009 was L5  18 
    Elective  116919  Use the principles of employment equity to relate corporate social responsibility to organisational transformation  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  7857  Manage information flow  Level 6  Level TBA: Pre-2009 was L6 


    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.
     
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