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 THAT HAS PASSED THE END DATE: 

Further Education and Training Certificate: Road Traffic Management 
SAQA QUAL ID QUALIFICATION TITLE
48921  Further Education and Training Certificate: Road Traffic Management 
ORIGINATOR
SGB Traffic,Traffic-Related,L.Government Law Enfor 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was SAS SETA until Last Date for Achievement  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 08 - Law, Military Science and Security  Safety in Society 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  172  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 
SAQA 1059/05  2005-04-13  2008-04-13 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-04-13   2012-04-13  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
62289  Further Education and Training Certificate: Road Traffic Law Enforcement  Level 4  NQF Level 04  145   

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This qualification aims to address three main areas of competence, namely:

1. Ensuring/enforcing a safe traffic environment.
2. Educating the road user community.
3. Developing the road environment.
4. Demonstrating appropriate levels of customer service to all road users.

The core areas of competence are traffic management and municipal policing. Fundamental to these areas are communication and mathematic literacy competence.

Rationale

The South African vehicle population currently exceeds 7 million. With the high incidence of road-related fatalities in South Africa, it is a national priority to make South African roads safer for all users. More than 9 000 people die every year and many others are injured on South African roads. The cost to the South African economy is estimated at around 14 billion Rand a year. Addressing this issue includes having effective regulations, administration and stakeholder relationships, as well as operational planning, traffic management and data gathering systems, none of which are effective without the professionalisation of traffic law enforcement training, related career development and specialisation in key areas of enforcement.

One of the focus areas for improvement include enforcement for prevalent transgressions including exceeding the speed limit, driving recklessly and aggressively, driving under the influence of intoxicating liquor or drugs with a narcotic effect, deliberately overloading vehicles, paying for a forged driving license, bribing traffic officers or paying for a false roadworthy certificate. A second focus area of coordination activities focuses on managing the road environment effectively. The focus area of communication relates to enhancing road safety activities.

When the National Department of Transport established Centres of Development (tertiary institutions providing transport related studies) in the 1990's, the focus of the centres was at a postgraduate level. However, there has been a shift to the undergraduate level. The aim is to build human and research capacity in the transport field, in partnership with technikons and universities. Internationally, traffic law enforcement is known as one of the most effective measures to prevent accidents, deaths and injuries. Faced with various challenges, traffic officers in South Africa must employ a wide array of competencies to work effectively.

Previously, traffic officer learning programmes in South Africa did not focus on competence. Rather, it provided learners with an overview of activities that does not result in the competence required to perform their daily activities. The institutional learning component of traffic officer learning programmes has been relatively standardised, but in-service learning programmes have not been, and this split between attaining theoretical knowledge and practical skills training requires integration. This national qualification standard and its composite unit standards were developed to specify the outcomes required when knowledge and skills are integrated to comprise traffic officer competence. Furthermore, by setting a minimum national standard, accreditation of learning programmes can take place, resulting in improved quality management in terms of programme delivery. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This qualification was designed and its credits assigned based on the assumption that communication and language competencies at NQF Level 3 for one language, and NQF Level 2 for a second language, as well as mathematic literacy competencies at NQF Level 3 have already been attained as well as computer literacy at NQF Level 3.

Recognition of prior learning (RPL)

This qualification can be achieved wholly or in part through recognition of prior learning, which includes formal, informal and non-formal learning and workplace experience, in terms of the assessment criteria specified. Any learner wishing to be directly assessed may arrange to do so, without participating in further training or education. 

RECOGNISE PREVIOUS LEARNING? 

QUALIFICATION RULES 
The Qualification consists of a Fundamental, a Core and an Elective Component.

To be awarded the Qualification, learners are required to obtain a minimum of 172 credits as detailed below.

Fundamental Component:

The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value of 96 credits all of which are compulsory.

    Elective Component:

    The Elective Component consists of Unit Standards to the value of 99 credits. Learners are to choose Unit Standards to the minimum of 20 credits.

    Learners can choose to focus their competence regarding road traffic management and municipal policing, road safety, and licensing and registration, including the following areas: driver examination; vehicle examination; national traffic information system (Natis) data maintenance; traffic management; policing; education. 

  • EXIT LEVEL OUTCOMES 
    Fundamental and Core:
    1. Communicate effectively using mathematic, oral and written presentation in two languages.
    2. Apply strategies to achieve optimal stress levels in personal and work situations.
    3. Provide first aid.
    4. Operate personal computer systems.
    5. Participate effectively in traffic-related legal processes.
    6. Provide customer service required by standard operating procedures.
    7. Collect, analyse, organise and critically evaluate information about driver fitness.
    8. Collect, analyse, organise and critically evaluate information about vehicle fitness.
    9. Conduct visible traffic patrols.
    10. Control traffic safely.

    Elective:
    11. Inform road users of road safety.
    12. Facilitate driver learning.
    13. Use traffic management communication aids and equipment technology effectively.
    14. Enforce traffic-related and municipal by laws.
    15. Collect, analyse, organise and critically evaluate information regarding drivers and vehicles.
    16. Use national traffic information system technology effectively.

    Credited learners have attained the generic ability to:

    Critical cross field outcomes:
  • Collect, analyse, organise and critically evaluate information regarding road environments and their characteristics, to identify possible deficiencies or contraventions;
  • Communicate effectively to record, document and report possible road environment deficiencies or contraventions using visual, mathematical and/or language skills in the modes of oral and/or written presentation;
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others;
  • Demonstrate an understanding of the world as a set of related systems by recognizing that assessing road environments should take into account all situations, traffic flows, road user groups towards ensuring safe traffic conditions;
  • Work effectively with others as a member of a team to obtain requests for additional information to ensure effective traffic control, flow and higher levels of safety;
  • Identify and solve various problems where responses to such problems show that such critical and creative thinking has been used to make responsible decisions based on the management of the road environment. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental and Core:

    1.
  • Communication processes and procedures implemented are effective within given contexts.
  • Monitoring of financial aspects of personal, business, and national issues follows specified requirements.
  • Communication of findings on life-related problems is accurate.
  • Evaluation of spoken text is relevant to a given context and can be justified.
  • Evaluation of text takes into account diversity of writers and speakers of text.
  • Writing is appropriate for specific audiences and purposes.
  • Conduct is professional at all times.

    2.
  • Stressors and stress are correctly defined and identified.
  • Where relevant, steps taken to alleviate stress are appropriate for the context.

    3.
  • Intervention in first aid scenarios eliminates potential hazards.
  • Examination of visible vital signs follows required procedures.
  • Information gathered meets specifications.
  • Actions taken meet standard operational procedures.

    4.
  • Operation of personal computer systems adheres to standard operational procedures.
  • Operation of personal computer systems adheres to safety requirements.
  • Operation of personal computer systems ensures security of information.

    5.
  • Standards and procedures in relevant legislation are adhered to
    Range: Traffic-related legal processes can include those involved in arrests, giving evidence, attending to collision scenes, assessing road user fitness, conducting visible traffic patrols, controlling traffic, ensuring safe passage in traffic, assessing road traffic environment safety, examining vehicle fitness at the roadside, evaluating loads on vehicles.
  • Conduct is acceptable to communities served.
  • Conduct is professional at all times.
  • Conduct adheres to specified ethical requirements.

    6.
  • Complaints are addressed as required by standard operating procedures.
  • Conduct is professional at all times.
  • Specified customer service requirements are met.
  • Conduct is acceptable to specific communities to whom sources is delivered.

    7.
  • Information collection methods are appropriate to the relevant contexts.
  • Recording of information regarding driver fitness and related traffic violations is accurate.

    8.
  • Information collection methods are appropriate to the relevant contexts.
  • Management of vehicle fitness minimises abnormal wear and tear of road surfaces.
  • Recording of information regarding traffic flow, and vehicle fitness and related traffic violations is accurate.

    9.
  • Execution of crime prevention strategies ensures safety of the community.

    10.
  • Traffic safety measures introduced are holistic.
  • Enforcement of traffic and municipal policing and related legislation controls traffic and flow of traffic optimally.
  • Crash investigations and recording is effective.

    Elective

    11.
  • Informing of road users meets standard operating procedure, legal and safety requirements.
  • Conduct is acceptable to communities served.
  • Conduct is professional at all times.
  • Conduct adheres to specified ethical requirements.

    12.
  • Facilitation of driver learning meets standard operating procedure, legal and safety requirements.
  • Conduct is acceptable to communities served.
  • Conduct is professional at all times.
  • Conduct adheres to specified ethical requirements.

    13.
  • Use of communication aids and equipment technology meets legal, standard operating, manufacturer and safety requirements.
  • Conduct is acceptable to communities served.
  • Conduct is professional at all times.
  • Conduct adheres to specified ethical requirements.

    14.
  • Enforcement of traffic related policing and municipal by laws and related legislation meet standard operating procedures and relevant legislation requirements.

    15.
  • Recording of information regarding drivers and vehicles is accurate.
  • Recording of information regarding drivers and vehicles meets standard operating procedures and relevant legislation requirements.

    16.
  • Use of national traffic information system technology meets standard operating procedures and relevant legislation requirements.


    Integrated assessment

    Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence by solving case studies, scenarios, doing practical demonstrations and providing solutions in practical simulations. Learners will have to demonstrate competence by performing tasks which involves the setting up and the use of equipment to obtain t results. Competency is further demonstrated in mock court situations. Interpretation of legislation is demonstrated in simulated environments.
    Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of exit level outcomes. Integrated assessment must judge the quality of the observable performance, and also the quality of thinking that lies behind it. Assessment tools must encourage learners to explain the thinking and decision-making that underpin their demonstrated performance.

    The assessment criteria in the unit standards are performance-based (applied competence as opposed to required knowledge only). This means that workplace experience may be recognised when awarding credits towards this qualification. A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place. Unit standards in the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. 

  • INTERNATIONAL COMPARABILITY 
    As the United States of America does not currently have a national standards framework, an analysis of learning programs was conducted. Comparable traffic management competence is addressed as a professional stream following the law enforcement officer qualification. It is assigned approximately 35 credits in total. This South African qualification addresses competence for both aspects within one qualification. Competencies that form part of learning in the USA include collision investigation (both at scene and technical), collision reconstruction, radar operation, road blocking, data capturing, driver training, driver competence testing, speed measuring, and media relations.

    In Europe in general, basic police training provides the entry point for specialisation in traffic policing. Duration of basic police training varies from four months to four years. Most countries require the equivalent of the South African NQF Level 4 Further Education and Training Certificate for entry, except in Germany, Austria, the Netherlands, Switzerland, Finland and the Czech Republic. For the most part, law, general legal and administrative, psychology, crime prevention, youth issues, drug-related issues, computer literacy, statistics, crime scene investigation, patrolling, stopping vehicles, crime-related information gathering, witness interviewing, intervening in public disorders and the history of law enforcement knowledge are included in programs. In terms of skills, most programs include evidence handling, traffic regulation, self-defence, swimming, using a firearm, report writing, first aid, communication, computer skills, public relations, crowd control, gathering information, using tools, general equipment (batons, handcuffs, etc.) and technical equipment, using standard operating procedures, documenting, team/group work, decision-making, administration, languages, and physical training. Specialised police training (the equivalent of South African NQF Level 5 outcomes) in specific areas of police work, ranging from one day to four weeks, includes traffic-related learning such as law issues in traffic (Germany), traffic accident investigation (Hungary, the Netherlands), and driving skills (the Netherlands), specialised driving (Hungary) and general traffic management (Belgium, Turkey, Greece, Poland, Slovak Republic, Croatia).

    In Sweden, traffic safety science courses include outcomes that overlap with the South African qualification presented here. Total duration is 80 hours. In the United Kingdom, Traffic Management and Systems Engineering qualification exists at Level 4 (equivalent to the South African NQF Level 5). The Scottish framework contains programs at this level, including Police Road Traffic Patrols, and Police Road Traffic Patrol Operations (hazardous loads, legislation, road accidents and tachograph chart inspections). There are no South African NQF Level 4 equivalent qualifications.

    The Australian framework does not contain any traffic management standards or programs. New Zealand places traffic management within the field of law and security, as is the case here. Specifically, it forms part of policing, and only contains standards for police traffic crash investigation. Included are core driving competence, at their Level 1 (the equivalent of South African NQF Level 2), with traffic flow and traffic management techniques falling under Civil Engineering at Levels 5 and 6 respectively (the equivalent of South African NQF Level 5). 

    ARTICULATION OPTIONS 
    This qualification articulates vertically and horizontally with all NQF Level 3 and 4 qualifications by means of the fundamental component. In addition, because the qualification contains unit standards from other qualifications, vertical articulation is currently possible with the National Diploma B Tech, and Masters Degrees in Road Traffic and Municipal Police Management on level 5,6,7 and 8. Horizontal articulation is possible with the National Certificate in Policing (NQF Level 5) and the National Certificate: Use of Firearms as well as various other qualifications containing information technology, marketing (customer service and contact centre), and first aid competence outcomes. 

    MODERATION OPTIONS 
    Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
  • All providers offering this qualification will register with the relevant ETQA
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the unit standards that make up this qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed here.
  • Moderation must include both internal and external moderation of assessments for the qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the qualification.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • 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.
  • Training is governed by the National Road Traffic Act which mandates the National Department of Transport as the overall verifier of traffic related content. National Department of Transport will appoint suitable moderators.

    Moderation of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone moderating the assessment of a learner against this qualification must be registered as a moderator with the ETQA. Moderators registered with the relevant ETQA must carry out the moderation for the qualification and any of the Unit Standards that make up this qualification. Moderators must also comply all specifications in terms of relevant legislation. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification. Assessors must also comply all specifications in terms of relevant legislation.

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the Unit Standards to ensure assessment is integrated rather than fragmented. Remember that the learner needs to be declared competent in terms of the qualification purpose and exit level outcomes.
  • Where assessment across Unit Standard titles or at Unit Standard title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Make sure evidence is gathered across the entire range, wherever it applies.

    In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
  • Measuring the quality of the observed practical performance as well as the theory and underpinning knowledge.
  • Using methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance.
  • Maintaining a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification.
  • Taking into account that the relationship between practical and theoretical components is not fixed, but varies according to the type and level of qualification.

    All assessments should be conducted in line with the following well-documented principles:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manage: The methods used make for easily arranged cost-effective assessments that do not unduly interfere with learning.
  • Integrate into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the standards; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as close as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the learner being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Learners for assessment understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar than the judgement that would be made by other assessors.

    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. 

  • NOTES 
    This qualification has been replaced by qualification 62289, which is "Further Education and Training Certificate: Road Traffic Law Enforcement", Level 4, 140 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  116138  Assess road traffic environment safety  Level 3  NQF Level 03 
    Core  116534  Carry out basic first aid treatment in the workplace  Level 3  NQF Level 03 
    Core  116129  Assess road user fitness  Level 4  NQF Level 04 
    Core  116131  Conduct visible traffic patrols  Level 4  NQF Level 04 
    Core  116133  Control traffic  Level 4  NQF Level 04 
    Core  116134  Ensure safe passage in traffic  Level 4  NQF Level 04 
    Core  116143  Evaluate loads on vehicles  Level 4  NQF Level 04  10 
    Core  116141  Examine vehicle fitness at the roadside  Level 4  NQF Level 04 
    Core  11985  Inspect, drive and maintain an official vehicle  Level 4  NQF Level 04 
    Core  11981  Attend to and manage a collision scene  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  11975  Conduct a lawful arrest  Level 5  Level TBA: Pre-2009 was L5 
    Core  11974  Conduct oneself in a professional manner in a policing environment  Level 5  Level TBA: Pre-2009 was L5 
    Core  15096  Demonstrate an understanding of stress in order to apply strategies to achieve optimal stress levels in personal and work situations  Level 5  Level TBA: Pre-2009 was L5 
    Core  11984  Give evidence in a court of law  Level 5  Level TBA: Pre-2009 was L5 
    Core  14130  Master restraining techniques  Level 5  Level TBA: Pre-2009 was L5 
    Core  11987  Receive and handle complaints  Level 5  Level TBA: Pre-2009 was L5 
    Core  14118  Use of firearms in a policing environment  Level 5  Level TBA: Pre-2009 was L5  12 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  10198  Demonstrate a knowledge of exercise and fitness principle  Level 4  NQF Level 04 
    Elective  116170  Establish and maintain information on a national traffic information system  Level 4  NQF Level 04  10 
    Elective  116151  Evaluate vehicle fitness  Level 4  NQF Level 04  20 
    Elective  116155  Examine drivers for licensing  Level 4  NQF Level 04  20 
    Elective  116145  Inform road users  Level 4  NQF Level 04 
    Elective  116171  Test drivers for learner's licensing  Level 4  NQF Level 04 
    Elective  13874  Work as a member of a Contact Centre Team  Level 4  NQF Level 04 
    Elective  11982  Attend to and handle crime  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11973  Build and maintain relationships with local communities  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12989  Make and record payments  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11986  Plan and conduct various kinds of crime prevention patrols  Level 5  Level TBA: Pre-2009 was L5 
    Elective  116147  Use communication aids and equipment  Level 5  Level TBA: Pre-2009 was L5 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.
     
    NONE 



    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.