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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Early Childhood Care and Education 
SAQA QUAL ID QUALIFICATION TITLE
126157  Diploma in Early Childhood Care and Education 
ORIGINATOR
University of Fort Hare 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0841/26  2026-07-09  2029-07-09 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-07-09   2035-07-09  

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 Diploma in Early Childhood Care and Education qualification is to provide learners with a well-rounded education that will equip them with the practical skills (lesson planning, learning material design, screening and identification, play-based approach, collaboration with families), Early Childhood Care and Education (ECCE) appropriate disciplinary knowledge, educational theories, and methodology needed to mediate learning in Early Childhood Development (ECD) contexts. Learners who obtain this qualification will be able to demonstrate their competence and responsibility as academically and professionally qualified ECD educators. The certification calls for a thorough specialty in the subject of early childhood education in addition to the necessary practical abilities and experience in an early childhood setting.

In addition, the qualification gives learners the ICT and math literacy knowledge and skills they need to become qualified early childhood educators. Learners will be placed in ECD centres for work-integrated learning for three years to observe, interact, and mediate children's learning.

Upon completion of this qualification, qualifying learners will be able to:
  • Ability to have knowledge and understanding of the holistic development of the young child within the ECCE.
  • Demonstrate knowledge of ECCE Curriculum pedagogy to design, select, and implement effective stimulation, care, and education for young children through developmentally appropriate strategies and methods.
  • Apply Fundamental ICT and mathematics concepts, knowledge, and skills for academic and young children's development in a variety of ECCE contexts.
  • Demonstrate sound teacher professionalism, appropriate ethical behaviour, professional values, attitudes, and behaviours including a suitable understanding of teacher professionalism guidelines and policies.

    Rationale:
    This qualification is offered by a few institutions in South Africa; however, it is not offered by any institution in the Eastern Cape Province. The initiative will help the industry and larger communities since it opens the door for the workforce to become more professionally trained, which will support children's growth and meaningful learning. The following factors will be taken into consideration while discussing the qualification's reasoning:

    One of the factors that contributed to the discovery of the qualification was the unprofessionalised nature of the industry before those providing ECD services started the pre-schools as revenue-generating businesses after spotting a need. Taking advantage of the chance, the NGO's created the NQF 4 and 5 credentials for ECD practitioners. The difficulties with children's preparedness for formal schooling, however, persisted. The institution plans to offer the NQF 6 qualification, which will result in instructors who are qualified and capable of mediating meaningful learning for the development of children especially those who are zero to four years old.

    In response to The National Audit of the Early Childhood Development (ECD) Sector, which focused on ECD practitioners and principals without professional qualifications, the qualification was created. The 2001 National Audit recommended that the ECCE industry become more professional. Furthermore, relatively few practitioners have the necessary ECD credentials, according to a longitudinal study conducted by the National Development Agency and the University of Fort Hare (NDA-UFH) on the analysis of best practices in ECD centres in the Eastern Cape province. To guarantee that South African children flourish well into adulthood, the degree's implementation will focus on the professional development of practitioners in the early childhood development field outside of the Eastern Cape province. The Teacher Education Qualifications Evaluation Committee (TEPEC) of the Department of Higher Education and Training (DHET) endorsed this course on July 02, 2023, stating that it complies with professional body criteria.

    This qualification targets learners are those who fulfil the prerequisites, possess a National Senior Certificate (Diploma Pass), be cleared under the Children's Act, Act 38 of 2005, and be ECCE practitioners with experience and eligible for RPL. Recognised Level 4 or 5 vocational, occupational, and academic qualifications, such as a certificate or diploma in ECD/Edu-care, or in another relevant field, including relevant qualifications offered by TVET colleges and ETDP-SETA. The targeted learners are also those who, upon graduation, are eager to serve as ECCE educators and go on to pursue careers as ECCE researchers. The qualification's three-year enrolment cap is set at NQF 6. There are various pathways that learners can choose from, such as diagonal, horizontal, and vertical ones. Potential applicants may enter the qualification upon fulfilment of the prerequisites, which are outlined in accordance with university regulations and MRQECDE policy.

    The qualification will benefit the learners since it will allow them to fill the stated need for unskilled ECD professionals. Society gains from this as well because the strategy concentrates on children from birth to age four, a time frame that is commonly overlooked, and because children enrolled in the facilities are provided with early learning qualifications that assist and nurture the developing kid. Carers who engage with ECD centres to support developing children may also benefit since they are exposed to working with skilled personnel. Strong foundations will be given to young children in communities to prepare them for lifelong learning, which will have an impact on the economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution applies RPL in two distinct ways: (1) RPL for Access (Entry): Applicants who do not meet formal entry requirements but can demonstrate equivalent prior learning may apply for entry via RPL. The PoE is assessed against NQF Level 6 descriptors and entry-level competences of this qualification. (2) RPL for Credit / Advanced Standing: Applicants or registered learners with prior learning equivalent to one or more modules may apply for module exemptions. The PoE is assessed against the specific Exit Level Outcomes (ELOs) and module descriptors of the relevant module(s). A minimum of two departmental academics appointed by the Dean assess and moderate each RPL application. The RPL Policy of the institution and the Faculty of Education will be used as needed, in cooperation with the Teaching and Learning Centre.

    As per the university RPL policy 2022 these are the steps that potential learners have to follow to gain access through RPL and be exempted from modules:
  • The applicant makes an enquiry seeks advice and information from the RPL Office within the Teaching and Learning Centre (TLC).
  • The RPL Office advises the learner on submission of the RPL application, letter, motivation, CV and any supporting documents.
  • Upon submission of the above-mentioned documentation, the RPL office consults with the Departmental academic(s), Dean/Deputy Deans and Faculty Manager in the Faculty on behalf of the RPL applicant.
  • The RPL officer may be invited to make input into RPL application Faculty provisional decision-making meetings.
  • RPL officer will communicate the provisional outcome to the RPL applicant, and if positive, to clearly communicate to the learner that the final decision is made by Senate.
  • If the application is provisionally supported, the RPL applicant pays a non-refundable RPL application fee, and submits their proof of payment with the application.
  • The RPL Office in TLC assists and advises the applicant on constructing the portfolio of evidence and compliance with any other requirements stipulated during the faculty consultations.
  • The Portfolio of evidence and any other assessments are assessed and moderated as relevant, sufficient and current by the respective academics in the department/ programme/ discipline. At least 2 members from the department programme/ discipline are appointed by the Dean/Deputy Dean.
  • The outcome of the assessment, in terms of whether it is supported (or not), is submitted to the FTLC.
  • The FTLC considers the RPL application, portfolio of evidence and the RPL assessment outcome and makes recommendations to the Faculty Board.
  • The Faculty Board supports (or rejects) the recommendation from the FTLC; and if supported, recommends Senex for approval by Senate.
  • Once Senate approves or rejects the RPL application, feedback regarding the outcome is communicated to the applicant by the faculty.
  • Applicants who have successful RPL applications may then proceed with registration at the University, in the qualification for which they applied and were granted admission.

    The institution align itself with the policy on Policy for Credit Accumulation and Transfer within the National Qualifications Framework (2008) in matching the knowledge skills and competences of modules within the qualification.

    RPL for credits:
    Module credits will also be awarded through consulting the module descriptors. In line with the credit accumulation, the NQF level descriptors in the modules of this qualification will be used to match the knowledge skills, competencies in alignment with the exit level outcomes of the qualification.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4.
    or
  • Senior Certificate (SC), NQF Level 4.
    or
  • National Senior Certificate for Adults (NASCA) with APS 5 for English.
    or
  • National Certificate (Vocational), NQF Level 4, with a diploma entry endorsement.
    or
  • Equivalent Occupational Certificate in ECD with Level 4 can also be presented for consideration for admission, and a Level 5 certificate or diploma can be presented for consideration for admission and assessment pertaining to advanced credit standing.
    and
  • Clearance in terms of the provisions of the Children's Act, Act 38 of 2005, as persons suitable to work with babies, toddlers, and young children as contemplated in section 97 (3) and duly verified against Part B of the National Protection Register in accordance with section 126 of the said Act. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 and 6, totalling 376 credits.

    Compulsory Modules, NQF Level 5, 208 Credits:
  • Academic skills development, 8 Credits.
  • Constructions of Childhood and Children, 16 Credits.
  • Fundamental ICT Literacy in ECCE, 8 Credits.
  • Fundamental Mathematical Literacy in ECCE, 8 Credits.
  • Foundations of Education, 8 Credits.
  • Language for Conversational Competence (IsiXhosa/Afrikaans), 16 Credits.
  • Being a professional ECCE Educator 1, 8 Credits.
  • Early Childhood Curriculum Studies and Assessment, 8 Credits.
  • Exploring Mathematics 1, 8 Credits.
  • Social transformation, 16 Credits.
  • Well-being 1, 8 Credits.
  • Work-integrated learning 1, 8 Credits.
  • Creativity 1, 8 Credits.
  • Identity and belonging 1, 8 Credits.
  • Inclusive Education in ECCE 1, 8 Credits.
  • Knowledge and understanding of the world 1, 8 Credits.
  • Building Partnerships with Families and Communities, 8 Credits.
  • Leadership and management in ECCE, 8 Credits.
  • Learning environments in ECCE, 8 Credits.
  • Play-based Pedagogy in ECCE, 16 Credits.
  • Work-integrated learning 2, 16 Credits.

    Compulsory Modules, NQF Level 6, 168 Credits:
  • Health, Safety and Nutrition, 16 Credits.
  • Understanding psychology in the early years, 16 Credits.
  • Well-being 2, 8 Credits.
  • Being a professional ECCE Educator 2, 8 Credits.
  • Creativity 2, 8 Credits.
  • Communication 2, 16 Credits.
  • Exploring Mathematics 2, 16 Credits.
  • History and Philosophy of Education in ECCE, 8 Credits.
  • Identity and belonging 2, 8 Credits.
  • Knowledge and understanding of the world 2, 8 Credits.
  • Work-integrated learning 3 A, 16 Credits.
  • Inclusive Education in ECCE 2, 8 Credits.
  • Sociology of education in Early Child Development, 16 Credits.
  • Work-integrated learning 3 B, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Ability to have knowledge and understanding of the holistic development of the young child within the ECCE.
    2. Demonstrate knowledge of ECCE Curriculum pedagogy to design, select, and implement effective stimulation, care, and education for young children through developmentally appropriate strategies and methods.
    3. Apply Fundamental ICT and mathematics concepts, knowledge, and skills for academic and young children's development in a variety of ECCE contexts.
    4. Demonstrate sound teacher professionalism, appropriate ethical behaviour, professional values, attitudes, and behaviours including a suitable understanding of teacher professionalism guidelines and policies.
    5. Apply fundamental academic skills, use a range of grammatical structures logically and adopt suitable academic vocabulary and analyse and interpret academic sources.
    6. Understand the importance of inclusion in ECCE and establish sustainable collaborative partnerships with families and communities.
    7. Demonstrate understanding of the National Curriculum Framework ELDAs to organise and facilitate activities using a range of developmentally appropriate strategies and resources for babies, toddlers, and young children.
    8. Mediate active learning through play in safe and healthy ECCE environments to support active learning and holistic development of babies, toddlers, and young children.
    9. Understand the importance and roles of educational philosophy, psychology, sociology and history and their influence in ECCE context.
    10. Use basic conversational language competencies to promote interpersonal communication competence in at least one LoLT.
    11. Demonstrate an ability to translate ECCE studied theoretical knowledge into practice by planning and facilitating suitable lessons in the classroom. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Implement developmentally appropriate practical knowledge practices that demonstrate an understanding of the holistic development of the young child.
  • Debate key common theories and their implications in child development.
  • Discuss child barriers to growth and development.
  • Demonstrate strategies to promote diverse learning experiences and accommodate individual differences to promote child development.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Describe indicators and principles of effective Early Childhood Curriculum.
  • Plan activities, role-play appropriate pedagogies to use when teaching in the early years.
  • Demonstrate adaptation and curriculum differentiation in meeting the needs for children with special education needs.
  • Facilitate activities that demonstrate understanding of elements of differentiated instruction.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use various digital tools and resources to facilitate collaborative learning and self-directed learning.
  • Use recommended Apps for completing assigned tasks.
  • Demonstrate use of internet-based sources of information in academic writing.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Define ethics and professionalism.
  • Discuss the significance of ECCE teacher professionalism in children, families, and communities.
  • Demonstrate implications of the code of conduct of an ECD Teacher.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply academic writing techniques for various academic purposes.
  • Summarise and paraphrase simple texts.
  • Analyse simple texts.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Summarise strategies of building partnerships with families and communities.
  • Exemplify influences of diversity of families and parenting styles within the ECD practice.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Use the National Curriculum to plan and facilitate ELDA lessons using a range of developmentally appropriate strategies to organise and facilitate learning of young children in ECCE.
  • Develop appropriate resources to support the learning of babies and toddlers, and young children.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Demonstrate health, safety, and nutrition characteristics in early childhood.
  • Discuss examples of common unsafe children's behaviors, what they are communicating and demonstrate how to deal with them.
  • Demonstrate considerations when designing an Effective and Safe ECCE Environment.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Discuss the importance of philosophies, psychology, sociology, and history in the ECCE context.
  • Illustrate understanding of the importance and roles of educational philosophy, psychology, sociology and history and their influence in ECCE context.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Use conversational rules, structures, and functions to communicate in ECCE contexts.
  • Promote interpersonal communication competence in at least one LoLT.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Reflect on the tenets of work-integrated learning in ECCE.
  • Plan and present lessons using a differentiated plan for babies, toddlers, and young children.
  • Plan an assessment plan and use alternative assessments that are accommodative of children's learning needs.
  • Role play strategies to ensure child-centredness and active learning.

    Integrated Assessment:
    Formative assessment:
    Formative assessment in this qualification will serve to identify strengths, weaknesses and ways to improve and enhance learning in order to support the learner in the learning process towards achievement of outcomes, and to inform curriculum development. It will be developmental and used to improve learning and to provide learners with feedback on the progress made. These will include, but not limited to assessments tasks such as presentations, group works, class works and class discussions.

    Summative assessment:
    Summative assessments are comprised of the Duly Performance and the exam mark in theory modules. Learners' DP will be accumulated through assignments weighing 40% and Tests weighing 60%. Learners would be required to have 40% DP to write examinations. The DP weighs 50% towards summative assessment whereas examinations weigh 50% totalling to 100% for final mark.

    WIL of the qualification will be assessed through Continuous Assessment. In continuous assessment modules, learners are examined continuously over the duration of the module and the marks obtained are used to produce a final result aFs approved by Senate. There is no DP requirement for WIL, instead the following assessments will be given 20 % Theory (Tests, assignments, presentations and portfolios), 20% Practical: (Microteaching), 60 % WIL assessment (lecturers' visits to learners and POE).

    This qualification has a total number of 384 credits, and WIL constitutes 56 credits (14.58%), which is spread over three years from NQF level 5 to 6. The qualification has different types of learning that can be integrated and applied for learner teachers to understand how to mediate quality learning. These learning types include fundamental learning, educational learning, disciplinary learning, pedagogical learning, situational learning, and practical learning (DHET, 2017; pp. 16-17). Of the six learning types, WIL forms part of practical learning. WIL modules are attached to show how they're integrated into the qualification.

    The WIL of the qualification has two components: namely, learning from practice and learning in practice. Learning from practice offers learners opportunities to do activities such as microteaching, reflective journals, observation records and discussion forums. These will assist learners in understanding theory that prepares them for learning in the practice component, so that when they are placed in ECD centres to gain knowledge in simulated environments where they understand mediation of learning to the ECD context. For the WIL summative assessment, learners will be prepared to teach in simulated and authentic classroom environments. When placed in the ECD centres, learners will be visited for monitoring and evaluation purposes throughout their qualification. Their assessment will differ from level to level.

    Work Integrated Learning is illustrated as follows:
    1) In year one assessment, learners will submit reflective reports, observation records and portfolios at the end of the placement block.

    2) In year two, on completion of this block, learners will submit a portfolio of evidence with the required number of all completed and taught activity plans (including learning materials, assessment tools, and activity evaluation) with age-appropriate assessment activities (examples of learners' work) for summative evaluation.

    3) In year three, on completion of this block, learners will submit a portfolio of evidence with the required number of all completed and taught activity plans (including learning materials, assessment tools, and activity evaluation) with age-appropriate assessment activities (examples of learners' work) for summative evaluation. The rubric will be used to assess the submitted portfolios. See attached the WIL portfolio rubric. For year three, WIL portfolio will be moderated externally as exit level module in line with the UFH policy and procedures on assessment.

    Holistic and Integrated Assessment of Exit Level Outcomes: The ELOs of this qualification are assessed in an integrated and cumulative manner across the three years. The WIL portfolios (WIL 1, 2, and 3A/3B) serve as integrating instruments requiring learners to demonstrate multiple ELOs simultaneously in authentic ECD contexts. By Year 3, external moderation of the WIL portfolio confirms that the qualifying learner has achieved all ELOs at NQF Level 6 standard, demonstrating applied competence, the integration of foundational, practical, and reflexive competence, as required by the HEQSF. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications from these international countries:

    Country: Australia.
    Institution: Federation University.
    Qualification: Diploma of Early Childhood Education and Care.
    Duration: One year.

    Purpose:
    The purpose of the qualification is to prepare learners for leadership roles in regulated children's education and care services. The qualification covers curriculum design, compliance maintenance, and leadership skills necessary for early childhood educators. It is suitable for those looking to take on more responsibility in their careers and is a stepping stone to higher education with a Bachelor of Education (Early Childhood Education) or Bachelor of Education (Early Childhood and Primary).

    Similarities:
  • The South African (SA) qualification and the Australian qualification are both structured as full-time programs, requiring learners to immerse themselves in their studies.
  • Both qualifications focus on equipping learners with the ability to apply comprehensive disciplinary knowledge effectively.
  • Both qualifications span a wide range of theoretical concepts and practical scenarios encountered in early childhood education.
  • Both qualifications emphasise the importance of integrating knowledge with real-world challenges, ensuring that learners are well-prepared to address various situations they may face in the field of early childhood development.

    Differences:
  • The SA qualification is offered over three years whereas the Australian one is offered over one year.

    Country: Canada.
    Institution: Vancouver Community College.
    Qualification: Early Childhood Care and Education Diploma.
    Duration: 2 years.
    Credits: 76 Credits.

    Purpose:
    The purpose of the Early Childhood Care and Education Diploma at Vancouver Community College (VCC) is to equip learners with the knowledge and skills to provide high-quality care for children aged 0-6 in licensed infant toddler, preschool, and inclusive childcare settings. This qualification covers a wide range of topics, including human development, psychological and physical health and safety, play-based learning, and program planning. Upon acceptance into the Vancouver Community College program, learners are required to submit comprehensive documentation of their immunization history. This step is vital for ensuring the health and safety of all participants, particularly during practicum placements, which may involve direct interaction with young children in various educational settings. Additionally, there may be specific immunization requirements that learners must fulfil, depending on the regulations set forth by the practicum sites to which they are assigned. By meeting these prerequisites, learners demonstrate their commitment to providing a safe and healthy environment for the children they will be working with.

    Exit Level Outcomes:
    The exit level outcomes for this qualification are notably comparable to those of the South African counterpart. They emphasise the integration and application of extensive disciplinary knowledge, preparing graduates to engage effectively in a variety of theoretical and practical scenarios within early childhood education. This approach not only equips learners with essential skills and insights but also fosters their ability to adapt their knowledge to diverse situations encountered in the field, ultimately enhancing their readiness for professional practice in early childhood settings.

    Similarities:
  • The qualification in question aligns closely with the South African (SA) educational framework, as both are structured at the National Qualifications Framework (NQF) level.
  • This equivalency ensures that the qualifications maintain a consistent standard of learning and assessment. Furthermore, these programs are designed for full-time study, allowing learners to immerse themselves fully in the curriculum.
  • The SA qualification prepares learners to become professionally competent ECCE educators in South African early childhood contexts, similarly the Canada qualification prepares graduates to work in licensed infant toddler, preschool, and inclusive childcare settings.
  • The SA qualification includes Work-Integrated Learning across the three years, with placements in ECD centres and portfolio-based assessment, whereas the Canada one includes field observations and practicum placements in early childhood settings.

    Differences:
  • The SA qualification is specifically designed to cater to the developmental needs of children aged 0 to 4 years, emphasising early childhood education principles and practices during this critical stage of growth.
  • This qualification is for a duration of 3years. In contrast, the 2-year qualification, Early Childhood Care and Education Diploma, offered by Vancouver Community College in Canada encompasses a broader age range, focusing on children from birth up to 6 years old.

    Conclusion:
    All these universities have a WIL component that requires learners to be placed in ECD centres throughout their qualifications. Although, the duration of the time learners spend in ECD centres for WIL varies, 285 hours of industry placement is required at the Federation University Australia for this course and is sourced by our TAFE Placement team. While the Vancouver Community College learners attend the school or early learning setting for 3 days per week (8 hours each day) during year 2. The curriculum offered is like the UFH one, since the Vancouver Community College in Canada, the Federation University in Australia, and the UFH have' no elective courses. 
    		•

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

    Horizontal articulation:
  • Advanced Certificate in Foundation Phase Education, NQF Level 6.
  • Due to the uniqueness of this ECCE qualification within the institution, there is no horizontal articulation available. However, learners may exit to another South African University to articulate horizontally to an equivalent qualification.

    Vertical articulation:
  • Advanced Diploma in Early Childhood Care and Education, NQF Level 7.

    Diagonal Articulation:
  • Higher Occupational Certificate: Auxiliary Child and Youth Care Worker, NQF Level 5. 
    		•

    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.
     
    1. University of Fort Hare 


    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.