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: 

National Certificate: Occupationally Directed Education Training and Development Practices 
SAQA QUAL ID QUALIFICATION TITLE
50334  National Certificate: Occupationally Directed Education Training and Development Practices 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
48873  Higher Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  125   

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This qualification is for those who want to build on a FETC in any field to enter the field of ODETD as a potential career, and have little or no previous exposure to ETD. The qualification will also be valuable for those who may have been practising within the field, but without formal recognition. This qualification will be useful for:
  • Learning facilitators.
  • Assessors.
  • Learner and learning supporters.
  • Skills Development Facilitators.

    This qualification will provide practitioners with the general ETD skills required at NQF level 5 across five key ETD roles, with the opportunity to specialise further in one of the following four roles:
  • Design and develop learning interventions.
  • Facilitate learning.
  • Design and conduct assessments.
  • Facilitate skills development.

    Practitioners will generally carry out their role within the context of:
  • Given Quality Assurance policies, procedures and processes.
  • A guided and supported learning environment.

    Rationale:

    The development of skills within and for the workplace is a priority within South Africa, as supported by legislation, national policies and strategies. Much of the needed skills development is carried out by people who have knowledge and skills within their area of expertise, but lack the required skills in relation to ETD. Many of the skills development objectives, nationally and within companies and organisations, are met through the efforts of ETD practitioners operating at NQF Level 5, and this certificate addresses the key competencies of such practitioners.

    This qualification will meet the need of those who wish to progress beyond the FETC ODETD, or who wish to enter the field of ETD for the first time. The certificate will also help to increase the employment prospects of ETD practitioners, while helping to ensure quality and competence within the ETD field.

    This qualification will provide a means to recognise ODETD practise at level 5 across five key ETD roles in a generalist capacity, with particular application possible in at least one role. Practitioners who wish to extend the skills in ETD to cover further ETD roles should select the Diploma ODETD, Level 5. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field.

    It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required.

    Recognition of Prior Learning:

    This qualification can be achieved wholly or in part through Recognition of Prior Learning in terms of the defined exit level outcomes and/or individual unit standards.

    Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.

    Access to the qualification:

    Access to this qualification is open bearing in mind the Learning Assumed to be in place. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
  • Fundamental: all 10 credits for Communications.
  • Core: all 61 Core credits.
  • Elective: any 49 of the 116 Elective credits. Learners are urged to focus on all the Electives from at least one complete Exit Level Outcome and make up the rest of the credits from the Elective unit standards associated with the remaining Exit Level Outcomes. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate in a variety of ETD settings.

    2. Design and develop learning programmes and processes.

    3. Facilitate and evaluate learning.

    4. Engage in and promote assessment practices.

    5. Provide learning support to learners and organisations.

    6. Conduct skills development facilitation.

    Critical Cross-Field Outcomes:

    This qualification addresses the following Critical Cross-Field Outcomes:
  • Identifying and solving problems in relation to designing and organising learning opportunities and in relation to learner's difficulties within the ETD context.
  • Working effectively with others as a member of ETD teams in the analysis, design and delivery of ETD.
  • Organising and managing oneself and one's activities responsibly and effectively when preparing oneself, preparing learning resources and setting up the learning environment.
  • Collecting, analysing, organising and critically evaluating information about learners, learning needs, learning resources, organisational requirements and national ETD strategies.
  • Communicating effectively using visual, mathematical and/or language skills when presenting information to learners and discussing the subject matter.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology.
  • Demonstrating an understanding of the world as a set of related systems, and in particular through the linking of ETD and practice within the occupational field.

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The purpose of the qualification is achieved via demonstration of competence in terms of the exit level outcomes, which in turn are a function of the associated unit standards. The unit standards associated with each exit level outcome form a coherent cluster, thus facilitating integrated assessment. The manner in which the unit standards have been clustered is outlined in the section on integrated assessment. Assessment criteria are provided for each exit level outcome mainly to address the need for evidence of integration of competencies.

    1:
  • Communication is carried out using media appropriate to the audience and setting.
  • Communication of facts, concepts, ideas and principles related to specific learning areas is clear and consistent with the requirements of the learning area.

    2:
  • Training needs are clearly defined in terms of outcomes, and are linked to performance requirements on the job.
  • Learning outcomes are aligned with given standards, including unit standards, assessment standards, qualifications or job requirements.

    Note: If learners choose this role as their one specialisation area, then the following criteria will also apply:
  • Methodology used is consistent with the outcomes-based approach.
  • The design meets target audience needs, is appropriate to the subject matter and expected facilitator, and takes into account results from previous assessments of learners.
  • Approaches used comply with adult learning principles and are suitable for achieving the defined outcomes.
  • The design includes evaluation strategies capable of revealing the value of programmes or interventions.
  • Learning and assessment design are compatible.
  • Presentation of materials is fit-for-purpose.

    3:
  • Preparation is sufficient to ensure all resources and arrangements are in place and the learning site is fit-for-purpose.
  • Formal plans and structures are implemented according to plans, using appropriate methodologies and in a manner that achieves the learning objectives.
  • Facilitation is professional and ensures the physical and psychological safety of the learners.
  • Problems are solved appropriately using a range of techniques.
  • Facilitation provides for application in the workplace.
  • The facilitation approach creates opportunities for assessment.
  • Facilitation is self-monitored and behaviour is modified to address weaknesses or difficulties.

    4:
  • Assesses are adequately supported, prepared and assisted in assessment and/or RPL processes, without compromising the assessment process or results.
  • Assessment practices are in line with the principles of outcomes-based assessment and maximise opportunities for integrated assessment.
  • Assessment decisions are reliable and relevant to pre-determined outcomes.
  • Feedback is relevant and is given in a constructive manner.
  • Assessment results are used to improve learning design and facilitation.

    Note: If learners choose this role as their one specialisation area, then the following criteria will also apply:
  • Assessment instruments designed are fit-for-purpose and facilitate the integration of assessment in learning and work environments.
  • Moderation practises ensure the fairness and reliability of assessment results while contributing to improved assessment practices.

    5:
  • Learners requiring support are identified proactively and sensitively.
  • Support is given in a manner that enables learners to define objectives, clarify issues, help manage expectations and identify learning path and opportunities.
  • Support assists learners to identify and understand assessment opportunities, processes and benefits, including the nature and benefits of RPL.
  • Support ensures learners experience the maximum benefit from learning and assessment, and helps them prepare for and cope with learning and assessment.
  • Barriers to learning are identified and problems are solved cooperatively within given frameworks. Referrals are made as required.
  • Support helps to create a safe learning environment and promotes objectives of learning and the principle of life-long learning.
  • Advice is helpful, realistic, relevant, valid, impartial and based on learner needs.

    6:
  • Information and advice on skills development issues is consistent with current skills development practices and requirements.
  • Information and advice on skills development issues is in line with the needs of the organisation.

    Note: If learners choose this role as their one specialisation area, then the following criteria will also apply:
  • Skills development plans address individual learning needs and are aligned with organisational strategic objectives.
  • Learning is promoted in line with individual and organisational needs, using appropriate and effective communication techniques.
  • Records are clear, accessible, accurate and up to date.
  • ETD interventions are coordinated in line with the organisational skills development plan.

    Integrated assessment:

    Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards, and further guided by the assessment criteria specified for each exit level outcome, all within the context of an active ETD environment, dealing with divergent and random demands related to ETD.

    Assessors should note that evidence of integration may be presented by learners when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at exit level outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against the requirements of each unit standard while at the same time gaining evidence of integration at exit level outcome level.

    For the purposes of integration, assessment should be guided by the following relationships between each exit level outcome and the associated unit standards, taking into account the qualification rules that urge learners to complete the electives for one exit level outcome, and make up the rest from the other electives as learners wish:
  • Exit Level Outcome 2:

    > Core Unit Standards:
    > Define target audience profiles and skills gaps.

    > Elective Unit Standards:
    > Develop outcomes-based learning programmes.
    > Evaluate and promote ETD providers, services and products for organisational use.
    > Devise interventions for learners who have special needs.
    > Design outcomes-based learning programmes.
  • Exit Level Outcome 3:

    > Core Unit Standards:
    > Facilitate learning using a variety of given methodologies.
    > Evaluate a learning intervention using given evaluation instruments.
    > Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework.

    > Elective Unit Standards:
    > Demonstrate understanding of the concept of human rights and democracy and its application in society.
    > Facilitate the transfer and application of learning in the workplace.
    > Identify and respond to learners with special needs and barriers to learning.
  • Exit Level Outcome 4:

    > Core Unit Standards:
    > Conduct outcomes-based assessments.

    > Elective Unit Standards:
    > Design and develop outcomes-based assessments.
    > Conduct moderation of outcomes-based assessments.
  • Exit Level Outcome 5:

    > Core Unit Standards:
    > Assist and support learners to manage their learning experiences.
    > Guide learners about their learning, assessment and recognition opportunities.
  • Exit Level Outcome 6:

    > Core Unit Standards:
    > Provide information and advice regarding skills development and related issues.

    > Elective Unit Standards:
    > Conduct skills development administration.
    > Promote a learning culture in an organisation.
    > Develop an organisational training and development plan.
    > Coordinate planned skills development interventions in an organisation.
    > Conduct an analysis to determine outcomes of learning for SD and other purposes.

    Assessment should be in accordance with the following general and specific principles:
  • The initial assessment activities should focus on gathering evidence in terms of the exit level outcomes and the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in the real situation.
  • All assessments should be conducted in accordance with the following universally accepted principles of assessment:
    > Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations.
    > Judge evidence on the basis of its validity, currency, authenticity and sufficiency.
    > Ensure assessment processes are systematic, open and consistent. 
    		•

    INTERNATIONAL COMPARABILITY 
    International qualifications were examined to ensure that the qualification structure and unit standards in the NC ODETD L5 are comparable in terms of level, scope and competencies covered. Qualifications and/or programmes from a West African training provider, Singapore, the United Kingdom, United States of America, Australia and New Zealand were selected based on proven best practice within the field of Education and Training. The findings regarding comparisons are as follows:
  • West Africa:

    The NC ODETD L5 compares most favourably with a West African Train the Trainer programme, run by a training provider called AMWA. The key exit level outcomes and associated units standards correlate well with the West African counterparts as revealed below. The duplication of certain outcomes against the SA qualification is due to the fact that in the SA qualification separates out assessment and evaluation whereas in the West African certificate they are combined. The West African Certificate does not address the competencies related to learner support as covered by the NC ODETD L5.

    > NC ODETD L5:
    > Design and develop learning programmes and processes.
    > AMWA - West Africa Training of Trainers Certificate:
    > Assess training needs.
    > Set training aims and objectives.
    > Structure, plan and budget for a training program.
    > Plan the course content.

    > NC ODETD L5:
    > Facilitate and evaluate learning.
    > AMWA - West Africa Training of Trainers Certificate:
    > Apply an understanding of the adult learning process and group dynamics.
    > Understand the role and task of the trainer.
    > Demonstrate knowledge of different training techniques and training aids.
    > Understand and use various methods of evaluation and be able to assess learning.

    > NC ODETD L5:
    > Engage in and promote assessment practices.
    > AMWA - West Africa Training of Trainers Certificate:
    > Understand and use various methods of evaluation and be able to assess learning.
  • United Kingdom:

    The NC ODETD L5 matches very closely in terms of qualification purpose, structure and outcomes with the City and Guilds NVQ Level 5 in Training and Development (Master Professional Diploma), with particular reference to the structure of the new NVQ Learning and Development Standards as follows:

    > Learning and Development.
    > Direct training and Support.
    > Learning and Development.
    > Management of Learning and Development Provision.
    > Co-ordination of learning and Development Provision.
    > Learning and Development.
  • Singapore:

    The NC ODETD L5 compares favourably in terms of purpose and outcomes with the Singapore Training and Development Association Advanced Certificate in Training and Assessment. The correlation is very close in terms of the design, development, facilitation and assessment outcomes.
  • United States of America:

    The NC ODETD L5 compares favourably in terms of purpose, entry level and outcomes with the ASTD (American Society for Training and Development) Training Certificate Programme. In the table below the comparison between the ASTD (USA) certificate and the NC ODETD L5 outcomes are compared. Other than the first outcome, (which although not mentioned in the ASTD training outcomes, ASTD clearly states "this is a complete workshop for designing outcomes-based training"), the outcomes are comparable throughout, with close alignment to outcomes such as evaluation and assessment, and design and development. Whilst assessment is covered in NC ODETD L5, only evaluation is covered by the Training Certificate Programme for ASTD. Just recently, however, ASTD have introduced an assessor training programme, which covers all aspects of assessment.

    > NC ODETD L5:
    > Provide learner support to learners and organisations.
    > ASTD Training Certificate Programme:
    > Manage the learning environment and participants.
    > Manage and encourage participants of all backgrounds and learning styles, understand who is learning, and how to address challenging participants.
    > Prepare properly for your training session and prepare participants to foster learning.

    > NC ODETD L5:
    > Design and develop learning programmes and processes.
    > ASTD Training Certificate Programme:
    > Prepare effectively for a learner focused training delivery and transfer of learning to the workplace.
    > Understand different adult learning styles.
    > Understand learner-focused solutions and how to align solutions with course objectives.

    > NC ODETD L5:
    > Facilitate and evaluate learning.
    > ASTD Training Certificate Programme:
    > Use multiple evaluation techniques.
    > Present and facilitate a training program including the use of audio visuals and handouts.
    > Evaluate using various methods and at different levels.

    > NC ODETD L5:
    > Engage in and promote assessment practices.
    > ASTD Training Certificate Programme:
    > N/A.

    > NC ODETD L5:
    > Provide learning support to learners and organisations.
    > ASTD Training Certificate Programme:
    > N/A.

    > NC ODETD L5:
    > Conduct skills development facilitation.
    > ASTD Training Certificate Programme:
    > N/A.
  • Australia:

    The NC ODETD L5 has a very close match in terms of the key roles and levels with the Southern Cross University Graduate Diploma of Vocational Education and Training.
  • New Zealand:

    Comparisons against the Christchurch College of Education Certificate in Adult Teaching, certain key modules of the Victoria University of Wellington Diploma in Education and Professional Development and the NZQA National Certificate in Adult Education and Training (Level 4).
  • Summary concerning comparability:

    The NC ODETD L5 compares favourably with a wide selection of international qualifications as identified above, providing a mix of mandatory and optional units that enable candidates to tailor the qualifications to their particular role. Where outcomes or competencies are identified within the international qualifications, they are generally comparable to the South African qualifications in terms of levels and range of competencies covered. 
    		•

    ARTICULATION OPTIONS 
    Learners can move horizontally by achieving the credits specified in the following qualifications:
  • 50333: "National Diploma: Occupationally-Directed Education Training and Development Practices", NQF Level 5.
  • 20159: "National Diploma: ABET Practice", NQF Level 5.
  • 20160: "Certificate: Education", NQF Level 5.
  • 49710: "National Diploma: Development Practice", NQF Level 5.

    Learners can move vertically by using this qualification as the basis for the following qualifications:
  • 50330: "National First Degree: Occupationally Directed Education Training and Development Practices", NQF Level 6.
  • 20161: "Bachelor of Education", NQF Level 6.
  • 20485: "National First Degree in ABET Practice", NQF Level 6. 
    		•

    MODERATION OPTIONS 
  • Providers offering learning towards this qualification or the component unit standards must be accredited by the appropriate ETQA.
  • Moderation of assessment will be overseen by the appropriate ETQA according to moderation principles and the agreed ETQA procedures. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must be registered in terms of the requirements of SAQA and the appropriate ETQA. 

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

    NOTES 
    This qualification replaces qualification 48873, "Higher Certificate: Occupationally Directed Education Training and Development Practices", Level 5, 125 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  117865  Assist and support learners to manage their learning experiences  Level 4  NQF Level 04  5 
    Core  123396  Define target audience profiles and skills gaps  Level 4  NQF Level 04  6 
    Core  115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  114924  Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  123397  Evaluate a learning intervention using given evaluation instruments  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117871  Facilitate learning using a variety of given methodologies  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  117874  Guide learners about their learning, assessment and recognition opportunities  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  15221  Provide information and advice regarding skills development and related issues  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  115789  Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts  Level 5  Level TBA: Pre-2009 was L5  5 
    Fundamental  115790  Write and present for a wide range of purposes, audiences and contexts  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  15227  Conduct skills development administration in an organisation  Level 4  NQF Level 04  4 
    Elective  110506  Demonstrate and apply knowledge and understanding of the basic components and fundamental skills of effective communication  Level 4  NQF Level 04  4 
    Elective  15232  Coordinate planned skills development interventions in an organisation  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  119665  Demonstrate understanding of the concept of human rights and democracy and its application in society  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  15217  Develop an organisational training and development plan  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  123394  Develop outcomes-based learning programmes  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  123398  Facilitate the transfer and application of learning in the workplace  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  10294  Identify and respond to learners with special needs and barriers to learning  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  15222  Promote a learning culture in an organisation  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  252041  Promote a learning culture in an organisation  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  15218  Conduct an analysis to determine outcomes of learning for skills development and other purposes  Level 6  Level TBA: Pre-2009 was L6  4 
    Elective  115759  Conduct moderation of outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  115755  Design and develop outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  123401  Design outcomes-based learning programmes  Level 6  Level TBA: Pre-2009 was L6  15 
    Elective  10305  Devise interventions for learners who have special needs  Level 6  Level TBA: Pre-2009 was L6  16 
    Elective  123400  Evaluate and promote education training and development (ETD) providers, services and products for organisational use  Level 6  Level TBA: Pre-2009 was L6  5 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. A5 Competence Evolution 
    2. ABCR HRD Consultants (Pty) Ltd 
    3. Abinet Training and Development 
    4. ABVAHO PHANDA GROUP PTY LTD 
    5. Academy of Management and Entrepreneurial Excellence 
    6. ACADEMY OF PEOPLE DEVELOPMENT PTY LTD 
    7. Academy Training Group 
    8. Accreditation & Training Services 
    9. Acorser Corporate & Business Consulting t/a Acorser Academy 
    10. Advantage Training Services cc 
    11. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    12. African Global Skills Academy Pty Ltd 
    13. Agriventions Consulting 
    14. Aldabri 106 Institute for Quality (Pty) Ltd 
    15. AMALUNGELO TRAINING GROUP PTY LTD 
    16. Amaqamu Project Management and Consulting 
    17. AMG Training and Hygiene Consultants 
    18. AMM Training and Consulting 
    19. Amyoli Consulting 
    20. AQUARIUS SKILLS SOLUTION 
    21. ASORIP NPC 
    22. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    23. Assured Vocational Skills Institute (Pty) Ltd 
    24. ATE Solutions (Pty) Ltd 
    25. Aubrey Nyiko Business Enterprise cc 
    26. BANTUBANYE INVESTMENTS 
    27. Basadi Africa Management t/a LVK Management Services 
    28. Bavelile Consultants and Training 
    29. BERITAM PROJECTS AND TRAINING SOLUTIONS PTY LTD 
    30. Bohlali Provider Support 
    31. Bonang Training & Development 
    32. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    33. Botho Nare Investments 
    34. BPK Trading and Project 
    35. Brain Boosters Business Education (PTY) LTD 
    36. Brainwave Projects 1997 CC 
    37. Breakeven 59(PTY) Ltd 
    38. Buchule HR & Events Management Services 
    39. Bull's Business and Skills Training Institute 
    40. Business Development Unit (PTY)Ltd 
    41. Business Intelligence Trading 48 (PTY) LTD 
    42. Bytes People Solutions A Division of Altron TMT (Pty) Ltd 
    43. Cale Developments 
    44. Camblish Training Institute (Pty) Ltd 
    45. Cedars Academy for Technical 
    46. CENTRE FOR ENTREPRENEURSHIP MANAGEMENT AND INNOVATION 
    47. Change Agility (Pty) LTD 
    48. Charlie Training and Consulting (Pty) Ltd 
    49. Chartall Business College 
    50. Cherity Diale Transormation and Development Pty Ltd 
    51. CLASSIC ORIENTAL CONSULTANCY PTY LTD 
    52. CMA Investments 34 (Pty) Ltd 
    53. Colleen Osorio Skills Development Consultancy cc 
    54. College of Cape Town - Athlone Campus 
    55. Compass Academy of Learning 
    56. Covenant Kids 
    57. Cresco Consultants CC 
    58. Crystal Training and Consultancy Services 
    59. CTC College(PTY) LTD. 
    60. Ctu Training Solutions Potch 
    61. Curoplex (PTY) LTD 
    62. D and D Lwazi Renaissance Research and Development Institute 
    63. D M Management and Consulting 
    64. Dabulamanzi & Njabulo Ndaba Consulting cc 
    65. DALUXOLO HUMAN CAPITAL DEVELOPMENT 
    66. Dicla Training and Projects 
    67. Ditebogo Consultancy 
    68. Ditshiamiso Business Enterprise cc 
    69. DNL Training PTY LTD 
    70. Drewmach Branding Solutions (Pty) Ltd 
    71. Eagles Wings Skills Development Consultants 
    72. Edgra Projects 
    73. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    74. Elvis Koena Consulting (Pty) Ltd 
    75. Emergence Learning Academy (Pty) Ltd 
    76. Empire Conferencing and Training 
    77. Empirical Training Agency (PTY) Ltd 
    78. Employmax 
    79. Enjo Consultants 
    80. Environment and Language Education Trust 
    81. Esigangeni General Trading 
    82. Essential Skills Management 
    83. Everest Leadership Training 
    84. EXECUTIVE COACHING AND FACILITATION 
    85. Falcon Business Institute (Pty) Ltd 
    86. Footballers Investment (Pty) Ltd 
    87. Fort Hare Solutions (PTY) LTD 
    88. Funda Africa Academy (Pty) Ltd 
    89. Future Discovery Training Academy CC 
    90. Future Performance Training and Development 
    91. Fuze Divergency Enterprise2 Pty Ltd 
    92. Gateway City College 
    93. Gender Education & Development Institute (GEDI 
    94. George Steven Academy 
    95. GNS Enterprise 
    96. Goldfields TVET College 
    97. Gotsec Skills Training 
    98. Growth Management Consulting 
    99. Guru Group of Learning (Pty) Ltd 
    100. HAGGIE STEEL WIRE ROPE (MEMBER OF SCAW METALS GROUP) (Cleveland) 
    101. HEART Solutions 
    102. Helpers For Life NPC 
    103. History Makers Business Consulting 
    104. HRD Performance Consultants 
    105. HRD Training & Consulting 
    106. ICM t/a Institute for Career Management 
    107. IDLEADS 
    108. Ikamva Lisezandleni Zethu 
    109. Imfundiso Skills Development 
    110. IMVULA SKILLS DEVELOPMENT ACADEMY 
    111. IN TUITION 
    112. Inafrica General Trading Pty LTD 
    113. INFANTRY SCHOOL 
    114. Inkwazi Learning Network 
    115. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    116. Insika Foundation 
    117. Intact Education Training and Development 
    118. Isibani Skills Academy 
    119. Isibani Soluntu Development Trust 
    120. IYAM Investments (Pty) Ltd 
    121. Jabukile Consultancy 
    122. Jacobs Well Village NPC 
    123. Jonglad Trading Enterprise 
    124. Josmap Training Institute 
    125. K Boneng Consulting Services Pty Ltd 
    126. K T Innovative Solutions 
    127. Kairos Training College 
    128. Kapoko Trading Enterprise 5 
    129. Karabo Info Centre and Trading 
    130. Katiso-kuno Consulting 
    131. Kay-Madume Business Enterprise 
    132. Kele-Thabo Holdings 
    133. KELLYGIRL SKILLS (PTY) LTD 
    134. Kenako Jwale Skills Development and Training Centre 
    135. Kez Enterprises and Consulting (Pty) Ltd 
    136. Kgaebane Trading 
    137. Kgaka Kgolo Institute 
    138. Kgang-Kgolo Consulting 
    139. Khoali Group of Companies (Pty) Ltd 
    140. KHULISANE ACADEMY 
    141. KITSO TRAINING AND DEVELOPMENT 
    142. Klein Karoo Resource Centre 
    143. Koketso Rakhudu Foundation 
    144. KWINDLA INSTITUTE OF LEARNING AND CONSULTING 
    145. LANGAVI SERVICE PROVIDER 
    146. Leap Skills Developmemt Institute (Pty) Ltd 
    147. Learnership Support Systems (Pty) Ltd 
    148. Learning Performance Link 
    149. Leronsa Trading Enterprise 
    150. Levi Training Centre and Projects 
    151. Liberty College of Excellence (Pty) Ltd 
    152. Life Projects 
    153. LINDOKUHLE BASIC SKILLS TRAININGCC 
    154. LM Training Development 
    155. Loago Business Consulting 
    156. Loago Institute (Pty) Ltd 
    157. M3i Skills Development 
    158. MACCAUVLEI LEARNING ACADEMYPTY LTD 
    159. Mafo and Mank Skills Development (Pty) Ltd 
    160. Mahube Skills Development Academy 
    161. Malaikas Nursing Academy 
    162. Malandela Training and Development (Pty) Ltd 
    163. Maluke Training Consultants 
    164. MASITHUTHUKE HOLDINGS PTY LTD 
    165. Matash Holdings PTY LTD 
    166. MATHOLWANE CONSUTING 
    167. Matimba Management and Labour cc 
    168. Mawethu Training 
    169. MBAT (PTY) LTD 
    170. MEGRO LEARNING LOWVELD 
    171. MENTORNET (PTY) LTD 
    172. MI Learning & Development Consultancy 
    173. MIET Africa 
    174. Mmuso and Associates 
    175. Mnambithi FET College - Central Office 
    176. Motheo Training Institute Trust 
    177. MPIC Projects (Pty) Ltd 
    178. Mthimkhulu Training and Development Institute (PTY) LTD 
    179. Mtk Corporation Solutions 
    180. Muthu Consultants (Pty) Ltd 
    181. MWG Logistical Services 
    182. National Versatile Training Institute 
    183. Ndzalama Training 
    184. Neolebongi Trading Enterprise 
    185. Nero Training Consultants cc 
    186. Netgrow Training Solutions 
    187. Networx for Career Development 
    188. Next Step Academy (Pty) Ltd 
    189. Nkqubela Community Developers 
    190. Nomagwanishe Investments cc 
    191. NOMAKU TRADERS CC 
    192. Nompumelelo Institute of Leadership 
    193. Northern Cape Rural TVET College 
    194. NOSHTAC Training and Consulting cc 
    195. NS Zonke Management Consultants 
    196. Nsovo Learning Academy 
    197. Ntsangalala Business Enterprise 
    198. OMNI HR CONSULTING PTY LTD 
    199. Opehst Trading 
    200. OPELONG BUSINESS INSTITUTE (PTY) LTD 
    201. Orange Language Institute (Pty) Ltd 
    202. Pachi Global Foundation 
    203. Paradise Skills Development 
    204. PATHWAYS OF PURPOSE POTENTIAL DEVELOPMENT CENTRE PTY LTD 
    205. PC Educational Holdings Pty Ltd 
    206. Peak Skills (Pty) Ltd 
    207. PEAKFORD MANAGEMENT CONSULTING 
    208. Pebetse Training and Consulting 
    209. People Centered Institution 
    210. Petra institute of Development (PTY) Ltd 
    211. Phakamisa Training Company 
    212. Pioneer Business Consulting 
    213. Pitt Institute T/A Imithombo Institute 
    214. PMA Holding (Pty) Ltd 
    215. PND Academy of Learning cc 
    216. Positive Thinking Consultants cc 
    217. Premier Recruitment and Training (Pty) LTD 
    218. PRIMESERV CORPORATE SOLUTIONS PTY LTD T/A PRIMESERV HR SOLUTIONS 
    219. Pro Link 
    220. PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD 
    221. Professional Development and Training Institute (Pty) Ltd 
    222. QPD CONSULTANTS 
    223. RAMAZWI SECURITY SERVICES CC 
    224. Redefined Skills Training and Development 
    225. Reflections Development Institute 
    226. Regenesys Management (Pty) Ltd 
    227. Resonance Institute of Learning 
    228. Retshetse Training Project 
    229. RSA Institute (Pty) Ltd 
    230. S A Skills Solutions (Pty) Ltd 
    231. Sadhana Govender Project Consultants Pty Ltd 
    232. SAFRICA TRAINING 
    233. Saint Colonel Graduate Institute (PTY) Ltd 
    234. Sanchaa Connection 
    235. SANDA SKILLS DEVELOPMENT 
    236. Seanapyane Resources (Pty) Ltd 
    237. Sebata Municipal Solutions (Pty) Ltd 
    238. Sebenzisanane Human Capital 
    239. SEOPOSENGOE TRAINING CONSULTANCY CC 
    240. SEVEN ARROWS PROTECTION ALLIANCE CC 
    241. SHANWES TRAILER MANUFACTURING AND BUILDERS T/A SHANWES LEARNING AND DE 
    242. Sigodi Development Services and Associates (SDS) cc 
    243. Silalele Consulting CC. 
    244. Simunye Assessor Training (Pty) Ltd 
    245. Sinovuyolethu Trading Pty Ltd 
    246. Sipheongobonga 
    247. Sisazi Consulting 
    248. Siyafunda Community Technology Centre 
    249. SIYANQOBA SEMINARS 
    250. Siyazama Professional Management Services t/a Siyazama 
    251. Sizani Consulting cc 
    252. SK Empire Consultancy 
    253. Skills Catalyst Consultants 
    254. Skills Development and Training Company (Pty) Ltd 
    255. SKILLS DYNAMICS AFRICA PTY LTD 
    256. Sondela Academy PTY LtD 
    257. Southern African Institute of Learning (SAIL) 
    258. SPS Consulting (Pty) Ltd 
    259. St Mor Ventures 
    260. STAFFING DIRECT CC 
    261. Starplex 489 cc 
    262. T Mabuya & Associates (Pty) Ltd 
    263. TEAM CONSULTANTS CC 
    264. Tembe Service Providers 
    265. Thabelanang t/a Thabelanang Trading Enterprise 
    266. The Beneficiation Academy 
    267. The Institute of People Development 
    268. The Iscariota Group (Pty) Ltd 
    269. The Renaissance National Skills Development Centre 
    270. THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAINING(PTY) LTD 
    271. THE SKILLS FACTOR 
    272. The Skills Launchpad 
    273. The Supreme Training Academy 
    274. THINK TWICE 
    275. Thuba Segole Bed and Breakfast and Enterprise 
    276. Thuto Adult Centre 
    277. Thuto Ya Setshaba Training Services (Pty) Ltd 
    278. TJH Business Solutions (Pty) Ltd 
    279. Tlotliso Enterprise (Pty) Ltd 
    280. TMG Quality Services 
    281. Too See Consulting (Pty) Ltd 
    282. TPLR and Training Services (PTY) LTD 
    283. Train 2 Teach (PTY) Ltd 
    284. Trainers Without Borders 
    285. Training Answers 
    286. Trainyoucan (Pty) Ltd 
    287. Trinity Skills Solutions 
    288. True Reflection Training and Development cc 
    289. Tsheko-ke-Mokwena Transport and Projects (PTY) Ltd 
    290. Tshianzi Development 
    291. Tshireletso Multi-skills and Training 
    292. Tshukudu MZM Holdings (Pty) Ltd 
    293. Ulwazi Training & Development 
    294. Umzansi Educational Programs Centre 
    295. University of Johannesburg 
    296. VERYCOOLIDEAS 
    297. VEZOKUHLE YOUTH DEVELOPMENT PROJECT 
    298. VISION MEETS ACTION (PTY) LTD 
    299. Vumilia Africa Group 
    300. VUSHENI LEARNING ACADEMY 
    301. Vutivi Training and Skills Development 
    302. VUTLHARI BYA DZONGA CONSULTANTS (PTY) LTD 
    303. WilRatty Consultants (PTY) Ltd 
    304. Yarona Business Consulting Cc 
    305. Yellow Media Learning Institute (Pty) Ltd 
    306. Yenza Umehluko/ Make a Difference 
    307. Zamsiba Development Consultants 
    308. Zisukumele Training Academy (Pty) Ltd 


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