|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|
|Further Education and Training Certificate: Sport Coaching: Juniors/Beginners|
|SAQA QUAL ID||QUALIFICATION TITLE|
|64369||Further Education and Training Certificate: Sport Coaching: Juniors/Beginners|
|SGB Sport, Recreation & Fitness|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 02 - Culture and Arts||Sport|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||137||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
This qualification is the entry-level qualification for professional sports coaches.
The qualification aims to:
A qualifying learner who has achieved this qualification will be able to:
The role of sport in South Africa continues to grow in social importance. If sport is to become truly accessible for all South Africans, it is essential that coaches receive the best possible education and training through all the levels to enable all citizens to participate in sport.
This qualification focuses on the technical and tactical skills requirements associated with the coaching of athletes for participation in competitions in particular, and differentiates itself from sport science, which focuses on the support system for the athlete and coach to improve the performance of the athlete and strive towards excellence.
If coaches are aware of the unique physical and psychological characteristics of aspiring athletes, they can promote the concepts of enjoyment and fair play in addition to encouraging the development of fitness and the acquisition of new skills. This scientifically based, integrated approach to educating coaches has been designed to increase the capacity and the volume of accredited coaches for sport.
The Sport Scientist primarily deals with scientific testing, performance monitoring, bio-medical analysis and providing a reference for the athlete recovering from injury or illness. In practice, learners holding a Sport Science qualification will work hand in hand with the Sports Coach so as to enable a scientific approach to coaching.
The Sport Scientist together with the Sports Coach takes responsibility for constructing and implementing training programmes. The Sport Coach however plays the role of leader and role-model to the athlete and team that ensure the application of the scientific principles towards excellence.
Building a sound basis for coach education will have important positive implications for top-level sport in South Africa given the extreme demands which are placed on sportsmen and sportswomen who compete at the highest performance levels.
By focusing on the fundamentals of sport through applying a supportive scientific approach to training, participants in sports will form good habits that will lay the foundation for pursuing and achieving higher levels of performance. A well-coordinated approach to coach education will encourage the desire to participate as well as promote the development of the sport codes.
Commitment to sports education at the level of this qualification has the potential to influence progressive growth towards mature and successful performances at the highest levels of competitive sport in the country. Therefore, this qualification represents an important contribution to the pursuit of the noble ideal; which has, as its objective, the creation of an active and winning nation.
Coaching competencies in this qualification can be applied to areas such as:
Sport coaching has entered a period of rapid growth as a profession. There is an increasing need for sport coaches to be trained and recognized for their abilities. Currently schools are hiring sport coaches to deliver sports programmes and there is an increase in the number of private clubs, which offer employment opportunities for sport coaches.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners are competent in:
Recognition of Prior Learning:
This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes.
An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning. RPL may also be used by learners, who are not in possession of a GETC or equivalent qualification, to gain access to the Qualification.
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.
Access to the Qualification:
There is open access to any learner who is able to arrange for the practical assessment of the specific Sport coaching Unit Standards.
|RECOGNISE PREVIOUS LEARNING?|
|The qualification consists of Fundamental, Core and Elective unit standards. A minimum of 137 credits is required to achieve the qualification. The credits are allocated as follows:
Fundamental Component (56 credits) compulsory for all learners:
The Fundamental Component consists of the following learning, which is compulsory for all learners:
It is therefore compulsory for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
Core Component (55 credits) Compulsory for all learners.
The Elective Component consists of a number of Specialisations. Learners are to choose a specialisation and complete unit standards totalling a minimum of 26 credits from the unit standards listed for the specialisation. Where a specific specialisation consists of unit standards totalling less than 26 credits, learners are to select unit standards from other specialisation to give a minimum of 26 credits.
The Following specializations are available in the qualification:
The unit standards are:
The unit standards are:
The unit standards are:
|EXIT LEVEL OUTCOMES|
|1. Operate in the sport environment.
2. Apply sport science principles to fitness conditioning for sport.
3. Conduct coaching according to operational requirements.
4. Maintain operational sports coaching duties.
Critical Cross-Field Outcomes:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit-Level Outcome 1:
1.1 Communication with role-players in the sports environment is conducted according to operational requirements.
1.2 Principles of ethics are applied to ensure adherence to the rules and sport laws as they relate to the sport environment and to ensure the elimination of gamesmanship.
1.3 Persons with special needs are provided for in the sport environment.
1.4 Administrative duties are conducted according to operational requirements and organisational standards.
1.5 The needs and diversity of communities are considered when planning and coordinating activities to promote sport and fitness in a community.
Associated Assessment Criteria for Exit-Level Outcome 2:
2.1 Knowledge of anatomy and physiology is applied according to the requirements for safe and effective physical activity and conditioning.
2.2 Principles and methods of training are applied in order to achieve positive changes in fitness for sport.
2.3 Sport talent is identified through the application of sport science principles and is communicated to relevant role players and/or organisations to enable progression of the athlete within the sport.
2.4 Nutritional principles are used and applied to recommend guidelines associated with healthy eating and physical activity.
Associated Assessment Criteria for Exit-Level Outcome 3:
3.1 The roles of a coach are identified and applied to ensure professional and ethical conduct in the operational environment.
3.2 Coaching is planned according to the requirements of the specific sport code.
3.3 Sport skills as they relate to beginners are taught using correct techniques and appropriate training routines.
3.4 Practice sessions are planned and organised to facilitate the acquisition of skills for the selected sport code.
3.5 Safety is maintained through application of industry standards.
Associated Assessment Criteria for Exit-Level Outcome 4:
4.1 Duties are performed according to operational requirements and organisational standards.
4.2 Disciplinary codes and procedures are applied as they relate to the rules and regulations of the athlete and the sport environment.
4.3 The hygiene and safety of the environment is maintained according to legislative and organisational requirements.
Integrated assessment at this level will evaluate the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to:
The assessment will require assessment methods, which measure and evaluate evidence generated during on-the job activities into account. Because assessment practices must be open, transparent, fair, valid and reliable; ensuring that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
The term integrated assessment implies that theoretical and practical components should be assessed together. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflective competencies should be assessed. Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated way.
Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience as the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA.
|Coaching activities, both on amateur and professional level can be associated with an extensive range of sport disciplines on an international basis. This provides an extremely broad potential base for comparison providing a challenge in terms of specific focus and narrowing down the possible range of information for such an exercise.
In the consideration of standards specific to coaching, the logical approach was to investigate sport team performance and select countries with recognised international sport achievement records in order to select a qualification and extend comparison to enable incorporation of practices from a SADC perspective.
In consideration of the sporting codes presently incorporated in the qualification, Australia is undoubtedly a world leader in the performance of international Rugby, Netball, Swimming and Cricket, whilst the performance of Athletics (A fair performance mix in terms of both field and track records) and Volleyball teams coached in the United States of America is indicative of good standing in terms of coaching practices.
Football performance of European countries such as Germany and Italy and possibly also the United Kingdom is consistently on par with international performance. Likewise, coaching training in Brazil is considered as a good opportunity for comparison of trends in a developing country with excellent sport coaching as it applies to the game of Football.
The following comparisons were concluded with international qualifications as per the identified areas of best practice:
Australia (Rugby, Netball and Cricket):
The Certificate in Sport Coaching, Course number 18250, International Code SRS20306 from TAFE, met best practice criteria for international comparison.
The TAFE Certificate in Sport Coaching consists of 5 compulsory core units, 5 compulsory stream units, 1 specialisation group and a choice of 6 elective units. This combination of units consists of the following areas of learning:
The coaching specialisation areas are sport discipline specific for:
Six units should be elected for administrative and technical skills - the following are specific to the coaching environment:
Additional possible electives include:
The South African qualification aligns with areas in italic but provides specific skills and competencies in the following areas:
It is envisaged that the elective component will expand with time to address specific standards applicable to a wide number of sporting codes aligned with training requirements of the various national sport federations overseeing sport in the South African context.
United States of America (Athletics and Volleyball):
Sports Coaching programmes/courses offered by the United States Track and Field (USATF), the National Governing Body for athletics track and field and the United States Sport Association was considered for international comparison.
Coaching Certification Levels 1 (CEB572) enables generic sports coaching competencies and it is interesting to note that specialization is only encouraged as from Level 2 programmes from a range of 3 levels of coaching training provided. Generic competency areas include:
Note: Areas in italic enable positive mirroring of the competency areas included in the South African qualification.
Differentiation is again in particular noticeable in terms of the inclusion of HIV/AIDS and special needs, whilst different to some of the other comparisons, injury prevention and ethical behaviour is commonly shared. In addition, communication as included in the local approach is not evident, possibly due to less language differentiation in the United States when compared with the reality of eleven official languages facing South Africa.
Although the above components form the main focus of our comparison, being included in the Level 1 coaching programme, it is worth taking note of the following range of specialisation areas provided in the Level 2 as it compares well with the approach of specific focus areas having been included in the Elective component of the South African entry-level qualification. (Programme planning and evaluation forming some of the focus areas on the secondary level programme of USATF and the United States Sport Association).
Specialisation areas from which two areas are to be selected include:
This approach supports the qualification although specific national sport preferences do differ in terms of the two qualifications, Softball and Bodybuilding not being such high level focus areas in the South African environment.
United Kingdom (Rugby and Football) and Brazil (Football):
As a fair comparison in terms of coaching best practices were enabled via the perusal of Australian qualifications, a decision was taken to address comparison relating to football specific coaching interventions as it relates to best practices in the United Kingdom and Brazil.
This selection was furthermore informed by the fact that the School of Sport Exercise and Science of the University of Worcester in the United Kingdom and the University of Sao Paulo in Brazil presently has a joint Coaching development project: The "Brazil-UK Football development course".
Although a short programme provided over 50 hours comprising of 36 hours of theoretical and 14 hours of practical application, in terms of comparison, it is interesting to note the provision of this course as part of practical development within the School of Sport Exercise and Science as an opportunity for the exchange of methods of football practice and in particular Futsal. The duration of the course possibly also resultant from it being offered over and above the normal undergraduate qualifications of the University of Worcester.
Futsal is an indoor version of football played between two teams of five players one of whom acts as the goalkeeper. This modified version of the sport uses a smaller and heavier ball, and skill and control, rather than the bounce of the ball is emphasised to enable ball-handling skills. The smaller play area forces the improvement of skills, teamwork and decision-making. Research furthermore indicates that Futsal is used in particular in Brazil for the honing of ball handling skills in football development for young Brazilian players of the sport with development and uptake of the sport literally taking place on any available surface.
The programme focuses on the following areas of development:
> Futsal fundamentals.
> Organise and coach the basic Futsal skills and techniques.
> Basic principles of attack and defence in Futsal.
> Futsal Fitness demands.
Apart from the obvious alignment to elective standards for the coaching of football as included in the FETC Sport Science qualification, unit standards making up the qualification compares well in terms of the following focus areas:
In addition to the above joint Sports Coaching development initiative, the sport coaching approach evident from the "Instituto Brasileiro De Futebol" (Brazilian Football Institute) responsible for Level 1 to Level 4 Coach Licensing courses in Brazil was compared to the envisaged FETC Sports Coaching.
The Level 4 and level 3 Licenses, making provision for football development and competitive sports coaching, provide effective comparison with the FETC Sports Coaching in terms of the following focus areas:
The following core components of this qualification compares favourably with the Brazilian coaching interventions in football:
This qualification differentiates itself from the above in terms of the inclusion of HIV/AIDS, special needs, the management of safety and emergency incidents, a focus on ethical behaviour and the utilisation of effective communication to lead activities in sport.
These areas do however address specific national realities such as the HIV/AIDS pandemic, the development of disability sport in South Africa, a renewed focus on ethics and ethical behaviour as well as communication requirements where sport development and coaching could demand effective communication with a potential eleven languages participating on the field.
A research study commissioned by the SADC Sport Council indicated that only South Africa and Namibia have formal qualifications at undergraduate level in the area of sports training. Bachelor degrees are however available from the University of Namibia and the University of Kenya, namely the Bachelor of Science - Sport Technology from the University of Kenya and the Bachelor of Education with sports specializations at the University of Namibia. These qualifications indicate that the FETC: Sports Coaching offers competencies which align well with what is offered at the higher level.
The comparisons with international education and training as offered in Australia, UK, America, Brazil indicate that the FETC: Sports Coaching is well aligned in terms of the competencies contained in the core component.
Differences can be seen in the inclusion in the FETC: Sports Coaching of catering for special needs athletes, recognition of talent and HIV/AIDS education as they are a particular need in South Africa.
It is further evident that the FETC: Sports Coaching places specific emphasis on coaching requirements, skills and competencies for specific sporting codes.
|The qualification provides the following articulation opportunities:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Anyone assessing a learner against this qualification must be registered the relevant ETQA as an assessor.
Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA. Assessment will be overseen by the relevant ETQA according to the policies and guidelines for assessment of that ETQA, in terms of agreements reached around assessment and between various ETQAs (including professional bodies).
Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid, reliable and non-discriminatory.
For an applicant to register as an assessor or moderator of this Qualification the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|It is of the utmost importance that federation liaison takes place to ensure relevance of alignment of learning to sports code specific training.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||116534||Carry out basic first aid treatment in the workplace||Level 3||NQF Level 03||2|
|Core||255818||Perform rescue breathing and cardio-pulmonary resuscitation||Level 3||NQF Level 03||2|
|Core||243297||Apply knowledge of anatomy and physiology to exercise training||Level 4||NQF Level 04||5|
|Core||258719||Apply the principles of exercise training||Level 4||NQF Level 04||6|
|Core||260120||Apply the principles of sport coaching||Level 4||NQF Level 04||5|
|Core||8555||Contribute to information distribution regarding HIV/AIDS in the workplace||Level 4||NQF Level 04||4|
|Core||254456||Explain the principles of physical activity in the context of sport or fitness||Level 4||NQF Level 04||3|
|Core||243301||Manage safety and emergency incidences||Level 4||NQF Level 04||6|
|Core||260123||Plan practice sessions and teach basic motor skills||Level 4||NQF Level 04||6|
|Core||258721||Promote an awareness of nutrition principles for sport and physical activity||Level 4||NQF Level 04||4|
|Core||9242||Analyse external factors influencing people who have special needs||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||254457||Develop and implement team ethical behaviour and discipline||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||258724||Operate professionally in a sport, recreation or fitness environment||Level 5||Level TBA: Pre-2009 was L5||3|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119466||Interpret a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||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||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||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|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||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||244557||Coach athletics to children at primary school level||Level 3||NQF Level 03||7|
|Elective||264697||Coach basic hockey skills to beginners||Level 3||NQF Level 03||3|
|Elective||244559||Coach beginners in the game of netball||Level 3||NQF Level 03||6|
|Elective||264698||Coach diving to beginners||Level 3||NQF Level 03||4|
|Elective||264694||Coach gymnastics at introductory level||Level 3||NQF Level 03||4|
|Elective||264740||Coach lifesaving to beginners||Level 3||NQF Level 03||5|
|Elective||264757||Coach synchronized swimming to beginners||Level 3||NQF Level 03||4|
|Elective||244551||Coach the game of volleyball at beginner level||Level 3||NQF Level 03||6|
|Elective||244562||Conduct basic coaching to beginners in cricket||Level 3||NQF Level 03||7|
|Elective||244550||Conduct basic coaching to beginners of rugby||Level 3||NQF Level 03||7|
|Elective||264737||Conduct coaching for beginners in triathlon||Level 3||NQF Level 03||6|
|Elective||264734||Conduct coaching for beginners in wrestling||Level 3||NQF Level 03||7|
|Elective||264735||Conduct coaching to beginners in Judo||Level 3||NQF Level 03||7|
|Elective||264699||Conduct coaching to beginners in sailing||Level 3||NQF Level 03||6|
|Elective||264716||Conduct coaching to beginners in swimming||Level 3||NQF Level 03||7|
|Elective||264720||Conduct coaching to beginners in tennis||Level 3||NQF Level 03||7|
|Elective||244553||Coach athletics to youth and junior athletes||Level 4||NQF Level 04||8|
|Elective||264738||Coach basketball to beginners||Level 4||NQF Level 04||4|
|Elective||264721||Coach football to senior amateur and youth players||Level 4||NQF Level 04||8|
|Elective||264722||Coach full field hockey at club and school level||Level 4||NQF Level 04||4|
|Elective||264695||Coach goal keeping in hockey||Level 4||NQF Level 04||4|
|Elective||264715||Coach gymnastics at beginner level||Level 4||NQF Level 04||6|
|Elective||264754||Coach lifesaving at advanced level||Level 4||NQF Level 04||12|
|Elective||264739||Coach sailing to beginner and intermediate participants in the sport||Level 4||NQF Level 04||10|
|Elective||264714||Coach senior athletes for middle and long distance events in athletics||Level 4||NQF Level 04||10|
|Elective||264719||Coach senior athletes for race walking events in athletics||Level 4||NQF Level 04||10|
|Elective||264723||Coach senior athletes for sprint events in athletics||Level 4||NQF Level 04||10|
|Elective||264700||Coach senior athletes for the jumps events||Level 4||NQF Level 04||10|
|Elective||264703||Coach senior athletes for throwing events in athletics||Level 4||NQF Level 04||10|
|Elective||264755||Coach the fundamental principles of competitive swimming||Level 4||NQF Level 04||8|
|Elective||264696||Coach the fundamental principles of the game of netball||Level 4||NQF Level 04||6|
|Elective||244561||Coach the fundamental principles of the game of rugby||Level 4||NQF Level 04||7|
|Elective||264701||Coach the game of tennis to intermediate and advanced level players||Level 4||NQF Level 04||8|
|Elective||264717||Coach the principles of triathlon as a competitive sport||Level 4||NQF Level 04||8|
|Elective||264834||Coach volleyball||Level 4||NQF Level 04||6|
|Elective||264774||Coach water polo to beginners||Level 4||NQF Level 04||5|
|Elective||264756||Coach wrestling to intermediate level athletes||Level 4||NQF Level 04||8|
|Elective||244552||Conduct basic coaching to beginners of football||Level 4||NQF Level 04||8|
|Elective||264704||Conduct Judo coaching at club level||Level 4||NQF Level 04||8|
|Elective||243300||Lead a community sport activity||Level 4||NQF Level 04||12|
|Elective||254462||Maintain a sport or fitness environment and equipment||Level 4||NQF Level 04||5|
|Elective||243293||Promote sport activity in a community||Level 4||NQF Level 04||4|
|Elective||264741||Coach basketball to seniors||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||264775||Coach the game of football||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||264718||Coach the game of netball||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||264736||Coach the game of rugby on provincial level||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||264758||Coach volleyball at senior level||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||264702||Conduct judo coaching on provincial level||Level 5||Level TBA: Pre-2009 was L5||8|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||Institute of Sport Education and Training|
|2.||Majuba TVET College|
|3.||Sparrow Combined FET College|
|4.||Task Community Fet College|