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: Municipal Integrated Development Planning 
SAQA QUAL ID QUALIFICATION TITLE
50205  National Certificate: Municipal Integrated Development Planning 
ORIGINATOR
SGB Public Administration and Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
LG SETA - Local Government and related Services Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 03 - Business, Commerce and Management Studies  Public Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  160  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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of the qualification is to enable qualifying learners to apply strategic level development and governance competencies to ensure integrated and sustainable development and governance processes, outcomes, structures, strategies, planning; implementation management, monitoring and evaluation at a municipal level.

Learners will develop competencies to manage strategic planning and development processes, and the associated local governance and consultation processes. Individual learners will benefit through enhancing their personal competencies, knowledge and skills so as to be able to complete tasks required in their employment contracts and by legislation, relating to the:
  • Designing and implementation of municipal integrated development plans
  • Identification of key development priorities and agendas, within resource constraints and informed by a local, district wide, provincial and national strategic analysis and policy context.
  • Development of proposals and strategic solutions beyond administrative boundaries and local resource/capacity constraints.
  • Identification of realistic and sustainable projects and development paths for cities and districts, within existing intergovernmental framework.
  • Implementation of integrated development plans and facilitation of democratic and accountable local governance.
  • Provision of inputs from municipal integrated development planning process into the planning processes and plans of other role players and spheres.

    Through increasing the integrated development planning capacity of government office bearers and employees the notion of developmental local government, intergovernmental co-operation and the objectives of the developmental state can be achieved.

    Rationale:

    The qualification is aimed at municipal managers, integrated development planning (IDP) managers and specialists in local government, executive mayors, as well as integrated development planning and city/district development specialists in Planning Implementation and Management Support (PIMS) Centres, provincial and national government. The typical learner will be an employee in local or provincial government, wishing to gain the competence to fulfill the requirements of his/her current job obligations or a municipal employee or even councilor wishing to gain a qualification so as to advance his/her career opportunities. In addition persons seeking future employment in the local government sector may choose to complete the qualification. Persons employed in municipal, provincial and national sector departments, non-profit organisations and non-governmental organization as well as private sector agencies which interface with local government integrated development planning would benefit from the qualification.

    Qualifying learners may operate at the level of executive mayor, executive councilors, councilors, municipal manager; IDP manager or specialist, PIMS manager or senior planner, city/district development department managers; strategic managers and provincial IDP coordinators.

    Office bearers and employees at local government level are responsible for managing the provision of services to the community. The Constitution of the RSA (Act 108 of 1996) section 27 (1) states that all South Africans have the right to access health care services; sufficient food and water and social security. Section 27(2) requires the state to take reasonable measures within its available resources to provide these basic human rights. The state is also responsible for providing education for the community and managing all of the country's resources. The constitution therefore allows the community to demand that services are met and that government office bearers and managers have the skills to take reasonable measures in providing services.

    Based on the parameters created by the Constitution and key to concept of the Developmental State is the concept of decentralised development planning, coupled with the policy imperative of coordination and integration between the three spheres of government. Both these ideas were in line with the South African Constitution, which (1) enshrined the notions of cooperative governance, and government as one entity consisting of three interdependent spheres and (2) endowed local government with a novel and specific developmental role. In accordance with this new intergovernmental development-planning ethos local government would be the main/frontline planning arm of government, provinces would support and monitor this activity, and national government would create the framework of norms and standards in which these developmental actions would take place. Collectively, and with each sphere fulfilling its specific mandate, the actions of the three spheres would dovetail into a joint governmental effort aimed at achieving its developmental objectives.

    In contrast to the traditional sector-specific land use, transport and infrastructure master planning of the past, a different approach to planning was proposed. Called integrated development planning and culminating in an Integrated Development Plan (IDP) , this new style of planning, which had semblances of similar tendencies in the international planning arena, was meant to (1) be holistic, span and integrate all sectors though a focus on cross-cutting issues) assist in reintegrating the fragmented landscapes and communities left in the wake of apartheid, and (3) ensure that projects and programmes contained in the plans were included in the budgets of the municipalities and/or provincial and national sector departments . In essence this new approach entailed a deft exercise in balancing (1) equity and efficiency, (2) strategic planning and speedy delivery and extensive public participation, and (3) local, indigenous and technical knowledge traditions. Along with the rise of 'good governance' and 'urban management' in South Africa as elsewhere, IDPs, linked to performance management systems, would also provide the frameworks, or rather the business plans, in terms of which municipalities were to be managed. In the spirit of cooperative governance these IDPs are also meant to play a key role in ensuring greater intergovernmental cooperation, integration and alignment, as not only were they conceptualised as the inventories of local needs and lists of desired projects and programmes, but also as the tools by which intergovernmental relations could be strengthened by providing arenas for representatives from the different spheres to come together and debate issues of shared concern.

    The IDP was first called to life in the Local Government Transition Act Second Amendment Act, 1996, which required all municipalities in the country to prepare such plans (Republic of South Africa, 1996a). In terms of this Act IDPs were meant to ensure ' the integrated development and management of the area of jurisdiction of the municipality concerned in terms of its powers and duties' and had to be compiled having regard to a set of equity, sustainability and efficiency-principles set out in the Development Facilitation Act (see Republic of South Africa, 1995).

    The IDPs are also intended to reflect, capture or contain any other sectoral municipal planning requirement or plan in terms of sectoral legislation. These include, in terms of the Water Services Act, 1997 Water Services Development Plans, Integrated Transport Plans in terms of the National Land Transport Act, 2000 and a set of requirements regarding plans for housing provision in terms of the Housing Act, 1997.

    The learning outcomes contained in this qualification are based on the competencies required to contribute to integrated development planning in a municipal context. The learning outcomes are combined in 4 broad areas of competence:
  • Integrated and sustainable development and governance.
  • Design an integrated development planning process.
  • Strategic and integrated development planning.
  • Municipal implementation management, monitoring and evaluation.

    The qualification aims to provide opportunities for applied competencies in these areas and provides a basis for further qualifications in town and regional planning, development planning and public sector management qualifications at higher levels on the NQF.

    Learners will build on their existing competencies in city or regional planning, development planning or public sector management and will learn how to manage an integrated development planning process within the many challenges facing local government and intergovernmental alignment. They will learn how to apply strategic skills in relation to sustainable development of human settlements, districts and cities, developmental governance, strategic planning, process and resource management, process facilitation, monitoring and evaluation, and reporting competencies in a public sector setting. These competencies will assist the learner in their role in public sector strategising and development management and will also provide competencies which are transferable to the private sector.

    The exit level learning outcomes highlight many of the integrated and intergovernmental development planning skills required within the public sector. Such skills and knowledge are geared towards enabling public officials in all spheres of government to operate effectively and successfully in a demanding environment. Therefore, exit level outcomes and related assessment criteria are outlined for the areas of competence, which mark out integrated development planning as key and highly influential in the developmental state and public service delivery.

    The Certificate in Integrated Development Planning: Level 6 should produce knowledgeable, multi-skilled workers who are able to contribute to improved productivity and efficiency within the public sector. It should provide the means for current workers to receive recognition of prior learning, to upgrade their skills and achieve a nationally recognised qualification. It should also assist new entrants to the public sector. It will ensure that the quality of education and training in the public sector is enhanced and of a world-class standard. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    All learners accessing this qualification must be in possession of a Further Education and Training Certificate or equivalent qualification.

    Recognition of prior learning:

    The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned in the previous paragraph.

    This Recognition of Prior Learning may allow for:
  • Accelerated access to further learning at this or higher levels on the NQF
  • Gaining of credits towards a Unit Standard in this Qualification
  • Obtaining this Qualification in whole or in part.

    All recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    Access to the qualification:

    Access to this Qualification is open to all learners in possession of an FETC or equivalent qualification.

    It is preferable, however, for the learner to first have completed a qualification in town and regional planning, development planning or public sector management and administration at least at NQF Level 4, before accessing this Qualification so that the learner has a broad understanding of the basic principles of city and regional development, development planning and/or public management and governance before proceeding with the more specialised learning in the National Certificate: Municipal Integrated Development Planning, Level 5. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    Level, credits and learning components assigned to the qualification:
  • The qualification is made up of Unit Standards that are classified as Fundamental, Core and Elective. A minimum of 160 credits is required to complete the qualification.

    Rules of combination:

    In this qualification the credits are allocated as follows:
  • Fundamental: 30 credits. Compulsory for all learners.
  • Core: 100 credits. Compulsory for all learners.
  • Electives: Choose a minimum of 30 credits.
  • Total: 160 credits.

    Motivation for number of credits assigned to fundamental, core and elective:

    Fundamental Component:

    Unit standards of thirty credits are allocated to the subject areas of visionary thinking, knowledge management and communications.

    Ten credits in visionary thinking have been included in the Fundamental Component, focusing on the importance of visionary thinking in strategic development processes. This is fundamental for a learner wanting to work in Municipal Integrated Development Planning.

    Ten credits in knowledge management have been included in the Fundamental Component as well, focusing on the importance of the skills of Knowledge Management in the overall function of Integrated Development Planning and utilising knowledge to enhance overall job skills.

    Ten credits in communication principles have also been added to the Fundamental Component. Communication is an underlying ability required for an Integrated Development Planner to be effective and engage the commitment and input of key stakeholders and communities.

    All these standards are compulsory.

    Core Component:

    One hundred credits have been allocated to unit standards in the Core Component of this Qualification. This is to ensure that the Qualification has a strong Municipal Integrated Development Planning focus. The unit standards classified as Core describe Municipal Integrated Development Planning knowledge and skills that are generic to the municipal local government sphere where Integrated Development Planning functions of one kind or another are executed. They provide an opportunity to develop knowledge of Municipal Integrated Development Planning through research, formal learning and workplace practice and/or simulated situations. The unit standards encourage the application of knowledge and skills in real situations. The Core Unit Standards provide the basic knowledge and skills that all workers need to know about Integrated Development Planning.

    All these standards are compulsory.

    Elective Component:

    There are unit standards totaling one-hundred and seven credits in this Component. These unit standards continue from the core component in focusing on learning areas pertinent to Municipal Integrated Development Planning and will enable learners to gain specialist knowledge and skills, which are particularly relevant, or of interest to the learner or a particular learning context. Learners are required to select Electives that add up to at least thirty credits. Whilst learners may choose any of the Electives to make up the thirty credits, it is required that the learner chooses at least three elective unit standards and furthermore, it is preferable that the learner chooses the complete set of standards listed even if this should mean that the minimum number of credits is exceeded. 

  • EXIT LEVEL OUTCOMES 
    On achieving this qualification, the learner will:

    1. Design and implement an integrated development planning process.
    2. Conduct strategic and integrated development planning.
    3. Implement and monitor sustainable municipal integrated development planning programmes and processes.
    4. Evaluate efficacy of Integrated Development Planning programmes and processes.
    5. Facilitate events/meetings/actions for development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • An integrated development plan is outlined for a specific municipal area.
  • Key development priorities and agendas are identified and designed within resources constraints informed by a local, district wide, provincial and national strategic analysis and policy context.
  • The legal principles underlying the concepts of 'developmental local government' and 'integrated development planning' are carefully considered for governance in a municipal area.
  • The impact of policy implications are considered in designing an integrated development planning process.
  • A set of engagement and participation processes, systems and events are utilised to ensure support for the integrated development planning process.

    2.
  • Proposals for strategic agenda's are drawn up to address key municipal development challenges in an integrated and sustainable manner.
  • Strategic development plans are drawn up for the short, medium and long requirements of sustainable integrated development.
  • Municipal budgets are designed in line with strategic agenda.
  • The implementation of strategies and strategic programmes and interventions are assessed and supported in a proactive manner.

    3.
  • The relevant institutional and governance arrangements and structures are established to develop, monitor and review the Integrated Development Plan.
  • The various role players required to take par in and implement the IDP process are capacitated through a facilitative process.
  • Synergy between the integrated development plan in a municipality, the organizational structure, and the relevant human and other resources are ensured to ensure that the IDP is effectively implemented.
  • Muncipal budgets are drawn up and utilised to monitor achievement of IDP objectives from a financial perspective.

    4.
  • The progress towards the achievement of targets and projects set out in strategic plans are monitored and reported on a quarterly and annual basis.
  • Appropriate and timeous recommendations and revisions are made to improve the effectiveness and efficiency of the integrated development planning processes to ensure sustainable development.
  • Integrated development planning processes are assessed to ensure compliance to governance principles.
  • Engagement processes to ensure input and commitment to Integrated Development Planning programmes are assessed to determine efficacy of communications and participative strategies.

    5.
  • The elements of developmental facilitation are their interconnections are defined to ensure that facilitated events are customised appropriately.
  • Facilitated events are prepared and follow up procedures put in place to ensure the implementation of post-event action plans.
  • Group dynamics, cultural diversity and potential conflict areas are considered when conducting facilitated events.
  • An appropriate toolbox of procedures are utilised to ensure that facilitated event achieves objectives of sustainable development.
  • Facilitated events are monitored and evaluated and recommendations made for any areas of remediation.

    Integrated assessment

    Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification.

    Learning, teaching and assessment are inextricably lined. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.

    Assessment of the communication, language, literacy and strategic analysis and planning competencies should be conducted in conjunction with other aspects and should use authentic municipal development contexts wherever possible.

    A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. 

  • INTERNATIONAL COMPARABILITY 
    Local municipalities in South Africa have to use "integrated development planning" as a method to plan future development in their areas. Whilst the concept and processes have been given a specific South African flavour and historical urgency, planning concepts are ubiquitous and training in planning and development for local government are well established internationally.

    Learning materials on local government development are also available on various topics on the web. e.g. The WorldBank has an online "World Bank Institute" with learning materials on various local government development topics Generally however, the idea that local government planning should be 'integrated' is well established. In this regard see the proceedings of the International Conference of Local Development held under the auspices of the World Bank in Washington in 2004 (http://www1.worldbank.org/sp/ldconference/). Typical course pertinent to local government planning & development include:
  • City Management and Urban Development
  • Community Empowerment and Social Inclusion
  • Corporate Governance & Corporate Social Responsibility
  • Education
  • Environment and Natural Resources Management
  • Financial Sector
  • Governance and Anti-Corruption
  • Health, Nutrition, and Population
  • Investment Climate
  • Knowledge for Development
  • Leadership Program on AIDS
  • Poverty and Growth
  • Public-Private Partnership in Infrastructure
  • Rural Poverty and Development
  • Social Protection and Risk Management
  • Trade
  • Water

    The following website can be referred to for further information:

    (http://web.worldbank.org/WBSITE/EXTERNAL/WBI/WBIPROGRAMS/0,,contentMDK:20223717~menuPK:461836~pagePK:64156158~piPK:64152884~theSitePK:443977,00.html). The United Nations Development Program also provides materials online relating to local development.

    As far as unit standards based qualifications are concerned and internet search of the Qualifications and Curriculum Authority of the United Kingdom (http://www.qca.org.uk/), the Australian Qualifications Framework (http://www.aqf.edu.au/), the Scottish Qualifications Authority (http://www.sqa.org.uk/sqa/sqa_nu_display_home.jsp;jsessionid=596144E9562BEBF4831E99B8355CD9FC?p_applic=CCC&p_service=Content.show&pContentID=457&), the National Qualifications authority of Ireland (http://www.nqai.ie/cgi-bin/search) all failed to reveal any specific qualification of a similar nature to this qualification. On the other hand general public service and local government qualifications were available.

    As far as qualifications dealing with local government planning are concerned, the content of such courses varies considerably according to local contexts.

    United States:

    As an example, a one year course (equivalent to this certificate course) provided by Department of Government and Public Service, University of Alabama at Birmingham entitled Local Government Planning has the stated objective of providing learners with a general base relating to planning history and practice, planning methodology, critical reasoning and writing skills and presentation skills. The content provided to learners includes: Land use concepts; The Interaction of Geography and Law; The reasons for planning; The history of land use and Law, (including property rights and the owner as planner); Land use zoning; Constitutional & policy issues relating to urban planning; The relationship between zoning and planning; The Planning process and the master plan; Subdivision of land, its regulation and land development; Land use planning methods (including land planning area; planning information systems; The Economy; Infrastructure and community facilities; capital improvement programs; Direction setting; The citizen and planning action; Land use design methods; Land classification planning; Integrating community facilities with land use; Evaluation and impact migration; Development management planning); Ethics of planning, planning professional development.

    A related course from the same institution entitled "Urban development and Planning" (an important facet of local government planning) contains knowledge areas relating to: Urban life an policy in the United States; Globalisation and economic restructuring; Urban poverty, inner-city concentration of poverty and neighbourhood distress; Race and urban poverty in the Global Economy; Segregation, poverty and geographical opportunity ("American Apartheid'); Exodus and modern day sprawl.

    Because these courses are provided at university level it would approximate as NQF6 or NQF7. Despite the relatively higher level, the course is far more focused on equipping learners with concrete knowledge of real world local government planning issues. i.e. Land law, use, zoning, economics and demographics as well as planning in relation to critical social issues

    These certificate length qualifications may compare with other tertiary level qualifications in South Africa (an issue outside this investigation) failing which it would seem that these topic areas should be articulated in a future NQF6 or NQF7 Qualification.

    Australia:

    The territory if Queensland in Australia has an Integrated Planning Act, 1997. The purpose of this legislation is to provide a process for assessing and deciding development applications in Queensland. The act deals with ensuring desired environmental outcomes, compliance with state planning policies, regional planning.

    Conclusion:

    The focus of this qualification at NQF5 is to provide skills relating the concepts of integration planning and the planning process itself. A similar qualification to this one could not be found internationally. The focus on integrated planning is critical in South Africa, which has to deal with historical developmental distortions and must accordingly maximise the use of public resources to address these developmental issues. 

  • ARTICULATION OPTIONS 
    This Qualification articulates vertically and horizontally with the following Qualifications:
  • Town and Regional Planning, Development Planning, Public Management and Administration Levels 5, Municipal Finance and Administration Level 6, Public Finance Management and Administration Level 5. 

  • MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding 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 Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as the integrated competence described in the Qualification.

    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. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • A minimum of 5 (five) years' practical, relevant occupational experience in urban and regional development and integrated development planning.
  • To be registered as an assessor with the relevant ETQA.
  • To be in possession of a Qualification in Town and Regional Planning, Development Planning or Public Management and Administration at an NQF Level 6 or higher. 

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  120305  Analyse the role that emotional intelligence plays in leadership  Level 5  Level TBA: Pre-2009 was L5 
    Core  120509  Assess and support the implementation of strategies and strategic programmes and interventions  Level 5  Level TBA: Pre-2009 was L5 
    Core  120501  Demonstrate an understanding of the legal implications and principles of the concepts of 'developmental local government' and 'integrated development planning' for governance in a municipal area  Level 5  Level TBA: Pre-2009 was L5 
    Core  120499  Design and implement a set of engagement and participation processes, systems and events in support of the integrated development planning process in a municipality  Level 5  Level TBA: Pre-2009 was L5 
    Core  120503  Design integrated development planning and review processes for a municipality  Level 5  Level TBA: Pre-2009 was L5 
    Core  120508  Determine the development mandate and direction of a municipal area  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  120504  Determine the impact and policy implications of the concepts of 'integrated sustainable development' and 'sustainable human settlements' for a municipal area  Level 5  Level TBA: Pre-2009 was L5 
    Core  120500  Evaluate the effectiveness and efficiency of the integrated development planning processes  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  120505  Support the development of appropriate institutional capacity in Integrated Development Planning (IDP) processes and leverage coordination  Level 5  Level TBA: Pre-2009 was L5 
    Core  120507  Draw up a strategic development municipal agenda to address the key municipal development challenges in an integrated and sustainable manner  Level 6  Level TBA: Pre-2009 was L6 
    Core  120502  Facilitate municipal wide information gathering and the compilation of an updated integrated municipal development profile  Level 6  Level TBA: Pre-2009 was L6 
    Core  116364  Plan a municipal budgeting and reporting cycle  Level 6  Level TBA: Pre-2009 was L6 
    Fundamental  115405  Apply principles of knowledge management to organisational transformation  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  119346  Apply sound communication principles in the coordination of selected public sector communications programmes  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  120311  Apply visionary leadership to develop strategy  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  10140  Apply a range of project management tools  Level 4  NQF Level 04 
    Elective  14667  Describe and apply the management functions of an organization  Level 4  NQF Level 04  10 
    Elective  119350  Apply accounting principles and procedures in the preparation of reports and decision making  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  115395  Apply and explain the generic business process and value chain model  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  115401  Apply the basic principles of issue management  Level 5  Level TBA: Pre-2009 was L5 
    Elective  115407  Apply the principles of change management in the workplace  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  15216  Create opportunities for innovation and lead projects to meet innovative ideas  Level 5  Level TBA: Pre-2009 was L5 
    Elective  337063  Demonstrate knowledge and insight into the principles of monitoring and evaluation in assessing organisation and/or programme performance in a specific context  Level 5  Level TBA: Pre-2009 was L5 
    Elective  120360  Demonstrate understanding of financial and accounting principles for public entities  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  120506  Facilitate Integrated Development Planning events  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  116924  Implement a programme of diversity management in the workplace  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  10146  Supervise a project team of a developmental project to deliver project objectives  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  337059  Apply monitoring and evaluation approaches and tools to assess an organisation's or programme's performance in a specific context  Level 6  Level TBA: Pre-2009 was L6  15 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. ABA Sebenzi 
    2. Africa Institute For Public Administration 
    3. AFRICA MAYIBUYE LEADERSHIP 
    4. Afriwealth Consulting 
    5. Akili Training 
    6. Amabamba Recruitment 
    7. Asiphokuhle Training and Research Institute 
    8. AVAX SA 481 CC. T/A Mandisa Development Services 
    9. Bantubanye Skills 
    10. BF QUALITY SOLUTIONS (PTY) LTD 
    11. Bloemfontein - Electricity Training Centre 
    12. Break The Chains Development Services 
    13. Central Bridge Trading 109 
    14. Central University of Technology, Free State 
    15. Classic Human Capital Solutions 
    16. Cradle Stars Trading Enterprise 
    17. CTC College(PTY) LTD. 
    18. Development Bank of Southern Africa (DBSA) 
    19. Dimension Development Network 
    20. Ditirelo Skills Development Services 
    21. Edutraining Business College 
    22. Elective Training Institute Enterprise CC 
    23. Envirogreen 
    24. Escon 
    25. Eskilz College (Pty) Ltd 
    26. Ethekwini Corporate and Human Resources Skills Development Unit 
    27. Ethembeni Multi Service Enterprise (Pty) Ltd 
    28. Express Model 405 
    29. Falcon Business Institute 
    30. Gauteng Association Of Local Authorities 
    31. Glere Skills and Consultants 
    32. GOBELA CONSULTING 
    33. Growth Management Consulting 
    34. Gudlhuza Development Solutions cc 
    35. HDPSA 
    36. HDPSA GROUP (PTY) LTD 
    37. Hercuscope 
    38. Hlombe and Associates 
    39. IMITHENTE DEVELOPMENT HOLDINGS 
    40. IQ Skills Academy (PTY) LTD. 
    41. Jeppe College of Commerce and Computer Studies 
    42. Jobafrik Consulting 
    43. Josmap Training Institute 
    44. Kamanga Skills Projects 
    45. Kgolo Institute 
    46. Kgotla Trading Enterprise 
    47. Khosithi Training 
    48. Kia Chuma 
    49. Leronsa Trading Enterprise 
    50. Letlhokoa Management Services CC 
    51. Lewerb Holdings (PTY) Ltd 
    52. M.I.C. Training and Development 
    53. Makgoka Development Facilitation (PTY) Ltd. 
    54. Management College of Southern Africa (MANCOSA) 
    55. Masemase Consultancy CC. 
    56. MCS TRAINING SOLUTIONS PTY LTD 
    57. Mgwezane Training and Events Management CC. 
    58. Mission Point Consulting 
    59. MJ Mafunisa Consulting (PTY) LTD 
    60. Mmalethabo Consulting 
    61. Mod-Mosh Projects and Consulting (PTY) LTD 
    62. Mohlaje Solutions (Pty) Ltd 
    63. Mortarboard Training Solutions 
    64. Mosako Wa Kitso 
    65. MTK Corporate Solutions 
    66. Ndrendre Building & General Services 
    67. Nemalale Eagles Consultancy CC 
    68. Neopeo Trading & Projects 
    69. Nghano Training and Development Centre 
    70. Nhlahle Development Agency 
    71. NJ & L Trading Enterprise CC. 
    72. NS Global Academy 
    73. Ntokosi Consulting 
    74. Omithombo Management Academy 
    75. Outeniqua Leadership Institute 
    76. PanAfrican Supply Chain Academy 
    77. Paseka Business Enterprise 
    78. Pebetse Training and Consulting 
    79. Pioneer Business Consulting 
    80. Powernexus 
    81. Princetop Corporative Training (Pty) Ltd 
    82. PTDEV (Pty) Ltd 
    83. Pulakgadi Training Consulting CC 
    84. Ratidzo Trading PTY Ltd 
    85. Regent Business School (Pty) Ltd t/a Regent Business School 
    86. SAZM TRADING AND PROJECTS PTY LTD 
    87. SEVEN ARROWS PROTECTION ALLIANCE CC 
    88. Solstice Networks CC. 
    89. South African Governance and Business College 
    90. SWARANANG MANAGEMENT CONSULTING CC 
    91. Tachfin Holdings 
    92. Talent Emporium Academy (PTY) Ltd 
    93. TCEP (Pty) Ltd 
    94. Tembe Service Providers 
    95. Thekwini College 
    96. Thubelihle Graduate Institute 
    97. Thuto Lere Community Empowerment Programme 
    98. Thuto-Boswa Education and Training Solution 
    99. Tlaletso Consultants 
    100. TRAINING AT WORK (PTY) LTD 
    101. Transafric Consulting Pty Ltd 
    102. Tsebo Kitso Trainings 
    103. Tsebong Training Centre 
    104. Tshelopele Development Institution 
    105. Tshepang Consulting & Project 
    106. TTTC 
    107. Twin Peak Technologies 
    108. Ukhamba Quality Skills 
    109. Umqondo Consultancy 
    110. Umsenge SDCS 
    111. University of Fort Hare 
    112. University of Venda 
    113. Vantage Training 
    114. Ya Hina Management Consulting and projects 



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