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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Nature Conservation: Natural Resource Guardianship Terrestrial 
SAQA QUAL ID QUALIFICATION TITLE
63109  Further Education and Training Certificate: Nature Conservation: Natural Resource Guardianship Terrestrial 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 01 - Agriculture and Nature Conservation  Nature Conservation 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  144  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:

This qualification is intended for learners who are employed as conservation workers at an intermediate level. It represents an important opportunity for career advancement within the field of nature conservation for anyone employed in the industry. The functions to be performed in this capacity are carried out under a lessening degree of supervision by senior staff. At this level the conservation worker enjoys an increasing degree of autonomy in carrying out his or her daily job functions.

Learners who have achieved this qualification will be able to perform a multiple set of roles and functions in order to assist with the management of a designated conservation area. Individuals qualifying against the qualification will play a supportive role in the day-to-day management of the area, knowledgeably assisting senior officials in the implementation of conservation management plans through applying natural resource guardianship principles. Support functions will include:
  • Adapting and maintaining a staff roster.
  • Identifying and assisting in the eradication of invasive species.
  • Assisting in veld burn operations.
  • Assisting in game removal operations.
  • Assisting in the control of damage causing animals.
  • Monitoring and regulating resource harvesting.
  • Assisting in the implementation of a conservation management plan.

    In particular, the qualifying learner will be able to:
  • Perform field operations in support of conservation management objectives in the area of operation.
  • Liaise with local communities affected by conservation management plans to meet conservation management objectives.
  • Perform operational support functions to facilitate the accomplishment of work activities.

    Rationale:

    Nature Conservation is a highly regulated sector tasked with the protection and utilization of our natural resources and cultural heritage within natural areas; whilst ensuring, controlling and managing access to this environment.

    The utilisation of our natural resources protected and managed by Nature Conservation, is a main tourism attraction and thus contributes significantly to the country's foreign exchange earnings and the marketing of South Africa as a tourism destination.

    A variety of organisations contribute to and operates within this sector, including:
  • A variety of National departments.
  • National, Provincial and Local Conservation Authorities.
  • Conservancies and NGO's.
  • Private Game and/or Nature Reserves including private game lodges.

    The sector, by its very nature, requires the operational implementation of the legislative frameworks protecting and guarding our natural heritage and this takes place in three main operational focus areas contributing to what is commonly referred to as area integrity, namely:
  • Enforcement of legal requirements in relation to the protection of bio-diversity and natural resources by the application of appropriate legislation.
  • Resource management techniques used in the mitigation of threats and human impact on natural resources and biodiversity.
  • Physical infrastructure construction and maintenance as it relates to the infrastructure necessary to facilitate and maintain sustainable activities within the conservation environment.

    These three main operational focus areas reflected in the qualification, define the main operational and vocational objectives across the career path resulting from this qualification and related qualification stream. The skills and competencies gained in the Level 4 qualification enables the qualifying learner to provide operational leadership at intermediate level in conservation resources guardianship whilst ensuring that the understanding gained of the environment as well as conservation ethics is applied in the sector in one of the following positions:
  • Game ranger/Senior Game ranger.
  • Field ranger/Lance Corporal/Corporal.
  • Nature Conservation Worker/Chief Nature Conservation worker.

    The positions associated with the qualification are pitched at a level of junior leadership in support of operations providing opportunities for career advancement to individuals. Individuals at this level are tasked with the provision of leadership to operational teams whilst providing support to senior management. The acquiring of recognized skills and abilities is required by the sector in order to meet legislative and operational requirements and to remain profitable. This will increase growth and job opportunities whilst maintaining the objective of the protection and effective utilization of our natural resources. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Communication at NQF Level 3.
  • Mathematical Literacy at NQF Level 3.

    Recognition of Prior Learning:

    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 and experiential learning.

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

    Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may 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.

    Access to the Qualification:

    There is open access to any learner who complies with the learning assumed to be in place or equivalent competencies. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is made up of Fundamental, Core and Elective unit standards and a minimum of 144 Credits is required to complete the qualification.

    Fundamental component:
  • All unit standards totalling 56 credits are compulsory.

    Core component:
  • All unit standards totalling 72 credits are compulsory.

    Elective component:
  • A minimum of 16 credits from the Elective component is required. 

  • EXIT LEVEL OUTCOMES 
    1. Perform field operations in support of conservation management objectives in the area of operation.

    2. Liaise with local communities affected by conservation management plans to meet conservation management objectives.

    3. Perform management support functions to facilitate the accomplishment of work activities.

    Critical Cross-Field Outcomes:

    The qualification addresses the following Critical Cross-Field Outcomes as embedded in the Exit Level Outcomes and Associated Assessment Criteria of the qualification:

    Communicate effectively:
  • Effective communication is enabled through the maintaining of relevant communication as per organisational requirements. Exit Level Outcomes 2 and 3, Assessment Criteria 2.2 and 3.1.

    Identify and solve problems:
  • Problems are identified and solved in the application of Nature Conservation Plans. Exit Level Outcome 1 and 2, Assessment Criteria 2.1, 2.3 and 3.2.

    Collect, analyse, organise, and critically evaluate information:
  • Information is collected analysed, organized and evaluated in the performing of available resources monitoring at operational level. Exit Level Outcome 1, Assessment Criteria 1.2, 1.3 and 1.4.

    Work in a team:
  • Teamwork is supported in the operational environment and the execution of Conservation Resources responsibilities. Exit Level Outcome 1, 2 and 3. Assessment Criteria 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, as well as 3.1, 3.2, 3.3 and 3.4.

    Maintain effective working relationships:
  • The maintaining of effective working relationships is supported in the provision of management support functions. Exit Level Outcome 3. Assessment Criteria: 3.1, 3. 2, 3.3, and 3.4.

    Use of Science and technology:
  • The use of Science and Technology is supported by the use of relevant technology employed in the undertaking of monitoring excursions. Exit Level Outcome 1. Assessment Criteria 1.4 In addition the development of reports utilise science and technology if done on computer. Exit Level Outcome 3 Assessment Criteria 3.3. 

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

    1.1 Support is provided to senior officials to implement management objectives as they apply to the management plan for the operational environment.
    1.2 Indigenous botanical knowledge is applied to identify plants within the area of operation in support of management objectives.
    1.3 Support is provided to senior officials to implement measures aimed at controlling invasive, problem and damage causing flora and fauna.
    1.4 Monitoring actions are undertaken with a view to regulating the harvesting of flora and fauna according to the management objectives in the area of operation.
    1.5 Numeracy is applied in support of activities associated with the management plan as it relates to the operational environment.

    Associated Assessment Criteria for Exit Level 2:

    2.1 An understanding is achieved of sociological issues as it applies to the impact on the conservation of the natural environment.
    2.2 Effective communication is maintained with local communities as it applies to conservation management objectives and the identification of sociological issues.
    2.3 Formal input on the social and economic needs of local communities is made during the review of management plans.
    2.4 The meeting of conservation management objectives is maintained through the establishment of working relationships through continued liaison with local communities.

    Associated Assessment Criteria for Exit Level 3:

    3.1 Written and verbal communication is maintained as it applies to work activities in the area of operation.
    3.2 Staff rosters are adapted and maintained according to operational requirements in support of work activities.
    3.3 Reports are drafted according to operational and management requirements as they apply to work activities.
    3.4 Operational support functions are maintained to accomplish work activities in accordance with the requirements of the conservation management plan for the area of responsibility.

    Integrated Assessment:

    Assessment practices must be open, transparent, fair, valid, and reliable and must ensure that no learner is disadvantaged in any way whatsoever. For this purpose, an integrated assessment approach is incorporated into the Qualification.

    Learning, teaching and assessment are inextricably aligned. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated through the practical application of sales and services in a Nature Conservation environment.

    Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic Nature Conservation sales and services contexts wherever possible.

    A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment should ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated. The assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of Specific Outcomes and Embedded Knowledge. It is required that learners are able to arrange for assessment in an appropriate natural environment. 

    INTERNATIONAL COMPARABILITY 
    The diversity of the South African Nature Conservation environment as well as the shift in our Nature Conservation approach through integration of conservation areas and community involvement enables comparison with countries following similar approaches.

    The challenge of selection however resides in the fact that direct comparison needs to consider a number of best practices internationally to make provision for the diversity within our own operational conservation landscape.

    The approach followed to select qualifications for comparison was therefore to not approach comparison from a singular "Qualification to Country" perspective but to attempt research and finally select programmes and training offered and recognised across countries.

    This in particular from the perspective that countries such as Tanzania, Brazil, Argentina, Australia and Canada all offer some components of best practice which can be applied within the diversity of the South African Nature Conservation sector.

    The specific best practices focus, might thus determine the specific application of similar practices in comparison to the South African Nature Conservation environment:

    Tanzania can be regarded as a leader in open systems/environments conservation, a practice relating to the shift in Nature Conservation practices in South Africa to enlarge conservation areas and integrate adjacent conservation areas and even neighbouring states without fences. Tanzania relies heavily on community cooperation as these individuals are seen as stakeholders in the conservation process and system. This again mirrors the vision and objectives of South African Nature Conservation.

    A broad range of qualifications in Wildlife Management is offered in Tanzania and the scope of qualifications provided mirrors the career-path and qualifications framework within South Africa. This factor as well as the fact that comparison is possible within the African Continent makes international comparison with similar qualifications from Tanzania as a best practice focus a good comparison choice.

    Australia offers best practices when the focus shifts to similarity of habitat as Australia deals with localized bio-diversity systems, a conservation focus very similar to the localized South African biomes. These include terrestrial and marine ecological patterns, tableland plateaus, rainforests and barrier reefs where the tropical lowland rainforest is biogeographically the oldest in the world.

    It was equally interesting to observe a similar qualifications framework approach followed in Australia in terms of a Level 2 (RTD 20102), Level 4 (RTD 40102) and Level 5 (RTD 50102) qualification stream offered in Conservation and Land Management.

    The following two qualifications were selected for purposes of International Comparison:
  • The Diploma in Wildlife Management: College for African Wildlife Management Tanzania.
  • The Certificate in Conservation and Land Management: As per the Australian qualifications framework.

    Diploma in Wildlife Management-Tanzania:

    The Diploma in Wildlife Management offered in Tanzania, albeit being a two year programme, enables effective comparison with the envisaged FETC qualification in that the FETC Nature Conservation: Terrestrial Guardianship NQF Level 4, is resultant from the requirement for articulation with the registered NQF Level 5 Certificate in Nature Conservation Management: Terrestrial NQF Level 5 within the South African qualification stream.

    In addition, this qualification was selected due to the utilisation of Tanzanian wildlife qualifications in 28 countries in Africa bearing evidence of the high regard for Nature Conservation training and practices from this country.

    The focus areas for the first year of the diploma includes:
  • Wilderness Skills (including orientation and first aid skills).
  • Wildlife ecology.
  • Resource inventory (Mammals).
  • Resource inventory (Birds).
  • Resource inventory (Fish, amphibians and reptiles).
  • Resources inventory (Invertebrates).
  • Resource inventory (Plants).
  • Rangeland ecology and management.
  • Behavioural ecology.
  • Statistics and data analysis.
  • Protected area infrastructure management (infrastructure, roads, and vehicles).
  • Managing tourism in protected areas.

    The FETC Nature Conservation: Terrestrial Guardianship NQF Level 4 offers the following similar focus areas:
  • Resource inventory skills as per the standard - Identify indigenous plant species in area of operations
  • Ecology and management as per standards focussing on the organising and carrying out of game removal operations, the monitoring of resource harvesting as well as the control programmes for dealing with problem plants and damage causing animals.
  • Report writing as incorporated into the envisaged local qualification encapsulates the analysis and reporting of data gathered in terms of observations and inventories.
  • The contribution towards the implementation of a conservation management plan touches on the competencies incorporated in ecological management and the management of protected areas.
  • First aid is a core component of the South African qualification whilst incorporated as part of wilderness skills in the Tanzanian qualification.

    Whilst the Tanzanian qualification includes infrastructure management, this component is an elective in the FETC Nature Conservation in terms of the maintaining of infrastructure, road networks as well as paths and tracks. In addition, the provision of skills focussed on staff rosters and operation in a business environment is in particular importance from a South African perspective as it is envisaged that the qualification will play an important role in the enabling of management transformation in the Nature Conservation environment, an issue presently not a focus area in Tanzania.

    Another observed difference is the particular focus in the Tanzanian qualification of the different species in terms of inventories. The South African qualification incorporates all species in the operational environment in the implementation of conservation management plans. A strong focus on sociological issues is noticeable in the local approach, this approach being seen as a necessity in terms of the fairly recent approach of community involvement in conservation areas to the benefit of communities adjacent to or living within such areas.

    Certificate in Conservation and Land Management (RTD40102):

    The selected certificate offers a fair selection in terms of core components and a very broad elective component for areas of specialisation. Selection of specific core and elective component already enables specialisation such as Conservation and Land Management, Forestry etc. Specialisation as observed fro Conservation and Land Management was selected as the point of departure for international comparison.

    The following available core components are identified for this specialisation area:
  • Monitor biodiversity.
  • Provide information on environmental issues and policies.
  • Define the pest problem in a local area.
  • Plan the implementation of revegetation works.
  • Develop community networks.
  • Develop a pest management action plan within a local area.
  • Plan burning activities for natural and cultural resource.
  • Control plant pests, diseases and disorders.
  • Assist in the implementation of legislation.
  • Coordinate work site activities.
  • Implement plans of management.

    When considering the above, the South African qualification enables a favourable comparison in terms of the following focus areas:
  • Demonstrate an understanding of sociological issues (Develop community networks).
  • Monitor and regulate resource harvesting (Monitor biodiversity).
  • Implement a problem plant species control programme (Control plant pests, diseases and disorders).
  • Identify indigenous plants in operational area (Plan revegetation works and provide information on environmental issues and policies).
  • Contribute to the implementation of Conservation Management plans (Implement plans of management).
  • Manage and control damage causing animals (Define the pest problem in a local area and Develop a pest management action plan within a local area).
  • Write a report (Provide information on environmental issues and policies).
  • Veld burn operations (Plan burning activities for natural and cultural resource).

    The South African qualification distinguishes itself through the inclusion of game removal operations, the provision of first aid and the maintaining of a staff roster. It should however be noted that these areas are available within the selection scope of the RTD40102 as follows:
  • Collect and preserve biological samples relates to game removal and collection of samples during this type of activity.
  • Coordinate work site activities will require the optimal utilisation of staff.

    Likewise, elective focus areas for infrastructure maintenance are reflected in the TAFE qualification in the availing of the following choices:
  • Construct access tracks and Construct conservation earthworks relate to infrastructure maintenance and the maintaining of paths and tracks.

    The main differences observed in this comparison is the incorporation of legislative compliance as a core in the Australian qualifications whilst enforcing of compliance is handled as an elective in the South African qualification. In addition first aid is provided as a compulsory area of learning in the FETC Nature conservation whilst it is often presented as a non-credit bearing component in learning programmes aligned to the RTD40102.

    Conclusion:

    In the comparison concluded for the qualifications from Tanzania and Australia it is evident that the FETC Nature Conservation Guardianship-Terrestrial NQF Level 4 compares favourably with both areas of best practice selected for final comparison.

    Even where a slight shift in focus in terms of core and electives are observed it is positive to note that areas covered are indeed very similar and that the main areas of focus is evidently on par with international approaches in the provision of training associated with nature conservation.

    Some small shifts in focus including a compulsory First Aid component as well as specific entry level supervisory skills such as staff management is relevant to the place and time in the operational environment from a South African perspective and does not impact negatively on the overall value of the qualification. The overall evidence in terms of international best practice is that the envisaged qualification will at least have us on par with international approaches within the focus area.

    In terms of best practices impacting on the design and focus areas incorporated into the South African qualification it is observed that similar focus areas were identified and albeit such were resultant from initial scoping the confirmation thereof from international benchmarking clarified alignment in terms of specific focus areas for core and elective components for the qualification. 

  • ARTICULATION OPTIONS 
    This Qualification provides the following articulation opportunities:

    Horizontal articulation:
  • ID 48435: FETC: Captive Animal Management NQF Level 4.
  • ID 20413: National Certificate: Fisheries Resources Guardianship Level 4.

    Vertical articulation:
  • ID 16821: National Certificate: Ecotourism Management NQF Level 5.
  • ID 59949: National Certificate: Natural Resource Management Terrestrial NQF Level 5.
  • ID 20153: National Certificate: Fisheries Resource Management NQF Level 5. 

  • MODERATION OPTIONS 
  • Anyone moderating assessment of a learner, against this Qualification must be registered as a moderator with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that may enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment may 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 both 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 a Memorandum of Understanding with the relevant ETQA. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Anyone assessing 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 with the relevant ETQA.

    For an applicant to register as an assessor or moderator of this Qualification the applicant needs:
  • To be declared competent in all the outcomes of the National Assessor Unit Standards.
  • To be competent in the outcomes of this Qualification. 

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

    NOTES 
    Weapons utilization:
  • Where an individual utilizes weapons within the area of operation it is legislated (Firearms Control Act (No 60 of 2000) and the Firearms Control Amendment Act. (No 43 of 2003) that the learner must be in possession of the relevant SASSETA weapons unit standard applicable to the particular weapons utilized in the operational environment. 

  • UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  257156  Conduct veld burn operations  Level 4  NQF Level 04 
    Core  253956  Develop and maintain a staff roster  Level 4  NQF Level 04 
    Core  257160  Implement a conservation management plan  Level 4  NQF Level 04 
    Core  257155  Implement a problem plant species control programme  Level 4  NQF Level 04 
    Core  257163  Monitor and regulate resources for harvesting  Level 4  NQF Level 04 
    Core  257162  Organise and carry out game capture and removal operations  Level 4  NQF Level 04 
    Core  257177  Propagate and re-introduce indigenous plants  Level 4  NQF Level 04 
    Core  7854  Provide First Aid  Level 4  NQF Level 04 
    Core  257159  Provide support to control damage-causing animals  Level 4  NQF Level 04 
    Core  116389  Write a technical report  Level 4  NQF Level 04 
    Core  257157  Evaluate the impact of sociological issues on nature conservation objectives  Level 5  Level TBA: Pre-2009 was L5  12 
    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  12154  Apply comprehension skills to engage oral 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  119469  Read/view, analyse and respond to a variety of 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  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04 
    Elective  257161  Maintain infrastructure in a conservation area  Level 4  NQF Level 04  10 
    Elective  257158  Maintain paths and tracks  Level 4  NQF Level 04 
    Elective  257175  Maintain road networks  Level 4  NQF Level 04 
    Elective  257176  Analyse a business environment  Level 5  Level TBA: Pre-2009 was L5 
    Elective  253973  Enforce conservation compliance  Level 5  Level TBA: Pre-2009 was L5 


    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. Adinvale Pty Ltd 
    2. African Global Skills Academy Pty Ltd 
    3. Bella FE Consulting 
    4. JOHAN FOURIE 
    5. Sigwela and Associates 
    6. Zvezda Investement Solutions 



    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.