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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Information and Communication Technology 
SAQA QUAL ID QUALIFICATION TITLE
101773  Master of Education in Information and Communication Technology 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 the Master of Education (MEd) is to strengthen and deepen the specialist advanced theoretical knowledge and practical skills in Information and Communication Technology (ICT) use in Education that experienced practitioners have, or practitioners with an 8 Level educational or human resources development qualification in order to prepare them to take leadership positions as teacher specialists, subject heads or at the micro (e.g. school), meso (e.g. provincial) or macro (national) levels. This qualification will develop specialised competence and evidence-based practices, subsequent to advanced reflection, in the context of current trends, TPACK, as they present in the dynamic and ever changing discipline of ICT in Education. The curriculum spans both theoretical engagement and intellectual independence, with hands-on skills development. Both these dimensions are essential in the professional development of teachers in ICT in Education. Teachers will develop sufficient academic understanding on current developments in the teaching of ICT Innovation in Education. They will further gain eco-systemic insight into the developments in the discipline. Finally, the purpose of the qualification is to capacitate teachers to conduct ethical independent research in ICT in Education under the supervision of qualified staff members.

Further, the qualification is responsive to African (or contextualised) needs. The use of ICT in a changing educational landscape is explored from eco-systemic perspectives and leads to understanding of the dynamic contexts of education and will enable learners to make informed decisions about ICT use in Education at the policy level, contextualised for the environments in which they work. In this way, learner learning becomes meaningful and will have relevance and influence in the shaping of a better future for the communities which they serve. Learners become agents of transformation and innovation. The strong theoretical foundations of the qualification will advance the scholarship of teaching and learning, and research. Learners will be empowered to practice quality ICT-mediated teaching and learning as the collaboratively learn.

The qualification will include the learning of specialist knowledge regarding ICT in Education across a broad spectrum of topics within the discipline and develop advanced scholarship. The qualification will require learners to critically engage the knowledge of the discipline, and develop appropriate methods of enquiry to respond to research questions that emanate from the intersection of the theoretical base and the practical problems that emanate during ICT implementations in educational contexts. The specialised knowledge and skills that teachers will develop will improve their ability to solve problems related to the educational use of ICT as they identify such problems at eco-systemic levels and conceptualise, design and implement appropriate methods of enquiry to seek solutions for the complexities that accompany the implementation of ICT in Education in diverse contexts. The qualification specifically develops knowledge at a level where system-wide implementations can be conceptualised, justified and implemented.

The selected topics for the qualification are relevant in an emerging and evolving educational landscape, and are sufficiently agile to dynamically influence and enable better learning outcomes for the participants in the qualification. The qualification will be meaningful at several levels of practice: The classroom teacher will gain pedagogical knowledge and skills that will have real effect at the coal-face of education: the ICT-enabled classroom. School managers will be able to contextualise the value-add of ICT for education, contextualised against historical developments and trends of ICT use in education, and will be empowered to make appropriate decisions in terms of resource allocation for advancing the use of ICT to meet the needs of stakeholders. At the provincial or national level, officials who enrol with this qualification will develop an increased awareness of the ever-increasing potential of ICT in ensuring relevant and quality education towards the development, growth and prosperity for the communities that they serve. Therefore, the qualification design is immersed principles of Authentic Learning. Learning tasks will meet the criteria for authentic learning, as there is a strong emphasis on the development of ICT skills, and more specifically, skills in the use of a variety of online ICT tools. Teachers will be required to develop authentic learning artefacts that are polished products that are immediately useable.

Further, teachers develop research methodological knowledge and skills to identify research problems that are appropriate for solving the research problems that are associated with ICT in Education, configure appropriate research designs and develop reliable and valid instruments to collect data that would illuminate the research problem.

Rationale:
The offering of the Master of Education in Information and Communication Technology [MEd (Information and Communication Technology)] in a distance mode is congruent with a focused drive towards internationalisation by the institution, and is one of 4 qualifications at the Master's level that have been selected for online distance provisioning.

The content scope of the MEd (Information and Communication Technology) enables learners to fully capitalise on the strengths of Information and Communication Technology (ICT) to achieve quality education, which in turn is a key determinant of sustainable prosperity in the world, and thirdly, quality education can only result from quality teachers, who are in turn the products of Teacher Education Institutions. The rationale for the qualification is premised on the following:
  • Quality education is key to wealth and prosperity in the world.
  • Teachers are key to quality education.
  • ICT innovations have the potential to improve education.
  • Distance education is an effective mechanism by which the quality and skills of teachers can be improved.

    Quality education is key to wealth and prosperity in the developing world. The quality of teachers, and the quality of the institutions that train those teachers, will have a significant impact on establishing a skilled workforce that will advance economic and social growth, and will realise a world that is more equitable. Education is seen as key to eradicate poverty in sustainable ways, and create wealth and prosperity. The Commonwealth of Learning (COL) stated that "a lot will need to be done to address the many teacher education issues still facing education systems, particularly in the developing world", and it identifies that Teacher Education needs a number of innovations to rise up to these challenges (World Economic Forum, 2013). The Global Campaign for Education (GCE) and Education International (EI) believe that a fundamental reason for this gap in quality education is the severe lack of well-trained, well-supported teachers (Global Campaign for Education, 2013). The Teacher Training Initiative for Sub-Saharan Africa (TTI) endeavours to address "teacher-related challenges over a period of ten years (2006-2015)" (UNESCO, The Teacher Training Initiative for Sub-Saharan Africa, 2015). The TTI is premised on the notion that education is a fundamental human right, and an enabling right that assures a good livelihood, better health, and the kinds of transformation that leads to the wellbeing of communities and countries. There is therefore a strong imperative to invest in education, and specifically teacher education, to reduce inequality and build prosperity in the developing world. The consequence of poor quality of Teacher Education and education in general severely affects the employability of school leavers. In Sub Saharan Africa, nearly 30% of youths are unemployable.

    There is no doubt that a strong case can be made out for embedding ICT in subject teaching in pre-and in-service teacher training. ICT can revolutionise classroom teaching and learning by supporting moves from rote learning and shallow coverage of content to acquiring higher order learning skills such as problem-setting, questioning, organising, evaluating and generating knowledge. These changes have led to a conceptual shift in how schools are seen. The traditional perspective views schools as closed, autonomous organisations that served specific communities. Modern perspectives view schools as open, collaborative sites within teaching and learning networks that cross political and geographical boundaries, and even time zones. However, it appears that the potential of Information Communication Technologies (ICTs) to expand access to quality education, is yet to be realised. Successful integration of ICTs in teaching and learning has not taken place in many developing countries, despite the interventions of UN agencies like UNESCO and the World Bank. Research by the OECD Centre for Educational Research and Innovation (CERI) and other organisations seeking to determine why, despite heavy investment into placing ICT in schools, few teachers actually use ICT effectively in their class rooms. The interim findings identified that the shortcomings within teacher training programmes in using ICT. Teacher training in ICT appears to technology-focused, and scant training is given on the pedagogy of using ICT. Training seems to be removed from the classroom realities, and teachers experience a lack of follow-up support. Further, policy-makers, advisors, principals, librarians and ICT co-ordinators also need to know how to plan, manage and facilitate the transformation to an ICT-infused school.

    Distance education is increasingly being used in many countries, and particularly in the developing world, for teacher training to:
  • Provide cost-effective pre-service and in-service teacher education.
  • Support school-based pre-service and continuing professional development programmes for teachers.
  • Upgrade unqualified teachers and enable qualified teachers to acquire higher teaching qualifications.
  • Provide teachers in remote or rural areas with access to professional training, thereby meeting their continuing professional development needs.
  • Ensure quick dissemination of information to large numbers of teachers about curriculum innovations, new teaching methodologies and practices, and new professional standards for teaching.

    Distance teaching today is supported by an array of new technology options and new concepts of learning are emerging. Modern developments of innovative technologies have provided new possibilities to distance teaching professions, but at the same time have placed more demands on institutions to explore how to use these new technologies in their distance education practices. Strategy 10 of the Dakar Framework specifically identifies the use of ICT to help achieve Education for All goals, particularly because of its potential for rendering efficient education services (p21).

    The vast majority of learners in Postgraduate education in education today are working adults with family and a career that make attending on-campus programs impractical. A large number of potential learners may be too far from the cities where universities are situated. For most of these non-traditional learners, online learning is the only realistic option for obtaining a higher-level Degree.

    The qualification is aimed at teachers, school ICT coordinators, principals, librarians, district advisors, and policy makers who need to know how to plan, manage and facilitate the transformation to an ICT-infused school.

    Online distance learning erases the barriers of time, geography and economics. The MEd (Information and Communication Technology) Education provides an attractive option for far-flung learners.

    The pathway within which the qualification lies is the research track of Postgraduate qualifications in the Faculty of Education which originates with the BEd (Hons), followed by the Master's and that could potentially end with the Doctor of Philosophy (PhD) in Education.

    The qualification will have international appeal, as the theoretical depth and scope will appeal to international learners who value theory and who want to critically engage theory to "transform and serve humanity through innovation and the collaborative pursuit of knowledge". Research has shown that engagement in online courses are often higher than which is found in large face-to-face classes. Online education facilitates time-place independence, interactive, tool mediated, "many to many" learning and is ideally positioned to learning that is not only equivalent to face-to-face education, but exhibits benefits that surpass that of traditional forms of education.

    Further, the qualification is responsive to African (or contextualised) needs. The use of ICT in a changing educational landscape is explored from eco-systemic perspectives and leads to understanding of the dynamic contexts of education and will enable learners to make informed decisions about ICT use in Education at the policy level, contextualised for the environments in which they work. In this way, learner learning becomes meaningful and will have relevance and influence in the shaping of a better future for the communities which they serve. Learners become agents of transformation and innovation. The strong theoretical foundations of the qualification will advance the scholarship of teaching and learning, and research. Learners will be empowered to practice quality ICT-mediated teaching and learning as the collaboratively learn. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL in the Master of Education in Information and Communication Technology is aligned with the RPL policy of the University. The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty programmes to promote lifelong learning. The purpose of the University's RPL policy, which directs the faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

    A panel of selected University staff members will determine, on an individual basis, the competence of prospective students who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:
  • Verify the standard/quality of an applicant's prior qualifications.
  • Ask for and assess a portfolio containing examination of the applicant's work in the field of educational management and leadership training and development.
  • Observe the applicant's performance in authentic and/or in situ management and leadership situations and/or contexts.
  • Conduct individual interviews with applicants to discuss the results of the evidence collection process.

    Entry Requirements:
  • A Bachelor Honours Degree, Level 8.
    Or
  • An approved Postgraduate Diploma, Level 8.
    Or
  • Three/four-year professional Bachelor's Degree plus a Teacher's Diploma/Teaching qualification and work experience in the proposed field of specialisation, ICT in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 9 totalling 180 Credits.
  • Educational Reform: ICT Practices and Policy Development, 22 Credits.
  • Learning Ecosystems: Current ICT Issues and Future Trends, 23 Credits.
  • Information and Communication Technology in Education: Learning Design, 22 Credits.
  • Information and Communication Technology and Assessment, 23 Credits.
  • Minor Dissertation, 90 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
  • Critically engage educational theories and position the use of Information and Communication Technology (ICT) in Education among appropriate theories of learning that will inform its use in education.
  • Demonstrate understanding of the changing educational landscape and learning ecosystems and the role of ICT in that landscape to enable students to make informed decisions about ICT use in Education at the policy level within the contexts in which they work.
  • Implement innovative ICT teaching interventions using advanced ICT skills within the contexts in which they work to address specific educational problems in the contexts within which they work.
  • Develop appropriate pedagogies for using ICT tools for teaching, learning and assessment, and apply those pedagogies by developing specialised ICT skills to use ICT-based solutions for complex problems within specific educational contexts.
  • Develop pedagogically sound online learning environments, tools and learning tasks that are premised on authentic learning principles, and lead to meaningful learning.
  • Apply an appropriate and ethical research methodology in ICT in Education by conducting a research project of limited scope under supervision.
  • Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a range of audiences with different levels of knowledge or expertise.
  • Collaboratively develop online assessment tasks that are meaningful and authentic, require reflection and the development of meta-cognitive skills, and develop skills in assessing assessment tasks, and that are contextualised for specific situations. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following associated assessment criteria are assessed in an integrated manner across all the Exit Level Outcomes:
  • Identify and critically discuss at the specialist level the relevant educational theories as they apply to Information and Communication Technology (ICT) integration, and demonstrate advanced scholarship related to ICT integration.
  • Expertly identify and use a large variety of ICT tools in appropriate ways that are reflective and commensurate with the application of a variety of educational theories.
  • Accurately identify trends in the use of ICTs in education, and will therefore expertly assess current processes, and choose appropriate processes of enquiry to situate their unique contexts, and find suitable frameworks for developing solutions for their unique problems.
  • Avoid inappropriate use of ICTs for education in their own contexts.
  • Demonstrate expert knowledge of the design of creative and innovative methods to use ICTs for educational purposes.
  • Use a wide range of specialised ICT skills in identifying, conceptualising, designing and implementing ICT integration solutions in problematised local and international contexts.
  • Use ICTs with a highly developed sense of the ethical use of ICTs and show deep understanding of the problems around ICT access, and innovatively find solutions for issues of access and lack of ICT skills in educational contexts.
  • Access, process and manage relevant information using ICT tools in doing so, and present that information using suitable tools like mind maps to show the relationships between nodes of information, or alternatively present information coherently in text using appropriate academic writing strategies.
  • Assess one's own learning strategies using ICT-based meta-cognitive tools.
  • Join existing learning communities to enhance their professional digital identities, and aggregate.
  • Conduct research that meet the requirements of such research as contained in the policies of the institution.

    Integrated Assessment:
    The assessment strategies of this qualification are one of continuous assessment. Performance in the qualification is partly determined by the learners' performance in assessment tasks during the course of the semester, that cumulatively count towards learners' final assessment mark. In each of the modules, at least 4 assessment tasks are given, which, when combined, constitute a portfolio and amounts to 80% of the final mark. Assessment Tasks form a coherent whole, and are authentic in nature. Assessment tasks comply with the university's policies.

    The balance (20%) of the final mark is achieved by completing at least four formative milestone quizzes, or even the achievement of "badges" in an approximately 14 week (semester) module, in accordance with the university's Academic Regulations. Assessment tasks comprise written assignments or the creation of digital teaching and learning artefacts. One of these summative assessment opportunities, preferably towards the end of a module, will be substantial and ensure that outcomes are assessed in an integrated manner. The most substantial assessment task will be moderated externally and will represent at least 50% but not more than 60% of the final mark.

    Assessment strategies are appropriate for evaluation of the assessment criteria, in alignment with module and critical cross-field outcomes, purpose of the qualification and in accordance with the provisions of the University's Assessment Policy and Academic Regulations. The academic staff is fully aware that an assessment has a critical influence on the quality of teaching and learning and can be used as a powerful point of leverage for change and improvement in education.

    All assessment tasks are digitally created by learners and either uploaded into the Blackboard environment, or are accessible via internet Uniform Resource Locator (URLs) to cloud services and documents, or tool links. Each assessment task is accompanied by a rubric that is used to assess the task. Rubrics are made available to students at the same time as the assessment task is issued. Lecturers use the online rubric to assess student submissions. The rubric allows for comments, and when applicable or appropriate, feedback is entered.

    The lecturers will also give generic feedback to the entire cohort, covering common mistakes, conceptual misunderstanding, etc. In addition, specific feedback will be given to learners, or in the case of group-activities, feedback will be given to the group.

    Formative quizzes use objective-type questions to assess knowledge development during the semester. Examination of such questions are multiple-choice questions, true or false questions, or matching-pair questions. Quizzes are marked by built-in functionalities of Black Board, and the results are immediately available to learners. Each question is accompanied by immediate feedback on student responses.
    A supplementary assessment opportunity takes the form of a re-submission of the assessment task or tasks that was/were failed.
    If a learner anticipates late submission of a task, he/she must contact the Teaching Assistant or module co-ordinator at least three days in advance in order to request alternative arrangements. Module co-ordinators have the discretion to accept late submissions up to two weeks after the due date, provided that this does not impact negatively on the calculation of the final mark. Module co-ordinators have the discretion to deduct marks for late submissions that have not been arranged beforehand, as stipulated in the study/learning guide.

    Assessment Supervision:
    Candidates will be permitted to complete assessments in their own place of work or residence. In this instance, various controls will be in place to ensure that it is the candidate completing the assessment, and not another person. This will include asking candidate-specific questions during the assessment, the use of cameras on computers throughout the assessment, and possibly fingerprinting.

    Assessors and moderators:
    a) The module co-ordinator will manage the assessment process. The Teaching Assistants may be involved in the assessment process, and if so, they will receive memoranda for each assessment, and their assessments will be moderated by the Module Co-ordinator, with a minimum of 20% of student submissions being moderated for each assessment.
    b) External moderators will be appointed for all modules.

    Written appeals by learners should be lodged in accordance with the University's Assessment Policy and subsequent procedures. Learners may lodge an appeal with the Head of Department concerned. If satisfaction is still not reached, the relevant Dean is consulted. The Dean's decision on assessment results is final. Dishonesty and plagiarism are dealt with in accordance with the University's Code for Academic Ethics, Academic Regulations and subsequent disciplinary procedures. 
    		•

    INTERNATIONAL COMPARABILITY 
    A number of international qualifications at the Master's level are described.
    UNESCO ICT in Teacher Professional Development:
  • Educational Design: Learning, Instruction, Curricula and Assessment.
  • Educational Technology: Media, Simulations and Gaming.
  • Experimental Design: Theory-based Evidence and v.v.
  • Meta-Cognitive Learning Support Tools.
  • Observing Learning Processes: Dialogue Interpretation, Group Learning.
  • Problem-Based Learning and Collaborative Learning-Support Systems.
  • Mobile Learning and Virtual Reality.
  • Social Media and E-Pedagogies for Flexible Online Learning.
  • Human Resource Management and Development.

    Dissertation.

    The MEd in Information and Communication Technology strongly compares with this qualification with the exception topic 9.

    Inter-University Master's Degree in Educational Technology: E-Learning and Knowledge Management (Universitat Rovira i Virgili, Spain).
    Objectives:
  • Analyse the potential of ICTs as new platforms for learning and knowledge management, focusing on the advances achieved in this field by e-learning.
  • Identify the educational basis for the design of media based on the theories and strategies of the teaching-learning process in e-learning.
  • Acquire the necessary criteria for designing multimedia for education.
  • Analyse the potential of ICTs as new platforms for learning and multimedia applications.
  • Structure and develop multimedia teaching material according to the target audience.
  • Learn and understand the parameters that define the process of digitisation and reproduction of teaching materials.
  • Acquire skills to manage information and knowledge.
  • Determine the economic feasibility of multimedia projects.
  • Develop a practical application in the field of materials design and/or training environments.
  • Have their first contact with research methodology in educational technology.

    The MEd in Information and Communication Technology strongly compares with this qualification, but offers additional topics not included in this qualification.
    Master of Information and Communication Technology in Education (Charles Sturt University, Australia):

    This qualification allows learners to integrate technology into their teaching, implement professional development models and provide leadership in technology integration. A unique aspect of this course is an industry partnership allowing the inclusion of subjects focusing on the applications of the Adobe digital publishing suite and the Microsoft Office suite in the classroom.

    Learners will have opportunities to effectively use a range of software to assess, diagnose and support learning, develop and apply information technology based interventions designed to meet the needs of students in the classroom and compare and contrast alternative approaches to the use of ICT in the classroom. They will critically evaluate the potential educational applications of a range of software tools available to teachers in a school context.

    Graduates of the Masters will be able to demonstrate comprehensive theoretical and conceptual background and associated skills in the area of IT and will have acquired advanced skills to explore new ideas, strategies and specific tools for integrating IT into the curriculum".

    The MEd in Information and Communication Technology strongly compares with this qualification, but offers additional topics not included in this qualification. A facet of this qualification that the MEd could consider is the "industry partnership allowing the inclusion of subjects focusing on the applications of the Adobe digital publishing suite and the Microsoft Office suite in the classroom." It would not be difficult to achieve this by partnering with Microsoft South Africa Education, or Google Education.

    Master of Education in Distance Education (Athabasca University).

    This qualification is unique in several ways. It is housed at Athabasca University, one of the world's leading open universities. All courses for the Degree are delivered online and use a variety of learning platforms and communication tools. There are no face-to-face requirements for completion of the Degree. Program participants work in diverse distance education and training settings such as business firms, government agencies, voluntary and professional associations, hospitals and other health-care organisations, schools, colleges, and universities.

    The MEd qualification is designed to provide all learners with a common base of skills, knowledge, and values regarding distance education and training, independent of the learners' special area of interest. All graduates will gain experience in the following areas:
  • Problem solving, analysis, synthesis, and interpretation in distance education and training.
  • Designing educational and training programs, as well as implementing, evaluating and managing them. This will result in skills in institutional and organizational design, management and administration, budgeting and finance, curriculum and program development, course development, design, delivery and support, and program evaluation and revision.
  • Designing, implementing, and disseminating research in distance education and training.
  • Designing and developing distance education and training courses and materials.
  • Selecting, implementing, and evaluating technologies for use in distance education and training.

    Although this qualification is titled MEd in Distance Education, it shows strong similarities with this MEd in Information and Communication Technology.
    Master's of Arts (MA) in Online and Distance Education Open University, United Kingdom (UK):
    This qualification offers you the unique opportunity to study the theory and practice of online and distance education through materials created by experts from The Open University's Institute of Educational Technology - who are reinventing digital learning through the innovative use of new media and technologies. You'll develop your understanding of technology-enhanced learning, from design, selection and use to evaluation and continuing development. A wide choice of modules enables you to contextualise your learning in topics of relevance to your own practice, including e-learning at work, social media, supporting disabled students, and research methods.

    A number of the modules show strong similarity with the Master of Education in Information and Communications Technology (MEd in ICT), however others (marked with an asterisk) would not be considered for inclusion. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers specific articulation possibilities.

    Horizontal Articulation:
  • A cognate Master's degree, Level 9.

    Vertical Articulation:
  • PhD and Doctoral studies in the field of Education, Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. University of Johannesburg 


    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.