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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Develop, support and promote RPL practices 
SAQA US ID UNIT STANDARD TITLE
116587  Develop, support and promote RPL practices 
ORIGINATOR
SGB Assessor Standards 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
"Recognition of Prior Learning in South Africa has, unlike similar initiatives in other countries, a very specific agenda. RPL is meant to support transformation of the education and training system of the country. This calls for an approach to the development of RPL policy and practices that explicitly addresses the visible and invisible barriers to learning and assessment. Such an approach must generate the commitment of all role players to remove these barriers and to build a visible, usable and credible system as an effective and creative vehicle for lifelong learning. It is important that consensus be generated around the criteria and support systems within which the integrity and quality of all assessments will be protected." SAQA RPL policy (2002,p. 11).

This unit standard aims to recognize the expertise of people who have a deep understanding of outcomes-based assessment in general, and of the complexities concerning the initiation and implementation of Recognition of Prior Learning (RPL) policies and practices in particular. Such people are able to promote an awareness of RPL-related issues and provide RPL advice and support, at systems and strategic level, to a range of people/bodies, including assessors, moderators, evidence facilitators, assessment designers, teachers, trainers, managers, organisations, institutions, companies and enterprises.

People credited with this unit standard are able to:
  • Demonstrate understanding of the conceptual underpinnings and purposes of the recognition of prior learning,
  • Investigate current RPL practice and opportunities in an organisation or sector,
  • Develop RPL policies, procedures and plans for an organisation,
  • Provide RPL advice and support, and
  • Promote RPL practices. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that people learning towards this unit standard already understand and can practice the key principles of an outcomes-based system in general, and standards-based assessment in particular. 

    UNIT STANDARD RANGE 
    Inclusions and exclusions:

    This unit standard relates to the development, support and promotion of RPL practices at organisational and/or sector level within the context of given national RPL policies, criteria and guidelines. Candidates wishing to achieve this unit standard are not required to advise RPL candidates or carry out assessments towards RPL, as the direct application of RPL is integrated into the unit standards listed below. Practitioners wishing to advise or assist RPL candidates, conduct assessments towards RPL, or design assessments for the purpose of RPL, should seek to obtain the following unit standards as applicable:
  • 12544 - Facilitate the preparation and presentation of evidence for assessment (L4)
  • 7978 - Conduct outcomes-based assessments (L5)
  • 7976 - Design and develop outcomes-based assessments (L6)
  • 14297 - Design, develop and implement the assessment of learning in higher education
  • ODETD SP501- Guide and advise learners about their learning, assessment and recognition opportunities (L5)


    Definition of RPL:

    "Recognition of prior learning means the comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specified qualification, and the acceptance for purposes of qualification of that which meets the requirements." National Standards Bodies Regulations (no. 18787 of 28 March 1998)

    This means that regardless of where, when or how a person achieved the learning, if such learning meets the requirements of a unit standard or a qualification (or part thereof), it could be recognised for credits. In this sense, RPL is an important principle of the NQF. RPL also involves an assessment process of preparing for RPL, engaging with RPL candidates, gathering evidence, judging evidence, giving feedback and reporting results.


    Purposes of RPL:

    The "Criteria and Guidelines for the Implementation of Recognition of Prior Learning", opted 13 August 2003, indicate that the purpose of RPL could include access and appropriate placement at a particular level at an institution, granting advanced status, advanced standing, crediting and certifying learners for unit standards or the parts of the qualification where all the requirements have been met, or depending on the context, a combination of these. It should also be noted that the NSB Regulations make it clear that a learner could achieve a qualification wholly or in part through the process of RPL. Furthermore, RPL could be used to establish whether people meet minimum requirements for entry to a job.


    Process of RPL and status of recognition through RPL:

    The SAQA RPL policy states: "there is no fundamental difference in the assessment of previously acquired skills and knowledge and the assessment of skills and knowledge acquired through a current learning programme. The candidate seeking credits for previously acquired skills and knowledge must still comply with all the requirements as stated in unit standards and qualifications. The difference lies in the route to the assessment" (SAQA, 2002: 8).

    All assessment involves the gathering and judging of evidence provided by and/or about the candidate in relation to agreed criteria, regardless of whether the candidate is a recent learner or developed their skills, knowledge, understanding, attitudes and values in the past. Assessors are required to uphold the principles of currency, sufficiency, authenticity, reliability and validity of evidence. Credits awarded through an RPL process are therefore just as valid as credits awarded through any other assessment process. The emphasis on RPL is brought about by the need for recognition in assessment practice of evidence from prior learning activities that may have been negated in the past or were simply not considered as evidence for various reasons. In addition, many providers of training and assessment only offer assessments based on their learning programme. A person seeking RPL will not necessarily attend the full learning programme and will therefore require assessment that is not dependent on a particular learning programme, but one that recognises broadly equivalent skills and knowledge as reflected holistically in the relevant unit standard(s) or qualification. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of the conceptual underpinnings and purposes of the recognition of prior learning. 
    OUTCOME RANGE 
    For the purposes of assessment in this unit standard, it will be sufficient for candidates to use examples from a specific sector where they have assessment experience and wish to promote RPL. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Key purposes of RPL are explained in the light of the prevailing context, historical assessment practices in South Africa and the objectives of the NQF. Clarifications are provided concerning the intent of RPL and common misconceptions and misgivings are identified and clarified. 
    ASSESSMENT CRITERION RANGE 
    "Context" to include the identification of social and economic contexts.
     

    ASSESSMENT CRITERION 2 
    RPL is described in terms of the potential implications for candidates, organisations and society in general. 
    ASSESSMENT CRITERION RANGE 
  • Implications of RPL for the individual's career, learning opportunities and self-esteem.
  • Implications in terms of funding and cost-benefits to organisations.
  • Implications for the credibility of the award of standards or qualifications.
     

  • ASSESSMENT CRITERION 3 
    Explanations are provided concerning the implications of RPL for education and training providers and the impact on assessment and moderation practices. Explanations include an analysis of assessment practices with particular reference to biases in assessment practices and possible implications for funding of providers. 

    ASSESSMENT CRITERION 4 
    RPL practices are outlined in terms of national and/or international models, trends and findings. 
    ASSESSMENT CRITERION RANGE 
  • At least one national and one international model should be addressed.
  • Findings to address successes, failures and identified challenges.
     

  • ASSESSMENT CRITERION 5 
    Explanations are provided of ways in which RPL serves as a key part of an outcomes-based approach to education and training. 

    ASSESSMENT CRITERION 6 
    Legislation and national guidelines relative to RPL are identified and outlined in terms of the historical development, purposes and key elements. 

    SPECIFIC OUTCOME 2 
    Investigate current RPL practice and opportunities in an organisation or sector. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The investigation establishes the extent to which RPL implementation exists, and the extent to which implementation is developmental and holistic. 

    ASSESSMENT CRITERION 2 
    Possible or existing barriers to implementation of RPL are identified. 
    ASSESSMENT CRITERION RANGE 
    External and internal barriers, including systemic barriers facing learning providers, social and personal barriers to RPL, and ways in which candidates are likely to view assessment and further learning.
     

    ASSESSMENT CRITERION 3 
    Priority areas for RPL projects are identified and profiles of relevant candidates are outlined in terms of a variety of factors. 
    ASSESSMENT CRITERION RANGE 
    "Factors" to include: demographic distribution, population groupings, age, language, culture, gender, work context, economic standing, qualifications, experiences of and attitude to learning and assessment.
     

    ASSESSMENT CRITERION 4 
    The investigation provides an outline of factors that could impact on the feasibility of implementation of RPL processes. 
    ASSESSMENT CRITERION RANGE 
    Factors include the following as applicable:
  • Access and admissions directives from relevant authorities;
  • Current regulations with regard to entry into ETD institutions and the extent to which there may be some conflict between RPL principles and such regulations;
  • Requirements for moving from one level to another or from one qualification to another;
  • Current regulations with regards to the awarding of credits towards qualifications and the extent to which these impact on the principles of RPL;
  • Administrative systems geared to accommodate credit transfers as they relate to subjects or modules, and not to the awarding of credits towards outcomes;.
  • The requirements of Professional Bodies/Councils for professional registration.
     

  • ASSESSMENT CRITERION 5 
    The investigation generates information and stimulates reflection that feeds into the processes of strategic planning towards a holistic model. 

    SPECIFIC OUTCOME 3 
    Develop RPL policies, procedures and plans for an organisation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Relevant stakeholders and management representatives are identified and included in a consultative process. 

    ASSESSMENT CRITERION 2 
    Policies define the various purposes of RPL and align with employment equity policy, national skills development strategies and organisational strategic objectives. 

    ASSESSMENT CRITERION 3 
    Policies express an explicit commitment to the principles of equity, redress and inclusion. 

    ASSESSMENT CRITERION 4 
    Policies and procedures provide an effective, credible and contextualised framework for holistic RPL implementation. 

    ASSESSMENT CRITERION 5 
    Organisational structures are planned to ensure those involved in or affected by RPL, at any level, are given sufficient capacity building, support and resources to enable holistic and effective RPL. 

    ASSESSMENT CRITERION 6 
    Admission procedures and systems are accessible and inclusive of learners with diverse needs and backgrounds. 

    ASSESSMENT CRITERION 7 
    Planned quality assurance mechanisms, including monitoring, moderation and review mechanisms, ensure the critical integrity of all RPL-related activities. Reporting and recording processes inform strategic planning requirements. 

    ASSESSMENT CRITERION 8 
    Plans are suitable for implementation, are manageable and meet individual, organisational and national strategic objectives. Plans include details of target groups, target area, support structures, quality assurance mechanisms, resource requirements, costs, staff development needs and processes and roll-out mechanisms. 

    SPECIFIC OUTCOME 4 
    Provide RPL advice and support. 
    OUTCOME RANGE 
    Advise and support to anyone involved or interested in RPL, including assessors, moderators, evidence facilitators, assessment designers, teachers, trainers, managers, organisations, providers, institutions, companies and enterprises. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The nature and scope of advice facilitates the development of RPL strategies that are fair, manageable and effective. 

    ASSESSMENT CRITERION 2 
    The concept, context, philosophy, purpose and process of RPL are described accurately and at a level suitable to the audience. Misgivings among the audience are identified and addressed in a manner that promotes the purposes of RPL. 

    ASSESSMENT CRITERION 3 
    Advice is provided on suitable ways of collecting and/or generating acceptable evidence for the recognition of learning acquired outside formally assessed learning programmes. 

    ASSESSMENT CRITERION 4 
    Advice is provided for the re-alignment and/or redevelopment of existing programmes or the adaptation of assessments based on formal learning programmes, to meet the needs of those who do not need to attend the relevant learning programmes. This includes advice on the possibility of multiple entry and exit points to learning programmes. 

    ASSESSMENT CRITERION 5 
    Advice and support is provided in a way that promotes the objectives of the NQF in general and the purposes of RPL in particular. 
    ASSESSMENT CRITERION RANGE 
    This includes promoting equity of access, meaningful progression along career and learning paths, the integration of education and training, and addressing the negation of non-formal or historical learning.
     

    ASSESSMENT CRITERION 6 
    Advice and support promotes high levels of awareness of RPL issues, resulting in increased flexibility and sensitivity related to RPL practice. 

    ASSESSMENT CRITERION 7 
    Advice and support helps practitioners and/or organisations to draw people into the RPL process and deal with the barriers, anxieties, discomfort and traumas that arise when adult learners enter the RPL arena. 

    SPECIFIC OUTCOME 5 
    Promote RPL practices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Effective advocacy campaigns are planned and implemented to sensitise people and organisations to the concept, context, philosophy, purpose and process of RPL. 

    ASSESSMENT CRITERION 2 
    Knowledge, skills and learning that has not been valued historically, including indigenous knowledge, are identified and promotion activities help to address the negation of such knowledge, skills and learning. 

    ASSESSMENT CRITERION 3 
    Promotion methods are sensitive to various target groups. 

    ASSESSMENT CRITERION 4 
    RPL is promoted in a manner that helps to address emotional, educational, cultural, linguistic and economic factors that constitute barriers to effective learning and assessment practice. 

    ASSESSMENT CRITERION 5 
    RPL practices are monitored and trends are evaluated resulting in ever improving RPL practices. 
    ASSESSMENT CRITERION RANGE 
    Trends related to successes and failures.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed, including through RPL, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a candidate against this unit standard must be recognised as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be conducted internally by the provider according to an agreed Moderation Action Plan, with external moderation provided by the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
  • Outcomes-based education, training and development
  • Principles of outcomes-based assessment
  • Principles and practices of RPL
  • Methods for gathering evidence
  • Potential barriers to RPL
  • The principles and mechanisms of the NQF
  • Assessment policies and ETQA requirements
  • Adult learning theories, principles and practice
  • Experiential learning theories
  • Understanding of systemic level issues facing education and training transformation in SA. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking: investigation and promotion of RPL as outlined in this unit standard will require high levels of problems solving in relation to current practices and what is required for transformation and effective RPL. 

    UNIT STANDARD CCFO WORKING 
    Work effectively in a team using critical and creative thinking: successful promotion of RPL requires careful cooperation between a variety of people and groups. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and ones activities: all the outcomes depend on high levels of self management. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: this will be required particularly when investigating RPL practices and opportunities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively: the entire standard depends on high levels of communication. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the world as a set of related systems: this will be demonstrated when addressing the implications of RPL on individuals, society, organisations, sectors and the nation. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Definition of Terms:

    The following terms are defined as used within this and related unit standards:
  • Assessment: - a process in which evidence is gathered and evaluated against agreed criteria in order to make a judgement of competence for developmental and/or recognition purposes.
  • Assessment activities: - what a candidate does or is involved in as a means of producing evidence e.g. designing things, making things, repairing things, reporting on something, answering questions, solving problems, demonstrating techniques.
  • Assessment criteria: - descriptions of the required type and quality of evidence against which candidates are to be assessed.
  • Assessment design: - the analysis of defined outcomes and criteria to produce a detailed description of how an assessment should take place, including all instructions and information regarding the assessment activities and assessment methods. The product of assessment design could be termed an Assessment Guide (see definition below).
  • Assessment facilitator (or evidence facilitator): - a person who works within particular contexts, under the supervision of registered assessors, to help candidates/learners gather, produce and organise evidence for assessment.
  • Assessment Guide: - this is a complete package based on a thorough analysis of specified outcomes and criteria, assessment requirements and a particular assessment context. Assessment Guides are designed primarily for use by assessors to conduct an assessment (or possibly a series of related assessments) in terms of a significant and coherent outcome of learning e.g. a unit standard. Assessment Guides address the following key aspects in detail:
    - How will the assessment take place?
    - What is needed to make the assessment happen?
    - How will evidence be gathered, recorded and judged?

    In general, Assessment Guides include descriptions of the approach to the assessment, assessment conditions, assessment activities, instructions to assessors and candidates/learners, assessment methods, assessment instruments (e.g. scenarios, role-plays, questions, tasks), resource requirements, guidance for contextualising assessments, relevant standard operating procedures, administrative procedures, moderation requirements, assessment outcomes and criteria, observations sheets, checklists, possible or required sources of evidence and guidance on expected quality of evidence including exemplars, memoranda or rubrics.
  • Assessment instruments: - those items that an assessor uses or a candidate uses as part of the assessment e.g. scenarios with questions, case studies, description of tasks to be performed, descriptions of role play situations.
  • Assessment method: - for the most part, assessment methods relate to what an assessor does to gather and evaluate evidence. Assessment methods include observing candidates, questioning candidates, interviewing supervisors/colleagues/managers of candidates, listening to candidates, reviewing written material, testing products.
  • Assessment plan: - an assessment plan is produced at provider level, and gives an overview of the timeframes and responsibilities for assessment and moderation for the agreed delivery period. The plan addresses practical implementation details, including, for example, decisions about the clustering of certain outcomes or unit standards/outcomes for integrated assessment, any planned RPL, and the relation of assessment and moderation to delivery of modules/ programmes in terms of timeframes.
  • Assessment principles: - see more detailed definitions in next section.
  • Candidate/learner: - person whose performance is being assessed by an assessor. Such people include those who may already be competent, but who seek assessment for formal recognition (candidates), as well as those who may have completed or are in the process of completing learning programmes (learners).
  • Candidate-moderator: - the person who is being assessed against this particular unit standard.
  • Evaluative expertise: - the ability to judge the quality of a performance in relation to specified criteria consistently, reliably and with insight. Evaluative expertise implies deep subject matter understanding and knowledge about the outcomes being assessed at a theoretical and practical level, but does not necessarily include practical ability in the outcome.
  • Evidence: - tangible proof produced by or about individuals, that can be perceived with the senses, bearing a direct relationship to defined outcomes and criteria, based on which judgements are made concerning the competence of individuals. Evidence includes plans, products, reports, answers to questions, testimonials, certificates, descriptions of observed performances, peer review reports.
  • Evidence facilitator: - see assessment facilitator.
  • Moderation: - (also referred to as verification) a process that supports and evaluates the assessment environment, process and instruments with a view to improving the quality of assessments and assessors, and confirm the assessment results.
  • Performance: - includes demonstration of skills, knowledge, understanding and attitudes, and the ability to transfer these to new situations.
  • Portfolio of evidence: - a carefully organised and complete collection of evidence compiled by candidates/learners to prove competence in relation to defined outcomes.
  • RPL - Recognition of Prior Learning means the comparison of the previous learning and experience of a learner against specified learning outcomes required for:
    - The award of credits for a specified unit standard or qualification,
    - Access to further learning,
    - Recognition in terms of meeting minimum requirements for a specific job,
    - Placement at a particular level in an organisation or institution, or
    - Advanced standing or status.

    This means that regardless of where, when or how a person obtained the required skills and knowledge, it could be recognised for credits. In this sense, RPL is an important principle of the NQF. RPL involves an assessment process of preparing for RPL, engaging with RPL candidates, gathering evidence, evaluating and judging evidence in relation to defined criteria, giving feedback and reporting results. Given that the all candidates are assessed against the same criteria, credits awarded through RPL are therefore just as valid as credits awarded through any other assessment process.
  • Outcomes-based assessment: - a planned process for gathering and judging evidence of competence, in relation to pre-determined criteria within an outcomes-based paradigm, for various purposes including further development and recognition of learning achievements.
  • Verifier: - those who operate at systems level to monitor assessment and moderation practices, trends and results.


    Principles of assessment:

    Methods of Assessment:
  • Appropriate: The method of assessment is suited to the outcome being assessed i.e. is capable of gathering evidence in relation to the intended outcome, and not something else.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the achievement of the outcome at hand.
  • Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible. (Often referred to as naturally occurring evidence).

    Evidence
  • Valid: The evidence focuses on the requirements laid down in the relevant standard and matches the evidence requirements of the outcome/s at hand under conditions that mirror the conditions of actual performance as closely as possible.
  • Current: The evidence is sufficient proof that the candidate is able to perform the assessment outcomes at the time the assessor declares the candidate competent.
  • Authentic: The assessor is satisfied that the evidence is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required standard can be repeated consistently in the future i.e. the performance to standard is not a "once-off".

    Overall assessment process
  • Systematic: The overall process ensures assessment is fair, effective, repeatable and manageable.
  • Open: The process is transparent i.e. assessment candidates understand the assessment process and the criteria that apply and can contribute to the planning and accumulation of evidence.
  • Reliable/Consistent: The same assessor would make the same judgement again in similar circumstances and judgements match judgements made on similar evidence. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  63711   Bachelor of Geographical Information Science (GISc)  Level 7  NQF Level 07  Passed the End Date -
    Status was "Reregistered" 
    2018-06-30   
    Elective  59201   National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  ETDP SETA 
    Elective  67460   National Diploma: Public Administration  Level 6  NQF Level 06  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  ETDP SETA 


    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. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    2. Aobokoe-Thuto Management Solutions (Pty) Ltd 
    3. Bohlali Provider Support 
    4. BP Developments 
    5. Chartall Business College 
    6. Colleen Osorio Skills Development Consultancy cc 
    7. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    8. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    9. Ifalezwe Learning Express 
    10. JET EDUCATION SERVICES 
    11. KHULISANE ACADEMY 
    12. Leronsa Trading Enterprise 
    13. M3i Skills Development 
    14. Marematlou Training Institute 
    15. MENTORNET (PTY) LTD 
    16. Mondo Skills and services providers 
    17. MVIMBI BUSINESS ENTERPRISE 
    18. MWG Logistical Services 
    19. Netgrow Training Solutions 
    20. Networx for Career Development 
    21. Pachi Global Foundation 
    22. PC Educational Holdings 
    23. Petra institute of Development (PTY) Ltd 
    24. PI Company South Africa 
    25. PND Academy of Learning cc 
    26. Regenesys Management (Pty) Ltd 
    27. Resonance Institue of Learning 
    28. Retshetse Training Project 
    29. Saint Colonel Graduate Institute (PTY) Ltd 
    30. South African Municipal Workers Union 
    31. SPS Consulting (Pty) Ltd 
    32. Starplex 489 cc 
    33. The Institute of People Development 
    34. TMG Quality Services 
    35. Vutivi Training and Skills Development 



    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.