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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Fluid Power 
SAQA QUAL ID QUALIFICATION TITLE
58880  Further Education and Training Certificate: Fluid Power 
ORIGINATOR
SGB Manufacturing and Assembly Processes 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
MERSETA - Manufacturing, Engineering and Related Services Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 06 - Manufacturing, Engineering and Technology  Manufacturing and Assembly 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  160  Level 4  NQF Level 04  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   2027-06-30  

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 
Purpose:

The purpose of this qualification is to provide learners with the standards and range of learning required to work effectively in the fluid power environment, making use of the relevant skills and knowledge to specialise in testing and repair of either hydraulic or pneumatic circuits.

This is the third qualification in a series for learners who would like to follow a career in fluid power and allows for learners to specialise in either the field of hydraulics or pneumatics and is split into two elective streams. The hydraulic aspect focuses on specialising skills in maintaining, testing and repairing of hydraulic systems, whilst the pneumatic aspect includes elements of design. This qualification builds on the learning undertaken in the National Certificate in fluid power at NQF Level 3, and it is assumed that learners entering into a learning programme towards this qualification are already competent in the core skills outlined in the NQF Level 3 qualification.

On completion of this qualification, the learner will be given recognition for the following exit level outcomes:
  • Work as a member of a project team.
  • Install and test a fluid power system.
    > Range: Either hydraulic or pneumatic, depending on area of specialisation.
  • Repair and maintain a fluid power system.
    > Range: Either hydraulic or pneumatic, depending on area of specialisation.
  • Design a pneumatic circuit.
  • Program basic PLCs to interface with fluid power equipment.

    Qualifying learners will be able to relate what they are doing to scientific and technological principles and concepts. They will also be able to maintain and support the various policies and procedures related to the safety, health, environment and quality systems that govern their workplace.

    What learners achieve in this qualification will also serve as a basis for further learning where they will engage in more complex activities in designing and integrating fluid power circuits at NQF Level 5.

    Learners will generally carry out their role within the context of:
  • A fully equipped fluid power workshop.
  • Given maintenance and works procedures.
  • Given inspection and testing procedures.
  • Given Quality Assurance policies, procedures and processes.

    Rationale:

    Industry is characterised by technologically sophisticated automation processes using systems that integrate the fields of mechanical and electrical engineering with fluid power. The field of fluid power deals with the assembly, installation, commissioning and maintenance of such systems that conform to all safety aspects as per regulations and legislation. Almost all machines that produce linear or rotary motion will be using fluid power, namely hydraulics or pneumatics or a combination of both. The Fluid Power Industry itself is a significant industry as a supplier and engineering support to these fluid power end users. It is required that a more specialised qualification is required that can be used by the fluid power industry. There are many end users where high levels of sophistication of fluid power engineering require more than anything offered presently and these end users would be able to achieve one or more of the unit standards identified within this qualification.

    People working in the fluid power field require specialised technical skills and knowledge as well as highly developed hand skills to enable them to achieve these requirements. This is the third qualification in a series for learners who want to follow a career in fluid power. This series reflects the skills, knowledge and understanding required to perform effectively in industry, whether in micro, small, medium or large enterprises. This qualification makes allowance for a split between hydraulics and pneumatics and focuses on the skills required to install, test and repair components, as well as developing designing skills.

    There is a need for this qualification in the industry because many people who are able to make up fluid power circuits in a given context would like to advance their skills onto more complex activities and start testing and repairing either hydraulic or pneumatic circuits.

    People who have achieved the skills and knowledge outlined in this qualification are normally employed in the following positions:
  • Hydraulic system supervisor.
  • Pneumatic system supervisor.
  • Quality controller.
  • Hydraulic fitter.
  • Pneumatic fitter.
  • Pneumatic system designer.
  • Project manager.
  • FP pump repairer.
  • Technical sales person.
  • Hydraulic service technician.
  • Pneumatic service technician.

    Learners may advance from these positions to achieve the qualification in fluid power at NQF level 5 where they will be required to design more complex hydraulic circuits as necessary.

    There are currently approximately 500 people employed in the industry that are required to make up fluid power circuits as would be learnt through this qualification. This implies that many learners will be able to be given Recognition of Prior Learning (RPL) for one or more unit standards making up this qualification, and that the qualification is required by industry. For those who have been in the workplace for a long time, this qualification represents part of the RPL process that acknowledges workplace skills acquired without the benefit of formal education and training. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners entering a programme towards this qualification are already able to:
  • Communicate in the workplace at NQF Level 3.
  • Describe the operating principles of fluid power components at NQF Level 3.
  • Make up fluid power pipes and tubes at NQF Level 3.
  • Install, test and maintain fluid power systems at NQF Level 3.

    Recognition of Prior Learning:

    This qualification may be obtained through the process of RPL. The learner should be thoroughly briefed prior to the assessment and support provided to assist in the process of developing a portfolio. While this is primarily a work-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.

    Access to the Qualification:

    This qualification recognises the skills, knowledge and values relevant in the workplace and will cater for learners who:
  • Have attended courses and need to apply the knowledge gained to activities in the workplace.
  • Are already workers and have acquired skills and knowledge without having attended formal training.
  • Are part of a learnership program which integrates structured learning and operational experience.

    Candidates applying for this qualification need to demonstrate physical competence in operating equipment and should therefore be physically able to contend with the circumstances required in the workshop environment. Access for learners with physical disabilities is dependant on the following:
  • Type and severity of disability.
  • The nature of the process and requirements of equipment operation. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification consists of a minimum of 160 credits made up as follows:
  • Candidates are required to achieve all 40 credits for communication from the available fundamental unit standards.
  • Candidates are required to achieve all 16 credits for mathematical literacy within the context of electro-mechanical winding operations.
  • Candidates must achieve all 42 credits from the core unit standards.
  • All 47 credits from the selected specialisation stream (either hydraulic or pneumatic).
  • Candidates may select additional unit standards from any of the elective unit standards to achieve a minimum of 15 credits.

    Pneumatic Specialisation:
  • ID 13116: Install, test and maintain an electro-pneumatic system, Level 4, 20 credits.
  • ID 244696: Design pneumatic supply and conditioning systems, Level 4, 9 credits.
  • ID 244701: Conduct Advanced and Electro-Pneumatic Design, Level 4, 8 credits.
  • ID 13334: Install, test and configure variable speed control drives, Level 4, 10 credits.

    Hydraulic Specialisation:
  • ID 244702: Test Hydraulic Cylinders, Level 4, 4 credits.
  • ID 244697: Repair variable displacement hydraulic pumps and motors, Level 4, 12 credits.
  • ID 244694: Install and test advanced hydraulic systems, Level 4, 8 credits.
    < ID 244685: Maintain and troubleshoot hydraulic systems, Level 4, 12 credits.
  • ID 244692: Layout and assemble a simple hydraulic power pack, Level 4, 8 credits.
  • ID 244703: Specify hydraulic filtration and fluid requirements, Level 4, 3 credits.

    Note: The elective credits should be chosen in accordance with the requirements of the selected context and the interests of the learner. 

  • EXIT LEVEL OUTCOMES 
    The exit level outcomes for this qualification reflect a combination of specific outcomes and critical cross-field education and training outcomes. The way in which the critical cross-field outcomes have been advanced through the learning required for this qualification is embedded in the way in which the unit standards have been constructed. Critical cross-field outcomes form the basis of acquiring the skills, knowledge and values acquired through achievement of this qualification. The application of these cross-field outcomes in a specific context results in the achievement of specific outcomes. The integration of specific outcomes from a variety of unit standards results in the ability to achieve the exit level outcomes.

    1. Work as a member of a project team.

    2. Install and test a fluid power system.
  • Range: Either hydraulic or pneumatic, depending on area of specialisation.

    3. Repair and maintain a fluid power system.
  • Range: Either hydraulic or pneumatic, depending on area of specialisation.

    4. Design a pneumatic circuit.

    5. Program basic PLCs to interface with fluid power equipment. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Communication is maintained and adapted as required to promote effective interaction in a work context.
    1.2 Work outputs facilitate effective achievement of group goals.
    1.3 Personal relations are developed to maximise team output.
    1.4 Positive contributions to team coherence, image and spirit are made.
    1.5 Responsibilities of different team members and the impact of poor workmanship in any area are explained in terms of the team output.
    1.6 Personal, ethical, religious and cultural differences are respected to enhance interaction between team members.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Test equipment is set up and operated in accordance with manufacturer specifications.
    2.2 Components to be tested are identified from work instructions.
    2.3 Consequences of testing incorrect components are explained in terms of work schedules and customer satisfaction.
    2.4 Test results are interpreted to give an indication of the status of the entire system.
    2.5 Test reports are completed in accordance with organisation requirements.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Faults are identified that will prevent the component operating as required.
    3.2 Potential methods of repairing the fault are identified and explained in terms of the procedure and expected result of repair.
    3.3 The most suitable repair method is selected and applied to ensure compliance of the component with manufacturer specifications.
    3.4 The repair is conducted in accordance with accepted timeframes and with minimum wastage.
    3.5 Faults identified are rectified and the system is tested to ensure functionality.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 The number and type of components required are identified from given drawings and specifications.
    4.2 Components are selected that are appropriate to the required application.
    4.3 The size of pipes and tubes is appropriate to the required flow speed and pressure.
    4.4 The circuit sequence is appropriate to the given requirements.
    4.5 The circuit functions and components are mapped out in suitable graphical diagrams.

    Associated Assessment Criteria for Exit Level Outcome 5:

    5.1 The function of PLC input devices (sensors) and output devices (actuators) are explained in relation to their application for a specific task.
    5.2 Circuit diagrams and related symbols are interpreted in accordance with their intended meanings.
    5.3 Circuits are programmed for given actions at appropriate times in accordance with design requirements.
    5.4 Consequences of not adhering to the sequence of activities and operations are described in terms of the effect on the entire system.

    Integrated Assessment:

    The integrated assessment must be based on a summative assessment guide. The guide must indicate how the assessor will assess different aspects of the performance and will include:
  • Observing the learner at work (in primary activities as well as in other interactions) or by relevant simulations.
  • Asking questions and initiating short discussions to test understanding.
  • Evaluating records and reports.

    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.

    The assessment process should cover both the explicit tasks required for the qualification as well as the understanding of the concepts and principles that underpin the activities required of fluid power. The assessment process should also establish how the critical outcomes have been advanced by the learning process. 

  • INTERNATIONAL COMPARABILITY 
    Fluid Power companies in South Africa are mostly representative of, or affiliated to, international counterparts. Work standards are benchmarked against international best practices, and these practices were used as the basis for compiling unit standards. Major global industry players have contributed to the process of establishing appropriate standards and international comparability. This qualification was compared to similar outcomes-based qualifications in various countries as follows:

    Australia:

    Australia was chosen because its fluid power industry is service-based, similar to South Africa with mining, construction, fishing, agriculture, pulp and paper, automotive and off-shore industry activities that make use of fluid power systems.

    The Australian National Training Authority have developed standards in fluid power that are incorporated into qualifications such as "printing and graphic arts", "automotive industry manufacturing" and "pulp and paper manufacturing", whereas the proposed qualification is directed towards a trade in fluid power. The proposed National Certificates are similar to the Australian Standards in that they:
  • Set forth standards for competency based instruction and assessment directly related to the workplace.
  • Outline assessment standards along with assessor qualifications.
  • Require a balanced approach to the qualifications which include application and conceptual understanding of basic principles.
  • Include the availability/process for RPL.
  • Include unit standards.

    The proposed National Certificates differ from the Australian standards in that they:
  • Are specific to fluid power as an individual qualification. The Australian system uses individual Units of Competence regarding pneumatics and hydraulics which form part of engineering certificates.
  • The South African unit standards are more detailed and specific, with progression to different levels.

    United States of America:

    America was chosen because they are the world's largest producer of fluid power components, with 2 of the largest manufacturing companies in the world (Parker and Eaton) having their corporate headquarters situated in Cleveland, Ohio. These companies have global manufacturing facilities and are represented in South Africa.

    There are no mandated national standards for training fluid power technicians in the USA, however, ANSI/FPS/CS 1 specifies the testing procedures for the following career paths:
  • Fluid power mechanic (as defined by the U.S. Department of Labour DOT 600.281-010).
  • Fluid power technician (as defined by the U.S. Department of Labour DOT 007.161-026).
  • Fluid power specialist (as defined by the U.S. Department of Labour DOT 007.061-014).
  • Fluid power engineer.

    Testing is conducted under the auspices of the Fluid Power Certification Board which shall be representative of manufacturers, distributors, users, educators and general interest groups, with no single category being in the majority. Written and practical tests are prepared by qualified fluid power professionals who are approved by the Fluid Power Certification Board.

    The proposed National Certificates are similar to the USA standards in that they:
  • Do not specify training requirements, but identify assessment criteria for competent performance at different levels in fluid power.
  • Are specific to fluid power as an individual qualification.

    The proposed National Certificates differ from the USA standards in that they:
  • Do not have registered unit standards, but give broad requirements of competence, which are set by industry.
  • There are no clear guidelines for progression from one qualification to another.
  • The employers are responsible for determining levels of competence, except for the Fluid Power Engineer, who will be certified by the universities and state licensing boards.
  • Certification is only valid for a period of 5 years, as specified by the Fluid Power Certification Board.

    Japan:

    Japan was selected because they are home to the largest pneumatic manufacturing company in the world (SMC). They also have a large original equipment manufacturer's market using pneumatic components for global distribution.

    Japan has a National Trade Skill Test system which is certified by the government to test the technical skills and knowledge of working people according to uniform standards. This started in 1959 with five specific trades, and was expanded to 137 trades in 2004, including "Pneumatic circuits and apparatus devices assembling" and "Hydraulic systems". The National Trade Skill Test takes place annually and the applicants must take practical and theoretical tests. Upon passing the examination, the Minister of Health, Labour and Welfare or Prefectural Governor issues the successful applicants a diploma and a "Certified Skilled Worker" award.

    The results of the National Trade Skill Tests may be graded as follows:
  • Advanced grade Skills required for managers and supervisors.
  • 1st grade or non-classified grade Skills required for advanced skilled workers.
  • 2nd grade Skills required for intermediate skilled workers.
  • 3rd grade Skills required for novice workers.

    The course content was not available in English and therefore could not be evaluated in detail for comparison.

    Germany:

    Germany was selected because they are a major producer of fluid power components and systems and is home to, amongst others, the following companies that are represented in South Africa: Festo, Bosch Rexroth, Norgren-Herion, Parker Ermeto, Walterscheidt, Voss and Bürkert. Major innovations in hydraulics stem from Germany and are practically applied in South Africa.

    It was identified that Germany does not offer qualifications specific to fluid power, but that they do offer generic mechanical qualifications with courses in hydraulics or pneumatics in agricultural, industrial and automotive fields. These are generally conducted through industry based apprenticeship training with a duration of 42 months, which may be shortened to as little as 2 years, depending on prior learning. Assessments for these trades are undertaken by the Regional "Industrie und Handelskammer".

    Specialised courses are offered by employers to train candidates to industry requirements. Much of this training material has been adopted by South African companies in their training courses. Elements of the MERSETA accredited course in mechatronics is presented by Festo, and most of the training material for that qualification is from Germany.

    Africa:

    It was identified that Botswana, Zimbabwe, Zambia, Namibia, Swaziland, Mauritius and Malawi do not have specific qualifications in fluid power, but most generic engineering qualifications contain courses in pneumatics and hydraulics. International companies and local mining houses represented in those countries provide short courses to equip candidates with specific skills required for areas of involvement. Generally a tradesman (fitter & turner, maintenance technicians, etc.) is employed to conduct machine maintenance, which includes various elements of fluid power.

    Training equipment and materials have been supplied to the African countries mentioned above by Festo and Parker in South Africa to assist in their training processes. Of these countries, Botswana appears to be the most advanced in this field with government funded vocational colleges, incorporating fluid power training in Gabarone, Jwaneng, Selebi Pikwe, Palapye, Francistown and Maun. Namibia has training centres in Windhoek and in Walvisbay. Mauritius has one training centre in Port Louis. Swaziland has one training centre on the outskirts of Mbabane. Training conducted in these countries is against the same international work standards used in South Africa in the past, and it is anticipated that this qualification will be useful in progressing the training conducted in these countries. Zambia, Zimbabwe, Malawi and Mozambique have little or no recorded public activity in this field due to current economic rebuilding. 

  • ARTICULATION OPTIONS 
    This qualification has been designed and structured as part of a progressive route in the manufacturing and assembly processes industry so that qualifying learners can move from one level to the next. Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately. Equally, holders of other qualifications may be evaluated against this qualification for the purpose of RPL. The use of generic unit standards in this qualification opens new avenues for the learner to progress from one qualification to another in related fields of study beyond fluid power.

    This qualification leads on from the National Certificate in Fluid Power, NQF Level 3 and leads to the National Certificate in Fluid Power, NQF Level 5, where a more detailed approach to designing hydraulic systems is learnt. The use of generic unit standards in the qualification also ensures that a learner will not be trapped into a specific context, but may use the unit standards achieved as stepping stones to additional qualifications in engineering.Learners may also decide to further their career in one of the following fields:
  • Electrical engineering.
  • Mechanical engineering.
  • Electrical and mechanical design.

    Learners who have achieved this qualification have achieved generic skills that would enable them to follow a career in electrical or mechanical engineering. This qualification articulates with the following qualifications:
  • National Certificate: Engineering and Related Design (NQF Level 4).
  • ID 48474: National Certificate: Electrical Engineering (NQF Level 4).
  • ID 23275: National Certificate: Mechanical Engineering: Fitting (NQF Level 4). 

  • MODERATION OPTIONS 
    Moderators for the qualification should be qualified and accredited with an appropriate ETQA and have a suitable qualification in engineering with a minimum of 5 years experience in fluid power.

    To assure the quality of the assessment process, the moderation should cover at least one of the following:
  • Assessor credentials.
  • The assessment instrument.
  • The assessment process.

    Where assessment and moderation are taking place in sectors other than the relevant SETA, assessment and moderation should be in terms of a memorandum of understanding negotiated with the relevant ETQA. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Appropriate qualification in the field of engineering, with a minimum of 5 years experience in the field of fluid power. The subject matter experience of the assessor can be established by recognition of prior learning.
  • Appropriate experience and understanding of assessment theory, processes and practices.
  • Good interpersonal skills and ability to balance the conflicting requirements of:
    > Maintaining national standards.
    > The interests of the learner.
    > The need for transformation and redressing the legacies of the past.
    > The cultural background and language of the learner.
  • Registration as an assessor with the relevant ETQA.
  • Any other criteria required by the relevant ETQA. 

  • 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  13134  Install and program basic programmable logic controllers  Level 3  NQF Level 03  20 
    Core  244699  Conduct Basic Pneumatic Design  Level 4  NQF Level 04 
    Core  244707  Maintain fluid power components  Level 4  NQF Level 04 
    Core  120379  Work as a project team member  Level 4  NQF Level 04 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  12155  Apply comprehension skills to engage written texts in a business environment  Level 4  NQF Level 04 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  12153  Use the writing process to compose texts required in the business environment  Level 4  NQF Level 04 
    Elective  120385  Apply a range of project management tools and techniques  Level 4  NQF Level 04 
    Elective  244701  Conduct Advanced and Electro-Pneumatic Design  Level 4  NQF Level 04 
    Elective  120374  Contribute to the management of project risk within own field of expertise  Level 4  NQF Level 04 
    Elective  244696  Design pneumatic supply and conditioning systems  Level 4  NQF Level 04 
    Elective  244694  Install and test advanced hydraulic systems  Level 4  NQF Level 04 
    Elective  13135  Install, test and configure bus systems  Level 4  NQF Level 04  10 
    Elective  13334  Install, test and configure variable speed control drives  Level 4  NQF Level 04  10 
    Elective  13116  Install, test and maintain an electro-pneumatic system  Level 4  NQF Level 04  20 
    Elective  244692  Layout and assemble a simple hydraulic power pack  Level 4  NQF Level 04 
    Elective  244685  Maintain and troubleshoot hydraulic systems  Level 4  NQF Level 04  12 
    Elective  13235  Maintain the quality assurance system  Level 4  NQF Level 04 
    Elective  120387  Monitor, evaluate and communicate simple project schedules  Level 4  NQF Level 04 
    Elective  120375  Participate in the estimation and preparation of cost budget for a project or sub project and monitor and control actual cost against budget  Level 4  NQF Level 04 
    Elective  120382  Plan, organise and support project meetings and workshops  Level 4  NQF Level 04 
    Elective  244697  Repair variable displacement hydraulic pumps and motors  Level 4  NQF Level 04  12 
    Elective  244703  Specify hydraulic filtration and fluid requirements  Level 4  NQF Level 04 
    Elective  244702  Test Hydraulic Cylinders  Level 4  NQF Level 04 
    Elective  243088  Weld carbon steel pipe, with combination welding processes using the gas tungsten arc welding and gas metal arc welding, in all positions  Level 4  NQF Level 04 


    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.
     
    1. Hytec Group of Companies T/A Hytec (KEMPTON PARK) (TP) 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.