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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Service Management 
SAQA QUAL ID QUALIFICATION TITLE
123162  Postgraduate Diploma in Service Management 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
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 0628/24  2024-11-21  2027-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-11-21   2031-11-21  

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 Postgraduate Diploma in Service Management is for learners to acquire leadership skills to strategically position service management as a key strategic priority of a business, thus motivating and developing a dynamic service-focused culture within an organisation. This qualification will focus on developing the graduates' ability to apply service innovation capabilities to a service organisation. The qualification will enable graduates to develop and produce new service propositions to address the needs of customers.

On completion of the qualification, qualifying learners will be to:
  • Develop new service propositions or service solutions by applying various service management and leadership capabilities, approaches, and models.
  • With a strategic focus on change management, implement, monitor, and evaluate service innovations and service solutions.
  • Evaluate the financial implications of service management, innovation, and solutions on a service business.
  • Report on data collected through research to inform the development and production of new service propositions or service solutions.

    Rationale:
    The Postgraduate Diploma in Service Management will provide opportunities for working professionals and managers from the hospitality industry and other business sectors to develop much-needed Service Management and Leadership competencies. This qualification is in response to the identified need and will equip graduates with the knowledge, skills, values, and attitudes necessary to lead service organisations effectively in the complex and highly competitive global business market, currently and in the future.

    According to Business Process Enabling South Africa (BPESA), the business services sector, which includes call centres, technical support, and back and front office services for major multinational and South African firms, has seen exceptional growth in recent years and has been a major source of job creation for young South Africans. South Africa was also recognised as the top Global Business Service Sector location in 2021, which according to BEPSA will also see an increase in new jobs in this sector.

    The Service SETA Sector Skills Plan states that it is hard to fill vacancies in Contact Centres such as Account Managers and Contact Centre Managers that are both service-centric and identifies the following skills gaps - decision-making, conflict resolution, interpersonal skills, business etiquette, communication skills, management skills, and many more that the proposed qualification can address. Business competitiveness is increasingly dependent on active management of client acquisition and retention. Service management is a developing specialist skill to add to the repertoire of skills and competencies for senior staff in businesses, which sell services instead of or alongside products.

    The classification of leadership has changed significantly over the past decades and has recently evolved from transformational, transactional, and charismatic leadership to service leadership. The implications are considerable for all businesses since the concept of leadership through service will become more prominent in all organisations; traditionally this leadership approach used to be more aligned to and applied in the hospitality sector. Recent global events have demonstrated that service leadership is an emerging philosophy that not only facilitates customer and employee care but also prioritizes environmental stewardship, and the promotion of a culture of integrity, service excellence and human wellbeing. The emergence of a trend that sees customer service expectations inform the new strategies.

    The career opportunities available are across many domains within several sectors, including among others:
  • Service Manager.
  • Service Delivery Manager.
  • Client Services Manager.
  • Hospitality Service Procurement Manager.

    The nature of both work and the workplace has changed dramatically since the outbreak of the Covid-19 pandemic. The challenges of maintaining service excellence and ethical standards will increase as workplaces become more diverse and as the rapid pace of social and technological change creates more impersonal work environments. Businesses must therefore be adequately prepared to navigate the uncertain business climate, and the qualification will support individuals in positions of service to address the service management challenges faced by client-based organisations. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    The institution subscribes to the principles outlined in the CHE Policies on the Recognition of Prior Learning (RPL), Credit Accumulation and Transfer (CAT), and Assessment in Higher Education as well as the SAQA National Policy and Criteria for the Implementation of RPL.

    RPL at the institution is framed by the following principles:
  • Qualifications are not awarded through RPL.
  • Credits towards a qualification are not awarded by RPL but can be achieved through the CAT process.
  • RPL can be used to give a learner access to a qualification if they have the required prior qualification but not at the performance level normally required.
  • RPL can be used to give a person admission to a qualification without having completed a qualification normally required at a lower level.
  • Only 10% of any cohort can be admitted through RPL.
  • RPL is applied to formal, informal, and non-formal learning achieved through any means other than formal study towards a recognised qualification or part of a recognised qualification, which is normally recognised through a process of CAT.
  • Assessments for RPL are carried out by subject matter experts and are normally against the conventional entry requirements or assumptions about learning associated with entry requirements for a qualification.
  • RPL information (including institutional RPL policies, criteria, guidelines, codes of conduct, ethics, assessment, moderation, RPL fees, as well as appeals policies) is clearly visible on their respective websites.

    The institution's CAT, RPL and Qualification Completion Policy distinguishes between RPL for access, which provides an alternative access route into a programme of learning and RPL for credit, which provides for the awarding of credits for or towards a qualification or part qualification registered on the NQF.

    RPL for access:
  • RPL for access provides an alternative access route into a qualification. Consequently, candidates can only register for the qualification once their RPL application has been approved.
  • Sites are not permitted to accept candidates with qualifications until the RPL process is complete. This means that successful RPL candidates may have to wait until the next academic cycle to commence the qualification.

    The RPL processes are followed to recognise and assess prior knowledge and skills gained through informal, non-formal or experiential learning. Candidates applying for RPL do so under the guidance of the site-designated member of staff (responsible person). Once the responsible person is made aware of a potential applicant, they will work with the designated responsible academic to compile the criteria. The candidate is provided with the documentation describing the process and an indication of what the RPL fee will be for the assessment.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Advanced Diploma in Management Services, NQF Level 7.
    Or
  • Advanced Diploma in Operations Management, NQF Level 7.
    Or
  • Advanced Diploma in Quality Management, NQF Level 7.
    Or
  • Bachelor of Service Management, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

    Compulsory modules, Level 8, 120 Credits:
  • Service Management and Service Innovation, 20 Credits.
  • Strategic Service Management and Leadership, 20 Credits.
  • Service Management: Financial Methods for Improved Services, 20 Credits.
  • Service Management: Consumer Markets, Customer Services and Technology, 20 Credits.
  • Managing Change in Service Management, 20 Credits.
  • Research Methods and Practice, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
    1. Demonstrate the ability to develop new service propositions or service solutions by applying various service management and leadership capabilities, approaches, and models.
    2. Demonstrate the ability to implement, monitor, and evaluate service innovations and service solutions with a strategic focus on change management.
    3. Demonstrate the ability to evaluate the financial implications of service management, innovation, and solutions in a service business.
    4. Demonstrate the ability to report on data collected through research to inform the development and production of new service propositions or solutions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Accurately compare different theoretical frameworks and approaches to service management and leadership.
  • Appropriately use relevant theoretical approaches to compare key service management perspectives applied in the business environment, both locally and internationally.
  • Analyse service management theories, justifying their importance to managers in the business environment.
  • Effectively identify emerging and dominant business models, operating systems, trends, unmet needs, and promising technological options for new service configurations that support service-dominant thinking.
  • Critically discuss the interaction of the psychological, practical, and commercial aspects of decision-making for a service-dominant approach across a wide range of sectors.
  • Discuss the advantages and disadvantages of various leadership theories and determine which approach is most relevant to a particular leadership situation in the service sector.
  • Adequately apply service management and leadership theories, approaches, and practices to the management of the value proposition of a business to customers within an ever-changing business environment.
  • Appropriately analyse the ways in which leadership strategy is formulated and implemented in a service business.
  • Effectively compare the impact of service management and leadership on the implementation of strategy in a service business and its service culture.
  • Apply different service management and leadership theories for business optimization.
  • Effectively develop awareness of one's personal leadership strengths and areas for further development.
  • Utilize appropriate models and methods to identify challenges and opportunities within the services industries.
  • Systematically select and apply appropriate knowledge, tools, and techniques to develop, manage and evaluate service businesses or the service function of a business for excellent service.
  • Appropriately conceptualise and design a novel service innovation in relation to the business strategy, target audience and other stakeholders.
  • Effectively engage all stakeholders i.e., customers, relevant networks and partners to co-design and co-produce a service innovation or solution.
  • Implement and scale a service innovation or solution.
  • Critically analyse, interpret, and critique a given service process and advance practical improvements to it.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Strategically plan for human capital requirements needed to meet organisational service goals and objectives.
  • Appropriately use various management functions such as planning, organising, leading, and controlling to manage the implementation of service innovations and solutions effectively and efficiently.
  • Utilize different essential instructional practices that facilitate business development through service excellence.
  • Critically analyse and apply problem-solving techniques across a range of scenarios.
  • Appropriately utilize the change cycle, communication and conflict management skills, and several change management strategies and models to implement a change in service delivery.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Correctly apply different methods of measuring financial performance within a business.
  • Critically analyse financial data to generate further information.
  • Explore the relationship between the operational performance of a business in terms of service and the financial measures of the business.
  • Appropriately apply various financial methods (cost benefits) when making business decisions for improved services.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Successfully design and conduct primary research to evaluate service propositions or solutions for customers in a service sector.
  • Accurately draft a research report in which quantitative or qualitative findings are integrated.
  • Critically analyse primary and secondary research findings to make recommendations as to how a selected entity could launch service innovations to create value for customers.
  • Analyse the literature constructs within the context of the research study that provides a foundation towards solving the research problem.

    INTEGRATED ASSESSMENT:
    The institution's Assessment Strategy and Policy provide very detailed principle-led guidance on assessment policies and procedures and assessment types.
    The key principles that inform the assessment policy and principles of good assessment are summarised from the institution's Assessment Strategy and Policy.

    Each qualification and each module have an assessment strategy that will ensure that all assessment principles are adhered to and manage predictability and learner load. This strategy includes the type, number, and weightings of assessments in all modules. This is made explicit for learners in the Module Information Sheet (MIS) as summarised in the Qualification Guide. The assessment structure, type, number, and weightings in all modules must be appropriate for the credit value of the module (notional time), discipline and NQF level. Exceptions to standard structures must be approved by Faculty Boards.The strategy must include more than one question type, learning skill, answer format, and time structure so that all learning types are catered for. In an individual assessment, the structure of the assessment should not be that the inability to answer one question impacts the ability to answer others, i.e., the inability to master one question cannot have the consequential impact of making it not possible to answer others.

    Assessments must test theory/content, skills and appropriate application and should include assessing values and attitudes. The assessment structure is outlined in the Module Information Guide and summarised in the Qualification Guide. The purposes of an assessment need to be reflected in the instruments and processes used to assess learner work. Some assessments are formative in that their purpose is to enable learners to use feedback to improve their performance in that module. Others are summative and their purpose is only to evaluate the attainment of the outcomes.

    Formative Assessment:
    As competence develops over time and is improved with feedback, formative assessment should take place throughout the learning process and must result in feedback that enables learners to improve their performance and prepare for summative assessments.

    Feedback to learners may include a model answer, or rubric, depending on the nature of the discipline. However, these are not sufficient as they do not provide an individual learner with feedback on the relationship between the learners' response and the desired response in such a way that the learner knows what action is needed to improve their performance, particularly in preparation for the summative assessment.

    Some formative assessments are not graded (awarded marks) and function to provide learners with feedback to promote their development but performance on the actual task does not contribute to the final module mark. Integrated Curriculum Engagement (ICE) tasks would be an example of formative assessments that are not graded insofar as each task does not make a performance-based, assessed contribution to the final mark although completion of the tasks is required to earn a contribution to the final mark.

    Graded Formative Assessment:
  • Some formative assessments are graded and thus have both the feedback and evaluative role.
  • Graded formative assessment results are included in the Cumulative Assessment (CASS) Mark.
  • Graded formative and summative assessments are designed centrally in a standard manner and format for all learners in a module against the module outcomes. Unlike ICE, graded assessments are not tools for class-specific responsive evaluation and feedback by the lecturer to the learner group they are teaching.
  • The feedback from graded formative assessments should be used by learners to improve performance in their summative assessments but this feedback is generally subject to a time delay.
  • Tests, essays, and tasks in a Portfolio of Evidence (PoE) are examples of graded formative assessments.

    Integrated Curriculum Engagement (ICE):
  • Each class and each learner engage with their learning differently.
  • Understanding that engagement and progress improve the ability of the lecturer and the learner to promote learner success in formative and summative assessments and against the outcomes, in a focused manner.
  • ICE activities are activities requiring active engagement with a small part of the learning material/limited number of learning objectives to measure interim progress.
  • ICE is the tool used at the institution to give lecturers autonomy, and learners the reward, for active, immediate engagement with the learning process, in small pieces, so that lecturers and learners get immediate and constant feedback on progress.
  • They are either designed by the lecturer for the class needs at that moment or purposefully selected from a range of options on learning to meet the immediate needs of the class.
  • ICE tasks are part of a continuous assessment process, so they need to be meaningful and purposeful in allowing learners and lecturers to track progress and learning needs.
  • The contribution that ICE makes to CASS is normally a simple reward where learners can achieve up to 10% of their module mark simply by completing the required activities in a prescribed manner.
  • ICE is part of the explicit teaching and learning strategy for hybrid and distance modes of provision, in all undergraduate qualifications and in all postgraduate qualifications that have coursework components.
  • Exceptions, related to how ICE is marked or recognised, such as for professional qualifications, are approved by Faculty Boards in consultation with the relevant Dean.
  • This is deliberately and blatantly a behaviourist strategy to incentivise engagement. The extent to which this is also achieved depends on the type of activities the lecturer chooses, the quality of the feedback given, the link between the activities and essential learning and mastery in the module and the learner's attitude and effort. Not all of these can be equally managed, and the focus should rather be on the quality of the task than the extent to which learners are exerting sufficient effort so that we can build intrinsic motivation to participate fully.
  • If well designed, an ICE task will have an intrinsic mastery value for learners, and they will appreciate their value. Learner compliance and participation are thus partly about learner autonomy but also about the quality of the tasks made available to them.
  • With these objectives in mind, the 10% contribution is split between tasks on which feedback is given (by the lecturer or by other learners or self-assessment or machine-marked assessment) and tasks on which the learner is solely responsible for assessing their performance against the module objectives and on which no other feedback is given.
  • To ensure that ICE meets all the objectives above, the following are the parameters against which lectures should select or design tasks for their classes.
  • As this is an incentive process and occurs at different points throughout the module, learners can achieve the full allocation by doing at least four activities, two for feedback and two without a feedback expectation.
  • At least six must be provided by the lecturer to enable learners to submit all or at least four.
  • As the task is intended to be a focused moment-in-time assessment of mastery, each task should not require a significant amount of time to complete. Most tasks should require less than an hour to complete it should be noted that in a 10-credit module, there are only 100 notional hours of learning available and if each task takes more than an hour to complete, one will rapidly use up more than 5% of notional learning time, taking time from the more substantive tasks at hand.
  • The type of activity should be deliberately chosen to ensure the best learning and feedback for the learner, taking into consideration the objectives to be achieved, the learning needs of the group, the mode of delivery of the module, and the practical circumstances.
  • The task types should also vary to cater for different learning preferences. Possibilities include but are not limited to existing activities on questions from past formative and summative assessments, additional reading, quizzes, debates, online group discussions, surveys, blog responses, studio activities, mini-tests, and presentations.
  • Variety should also be offered in terms of when the tasks should be done such as before, after or during a scheduled engagement with the lecturer or with other learners.
  • The timing should be spread across the module to ensure that there are several opportunities for learners to receive real formative feedback on their comprehension and progress. An annexure containing the details of ICE has been uploaded (Integrated Curriculum Engagement Document).

    Summative Assessment:
    The purpose of summative assessments is to evaluate learner learning, skill acquisition and academic achievement at the end of a defined instructional period. Unlike formative assessments, which summarise learner development at a point in a module and are intended to improve the learners' learning capacity or skill, summative assessments focus on analysing learner achievements after the completion of the learning process. Normally, learners are only given a grade for summative assessments and not detailed feedback.
    Summative assessments are typically the work of individual learners, rather than a group of learners. 
    		•

    INTERNATIONAL COMPARABILITY 
    Service Management is an emerging sector with only a few accredited qualifications and academic offerings available internationally, particularly in the postgraduate studies landscape. The South African (SA) qualification is compared to similar qualifications offered in the following countries.

    Country: United Kingdom.
    Institution: The University of Edinburgh.
    Qualification Title: Postgraduate Diploma Service Management and Design.
    Credits: 120 credits.
    Duration: 2 years part-time.

    Entry Requirements:
    The qualification is ideal for working professionals with a completed honours degree or some other professional qualification with a service management background.

    Purpose:
    Services and how they are designed and managed across the public, third, and private sectors are vital to the future of economies and societies across the globe. This innovative qualification uniquely integrates service management and service design in the context of a data-driven society and is taught by academic experts from management, design, and data-related fields.

    The qualification is intended for learners who plan to build careers in service-related areas across the private, public and third sectors. The qualification helps learners to develop the critical, creative and data skills that are essential to their success.

    Learners will gain theoretical and practical knowledge and skills required to lead and execute successful service management in business. The focus of this qualification is to evaluate, synthesise and integrate information across service management and service design disciplines.

    On completion of the qualification, successful learners will be able to:
  • Possess a critical understanding of value and values across service management and service design and of how they interrelate.
  • Identify, generate and apply appropriate research methods to resolve live problems across diverse service settings, with a focus on the co-creation of knowledge.
  • Critically evaluate, synthesise and integrate information from across the service management and service design disciplines.
  • Communicate effectively and sensitively within complex and dynamic environments to support the development of co-creative cultures.
  • Develop the personal and intellectual aptitudes to become a facilitative leader at the interface of service management and service design.
  • Confidently identify, appraise and develop technical tools and approaches, and apply them across digital and analogue environments.

    Qualification structure:
    The qualification includes three compulsory 10-credit modules:
  • Introduction to Service Management comparable to Service Management and Service Innovation.
  • Introduction to Service Design.
  • Value and Value Creation which explores the fundamental role of value creation in both service management and service design.
  • As well as the following 10 credit shared core courses, which are compulsory for EFI learners on all programmes:
  • Interdisciplinary Futures.
  • Insights Through Data or Text Remix (choose one).
  • Ethical Data Futures.
  • Representing Data or Building Near Futures (choose one).

    Similarities:
  • The University of Edinburgh (UE) and the South African (SA) qualifications focus on developing new service management business strategies, people, technology and processes for improved customer experience.
  • Both qualifications consist of 120 credits.
  • Both qualifications share similar learning outcomes.
  • The content modules for both qualifications are the same, requiring learners to complete a research project based on a service management area of interest or which the employee requires.
  • Both qualifications articulate to Master's degree in a cognate field.

    Differences:
  • The UE qualification is offered over two years of part-time study whereas the SA qualification is offered over one year of full-time study.
  • The UE qualification consists of compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.

    Country: Italy.
    Institution: Rimini, Alma Mater Studiorum Universita Di Bologna Campus Di Rimini.
    Qualification Title: Master of Business Administration and Service Management.
    Credits: 120 ECTS.
    Duration: Two Year Full time.
    Entry requirements:
    Admission to the second cycle degree/two-year Master in Service Management requires possession of a bachelor's degree or three-year university diploma, or any other degree obtained abroad, recognised as suitable.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules:
    Compulsory Modules:
  • Corporate Finance comparable to Service Management - Financial Methods for Improved Services.
  • Strategic Service Management (I.C.) comparable to Strategic Service Management and Leadership.
  • Service Business Models.
  • Service Innovation comparable to Service Management and Service Innovation.
  • Performance Measurement and Reporting (I.C.).
  • Financial Reporting and Analysis.
  • Economics (I.C.).
  • Behavioural Economics.
  • Industrial Organization.
  • Strategic Cost Management in Service Industries comparable to Service Management - Financial Methods for Improved Services.
  • Service Data Analysis.
  • Service-Oriented Human Resource Management and Leadership.
  • International Commercial Law.
  • Final dissertation and internship comparable to Research Methods and Practice.

    Elective Modules (Select three modules from the options:
  • Sustainability Reporting Laboratory.
  • Laboratory Of Digital Transformation in Service.
  • Final Examination.
  • Internship for Preparation of the Final Examination.

    Similarities:
  • The Rimini, Alma Mater Studiorum Universita (AMSU) and the South African (SA) qualifications consist of 120 credits.
  • The AMSU and the SA qualifications require possession of a bachelor's degree.
  • Both qualifications prepare learners to analyse financial methods to improve services as wells as focusing on the consumer markets and services by using technology.
  • There is also a blend of managerial and leadership modules combined into a research project in both qualifications.
  • Both qualifications share similar modules.

    Differences:
  • The AMSU qualification is offered over two years of full-time study whereas the SA qualification is offered over two years of full-time study.
  • The AMSU qualification articulates to the Doctoral Degree in a related field whereas the SA qualification articulates to a Master's degree in a related field.

    Conclusion:
    It was a challenge to find Postgraduate Diplomas or Honours Degrees with a focus on service management from reputable international institutions. Consequently, the Master's degree selected was used for comparing the content. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Commerce Honours in Management, NQF Level 8.
  • Bachelor of Commerce Honours in Strategic Management, NQF Level 8.
  • Bachelor of Commerce Honours, NQF Level 8.
  • Postgraduate Diploma in Business Leadership, NQF Level 8.
  • Postgraduate Diploma in Leadership Development, NQF Level 8.
  • Postgraduate Diploma in Corporate Governance, NQF Level 8.
  • Postgraduate Diploma in Management in Digital Business, NQF Level 8.
  • Postgraduate Diploma in Business Management and Administration, NQF Level 8.
  • Postgraduate Diploma in Business Leadership, NQF Level 8.
  • Postgraduate Diploma in Management Services, NQF Level 8.

    Vertical Articulation:
  • Master of Commerce in Project Leadership and Management, NQF Level 9.
  • Master of Business Leadership, NQF Level 9.
  • Master of Philosophy in Management in Leadership in Emerging Countries, NQF Level 9.
  • Master of International Business, NQF Level 9.
  • Master of Management in Digital Business, NQF Level 9.
  • Master of Business Administration, NQF Level 9.
  • Master of Commerce in Strategic Brand Leadership, NQF Level 9.
  • Master of Business Administration, NQF Level 9.
  • Master of Philosophy in Corporate Strategy, NQF Level 9.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    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. The Independent Institute of Education (Pty) Ltd 


    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.