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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Engineering Technology Honours in Electronic Engineering 
SAQA QUAL ID QUALIFICATION TITLE
120766  Bachelor of Engineering Technology Honours in Electronic Engineering 
ORIGINATOR
Durban University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  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 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0815/23  2023-04-18  2026-04-18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-04-18   2030-04-18  

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 Bachelor of Engineering Technology Honours Degree in Electronic Engineering is a specialisation qualification designed to prepare learners for careers in engineering and related areas as well as higher-level postgraduate studies and professional registration. The qualification consolidates and deepens the learner's expertise in electronic engineering and develops research capacity in the methodology and techniques of those disciplines while equipping them to undertake more intensive learning.

The purpose of this qualification is to develop specialist knowledge, understanding, abilities and skills required for becoming a competent practising engineer. This qualification prepares learners for careers in engineering and related areas, for achieving technological proficiency and leadership and to contribute to the economy and national development.

Upon completion of this qualification, qualifying learners will be able to:
  • Apply mathematical modelling and analysis to solve complex engineering problems creatively and innovatively.
  • Apply knowledge of mathematics, natural science, and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
  • Perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes of a complex nature.
  • Conduct investigations of complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
  • Apply appropriate techniques, resources, and modern engineering tools, including information technology, prediction, and modelling, for the solution of complex engineering problems.
  • Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
  • Demonstrate knowledge and understanding of the impact of engineering activities on society, economy, industrial and physical environment.
  • Demonstrate knowledge and understanding of engineering management principles.
  • Engage in independent and life-long learning through well-developed learning skills.
  • Apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering practice.
  • Demonstrate knowledge and understanding of engineering management principles and economic decision-making.

    Rationale:
    The engineering skills shortage has a widespread effect on South Africa. It affects the level of economic productivity and reduces the country's capacity to develop a knowledgeable society. This, in turn, affects the country's functioning in the current globalised business environment and global economy. This qualification provides aspiring electrical engineers with the knowledge to operate and enhance electrical engineering processes in an efficient, safe, and profitable way.

    Engineering is an activity that encompasses initiatives, services and the solution to problems that are of importance to society and the economy. These engineering activities are generally undertaken by a range of engineering practitioners namely engineers, technologists, technicians, and artisans. This qualification is intended to provide, in combination with the Professional coursework Master's in Engineering, the educational base for the development of a Professional Engineer with knowledge and attributes to work in a wide spectrum of industries including the telecommunication, electronic, computer, automation and energy industries. The various levels of practitioners recognized in categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are Professional Engineer, Professional Engineering Technologist, Professional Engineering Technician and Professional Certificated Engineer.

    This qualification demands a high level of theoretical engagement and intellectual independence. The Bachelor of Engineering Technology Honours in Electronic Engineering forms part of a combination of qualifications to meet the educational requirements for registration in the category of learner engineer. Qualifying learners can develop and improve, technical procedures, practices, and codes, to solve complex electrical engineering problems. They manage and supervise engineering operations, construction, and activities.

    Professional Engineers will be able to apply established and newly developed engineering technology. Learners will be able to solve complex electrical engineering problems and design components, systems, services, and processes. They will be able to provide leadership in the application of technology and commercially effective operations. They will work independently and responsibly, applying judgement to decisions arising in the implementation of technology to problems and associated risks. Professional Engineers must, therefore, have a specialised understanding of the engineering science that underpins specific technologies together with financial, commercial, legal, social, economic, health, safety, and environmental matters.

    The qualification will target Supervisors, Inspectors and Entrepreneurs in the country. Also, the qualification will provide opportunities in the different disciplines of engineering, offering access towards Technicians, Technologists, Engineers, and Researchers. The qualification is beneficial to the economy and society as it addresses some of the training needs indicated in the Higher Education and Training Framework for the National Skills Development Strategy (NSDSIII). Skilled electrical engineers are required to meet the developmental needs of the country in all manufacturing and electrical engineering production fields.

    Qualifications leading to this qualification tend to have a strong vocational, professional or career focus and holders of this qualification will enter a specific niche in the labour market. The particular purpose of educational qualifications designed to meet this qualification is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practising Professional Engineer. The qualification is endorsed by ECSA, and the qualification is aligned to the ECSA Accreditation Standards in line with the internationally accepted engineering accreditation standards. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Advanced Diploma in Electrical Engineering in Power Engineering, NQF Level 7.
    Or
  • Advanced Diploma in Industrial Electronics, NQF Level 7.
    Or
  • Bachelor of Engineering Technology in Electrical Engineering, NQF Level 7.
    Or
  • Bachelor of Engineering Technology in Computer Engineering, NQF 7.
    Or
  • Bachelor of Engineering in Electrical Engineering, NQF Level 7.
    Or
  • A relevant qualification in the related field at NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 7 and 8 totalling 152 Credits.

    Compulsory Modules, Level 7, 8 Credits:
  • Statistics and Probability, 8 Credits.

    Compulsory Modules, Level 8, 144 Credits:
  • Data Analytics and Machine Learning, 12 Credits.
  • Research Methods and Ethics, 8 Credits.
  • Engineering Research Proposal, 8 Credits.
  • Embedded Systems Design, 12 Credits.
  • Digital Signal Processing (DSP) Applications, 12 Credits.
  • Data Networks and Internet of Things (IoT), 12 Credits.
  • Systems Thinking and Leadership, 12 Credits.
  • Renewable Energy and Sustainability, 12 Credits.
  • Radio and Microwave Systems, 12 Credits.
  • Automation, 12 Credits.
  • Engineering Research Project, 32 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply mathematical modelling and analysis to solve complex engineering problems creatively and innovatively.
    2. Demonstrate competence to apply knowledge of mathematics, natural science, and engineering sciences to the conceptualization of engineering models and to solving complex engineering problems.
    3. Demonstrate competence to perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes of a complex nature.
    4. Demonstrate competence to conduct investigations of complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
    5. Demonstrate competence to use appropriate techniques, resources, and modern engineering tools, including information technology, prediction, and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions, and constraints.
    6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate knowledge and understanding of the impact of engineering activities on society, economy, industrial and physical environment.
    8. Demonstrate knowledge and understanding of engineering management principles.
    9. Demonstrate competence to engage in independent and life-long learning through well-developed learning skills.
    10. Apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering practice.
    11. Demonstrate knowledge and understanding of engineering management principles and economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and define the problem and identify criteria for an acceptable solution.
  • Identify relevant information and engineering knowledge and skills for solving the problem.
  • Generate and formulate possible approaches that would lead to a workable solution for the problem.
  • Model and analyse possible solutions.
  • Evaluate possible solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science, and engineering science at a fundamental level and in a specialist, area to bear on the solution of complex engineering problems.
  • Use theories, principles, and laws.
  • Perform formal analysis and modelling on engineering materials, components, systems, or processes.
  • Communicate concepts, ideas, and theories.
  • Perform reasoning about and conceptualising engineering materials, components, systems, or processes.
  • Handle uncertainty and risk.
  • 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 and deal with constraints.
  • Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks including analysis, quantitative modelling and optimisation of the product, system, or process subject to the relevant premises, assumptions, constraints, and restrictions.
  • Evaluate and select alternatives for implementation and a preferred solution based on techno-economic analysis and judgement.
  • Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • Communicate the design logic and relevant information in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and conduct investigations and experiments within an appropriate discipline.
  • Search available literature and evaluate material for suitability to the investigation.
  • Perform analysis necessary to the investigation.
  • Select and use equipment or appropriate software in the investigations.
  • Analyse, interpret and derive information from available data.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purpose, process, and outcomes of the investigation in a technical report or research project 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 to achieve the required result.
  • Produce results by the method, skill, or tool as tested and assessed against required results.
  • Create, select, and use computer applications as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply the structure, style and language of written and oral communication that are appropriate for the communication and the target audience.
  • Use graphics appropriate and effective in enhancing the meaning of the text.
  • Use visual materials to enhance oral communications.
  • Use accepted methods for providing information to others involved in the engineering activity.
  • Deliver oral communication fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain the impact of technology in terms of its benefits and limitations to society.
  • Analyse the engineering activity in terms of the impact on the public, physical environment and occupational health and safety.
  • Take personal, social, economic, and cultural values and requirements into consideration for those who are affected by the engineering activity.

    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.
  • Contribute to team activities, including at disciplinary boundaries, and support the output of the team as a whole.
  • Organise and manage a design or research project.
  • Cary out effective communication in the context of the individual or teamwork.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflect on learning undertaken and determine strategies to suit personal learning styles and preferences.
  • Source, organise and evaluate relevant information.
  • Comprehend and apply the knowledge acquired outside of formal instruction.
  • Challenge assumptions critically and embrace new thinking.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Describe the ethical implications of decisions made.
  • Apply ethical reasoning to evaluate engineering solutions.
  • Maintain continued competence by keeping abreast of up-to-date tools and techniques available in the workplace.
  • Participate in the continuing professional development programmes an ongoing process.
  • Accept responsibility for consequences stemming from own actions.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Explain basic principles of economics, business management and project management.
  • Apply basic principles of economics, business management, and project management to one's own work. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability of engineering education qualifications is ensured through the Washington, Sydney, and Dublin Accords, all being members of the International Engineering Alliance (IEA). The standard of the proposed qualification is comparable with the Washington Accord Graduate Attributes. Washington Accord signatories are Australia, Canada, Chinese Taipei, Hong Kong China, India, Ireland, Japan, the Republic of Korea, Malaysia, Russia, New Zealand, Singapore, South Africa, Sri Lanka, Turkey, the United Kingdom, and the United States of America.

    The graduate attributes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies.
    Further purposes of comparability and qualifications from various institutions in Africa and elsewhere in the developing world were examined. Qualifications from the developed world were not looked at in detail, because by meeting the requirements of the Washington Accord these qualifications would all by design share many similarities. Most institutions offer a combined four-year professional honours degree as opposed to the South African (SA) qualification.

    Three institutions were chosen, based on their ranking by various metrics. The institutions chosen were the American University in Cairo and the University of Nairobi. These three institutions all offered a four-year degree with Honours.

    Country: Egypt
    Institution: American University in Cairo
    Qualification Title: Bachelor of Science in Electronics and Communications Engineering
    Credits: 162
    Duration: Four-and-a-half-years full time
    Entry Requirements:
    High-school learners with a mathematics or science background are accepted depending on their high-school grades.

    Rationale:
    The qualification is suitable for learners interested in dynamic industries, including aerospace, automotive, construction, consumer goods, defence, desalination, electronics, oil and gas, pharmaceuticals, power generation, satellite communication stations, and telecommunications.

    The electronics and communications engineering qualification at AUC graduates an electronics and communications engineer who, within a few years of graduation, fulfils societal needs, with consideration for ethical and environmental issues and an appreciation of lifelong learning, in one or more of the following roles:
  • A professional team member in a multidisciplinary environment, local or global.
  • A leader in electronics and communications engineering through notable achievements, promotion, and professional development.
  • A successful member of an advanced academic or research organization.
  • A successful entrepreneur.

    Exit Learning Outcomes:
    By completing the requirements of the Electronics and Communications Engineering Program at AUC, learners will be able to:
  • Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
  • Apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
  • Communicate effectively with a range of audiences.
  • Recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
  • Function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
  • Develop and conduct appropriate experimentation, analyze, and interpret data, and use engineering judgment to draw conclusions.
  • Acquire and apply new knowledge as needed, using appropriate learning strategies.

    Learners are required to participate in an industry internship to get introduced to the job market and form connections with potential employers. Internship opportunities are available with industry partners such as Alcatel, Cisco, Electronics Research Institute, Elsewedy Electric, Etisalat, Halliburton, Intel, Mars, Orange, Siemens, Valeo, and Vodafone, among others. Learners also participate in a variety of extracurricular activities, such as field trips and local and international competitions.

    The electronics and communications engineering curriculum requires a solid core of foundation courses in physics, mathematics, computer science and general engineering. Concentration courses in electronics and communications engineering that integrate theory and laboratory wherever possible, cover electromagnetism, circuits, electronics, digital design, and communications. Courses in electric machinery, classical control and computer systems are also required, as well as the capstone senior thesis and an industrial internship.

    The Electronics and Communications Engineering program is also accredited by the Engineering Accreditation Commission (EAC) of the Accreditation Board for Engineering and Technology (ABET).

    Qualification structure:
    A total of 162 credits are required for the Bachelor's degree in Electronics and Communications
    engineering:
    Core Curriculum Requirements, 36 credits.
    Engineering Core Requirements, 57 credits.
    Concentration Requirements, 54 credits.
    Concentration Electives, 12 credits.
    General Electives, 3 credits.

    Similarities:
  • Both qualifications develop the same graduate attributes outlined in the exit-level outcomes.
  • The purpose of AUC and SA qualifications is to prepare graduates to meet the expectations of employers, address the shortage of engineers and pursue advanced studies.
  • The curriculum of both qualifications is designed to strike a balance between theoretical and practical experience and to impart a solid understanding of the principles required for a successful career in electronics and engineering.
  • The AUC qualification is accredited by the Engineering Accreditation Commission (EAC) of the Accreditation Board for Engineering and Technology (ABET) which is similar to the ECSA in the SA qualification.
  • The SA qualification consists of Engineering Research Project similar to the capstone senior thesis in the AUC qualification.
  • Both qualifications articulate vertically into a Master's Degree in a cognate field.

    Differences:
  • The AUC qualification takes four- and a half year of full-time study whereas the SA qualification is offered over one year of full-time study.
  • The AUC qualification has 162 credits while the SA qualification has 152 credits.
  • The AUC qualification consists of the industrial internship while the structure of the SA qualification does not include the internship.

    Country: Kenya
    Institution: University of Nairobi
    Qualification Title: Bachelor of Science in Electrical and Electronic Engineering
    Duration: Five years full time
    Credits: 76 Credits
    Entry requirements:
  • At least C+ in Kenya Certificate of Secondary Education (KCSE).
    Or
  • A-Level Candidates with a minimum entry requirement of principal C passes in Mathematics and Physics and a Subsidiary level pass in Chemistry with a credit pass in English at 'O' level, except that for Geospatial Engineering, a subsidiary level pass in Geography shall also be accepted in lieu of Chemistry.
    Or
  • KNEC Higher National Diploma (HND) or Equivalent
    Or
  • Diploma from Science/Technical Teacher Training Colleges, Candidates with a Diploma in Mathematics and Physics from recognized teacher training colleges.

    Rationale:
    The purpose of the qualification is to provide relevant skills and knowledge to the learners to be competent engineers in the field of Electrical and Electronic Engineering. Electrical and Electronic Engineering forms the basis of very important sectors of the industry. Electrical engineers provide skilled labour in the fields of Telecommunications, Power generation and distribution, computing systems, and control systems. The knowledge imparted to the learners during the five years of training is expected to prepare them to work in the industry or go into self-employment.

    Expected Learning Outcomes:
    At the end of the course the learner should be able to:
  • Apply the knowledge of mathematics, science, and engineering in solving contemporary electrical and electronic engineering issues.
  • Conduct own-designed experiments in electrical and electronic engineering.
  • Interpret data from experiments in electrical and electronic engineering.
  • Formulate and solve identified electrical and electronic problems.
  • Communicate effectively when functioning within a multidisciplinary team.
  • Design systems to meet desired needs within realistic constraints.
  • Demonstrate professional/ethical responsibility in electrical and electronic engineering.

    Qualification structure:
    The undergraduate learners shall complete the following course units (including laboratories):
  • First year, 14 Credits.
  • Second year,16 Credits.
  • Third year, 16 Credits.
  • Fourth year, 6 Credits.
  • Fifth year, 4 Credits.
    Total Credits: 76

    Laboratories shall have 60 hours per semester and shall comprise one course unit, except in the first year of study when they shall have 45 hours.

    There shall be a practical assignment term lasting for eight weeks at the end of the first year of study. There shall also be an industrial attachment of undergraduate learners arranged to take place during the long vacations of the third and fourth years of study.

    Similar modules with the SA qualification:
  • Statistics.
  • Mini-Project.
  • Computer Systems Engineering.
  • Engineering Project.
  • Data Structures and Algorithms.

    Similarities:
  • Both qualifications develop the same graduate attributes.
  • Both qualifications articulate vertically into a Master's Degree in the cognate field.

    Differences:
  • The UN qualification takes five years full-time to complete whereas the SA qualification takes one year of full-time study.
  • The UN qualification has 72 credits while the SA qualification has 152 credits.
  • The UN qualification consists of the industrial internship while the structure of the SA qualification does not include the internship.

    Conclusion:
    The comparison showed that the general course structure is fixed in the first three years of the above qualifications, with the fourth year consisting of multiple electives, thus enabling specialisation. The first three years of these qualifications are broadly comparable to the SA qualification containing typically physics, mathematics, digital electronics, embedded systems, control systems, design, and communications.

    The final year of these qualifications, analogous to the SA qualification, consists of typical engineering subjects, as mentioned previously as well as specialised topics such as composite materials, vibrations and similar. They also featured capstone design projects, which formed a large part of the available credits. This approach was also seen at various other institutions that were examined. The structure and content of the proposed qualification align well with the content of the four-year professional degrees chosen for comparability. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Engineering Honours in Electronic Engineering, NQF Level 8.
  • Bachelor of Engineering in Electrical and Electronic Engineering, NQF Level 8.
  • Bachelor of Engineering in Electronic Engineering, NQF Level 8.
  • Bachelor of Engineering in Computer and Electronic Engineering, NQF Level 8.
  • Postgraduate Diploma in Electrical Engineering, NQF Level 8.
  • Postgraduate Diploma in Engineering, NQF Level 8.

    Vertical Articulation:
  • Master of Engineering in Electrical and Electronic Engineering, NQF Level 9.
  • Master of Engineering in Electrical Engineering, NQF Level 9.
  • Master of Engineering in Energy, NQF level 9. 
    		•

    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. Durban University of Technology 


    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.