SAQA 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: 

Diploma in Sustainable Energy 
SAQA QUAL ID QUALIFICATION TITLE
93619  Diploma in Sustainable Energy 
ORIGINATOR
Central University of Technology, Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 
The purpose of the Diploma in Sustainable Energy is to develop competent technicians and technologists who can contribute to the planning, implementation, and management of sustainable energy systems within industrial, commercial, municipal, and community environments. The qualification is intended for learners who have completed appropriate secondary education and wish to pursue a career in the renewable energy and energy efficiency sector. Learners will benefit from this qualification by acquiring specialised applied knowledge and practical skills required to support the development and optimisation of sustainable energy solutions. The qualification responds to the growing demand for skilled practitioners who can contribute to South Africa's energy transition, improve energy efficiency, and support the development of environmentally responsible energy systems.

The qualification provides an occupationally oriented learning pathway that prepares learners to apply engineering principles and sustainability concepts in the design, operation, and evaluation of energy systems. On completion of the qualification, learners will understand the principles of energy generation, conversion, storage, and energy efficiency and will be able to apply this knowledge to analyse and improve energy systems in practical contexts. Graduates will develop competence in conducting energy audits, supporting the implementation of renewable energy technologies, and evaluating the performance and efficiency of energy systems. The qualification also prepares learners to operate responsibly within ethical, environmental, and safety frameworks while contributing to initiatives that promote sustainable development, energy security, and reduced environmental impact.

A qualified learner will be able to demonstrate competencies associated with all the ELOs/GAs and typical occupational tasks are inclusive of:
  • Problem-solving: Apply engineering principles to systematically diagnose and solve broadly defined engineering problems.
  • Application of scientific and engineering knowledge: Apply knowledge of mathematics, natural sciences, and engineering sciences to applied engineering procedures, processes, systems, and/or methodologies to solve broadly defined engineering problems.
  • Engineering design: Perform procedural design of components, systems, works, products, or processes to meet requirements, normally within applicable standards, codes of practice, and legislation.
  • Investigations, experiments, and data analysis: Conduct investigations of broadly defined problems by identifying and searching for relevant codes and catalogues, conducting standard tests, experiments, and measurements.
  • Engineering methods, skills, and tools: Use appropriate techniques, resources, and modern engineering tools including information technology to solve broadly defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.
  • Professional and technical communication: Communicate effectively, both orally and in writing within an engineering context.
  • Sustainability and impact of engineering activity: Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
  • Individual, team, and multidisciplinary working: Demonstrate knowledge and understanding of engineering management principles and apply these in the work environment to manage projects, either as a team member or leader in a technical team.
  • Independent learning ability: Engage in independent and life-long learning through broadly developed learning skills.
  • Engineering professionalism: Understand and commit to professional ethics, responsibilities, and norms of engineering technical practice.

    Rationale:
    The Diploma in Sustainable Energy has been developed in response to the increasing demand for skilled technical practitioners capable of supporting the transition toward sustainable and renewable energy systems. South Africa is currently undergoing significant transformation in its energy sector due to challenges related to energy supply stability, decarbonisation commitments, and the need to reduce reliance on fossil fuels. National policy frameworks such as the National Development Plan 2030, the Integrated Resource Plan, and the Just Energy Transition strategy highlight the need for a technically competent workforce capable of supporting energy efficiency initiatives, renewable energy integration, and sustainable infrastructure development. The qualification provides a structured pathway for developing practitioners who can bridge the gap between engineering design and the practical implementation of sustainable energy technologies.

    The qualification responds to the growing demand within the energy and environmental sectors for practitioners who possess applied knowledge and technical skills in renewable energy technologies and energy efficiency practices. Industries, municipalities, and energy service providers require technicians who can assist in the installation, operation, monitoring, and optimisation of sustainable energy systems. The qualification therefore contributes to addressing skills shortages in areas such as energy auditing, renewable energy system deployment, energy management, and sustainable building practices. By producing graduates capable of supporting these activities, the qualification contributes to improved energy efficiency, environmental sustainability, and technological innovation. The development of such skills also supports national objectives related to climate change mitigation, economic growth, and the development of a green economy.

    Typical learners for this qualification include school leavers who have completed a National Senior Certificate or National Certificate (Vocational) and who wish to pursue careers within the renewable energy and sustainable energy sectors. The qualification may also attract individuals already working in technical or engineering environments who wish to expand their knowledge and skills in energy management and renewable technologies. Graduates of the programme are likely to enter occupational roles such as energy technicians, renewable energy system installers, energy efficiency auditors, sustainable building technologists, and energy management officers within municipal, industrial, and commercial environments. The qualification prepares learners to function effectively in technical environments where the application of sustainable energy technologies and practices is required.

    The development of the Diploma in Sustainable Energy was informed by consultation with key stakeholders within the energy and engineering sectors to ensure alignment with professional standards and industry needs. Engagement with the Engineering Council of South Africa contributed to ensuring that the qualification reflects recognised engineering competencies and professional practices relevant to energy systems and sustainability. Consultation with sector bodies such as the Energy and Water Sector Education and Training Authority and representatives from municipal and industry energy departments further confirmed the need for technical practitioners capable of supporting renewable energy projects, energy auditing activities, and energy efficiency initiatives. These consultations ensured that the qualification addresses the skills required for emerging occupations within the sustainable energy sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL)
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the Diploma in Sustainable Energy.
    RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission into this qualification, as well as advancement within the qualification. RPL may be applied for access, credits from modules, and credits for or towards the qualification.

    RPL for Access:
    Learners who do not meet the minimum entry requirements for admission into the Diploma in Sustainable Energy may be considered for admission through RPL. Applicants must demonstrate that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal, or informal learning that would enable them to cope with the learning demands of the qualification. Evidence of such learning must be provided in the form of a portfolio of evidence that demonstrates relevant prior learning or workplace experience.
    RPL for Advanced Standing:
    An applicant who has already achieved some of the competencies expected for admission to, or progression within the Diploma in Sustainable Energy may be admitted despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning.

    RPL for Module Exemption:
    Learners registered for the qualification may apply for exemption from specific modules if they can demonstrate that they have previously achieved the learning outcomes of those modules. Evidence of such achievement must be provided through an appropriate portfolio of evidence or other relevant documentation demonstrating equivalence of learning outcomes.
    RPL for Credit:
    Learners may also apply for credit for or towards the qualification through RPL. Applicants must provide evidence of prior learning obtained through formal, non-formal, or informal learning to support the awarding of credits towards the qualification. Credits awarded through RPL will be granted only where equivalence with the outcomes, content, and assessment standards of the qualification can be demonstrated. Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements
  • National Senior Certificate granting access to Diploma studies.
    Or
  • Senior Certificate with endorsement granting access to Diploma studies.
    Or
  • National Certificate (Vocational) at NQF Level 4 granting access to Diploma studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory and elective modules at NQF Levels 5 and 6, totalling 360 credits.

    Compulsory Modules at NQF Level 5, totalling 120 Credits:
  • Academic Literacy and Communication Studies, 6 Credits.
  • Digital Literacy, 6 Credits.
  • Engineering Mathematics I, 12 Credits.
  • Digital Technology, 12 Credits.
  • Applied Electrical Principles, 12 Credits.
  • Thermofluids, 12 Credits.
  • Mechanical Technology, 12 Credits.
  • Energy Conversion Fundamentals, 12 Credits.
  • Electrical Machines, 12 Credits.
  • Alternative Energy Systems, 12 Credits.
  • Sustainable Energy Principles and Society, 12 Credits.

    Compulsory Modules at NQF Level 6, totalling 240 Credits:
  • Engineering Mathematics II, 12 Credits.
  • Control Systems, 12 Credits.
  • Energy Systems, 12 Credits.
  • Energy Audit and Assessment, 12 Credits.
  • Energy Efficiency Project, 12 Credits.
  • Energy Management Technology, 12 Credits.
  • Green Building and Sustainable Design, 12 Credits.
  • Project Management and Entrepreneurship, 12 Credits.
  • Environmental Impact and Sustainability, 12 Credits.
  • Energy Economics and Policy, 12 Credits.
  • Work-Integrated Learning I, 60 Credits.
  • Work-Integrated Learning II, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply engineering principles to systematically diagnose and solve broadly defined engineering problems.
    2. Apply knowledge of mathematics, natural sciences, and engineering sciences to applied engineering procedures, processes, systems, and/or methodologies to solve broadly defined engineering problems.
    3. Perform procedural design of components, systems, works, products, or processes to meet requirements, normally within applicable standards, codes of practice, and legislation.
    4. Conduct investigations of broadly defined problems by identifying and searching for relevant codes and catalogues, conducting standard tests, experiments, and measurements.
    5. Use appropriate techniques, resources, and modern engineering tools including information technology to solve broadly defined engineering problems, with an awareness of the limitations, restrictions, premises, assumptions, and constraints.
    6. Communicate effectively, both orally and in writing within an engineering context.
    7. Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
    8. Demonstrate knowledge and understanding of engineering management principles and apply these in the work environment to manage projects, either as a team member or leader in a technical team.
    9. Engage in independent and life-long learning through broadly developed learning skills.
    10. Understand and commit to professional ethics, responsibilities, and norms of engineering technical practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for ELO 1:
  • Explain and apply core principles of energy generation, conversion, and storage.
  • Distinguish between renewable and non-renewable systems in terms of efficiency, environmental impact, and cost.
  • Analyse and interpret system parameters to determine operational performance.
  • Apply theoretical knowledge to real-world energy contexts through laboratory or simulated work.

    Associated Assessment Criteria for ELO 2:
  • Use mathematical models to quantify energy flow, conversion efficiency, and system losses.
  • Apply scientific reasoning to identify and evaluate solutions for energy-related challenges.
  • Perform energy balance and system optimisation calculations using appropriate tools and software.
  • Demonstrate accurate measurement, data recording, and analytical interpretation in laboratory or field settings.

    Associated Assessment Criteria for ELO 3:
  • Demonstrate competence in the selection and operation of tools and instruments for system analysis, installation, and testing.
  • Apply design principles to integrate renewable energy technologies such as solar, wind, hydro, or hybrid systems.
  • Evaluate system performance using industry-standard criteria for efficiency, reliability, and sustainability.
  • Adhere to health, safety, and environmental standards in all practical applications.

    Associated Assessment Criteria for ELO 4:
  • Plan and execute energy audits in line with national standards and methodologies.
  • Identify areas of energy wastage and recommend feasible interventions.
  • Prepare and present comprehensive audit reports supported by data and cost-benefit analyses.
  • Demonstrate awareness of legislative and policy frameworks governing energy management.

    Associated Assessment Criteria for ELO 5:
  • Evaluate the impact of energy decisions on communities, the environment, and industry.
  • Apply ethical principles and professional conduct in energy-related decision-making.
  • Demonstrate environmental responsibility and awareness of sustainability goals (SDGs).
  • Comply with relevant standards, codes of practice, and institutional policies.

    Associated Assessment Criteria for ELO 6:
  • Prepare clear, structured technical reports and presentations.
  • Use appropriate terminology, units, and graphical tools for technical documentation.
  • Engage effectively with supervisors, peers, and stakeholders in professional contexts.
  • Demonstrate digital literacy and competence in using ICT for energy data management.

    Associated Assessment Criteria for ELO 7:
  • Collaborate with others to plan, execute, and evaluate projects.
  • Demonstrate accountability, reliability, and time management in team settings.
  • Apply leadership and interpersonal skills to achieve common goals.
  • Reflect on personal and group performance for continuous improvement.

    Associated Assessment Criteria for ELO 8:
  • Demonstrate project planning, scheduling, and cost management skills.
  • Apply innovative thinking to develop and improve energy systems.
  • Evaluate the technical and financial feasibility of energy solutions.
  • Illustrate understanding of entrepreneurship and the potential for small enterprise development in the green economy.

    Associated Assessment Criteria for ELO 9:
  • Identify learning gaps and plan strategies for lifelong learning.
  • Use feedback from mentors, peers, and workplace experience to improve competence.
  • Demonstrate awareness of emerging technologies and research in sustainable energy.
  • Exhibit initiative in seeking opportunities for further learning and certification.

    Associated Assessment Criteria for ELO 10:
  • Plan, execute, and report on a technical or applied research project in a sustainable energy area.
  • Integrate theoretical, analytical, and practical learning in solving a defined energy problem.
  • Demonstrate independent decision-making and accountability for project outcomes.
  • Produce a professional report or presentation meeting academic and industry standards

    INTEGRATED ASSESSMENT
    Assessment within the Diploma in Sustainable Energy is designed to ensure that learners demonstrate both foundational theoretical understanding and applied competence consistent with NQF Level 6 expectations. Integrated assessment methods are applied to evaluate cognitive, practical, and reflective learning outcomes in a coherent, cumulative manner across all modules and the Work-Integrated Learning (WIL) component.

    Integrated assessment strategies are designed to evaluate a learner's ability to combine technical knowledge with practical skills and professional attributes to solve broadly-defined engineering problems. Assessment instruments are mapped directly to the ELOs/ECSA GAs to confirm competence in problem solving, design, investigation, communication, ethics, and management. Moderation of assessments is conducted both internally and externally in accordance with the Institutional Assessment Policy and the relevant ECSA Qualification Standard to ensure validity, reliability, and fairness. External and professionally registered moderators are appointed for the moderation of all exit-level modules or modules in which ECSA GAs are assessed. Typically, an integrated assessment strategy is inclusive of both formative and summative assessment methods in the form of class tests, main tests, practicals, assignments, and/or design projects. A final summative assessment is conducted at the end of each semester by writing a traditional examination. In the assessment strategy, evidence of professional competencies must be demonstrated through a variety of assessment methods which include case studies, problem-solving assignments and strategies, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises, and demonstrations. Some strategies will be more suited to assess foundational competence, while others are more suited to assess practical and reflexive competence, ensuring applied competence.

    The ratio of formative to summative assessment is 50 : 50.

    Formative Assessment:
    Different forms of formative assessments, i.e., project reports, case studies, and assignments apply to different modules throughout the semester. In each module, except for the Continuous Assessment (CA) modules, assessment of the gained knowledge is done by considering the following assessment criteria:
  • Course Mark (CM) 1: Test 1: 25%
  • CM2: Tests, assignments, and/or projects: 40%.
  • CM3: Practicals, laboratory work, associated reports and/or projects: 35% (Sub-minimum = 50%).
    Based on the above-listed formative assessment criteria, an overall minimum CM of 40% (CM1 + CM2 + CM3) is required for admission to the summative assessment (written examination) at the end of each semester.

    Summative Assessment:
    In each module, except for the continuous assessment modules, the written main assessment has a 50% weighting; hence, the 50% formative and 50% summative assessments constitute the final mark (FM). To qualify for the re-assessment, a student must obtain a FM between 45% and 49%. A student has successfully completed a module if he/she has achieved a FM = 50%.

    Continuous Assessment:
    In this qualification, continuous assessment only applies to the following modules:
  • Communication Skills, 6 credits.
  • Computer Skills, 6 Credits

    In general, the following basic types of CA assessments are considered:

    Formal individual assessment: These assessments are typically tests, based on individual assessments of students. Minimum of two tests are required per semester. The combined weight of these tests equals a minimum of 50% or more of the FM composition. The multiple tests written need to cover the whole syllabus, and all tests need to be completed before the start of the (summative) Main Assessment period.

    Formal group assessment: Assignments/projects may be given in a group or individual format. According to the ECSA requirements, assessments done on a group basis, may not contribute more than the individual assessments to the FM. Assignments/projects are typically given to learners to cover sections of the syllabus which cannot be covered within a 2-hour assessment session in class, or work content which requires extensive research and design aspects to be incorporated. Similarly, these assessments should also be completed before the start of the (summative) Main Assessment period. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Diploma in Sustainable Energy has been compared with the Bachelor of Engineering in Energy Engineering offered by the University of the Highlands and Islands and the Energy Engineering Technology Diploma offered by Southern Alberta Institute of Technology.

    Country: Scotland
    Institution name: University of the Highlands and Islands (UHI)
    Qualification title: Bachelor of Engineering in Energy Engineering
    Duration: Three years

    Purpose:
    The Bachelor of Engineering in Energy Engineering qualification has been designed to meet the needs of the industry, ensuring they will be highly employable after graduation.

    Learners will explore both conventional energy systems and renewable energy technologies. They will also undertake an engineering project, which will showcase your skills and knowledge in solving an industry-related problem for prospective employers.

    This qualification is accredited by the Institution of Engineering and Technology on behalf of the Engineering Council, for the purpose of fully meeting the academic requirement for registration as Incorporated.

    Similarities:
  • Both qualifications aim to develop graduates with the knowledge and practical skills required to operate within the renewable and sustainable energy sector, with a focus on applied technical competence.
  • Both qualifications integrate theoretical knowledge with practical application through laboratory work, project-based learning, and work-integrated learning components.
  • Both qualifications emphasize the ability to apply engineering principles, analyze energy systems, and implement sustainable solutions in real-world contexts.
  • Assessment approaches in both qualifications include a combination of formative and summative assessments, practical assignments, and project-based evaluations.

    Differences:
  • The UHI qualification places greater emphasis on environmental impact assessment and policy within a European context, whereas the South African qualification is more focused on local energy challenges, including energy access, infrastructure development, and the Just Energy Transition.
  • While both qualifications include practical components, the South African qualification incorporates a structured Work-Integrated Learning (WIL) component, which is more explicitly aligned to South African industry requirements.

    Country: Canada
    Institution name: Southern Alberta Institute of Technology (SAIT)
    Qualification title: Energy Engineering Technology Diploma
    Duration: Two years

    Purpose:
    The Engineering Technology diploma will equip learners with the knowledge and skills to obtain their Third-Class Power Engineer certification.
    Learner will:
  • Study the principles of generating thermal and electrical energy efficiently and safely, knowledge that is essential for operating and maintaining power and process plant equipment
  • Gain in-depth knowledge of applied thermodynamics, the laws governing heat, energy and work, which are vital for understanding, managing and optimizing energy conversion processes in the power generation and chemical process industry
  • Gain practical experience operating energy and process equipment, such as boilers, turbines, electrical generators, pumps, compressors, internal combustion engines, chillers and air handling units
  • Prepare to write the Alberta Boilers Safety Association (ABSA) exams required to attain the Third-Class Power Engineering certification, an important credential in this field
    become familiar with the ABSA standards for the safe operation of pressure equipment in Alberta.

    Entry requirements
    Completion of all the following courses or equivalents:
    at least 60% in Math 30-1 or 75% in Math 30-2, and
    at least 60% in English Language Arts 30-1 or 75% in English Language Arts 30-2, and
    at least 60% in Physics 30.

    Similarities
  • The South African (SA) and the SAIT qualification are both offered over two years.
  • Both qualifications are designed to produce graduates capable of working as technicians or technologists in the energy sector, with a focus on applied engineering skills.
  • Both qualifications combine theoretical instruction with laboratory-based learning, practical training, and project-based assessments.
  • Key knowledge areas such as energy generation, renewable energy technologies, energy storage, and energy management are included in both qualifications.
  • Both qualifications develop competencies in analyzing, designing, and implementing energy systems, with an emphasis on sustainability and efficiency.
  • Both qualifications use integrated assessment approaches, including practical evaluations, projects, and continuous assessment.

    Differences:
  • The SAIT qualification places a stronger emphasis on advanced energy technologies and large-scale energy systems, reflecting the country's developed energy sector. In contrast, the SA qualification incorporates a stronger focus on socio-economic and developmental aspects, including energy access, sustainability in developing contexts, and national energy policies.
  • The SA qualification includes specific content related to renewable energy integration within constrained infrastructure environments, which is particularly relevant to South Africa.

    Conclusion of international comparison:
    The comparison with the selected international qualifications demonstrates that the Diploma in Sustainable Energy is strongly aligned with global standards in terms of purpose, curriculum design, learning outcomes, and assessment practices.
    While maintaining international comparability, the qualification is appropriately contextualized to address South Africa's energy challenges, including renewable energy integration, sustainability, and the Just Energy Transition.
    This alignment supports the recognition of the qualification for both further study and employment, and ensures that graduates are equipped with the competencies required to operate effectively within both local and international energy sectors. 
    		•

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

    Horizontal articulation:
  • Diploma in Electrical Engineering, NQF Level 6.
  • Diploma in Mechanical Engineering, NQF Level 6.
  • Diploma in Environmental Engineering. NQF Level 6.

    Vertical articulation:
  • Bachelor of Engineering Technology in Electrical Engineering NQF Level 7.
  • Bachelor of Engineering Technology in Mechanical Engineering NQF Level 7.
  • Advanced Diploma in Mechanical Engineering in Renewable Energy, NQF Level 7.

    Diagonal articulation:
  • Advanced Occupational Diploma: Renewable Energy Technologist, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

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

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Central University of Technology, Free State 


    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.