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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Manage workplace diversity 
SAQA US ID UNIT STANDARD TITLE
7881  Manage workplace diversity 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2009-11-03  2011-07-31  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2012-07-31   2015-07-31  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The learner must be able to manage workplace diversity in terms of colleagues, staff and customers. This includes all aspects of problem solving, planning, coaching and mentoring. The learner should understand the importance of managing diversity effectively and base performance on this knowledge. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
`Monitor Staff Performance`. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Explain the concept and benefits of diversity. 
OUTCOME NOTES 
Explain the concept and benefits of diversity and how it is used to enhance work performance in the department/organisation. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 2 
    Describe specific diversity issues that apply to colleagues in the relevant industry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 3 
    Describe specific diversity issues that apply to customers in the organisation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 4 
    Explain how leaders can encourage cross-cultural communication. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 5 
    Use own individual behaviour as a role model for others to demonstrate respect for diversity. 
    OUTCOME RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 6 
    Assist and coach colleagues in ways of accepting diversity. 
    OUTCOME NOTES 
    Assist and coach colleagues in ways of accepting diversity when dealing with other colleagues and customers. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 7 
    Recognise and use the skills of a diverse workforce to enhance performance from the department. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 8 
    Promote the benefits of a diverse workforce to colleagues. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 9 
    Recognise workplace problems that arise from diversity issues. 
    OUTCOME NOTES 
    Recognise workplace problems that arise from diversity issues and take appropriate action promptly to resolve the situation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 10 
    Use coaching and mentoring to assist colleagues to work successfully in a diverse environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 11 
    Develop planning and work practices in a manner that shows respect for workplace diversity. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 12 
    Facilitate a study of various cultures within the organisation. 
    OUTCOME NOTES 
    Facilitate a study of various cultures within the organisation and use information from this study to develop an action plan to improve culturally related workplace relations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard should be assessed in the workplace.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of testimony, questioning, and discussion with the learner.
  • Testimony from staff to cover: Individual behaviour provides a role model for others and demonstrates respect for diversity.
  • Testimony supplemented by Questioning to cover assisting colleagues with accepting diversity, recognising skills, promoting benefits.
  • Questioning to cover dealing with workplace problems that arise from diversity issues, Coaching and mentoring and planning and work practices. 
    		•
    ASSESSMENT CRITERION RANGE 
    Diversity: race, language, special needs, disabilities, gender, family structure, age, sexual preference.
     

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA

    2. Any institution offering learning that will enable achievement of this unit standard must be registered with the FE/HE Registrar.

    3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

    4. Moderation of assessment will be done by the relevant ETQA at its discretion. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge is dealt with under the outcomes section. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with others (this critical cross field outcome is covered in this unit standard under the outcomes section). 

    UNIT STANDARD CCFO DEMONSTRATING 
    Be culturally sensitive (this critical cross field outcome is covered in this unit standard under the outcomes section). 

    UNIT STANDARD NOTES 
    Recommendations and exemplars for the design of:

    Learning/Curriculum
  • Learning should include research of specific cross-cultural issues that may arise in the relevant industry with both colleagues and customers.
  • The learner should familiarise him/ her self with all the positive aspects of diversity in the workplace so that these ideas can be communicated to colleagues.
  • The learner should understand the role of leaders in encouraging effective cross-cultural communication.
  • The learner could practice managing diversity through role-plays until the learner has more experience. Case studies could form the basis of this exercise.
  • Special emphasis should be placed on understanding diversity in its broadest sense.
  • The learners could prepare discussion topics on the different aspects of diversity. These should include race, language, special needs, disabilities, family structure, gender, age and sexual preference. The topics could be presented to the group and effective ways of managing diversity could be explored and explained.
  • A portfolio of evidence could be collected of diversity issues that have been handled by the learner in the workplace. This should be done over a period of time to allow the learner to address ongoing issues as well as gain more experience in this area of management.

    Performance systems
  • Ongoing measurement of the learner`s ability to meet this standard is recommended.
  • A new employee should be able to achieve this unit within 2 months of being trained. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20414   National Diploma: Service Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Fundamental  13742   Degree: Occupation-directed Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Registered"     		 2003-10-11  ETDP SETA 
    Elective  24433   Diploma: Hospitality Operations  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30  CATHSSETA 
    Elective  49086   National Certificate: Auctioneering Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2011-02-16  Was SERVICES until Last Date for Achievement 
    Elective  49709   National Certificate: Criminology  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Elective  63309   National Certificate: Defensive Mission Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Elective  48908   National Certificate: Sanitation Project Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Elective  23593   National Certificate: Security Management: Electronic Security  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2007-08-16  Was SAS SETA until Last Date for Achievement 
    Elective  14123   National Diploma: Accommodation Services  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  49853   National Diploma: Defensive Mission Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2008-09-17  Was SAS SETA until Last Date for Achievement 
    Elective  50500   National Diploma: Electronic Warfare  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Elective  14109   National Diploma: Fast Food Services  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  61596   National Diploma: Food and Beverage Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  14112   National Diploma: Professional Cookery  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  48726   Advanced Diploma: Diplomacy  Level 7  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. DINALEDI MANAGEMENT AND SERVICES 
    2. ERGO MAPHELONG INSTITUTE (PTY) LTD 
    3. MMAKAU TRAINING INSTITUTE (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.