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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Occupationally Directed Education, Training and Development Practices 
SAQA QUAL ID QUALIFICATION TITLE
50331  National Certificate: Occupationally Directed Education, Training and Development Practices 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Higher Certificate  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  145  Level 6  Level TBA: Pre-2009 was L6  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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:

This qualification is for those who are qualified at Certificate, Diploma or Degree level within the Higher Education and Training (HET) band in an academic or occupational area, and wish to act in a variety of Education, Training and Development (ETD) related roles at a high level. This Certificate will enable a person to achieve recognition for Occupationally Directed Education, Training and Development (ODETD) competencies at a high level without needing to acquire a Degree in ETD. The Certificate includes competencies across all the ETD roles, with the opportunity to specialise at a high level in two or more of the following roles:
  • Learning Design and Development.
  • Learning Facilitation.
  • Assessment.
  • Strategic Management.
  • Quality Assurance.
  • Standards Setting and Qualification Design.
  • Skills Development Facilitation.

    Depending on areas of specialisation selected, recipients of this Qualification will be able to:
  • Analyse needs and plan learning.
  • Design and develop learning programmes and processes.
  • Facilitate learning in routine and complex situations.
  • Engage in and promote assessment practices.
  • Facilitate and manage skills development in an organisation.
  • Define and evaluate standards and qualifications.
  • Evaluate HRD interventions.

    Rationale:

    Education, Training and Development (ETD) is a priority area within the South African context and is supported by legislation, national policies and strategies. In order to meet the ETD requirements of the workplace, within the context of a quality assured environment and processes, it is important to be able to identify and recognise competent ETD practitioners at various levels.

    Workplace education, training and development are carried out to a large degree by people who have the requisite skills in their subject area, but little or no formal qualifications in ETD. With the need for and emphasis on quality ETD, it becomes critical to have a means to develop and recognise ETD competencies at a high level. Many candidates for this qualification will not have the time or the inclination to undertake an Bachelor Degree: ODETDP at level 6, but will want recognition for the essential competencies required at levels 5, 6 and 7 as represented by this qualification. ODETD stakeholders have indicated that this particular qualification will fill a vital gap within the ODETD field, serving a similar need to the Post Graduate Certificates and Diplomas in Education. This qualification will also be very useful for Further Education and Training (FET) College lecturers who may not have formal ETD qualifications, as well as for high level Skills Development Facilitators.

    This qualification will provide a means to give recognition to experienced ODETD practitioners, thus making it possible for practitioners to increase their employment prospects, and at the same time provide a means whereby organisations can appoint experienced practitioners in line with proven ETD competencies at a high level.

    Candidates for this qualification will typically add to their non-ETD qualifications to obtain the NC: ODETD level 6. Some holders of the NC: ODETD level 5 may choose to move on to the NC: ODETD level 6. Some holders of the NC: ODETD level 6 may choose to expand their learning so as to obtain the Bachelor Degree: ODETD level 6, or move into formal education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field, and have a Certificate or Diploma at least at level 5.

    Further learning assumptions are specified within the associated unit standards where required.

    Recognition of prior learning:

    This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.

    Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.

    Access to the qualification:

    National Certificate or Diploma at Level 5 in any field of learning other than ETD. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Fundamental:
  • Learners are required to achieve 20 fundamental credits.

    Core:
  • Learners are required to achieve all 80 core credits.

    Elective:
  • Learners are required to achieve 45 of the possible 172 elective credits, selected in line with possible career opportunities and areas of interest. Learners are encouraged to select all or most of the Elective credits from at least two Exit Level Outcomes and then to select the remaining credits from any of the other Elective credits to make up to 45 credits.

    Learners who choose to specialise in Sign Language must complete from the following list of Unit Standards totalling a minimum of 23 credits:

    ID Number; Title; Level; Credits:
  • ID 115812; Debate an issue using South African Sign Language; Level 6; 3 credits.
  • ID 115802; Demonstrate knowledge of the structure of South African Sign Language; Level 6; 6 credits.
  • ID 115810; Interview a Deaf person using South African Sign Language; Level 6; 4 credits.
  • ID 115807; Recount a signed conversation on a complex topic, using South African Sign Language; Level 6; 3 credits.
  • ID 115806; Research a selected issue of the deaf community and deaf culture, using South African Sign Language; Level 6; 10 credits.

    If learners choose to, it is preferred that the learners achieve the replacement Unit Standard ID 263978 or ID 263982 rather than ID 114926 or ID 116810. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse needs and plan and design learning.
    2. Facilitate learning in routine and complex situations.
    3. Engage in and promote assessment practices.
    4. Facilitate and manage skills development in an organisation.
    5. Define and evaluate standards.
    6. Evaluate Human Resource Development interventions.

    Critical Cross-Field Outcomes:

    This qualification addresses the following critical cross-field outcomes:
  • Identifying and solving problems in relation to analysing, planning, designing and organising learning opportunities and in relation to learner's difficulties within the ETD context.
  • Working effectively with others as a member of ETD teams in the analysis, design and delivery of ETD.
  • Organising and managing oneself and one's activities responsibly and effectively when preparing oneself, preparing learning resources and setting up the learning environment.
  • Collecting, analysing, organising and critically evaluating information about learners, learning needs, learning resources, organisational requirements and national ETD strategies.
  • Communicating effectively using visual, mathematical and/or language skills when presenting information to learners and discussing the subject matter.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology.
  • Demonstrating an understanding of the world as a set of related systems, and in particular through the linking of ETD and practice within the occupational field.

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The purpose of the qualification is achieved via demonstration of competence in terms of the exit level outcomes, which in turn are a function of the associated unit standards. The unit standards associated with each exit level outcome form a coherent cluster, thus facilitating integrated assessment. The manner in which the unit standards have been clustered is outlined in the section on integrated assessment. Assessment criteria are provided for each exit level outcome mainly to address the need for evidence of integration of competencies.

    1.
  • Research methodology is consistent with field requirements.
  • The analysis successfully identifies skills needs relevant to the organisation and linked to individuals.
  • The organisational ETD plan reflects the agreed learning needs and provides for a process and resources to achieve agreed ETD targets.
  • Skills development plans address individual learning needs and are aligned with organisational strategic objectives.
  • The organisational learning framework provides a mechanism to organise and communicate learning and assessment within a quality assured environment.
  • Learning outcomes are aligned with given standards, including unit standards, assessment standards, qualifications or job requirements.
  • Learning design meets target audience needs, and is appropriate to the subject matter and expected facilitator.
  • Planning and design includes evaluation strategies capable of revealing the value of programmes or interventions.

    2.
  • Preparation is sufficient to ensure all resources and arrangements are in place and the learning site is fit-for-purpose.
  • Formal plans and structures are implemented according to plans, using appropriate methodologies and in a manner that achieves the learning objectives.
  • Facilitation is professional and ensures the physical and psychological safety of the learners.
  • Problems are solved appropriately using a range of techniques.
  • Facilitation is self-monitored and behaviour is modified to address weaknesses or difficulties.
  • Facilitation provides for application in workplace.
  • Facilitation approach creates opportunities for assessment.
  • Feedback on performance is given in a constructive manner and is direct, relevant, honest and valuable.
  • Recommendations are provide to facilitate personal and professional growth of learners.
  • Learners are supported to ensure they experience the maximum benefit from learning and assessment, and help them prepare for and cope with learning and assessment.

    3.
  • Assessees are adequately supported, prepared and assisted in assessment and/or RPL processes, without compromising the assessment process or results.
  • Assessment instruments are fit-for-purpose and facilitate the integration of assessment in learning and work environments.
  • Assessment practices are in line with the principles of outcomes-based assessment.
  • Assessment decisions are reliable and relevant to pre-determined outcomes.
  • Feedback is relevant and is given in a constructive manner.

    4.
  • Learning is promoted in line with individual and organisational needs, using appropriate and effective communication techniques.
  • Skills development is coordinated in line with the ETD plan.
  • Records are clear, accessible, accurate and up to date.
  • Resources are allocated and used effectively and within budgets.
  • Leadership provides focus and direction in line with individual needs and organisational strategy.
  • Learning and assessment are managed to meet learner and organisational needs, according to relevant ETD plans.
  • Records are accurate and up to date.

    5.
  • Processes used to determine required standards and qualifications are consultative and ensured to meet stakeholder imperatives.
  • Standards definition is based on analyses of needs.
  • Standards and qualifications define stakeholder requirements in clear, measurable terms.
  • Standards and qualifications are presented in a format as required by the registering body.
  • Evaluations of standards and qualifications identify the extent to which they are fit-for-purpose.

    6.
  • Contributions to policies and procedures provide a quality framework for the organisation and practitioners to deliver quality ETD services.
  • Evaluation instruments provide reliable feedback on the ETD cycle.
  • Evaluation instruments are administered as designed.
  • Findings from evaluations reflect the situation fairly and accurately and recommendations facilitate improvements and changes that add value to the learning environment and process.

    Integrated assessment:

    Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards, and further guided by the assessment criteria specified for each exit level outcome, all within the context of an active ETD environment, dealing with divergent and random demands related to ETD.

    Assessors should note that evidence of integration may be presented by learners when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at exit level outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against the requirements of each unit standard while at the same time gaining evidence of integration at exit level outcome level.

    For the purposes of integration, assessment should be guided by the following relationships between each exit level outcome and the associated unit standards:

    Exit Level Outcome 1: Analyse needs and plan and design learning

    Fundamental unit standard:
  • Complete a research assignment.

    Core unit standards:
  • Develop an organisational training and development plan.
  • Conduct an analysis to determine outcomes of learning for SD and other purposes.

    Elective unit standards:
  • Develop outcomes-based learning programmes .
  • Design outcomes-based learning programmes.
  • Plan and develop an organisational learning framework.

    Exit Level Outcome 2: Facilitate learning in routine and complex situations

    Core unit standards:
  • Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework.
  • Facilitate learning using a variety of given methodologies.
  • Guide learners about their learning, assessment and recognition opportunities.

    Elective unit standards:
  • Facilitate in complex situations to create learning and growth.
  • Advise and counsel learners.

    Exit Level Outcome 3: Engage in and promote assessment practices

    Core unit standards:
  • Conduct outcomes-based assessments.

    Elective unit standards:
  • Design and develop outcomes-based assessments.
  • Conduct moderation of outcomes-based assessments.
  • Develop, support and promote RPL practices.

    Exit Level Outcome 4: Facilitate and manage skills development in an organisation

    Core unit standards:
  • Provide information and advice regarding skills development and related issues.

    Elective unit standards:
  • Coordinate planned skills development interventions in an organisation.
  • Develop plans for implementing Learnerships and Skills Programmes within a learning organisation.
  • Advise on the establishment and implementation of a quality management system for skills development practices in an organisation.
  • Manage learning at an education, training and development provider.
  • Manage assessment in a learning organisation.
  • Provide guidance on the strategic governance of NQF implementation by education, training and development providers.

    Exit Level Outcome 5: Define and evaluate standards

    Core unit standards:
  • Define standards for assessment, education, training and development.

    Elective unit standards:
  • Design and develop qualifications for assessment, education, training and development.
  • Evaluate standards for assessment, education, training and development for compliance with quality criteria.

    Exit Level Outcome 6: Evaluate HRD interventions

    Core unit standards:
  • Evaluate a learning intervention using given evaluation instruments.
  • Design and develop instruments to evaluate education, training and development.

    Elective unit standards:
  • Evaluate and promote ETD providers, services and products for organisational use.
  • Develop education, training and development policies and procedures for an organisation.
  • Evaluate education, training and development providers.

    Assessment should be in accordance with the following general and specific principles:
  • The initial assessment activities should focus on gathering evidence in terms of the exit level outcomes and the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in the real situation.
  • All assessments should be conducted in accordance with the following universally accepted principles of assessment:

    > Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations.
    > Judge evidence on the basis of its validity, currency, authenticity and sufficiency.
    > Ensure assessment processes are systematic, open and consistent. 
    		•

    INTERNATIONAL COMPARABILITY 
    Qualifications and/or programmes from Singapore, the United Kingdom, United States of America, Australia and New Zealand were compared based on proven best practice within the field of Education and Training. The findings regarding comparisons are as follows:

    Singapore: The NC: ODETDP, Level 6 was compared to the Singapore Training and Development Association Master of Education and Training. Although some components of the Singapore qualification are at a higher level, particularly the research components, the key roles and competencies of ETD practitioners are comparable.

    USA: The NC: ODETDP, Level 6 was compared to the Texas University Corpus Christi MSc Occupational Training and Development. As with the Singaporean qualification, some components are at a higher level, particularly the research components, but the key roles and competencies of ETD practitioners compare favourably. The NC: ODETDP, Level 6 compares most favourably however with Graduate certificates.

    Australia: A close correlation was found between the NC: ODETDP, Level 6 and the Southern Cross University Graduate Diploma in HR and Organisational Development, and the University of New England School of Professional Development and Leadership's Bachelor of Adult Education, with similar entry requirements and similarities in the curriculum:
  • Introduction to Adult Education and Training.
  • Adult Learning.
  • Teaching and Training Adults.
  • Program Planning in AE and T.
  • Portfolio Assessment in AWL.
  • Learning in Social Movements.

    United Kingdom: There is a close match between the roles and competencies identified in the NC: ODETDP, Level 6 the Salford University Post Graduate Certificate in People and Organisational Development, the University of Wales, Newport Certificate: Post Compulsory Education and Training.

    New Zealand: A search for comparable NZ qualifications suggested that there is a reasonably close match with the NZQA National Certificate in Adult Education and Training (Level 5).

    Summary of findings: There are a significant number of international qualifications at graduate or post graduate level that compare very closely in purpose and content with the NC: ODETDP, Level 6. The comparisons confirm the need for a qualification that is pitched at a high level, but without the need to commit to extended studies of the degree type. 
    		•

    ARTICULATION OPTIONS 
    Learners can move horizontally by achieving the credits specified in the following qualifications:
  • ID 20159: "National Diploma: ABET Practice", NQF Level 5.
  • ID 20160: "Certificate: Education", NQF Level 5.
  • ID 49710: "National Diploma: Development Practice", NQF Level 5.
  • ID Post-Graduate Certificate: Education Level 6.
  • Bachelor: Education Level 6.
  • ID 20485: Degree ABET Practice Level 6.

    Learners can move vertically by using this qualification as the basis for further academic qualifications with ETD as a focus. Practitioners may also choose to move across and upwards in the fields of:
  • Human Resource Management Practices.
  • Generic Management. 
    		•

    MODERATION OPTIONS 
  • Providers offering learning towards this qualification or the component unit standards must be accredited by the appropriate ETQA.
  • Moderation of assessment will be overseen by the appropriate ETQA according to moderation principles and the agreed ETQA procedures. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must be registered in terms of the requirements of SAQA and the appropriate ETQA. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  114924  Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  15217  Develop an organisational training and development plan  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  123397  Evaluate a learning intervention using given evaluation instruments  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117871  Facilitate learning using a variety of given methodologies  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117874  Guide learners about their learning, assessment and recognition opportunities  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  15221  Provide information and advice regarding skills development and related issues  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  15218  Conduct an analysis to determine outcomes of learning for skills development and other purposes  Level 6  Level TBA: Pre-2009 was L6  4 
    Core  117856  Define standards for assessment, education, training, and development  Level 6  Level TBA: Pre-2009 was L6  8 
    Core  123392  Design and develop instruments to evaluate education, training and development  Level 6  Level TBA: Pre-2009 was L6  12 
    Fundamental  10301  Complete a research assignment  Level 6  Level TBA: Pre-2009 was L6  20 
    Elective  15228  Advise on the establishment and implementation of a quality management system for skills development practices in an organisation  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  15232  Coordinate planned skills development interventions in an organisation  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  123394  Develop outcomes-based learning programmes  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  117864  Advise and counsel learners  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  115759  Conduct moderation of outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  115812  Debate an issue using South African Sign Language  Level 6  Level TBA: Pre-2009 was L6  3 
    Elective  115802  Demonstrate knowledge of the structure of South African Sign Language  Level 6  Level TBA: Pre-2009 was L6  6 
    Elective  115755  Design and develop outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  117858  Design and develop qualifications for assessment, education, training and development  Level 6  Level TBA: Pre-2009 was L6  6 
    Elective  123401  Design outcomes-based learning programmes  Level 6  Level TBA: Pre-2009 was L6  15 
    Elective  123391  Develop education, training and development (ETD) policies and procedures for an organisation  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  263978  Develop plans for implementing learnerships and apprenticeships  Level 6  Level TBA: Pre-2009 was L6  5 
    Elective  114926  Develop plans for implementing Learnerships and Skills Programmes within a learning organisation  Level 6  Level TBA: Pre-2009 was L6  5 
    Elective  123400  Evaluate and promote education training and development (ETD) providers, services and products for organisational use  Level 6  Level TBA: Pre-2009 was L6  5 
    Elective  123395  Facilitate in complex situations to create learning and growth  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  115810  Interview a Deaf person using South African Sign Language  Level 6  Level TBA: Pre-2009 was L6  4 
    Elective  116810  Manage assessment in a learning organisation  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  263982  Manage assessment in a learning organisation  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  116811  Manage learning at an education, training and development provider  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  123399  Plan and develop an organisational learning framework  Level 6  Level TBA: Pre-2009 was L6  15 
    Elective  114922  Provide guidance on the strategic governance of NQF implementation by education, training and development providers  Level 6  Level TBA: Pre-2009 was L6  4 
    Elective  115807  Recount a signed conversation on a complex topic, using South African Sign Language  Level 6  Level TBA: Pre-2009 was L6  3 
    Elective  115806  Research a selected issue of the deaf community and deaf culture, using South African Sign Language  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  14297  Design, develop and implement assessment of learning in Higher Education and Training  Level 7  Level TBA: Pre-2009 was L7  20 
    Elective  116587  Develop, support and promote RPL practices  Level 7  Level TBA: Pre-2009 was L7  10 
    Elective  117861  Evaluate compliance of documented standards and qualifications with quality criteria  Level 7  Level TBA: Pre-2009 was L7  6 
    Elective  15191  Evaluate education, training and development providers  Level 7  Level TBA: Pre-2009 was L7  15 


    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. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    2. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    3. Babina Tlou Trading And Projects 001 
    4. Bohlali Provider Support 
    5. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    6. Cale Developments 
    7. Colleen Osorio Skills Development Consultancy cc 
    8. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    9. Enjo Consultants (Pty) Ltd 
    10. INTERNATIONAL HOSPITALITY INSTITUTE 
    11. J and N Ikwekwezi Yokusa Development Training 
    12. Katiso-kuno Consulting 
    13. Learnership Support Systems (Pty) Ltd 
    14. MACCAUVLEI LEARNING ACADEMY (PTY) LTD 
    15. MENTORNET (PTY) LTD 
    16. MI Learning & Development Consultancy 
    17. Motheo Training Institute Trust 
    18. NC COMPLIANCE SOLUTIONS 
    19. Networx for Career Development 
    20. NTI College 
    21. Pachi Global Foundation 
    22. PC Educational Holdings Pty Ltd 
    23. Petra institute of Development (PTY) Ltd 
    24. PNJ TRAINING ACADEMY NPC 
    25. Resonance Institute of Learning 
    26. Retshetse Training Project 
    27. Robert Sobukwe Nursing Academy Pty Ltd 
    28. Saint Colonel Graduate Institute (PTY) Ltd 
    29. SEOPOSENGOE TRAINING CONSULTANCY CC 
    30. South West Gauteng Tvet College 
    31. T Mabuya & Associates (Pty) Ltd 
    32. Tembe Service Providers 
    33. The Institute of People Development 
    34. TMG Quality Services 
    35. Trainyoucan (Pty) Ltd 
    36. VERYCOOLIDEAS 


    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.