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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 THAT HAS PASSED THE END DATE: |
| Further Education and Training Certificate: Youth Development |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 57428 | Further Education and Training Certificate: Youth Development | |||
| ORIGINATOR | ||||
| SGB Development | ||||
| 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 | ||
| Further Ed and Training Cert | Field 05 - Education, Training and Development | Adult Learning | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 146 | Level 4 | NQF Level 04 | 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:
The purpose of the qualification is to prepare practitioners who are responsible for the development of young adults in initiatives designed to develop the youth and to integrate them into the working economy and society. Youth development practitioners/workers must be competent regarding professional conduct, protocol, networking, process facilitation, coaching and mentoring, lay-counselling, facilitating learning, managing projects, facilitating entry into the labour market, research, communication and various other areas of specialisation. They have a role in facilitating the learning of and supporting the youth during the work experience that they undertake in communities, government and various organisations. This FETC offers competent development workers the opportunity to have their learning achievements formally recognised through a qualification registered on the NQF. This recognition will facilitate access to, and mobility and progression within youth and general development practice education, training and career paths. By setting a minimum standard for education and training, quality is ensured. Qualified learners have improved education, training and employment opportunities and can facilitate such opportunities for others. Qualified learners are able to engage with young people and ensure their participation in all phases of development interventions, and work with them to ensure sustainability and ownership. They can facilitate the mainstreaming of young people. They understand the history of youth development, youth development structures, policies and legislation to take advantage of opportunities created, and the definition of youth development. They can identify and describe the indicators and outcomes of youth development interventions, and can facilitate access to economic, development, career, and other opportunities for young people. They understand the physical and socio-economic needs of, and challenges and opportunities for young people, and promote citizenship. Qualified learners avoid political, gender, race, religion, etc. bias when facilitating access to opportunities, respect others and are service-oriented and value-driven. They are flexible, to deal with diversity, and can work independently, both as leaders and as part of a team. Qualified learners are capable of: Rationale: The youth development sector requires this qualification to ensure that qualified learners are able to facilitate enabling processes for youth development. The qualification is set to provide much needed recognition for youth development workers, and to ensure that youth development work is recognised as a profession. Qualified learners can be employed in local government (e.g. youth desks), most other government departments (e.g. Department of Social Development, Health, Trade and Industry, etc.), national youth service programmes (e.g. as team leaders), youth assessment centres and multi-purpose community centres, Non-Government Organisations (NGOs), Faith-Based Organisations (FBOs) and Church-based Organisations (CBOs), training providers focusing on youth development and businesses, impacting especially on the Small, Micro, and Medium Enterprise sector. This qualification is aimed at entry-level youth development workers. The profile of these target learners vary considerably, and can include those who have qualifications in other fields but no experience in the youth development sector or those who have experience in the youth development sector but no qualification or recognition of their competencies. Some learners have already achieved qualifications in other fields at this level or even at higher levels. The achievement of this qualification through Recognition of Prior Learning will provide access for qualified learners to Higher Education. Qualified learners can progress to higher levels of learning regarding youth development practice or development practice in general. The impact of youth development initiatives on South African society and the economy is significant. For example, quality youth development work can impact positively on scarce skills experienced by the youth, such as literacy and language competence, technical competence to ensure sustainability, financial and economic literacy, entrepreneurship, self-sufficiency, income and livelihood generation, citizenship, leadership and activism. Youth development work impacts on the youth, which in turn impacts on communities, for example, project participation, and young people becoming active in all spheres of South African society (e.g. economic, political, etc.). Youth development work ensures that the voice of the youth is heard, and empowered youth become an important community resource and can ensure the mobilisation of community resources. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Learners are assumed to be competent in:
Recognition of prior learning (RPL) This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A qualification will be awarded should a learner demonstrate that the exit level outcomes of the qualification have been attained. Access to the qualification |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 146 credits as detailed below. Fundamental component: The Fundamental Component consists of Unit Standards in: It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at Level 3. All Unit Standards in the Fundamental Component are compulsory. Core component: Elective component: The Elective Component consists of Unit Standards in a number of specializations each with its own set of Unit Standards. Learners are to choose a specialization area and Elective Unit Standards at least to the value of 10 credits. Entrepreneurship and business (Total 39 credits): Local Economic Development and Government (Total 25 credits): Environment (Total 79 credits): Education, Training and Development (Total 118 credits): Health (Total 42 credits): Other (Total 139 credits): |
| EXIT LEVEL OUTCOMES |
| 1. Develop and empower self for youth development practice.
Range: 2. Assess specific community needs and develop processes for youth development interventions. 3. Build and maintain relationships with all relevant stakeholders for youth development purposes. Range: 4. Facilitate the development of young people to realise their potential. Range: 5. Facilitate youth processes for various purposes. Range: 6. Contribute effectively to national youth development initiatives. Range: 7. Implement youth development projects for sustainability. |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
Range: Issues can include HIV and AIDS, appropriate technologies for youth development, etc. Range: Evaluation can include feedback from others. Range: Environments include local, national, etc.,contextualisation can include interacting with economic environments to explain to communities prioritisation because of limited resources. 2. Range: Youth development practice requirements include sensitivity to specific communities, credibility within such communities, etc. 3. Range: Purposes can include networking with stakeholders, for example, to mobilise resources, negotiating for youth access and support, accessing information, marketing, motivating others, communicating decisions, etc. Range: Parties include young people, colleagues, and other relevant stakeholders such as businesses, communities and government. 4. Range: Requirements can include needs, logistics, resources, timing etc. 5. 6. Range: Youth development paradigms include theories, models, approaches, ethics and strategies. 7. Integrated assessment The assessment criteria in the unit standards are performance-based, assessing applied competence, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification. Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification. Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed. |
| INTERNATIONAL COMPARABILITY |
| The majority of youth development work internationally takes place in Africa, Asia, Central America and the Caribbean, the South Pacific and South America. Other countries involved in youth development work in these regions include the United States of America, United Kingdom, Canada, Germany, Norway, Denmark, Finland, Australia, New Zealand, Japan and China. Norway, Denmark and Finland have a Vocational Qualification in Youth and Leisure Instruction at a level above this South African qualification.
According to a recent report regarding youth development work training in the European Union (Training and Education of Youth Workers in Europe, A snapshot - October 2005, by Louise Atkin, Karin Douglas and Maggie Farrell), programmes are mostly taught by universities, at diploma or degree level. Nonetheless, a European Confederation of Youth Clubs working group recommended that six themes be included in all entry-level European youth work training programmes, all of which are also addressed in the core component of this South African qualification, the role and purpose of youth work, methods of youth work, communication skills, human rights and tolerance in youth work, setting up a youth project, and understanding the key issues facing young people. The New Zealand framework does not contain a qualification at the equivalent level of this South African qualification. However, the qualification at a level above this qualification requires equivalent notional hours at the same level as the South African qualification. The unit standards compare well, with equitable estimated notional hours, as follows: Diploma in Youth Work (equivalent level unit standards only) In the United States of America (USA), the National Collaboration for Youth specifies the core, entry-level youth development worker competencies in the USA as follows, compared to the South African qualification exit level outcomes: National Collaboration for Youth (USA) SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes Teaches and models effective problem solving and conflict negotiation. SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes Identifies basic risk and protective factors in youth development. SA Exit Level Outcomes Designs and monitors emotionally and physically safe program environments interactions, and activities for youth and intervenes when safety demands it. SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes Actively engages family members in program and community initiatives. SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes Is accountable, through work in teams and independently by accepting and delegating responsibility. SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes Incorporates wellness practices into personal lifestyle. SA Exit Level Outcomes SA Exit Level Outcomes SA Exit Level Outcomes Challenges and develops values and attitudes of youth in a supportive manner. SA Exit Level Outcomes Designs program activities, structure and collaborations that show evidence of asset building. SA Exit Level Outcomes A certificate offered by the USA-based YouthNet in collaboration with the Metropolitan Community Colleges compares to this South African qualification as follows: Youth Development Worker Certificate (USA) On the Australian framework, an equivalent certificate compares as follows with this South African qualification: Certificate IV in Youth Work Core Elective The South African qualification is one of very few qualifications at this level for youth development worker training internationally. It compares well with those few that exist. |
| ARTICULATION OPTIONS |
| Vertical articulation is possible with the following NQF Level 5 qualifications:
Horizontal articulation is possible with the following NQF Level 4 qualifications: |
| MODERATION OPTIONS |
| Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
|
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the relevant ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.
To register as an assessor, the following are required: Assessors should keep the following general principles in mind when designing and conducting assessments: In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by: All assessments should be conducted in line with the following well-documented principles: |
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 | 120385 | Apply a range of project management tools and techniques | Level 4 | NQF Level 04 | 7 |
| Core | 115587 | Collect and present community needs information | Level 4 | NQF Level 04 | 8 |
| Core | 110057 | Conduct a self-evaluation of own progress and development | Level 4 | NQF Level 04 | 2 |
| Core | 110056 | Conduct advocacy campaigns and workshops in development practice | Level 4 | NQF Level 04 | 12 |
| Core | 113965 | Demonstrate and apply knowledge of role and responsibility of national government in South Africa | Level 4 | NQF Level 04 | 6 |
| Core | 119662 | Describe the relevance of human rights and democratic practices in South African society | Level 4 | NQF Level 04 | 8 |
| Core | 230447 | Describe youth development paradigms | Level 4 | NQF Level 04 | 6 |
| Core | 120382 | Plan, organise and support project meetings and workshops | Level 4 | NQF Level 04 | 4 |
| Core | 120379 | Work as a project team member | Level 4 | NQF Level 04 | 8 |
| Core | 15238 | Devise and apply strategies to establish and maintain relationships | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| 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 |
| Fundamental | 119472 | Accommodate audience and context needs in oral/signed communication | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119457 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119467 | Use language and communication in occupational learning programmes | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119465 | Write/present/sign texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9015 | Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems | Level 4 | NQF Level 04 | 6 |
| Fundamental | 119462 | Engage in sustained oral/signed communication and evaluate spoken/signed texts | Level 4 | NQF Level 04 | 5 |
| Fundamental | 119461 | Make and motivate judgements on selected literary texts | Level 4 | NQF Level 04 | 5 |
| Fundamental | 119469 | Read/view, analyse and respond to a variety of texts | Level 4 | NQF Level 04 | 5 |
| Fundamental | 9016 | Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 4 | NQF Level 04 | 4 |
| Fundamental | 7468 | Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | Level 4 | NQF Level 04 | 6 |
| Fundamental | 12153 | Use the writing process to compose texts required in the business environment | Level 4 | NQF Level 04 | 5 |
| Elective | 117895 | Demonstrate how society and socially constructed roles impact on gender attitudes and behaviours and contribute to women's oppression | Level 3 | NQF Level 03 | 8 |
| Elective | 114947 | Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable | Level 3 | NQF Level 03 | 3 |
| Elective | 115593 | Apply facilitation processes to deal with an environmental risk in a local community | Level 4 | NQF Level 04 | 10 |
| Elective | 114600 | Apply innovative thinking to the development of a small business | Level 4 | NQF Level 04 | 4 |
| Elective | 117188 | Apply personal development strategies and skills to enhance effective service delivery in child and youth development | Level 4 | NQF Level 04 | 5 |
| Elective | 13953 | Apply the principles of situational leadership to a business unit | Level 4 | NQF Level 04 | 5 |
| Elective | 14045 | Apply Transformational Leadership by Interacting with Key Stakeholders | Level 4 | NQF Level 04 | 8 |
| Elective | 117865 | Assist and support learners to manage their learning experiences | Level 4 | NQF Level 04 | 5 |
| Elective | 114543 | Conceptualise performance texts and performances | Level 4 | NQF Level 04 | 8 |
| Elective | 114478 | Conduct basic lay counselling in a structured environment | Level 4 | NQF Level 04 | 15 |
| Elective | 117870 | Conduct targeted training and development using given methodologies | Level 4 | NQF Level 04 | 10 |
| Elective | 114513 | Contribute to the preservation of heritage objects/sites/resources | Level 4 | NQF Level 04 | 5 |
| Elective | 114548 | Create original performances | Level 4 | NQF Level 04 | 12 |
| Elective | 110478 | Demonstrate a knowledge and understanding of a range of research methodologies to undertake local economic development research | Level 4 | NQF Level 04 | 4 |
| Elective | 114598 | Demonstrate an understanding of an entrepreneurial profile | Level 4 | NQF Level 04 | 5 |
| Elective | 110475 | Demonstrate and apply a knowledge and understanding of the basic economic concepts central to local economic development | Level 4 | NQF Level 04 | 6 |
| Elective | 110502 | Demonstrate and apply knowledge and understanding of the roles, function and responsibilities of the main stakeholders and role players in local economic development | Level 4 | NQF Level 04 | 4 |
| Elective | 110503 | Describe and explain socio-economic development theories in the South African context | Level 4 | NQF Level 04 | 4 |
| Elective | 117189 | Describe the use of relationships for developmental and therapeutic ends in child and youth care work | Level 4 | NQF Level 04 | 8 |
| Elective | 114552 | Design aspects for performances | Level 4 | NQF Level 04 | 10 |
| Elective | 115129 | Develop craft production processes and schedules | Level 4 | NQF Level 04 | 10 |
| Elective | 114520 | Develop heritage education learning programmes | Level 4 | NQF Level 04 | 5 |
| Elective | 115139 | Develop innovative craft products | Level 4 | NQF Level 04 | 15 |
| Elective | 114526 | Develop products for heritage tourism purposes | Level 4 | NQF Level 04 | 16 |
| Elective | 114549 | Direct performances | Level 4 | NQF Level 04 | 12 |
| Elective | 114491 | Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS) | Level 4 | NQF Level 04 | 10 |
| Elective | 115591 | Explain and apply environmental legal principles, rights, duties and responsibilities to a specific work context | Level 4 | NQF Level 04 | 6 |
| Elective | 115598 | Explain and apply environmental safety principles and mechanisms in relation to community issues | Level 4 | NQF Level 04 | 12 |
| Elective | 115596 | Explain and apply principles and practices of social participation in society and environment interactions | Level 4 | NQF Level 04 | 10 |
| Elective | 114522 | Facilitate community awareness and participation in preserving heritage resources | Level 4 | NQF Level 04 | 10 |
| Elective | 110055 | Facilitate learning in development practice | Level 4 | NQF Level 04 | 14 |
| Elective | 12544 | Facilitate the preparation and presentation of evidence for assessment | Level 4 | NQF Level 04 | 4 |
| Elective | 7387 | Fulfil administrative requirements of a learning group | Level 4 | NQF Level 04 | 6 |
| Elective | 114483 | Identify and apply strategies to deal with risk behaviour to promote psychological health and wellness | Level 4 | NQF Level 04 | 6 |
| Elective | 110501 | Identify and explain the application of a range of concepts and tools for local economic development | Level 4 | NQF Level 04 | 8 |
| Elective | 110497 | Identify and explain the purpose of integrated development planning (IDP) | Level 4 | NQF Level 04 | 4 |
| Elective | 117506 | Implement Health Promotion in the community | Level 4 | NQF Level 04 | 8 |
| Elective | 115127 | Make marketable craft product ranges | Level 4 | NQF Level 04 | 15 |
| Elective | 115135 | Market and retail craft products / range | Level 4 | NQF Level 04 | 10 |
| Elective | 13947 | Motivate a team | Level 4 | NQF Level 04 | 6 |
| Elective | 13948 | Negotiate an agreement or deal in an authentic work situation | Level 4 | NQF Level 04 | 5 |
| Elective | 14549 | Network locally | Level 4 | NQF Level 04 | 5 |
| Elective | 110479 | Outline the environment of local economic development in South Africa | Level 4 | NQF Level 04 | 4 |
| Elective | 110472 | Outline the environment of local government | Level 4 | NQF Level 04 | 6 |
| Elective | 110484 | Participate in local economic development related meetings and facilitate the necessary flow of local economic development information | Level 4 | NQF Level 04 | 6 |
| Elective | 114512 | Participate in sustainable heritage practices | Level 4 | NQF Level 04 | 5 |
| Elective | 115209 | Participate in the development of a strategic plan for fundraising | Level 4 | NQF Level 04 | 12 |
| Elective | 120375 | Participate in the estimation and preparation of cost budget for a project or sub project and monitor and control actual cost against budget | Level 4 | NQF Level 04 | 6 |
| Elective | 114554 | Perform arts administration functions | Level 4 | NQF Level 04 | 10 |
| Elective | 114012 | Provide a caring environment for youth in conflict with the law | Level 4 | NQF Level 04 | 6 |
| Elective | 110054 | Select and use learning support materials in development practice | Level 4 | NQF Level 04 | 8 |
| Elective | 7827 | Source information about self-employment opportunities | Level 4 | NQF Level 04 | 3 |
| Elective | 110052 | Understand and apply theories and principles of transformative development practice | Level 4 | NQF Level 04 | 12 |
| Elective | 117178 | Work as part of a team, under supervision, with children and youth at risk | Level 4 | NQF Level 04 | 5 |
| Elective | 117844 | Present, analyse and interpret information on conflict situations | Level 5 | Level TBA: Pre-2009 was L5 | 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. | Afrika Tikkun NCC |
| 2. | Amaqamu Project Management and Consulting |
| 3. | B T Group of Companies Pty Ltd |
| 4. | Breakeven 59(PTY) Ltd |
| 5. | BRIDGE BUILDING OPEX SOLUTION T A BBOPEX PTY LTD |
| 6. | Dintshang Trading |
| 7. | Edu-Prof Training Centre |
| 8. | EDUTEL SKILLS DEVELOPMENT PTY LTD |
| 9. | G CUBE COMMUNICATIONS CC |
| 10. | KDS Centre for Skills Development and Training Pty Ltd |
| 11. | Kitso Bokamoso Training Solution |
| 12. | Leronsa Trading Enterprise |
| 13. | Loago Business Consulting |
| 14. | MENTORNET (PTY) LTD |
| 15. | Nsovo Learning Academy |
| 16. | Ntevho-Ketso Training and Recruitement Consultancy cc |
| 17. | NTI College |
| 18. | Ntsangalala Business Enterprise |
| 19. | Petra institute of Development (PTY) Ltd |
| 20. | Professional Development and Training Institute (Pty) Ltd |
| 21. | Reflections Development Institute |
| 22. | Resonance Institute of Learning |
| 23. | Retshetse Training Project |
| 24. | Sebenzisanane Human Capital |
| 25. | Southern African Youth Movement |
| 26. | STA Performance International |
| 27. | T Mabuya & Associates (Pty) Ltd |
| 28. | Tembe Service Providers |
| 29. | Thabelanang t/a Thabelanang Trading Enterprise |
| 30. | THE GMC GROUP PTY LTD |
| 31. | The Skills Launchpad |
| 32. | Thuto-Botshabelo Training and Projects (Pty) Ltd |
| 33. | TMG Quality Services |
| 34. | Train 2 Teach (PTY) Ltd |
| 35. | TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD |
| 36. | Ulwazi Training & Development |
| 37. | Vaiti Staffing and Training Solutions cc |
| 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. |