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

Utilise knowledge of fishing techniques to ensure legal compliance 
SAQA US ID UNIT STANDARD TITLE
12402  Utilise knowledge of fishing techniques to ensure legal compliance 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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 
A learner assessed as competent against this standard will have a working knowledge of the history and structure of the fishing industry in South Africa and will be able to identify the common types of fishing vessel and fishing gear used in South African waters as well as the specific gear used for capturing particular target species. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
None 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Give and overview of the history and structure of the fishing industry in South Africa 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The assessment of practitioners against this standard should meet the requirements of established assessment principles.
1.Describe and discuss the structure and history of the fishing industry in South Africa.
2.Identify, describe and discuss the various types of fishing gear commonly used in South Africa.
3.Specify the type of gear used to capture each of the important commercial species.
4.Identify, describe and discuss the deck gear typically used with the various types of fishing gear.
5.Specify the legislation dealing with allowable types of fishing gear.
6.Demonstrate a working knowledge of the types of fishing vessel used in South Africa. Be able to point out the differences between vessel types, e.g. purse-seiners and trawlers.

It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Identify commonly used types of fishing gear 
    OUTCOME NOTES 
    For example :
  • Be able to distinguish between bottom trawl and mid-water trawl nets and their associated gear such as doors. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.
    1.Describe and discuss the structure and history of the fishing industry in South Africa.
    2.Identify, describe and discuss the various types of fishing gear commonly used in South Africa.
    3.Specify the type of gear used to capture each of the important commercial species.
    4.Identify, describe and discuss the deck gear typically used with the various types of fishing gear.
    5.Specify the legislation dealing with allowable types of fishing gear.
    6.Demonstrate a working knowledge of the types of fishing vessel used in South Africa. Be able to point out the differences between vessel types, e.g. purse-seiners and trawlers.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Describe the appropriate fishing gear used to capture Commercial fish species 
    OUTCOME NOTES 
    Describe the appropriate fishing gear used to capture Commercial fish species in South African waters.

    For example :
  • Purse seine nets used for pelagic fish such as pilchard, different types of rock lobster traps, etc 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.
    1.Describe and discuss the structure and history of the fishing industry in South Africa.
    2.Identify, describe and discuss the various types of fishing gear commonly used in South Africa.
    3.Specify the type of gear used to capture each of the important commercial species.
    4.Identify, describe and discuss the deck gear typically used with the various types of fishing gear.
    5.Specify the legislation dealing with allowable types of fishing gear.
    6.Demonstrate a working knowledge of the types of fishing vessel used in South Africa. Be able to point out the differences between vessel types, e.g. purse-seiners and trawlers.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Identify and know the use of deck gear 
    OUTCOME NOTES 
    Identify and know the use of deck gear used in association with the fishing gear described in specific outcome 1 above.

    For example :
  • Know which kinds of winches are used with bottom trawls and mot with pelagic trawls; the appropriate line haulers for longlines etc. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.
    1.Describe and discuss the structure and history of the fishing industry in South Africa.
    2.Identify, describe and discuss the various types of fishing gear commonly used in South Africa.
    3.Specify the type of gear used to capture each of the important commercial species.
    4.Identify, describe and discuss the deck gear typically used with the various types of fishing gear.
    5.Specify the legislation dealing with allowable types of fishing gear.
    6.Demonstrate a working knowledge of the types of fishing vessel used in South Africa. Be able to point out the differences between vessel types, e.g. purse-seiners and trawlers.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Know which gear meets with the legal requirements for the particular fishery 
    OUTCOME NOTES 
    For example :
  • Know the gear limitations as legislated in relevant legislation such as the Marine Living resources Act and Regulations issued in terms of the Act. The kind of limitation can vary, but a typical example would be the regulation preventing recreational rock lobster divers form using SCUBA gear or diving from a boat. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.
    1.Describe and discuss the structure and history of the fishing industry in South Africa.
    2.Identify, describe and discuss the various types of fishing gear commonly used in South Africa.
    3.Specify the type of gear used to capture each of the important commercial species.
    4.Identify, describe and discuss the deck gear typically used with the various types of fishing gear.
    5.Specify the legislation dealing with allowable types of fishing gear.
    6.Demonstrate a working knowledge of the types of fishing vessel used in South Africa. Be able to point out the differences between vessel types, e.g. purse-seiners and trawlers.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 6 
    Describe the types of fishing vessel used in the main fisheries 
    OUTCOME NOTES 
    Describe the types of fishing vessel used in the main fisheries and be able to distinguish between vessel types.

    For example :
  • The design of a vessel is related to the purpose it will be used for. A demersal trawler is therefore different in design and deck layout from a purse seine vessel. The candidates must be able to distinguish between such vessel types. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.
    1.Describe and discuss the structure and history of the fishing industry in South Africa.
    2.Identify, describe and discuss the various types of fishing gear commonly used in South Africa.
    3.Specify the type of gear used to capture each of the important commercial species.
    4.Identify, describe and discuss the deck gear typically used with the various types of fishing gear.
    5.Specify the legislation dealing with allowable types of fishing gear.
    6.Demonstrate a working knowledge of the types of fishing vessel used in South Africa. Be able to point out the differences between vessel types, e.g. purse-seiners and trawlers.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Listed under the Assessment Criteria 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem Solving relates to the following specific outcomes:

    4.Identify and know the use of deck gear used in association with the fishing gear described in specific outcome 1 above.
    5.Know which gear meets with the legal requirements for the particular fishery. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to the following specific outcomes:

    2.Identify commonly used types of fishing gear.
    4.Identify and know the use of deck gear used in association with the fishing gear described in specific outcome 1 above.
    5.Know which gear meets with the legal requirements for the particular fishery.
    6.Describe the types of fishing vessel used in the main fisheries and be able to distinguish between vessel types. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to the following specific outcomes:

    2.Identify commonly used types of fishing gear.
    3.Describe the appropriate fishing gear used to capture Commercial fish species in South African waters.
    4.Identify and know the use of deck gear used in association with the fishing gear described in specific outcome 1 above.
    5.Know which gear meets with the legal requirements for the particular fishery.
    6.Describe the types of fishing vessel used in the main fisheries and be able to distinguish between vessel types. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the following specific outcomes:

    1.Give and overview of the history and structure of the fishing industry in South Africa.
    3.Describe the appropriate fishing gear used to capture Commercial fish species in South African waters.
    6.Describe the types of fishing vessel used in the main fisheries and be able to distinguish between vessel types. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to the following specific outcomes:

    2.Identify commonly used types of fishing gear.
    3.Describe the appropriate fishing gear used to capture Commercial fish species in South African waters.
    4.Identify and know the use of deck gear used in association with the fishing gear described in specific outcome 1 above.
    5.Know which gear meets with the legal requirements for the particular fishery.
    6.Describe the types of fishing vessel used in the main fisheries and be able to distinguish between vessel types. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to the following specific outcomes:

    3.Describe the appropriate fishing gear used to capture Commercial fish species in South African waters.
    4.Identify and know the use of deck gear used in association with the fishing gear described in specific outcome 1 above.
    5.Know which gear meets with the legal requirements for the particular fishery.
    6.Describe the types of fishing vessel used in the main fisheries and be able to distinguish between vessel types. 

    UNIT STANDARD NOTES 
    Values

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
    1.Maintaining essential ecological processes and life-support systems
    2.Maintaining genetic, species and ecosystem diversity
    3.Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems
    Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23513   National Certificate: Fisheries Observation: Inshore  Level 4  NQF Level 04  Reregistered  2023-06-30  AgriSETA 
    Core  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Core  20153   National Certificate: Conservation: Fisheries Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 


    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.
     
    NONE 



    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.