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

Interpret a variety of literary texts 
SAQA US ID UNIT STANDARD TITLE
119466  Interpret a variety of literary texts 
ORIGINATOR
SGB GET/FET Language and Communication 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 3  NQF Level 03 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
8972  Interpret a variety of literary texts  Level 3  NQF Level 03   

PURPOSE OF THE UNIT STANDARD 
Competence at this level will enable learners to discuss the style and purpose of the text, implied and stated meanings, themes, plot, the author's point of view and the context in which the text arose. They can use literature as a base to study and make judgements about human and social issues. They are aware of the drama and power of language.

As a creative representation of life and experience, literature raises important questions about the human condition, now and in the past. Learners' increasing ability to reflect on their experiences and to compare them with those of others is encouraged, enhancing their capacity to deal with a selection of texts that explore moral, psychological and philosophical issues.

Learners credited with this unit standard can:
  • Extract meaning from a variety of literary texts
  • Identify and explain features that influence response to texts
  • Produce own texts in response to literary texts 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard: NQF Level 2 Unit Standards entitled Respond to selected literary texts. 

    UNIT STANDARD RANGE 
    The learner can read/view for enjoyment, analyse elements of literary genres and respond to issues, characters and situations presented in literary contexts.

    A variety of written/signed and visual texts: picture books, folklore, traditional stories (written and oral/signed), myths, legends, novels, feature films, short stories, poetry, learners' own speaking and writing and/or signing, non-fiction (biographies and filmed documentaries), scripted and improvised drama/plays, television serials, video clips, song lyrics, cartoons and comics.

    Specific range statements are provided in the body of the unit standard where they apply to particular Specific Outcomes or Assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Extract meaning from a variety of literary texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Listening/signing/reading/viewing strategies appropriate to the texts studied are adopted. 
    ASSESSMENT CRITERION RANGE 
    Skimming, scanning, prediction, questioning, knowledge of form of text types, pre-reading, rereading, using design features/visuals as clues to meaning.
     

    ASSESSMENT CRITERION 2 
    Key features of literary texts are identified and the role of each is explained. 

    ASSESSMENT CRITERION 3 
    Own responses are confirmed and/or adapted after interaction with others when discussing a text. 

    ASSESSMENT CRITERION 4 
    Evidence cited from texts in defence of a position is relevant. 

    SPECIFIC OUTCOME 2 
    Identify and explain features that influence response to texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The human experiences and values in texts are explored and explained. 

    ASSESSMENT CRITERION 2 
    Clues in the text about experiences and beliefs of the author are found and explained. 

    ASSESSMENT CRITERION 3 
    A variety of texts are explored and explained in terms of social or personal relevance. 

    ASSESSMENT CRITERION 4 
    Responses to points of view in text are imaginative and an understanding of surface or embedded meaning in the text is reflected in presentations of own viewpoints. 

    ASSESSMENT CRITERION 5 
    The way in which people respond differently to texts is explored and discussed. 

    SPECIFIC OUTCOME 3 
    Produce own texts in response to literary texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Content is outlined and related to theme and character development. 

    ASSESSMENT CRITERION 2 
    A good grasp of the significant ideas of the texts is demonstrated. 

    ASSESSMENT CRITERION 3 
    Use of certain stylistic devices is identified, and the effects created are described. 
    ASSESSMENT CRITERION RANGE 
    Similes, metaphors, sound/signing devices, length of sentence, use of visuals, layout.
     

    ASSESSMENT CRITERION 4 
    Own understanding of characterisation is justified. 

    ASSESSMENT CRITERION 5 
    Selected literary texts are used as a basis for writing/signing in different formats and registers. 
    ASSESSMENT CRITERION RANGE 
    Writing/signing as a character (diary entries, dialogues, letters, songs, poems, obituaries, epitaphs); drawing/sketching/creating a collage/poster to show understanding of character, incident, atmosphere, setting; turning a story into a play; role play
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The essential embedded knowledge will be assessed through assessment of the Specific Outcomes in terms of the stipulated Assessment criteria.

    Learners can understand and explain that language, when used figuratively or for storytelling, can be used to create and illusion of reality. Learners apply their knowledge of language and literature features and conventions to an awareness of how fictional texts differ from factual ones. Knowledge of formats, conventions, protocols and contexts is acquired through the activities used to attain this standard.

    Learners are unlikely to achieve all the Specific Outcomes, to the standards described in the Assessment criteria, without knowledge of the stated embedded knowledge in the GETC (NQF level 1) outcomes. This means that for the most part, the possession or lack of knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, Assessment criteria have been included in the body of the unit standard. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems by exploring problem-solving situations in literary texts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams to discover meaning in literary texts. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through vicarious experiences gained through the study of literature. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and synthesise information in order to critically evaluate literary texts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively about literature and the lessons to be learned from literary texts. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically by exploring the ethics of science and technology through literary texts about these fields. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system by exploring the world through literature and learning the common characteristics of the human condition. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself by discovering in literature ways of dealing with the human condition. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure that assessment is integrated rather than fragmented. The goal is to declare the learner competent in terms of the unit standard title. Where assessment at title level is unmanageable, then focus assessment around each Specific Outcome, or groups of Specific Outcomes.
  • Make sure evidence is gathered across the range, as expressed under the Assessment criteria. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show that the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and that sufficient evidence is gathered around all the Assessment criteria.
  • The Assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will be tested through questioning techniques. Where this is required, there will be Assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes in a number of different contexts. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

    All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent. 

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

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 8972, "Interpret a variety of literary texts", Level 3, 5 credits.

    GLOSSARY

    Acronym
  • A pronounceable word formed from the first letter or letters in a phrase or name e.g. SADTU for South African Democratic Teachers Union .

    Additive multilingualism
  • A form of bilingual education in which the language of instruction is not the 1st language of the children, and is not intended to replace it. In an additive bilingual education programme the first language is maintained and supported, but the language of learning and teaching is taught alongside it. When the language of instruction is likely to replace the children's first language, this is called subtractive bilingualism.
  • Appropriate dress (footnote in u std): solid colour that contrasts your skin colour; appropriate for the context/audience, for example, jewellery.

    Audience
    The intended reader, listeners, or viewers of a particular text - in planning a piece of writing/signing learners (speakers/signers/writers/presenters) must take into consideration the purpose and audience in choosing an appropriate form of writing/signing.

    Author
  • The creator or originator of a piece of narrative, whether signed or written.

    Coherence
  • The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings. A paragraph (see definition below) is coherent if all its sentences (see definition below) are connected logically so that they are easy to follow. An essay/signed narrative is coherent if its paragraphs are logically connected and the ideas have a unity, forming a logical whole.

    Cohesion
  • Linking ideas by means of language (e.g. the grammar or syntax of a sentence or paragraph) and/or use of space, using logical connectors or linking words/signs such as conjunctions, non manual features (see definition below), pronouns to hold a paragraph together and give it a linguistic unity.

    Collage
  • A form of art in which a variety of materials, such as photographs, fabric, objects, hand-drawn pieces, and printed text, are attached to a surface. Learners can demonstrate their understanding of many themes and issues through the choice of materials and design elements of a collage.

    Colloquialism
  • A word or expression used in everyday conversation but not in formal language.

    Constructed dialogue/role shifting
  • Constructed dialogue is when the signer alternately assumes the role of various characters within a story/narrative, using first person perspective. Ways of doing this can include use of space, head movements, eye gaze, body orientation and movements, etc.

    Context
  • That which precedes or follows a word/sign or text and is essential to its meaning.
  • The broader literal, social or cultural environment to which a text (or part of a text) is related and which affects its readers'/viewers' understanding.

    Controlling idea
  • An important or central concept, theme, or argument that is used to unify a signed, written, oral, or media text.

    Conventions
  • Accepted practices or rules in the use of language. Some conventions help convey meaning (e.g. use of space, the rules of grammar of a language, punctuation typefaces, capital letters, etc.); others assist in the presentation of content (e.g. use of sign placement, table of contents, headings, footnotes, charts, captions, lists, pictures, index, etc.)

    Creative thinking
  • The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner. Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product.

    Critical thinking
  • The process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do.

    Discourse
  • Connected speech or signing or writing which is longer than a conventional sentence; a formal term for a talk, a conversation, or the written/signed treatment of a subject.

    Diction
  • The choice of words or phrases or signs in speech or writing or signing; the particular words or phrases or signs chosen to express an idea.

    Editing
  • The process of correcting grammatical, usage, punctuation/non manual features, and spelling errors to ensure that the writing/signing is clear and correct. The editing process also includes checking writing/signing for coherence of ideas and cohesion of structure. In media, editing involves the selection and juxtaposition of sounds and/or images.

    Essay/signed narrative
  • A prose composition that discusses a subject or makes an argument. This type of writing often presents the writer's/presenter's own ideas on a topic. The SASL equivalent of this would be a signed narrative.

    Etymology
  • The origin and history of the form and meaning of a word/sign.

    Figurative language
  • Words or signs or phrases used in a non-literal way to create a desired effect (e.g. simile, personification, metaphor).

    Fluency
  • The word comes from the flow of a river and suggests a coherence and cohesion that gives language use the quality of being natural, easy to use and easy to interpret.

    Foreshadowing
  • A device in literature in which an author provides an indication of future events in a plot.

    Forms of text
    Any particular type of text, having specific and distinctive characteristics arising from its purpose, function, and audience.
  • Written/signed forms may include narratives (folklore/short stories/novels/dramas), dialogues, sets of instructions, advertisements, editorials, brochures, manuals, agendas and minutes, diary entries, journals, lists, charts, plays, reports, journals, essays/signed narratives, poems and letters.
  • Oral/signed forms may include conversations, debates, seminars, panel discussions, interviews, role play, monologues, prayers, lectures, negotiations, and speeches/presentations
  • Visual genres may include photographs, documentaries, travelogues, feature films, soap operas, and cartoons. These can be analysed into more specific genres, for example, feature films could be grouped as westerns, thrillers, dramas, romances, musicals and comedies.

    Free verse
  • Poetry written/signed without a regular metrical pattern, but based on natural rhythms of speech/signing and free expression rather than on a predetermined form. Free verse may be rhymed or unrhymed.

    Genre
  • The types or categories into which literary works are grouped (e.g. signed narrative, novel, short story, essay, poetry, drama, or film)

    Grammar
  • A description of the structure of a language, particularly the way words, signs and phrases are formed and combined to produce sentences. It takes into account the meanings, functions and organisation of these sentences in the system of the language.

    Graphic organiser
  • A visual representation such as a chart, table, timeline, flowchart, or diagram used to record, analyse, synthesise, and assess information and ideas.

    Hyperbole
  • A literary device in which exaggeration is used deliberately for effect or emphasis (eg a flood of tears).

    Iconicity
  • Iconicity as a poetic strategy is the use of signs to represent action/movement, and is often used in conjunction with repetition of parameters and rhythm.

    Idiom
  • A group of words/signs that, through usage, has taken on a special meaning different from the literal meaning (e.g. "keep your shirt on! Or "It's raining cats and dogs").

    Implicit meaning
  • Ideas and concepts that are present but stated indirectly.

    Inference
  • A conclusion drawn from evidence.

    Information processing
  • A general term for the process by which information is identified, understood, stored, organised, retrieved, combined and communicated to form new knowledge.

    Irony
  • A statement or situation that has underlying meaning different from its literal or surface meaning.

    Jargon
  • Apeech, signing or writing used by a group of people who belong to a particular trade, profession, or any other group bound together by mutual interest, e.g. the jargon of law, medical jargon. Jargon is useful when used within a trade or profession, but when it is used to exclude listeners, /readers/viewers from an interaction, it is potentially hurtful or even harmful.

    Key questions
  • There are five common questions that help discover the essential facts: who, what, where, when, and why? In newspaper reports, it is important to cover these questions at the beginning.

    Literary (stylistic) device
  • A particular pattern of words/signs, a figure of speech, or a technique used in literature to produce a specific effect (e.g. hand shape repetition, rhythm, rhyme, parallel structure, analogy, comparison, contrast, irony, foreshadowing, simile, metaphor, personification, pun, oxymoron, symbol).

    Mind-map
  • The preparation of a graphic representation of key words.

    Multimedia presentation
  • A work that uses a combination of media to present information and ideas (e.g. a presentation using slides, computer graphics, posters, and video clips).

    Non verbal language/communication
  • Communication without the use of words/signs, which could be done by gestures or could refer to total body language.

    Obfuscation
  • The deliberate use of words/signs/phrases/jargon/idioms that will not be understood by the listener/reader/viewer. It is a clouding of the issue to avoid taking responsibility for an action or to confuse the listener/viewer into accepting something that should not be lightly accepted

    Onomatopoeia
  • The use of a word having a sound that echoes its sense (e.g. buzz, hum, bang)

    Oxymoron
  • A combination of words/signs with contradictory meanings, used deliberately for effect. It is usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret).

    Paragraph(s)
  • Where appropriate, 'paragraph (s)' should be read as 'chunks of sign'.

    Parameters
  • Parameters are the building blocks of signs: handshape, location, movement, palm orientation, and non manual features.

    Paraphrase
  • A restatement/expression of an idea or text using one's own words/signs.

    Point of view
  • In fiction, the position of the narrator in relation to the story and audience (e.g. limited/ omniscient/ third-person/first-person narrator or multiple narrators.

    Power relations
  • When a particular group dominates other groups. This dominance could be related to gender, race, nationality, disability or language groups. In this document, the focus is on how the use of language (the choice of words) indicates a relationship that is neutral, empowered or disempowered.

    Reading/viewing strategies
    Skills and approaches used before, during and after reading/viewing to determine the meaning and increase understanding of a text. Examples are:
  • Scanning: a type of reading/viewing used to locate a particular piece of information without necessarily attending to other parts of a text
  • Skimming: a type of reading/viewing used to identify only the main idea or ideas or to pick out any words in capitals/ in italics/underlined, as well as any visuals or font indicators that would help a reader/viewer to understand a passage.
  • Sifting: selecting the most important ideas, words, facts or finding only those details relevant to a task or purpose

    Register
  • Speech/signing variety used by a particular group of people, usually sharing the same occupation or the same interests. A speaker/writer/presenter/signer must choose signs/words/images that are easily understood by the listener/reader/viewer/audience - the pitch must suit the purpose.

    Research
  • Involves a systematic investigation involving the study of materials and sources in order to establish facts and seek out truth. The following stages are involved: selecting a topics, narrowing the focus, locating appropriate resources, gathering information, analysing material and forming conclusions, presenting the information in written and/or oral/signed form, and documenting the sources of information and ideas.

    Rhetorical question
  • A question not asked for information but for dramatic effect. The question is usually either one that does not need an answer, as the issue is self-evident, or one that the speaker/signer/writer/presenter proceeds to answer immediately.

    Role play
  • A dramatic technique in which participants act the part of another character, usually in order to explore the character's thoughts, feelings, and values.

    Paragraph (in relation to SASL)
  • A paragraph is a coherent and cohesive collection of sentences. Its boundaries may be indicated by manual or non manual devices.

    Presenting/signing (also refer to viewing)
  • SASL does not have a written form. Therefore, reading and writing/presenting outcomes take on a different form, that is, a receptive and productive competence. For simplicity, the unit standards refer to viewing and presenting respectively.

    Sentence (in relation to SASL)
  • A sentence is a unit of meaning made up of a collection of signs and non manual features, always including a verb, and adhering to specific grammatical rules of SASL .

    Sign devices
  • Sign devices are visual strategies used in signed poetry, for example, rhythm, placement, role shifting, and repetition of handshape, location, movement, palm orientation, and non manual features.

    Sign parameter
  • The building blocks of the sign/word: handshape, location, movement, palm orientation, non-manual sign.

    Sign devices
  • These include register, non-manual features (NMFs), placement, role-shift, parameter

    Slang
  • Casual, very informal speech/signing, using expressive but informal words and expressions. Slang is usually related to age or social group rather than to trade or profession (jargon). It is used to stress an identity for those in the know and to exclude those who do not know the terms, for example, words to describe money, grown-ups, police, and activities.

    Stylistic devices
  • A particular pattern of words, a figure of speech or technique used in literature to produce a specific effect, e.g. rhyme, parallel structures, short or one word sentences, analogies, comparisons, contrasts, irony, foreshadowing, similes, metaphors.

    Symbol
  • Something that stands for or represents an abstract idea.

    Syntax
  • The way in which words are arranged to form larger grammatical structures (e.g. phrases, clauses, and sentences).

    Technical language
  • The terminology used in a field or understood by a trade, profession or group of people e.g. in metal -working, the term "pig" means a mould for casting metal. It differs from jargon in being more generally understood and used, for example, by many people rather than a few and it does not have the negative connotations that the word "jargon" carries.

    Text
    Texts refer to signed, spoken, written, or visual communications, including sign language that communicates meaning to an audience or reader/viewer. A text may be considered from the point of view of its structure, context and function.
  • Spoken/signed texts: May include conversations, speeches/presentations, prayers, and songs,
  • Written/signed texts: May include poetry, drama, novels, letters, magazine and newspaper articles, paragraphs, essays/signed narratives, and scripts
  • Visual texts: May include photographs, posters, cartoons, advertisements, environmental prints (road signs), maps, diagrams, charts, and films

    Tone
  • The quality and timbre (distinctive character) of the voice used in speaking; the height of pitch and change of pitch which is associated with the pronunciation of syllables or words and which affects the meaning of the word.

    Topic sentence
  • The sentence that expresses the central idea in a paragraph. In SASL, repetition of important signs occurs throughout the paragraph to express the topic of the paragraph or a number of paragraphs.

    Voice
  • In writing: a work's distinctive style of expression, personal or impersonal, conveyed through the author's use of vocabulary, sentence structure, and imagery. In oral/signed communication: the quality of sound produced by a speaker. In grammar: a property of verbs (e.g. active and passive voice).

    Writing process
    The process involved in producing a polished piece of writing. It comprises several stages. The main stages are:
  • Generating ideas
  • Choosing a form of writing to suit the topic, purpose and audience
  • Developing a plan for writing
  • Organising ideas
  • Writing and revising drafts
  • Editing
  • Proofreading
  • Producing and publishing

    Venn diagram
  • Graphs that use circles to present connections and intersections.

    Viewing (also referring to signing)
  • SASL does not have a written form. Therefore, reading and writing/presenting outcomes take on a different form, that is, a receptive and productive competence. For simplicity, the unit standards refer to viewing and presenting respectively. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  65489   National Certificate: Air-Conditioning, Refrigeration and Ventilation  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  MERSETA 
    Fundamental  64529   National Certificate: Automotive Body Repair  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  MERSETA 
    Fundamental  58497   National Certificate: Automotive Repair and Maintenance  Level 3  NQF Level 03  Passed the End Date -
    Status was "Registered" 
    2009-02-18  Was MERSETA until Last Date for Achievement 
    Fundamental  66649   National Certificate: Landscaping  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  AgriSETA 
    Fundamental  64829   National Certificate: Lifting Machine Operations  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  TETA 
    Fundamental  58785   National Certificate: Production Technology  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  MERSETA 
    Fundamental  50543   National Certificate: Small Craft Construction  Level 3  NQF Level 03  Passed the End Date -
    Status was "Registered" 
    2009-08-31  Was MERSETA until Last Date for Achievement 
    Fundamental  48966   Further Education and Training Certificate: Air-conditioning, Refrigeration and Ventilation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-03-12  Was MERSETA until Last Date for Achievement 
    Fundamental  65509   Further Education and Training Certificate: Air-conditioning, Refrigeration and Ventilation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  MERSETA 
    Fundamental  64549   Further Education and Training Certificate: Automotive Body Repair  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  MERSETA 
    Fundamental  58539   Further Education and Training Certificate: Automotive Repair and Maintenance  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2009-02-18  Was MERSETA until Last Date for Achievement 
    Fundamental  78529   Further Education and Training Certificate: Chemical Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  79626   Further Education and Training Certificate: Commercial Property and Facilities Management  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  SERVICES 
    Fundamental  58163   Further Education and Training Certificate: Community Recreation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  CATHSSETA 
    Fundamental  66071   Further Education and Training Certificate: Computer Aided Drawing Office Practice (CAD)  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  CETA 
    Fundamental  61450   Further Education and Training Certificate: Film and Television Production Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  MICTS 
    Fundamental  63669   Further Education and Training Certificate: Fitness  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  66349   Further Education and Training Certificate: General Forestry  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Fundamental  73189   Further Education and Training Certificate: Golfing and Golf Coaching  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  CATHSSETA 
    Fundamental  58275   Further Education and Training Certificate: Lift Installation and Maintenance  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  MERSETA 
    Fundamental  59709   Further Education and Training Certificate: Mechanical Engineering: Fitting  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  61569   Further Education and Training Certificate: Power Plant Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  EWSETA 
    Fundamental  58930   Further Education and Training Certificate: Professional Hunting  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  CATHSSETA 
    Fundamental  57824   Further Education and Training Certificate: Public Administration  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  PSETA 
    Fundamental  59097   Further Education and Training Certificate: Real Estate  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  SERVICES 
    Fundamental  66370   Further Education and Training Certificate: Roof Truss Technology  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Fundamental  65650   Further Education and Training Certificate: Sewing Machine Mechanics  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Fundamental  50560   Further Education and Training Certificate: Small Craft Construction  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2009-08-31  Was MERSETA until Last Date for Achievement 
    Fundamental  67697   Further Education and Training Certificate: Sport Administration  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  64369   Further Education and Training Certificate: Sport Coaching: Juniors/Beginners  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  CATHSSETA 
    Fundamental  57887   Further Education and Training Certificate: Welding Application and Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  79246   Further Education and Training Certificate: Wild Land Fire Fighting  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 


    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. Acorser Corporate and Business Consulting Cc 
    2. African Alabaster 
    3. All Sorts 108 Skills Development PTY (Ltd) 
    4. Amandla Obunye Training Academy 
    5. ANGLO PLATINUM - ENGINEERING SKILLS TRAINING CENTRE 
    6. Arden School of Management (Pty) Ltd 
    7. Arishi ISD (PTY) Ltd 
    8. Aubrey Nyiko Business Enterprises 
    9. Baswabile Communications & Production 
    10. Big Fish 
    11. BLC Entertainment 
    12. Bohlokoa Business Consultancy 
    13. Bono Skills Development (PTY) Ltd 
    14. Cale Developments 
    15. Cathy Hill Solutions (Pty) Ltd 
    16. Centre for Africa Capacity Building and Development (Pty) Ltd 
    17. Chartered Institute of Management (Pty) Ltd 
    18. Citiview Trading and Projects 
    19. College of Cape Town TVET 
    20. COLLIERY TRAINING COLLEGE (PTY) LTD 
    21. Dee's Training ( PTY) Ltd 
    22. Dee's Training (PTY) LTD 
    23. Destiny Management Consultants (Pty) Ltd 
    24. DotCentre Business Consulting 
    25. DQ Staffing Solutions 
    26. Drive for Africa Training and Evaluation 
    27. Dzindalo Consulting (Pty) Ltd 
    28. E-Login Business Institute (Pty) Ltd 
    29. Edu Wize Group Pty Ltd 
    30. Educon Training and Development PTY LTD 
    31. Edutel Public Service Company 
    32. Epitome Villa (Pty)Ltd 
    33. Equity Training and Consulting 
    34. Excellect 209 (PTY) LTD 
    35. Excellect 209 PTY LTD 
    36. Excellent Minds Institute (Pty) Ltd 
    37. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    38. Fachs Business Consulting and Training 
    39. FILM Mentorship & Training SA 
    40. Fort Hare Trading Solutions (Pty) Ltd 
    41. FOSKOR (PTY) LTD 
    42. Free State Training and Development Institute 
    43. Genvio (Pty) Ltd 
    44. Gleyding Management Institute (Pty) Ltd 
    45. Glicam Trading Enterprise 
    46. Global Steel Merchants (Pty) Ltd 
    47. Greater Tzaneen Community Foundation 
    48. Harvestine Investments (Pty) Ltd 
    49. Harvitex cc 
    50. Higherway Institute of Learning (Pty) Ltd 
    51. HILLCROSS BUSINESS SCHOOL (PTY 
    52. Immaculate Training and Consulting 
    53. Information Technology Resource Centre 
    54. Institute of Busines Management of Southern Africa 
    55. Integrated Corporate Skills Solution 
    56. IT Labs Consulting 
    57. Josmap Training Institute 
    58. K Boneng Consulting Services P 
    59. Kelvin Power (Pty) Ltd 
    60. Kgaka Kgolo Institute 
    61. Khongoloti Training Academy 
    62. Khuphula Training Solutions and Trading (Pty) Ltd 
    63. Le - Mark Training and Development Pty (Ltd) 
    64. Lead Afrika Consulting (Pty) Ltd 
    65. Learning Exchange Pty (Ltd) 
    66. Legal Environment Safety & Health Requirements cc 
    67. Leronsa Trading Enterprise 
    68. Longata Consultant 
    69. Lusa Social Enterprenueship Institute (PTY)LTD 
    70. Majuba Technical Vocational Education and Training 
    71. Matash Holdings (Pty) Ltd 
    72. Matontech Trading Enterprise 
    73. Maximum Development Institute 
    74. Mediro Training Academy 
    75. METSKILL PTY LTD 
    76. Mgwezane Training and Management cc 
    77. Mitek Industries SA ( Pty) Ltd 
    78. MMPS Holdings 
    79. Mnambithi TVET College 
    80. Mokoai Business Solutions (Pty) Ltd 
    81. Molly Malete Productions CC 
    82. Mowils Consultants 
    83. Mphatlalatsane Learning Resources 
    84. Mpumalanga School of Government - MPSG 
    85. MPUMELELO TRAINING 
    86. Nare Training and Development 
    87. National Skills and Technical 
    88. Nghunyule Investments 
    89. NokushoM Consultancy and Trading 
    90. Nurture-Nature Resources (Pty) Ltd 
    91. OL Afrika Media 
    92. Optimi Workplace 
    93. Optimum Capacity (Pty) Ltd 
    94. Orchards Graduate School (Pty) Ltd 
    95. PALABORA COPPER (PTY) LTD 
    96. Peo Entle HIV Wellness Management and Youth Skills Development NPO 
    97. Peuneo (Pty) Ltd 
    98. Phambile Skills Training (Pty) Ltd 
    99. Phephani Learnerships cc 
    100. Phoka Tshela Projects 
    101. Pholo Human Capital (Pty) Ltd 
    102. Posh Multimedia 
    103. Positive Thinking Consultants cc 
    104. Premier Agric (Pty) Ltd 
    105. Prestige Leaders Consulting (Pty) Ltd 
    106. Prodigy Business Services 
    107. Prosam Consulting Group (Pty) Ltd 
    108. Prospen Group (Pty) Ltd 
    109. Quantum Leap College Pty Ltd 
    110. Ramazwi Security Service and Training Agency (Pty) Ltd 
    111. Rams Professional Training and Conferencing 
    112. Ratomac Trading Consultants (Pty) Ltd 
    113. Redefined Skills Training & Development (Pty) Ltd 
    114. Regen Institute of Leadership and Management Education 
    115. Regenesys School of Public Management 
    116. Ritepath HR Solutions 
    117. Safety Haz Training (PTY) Ltd 
    118. Saint Colonel Graduate Institute 
    119. Sampatla Procurement Solutions (Pty) Ltd 
    120. South Africa School of Diplomacy, Protocol and Public Administration 
    121. Southern African Institute of Learning 
    122. Spears Business and Life Coach Consulting 
    123. Staffing Logistics 
    124. Step Ahead Academy (Pty) Ltd 
    125. Summat Training Institute (Pty) Ltd 
    126. Synergy Corporate Consulting (Pty) Ltd 
    127. Take Note Trading 227 cc 
    128. Talent Emporium Academy 
    129. TBL Empowerment Hub 
    130. Thandiwenathi (Pty) Ltd 
    131. The Assessment Zone (Pty) Ltd 
    132. The Skills Authority 
    133. Thubelihle Graduate Institute (Pty) Ltd 
    134. Thunderflex3 Pty (Ltd) 
    135. Tinotel Communications 
    136. Tippinggate Business Solutions 
    137. Tloumogale Business Development & Consulting (Pty) Ltd 
    138. Tonex Management Solutions (Pty) Ltd 
    139. Trade Call Investments Apparel (Pty) LTD 
    140. Tsoelopele Leadership Consulting (Pty) Ltd 
    141. Ukwakhile Projects (PTY) Ltd 
    142. Vala Nge Bhetshu Human Capital Development (Pty) Ltd 
    143. Varsity Institute of Science & Technology (Pty)Ltd 
    144. VPK BUSINESS VENTURE C C 
    145. Vuca Institute of Leadership Development 
    146. Vumilia Africa Group 
    147. VUTHLARI MARKETING CONSULTING 
    148. Weinvest Investments 
    149. Youth Media Movement 
    150. Zizzy Printing & Projects (Pty) Ltd 



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