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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Construction in Construction Management 
SAQA QUAL ID QUALIFICATION TITLE
99600  Bachelor of Construction in Construction Management 
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
National First Degree  Field 12 - Physical Planning and Construction  Building Construction 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  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 Bachelor of Construction in Construction Management qualification is to provide learners with the knowledge, applied skills, and professional competencies required to enter the Construction Management profession within the built environment sector. The qualification is intended for school leavers, emerging practitioners, and individuals seeking to develop a career in construction management and related built environment disciplines. Through this qualification, learners will develop a sound understanding of construction processes, project coordination, administrative systems, and construction production principles. The qualification benefits learners by preparing them for entry-level roles in the construction industry while also enabling them to pursue further academic study and professional development within the construction management field. In accordance with the NQF Level 7 descriptors, the qualification develops learners' ability to apply integrated knowledge, analyse and evaluate information, and apply theoretical and practical skills to solve defined construction-related problems in familiar and unfamiliar contexts.

This qualification forms part of a professional and vocational pathway in the built environment and provides a foundation for progression toward advanced qualifications and professional registration as a Candidate Construction Manager or Candidate Construction Project Manager, ultimately leading to registration as a Professional Construction Manager or Professional Construction Project Manager with the relevant professional councils. Upon completion, learners will demonstrate an integrated understanding of construction design and constructability principles, construction administration and production systems, project planning and scheduling methods, construction quantification and cost management, construction information and data management, and contract procurement processes. Graduates will be capable of applying appropriate analytical tools, techniques, and professional judgement to support construction project planning, coordination, monitoring, and reporting within the broader social, economic, and infrastructural development context of the built environment.

A qualified learner will be able to demonstrate competencies associated with all the ELO and typical occupational tasks are inclusive of:
  • Construction Design and Analysis: Analyse construction design elements, components, procedures and methods, evaluate constructability using analytical and computer software tools, and apply current and advanced construction tools and techniques.
  • Construction Administration and Production Systems: Design and implement construction administrative and production systems, develop effective administrative procedures, and apply workplace efficiency, operational procedures, safety rules, and construction practices.
  • Construction Quantification and Costing: Apply procedures and systems for quantifying and costing construction work, compile project cost budgets and cost control reports, and prepare financial and cost-related reports for construction projects.
  • Construction Planning and Scheduling: Design construction methods and systems for project planning and scheduling, and compile production planning, progress monitoring, and quality standards reports for projects under construction.
  • Construction Information and Data Management: Develop systems for obtaining, analysing, and managing technical, cost, and economic construction data, and establish comprehensive construction project reporting systems.
  • Contract Management and Procurement: Apply contract documentation and procurement procedures, solve construction planning and control problems using appropriate methodologies and digital tools, and prepare professional technical and financial reports across project stages.
  • Innovation and Project Feasibility: Prepare project feasibility analyses, present innovative project design and production solutions, and apply knowledge to develop cost-effective and innovative construction solutions addressing socio-economic development challenges.
  • Professional Communication, Teamwork and Ethics: Work effectively within multidisciplinary construction teams, communicate technical construction information clearly, produce professional technical reports, and apply professional ethics, responsibilities, and standards within the built environment.

    Rationale
    This qualification has been developed to respond to the growing demand for competent construction management professionals who possess integrated technical, managerial, and administrative competencies required for the effective delivery of construction projects. The construction industry plays a critical role in infrastructure development, economic growth, and job creation in South Africa, yet the sector continues to require graduates who can support construction production, site management, and project coordination functions at an entry professional level.
    The qualification addresses the need to develop practice-oriented construction management graduates who are able to operate within complex project environments while supporting sustainable infrastructure development.

    The qualification also contributes to the alignment of technology-oriented construction qualifications with current industry requirements and professional standards. While several built environment qualifications exist within the National Qualifications Framework (NQF), this qualification specifically focuses on the integrated application of construction production, management, and administrative competencies within construction management practice, thereby addressing a distinct professional preparation pathway within the built environment disciplines.

    The qualification responds directly to the skills needs of the construction and built environment sector, which requires qualified individuals capable of supporting project planning, production management, cost management, and contract administration within construction projects. Industry stakeholders, including contractors, construction firms, professional councils, and sector organisations, have consistently indicated the need for graduates who can support construction operations while contributing to improved productivity, project delivery, and infrastructure development. The qualification contributes to addressing national priorities related to infrastructure development, economic growth, employment creation, and sustainable built environment development. By producing graduates with competencies in construction management, planning, cost control, and project coordination, the qualification contributes to strengthening the capacity of the construction industry to deliver infrastructure and built environment projects that support socio-economic development. The qualification therefore benefits the sector by developing skilled graduates who can contribute to the efficiency, sustainability, and competitiveness of the construction industry.

    The typical learners for this qualification include school leavers, individuals seeking to enter the construction and built environment sector, and aspiring construction management practitioners who wish to develop professional competencies in construction project delivery. The qualification prepares graduates to enter a range of entry-level occupational roles within the construction industry where they support construction planning, site management, project administration, and construction production processes. Typical areas of employment include construction contracting firms, subcontracting companies, project management consultancies, property development organisations, and construction supply and manufacturing companies. Graduates may enter occupational roles such as Junior Site Agent, Site Supervisor, Construction Coordinator, Assistant Construction Manager, or Project Support Officer, with opportunities to progress into more advanced construction management roles as they gain professional experience and further qualifications.

    The development and review of this qualification were informed through engagement with stakeholders within the construction and built environment sector, including industry practitioners, employers, and professional bodies. Consultation with the South African Council for the Project and Construction Management Professions (SACPCMP) was conducted to ensure that the qualification aligns with the professional competency requirements for construction management practitioners. The qualification has been designed to support the development of graduates who may progress toward registration as Candidate Construction Managers, and ultimately toward professional registration as Professional Construction Managers or Professional Construction Project Managers, subject to meeting the experiential and competency requirements prescribed by the professional body. The consultation process ensured that the curriculum and graduate competencies align with industry expectations and professional standards within the construction management profession.

    This qualification forms part of a professional learning pathway within the construction management discipline of the built environment sector. Graduates of the qualification typically enter occupational roles within the construction industry that involve supporting construction project coordination, production management, cost control, and project administration functions. The qualification also provides a pathway for further academic and professional development through progression to postgraduate qualifications at NQF Level 8, such as honours-level qualifications in construction management or related built environment disciplines. In addition to academic progression, graduates may follow a professional development pathway through structured workplace experience and competency development leading toward professional registration within the construction management profession. This pathway enables learners to progress from entry-level construction roles to advanced management and professional positions within the construction and built environment sectors. 
    		•

    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 Bachelor of Construction in Construction Management qualification. 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 entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission into this qualification may be considered for admission through RPL. To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for advanced standing:
    An applicant who has already achieved some of the competencies expected for admission to, or progression within the Bachelor of Construction in Construction Management 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 may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio which demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
    Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain Credits. towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry requirements:
  • National Senior Certificate (NSC) granting access to Bachelor's degree studies, with Mathematics, Physical Sciences and English.
    Or
  • National Certificate (Vocational) (NCV) Level 4 granting access to Bachelor's degree studies, subject to the selection requirements approved by Senate.
    Or
  • N3, N4, N5 and N6 qualifications completed at a Technical and Vocational Education and Training (TVET) college, in accordance with the general admission regulations. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at National Qualification Framework (NQF) Level 5, 6, and 7 totalling 374 Credits.

    Compulsory modules at NQF Level 5, totaling 120 Credits.:
  • Digital Literacy, 6 Credits.
  • Academic Literacy and Communication Studies, 6 Credits.
  • Construction Mathematics I, 12 Credits.
  • Quantity Surveying I, 16 Credits.
  • Construction Management I, 16 Credits.
  • Residential Construction Methods,16 Credits.
  • Urban Development and Sustainability,16 Credits.
  • Construction Materials, 16 Credits.
  • Design and Construction, 16 Credits.

    Compulsory modules at NQF Level 6, totaling 128 Credits.
  • Building Services, 16 Credits.
  • Construction and Development Law, 16 Credits.
  • Urban Development Economics, 16 Credits.
  • Commercial Construction Methods, 16 Credits.
  • Construction Management II,16 Credits.
  • Contract Administration, 16 Credits.
  • Structures and Concrete, 16 Credits.
  • Project Planning and Administration, 16 Credits.

    Compulsory modules at NQF Level 7, totaling 126 Credits.
  • Construction Accounting Principles, 16 Credits.
  • Construction Management III, 16 Credits.
  • Modern Methods of Construction, 16 Credits.
  • Construction Surveying, 16 Credits.
  • Price Analysis and Estimating, 16 Credits.
  • Work-Integrated Learning, 30 Credits.
  • Construction Practice Project, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse construction design elements, components, procedures and methods using appropriate analytical and digital tools.
    2. Design and apply construction administrative and production systems to support effective construction management and problem solving.
    3. Design and apply procedures and systems for quantifying, costing and financial management of construction work.
    4. Design and implement construction planning, scheduling and production control systems for construction projects.
    5. Develop systems for obtaining, managing and reporting technical, cost and economic construction information.
    6. Apply principles of contract documentation, procurement and contract administration in construction projects.
    7. Evaluate construction projects and propose innovative and feasible solutions that address socio-economic development needs.
    8. Communicate effectively, work collaboratively in multidisciplinary teams and apply professional ethics within the construction environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse construction design elements and components using appropriate construction tools and analytical techniques.
  • Evaluate construction elements, components, procedures and methods to determine suitability and performance.
  • Analyse the design and constructability of construction elements using analytical and computer software tools and models.
  • Apply current and advanced construction tools and techniques to support construction analysis.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Design construction administrative and production methods and systems to address construction management challenges.
  • Develop administrative systems to support effective construction project management.
  • Demonstrate workplace procedures, operational efficiency and safety practices within construction environments.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Design and apply procedures, methods and systems for quantifying and costing construction work.
  • Compile cost budgets and cost control reports for construction projects.
  • Compile design, cost and financial reports for construction projects under consideration.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Design construction methods, procedures and systems to prepare construction project production schedules.
  • Compile production planning, project progress and quality performance reports for projects under construction.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Design and apply methods and systems for obtaining and maintaining technical, cost and economic construction data.
  • Develop project reporting systems to manage and communicate construction project information.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Analyse and resolve contract documentation, procurement processes and construction planning procedures using appropriate methodologies and digital tools.
  • Prepare professional financial and technical reports throughout the stages of construction projects.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Prepare project feasibility reports for construction and development projects.
  • Present and justify innovative construction design and production solutions.
  • Apply knowledge to develop innovative and cost-effective design solutions addressing socio-economic development needs.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Perform roles and responsibilities within construction teams effectively to support project outcomes.
  • Demonstrate principles of effective team management within construction environments.
  • Communicate technical construction information effectively among project team members.
  • Prepare technical reports on innovative construction solutions.
  • Apply professional ethics, responsibilities and norms in construction practice.
  • Apply professional standards and ethical principles in decision-making.
  • Develop frameworks for promoting professional ethics within construction practice.

    Integrated assessment
    Assessment within the institutions Assessment Policy, the Faculty of Engineering, Built Environment and Information Technology (FEBIT) Assessment Guidelines, and Senate-approved qualification-specific regulations. The qualification applies a Continuous Assessment approach as the principal mode of evaluation to support the progressive development of learner competence in line with the qualification outcomes and NQF Level 7 descriptors. Assessment practices are designed according to the principles of constructive alignment, ensuring that learning activities and assessments measure the knowledge, skills, and professional values required for construction management practice.

    Integrated assessment is used to evaluate learners holistically by combining theoretical knowledge with practical application. The assessment design requires learners to demonstrate their ability to apply construction management principles in authentic professional contexts, integrating competencies related to construction design analysis, planning and scheduling, cost management, contract administration, and construction information management. Integrated assessment therefore evaluates the learner's ability to synthesise knowledge across modules and apply it to real or simulated construction environments.

    Typical integrated assessment instruments used in the qualification include case studies, research and design projects; work-based projects linked to Work-Integrated Learning (WIL), reflective portfolios, collaborative group assignments, technical presentations, and problem-solving assignments. These assessment activities simulate real-world professional tasks and enable learners to demonstrate applied competence in construction management. Each assessment activity is accompanied by an approved assessment rubric or marking memorandum, and moderation is conducted internally and externally, where applicable, to ensure fairness, validity, reliability, and alignment with quality assurance requirements.

    To maintain a balanced evaluation of theoretical understanding and applied competence, the overall ratio of coursework to examination-based assessment across the qualification is 50:50. Coursework and continuous assessment activities such as assignments, projects, portfolios, WIL tasks, and presentations contribute 50% of the assessment weighting, while summative examinations or comprehensive summative tasks contribute 50%. This balance ensures that learners demonstrate both conceptual understanding and practical competence consistent with the professional expectations of the construction management discipline.

    Work-Integrated Learning (WIL) forms an essential component of the integrated assessment strategy. Through WIL, learners engage in structured experiential learning within industry contexts, enabling them to apply theoretical knowledge in real construction project environments. WIL is assessed through reflective journals, logbooks, technical reports, and evaluations from workplace supervisors. The WIL component contributes approximately 30 Credits. to the qualification and serves as a capstone learning experience that demonstrates the learner's readiness for professional practice.

    Formative Assessment:
    Formative assessment is designed to support the teaching and learning process by providing continuous opportunities for learners to develop their knowledge and skills while receiving feedback on their performance. A range of formal, non-formal, and informal formative assessment strategies are used to support learning progression and improve learner success.

    Formative assessment activities typically include:
  • class tests
  • assignments
  • tutorials
  • practical exercises
  • case study analyses
  • research tasks
  • project work, and group presentations.
    These assessments are developmental in nature and assist lecturers in identifying learner strengths and areas that require improvement. At least three formative assessment opportunities are provided per semester in each module, contributing toward the semester mark (50% in semester one and 50% in second semester) and enabling lecturers to monitor learner progress.

    Constructive written feedback is provided to learners after each assessment opportunity to support improvement and inform future learning. Formative assessment therefore plays an important role in diagnosing learning gaps, reinforcing conceptual understanding, and preparing learners for summative assessment.

    Summative Assessment:
    Summative assessment is conducted at the end of learning cycles, modules, or semesters to evaluate whether learners have achieved the required level of competence in relation to the Exit Level Outcomes of the qualification. These assessments measure the learner's ability to integrate theoretical knowledge, technical skills, and professional judgement within the context of construction management practice.

    Summative assessments may take the form of final examinations, comprehensive projects, research reports, portfolios, or capstone assessments, depending on the nature of the module. In each module, except for the CA 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%. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Construction in Construction Management offered by the Central University of Technology (CUT), South Africa, was compared with similar international qualifications offered by Massey University, New Zealand (Bachelor of Construction) and Coventry University, United Kingdom (Bachelor of Science in Construction Management).

    Country: New Zealand
    Institution name: Massey University (MU)
    Qualification title: Bachelor of Construction, with specialisation options that include Construction Management, Design Management and Quantity Surveying.
    Duration: Three years
    Credits: 360
    NZQF Level 7
    Purpose:
    The qualification prepares learners to become construction professionals who can contribute to all sectors of the construction industry. It develops technical and theoretical knowledge, industry experience, construction management capability, interpersonal skills and the ability to apply best-practice building solutions that support sustainable development of the built environment.
    Qualification structure and focus areas:
    The qualification includes majors such as Construction Management, Design Management and Quantity Surveying. The Construction Management specialisation includes learning in buildability, planning, scheduling, project organisation, legal compliance, quality, cost and time control, sustainable construction, construction technology, construction economics, accounting, law, finance, materials, measuring systems, CAD and digital built environment tools such as BIM, augmented reality and virtual reality.

    Similarities:
  • The South African (SA) and the MU qualification are both offered over three years and consists of 360 credits.
  • Both qualifications require entry qualifications equivalent to admission to bachelor's degree studies within their respective national systems. At Massey University, entry is typically based on the National Certificate of Educational Achievement (NCEA) Level 3 with appropriate academic preparation in relevant subjects. This is comparable to the National Senior Certificate granting admission to bachelor's degree studies required for entry into the CUT qualification. Both qualifications also recognise alternative pathways through prior learning or equivalent qualifications.
  • Both qualifications are undergraduate construction qualifications positioned at Level 7 within their respective national qualifications' frameworks.
  • Both are designed to prepare learners for professional or entry-level practice in the construction and built environment sectors.
  • Both qualifications share common learning areas, including construction management, project planning, construction technology, cost control, contract administration, construction law, professional practice, sustainability and applied project work.
  • Both qualifications also include practical and industry-oriented learning components that enable learners to apply theoretical knowledge to construction management contexts.

    Differences:
  • The MU qualification is broader in structure because learners may select from different majors, including Construction Management, Design Management and Quantity Surveying, whereas the SA qualification is specifically focused on Construction Management.
  • MU qualification places explicit emphasis on the digital built environment, including CAD, BIM, augmented reality and virtual reality across the curriculum, while the SA qualification includes digital and analytical tools within construction design analysis, information management and project reporting.

    Country: United Kingdom
    Institution name: Coventry University
    Duration: Three years
    Level: RQF Level 6

    Qualification title: Bachelor of Science (BSc) Construction Management
    Entry requirements: Entry to the Coventry University qualification is typically based on the General Certificate of Education Advanced Level (A-Level) qualifications or equivalent international qualifications.

    Purpose:
    The BSc Construction Management offered by Coventry University prepares graduates with the knowledge and skills required to manage construction projects effectively while integrating modern construction technologies and professional management practices. Similar to the CUT qualification, the qualification aims to develop graduates who can manage construction projects, coordinate multidisciplinary teams, and contribute to sustainable built environment development.

    Assessment:
    Assessment in the Coventry qualification consists of a combination of coursework, project-based learning, presentations, and examinations.

    Similarities;
  • The South African (SA) qualification and the UK qualification are both offered over three years.
  • Both qualifications share similar assessment approaches such as combination of coursework, project-based learning, presentations, and examinations.
  • Both qualifications require learners to demonstrate the ability to apply theoretical knowledge to practical construction management scenarios.
  • Both qualifications include core learning areas related to construction technology, project management, cost control, contract administration, construction planning, and professional practice.
  • The UK qualification places strong emphasis on the integration of modern digital construction technologies and management approaches, while the SA qualification similarly incorporates learning related to construction information management, project planning, cost management, and professional practice competencies aligned with the South African construction industry.
  • The UK qualification is positioned at RQF Level 6, which corresponds broadly with the NQF Level 7 academic standard in terms of learning outcomes and graduate expectations. The qualification typically comprises approximately 360 Credits.

    Conclusion:
    The comparison with the above-mentioned international qualifications demonstrates strong alignment between the Bachelor of Construction in Construction Management at CUT and comparable international construction management qualifications in terms of purpose, entry requirements, content areas, level of offering, duration, and assessment strategies. These similarities confirm that the qualification meets internationally comparable academic and professional standards and prepares graduates with competencies that support professional mobility and recognition within the global construction industry. 
    		•

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

    Horizontal articulation:
  • Bachelor of Science in Construction Studies, NQF Level 7.
  • Bachelor of Science in Construction Economics, NQF Level 7.
  • Bachelor of Quantity Surveying, NQF Level 7.
  • Advanced Diploma in Project Management, NQF Level 7 (at accredited institutions).

    Vertical articulation:
  • Bachelor of Science (Honours) in Construction Management, NQF Level 8.
  • Bachelor of Land and Property Development Management Honours: Housing, NQF Level 8.
  • Postgraduate Diploma in Construction Management, NQF Level 8.

    Diagonal articulation
  • Occupational Certificate: Quantity Surveying Viability Planner, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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.