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

Master of Business Administration 
SAQA QUAL ID QUALIFICATION TITLE
58185  Master of Business Administration 
ORIGINATOR
Regenesys Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 8 and above  Level N/A:Pre-2009 was L8+  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2022-12-31  

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 this qualification is to build the strategic management and leadership capacity of middle and senior managers in the business sector. This qualification will provide learners with practical and theoretical competencies in the analysis, interpretation and application of business management principles in the different contexts of business organisation. The qualification will provide broad-based business knowledge and skills necessary to manage businesses successfully as well as to start and develop a new business.

This qualification is for learners who:
  • Have worked in a middle/senior managerial position(s) for at least 2 years, and have obtained at least a qualification in strategic business management on NQF level 7.
  • Wish to extend their range of skills and knowledge in business management so that they can become knowledgeable workers in the world of business.
  • Have recently taken up a position in managing a business.

    Rationale:

    The qualification will contribute to regional and national goals by increasing access to business management at higher education level and to meet the needs of learners. In so doing, the aim is to:
  • Support government's economic development strategy by building management capacity of SMMEs.
  • Support government's initiative of privatisation of state owned enterprises in terms of business management capacity building needs of newly privatised entities.
  • Support government's broad based black empowerment strategy by enrolling a majority of learners from previously disadvantaged communities.
  • Support the National Skills Development Strategy.
  • Increase global competitiveness of the South African business sector.
  • Increase competition and therefore increase quality and thereby reduce costs in the business management higher education market in South Africa. This applies to both public and private higher education institutions.
  • Provide learners with opportunities for employment or further studies in the area of business management, where a keen understanding of sustainable competitive advantage in a dynamic and evolving South African context is required.

    Worldwide, the MBA is in demand. Studies in this regard indicate that:
  • In the world of investment banking, 90% of new hires holds an MBA degree.
  • Even in view of static growth in available jobs in the next 10 years, entrepreneurial spirit will create new opportunities.
  • As management and finance are functions common to every conceivable type of business or industry, career opportunities most likely will continue to exist for MBA graduates in nearly all areas of the marketplace into the next century.
  • New areas of focus could be identified where the MBA graduate could be in demand, such as, software and telecommunications industries, publishing and information services, and the world of the entertainment industry. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this qualification should demonstrate their ability to read, analyse and reflect on study material and literature on NQF level 7. Learners should be able to communicate using academic English in the written and oral form and are literate in mathematics.

    A potential learner should hold a qualification with a minimum level of competency on NQF level 7.

    Recognition of Prior Learning:

    Current competencies in the field of business management that have been acquired by prior learning or through related practical experience will be assessed. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate relevant practical experience. Such competencies may help gain access to the programme leading to this qualification, or advanced placement therein.

    It is assumed that learners who access this qualification are competent in:
  • Communication at NQF Level 7.
  • Mathematical Literacy at NQF Level 5.

    The Master of Business Administration, Level 8 allows for open access and may be achieved in part or in whole by Recognition of Prior Learning (RPL). Provision has been made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes embedded in this Qualification.

    Access to the qualification:

    This qualification is for all learners who are or who have been employed in the business sector or who are unemployed and who wish to run an own business and who hold an appropriate degree or equivalent qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Allocation of credits to the Fundamental, Core and Elective Components of the Qualification:

    Fundamental Component:
  • 10 credits.
  • 4%.

    Core Component:
  • 200 credits.
  • 83,5%.

    Elective Component:
  • 30 credits.
  • 12,5%.

    Total:
  • 240 credits.
  • 100%. 
    		•

    EXIT LEVEL OUTCOMES 
    The Master of Business Administration is made up of Fundamental, Core and Elective Exit Level Outcomes together with Associated Assessment Criteria which the learner must meet to demonstrate competence in the knowledge, skills, attitudes and values implicit in the Outcomes.

    Fundamental:

    Learners will be able to:

    1. Understand the complexity of economics in developing countries and perform in-depth exploration of economic concepts and economic divisions from a South African perspective.

    Core:

    After successful completion of a learning programme leading to the Qualification learners should be able to:

    2. Understand the complexity of formulating operations models and aligning the models with strategic and technology plans.
    3. Understand group behaviour and organisational development using tools for team development, leadership and communication underpinned by relevant theoretical input.
    4. Analysis and understanding of complex accounting management environment and implement sound accounting management practices.
    5. Analyse marketing principles, tools and processes, as well as the development and implementation of a marketing strategy.
    6. Understand the complexity of competition in global markets, business landscapes and the application of theories to strategy development and management.
    7. Understand and critically implement advanced strategies, techniques and tools required by project managers in the business sector.
    8. Critically examine the integration of key human resources functions with organisational strategy, and the exploration of human elements in the achievement of business strategy.
    9. Analyse theories, models, practices, and appreciation of the evolution of quality management and customer relations management trends.
    10. Analyse the range of theories, models, tools, processes and trends in application of information and communication technology to improve business performance and achieve competitive advantage.
    11. Acquire the theoretical and practical knowledge and insight needed pertaining to the major aspects of business financial management, dynamics of financial performance, capital expenditure and mergers.
    12. Demonstrate insight into global trends pertaining to corporate governance, the South African context, and related ethical considerations.
    13. Master the philosophy and application of multidisciplinary research methods of research and complete a dissertation using analysis aimed at business environments.

    Elective:

    Learners will have the choice of two of the following electives:
  • Knowledge Management.
  • Creativity, Innovation and Change Management.
  • Mentorship and Coaching.
  • Labour Relations.
  • Mergers and Acquisitions.
  • Performance Management.
  • Entrepreneurship.
  • Taxation.
  • Comparative Management Trends.

    Critical Cross-Field Outcomes:

    The Critical Cross-field Outcomes are handled in the following way in the qualification.
  • Identify, examine, critically evaluate and solve problems to display that responsible decisions have been made, using critical and creative thinking.
    > Problems are solved by exploring and reflecting on issues as indicated to determine solutions to problems.
  • Work effectively with others as a member of a team, group, organization or community.
    > Learning and transfer of knowledge and skills are integrated within a team, group or organization.
    > Interpersonal skills are applied so as to work effectively within a team or organization.
    > Team objectives are achieved by displaying active team behaviour.
  • Organize and manage oneself and one's activities responsibly and effectively.
    > Activities are planned and organized to achieve learning outcomes effectively within a project management model.
  • Collect, analyse, organize and critically evaluate information.
    > Data is collected, organized and critically evaluated.
  • Communicate effectively using visual, mathematical and language skills in the mode of written presentation.
    > Communication internally and externally uses the correct format and language and is clearly understood.
    > Communication with other employees is appropriate at all times.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
    > Project management software is used effectively as a project management tool.
  • Demonstrate and understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation.
    > Behaviour and actions are sensitive to the various cultures, working environments and sectors.
    > Actions are conducted with honesty and integrity through the adherence of a code of conduct.
    > Learner knows the effect of bad business management on staff members, organization and business environment.
  • Self manage skills development from the range of experiences and learning opportunities available.
    > Opportunities are maximized to gain learning and understanding from others. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental:

    1.
    Assessors should assess the following competencies:
  • Evaluation of different types of economic systems and the ideologies on which they are based.
  • Understanding of the nature of the South African economy and key elements of the South African macro-economic and micro- economic policy.
  • Understanding of the effects of inflation on capital budgeting decisions and the cost of debt.
  • Explanation of how prices are established in the market as well as the restrictions on the market mechanism.
  • Exploration of the relationship between elasticity and total income.
  • Comprehension of how the foreign exchange market operates.
  • Knowledge of how exchange rates are quoted on the current and future markets.
  • Critical analysis and evaluation of the arguments in favour of trade protection.
  • Discussion on the various financial institutions, their functions and the nature of their business.
  • Identification of the methods of offshore financing and motives for offshore listings.
  • Description of the benefits of international portfolio diversification.
  • Exploration of the South African labour market and its key development challenges.
  • Understanding of the advantages and disadvantages of globalization.
  • Understanding of the functioning of the balance of payments and the adjustment process of the balance of payment.
  • Knowledge of enumeration and evaluation reasons for international trades and the advantages of international trade.
  • Knowledge of hypothesis testing procedures, analysis of variance, non-parametric methods, multivariate regression (including assumptions, tests and diagnostic checks), and excel methods.
  • Knowledge of binomial trees, replication and risk-neutral pricing, continuous-time processes, the Black & Scholes option pricing formula.

    Core:

    2.
    Assessors should assess the following competencies:
  • In-depth understanding of how operations are managed in a globalised economy is investigated, critiqued and reported on.
  • Project management principles in the management of operations are understood and applied using appropriately prescribed exercises.
  • Practical skills in designing, developing and maintaining effective and efficient operations management models including total quality management systems are displayed.
  • Process design in service-oriented businesses is understood and applied using appropriately prescribed exercises.
  • How supply chains are managed is explained and critically commented on.
  • How quality management is intricately linked with operations is indicated and discussed critically.
  • Understanding of strategic operations issues in developing economies are investigated and critiqued using developed economies as base models.

    3.
    Assessors should assess the following competencies:
  • An advanced understanding of group dynamics and group behaviour.
  • The ability to manage and develop groups into high performing teams.
  • The ability to structure and write professional reports, proposals, business plans, memorandums, letters, emails, assignments and exams.
  • The ability to communicate professionally, persuasively and listen actively.
  • The ability to think critically, independently and laterally.
  • The ability to analyse and synthesise information.
  • Knowledge and skill in evaluating organisational development models and processes.
  • Application of organisational development and change management tools and processes across different business sectors.
  • Appreciation of the role organisational culture plays in organisational development.
  • Understanding of critical success factors of organisational development.
  • The ability to critique on current and preferred organisational development interventions.
  • Understanding of intricate interface of organisational development strategies and business strategy.
  • Understanding of ethical issues in the identification, formulation and implementation of organisational development interventions.
  • Understanding of perceived and tested relationships between leadership and behavioural constructs and concepts at individual, group, and organisational level.
  • Insight into one's own leadership style using available leadership theories.
  • The ability to use different types of influence tactics in different leadership situations.
  • Practical skill in identifying and applying effective and efficient leadership models designed for managing change and transformation.
  • The ability to identify, develop and consolidate leadership skills.
  • Understanding and application of analytic tools pertaining to organisational culture and to provide clear explanations of how leadership influences organisational culture.
  • Appreciation of the complexities of multicultural organizations and the management of diversity in such contexts.
  • An in-depth appreciation of the fusion of team-based and individual learning.

    4.
    Assessors should assess the following competencies:
  • Understanding the complex financial accounting environment and how this environment integrates with the total business environment.
  • Identification, development and analysis of different types of financial statements. Emphasis should be placed on the ability to analyse the statements as part of making business decisions.
  • Explanation of the objective of the firm and the notion of shareholder value.
  • Critical implementation of the concepts: planning, budgeting, costing and decentralised control as prescribed by acceptable accounting principles.
  • The ability to locating financial accounting and financial statement analysis within a strategic business context.
  • Identification and evaluation of major legal considerations for the successful/ethical applications of financial accounting knowledge and skills.
  • Evaluation of preferred tools/tactics/techniques in financial accounting.
  • In-depth knowledge of success and failure factors related to financial accounting practices as experienced in the South African context.

    5.
    Assessors should assess the following competencies:
  • Conceptualisation of marketing plans and competitive marketing strategy, in local and international markets and contextual formulation.
  • Understanding of complexities in the implementation of marketing strategies in terms of strategic relevance.
  • The ability to use decision making tools and information to recommend appropriate interventions.
  • The ability to appreciate and explain relationship marketing as an aspect of strategic marketing management.
  • The ability to discuss integration of business ethics with marketing strategy.
  • An in-depth understanding of strategic positioning in consumer and industrial markets is displayed in terms of prescribed case studies.
  • Advanced understanding of the application of marketing strategy to businesses which are in a transformation context.
  • Understand the levels of Brand Management.

    6.
    Assessors should assess the following competencies:
  • Understanding of the context of competition, corporate strategy and relevant theories.
  • Analysis, formulation and implementation strategy in different business environments for achieving sustainable competitive advantage.
  • Demonstration of investigative skills and core competencies in understanding industry strategies.
  • The ability to use different strategic analytic tools and techniques for leveraging organisational strategy.
  • Understanding and formulation of strategies for managing competitive and co-operative dynamics.
  • Development of business plans and systems aimed at efficient management within global markets.
  • Differentiation between corporate and business strategies.
  • Understanding sound corporate governance and roles and obligations of the boards of directors.

    7.
    Assessors should assess the following competencies:
  • Knowledge of strategic and project management terminology, concepts, and definitions.
  • Explanation of the link between strategic management, programme management and project management.
  • Describing key project success and failure factors within their workplace.
  • Explanation of skills and processes to manage group dynamics and project teams effectively.
  • Successful analysis of problems, develop a feasible project strategy, plan, implement, monitor and evaluate a project.
  • Identification, understanding and involvement of appropriate stakeholders in the project management process.
  • The ability to apply key project management tools and formulate the Gantt chart, project structure, budget , PERT, Logical Framework and Work Breakdown Schedule.
  • The ability to manage of time effectively and efficiently.
  • Identification of processes and application of key skills to manage human resources.
  • Identification of project risks and development of a proactive risk management strategy.
  • Identification and management of quality aspect of a project.
  • Explanation of key issues related to outsourcing, and effective contract and tender management.
  • The ability to apply project management software as a project management tool.
  • The ability to write professional project documents, reports and proposals.

    8.
    Assessors should assess the following competencies:
  • The ability to diagnose behavioural problems across the organisation for the purpose of informing organisational strategy.
  • Knowledge of how different leadership theories, models, styles and roles impact on human resource management practices.
  • Understanding of human resource systems and management trends that best inform successful business practices.
  • The ability to integrate labour relations strategy in a strategic human resource management environment.
  • The ability to integrate all relevant legislation with current human resource management paradigms using a range of approaches as the basis.
  • The ability to facilitate a strategic human resource planning process and integrate it with a business strategy and business plans.
  • Demonstration of a practical orientation to explaining the role of organisational culture, and performance and reward systems.
  • Integration of organisational processes, systems, structure and culture for use in strategic decision-making pertaining to human resource management.
  • An in-depth understanding of current performance management approaches and tools.
  • Understanding how human resource management strategy integrates with strategic plans.
  • A critical understanding of how teams are managed in the implementation and monitoring of business strategy implementation.

    9.
    Assessors should assess the following competencies:
  • Understanding of how quality management is intricately linked with operations and strategic management.
  • An in-depth understanding of key factors for effective and efficient customisation.
  • Knowledge of the distinction between quality in production and service environments.
  • Explanation of the relationship of strategic marketing with relationship marketing.
  • Understanding the role and application of ICT in improving quality and customer relations management.

    10.
    Assessors should assess the following competencies:
  • An advanced understanding of role and importance of information and communication technology in management.
  • Knowledge of international trends in using ICT to improve business performance and quality of service.
  • Knowledge of key challenges of integrating ICT with business processes and management systems.
  • The ability to conceptualise, develop and implement a technology driven customer relations strategy.
  • Understanding of potential use and application of databases, call-centres and web based technologies in improving customer relations management (CRM).
  • The ability to utilise ICT as a competitive advantage in terms of improving business effectiveness and efficiency.

    11.
    Assessors should assess the following competencies:
  • Knowledge of the principles of strategic financial management, control management and operational control frameworks.
  • Explaining financial management as an academic discipline with practical application.
  • Describing the fundamental roles and responsibilities of the financial manager of a listed company.
  • Differentiation between business risk, financial risk and investment risk and apply tools to manage risk appropriately.
  • Understanding the importance of the cost of capital in business decision making and outline the various methods of financing of capital and their respective impact on risk and return.
  • Explanation the impact of diversification on the expected return and risk of a portfolio of shares.
  • Application and explanation of valuation techniques used in calculating value.
  • Synthesis of concepts around international finance and its impact on business enterprises.
  • Elaboration on the context of credit policy, credit worthiness, debt collection and cash discount policy.
  • Analysis of investment strategies followed by different companies.
  • Definitions of different types of mergers and the pros and cons of each.
  • Demonstration of analytical understanding of financial engineering.
  • Application of principles of sound financial management and corporate governance.
  • Critical analysis of budgeting processes and align budget with strategic plans.
  • The ability to critique revenue management, assets management and fraud prevention.
  • The ability to critique variance analysis, expenditure control and early warning systems.
  • Critical comments on financial reports and auditing.

    12.
    Assessors should assess the following competencies:
  • Understanding of global trends in governance and models of government.
  • Understanding the roles and functions of political, administrative and judiciary institutions.
  • Describing and appreciation of the importance of corporate governance.
  • Demonstrating knowledge of government structure and roles of national, provincial and local spheres of government.
  • Understanding intergovernmental fiscal and financial relations and describe critical issues and challenges of improving intergovernmental relations in South Africa.
  • Understanding the role of local government in development.
  • Comprehension of the importance of the King II Report.
  • Consideration and analysis of various ethical theories and models and their applications and implications within the South African context.

    13.
    Assessors should assess the following competencies:
  • Understanding of research terminology, concepts and principles.
  • The ability to use and critique various business research theories and methods.
  • Analysis of problems within the business environment and the formulation of a problem statement for research purposes.
  • Extensive literature review and theoretical framework investigation.
  • Clear understanding and proven mastery of data collecting methods.
  • The ability to synthesise, resolve problems, making recommendations and provide new knowledge and understanding.
  • The application of information resources and knowledge management tools.
  • The ability to collect and analyse data to support business decision-making processes.
  • Application of the research process on a selected business topic and the identification and use of relevant tools.
  • Practical skills in conducting research and using data analysis techniques.
  • Understanding of ethical issues in business research.
  • Application of knowledge management principles and information systems in conducting business research.
  • The ability to write and present professional business research proposals and reports.

    Elective:

    Assessors should assess the following competencies:
  • The ability to understand, and apply terminologies, concepts and principles within a selected context.
  • The ability to use and critique various applicable theories and methods is mastered and display in academic discourse.
  • Knowledge, analysis and application of different theories, models, styles and roles and their impact on the selected field of study.

    Integrated Assessment:

    Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

    The focus of assessment is on the assessment of the learning outcomes rather than learning outputs. The purpose is to determine whether the outcomes have been attained. Situations should therefore present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.
  • Learning, teaching and assessment are inextricably linked. Where appropriate, assessment of knowledge, skills, attitudes and values should be integrated.
  • Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learner's skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such, it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner's needs. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, he/she has achieved the outcomes.
  • Assessment has a summative component. Summative assessment is being used on completion of specific exit level outcomes and is also required on completion of all the exit level outcomes as an integrated whole before the Qualification can be awarded.
  • A variety of methods are used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.
  • Integrative techniques are used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight.
  • Assessment should ensure that all exit level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the exit level outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect the integration.

    Learners completing learning and demonstrating competence through formative assessment are credited with such learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is internationally comparable to the Master of Business Administration in New Zealand, United Kingdom, Canada and Australia. The qualification is generic enough to be relevant to most business sector organizations and specific enough to respond to the needs of South African business. 

    ARTICULATION OPTIONS 
    Access to qualifications on a lower level:

    Learners that have successfully obtained the Master of Business Administration qualification, can apply to be admitted to any business management or related programme, subject to the admission criteria of the institution.

    Access to qualifications on the same level:

    Learners who are (have been) registered for the same or another related qualification on NQF level 8 (or even for some of the same or related modules at another higher education or accredited training institution) will be allowed with the permission of the relevant institution to enter on the same level, given the rules of access have been complied with. Such learners will retain credit for relevant unit standards that have been passed at the previous institution and could enroll for a relevant masters level programme.

    Access to qualifications on a higher level:

    Having obtained this qualification, a learner could further his/her study in a business management qualification on NQF level 8+. 

    MODERATION OPTIONS 
  • Assessors assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with a relevant Education and Training Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Formative assessment will be conducted internally with internal and external moderation being done by registered moderators. The moderation body is the relevant Education and Training Quality Assurance (ETQA) or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this Qualification, the applicant should:
  • Hold at a Business Management qualification that is at least one level above this one i.e. at NQF level 8.
  • Has workplace experience as a business manager.
  • Be declared competent in all the outcomes of the National Assessor Unit Standards as stipulated by South African Qualifications Authority (SAQA). 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    NOTES 
    These qualifications will be realigned to what the CHE has termed Category C qualifications to comply with the HEQSF. 

    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. Regenesys Education (Pty) Ltd 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.