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

National N Diploma 
SAQA QUAL ID QUALIFICATION TITLE
90674  National N Diploma 
ORIGINATOR
General SGB 05 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National N Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 06  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This qualification has been developed to enable learners who are particularly interested and talented in an occupational/ vocational area to develop competencies in the chosen area, which will enable them either to study further or to be employed and be productive in the sector at entry level and/or second tier level. This qualification enables specific in-depth post foundational learning to be done without the learner having to also study other general, formative, academic subjects that are required of learners at this level who are studying in an academic environment.

This qualification is aimed primarily at giving the learner technical, theoretical knowledge, practical knowledge and workplace knowledge and skills required in their chosen occupational/vocational area. The design of the qualification is such that it enables learners to progressively obtain the qualification by completing the related N4, N5 and N6 courses in a particular vocation/occupational area, either separately with breaks between, or in one extended study period of a year or 18 months and then to apply the knowledge and skills learned in the workplace for an extended period. The N4+N5+N6, regardless of the manner in which they are completed, must be followed by or integrated with the relevant 18 or 24 months of practical workplace learning for the learner to be awarded the National N Diploma, Level 6.

The qualification and particularly its component N-courses can be used for updating, upskilling and/or continuing education and training in related occupations.

Rationale:
From a macro-national economic viewpoint, a well-trained, skilled population is required if South Africa is to remain a major economic force on the African continent and if it is to make major inroads into the eradication of poverty and the creation of decent jobs for the majority of its people. South African factories need advanced manufacturing processes, the success of which will rest on world-class skills. The service provided by well-trained hospitality sector workers will determine the way in which tourists experience South Africa. Rural development and improved agricultural performance require modern business skills by small farmers. Farmers also need up-to-date knowledge of new agricultural techniques.

South Africa needs a high and rising skills base, and this requires a greater coherence between formal schooling, vocational training and workplace learning. There is therefore a great need to create alternative education routes and learning outcomes for learners, who do not wish remain in the formal schooling environment, to continue developing their knowledge, skills and values so as to become skilled individuals who are employable and/or able to start their own businesses.

As stated in the Skills Summit Declaration issued on 9 September 2010, "Education, vocational training and lifelong learning are central pillars of employability, employment of workers and sustainable enterprise development". This qualification will provide an opportunity for learners who exit the schooling system, but who wish to continue to obtain knowledge and skills and a recognised qualification in a formal learning environment in a particular vocational/occupational area. It will create the opportunity for learners with an interest in a particular vocational/occupational area to develop their skills and knowledge thereby improving their employability and at the same time create opportunities for them to study further in their chosen field.

The National N Diploma has been designed to meet those needs as it allows for the development of practical skills founded on the latest theory and principles through the presentation of a theoretical component with practical work and an extended period of 18 or 24 months of on-the job experience. In addition the N4, N5 and N6 modules can be completed as individual unit of learning that develop specific knowledge and skills that while they form part of the complete qualification equip the learners to be productively employed as second level technicians. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners are competent in:
  • Communication at NQF Level 4 in the language of teaching and learning of the institution offering the qualification.
  • The theoretical knowledge and practical skills required for the specialisation at NQF Level 4 or N3 Level.

    Access to the Qualification:

    Learners need one of the following:
  • A National Senior Certificate.
  • A Senior Certificate.
  • An FETC.
  • An N3 in the relevant specialisation area. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    To be awarded the qualification, learners are to chose an area of specialisation and complete:

    In the case of N courses of 0.5 years duration the relevant:
  • N4 (0.5 year duration), 60 credits.
  • N5 (0.5 year duration), 60 credits.
  • N6 (0.5 year duration), 60 credits.
  • 18 months Practical Experience, 180 credits.

    In the case of N courses of 0.33 years duration:
  • N4 (0.33 year duration), 40 credits.
  • N5 (0.33 year duration), 40 credits.
  • N6 (0.33 year duration), 40 credits.
  • 24 months Practical Experience, 240 credits.

    Specialisation areas are:

    N Courses of 0.5 years duration:

    Art and Design:
  • N4: ID 66831.
  • N5: ID 66915.
  • N6: ID 66994.

    Business Management:
  • N4: ID 66871.
  • N5: ID 66929.
  • N6: ID 66995.

    Clothing Production:
  • N4: ID 66893.
  • N5: ID 66974.
  • N6: ID 67009.

    Educare:
  • N4: ID 66883.
  • N5: ID 66971.
  • N6: ID 67007.

    Farming Management:
  • N4: ID 66829.
  • N5: ID 66914.
  • N6: ID 66993.

    Financial Management:
  • N4: ID 66874.
  • N5: ID 66954.
  • N6: ID 66998.

    Haircare:
  • N4: ID 66909.
  • N5: ID 66977.
  • N6: ID 67012.

    Hospitality and Catering Services:
  • N4: ID 66891.
  • N5: ID 66973.
  • N6: ID 67008.

    Human Resource Management:
  • N4: ID 66873.
  • N5: ID 66953.
  • N6: ID 66997.

    Interior Decorating:
  • N4: ID 66882.
  • N5: ID 66970.
  • N6: ID 67006.

    Legal Secretary:
  • N4: ID 66883.
  • N5: ID 66959.
  • N6: ID 66880.

    Management Assistant:
  • N4: ID 66876.
  • N5: ID 66956.
  • N6: ID 67001.

    Marketing Management:
  • N4: ID 66872.
  • N5: ID 66952.
  • N6: ID 66996.

    Medical Secretary:
  • N4: ID 66878.
  • N5: ID 66957.
  • N6: ID 67002.

    Popular Music: Composition:
  • N4: ID 66913.
  • N5: ID 66981.
  • N6: ID 67016.

    Popular Music: Performance:
  • N4: ID 66911.
  • N5: ID 66979.
  • N6: ID 67014.

    Popular Music: Studio Work:
  • N4: ID 66912.
  • N5: ID 66980.
  • N6: ID 67015.

    Public Management:
  • N4: ID 66875.
  • N5: ID 66955.
  • N6: ID 67000.

    Public Relations:
  • N4: ID 66879.
  • N5: ID 66958.
  • N6: ID 67003.

    Tourism:
  • N4: ID 66910.
  • N5: ID 66978.
  • N6: ID 67013.

    N Courses of 0.33 years duration:

    Engineering Studies
  • N4: ID 66881.
  • N5: ID 66960.
  • N6: ID 67005.

    Fertiliser Manufacturing:
  • N4: ID 66895.
  • N5: ID 66976.
  • N6: ID 67011.

    Textiles:
  • N4: ID 66894.
  • N5: ID 66975.
  • N6: ID 67010. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand and apply specific subject knowledge and skills in learning and/or work environment.
    2. Know, understand and apply relevant health and safety standards applicable to a chosen occupational/vocational area.
    3. Understand, adopt and apply the values related to an occupational/vocational area.
    4. Communicate in a variety of ways. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Assessment Criteria 1:
  • Terminology used in the sector is understood and used in oral and written communications appropriately for the situation and in accordance with normal workplace usage.
  • The basic principles and procedures underpinning the practice and operations of the relevant occupation are understood.
  • The tools, equipment and resources required by the occupational sector are known and recognised in terms of their importance and the functions they perform.
  • Factors that can influence performance/ production in the occupational sector are identified, understood and explained in terms of their positive or negative effect.
  • The threats facing, and the opportunities presented by, the occupational sector are understood in terms of the contemporary world in general and South Africa in particular.
  • Learning skills gained from the academic component of the qualification are related to applied knowledge in work settings.
  • Deductions are made and conclusions drawn, cause and effect are deduced and predictions are made using subject matter knowledge and practical experience.
  • The financial implications involved in carrying out the necessary practical work are identified and used to make decisions about the resources and materials to be used, processes to be followed, the nature of the final product, etc.
  • Quality standards in the occupational/vocational area of choice are understood and taken into account in practical work so as to produce a product/performance that meets own creativity needs and sectoral standards of quality, usability, aesthetic appeal, etc.
  • Tools, materials and resources are used correctly, responsibly and in a sustainable way through appropriate inventorying, monitoring and managing.
  • Elementary research is conducted using the skills associated with the subject and findings are presented in forms appropriate for the discipline and context.
  • The concept of time as it relates to the production of a product, meeting deadlines and expectations, complying with legal and regulatory requirements, cost reduction, etc. is understood and applied in practical work.
  • The outcomes of practical work, i.e. the product/performance are evaluated against sectoral standards and changes recommended for an improved product/performance.

    Associated Assessment Criteria for Assessment Criteria 2:
  • The relevant health and safety legislation and regulations applicable in the vocational area are identified and understood and an explanation given of how they influence practice and procedures.
  • Health and safety practices applicable to the occupational area are known and implemented at all times.
  • Tools, equipment and work areas are used and maintained in a safe and environmentally responsible manner.
  • Products, tool, materials and equipment are stored in a safe and environmentally responsible manner.
  • Personal protective equipment and clothing are worn at all times when carrying out practical work.
  • Potential risks and hazards are identified and dealt with according to laid down procedures.
  • Practical work is conducted with due consideration for the safety of self, fellow learners/employees and the people in the vicinity.
  • Emergency procedures are known and understood and complied with when necessary.
  • Waste materials are disposed of safely and in accordance with relevant legislation and regulations.

    Associated Assessment Criteria for Assessment Criteria 3:
  • The work ethics and codes of conduct relevant to and in common use in the relevant occupational sector are adhered to ensure a high standard of product /service delivery/performance.
  • The values related to and adopted in the relevant occupational area are understood and are explained orally, in discussions and/or in presentations, or in writing.
  • Discipline/Subject values are adopted and integrated into personal value system and underpin behaviour.
  • The relationship between subject related values and principles such as equity, justice, sustainability, cultural diversity, etc are understood and can be explained in appropriate forms.

    Associated Assessment Criteria for Assessment Criteria 4:
  • The underlying knowledge and concepts are understood and communicated in a variety of ways including discussion, in writing, in research assignments and in oral presentations.
  • An argument is constructed using subject knowledge and presented orally or in writing, which is defended using appropriate evidence.
  • Media and primary and secondary sources are used to gather subject knowledge.
  • Listening skills are used to obtain information from a range of oral texts and appropriate responses are made.
  • Oral communication is initiated, maintained and adapted as required to promote effective interaction in a work and/or learning context.
  • Written texts are read and analysed to obtain information and appropriate responses are made when necessary.
  • A range of written texts is drawn up using appropriate vocabulary, language structures and tone.
  • Information related to work tasks is accessed and interpreted from a range of written and oral sources to ensure that work requirements are understood.

    Range:
  • Learning and/or work environment includes all places in which learning associated with the relevant N Courses and the qualification takes place which includes the classroom, workshops, businesses, etc.
  • Product/performance includes the result of practical experience/work done during the learning and includes such things as a written or oral report, a product such as chemicals from a factory, a repaired machine, etc.

    Integrated Assessment:

    Integrated assessment at the level of the qualification provides an opportunity for learners to show they are able to integrate concepts, actions and ideas achieved across a range of contexts.

    Integrated assessment must evaluate the quality of observable performance as well as the thinking behind the performance, and must be based on summative and formative assessment.

    The applied competence (practical, foundational and reflexive competencies) of the qualification will be achieved if the learner is able to achieve all the Exit Level Outcomes of the qualification.

    The identification and solving of problems, team work, organising one-self, using of applied science and IT, the implication of actions and reactions in the world as a set of related systems can be assessed using any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.

    Assessors should develop and conduct their own integrated assessment by making use of a range of formative and summative assessment methods. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with qualifications and training offered in countries that have a strong vocational educational and training system designed for young adults and those who have a need for on-going upskilling and updating of skills levels of existing employees.

    Ireland:
    The Further Education and Training Awards Council (FETAC) is the single national awarding body for Further Education and Training in Ireland. It is responsible for determining the standards for named awards at levels 1 to 6 on the National Framework of Qualifications. All named awards
    are devised in line with the determinations and guidelines FETAC.

    The term "Further Education" embraces education and training which occurs after second-level schooling but which is not part of the higher education and training system. Further education programmes are run by a wide range of both public and private colleges and institutions and lead to awards validated by FETAC, as well as awards validated by a range of Irish, UK and other international awarding bodies.

    FETAC awards are offered in the following disciplines:
  • Agriculture, Science and Computing.
  • Arts, Craft and Media.
  • Business and Administration.
  • Construction and the Built Environment.
  • Core Skills, Language and General Studies.
  • Education, Health and Welfare.
  • Engineering and Manufacturing.
  • Services.
  • Tourism, Hospitality and Sport.

    FETAC makes four types of awards: major, minor, special purpose and supplemental.
  • A major award is the principal class of award made at each level. It represents a significant volume of learning outcomes. A major award will prepare learners for employment, participation in society and community and access to higher levels of education and training. A Certificate will be awarded to all learners who successfully complete the major award requirements at levels 1-5 and an Advanced Certificate will be awarded at level 6. All major awards comprise a combination of minor and/or special purpose awards. The learner must successfully achieve all the stated requirements in order to achieve the major award. Learners may accumulate the appropriate minor and special purpose awards over time to achieve the major award.
  • A minor award is an award that is derived from and must link to, at least one major, special purpose or supplemental award. Minor awards are smaller than their parent award(s). Achievement of a minor award provides for recognition of learning that has relevance and value in its own right. A minor award is referred to as a Component. A Component Certificate will be awarded to all learners who successfully complete one or components (i.e. minor awards) but not the full or particular requirement for the Certificate.
  • A Special Purpose award is made for specific and relatively narrow purposes. All special purpose awards comprise one or more components. The learner must successfully achieve all the stated requirements in order to achieve the Special Purpose award. A Specific Purpose Certificate will be awarded to all learners who successfully complete the award requirements.
  • A Supplemental Award is an award which recognises learning which involves updating/upskilling and/or continuing education and training with specific regard to occupations. All supplemental awards comprise one or more components. The learner must successfully achieve all the stated requirements in order to achieve the Supplemental award. A Supplemental Certificate will be awarded to learners who successfully complete the award requirements.

    Conclusion:
    The FETAC minor awards correlate well with the N-Courses offered as specialisations in this qualification with the major award being similar to the complete qualification, bearing in mind that there are content differences in what is offered in the N-Courses and what is offered in the minor award components. These differences are related to the particular needs of the two countries, e.g. Core skills are not offered as a separate N course, but constitute only one part of the complete qualification.

    Australia:
    VET qualifications are industry-based, with specified combinations of units of competency required by each industry for each qualification.

    They are designed in a sequence, allowing students to move steadily from one qualification to the next. Units of competency may be mixed and matched as long as they meet the requirements of the qualification. The units will accumulate on the record of achievement and help towards retaining jobs, promotion, a change of career or further learning.

    VET qualifications are assessed by demonstrating competence of skills and knowledge under workplace conditions. A significant amount of learning will take place in the workplace. In addition, assessment of previously gained skills and knowledge may occur through recognition of prior learning (RPL).

    Increasingly, secondary schools across Australia are offering a greater number of industry-based units of competency within the school curriculum, which combines general and vocational studies with practical business and industry experience. Undertaking industry-based training while at school can also lead to a dual qualification, the Senior Secondary Certificate of Education and credits towards a Vocational Certificate, Diploma or Degree qualifications.

    Conclusion:
    This qualification and its Australian counterparts are similar in that they offer both theoretical and practical learning with a strong workplace learning component.

    The major differences between this qualification and practice in Australia is that the N part qualifications do not consist of smaller unit standards building together to provide knowledge and competence in an occupational area, but rather of larger theoretical and practical modules of learning.

    Wales:
    In Wales, Further Education means the learning of basic skills such as numeracy or literacy, or work related training for commerce and industry. Further education can lead onto higher education or university and is usually provided by local colleges or schools. Further Education normally refers to post-age 16 study.

    Further learning takes place in the form of Apprenticeships. Apprenticeships consist of formal qualifications and highly specific work skills. Learners can achieve an NVQ level 3 qualification as an Apprentice or a level 2 qualification as a Foundation Apprentice.

    The six 'Pathways' being offered are:
  • Automotive.
  • Engineering.
  • Hairdressing and Beauty.
  • Construction.
  • Plumbing.
  • Hospitality.

    Conclusion:
    The major difference between what is offered in Wales and this qualification is that in Wales the qualification is directly linked to apprenticeships, whereas this qualification can be taken outside of an apprenticeship.

    Finland:
    The post-compulsory level of education in Finland is divided into general education and initial and further vocational education and training.

    After basic education, 95.5% of school-leavers continue in additional voluntary basic education (2.5%), in upper secondary schools (54.5%) or in initial vocational education and training (38.5%).

    The aim of vocational education and training (VET) is to improve the skills of the work force, to respond to skills needs in the world of work and to support lifelong learning.

    VET comprises initial vocational training and further and continuing training.
  • The vocational qualification has been designed to respond to labour market needs.
  • The qualification is 120 credits, which takes three years of full-time study, unless prior learning can be counted towards the qualification.
  • The qualification is based on working life occupations and the competencies required.
  • The qualification includes at least 20 credits of on-the-job learning.
  • The training is built on the basic education syllabus.
  • Prior learning acquired in training, working life or other learning environments can be counted towards the qualification.
  • Matriculated students can also study in initial VET. Their prior studies are equivalent to some 30 credits, which are counted towards the vocational qualification.
  • A vocational qualification gives general eligibility for polytechnic and university studies.

    Conclusion:
    Practice in Finland shows the need for occupational and vocational training for young people outside the formal school system, which reinforces the suitability and need for this qualification. It also demonstrates the importance of workplace learning, but allocates less time and credits to it.

    Botswana:
    The creation of the BNVQF (Botswana National Vocational Qualification Framework) is consistent with international trends in vocational education and training.

    Botswana faces similar challenges as SA in producing the requisite number of highly skilled and flexible workers needed for the new economies at a time when few young people seem willing to enter, or fail to see the attractions of, vocational training as a career pathway.

    To meet the levels of demand, the vocational training sector has broadened training and certification opportunities, as well as upholding, the national and international credibility of vocational qualifications awarded.

    There has been growing recognition that learning and skills development can occur outside "formal" learning institutions. Significant, relevant learning has occurred 'on-job' or in the community, though this has not always been formally recognized.

    Conclusion:
    No comparison can be made at this stage with comparable qualifications and training of this sort offered in Botswana.

    Zimbabwe:
    Technical Education is taught at various registered institutions. There are several vocational training centres, six technical and two Polytechnic colleges that are state run. These offer a wide range of technical subjects that lead to National Certificate (NC), National Diploma (ND), and Higher National Diploma (HND) with the Higher Education Examinations Council (HEXCO) as the assessing authority.

    Conclusion:
    Similar qualifications at this level with this purpose exist in Zimbabwe.

    Germany:
    The vocational education and training system in Germany, often referred to as the 'dual system', is frequently regarded as a 'model' system, which might be used as an example to redress skills shortages and to improve economic performance.

    Young people seeking vocational training apply to employers, and are accepted on the basis of their curriculum vitae. Trainees who have been accepted by an employer sign a contract for an apprenticeship. These apprenticeships last usually between 3 and 3½ years, although in some
    sectors this is shortened for Gymnasium leavers. Apprentices usually acquire basic skills in their chosen occupation first, and then graduate to more specialised training. Traditionally, apprentices learned their trade for 3 days a week at their place of work and attended an occupation-specific vocational school (Berufsschule) for the remaining days. However, the Berufsschule does not only provide vocational skills but also covers basic academic subjects such as German and English. The Berufsschule complements the on-the-job training, hence the term 'Dualsystem'.

    Berufsschulen are divided by branch of trade, and students are grouped by year of apprenticeship and receive instruction for either a single occupation or for related occupations. Increasingly, in industry, the basic vocational training is provided in the form of full-time courses. Particularly in occupations with a high proportion of small enterprises, like construction, much of the initial training is provided in full-time vocational schools or training centres. Berufsschulen are by far the most common type of vocational schools.

    School leavers can also opt for full-time vocational courses in specialist vocational schools called: Berufsfachsculen. These schools provide full-time instruction, and courses last between 1 and 3 years. As with the Berufsschulen, these schools also provide basic general education. Berufsfachschulen cater for two different groups of students: for those who have failed to obtain an apprenticeship place, and those training for occupations which are not a part of the dual system (for example, the care sector).

    Another type of vocational school is the Berufsaufbauschule. These schools are for those who have not achieved the intermediate level secondary school certification. Their courses are occupation-specific and last at least for 1 year. At the end, the student achieves an equivalent to
    the Realschule leaving certificate. Only a very small number of young people attend these schools, and they do not exist in all German states.

    The Berufliches Gymnasiums (or Fachgymnasium) are schools which provide the equivalent of the last 3 years of the Gymnasium education on a technical/vocational basis. As well as the subjects normally offered at the Gymnasium, these schools also offer career-oriented subjects such as business studies or engineering. This type of school leads to the Abitur, which entitles the young person to entry into higher education at a university or polytechnic. Some of these schools offer a dual qualification, the Abitur and a vocational qualification in a certain occupation.

    Conclusion:
    The qualifications and training offered by the Berufsaufbauschule seems to be similar in purpose and nature to this qualification as the other qualifications in VET offered in Germany are of longer duration and are linked to apprenticeships.

    Conclusion:
    The National N Diploma, Level 6 compares favourably with similar offerings in countries where VET is a priority, in that it is designed in a similar way in terms of providing both theoretical education and practical training outside of the formal school system for a small group of learners. The components of the qualification, i.e. the N part qualifications can also be used for upskilling or updating training as can many of the modules in the programmes offered in Ireland and Australia. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates vertically with a Bachelors Degree in the cognate field and horizontally with a cognate Diploma or Advanced Certificate at Level 6. 

    MODERATION OPTIONS 
    The moderation of learners' assessments will be done in accordance with the requirements of the relevant Quality Council. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors will have to meet the requirements of the relevant Quality Council. 

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

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    67031  National N Diploma: Art and Design  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67036  National N Diploma: Business Management  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67045  National N Diploma: Clothing Production  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67032  National N Diploma: Commercial Promotion  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67050  National N Diploma: Educare  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67043  National N Diploma: Engineering Studies  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67030  National N Diploma: Farming Management  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67040  National N Diploma: Financial Management  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67048  National N Diploma: Hair Care  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67047  National N Diploma: Hospitality and Catering Services  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67039  National N Diploma: Human Resource Management  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67044  National N Diploma: Interior Decorating  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67035  National N Diploma: Legal Secretary  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67033  National N Diploma: Management Assistant  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67037  National N Diploma: Marketing Management  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67034  National N Diploma: Medical Secretary  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67052  National N Diploma: Popular Music: Composition  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67053  National N Diploma: Popular Music: Performance  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67054  National N Diploma: Popular Music: Studio Work  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67041  National N Diploma: Public Management  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67042  National N Diploma: Public Relations  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67049  National N Diploma: Textiles  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 
    67051  National N Diploma: Tourism  Department of Education  Level 6  NQF Level 06  360     QCTO  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    67031  National N Diploma: Art and Design  Department of Education  
    67036  National N Diploma: Business Management  Department of Education  
    67045  National N Diploma: Clothing Production  Department of Education  
    67032  National N Diploma: Commercial Promotion  Department of Education  
    67050  National N Diploma: Educare  Department of Education  
    67043  National N Diploma: Engineering Studies  Department of Education  
    67030  National N Diploma: Farming Management  Department of Education  
    67040  National N Diploma: Financial Management  Department of Education  
    67048  National N Diploma: Hair Care  Department of Education  
    67047  National N Diploma: Hospitality and Catering Services  Department of Education  
    67039  National N Diploma: Human Resource Management  Department of Education  
    67044  National N Diploma: Interior Decorating  Department of Education  
    67035  National N Diploma: Legal Secretary  Department of Education  
    67033  National N Diploma: Management Assistant  Department of Education  
    67037  National N Diploma: Marketing Management  Department of Education  
    67034  National N Diploma: Medical Secretary  Department of Education  
    67052  National N Diploma: Popular Music: Composition  Department of Education  
    67053  National N Diploma: Popular Music: Performance  Department of Education  
    67054  National N Diploma: Popular Music: Studio Work  Department of Education  
    67041  National N Diploma: Public Management  Department of Education  
    67042  National N Diploma: Public Relations  Department of Education  
    67049  National N Diploma: Textiles  Department of Education  
    67051  National N Diploma: Tourism  Department of Education  


    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.