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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Nature Conservation: Resource Guardianship 
SAQA QUAL ID QUALIFICATION TITLE
59389  National Certificate: Nature Conservation: Resource Guardianship 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 01 - Agriculture and Nature Conservation  Nature Conservation 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  121  Level 2  NQF Level 02  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
20415  National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  126  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The National Certificate: Nature Conservation: Guardianship, addresses skills and competencies enabling entry level employment and positions qualifying learners to access opportunities for further development and training in the Nature Conservation environment.

After successful completion of this qualification, learners will be able to:
  • Understand the Nature Conservation Sector.
  • Operate in the Nature Conservation environment.
  • Contribute to the maintaining of area integrity through:
    > Operational involvement in law enforcement.
    > Operational involvement in resources management.
    > Contributing to Physical infrastructure maintenance.

    Rationale:

    The Nature Conservation Sector is a highly regulated environment tasked with the protection and utilization of our Natural resources and heritage whilst ensuring, controlling and managing access to this environment by both national and international tourists.

    The utilization of our natural resources protected and managed by Nature Conservation, is a main tourism attraction and thus contributes significantly to the country's foreign exchange earnings and the marketing of South Africa as a tourism destination.

    A variety of organizations contributes to and operates within this sector, including:
  • The Department of Environmental Affairs and Tourism (DEAT).
  • Provincial Local Conservation Authorities including conservatories and NGO's.
  • National Parks including SANPARKS and KZNWildlife.
  • Private Game Nature Reserves including a vast range of private game lodges.

    The sector, by its very nature, requires the operational implementation of the legislative frameworks protecting and guarding our natural heritage and this takes place in three main operational focus areas contributing to what is commonly referred to as area integrity, namely:
  • Enforcement of legal requirements as it relates to the protection of endangered species, and guarding against and taking the necessary action in instances of poaching to name but two important components of this focus area.
  • Resource management in terms of fauna, flora and biodiversity, incorporating components of natural/environmental infrastructure maintenance as it relates to for example, the protection of indigenous fauna, removal of invader plant species and managing of soil erosion.
  • Physical infrastructure maintenance as it relates to the infrastructure necessary to maintain the operational environment as well as infrastructure used from a tourism perspective within the operational environment.

    These three main operational focus areas reflected in the qualification, define the main operational and vocational objectives across the envisaged career path resulting from this qualification.

    The skills and competencies gained in the entry-level qualification enables the qualifying learner to take up the role of conservation resources guardianship whilst ensuring that the understanding gained of the environment as well as conservation ethics is applied in the sector in one of the following entry- level positions:
  • Game scout.
  • Game ranger.
  • Field ranger.
  • Conservation worker.

    The acquiring of recognized skills and abilities is therefore required by the sector in order to meet legislative and operational requirements and to remain profitable in order to increase growth and job opportunities whilst the main objective of the protection and effective utilization of our natural resources are maintained at operational level.

    The envisaged entry-level positions associated with the qualification forms the first line of defense at operational level, in that the nature of these positions translates into the point of initial contact in terms of natural and unnatural threats to the environment. The qualification enables the necessary skills and knowledge required to make a valuable contribution in terms of the operational focus of learners entering this sector.

    Individuals operating on grass-root level in the Nature Conservation environment furthermore play a key role in liaison with communities living in or adjacent Nature Conservation areas. They are thus also often the first line of contact in terms of advising communities on what constitutes legal and illegal acts if carried out within a conserved area.

    These individuals play an integral part in the process of community involvement, capacity building and enabling social and economic transformation from the perspective of the addressing of enabling community participation in the benefits and sustainable use of our natural resources from which these communities were previously excluded as stakeholders in this environment, the latter once again taking place within the framework of the identified three focus areas. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners accessing this qualification are competent in:
  • Communication at NQF Level 1.
  • Mathematical Literacy at NQF Level 1.

    Recognition of Prior Learning (RPL):

    This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes.

    An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning.

    RPL may also be used by learners, who are not in possession of a GETC or equivalent qualification, to gain access to the Qualification.

    Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.

    Access to the Qualification:

    There is open access to any learner who complies with the learning assumed to be in place or equivalent competencies. It is required that learners are able to arrange for assessment in a Nature Conservation environment. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is made up of Fundamental, Core and Elective unit standards and a minimum of 121 Credits is required to complete the qualification.

    Fundamental component:
  • All unit standards totaling 36 credits are compulsory.

    Core component:
  • All unit standards totaling 70 credits are compulsory.

    Elective component:
  • A minimum of 15 credits from the Elective component is required. 

  • EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the Nature Conservation environment.

    2. Operate in the Nature Conservation environment.

    3. Perform Conservation Resources Guardianship according to operational requirements.

    Critical Cross-Field Ooutcomes:

    The qualification addresses the following Critical Cross-Field Outcomes as embedded in the Exit Level Outcomes and Associated Assessment Criteria of the qualification:

    Communicate effectively:
  • Effective communication is enabled through the maintaining of relevant communication as per organisational requirements.
    > Evident in Exit Level Outcome 2, Assessment Criteria 3.

    Identify and solve problems:
  • Problems are identified and solved in the application of Nature Conservation Guardianship as it relates to the maintaining of area integrity.
    > Evident in Exit Level Outcome 3, Assessment Criteria 1, 2 and 3.

    Collect, analyse, organise, and critically evaluate information:
  • Information is collected analysed, organized and evaluated in the performing of Conservation Resources Guardianship in the operational environment.
    > Evident in Exit Level Outcome 3, Assessment Criteria 1, 2 and 3.

    Understand the world as a set of related systems:
  • The world is understood as a set of related systems as the Nature Conservation sector and operational environment is investigated.
    > Evident in Exit Level Outcome 2, Assessment criteria 1,2,3 and 4 as well as Exit Level outcome 3, Assessment criteria 1 and 2.

    Organise and manage own activities:
  • Own activities are managed and organised in the performance of Conservation Resources Guardianship activities in the operational environment.
    > Evident in Exit Level Outcome 3, Assessment Criteria 1, 2, and 3.

    Work in a team:
  • Teamwork is supported in the operational environment and the execution of Conservation Resources Guardianship responsibilities.
    > Evident in Exit Level Outcome 3. Assessment Criteria 3.

    Maintain effective working relationships:
  • The maintaining of effective working relationships is supported through the requirements of the operational environment.
    > Evident in Exit Level Outcome 2, Assessment Criteria 1,2,3,4,and 5.

    Use Science and technology:
  • The use of Science and Technology is supported by the use of computer literacy in the operational environment as well as the electronic applications used for the gathering and reporting of information in the performance of Conservation Resources Guardianship requirements in the workplace.
    > Evident in Exit Level outcome 2 and 3. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 The Nature Conservation environment is explained in terms of the role-players in the sector.
    1.2 Nature Conservation is explained as it relates to the history and the role, purpose and principles of Nature Conservation in society.
    1.3 Nature Conservation ethics are explained as it relates to different cultural and ethical perspectives.
    1.4 The role, purpose and function of Conservation Resources Guardianship are explained according to industry requirements.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Details are provided of the diverse natural and cultural heritage of the site of operation.
    2.2 Factors impacting on Nature Conservation are identified and explained as it applies to the area of operation.
    2.3 Written and oral communication in the area of operation is correctly understood interpreted, applied and is carried out according to operational requirements.
    2.4 Mathematical Calculations are understood and applied according to operational requirements.
    2.5 Safety, security and occupational health requirements are understood are maintained in accordance with organisational requirements.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Conservation Resources guardianship requirements as it relate to law enforcement, management of natural resources and infrastructure maintenance are identified and explained.
    3.2 Conservation Resources Guardianship requirements and functions are executed in accordance with organizational procedures, time-frames and standards.
    3.3 Conservation Resources Guardianship responsibilities in own area of operation are maintained as part of a team and in accordance to organizational requirements.

    Integrated Assessment:

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

    Learning, teaching and assessment are inextricably aligned. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated through the practical application of sales and services in a Nature Conservation environment.

    Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic Nature Conservation sales and services 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 
    Very good examples of Nature Conservation practices can be found in Tanzania, Brazil, Argentina, Australia and Canada. Selecting a specific area of best practice, is however not a straightforward choice due to the fact that all of these countries in some way or another provide excellent practices in areas that may be similar to our own operational environment or principles of conservation envisaged in the post 1994 South Africa.

    The specific best practices focus, might thus determine the specific application of similar practices in comparison to the South African Nature Conservation environment:

    Tanzania can be regarded as a leader in open systems/environments conservation, a practice relating to the shift in Nature Conservation practices in South Africa to enlarge conservation areas and integrate adjacent conservation areas and even neighboring states without fences. Tanzania relies heavily on community cooperation as these individuals are seen as stakeholders in the conservation process and system. This again mirrors the vision and objectives of South African Nature Conservation.

    Australia offers best practices when the focus shifts to similarity of habitat as Australia deals with localized bio-diversity systems, a conservation focus very similar to the localized South African biomes. These include terrestrial and marine ecological patterns, tableland plateaus, rainforests and barrier reefs where the tropical lowland rainforest is biogeographically the oldest in the world.

    Brazil and Argentina excels in the management of conservation tourism associated with large numbers of individuals accessing and utilizing natural resources environment for this purpose.

    The following two qualifications were selected for purposes of International Comparison:
  • The Certificate in Wildlife Management as presented by the College of African Wildlife Management in Tanzania.
  • The Level 2 Certificate in Conservation and Land Management registration number RTD 20102 as per the Australian Qualifications Framework.

    The Certificate in Wildlife Management (Tanzania) is an entry level one year qualification providing learners with training in the basic aspects of wildlife management ranging from wildlife biology and ecology.

    The following main areas of learning is included in the Curriculum:
  • Firearms.
  • Orientation to Wildlife Management.
  • Basic Field Skills.
  • Identification of Plants.
  • Identification of Invertebrates, Fish, Amphibians and Reptiles.
  • Anti-poaching and Law enforcement.
  • Identification of birds.
  • People and Conservation.
  • Identification of Mammals.
  • General Ecology.
  • Data Collection.
  • Field identification and Ecological monitoring.
  • Infrastructure Construction and Maintenance.
  • General Administration.

    The envisaged qualification compares well with its African counterpart in terms of the following standards incorporated into the qualification:
  • Understand Nature Conservation issues.
  • Demonstrate knowledge of Conservation ethics.
  • Identify and monitor local wildlife.
  • Perform conservation guardianship (poaching and law enforcement).
  • Computer literacy (administration skills).
  • Harvesting of Fauna.
  • Harvesting of Flora.
  • Combat problem plants.
  • Field specimen and environmental data collection.
  • Soil erosion.
  • A number of standards dealing with infrastructure maintenance.

    The envisaged qualifications improves on the Tanzanian programme in that fire prevention, use of maps, control of dangerous damage causing animals as well as non-dangerous damage causing animals as well as personal values and ethics are electives presently not identified as forming part of the Tanzanian curriculum.

    Provision in terms of electives is also made for the use and application of fire-arms, providing optional choices to address operational and organizational requirements.

    The RTD 20102 Vocational qualification used as an entry level for Conservation and land management in Australia is truly comprehensive as it enables specialization, through the selection of pre-determined selections of standards in the following areas:
  • General Land Management.
  • Conservation Earthworks.
  • Community Coordination and Facilitation.
  • Indigenous Land Management.
  • Lands, Parks and Wildlife.
  • Natural Area restoration.
  • Weed Management.
  • Vertebrate Pest Management.

    Of these, the Lands, Parks and Wildlife specialization was selected for comparison with the envisaged qualification:

    Note: Areas printed in Italic compares with the envisaged Nature Conservation: Resources Guardianship NQF Level 2.

    Nine units of compulsory competencies are required. These include:
  • Occupational Health and Safety.
  • Observe Environmental work practices.
  • Carry out natural area restoration works.
  • Conduct visual inspection of part facilities.
  • Maintain properties and Structures.
  • Operate in isolated and remote situations.
  • First Aid.
  • Work effectively in industry.
  • Participate in workplace communications.

    An additional six Units of learning must be selected from the following:
  • Reduce wildfire hazards.
  • Respond to wildfire.
  • Protect and preserve incident scene.
  • Plant trees and scrubs.
  • Recognise plants.
  • Recognise animals:
    > Install aggregate paths.
    > Undertake operational maintenance of machinery.
    > Operate and maintain chainsaws.
    > Operate machinery and equipment.
    > Operate tractors.
    > Treat plant pests.
    > Maintain cultural places.
    > Apply chemicals under supervision.
    > Observe and report on plants and or animals.
    > Operate a small vessel.
    > Provide on-site information and assistance.
    > Work as a guide.

    Seven areas of strong similarity are evident in the elective component whilst the six of the eight compulsory areas overlaps.

    The South African qualification provides alternative focus areas such as:
  • Combating of soil erosion.
  • Computer literacy.
  • Teamwork.
  • HIV/Aids understanding.
  • Enforcing of fishing practices.
  • Research.
  • Personal values and ethics.
  • Self organization.
  • Dealing with individuals with special needs.
  • Use of maps.
  • Control of dangerous and non-dangerous animals.


    Conclusion:

    The qualification compares very well with the observed best practices in Australia and Tanzania in particular within the operational areas of excellence for the similarity of habitat perceived in Australia and the open system approach followed in Tanzania.

    Similarity of competencies associated with the two qualifications selected for comparison is clearly identifiable but in some instances the South African qualification provides a somewhat broader scope of choice to meet South African Nature Conservation requirements in particular for personal development (Computer literacy, teamwork, HIV/Aids, Personal values and ethics, self organization and special needs).

    Soil erosion and the effective use of maps as well as the control of animals (both non dangerous and dangerous) are also emphasized in the South African qualification to address specific industry and occupational needs from a South African perspective.

    It is clear from the comparison that a similar approach perhaps with slightly different focus areas to provide for our unique requirements are followed and that the main areas of competence shared amongst the three qualifications are certainly on par. 

  • ARTICULATION OPTIONS 
    This Qualification provides the following articulation opportunities:

    Vertical articulation:
  • ID 49752: National Certificate: Environmental Practice, Level 3.

    Horizontal articulation:
  • ID 48433: National Certificate: Conservation: Species Care in Controlled Environments, Level 2. 

  • MODERATION OPTIONS 
  • Anyone moderating assessment of a learner, against this Qualification must be registered as a moderator with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that may enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment may be overseen by the relevant ETQA according to the policies and guidelines for assessment and moderation of that ETQA, in terms of agreements reached around assessment and moderation between various ETQAs (including professional bodies), and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at all 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 Exit Level Outcomes of 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, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Anyone assessing a learner, against this Qualification must be registered as an assessor with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    For an applicant to register as an assessor or moderator of this Qualification the applicant needs:
  • To be declared competent in all the outcomes of the National Assessor Unit Standards.
  • To be competent in the outcomes of this Qualification. 

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

    NOTES 
    This qualification replaces qualification 20415, which is the National Certificate: Conservation Resource Guardianship, Level 2, 126 credits.

    Where a learner selects to do the unit standard pertaining to the control of potentially dangerous animals, it is recommended that the most appropriate of the provided weapons unit standards in the elective component should be completed. In this instance the learner will have to meet firearms licensing requirements as per the Firearms Control Act. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  252455  Carry out the harvesting of fauna  Level 2  NQF Level 02 
    Core  252458  Carry out the harvesting of flora  Level 2  NQF Level 02 
    Core  252451  Collect field specimens and enviromental data  Level 2  NQF Level 02 
    Core  252453  Combat problem plants  Level 2  NQF Level 02 
    Core  252457  Combat soil erosion  Level 2  NQF Level 02 
    Core  110064  Contribute to the health, safety and security of the workplace  Level 2  NQF Level 02 
    Core  244605  Demonstrate ability to participate effectively in a team or group  Level 2  NQF Level 02 
    Core  8336  Demonstrate knowledge of conservation ethics  Level 2  NQF Level 02 
    Core  252468  Demonstrate knowledge of nature conservation in terms of its role and function in society  Level 2  NQF Level 02 
    Core  252462  Identify and monitor local wildlife  Level 2  NQF Level 02 
    Core  252460  Implement cultural heritage resources management in the field  Level 2  NQF Level 02 
    Core  7547  Operate a personal computer system  Level 2  NQF Level 02 
    Core  252456  Orientate, navigate, use and create maps in conservation areas  Level 2  NQF Level 02 
    Core  252452  Perform conservation guardianship  Level 2  NQF Level 02 
    Core  13915  Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace  Level 3  NQF Level 03 
    Fundamental  119463  Access and use information from texts  Level 2  NQF Level 02 
    Fundamental  9009  Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems  Level 2  NQF Level 02 
    Fundamental  7480  Demonstrate understanding of rational and irrational numbers and number systems  Level 2  NQF Level 02 
    Fundamental  9008  Identify, describe, compare, classify, explore shape and motion in 2-and 3-dimensional shapes in different contexts  Level 2  NQF Level 02 
    Fundamental  119454  Maintain and adapt oral/signed communication  Level 2  NQF Level 02 
    Fundamental  119460  Use language and communication in occupational learning programmes  Level 2  NQF Level 02 
    Fundamental  7469  Use mathematics to investigate and monitor the financial aspects of personal and community life  Level 2  NQF Level 02 
    Fundamental  9007  Work with a range of patterns and functions and solve problems  Level 2  NQF Level 02 
    Fundamental  119456  Write/present for a defined context  Level 2  NQF Level 02 
    Elective  14659  Demonstrate an understanding of factors that contribute towards healthy living  Level 1  NQF Level 01 
    Elective  15092  Plan and manage personal finances  Level 1  NQF Level 01 
    Elective  120308  Apply knowledge of self in order to make a personal decision  Level 2  NQF Level 02 
    Elective  252466  Assist in the control of potentially dangerous damage-causing animal  Level 2  NQF Level 02 
    Elective  252459  Control non-dangerous damage causing animals  Level 2  NQF Level 02 
    Elective  13963  Demonstrate Knowledge and Understanding Towards Occupational health and safety Regulatory Requirements  Level 2  NQF Level 02 
    Elective  8418  Do basic research  Level 2  NQF Level 02 
    Elective  252467  Enforce acceptable basic fishing practices in a limited area  Level 2  NQF Level 02 
    Elective  252454  Erect, monitor and maintain wildlife fences  Level 2  NQF Level 02 
    Elective  252461  Ignite, control and extinguish fires in a conservation area unit  Level 2  NQF Level 02 
    Elective  252465  Perform basic domestic infrastructural maintenance in a conservation area  Level 2  NQF Level 02 
    Elective  252450  Perform basic field infrastructural maintenance in a conservation area  Level 2  NQF Level 02 
    Elective  110078  Plan, organise and manage oneself in the organisation  Level 2  NQF Level 02 
    Elective  8416  Understand and apply personal values and ethics  Level 2  NQF Level 02 
    Elective  8417  Use numeracy for self-organisation  Level 2  NQF Level 02 
    Elective  8421  Work with people who have special needs  Level 2  NQF Level 02 
    Elective  119649  Handle and use a handgun  Level 3  NQF Level 03 
    Elective  119651  Handle and use a manually operated rifle or carbine  Level 3  NQF Level 03 
    Elective  119652  Handle and use a shotgun  Level 3  NQF Level 03 


    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. African Global Skills Academy Pty Ltd 
    2. Bella FE Consulting 
    3. Contour Training Academy 
    4. Eco Ranger Conservation Services (Pty) Ltd 
    5. Green Skills Academy 
    6. JOHAN FOURIE 
    7. Shilego Skills Institute 
    8. Tourism World (Pty) Limited 
    9. Zvezda Investement Solutions 



    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.