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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Bachelor of Education in Senior Phase and Further Education and Training Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 123787 | Bachelor of Education in Senior Phase and Further Education and Training Teaching | |||
| ORIGINATOR | ||||
| 2 Oceans Graduate Institute NPC T/A Two Oceans Graduate Institute | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree | Field 05 - Education, Training and Development | Schooling | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 480 | Not Applicable | NQF Level 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0730/25 | 2025-03-11 | 2028-03-11 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2029-03-11 | 2034-03-11 | |||
| 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 proposed Bachelor of Education in Senior Phase and Further Education and Training Teaching is to deliver professionally qualified teachers for the senior and further education and training phase. This qualification offers entry-level preparation for learners who wish to develop focused knowledge and skills as Senior Phase (SP) and Further Education and Training (FET) classroom teachers in their subjects of specialisation. The design of the qualification is in line with the Minimum Requirements for Teacher Education Qualifications (2015) and the Higher Education Qualifications Sub-Framework (2013). The qualification will equip learners with the required specialised subject content knowledge, pedagogical content knowledge (PCK) and pedagogical and technological methodologies as well as focused practical knowledge and skills that will enable them to demonstrate competence and responsibility as academically and professionally qualified SP and FET teachers. They will demonstrate the theoretical and practical competence to teach in the SP and FET phases in a variety of school, learner, economic and social contexts pertaining to the South African education landscape and beyond. Underpinned by a values-based approach, they will guide learners in a contextualised and inclusive way, to attain the relevant knowledge and skills applicable to the SP and FET Phase. Graduates will demonstrate the competence to integrate and apply different types of knowledge and learning, they will know who their learners are and how they learn, and they will understand their individual needs and tailor their teaching accordingly. On completion of the qualification, qualifying learners will be able to: Rationale: There is a need in South Africa for well-educated SP and FET teachers in order to address critical shortfalls in the secondary school system in South Africa, Research studies revealed that South African secondary school learners perform at a level far below the international average in international education evaluations. The research highlighted several issues, including high dropout rates, repetition policies, especially repetition without adequate support, the effect of remoteness (distance from main centres), shifts to outcomes-based curriculums and the crucial need for teacher supply and high-level training. Repeat and dropout rates increase markedly from the end of Grade 9 to Grade 11. The quality of learning at South African secondary schools is below average. There is, for example, a definite need to educate teachers to teach reading in African languages. The below average quality of education received by the poorest children in South Africa places them iat a permanent disadvantage relative to those attending the mainly more affluent and better performing schools. Research results indicate that insufficient teacher knowledge is an enormous problem and that low-quality schools act as a "poverty trap". The need for teacher quality, and specifically teacher knowledge, is of utmost importance against this background. The qualification will address specific needs in the South African secondary school sector as well as well-defined needs of stakeholders in the context of 21st-century developments and needs. The Teacher Evaluation in South African Schools, September 2015, Centre for Development and Enterprise (CDE) conducted in-depth research on the lack of professional teaching standards in South Africa, which define what teachers should know and be able to do to support learning objectives in the classroom. The CDE confirms the absence of a common, accepted and reliable set of standards that describe what constitutes effective teaching practices for pupil learning. Research further confirms that South African teachers, especially mathematics teachers, have inadequate subject content knowledge. Teachers' poor conceptual knowledge of the subjects they are teaching is a fundamental constraint on the quality of teaching and learning activities, and consequently on the quality of learning outcomes. South African mathematics education specialists point to the importance of mathematics teachers being able to provide the structural grounding their learners will need as they move into the grades that follow. All mathematics teachers, therefore, need a deep understanding of the mathematics concepts and how to teach them as well as knowing mathematics content in ways that make it usable for teaching. It is envisaged that the qualification will address the inadequate subject content knowledge base of teaching in the SP and FET phase and the priority of a principled understanding of the disciplines that are taught in these phases. The qualification will provide teachers with a deep conceptual knowledge of their subjects and the appropriate methodology to teach the subject. The critical challenge for teacher training is to improve learner performance through a high-quality teacher education qualification. The development of pedagogical content knowledge based on sound subject content knowledge of the subjects is central in the senior and further education and training phases. The qualification will enable prospective teachers to be proficient in the language of learning and teaching at a conceptual level. It is essential that teachers can explain concepts successfully. The development of isiXhosa conceptual knowledge is therefore an important priority in the design and of the qualification. Qualified teachers will be able to communicate effectively in one of the African Indigenous languages The qualification was developed in consultation with the Western Cape Education Department to determine current stakeholder needs. The design and curriculum structure of the qualification will therefore focus on the training of SP and FET teachers in arts, music, agriculture, tourism, computer applications technology (CAT), civil and electrical engineering, educational case law, and environmental management. The curriculum structure of the SP and FET Teaching will in future introduce new subject phases such as Coding and Robotics, Artificial Intelligence, Entrepreneurship, Marine Studies and Swahili targeting prospective learners from Central and East Africa in the SP and FET. The qualification will produce teachers who can demonstrate the ability to translate deep subject content knowledge into an improvement of teaching practice standards in all the subjects of the senior and further education and training classroom The qualification will further address the 21st-century context of digitisation and the utilisation of Information and Communication Technology (ICT) in teaching and learning in a very specific way. The planned online offering of the qualification takes full cognizance of ICT and digital developments in tertiary teaching and learning. The institution continuously seeks to be on par with developments towards the fourth industrial revolution and the implications thereof for teaching and learning in the tertiary and school context. The qualification will equip learners with 21st-century skills such as critical thinking, problem-solving and digital literacy in a digitised and technology mediated-educational context. The qualification will produce digital qualified SP and FET teachers who can apply digital administration systems in project management, financial management, classroom management, school management and whole-school evaluation. Newly qualified SP and FET teachers should take on the challenge of a unique 21st-century school design in different educational ecosystems with creativity and with an innovative entrepreneurial mind-set. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The purpose of recognition of prior learning (RPL) and credit accumulation transfer (CAT) is to provide for the assessment of learners who have undergone previous training and experience in the field of education or other relevant fields. The institution's RPL policy is in alignment with the 2019 SAQA National Policy for the Implementation of the Recognition of Prior Learning. Verified training and experience, either formally or informally, will enable a candidate to enrol at the institution. RPL for access RPL for exemption from the modules: RPL will apply to prospective learners seeking exemption from certain modules of the qualification, leading to carefully considered placement in the qualification. RPL for credits: Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 500 credits.
Compulsory Modules, Level 5, 40 Credits: Elective Modules, Level 5, 30 Credits (Select two FET subjects and one corresponding SP subject or two SP subjects and one corresponding FET subject): And Elective Modules, Level 5, 45 Credits (Select two FET subjects and one corresponding SP subject or two SP subjects and one corresponding FET subject): Compulsory Modules, Level 6, 90 Credits: Elective Modules, Level 6, 60 Credits (Select one SP subject and two FET subjects or two SP subjects and one FET subject): Choose the same electives selected at Level 5. And Elective Modules, Level 6, 30 Credits (Select one SP subject and two FET subjects or two SP subjects and one FET subject): Choose the same electives selected at Level 5 and corresponding Teaching modules of both the SP and FET phases. Compulsory Modules, Level 7, 100 Credits: Elective Modules, Level, 7, 45 Credits (Select one SP subject and two FET subjects or two SP subjects and one FET subject): Choose the same electives selected at Levels 5 and 6, and corresponding Teaching modules of both the SP and FET phases: And Elective Modules, Level, 7, 60 Credits Choose the same electives selected at Levels 5 and 6, and the corresponding Teaching modules of both the SP and FET phases: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate integrated knowledge of the key components of the subject matter of Senior Phase and Further Education and Training (SP and FET) Teaching subjects
2. Demonstrate and apply focussed practical knowledge and skills for teaching in the SP and FET phases. 3. Demonstrate the ability to analyse and critically reflect on and address the complex problems regarding SP and FET Teaching in different contexts. 4. Apply specialised subject content knowledge in relation to pedagogical content knowledge and technological knowledge with the relevant practical teaching and learning skills in the SP and FET Teaching classrooms of diverse contexts. 5. Demonstrate the ability to effectively apply, communicate and assess knowledge in the SP and FET Teaching classrooms. 6. Demonstrate research competence at an introductory level in the SP and FET Teaching field. 7. Demonstrate knowledge of universally accepted moral and ethical values and instil these values in learners to live according to them. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
¿ Apply subject content knowledge (disciplinary knowledge), PCK and pedagogical and technological methodologies as responsible and professionally qualified foundation phase teachers. ¿ Discuss the theoretical, historical, and research-based foundations of SP and FET Training Teaching subjects. ¿ Construct and determine the relation between the subject content knowledge of the specialization subjects and the teaching abilities and consequences of this knowledge for teaching in the senior and further education and training phases. ¿ Present, explain and teach concepts specific to his/her subject of specialization in the senior and further education and training phase. ¿ Apply methods and rules of subject specialization to create appropriate learning opportunities for diverse learners. ¿ Survey and analyse a variety of teaching practices and skills relevant to teaching in the senior, further education and training phase. Associated Assessment Criteria for Exit Level Outcome 2: ¿ Analyse current historical, philosophical, sociological and psychological thought and determine what the implications of this analysis are for teaching in the senior and further education and training phase. ¿ Identify, analyse and address barriers to learning in an inclusive way. ¿ Interpret the role of language and literacy across subjects and learning areas in the senior and further education and training phases. ¿ Integrate his/her teaching competence with competence in a second and third official language. ¿ Integrate ICTs and digital technologies in teaching and learning. ¿ Integrate and explain subject concepts and terminology in an African language. Associated Assessment Criteria for Exit Level Outcome 3: ¿ Construct varied learning situations and contexts of learners in the senior and further education and training phases integrated with an evaluation of the differentiated nature of South African society and its political and organizational structures. ¿ Interpret education against the background of the broader South African context with specific reference to the diverse socioeconomic needs of communities and different cultural contexts. ¿ Manage classrooms effectively across diverse contexts to ensure a conducive learning environment. ¿ Analyse diversity in the South African context and demonstrate the ability to teach in a manner that includes all learners. ¿ Identify learning or social problems and work in partnership with professional service providers to address these. ¿ Improve social justice and the redress of inequalities in the educational context and society more broadly. ¿ Differentiate between learners with learning disabilities and learners not at risk of learning disabilities. ¿ Create equal opportunities for all learners, especially those from disadvantaged backgrounds, towards the induction of leadership abilities amongst all learners. Associated Assessment Criteria for Exit Level Outcome 4: ¿ Integrate principles, practices and methods of teaching in SP and FET phases. ¿ Present, explain and teach concepts specific to his/her specialization subjects in the senior and further education and training phase. ¿ Determine the methods and rules of his/her subject of specialization to create appropriate learning opportunities for diverse learners in the senior and further education and training phases. ¿ Survey and analyse a variety of teaching practices and skills relevant to teaching in the senior and further education and training phases. ¿ Apply knowledge of learners, learning, curriculum theory, curriculum differentiation and general instructional and assessment theory and strategies in the senior and further education and training phase. ¿ Apply the concept of inclusive education and the implications and applications thereof for teaching in the senior and further education and training phase. ¿ Assess subject content knowledge in respect of specialisation subjects and evaluate and address learning needs towards continuous professional development in a self-directed manner. Associated Assessment Criteria for Exit Level Outcome 5: ¿ Evaluate and assess the progress of learners and the outcomes of learning in the senior and further education and training phases in a formative and summative way. ¿ Integrate teaching and learning with the relevant knowledge of inclusive education to address barriers to learning in an appropriate way. ¿ Create different and continuous assessment methods and strategies in the senior and further education and training phase to implement the notion of assessment for learning and assessment of learning. ¿ Apply and integrate the method of informal assessment as well as the recording thereof. ¿ Design assessment rubrics and make use of assessment checklists. ¿ Make use of the principle of constructive alignment to create a cyclical order between teaching, learning and assessment. ¿ Assess learners in reliable and varied ways and use the results of assessment to improve teaching and learning. Associated Assessment Criteria for Exit Level Outcome 6: ¿ Apply critical cognitive abilities to enhance the intellectual abilities of learners in the senior and further education and training phases. ¿ Evaluate own practice in a critical manner and a research-based and theoretically informed way. ¿ Write a research report on a chosen subject in a chosen field of education. ¿ Conduct a research project on the application of theoretical frameworks as part of a summative assessment report. ¿ Conduct a research project on the theoretical foundations of education as part of a summative assessment report. ¿ Demarcate the field of study and scope of the research project sufficiently. ¿ Communicate findings in an acceptable academic discourse, with consideration of ethical research issues. ¿ Formulate a clear problem statement, central educational/pedagogical argument, aims and plausible findings. ¿ Apply relevant research methods in the field. ¿ Provide a sufficient overview of the relevant literature on the topic. ¿ Provide a logical and systematic line of argument. ¿ Apply advanced bibliographical skills, including the use of information technology (electronic databases and text manipulation programs) as a research aid in preparing the bibliography. Associated Assessment Criteria for Exit Level Outcome 7: ¿ Demonstrate values, morals and attitudes as role models that reflect the values-based ethos of teaching. ¿ Apply the appropriate values, skills and attitudes towards the effective teaching of the senior phase and further education and training learners based on the South African school curriculum. ¿ Model a positive work ethic and display appropriate values to conduct themselves in a manner that befits, enhances and develops the teaching profession. ¿ Model and apply universally accepted virtues and values, such as truthfulness, integrity, right conduct, non-violence, love, peace, honesty, fairness, justice, tolerance, empathy, care, service, tolerance, respect, courage, temperance and friendship. |
| INTERNATIONAL COMPARABILITY |
| Country: Australia
Institution: University of Sydney Qualification title: Bachelor of Education (Secondary) NQF Level: Australian Qualifications Framework (AQF) Level 7 Credits: 192 Credit points Duration: 4 years full-time Entry Requirements: ¿ A secondary education qualification such as the NSW Higher School Certificate (including national and international equivalents), Or ¿ Approved higher education study, including approved preparation courses. Purpose: The Bachelor of Education (Secondary) is an initial teacher education degree that prepares learners to teach in Middle and Senior Secondary School settings. The qualification provides a balance of education learning theory in two areas and will provide graduates with the ability to teach two areas to senior years schooling. Professional experience is built into our secondary teaching degrees. Most placements begin in the third year and the amount of responsibility and duration of the placements progressively increases. Learners will start by observing classes in schools planning and running them under minimal supervision, and developing the practical education skills required to become a professional teacher. As a qualified education professional, graduates will be able to pursue careers in school administration and management, curriculum design, education policy, specialist education, service learning, community engagement and information and communications technology. This qualification is accredited by the NSW Education Standards Authority (NESA). Graduates are accredited to become teachers in Australia (pending completion of LANTITE). The Literacy and Numeracy Test for Initial Teacher Education Learners (the test) is designed to assess initial teacher education learners' personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching and assist higher education providers, teacher employers and the general public to have increased confidence in the skills of graduating teachers. Qualification structure: The qualification consists of the following compulsory and elective modules: Year 1 ¿ Rethinking Education Elective ¿ From Table A, Table S, or Open Learning Environment ¿ First teaching area 1000-level ¿ Second teaching area 1000-level ¿ Sociological Perspectives in Education comparable to Sociology of Education ¿ From Table A, Table S, or Open Learning Environment ¿ First teaching area 1000-level ¿ Second teaching area 1000-level Year 2 ¿ Aboriginal Education in Context ¿ First teaching area 2000-level ¿ First teaching area 2000-level ¿ Second teaching area 2000-level ¿ Special and Inclusive Education comparable to Inclusive Education ¿ Pedagogy, Leading and Learning 1 comparable to Classroom Management in the Senior and Further Education and Training Phase ¿ First teaching area 3000-level ¿ Second teaching area 2000-level ¿ LANTITE Undergraduate* Year 3 ¿ Psychological Perspectives in Education comparable to Educational Psychology ¿ Elective or 2nd teaching area 3000-level units of study ¿ Discipline and curriculum knowledge 1A ¿ Discipline and curriculum knowledge 1B ¿ Interdisciplinary Impact/Interdisciplinary project ¿ Pedagogy, Leading and Learning 2 comparable to Classroom Management in the Senior and Further Education and Training Phase ¿ Discipline and curriculum knowledge 2A ¿ Discipline and curriculum knowledge 2B Year 4 ¿ Pedagogy, Leading and Learning 3 comparable to Classroom Management in the Senior and Further Education and Training Phase ¿ Discipline and curriculum knowledge 3A ¿ Discipline and curriculum knowledge 3B ¿ Education studies capstone ¿ Education Capstone comparable to Research Methodology ¿ Professional Engagement Final Practice comparable to Teaching Practice: Guided Teaching, Supervised Teaching and: Independent Teaching ¿ First teaching area 3000-level ¿ Elective or 2nd teaching area 3000-level units of study Teaching areas include: ¿ Aboriginal studies ¿ Biology comparable to FET Life Sciences ¿ Chemistry ¿ Business studies comparable to FET Business Studies ¿ Drama comparable to FET Dramatic Arts ¿ Economics comparable to SP and FET Economics ¿ English comparable to SP and FET English Home Language I ¿ Geography comparable to FET Geography ¿ History (modern or ancient) comparable to FET History ¿ Languages (Arabic, Chinese, French, German, Hebrew (modern or classical), Indonesian, Italian, Japanese, Judaic Studies, Korean, Latin, Modern Greek or Spanish) ¿ Mathematics comparable to SP and FET Mathematics ¿ Physics comparable to FET Physical Sciences ¿ TESOL (linguistics) Similarities ¿ The University of Sydney (US) and the South African (SA) qualifications are over 4 years of full-time study. ¿ Both qualifications are registered at AQF/SA NQF Level 7. ¿ The US qualification accepts applicants who completed the secondary school qualification, such as the NSW Higher School Certificate, similar to the National Senior Certificate in the SA qualification. ¿ Both qualifications will assist learners to develop in-depth curriculum and pedagogy knowledge in teaching specialist areas aligned with state and national curriculum frameworks. ¿ Both qualifications consist of compulsory and elective modules. ¿ The US and SA qualifications are designed for learners looking to become qualified high school teachers or education professionals. ¿ Teaching Practice is built in the US and SA qualifications to allow learners to gain experiential experience Difference: ¿ The SA qualification has 480 credits whereas the US qualification has 192 credits. Country: New Zealand Accredited Institution: University of Auckland Qualification title Bachelor of Education (Teaching) Duration: Full-time: 3 years Credits: 360 Credit Points Entry requirements. ¿ Learners must meet the University Entrance (UE) standard. Purpose: The Bachelor of Education (Teaching) comprises 360 points of coursework and at least 120 days of practicum. In the first year of study, learners are required to complete the faculty's Waipapa Taumata Rau course. Designed in two parts, Part One of the degree (Years 1 and 2) will introduce learners to key disciplinary knowledge and provide some experience in schools. While there are compulsory core courses, learners also have a level of choice to follow areas of interest in other disciplines. By the end of Part One, learners will have developed knowledge in key foundational education disciplines, including education sociology, educational psychology, educational philosophy and Maori education. Learners will also experience collaborative transdisciplinary learning and develop knowledge and skills of crucial importance to working with the diversity of learners in Aotearoa. Part Two of the degree (year 3) involves a dedicated professionally based qualification that focuses strongly on practice, professional identity, learning science, curriculum and pedagogy. While Part One enables learners to develop broad knowledge and skills, including experience of school contexts, Part Two is a more intensive preparation for teaching practice. Modules: Year 1: ¿ Waipapa Taumata Rau ¿ Transdisciplinary course ¿ Teaching tales and traditions ¿ How people learn ¿ Reflecting on how children learn ¿ Practicum comparable to Introduction to Teaching Practice, Teaching Practice: Guided Teaching, Independent and Supervised Teaching. ¿ Free choice Elective Modules: ¿ Introduction to educational thought ¿ Introduction to Maori education Year 2 ¿ The creative Process comparable to SP Creative Arts I ¿ Free choice ¿ Elective ¿ Teaching Literacy and Maths comparable to Teaching FET Mathematical Literacy and Teaching FET Mathematics ¿ Educational Psychology comparable to Educational Psychology ¿ Reflecting on education spaces comparable to Classroom Management in the Senior and Further Education and Training Phase ¿ Practicum comparable to Introduction to Teaching Practice, Teaching Practice: Guided Teaching, Independent and Supervised Teaching. ¿ Introduction to spoken Maori (or EDPROFM 101) ¿ Pasifika education and diversity comparable to Inclusive Education ¿ Free choice ¿ Elective Module Year 3 ¿ Professional practice 3 comparable to Teaching Practice: Guided Teaching, Independent and Supervised Teaching. ¿ Practicum comparable to Teaching Practice: Guided Teaching, Independent and Supervised Teaching. ¿ Curriculum in Maths and Literacy 1 comparable to SP and FET Mathematics and Mathematical Literacy ¿ Curriculum in Maths and Literacy 2 comparable to SP and FET Mathematics and Mathematical Literacy ¿ Languages and Social Sciences comparable to SP Social Sciences ¿ Professional practice 4 comparable to Teaching Practice: Guided Teaching, Independent and Supervised Teaching. ¿ Practicum comparable to Teaching Practice: Guided Teaching, Independent and Supervised Teaching. ¿ Science and Technology curriculum comparable to SP Natural Sciences and SP Technology ¿ The Arts, Health and Physical Education ¿ Ako Similarities ¿ The University of Auckland (UA) and the South African (SA) qualifications accept learners who completed the University Entrance qualification. ¿ The UA and SA qualifications will equip learners with knowledge in key foundational education disciplines, including education sociology, educational psychology, educational philosophy and inclusive education. ¿ The emphasis of both qualifications is on the methodology and pedagogy of teaching and learning/ ¿ Both qualifications consist of the school-based practicum and observation of teaching practice Differences ¿ The UA qualification has 360 credits whereas the SA qualification has a minimum of 480 credits. ¿ The SA qualification is offered over four years of full-time study whereas the UA qualification is offered over three years of full-time study. ¿ The UA qualification consists of limited school subject electives while the SA qualification consists of a variety of school subject electives. |
| ARTICULATION OPTIONS |
| Horizontal Articulation:
Vertical Articulation: Diagonal Articulation There is no diagonal articulation for this qualification. |
| MODERATION OPTIONS |
| 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. |
| 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. |