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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Conduct an integrative project in the workplace 
SAQA US ID UNIT STANDARD TITLE
10993  Conduct an integrative project in the workplace 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  40 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A learner achieving this unit standard will be able to integrate specific skills and knowledge with personal and professional values and critical generic learning skills to demonstrate competence as specified for an appropriate qualification.

This competence will allow learners to pull together various pieces of learning within a specified context; to demonstrate their ability to integrate learning and performance; to evaluate both, and to identify support or further learning required.

The use of this unit standard allows higher education and training providers to create innovative spaces in which students are encouraged and guided in practising their newly learned competence. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that a learner enrolling for a programme leading to this unit standard has achieved all other unit standards specified for the level 5 qualification of their choice. 

UNIT STANDARD RANGE 
Since this unit standard is intended to integrate learning that has taken place over some time towards a qualification, a general guide to the scope and complexity of the competence expected of a learner will be found by referring to the purpose statement and exit level outcomes of the qualification within which this unit standards is used. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Decide on a project that integrates exit level outcomes. 
OUTCOME NOTES 
Decide on a project that integrates exit level outcomes, underpinning knowledge and critical cross-field outcomes of a chosen qualification. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

Method of assessment
This unit must be assessed in practice in a work situation

Integrated assessment
It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence.
  • Consider complete activities in the workplace (the 'whole of work' approach) that relate to the overall competence required for the qualification.

    In particular assessors should check for:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
    1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge.
    2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives.
    3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation.

    The learner must demonstrate an ability to:
    1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people.
    2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project.
    3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence.
    4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time.
    5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for.
    6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. 
  • ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party).
     

  • SPECIFIC OUTCOME 2 
    Reach agreement with a designated assessor. 
    OUTCOME NOTES 
    Reach agreement with a designated assessor on the mechanisms or tools through which you will be assessed. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment
    This unit must be assessed in practice in a work situation

    Integrated assessment
    It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence.
  • Consider complete activities in the workplace (the 'whole of work' approach) that relate to the overall competence required for the qualification.

    In particular assessors should check for:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
    1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge.
    2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives.
    3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation.

    The learner must demonstrate an ability to:
    1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people.
    2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project.
    3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence.
    4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time.
    5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for.
    6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. 
  • ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)
     

  • SPECIFIC OUTCOME 3 
    Plan the project to achieve the purpose of this unit standard. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment
    This unit must be assessed in practice in a work situation

    Integrated assessment
    It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence.
  • Consider complete activities in the workplace (the 'whole of work' approach) that relate to the overall competence required for the qualification.

    In particular assessors should check for:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
    1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge.
    2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives.
    3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation.

    The learner must demonstrate an ability to:
    1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people.
    2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project.
    3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence.
    4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time.
    5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for.
    6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. 
  • ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)
     

  • SPECIFIC OUTCOME 4 
    Conduct the project while constantly adapting own performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment
    This unit must be assessed in practice in a work situation

    Integrated assessment
    It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence.
  • Consider complete activities in the workplace (the 'whole of work' approach) that relate to the overall competence required for the qualification.

    In particular assessors should check for:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
    1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge.
    2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives.
    3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation.

    The learner must demonstrate an ability to:
    1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people.
    2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project.
    3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence.
    4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time.
    5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for.
    6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. 
  • ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)
     

  • SPECIFIC OUTCOME 5 
    Evaluate the project design, implementation and own performance in both. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment
    This unit must be assessed in practice in a work situation

    Integrated assessment
    It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence.
  • Consider complete activities in the workplace (the 'whole of work' approach) that relate to the overall competence required for the qualification.

    In particular assessors should check for:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
    1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge.
    2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives.
    3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation.

    The learner must demonstrate an ability to:
    1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people.
    2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project.
    3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence.
    4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time.
    5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for.
    6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. 
  • ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)
     

  • SPECIFIC OUTCOME 6 
    Evaluate own learning during the project. 
    OUTCOME NOTES 
    Evaluate own learning during the project and identify strengths, weaknesses and areas for improvement. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment
    This unit must be assessed in practice in a work situation

    Integrated assessment
    It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence.
  • Consider complete activities in the workplace (the 'whole of work' approach) that relate to the overall competence required for the qualification.

    In particular assessors should check for:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
    1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge.
    2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives.
    3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation.

    The learner must demonstrate an ability to:
    1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people.
    2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project.
    3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence.
    4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time.
    5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for.
    6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. 
  • ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)
     


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a qualifying learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
    3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

    Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    It is assumed that the learner has picked up the essential embedded knowledge as specified for all unit standards in her chosen qualification.

    In addition the learner must demonstrate a knowledge of:
    1. methods and techniques for project selection, design and planning
    2. basic ethics and values attached to action research
    3. potential problems or difficulties attached to action research
    4. data collection and recording techniques
    5. reporting methods and techniques
    6. presentation techniques 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving - relates to the following specific outcomes:
  • Decide on a project that integrates exit level outcomes, underpinning knowledge and critical cross-field outcomes of a chosen qualification.
  • Reach agreement with a designated assessor on the mechanisms or tools through which you will be assessed.
  • Plan the project to achieve the purpose of this unit standard.
  • Conduct the project while constantly adapting own performance. 

  • UNIT STANDARD CCFO WORKING 
    Teamwork - relates to the following specific outcome:
  • Decide on a project that integrates exit level outcomes, underpinning knowledge and critical cross-field outcomes of a chosen qualification. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to all specific outcomes. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation - relates to the following specific outcomes:
  • Decide on a project that integrates exit level outcomes, underpinning knowledge and critical cross-field outcomes of a chosen qualification.
  • Reach agreement with a designated assessor on the mechanisms or tools through which you will be assessed.
  • Plan the project to achieve the purpose of this unit standard.
  • Conduct the project while constantly adapting own performance. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all specific outcomes. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology - relates to the following specific outcomes:
  • Decide on a project that integrates exit level outcomes, underpinning knowledge and critical cross-field outcomes of a chosen qualification.
  • Reach agreement with a designated assessor on the mechanisms or tools through which you will be assessed.
  • Plan the project to achieve the purpose of this unit standard.
  • Conduct the project while constantly adapting own performance. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems - relates to the following specific outcomes:
  • Decide on a project that integrates exit level outcomes, underpinning knowledge and critical cross-field outcomes of a chosen qualification.
  • Reach agreement with a designated assessor on the mechanisms or tools through which you will be assessed.
  • Plan the project to achieve the purpose of this unit standard.
  • Conduct the project while constantly adapting own performance. 

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Core  20414   National Diploma: Service Management  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  20908   National Diploma: Customer Management  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  20904   National Diploma: Marketing Communications  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  61593   National Diploma: Marketing Management  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  20896   National Diploma: Marketing Research  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.
     
    NONE 



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