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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Mechanical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
119525  Advanced Diploma in Mechanical Engineering 
ORIGINATOR
Mangosuthu University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  SAQA 0910/22  2022-08-04  2025-08-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-08-04   2029-08-04  

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 Advanced Diploma in Mechanical Engineering is intended for mechanical engineering practitioners who, on achieving this qualification, will be able to apply management, analytical and practical engineering techniques, and knowledge to conduct operations and solve problems in a mechanical engineering working environment in the areas of design, manufacturing, maintenance, environmental engineering and automation, and control.

Upon completion of the qualification, qualifying learners will be able to:
  • Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
  • Apply knowledge of mathematics, natural science and engineering sciences to well-defined and applied engineering procedures, processes, systems, and methodologies to solve broadly-defined engineering problems.
  • Perform procedural design of components, systems, works, products, or processes to meet requirements, normally within applicable standards, codes of practice and legislation.
  • Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, and conducting standard tests, experiments, and measurements.
  • Use appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.

    The learner's attributes are designed to meet the educational requirement towards registration as a Candidate or Professional Engineering Technician with the Engineering Council of South Africa and acceptance as a candidate to write the examinations for Certificated Engineers. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 144 Credits.

    Compulsory Modules, Level 7,144 Credits:
  • Design Project, 28 Credits.
  • Mathematics, 12 Credits.
  • Thermodynamics, 12 Credits.
  • Fluids, 12 Credits.
  • Turbomachinery, 12 Credits.
  • Mechanical vibration,12 Credits.
  • Engineering Business and Project management, 8 Credits.
  • Stress Analysis, 12 Credits.
  • Automatic Control, 12 Credits
  • Refrigeration and air conditioning, 12 Credits.
  • Environmental engineering, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
    2. Apply knowledge of mathematics, natural science and engineering sciences to well-defined and applied engineering procedures, processes, systems, and methodologies to solve broadly-defined engineering problems.
    3. Perform procedural design of components, systems, works, products, or processes to meet requirements, normally within applicable standards, codes of practice and legislation.
    4. Conduct investigations of well-defined problems through locating and searching relevant codes and catalogues, and conducting standard tests, experiments, and measurements.
    5. Apply appropriate techniques, resources, and modern engineering tools including information technology for the solution of well-defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.
    6. Communicate effectively, both orally and in writing with engineering audiences and the affected parties within an engineering context.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
    8. Demonstrate knowledge and understanding of engineering management principles and apply these to one's own work, as a member and leader in a team and to manage projects.
    9. Engage in independent and life-long learning through well-developed learning skills.
    10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and. Understand and commit to professional ethics, responsibilities, and norms of engineering technical practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define and analyse the problem and the criteria to identify an acceptable solution.
  • Identify and use the relevant information and engineering knowledge to solve the problem.
  • Consider and formulate various approaches that would lead to workable solutions.
  • Model and analyse solutions.
  • Evaluate all the solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Gather an appropriate mix of knowledge of mathematics, statistics, natural science, and engineering science knowledge at a fundamental level for the solution of broadly defined engineering problems.
  • Use applicable principles and laws.
  • Analyze engineering materials, components, systems, or processes.
  • Present concepts and ideas in a logical and methodical manner.
  • Perform reasoning about engineering materials, components, systems, or processes.
  • Outline and justify the procedures for dealing with uncertain/ undefined/ill-defined variables.
  • Perform work within the boundaries of the practice area

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate the design problem to satisfy user needs, applicable standards, codes of practice, and legislation.
  • Plan and manage the design process to focus on important issues.
  • Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks that include analysis and optimization of the product, system or process, subject to relevant premises, assumptions, and constraints.
  • Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.
  • Communicate the design logic and relevant information in a technical report.
  • Apply and assess procedures to evaluate the selected design in terms of the impact and benefits.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Define the scope of the investigation.
  • Plan and conduct investigations within an appropriate discipline.
  • Search available literature and evaluate material for suitability for the investigation.
  • Select and use relevant equipment or software appropriately for the investigation.
  • Analyse and interpret data obtained during the investigation.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purpose, process, and outcomes of the investigation in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess the method, skill, or tool for applicability and limitations against the required result.
  • Apply the method, skill, or tool correctly.
  • Test and assess results produced by the method, skill, or tool.
  • Select and use relevant computer applications for computation, modeling, simulation, and information handling.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select the appropriate structure, style, and language of written and oral communication for the purpose of the communication and the target audience.
  • Use appropriate graphics to effectively enhance the meaning of the text.
  • Enhance oral communications using visual materials.
  • Provide information in a format that can be used by others involved in the engineering activity.
  • Deliver oral communication with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Assess the impact of technology in terms of the benefits and limitations to society.
  • Analyse the engineering activity in terms of the impact on the physical environment, occupational and public health, and safety.
  • Evaluate and apply the methods to minimise/mitigate impacts on occupational and public health and safety.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading, and controlling.
  • Carry out individual work effectively, strategically, and on time.
  • Make individual contributions to team activities to support the output of the team.
  • Perform critical functions in the team and work is completed on time.
  • Organise and manage a mechanical engineering design or research project.
  • Carry out effective communication in the context of individual and teamwork.
  • Apply basic techniques from project management applied to one's own work, as a member and leader in a team.
  • Manage projects in multidisciplinary environments.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify, plan, and manage learning tasks.
  • Identify and demonstrate the requirement for independent learning.
  • Source, organise, and evaluate relevant information.
  • Comprehend and apply knowledge acquired outside of formal instruction.
  • Display awareness of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas in terms of required practices, legislation, and limitations of authority.
  • Describe the ethical implications of engineering decisions in terms of the impact on the environment, the business, costs, and trustworthiness.
  • Make judgements in decision-making during mechanical engineering problem solving and design.
  • Limit decision-making to the mechanical engineering field.

    INTEGRATED ASSESSMENT
    Integrated assessment cuts across several subjects/modules of a qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical, and reflexive competence. Integrated assessment in this qualification will take place at the [list level of study and learners will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry.

    To achieve different exit outcomes, various teaching and learning methods and technics, tutorials, practical, computer laboratory work, fieldwork, peer learning groups, independent learning, and independent research shall be combined. This will result in different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are used a pedagogic practice. Learners will engage actively with the material in different ways.

    The assessment method to be adopted should promote constructive alignment of the curriculum, learners centred learning and assessment, and the importance of feedback to enhance learners' engagement. Assessment practices should be fair, reliable, and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    A mix of both formative and summative assessments will be considered in this qualification:

    Formative Assessments:
    Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. This qualification will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects and case studies. To achieve different exit outcomes described above, various teaching and learning methods and technics, tutorials, practicals, computer laboratory work, fieldwork, peer learning groups, independent learning, and independent research shall be combined.

    Summative Assessments:
    Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports, and examinations. This qualification it will consist of written assessments in the form of written class tests and examinations conducted during and at the end of the academic semester/year. 
    		•

    INTERNATIONAL COMPARABILITY 
    The international comparison exercise was conducted in terms of institutional requirements and guidelines to determine the extent qualification and subject structures compare with similar offerings at similar institutions. The South African qualification complies with the requirements of the Engineering Council of South Africa (ECSA). This qualification is also aligned with the standard for accredited type qualifications in terms of qualification design criteria, some knowledge profile, and a set of learners' attributes.

    The Engineering Council of South Africa is a signatory of the Washington, Sydney, and Dublin Accords, all being members of the International Engineering Alliance (IEA). It is through those accords that the international comparability of engineering education qualifications is confirmed. International comparability of this Advanced Diploma in engineering technologist education qualification is ensured through the Sydney Accord.

    The Exit Level Outcomes and level descriptors defined in this qualification are aligned with the attributes of a Sydney Accord technologist learners in the International Engineering Alliance's Learners Attributes and professional Competencies.

    Country: Australia.
    Institution: Engineering Institute of Technology (EIT).
    Qualification Title: Advanced Diploma in Mechanical Engineering.
    Duration: 18 Months Full time.

    Entry Requirements:
  • Applicants must have at least a Year 12 or Cert III trade qualification or equivalent in a related field.
    AND
  • They must have at least 2 years work experience in a related field.
    OR
  • At least 4 years work experience in a related field - subject to acceptance of an application for Credit to Entry.
    AND
  • Satisfactory English language proficiency at an English pass level in a Senior Certificate of Education or equivalent.
    OR
  • A specified level of achievement in a recognized English language test such as IELTS (or equivalent) at a score of at least 5.5 (with no individual band score less than 5.0); or equivalent.
    OR
  • Satisfactory completion of another course offered by EIT, or by another tertiary institution, in English.
    Similarities:
    The Engineering Institute of Technology (EIT) qualification is comparable to the South African (SA) qualification in the following criteria.

    Purpose/Rationale:
    The purpose of both the EIT and SA qualifications is to impart the necessary mechanical engineering skills, and all the theory covered is tied to a practical outcome. Graduates will have the knowledge and skills to contribute to the capacity of mechanical engineering and related industries to maintain their competitiveness in a global marketplace through the application of the latest technologies, value adding to existing products, processes and services and the development of new, sustainable, and innovative solutions. Five threads run through the qualifications to give learners maximum, functional coverage in the field of mechanical engineering. These threads comprise of fundamentals of mechanical engineering technologies, applications of mechanical engineering technologies, energy systems, industrial automation, and management. Due to the global nature of mechanical engineering today, learners are exposed to international standards.

    Whilst there is probably not a serious shortage of theoretically oriented practitioners in mechanical engineering, there is a shortage of highly skilled practically oriented mechanical technologists and engineers in the world today, due to the new technologies only recently becoming a key component of all modern plants, factories, and offices. The critical shortage of experts in the area has been accentuated by retirement, restructuring and rapid growth in new industries and technologies. This is regardless of the recession in many countries.

    Many businesses throughout the world comment on the difficulty in finding experienced mechanical engineers and technologists despite paying outstanding salaries. For example, about two years ago a need developed for mechanical technologists and engineers in building process plants. The interface from the traditional supervisory control and data acquisition (SCADA) and industrial automation system to the web and to mechanical equipment has also created a new need for expertise in these areas. Specialists in these areas are few and far between.

    The aim of this 18-month online learning program is to provide you with core skills in working with mechanical engineering technology and systems and to take advantage of the growing need of industry here. The participants emerge from the qualifications able to demonstrate specialised and integrated technical and theoretical knowledge, with considerable depth, in subject matter related to mechanical engineering. The delivery methodology, and live and interactive webinars with the use of state-of-the-art technologies such as remote and virtual laboratories and simulation software ensures the graduate with cutting-edge skills that are valued by employers around the world.

    Qualification structure:
    The qualification is composed of 17 compulsory modules and 2 units of competency. These modules cover a range of aspects to provide you with maximum practical coverage in the field of mechanical engineering.
    Compulsory Modules:
  • Fundamentals of Mechanical Engineering.
  • Use basic mathematics in engineering.
  • Structural Mechanics.
  • Mechanical Drive Systems.
  • AC Electrical Motors and Drives.
  • Pumps, Compressors and Turbines.
  • Lubrication and Mechanical Seals.
  • Rotating Equipment Balancing, Alignment and Condition Monitoring.
  • Hydraulics.
  • Pneumatics.
  • Heating, Ventilation and Air-conditioning.
  • Process Plant Layout, Piping and Pipeline Systems.
  • Machinery Safety and Safe Lifting.
  • Apply the fundamentals of professional engineering practice.
  • Energy Efficiency.
  • Renewable Energy Systems.
  • Industrial Automation.
  • Measurement and Control Systems.
  • Management of Hazardous Areas.

    Similar Modules with the SA qualification are as follows:
  • Fundamentals of Mechanical Engineering.
  • Apply the fundamentals of professional engineering practice.
  • Use basic mathematics in engineering.
  • Heating, Ventilation and Air-conditioning.
  • Pumps, Compressors and Turbines.
  • Structural Mechanics.
  • Mechanical Drive Systems.
  • Energy Efficiency.
  • Renewable Energy Systems.
  • Hydraulics.
  • Pneumatics.

    Differences:
  • The EIT qualification is offered over a period of 18 months full time whereas the SA qualification takes one-year full-time study.
  • The EIT qualification requires applicants to have completed Year 12 or Cert III trade qualification or equivalent in a related field whereas the SA qualification requires candidates who hold a three-year Diploma in a related field.
  • The EIT qualification consists of both compulsory and elective modules whereas the SA qualification consists of compulsory modules only and no electives.

    Country: United Arab Emirates.
    Institution: University of Stirling Ras Al Khaimah.
    Qualification Title: SQA Advanced Diploma in Mechanical Engineering.

    Entry Requirements:
    It is recommended that candidates should possess the following:
  • One Higher from Physics, Technological Studies, Mechatronics or Mathematics and at least three National 5 passes including Mathematics, Physics/Technological Studies, and English.
  • National Certificate Group Award in Engineering.

    Purpose/Rationale:
    SQA Advanced Diploma in Mechanical Engineering gives learners opportunities to learn and understand the core principles and technologies that underpin mechanical engineering. They cover the skills required to seek employment in a wide range of manufacturing, service, and public sector organisations at engineering technician level. The SQA Advanced Diploma in Mechanical Engineering includes business awareness and continuing professional development, engineering principles, statics and strength of materials, engineering drawing, engineering skills, plant systems, and applied industrial plant maintenance.

    The qualification is suitable for a wide range of learners including:
  • School leavers.
  • Adult returners to education.
  • Individuals in employment who wish to enhance their career prospects.
  • People who wish to start their own business.

    Qualification structure:
    The qualification consists of Level 6 8 SCQF credit points (cp), Level 7 112 SCQF cp and Level 8 64 SCQF cp. Total credits: 184.

    The qualification consists of the following compulsory/Mandatory modules.
  • Communication: Practical Skills.
  • Information Technology: Applications Software 1.
  • Business Awareness and Continuing Professional.
  • Engineering Mathematics 1.
  • Quality Management: An Introduction.
  • Engineering Principles.
  • Materials Selection.
  • Statics and Strength of Materials.
  • Dynamics.
  • Thermofluids.
  • Pneumatics and Hydraulics.
  • Engineering Drawing.
  • Engineering Mathematics 2.
  • Engineering Skills.
  • Plant Systems.
  • Heat Transfer and Fluid Mechanics.
  • Strength of Materials: Advanced.
  • Applied Industrial Plant Maintenance.

    Elective Modules:
    The following modules are similar to the SA qualification.
  • Engineering Mathematics.
  • Heat Transfer and Fluid Mechanics.
  • Strength of Materials: Advanced.
  • Engineering Principles.
  • Materials Selection.
  • Statics and Strength of Materials.
  • Dynamics.
  • Thermofluids.
  • Pneumatics and Hydraulics.
  • Engineering Skills.

    Delivery Mode:
    The qualification can be delivered on a full-time, block-release, part-time day or part-time evening basis.

    Assessment:
    Integrated and holistic assessment is encouraged by either:
  • Combining assessments within a unit or across more than one unit.
    Or
  • Mapping of outcomes and assessment activities across units.

    Examples of assessment include, not limited to:
  • Remote testing such as paper based, app based, online, audio and video.
  • Professional discussion. This would be recording a professional discussion between a learner and an assessor. The discussions would focus on, and enhance, evidence already provided or demonstrated by the learner, including real work activities, practical tasks, a case study, project, portfolio, or some other form of assessment.
  • Practical assessment such as video, photographic, portfolio and witness testimony.

    Country: Singapore.
    Institution: Global School of Technology and Management.
    Qualification Title: Advanced Diploma in Mechanical Engineering.
    Duration: 10 months Institutional Learning and 6 months Industry Attachment.

    Similarities:
    The Global School of Technology and Management (GSTM) is comparable to the South African qualification in the following criteria.

    Entry Requirements:
    Both the GSTM and SA qualifications require applicants who have:
  • Completed Diploma in Mechanical Engineering.
    Or
  • Polytechnic Diploma in Mechanical Engineering.
    Or
  • Other PEI qualifications (e.g., BCA Diploma that are equivalent to GSTM's Specialist Diploma).
    Or
  • Matured learners: At least 30 years old with at least 8 years relevant working experience will be considered.
    AND
  • A pass in English at GCE 'O' Level, or IELTS 5.5 and or equivalent.
    Or
  • Completed a prior Diploma or equivalent where the medium of instruction is English.

    Purpose/Rationale:
    There is a shortage of highly skilled practically oriented mechanical engineers in the world today, due to new technologies only recently becoming a vital component of all modern plants, factories, and offices. The critical shortage of experts in the area has been accentuated by retirement, restructuring and rapid growth in new industries and technologies. This is regardless of the recession in many countries. Many businesses throughout the world comment on the difficulty in finding experienced mechanical engineers. Due to this, the qualification is emphasising the development of practical skills and experimentation using laboratories, industrial visits, etc.

    The qualification is focused on the latest development in the mechanical engineering industry. It helps the learners to gain theoretical and practical knowledge and skills in various aspects of mechanical engineering for those who wish to pursue or further advance their careers in this industry. The qualification prepares learners for employment in the mechanical engineering sector. This course is suitable for learners who have already decided that they wish to work in this area of work.

    Upon completion of the GSTM and SA qualifications, qualifying learners will be able to
  • Analyse the principles in Electrical and Electronic Engineering and will have learned to apply those principles more widely including different approaches to solving the problem in the workplace.
  • Prepare, analyse, and modify mechanical engineering drawings and other related technical documents for the design of mechanical components, processes and systems.
  • Determine the geometric dimensions, tolerances, and materials specifications required for manufacturing mechanical components.
  • Use freehand drawing techniques to prepare mechanical engineering sketches.
  • Apply current and relevant computer-based drafting techniques to prepare and modify mechanical engineering drawings (e.g., Computer-Aided Design (CAD) software).
  • Interpret and validate bills of materials and revision annotations.
  • Use engineering terminology correctly and accurately in written and oral communication.
  • Prepare, organize, analyze and evaluate relevant information, data, materials and documents in accordance with recognized standards (e.g., organizational standards, CSA, ISO).

    Qualification structure:
    The qualification consists of the following compulsory modules.
  • Control System and Instrumentation Engineering.
  • Sustainable Industry, Design and Manufacturing Technology.
  • Computer-Aided Engineering.
  • Thermodynamics and Heat Transfer.
  • Numerical Analysis.
  • Dynamics and Vibrations.
  • Industrial Design and Product Case Studies.
  • Group Design and Innovation Project.
  • Industry Attachment/ Industry Project.

    The following modules are similar to the SA qualification.
  • Control System and Instrumentation Engineering.
  • Sustainable Industry, Design and Manufacturing Technology.
  • Thermodynamics and Heat Transfer.
  • Numerical Analysis.
  • Group Design and Innovation Project.
  • Dynamics and Vibrations.

    Assessment:
    The assessment strategy for the GTSM and SA qualifications is underpinned by integrated assessment strategies which are reflective and continuous and include formative and summative assessment methods. The qualifications are assessed through Coursework/Formative and Examination/Summative assessment methods. The GTSM qualification Coursework constitutes 70% and the Examination constitutes 30% for all modules except the Integrated Engineering Project is 100% Coursework.

    Formative Assessment:
    Formative assessment should be used throughout the delivery of Units to reinforce learning, build candidates' confidence, and prepare candidates for summative assessment. Total contact hours: 240

    Differences:
    The GSTM is offered over a period of ten months with six months' work integrated learning whereas the SA qualification takes one-year full time study. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Diploma in Mechanical Engineering in Mechatronics, NQL Level 7.
  • Advanced Diploma in Mechanical Engineering in Renewable Energy, NQF Level 7.
  • Bachelor of Engineering Technology in Mechanical Engineering, NQF Level 7.
  • Advanced Diploma in Mining Engineering, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Engineering Honours in Mechanical Engineering, NQF Level 8.
  • Bachelor of Engineering Technology Honours in Mechanical Engineering, NQF Level 8.
  • Postgraduate Diploma: Engineering, NQF Level 8.
  • Postgraduate Diploma in Industrial Engineering, NQF Level 8. 
    		•

    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.
     
    NONE 


    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.