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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Conduct outcomes-based assessment 
SAQA US ID UNIT STANDARD TITLE
115753  Conduct outcomes-based assessment 
ORIGINATOR ORIGINATING PROVIDER
SGB Assessor Standards   
QUALITY ASSURING BODY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority 
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
ABET BAND UNIT STANDARD TYPE OLD NQF LEVEL NEW NQF LEVEL CREDITS
Undefined  Regular  Level 5  New Level Assignment Pend.  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2010-08-07  2013-08-07  SAQA 0480/09 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2014-08-07   2017-08-07  

In all of the tables in this document, both the old and the new NQF Levels are shown. In the text (purpose statements, qualification rules, etc), any reference to NQF Levels are to the old levels unless specifically stated otherwise. 

This unit standard replaces: 
US ID Unit Standard Title Old NQF Level New NQF Level Credits Replacement Status
7978  Plan and conduct assessment of learning outcomes  Level 5  New Level Assignment Pend.  15  Complete 
9927  Conduct an assessment  Level 4  NQF Level 04  12  Complete 

PURPOSE OF THE UNIT STANDARD 
This generic assessor unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. The outcomes and criteria may be defined in a range of documents including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications.

Those who achieve this unit standard will be able to conduct assessments within their fields of expertise. This unit standard will contribute towards the achievement of a variety of qualifications, particularly within the fields of Education Training and Development Practices and Human Resource Development.

People credited with this unit standard are able to carry out assessments in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard will be able to:
  • Demonstrate understanding of outcomes-based assessment;
  • Prepare for assessments;
  • Conduct assessments;
  • Provide feedback on assessments; and
  • Review assessments. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that those starting to learn towards this unit standard have no previous assessment experience. It is assumed, though, that the candidate-assessors have evaluative expertise within the area of learning in which they intend to assess (see Definition of Terms for a definition of "evaluative expertise"). 

    UNIT STANDARD RANGE 
    1. This generic assessment unit standard applies to assessment in all fields of learning. However, it is expected that assessments will be contextualised to meet the requirements of different contexts.

    2. Assessment of candidate-assessors will only be valid for award of this unit standard if the following requirements are met:
  • Assessments carried out by the candidate-assessor are in relation to significant, meaningful and coherent outcome statements that include criteria for assessment purposes, and allow for judgements of competence in line with SAQA's definition of competence i.e. embrace foundational, practical and reflexive dimensions of competence. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as an assessor in terms of this unit standard. It is important that candidate-assessors select outcomes that enable them to meet the requirement laid out here.
  • The candidate-assessor demonstrates repeatability by carrying out at least two assessments :
    - One of which may be a simulated assessment (in order to cover a range of typical assessment situations), and
    - At least one of which must involve a real candidate in a real assessment situation, preferably under the guidance of a mentor.
    The assessments may involve two or more candidates in relation to the same outcome.
  • Candidate-assessors produce evidence that they can conduct assessments in RPL situations and for candidates who may have fairly recently acquired the necessary knowledge and skills through courses or learning programmes. However, candidate assessors do not need to carry out both kinds of assessments in practice for the award of this unit standard. Should candidate-assessors carry out an RPL-related assessment for the purposes of this unit standard, then it is sufficient for them to show how they might have conducted the assessment differently had it been an assessment linked to recent learning, and vice versa.

    3. For the purposes of assessment against this unit standard, candidate-assessors should have access to Assessment Guides and will not be expected to design assessments. (See Definition of Terms for a definition of Assessment Guides). Candidate assessors will be expected to interpret the standards at hand in order to ensure their assessment judgements are in accordance with the requirements of the standard. In cases where Assessment Guides are not available, providers should seek ways to make such guides available for the purposes of this assessment. Where candidate-assessor also intend to design assessments, then providers are encouraged to integrate the learning and assessment of the unit standards:
  • Conduct outcomes-based assessments
  • Design and develop outcomes-based assessments

    4. Candidate-assessors should have access to organisational assessment policies, procedures and systems (including moderation). It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where such policies and procedures are not yet available, the provider may make general policies and procedures available for the purposes of this assessment.

    Further 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 
    Demonstrate understanding of outcomes-based assessment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Comparisons between outcomes-based and another form of assessment of learning highlight key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages. 

    ASSESSMENT CRITERION 2 
    RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace. 

    ASSESSMENT CRITERION 3 
    A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations. 
    ASSESSMENT CRITERION RANGE 
    The description of methods should cover situations for gathering evidence of:
  • Problem solving ability,
  • Knowledge and understanding,
  • Practical and technical skills,
  • Attitudinal skills and values.
     
    		•

    ASSESSMENT CRITERION 4 
    Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results. 

    ASSESSMENT CRITERION 5 
    The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment. 

    SPECIFIC OUTCOME 2 
    Prepare for assessments. 
    OUTCOME RANGE 
    Preparation for assessments relates to organising and preparing resources, people, schedules, venues, assessment instruments and documentation for a particular assessment and/or related assessments for an individual or a number of assessment candidates/learners. Preparation is to be carried out in situations where the candidate assessor has access to:
  • Relevant organisational assessment and moderation policies and procedures, and
  • Assessment guides and instruments for the assessment at hand, including the relevant outcomes and criteria. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Preparation of assessment resources, logistics, documentation and environment meets the requirements of the assessment at hand and ensures fairness and safety of assessment. 

    ASSESSMENT CRITERION 2 
    Parties involved in the assessment are notified in good time. Checks are carried out to ensure parties involved in the assessment are ready and available to meet required schedules. 
    ASSESSMENT CRITERION RANGE 
    Parties include assessment candidates and moderators, and may include assessment facilitators and/or assistants, teachers, trainers, invigilators and safety personnel.
     

    ASSESSMENT CRITERION 3 
    All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements. 

    ASSESSMENT CRITERION 4 
    Assessment details are explained to candidates clearly and constructively. Opportunities for clarification are provided and responses promote understanding of the requirements. 
    ASSESSMENT CRITERION RANGE 
    Assessment details cover the specific purpose, process, expectations, roles, responsibilities and appeals procedures related to the assessment at hand, as well as the general context of assessment in terms of the principles and mechanisms of the NQF, as applicable to the situation and assessment context.
     

    ASSESSMENT CRITERION 5 
    Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment. 

    ASSESSMENT CRITERION 6 
    Candidate readiness for assessment is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies. 

    SPECIFIC OUTCOME 3 
    Conduct assessments. 
    OUTCOME RANGE 
    The ability to make assessment judgements using diverse sources of evidence must be demonstrated. Assessments to include cases where candidates have special needs and where evidence arises through RPL situations. Should it not be feasible to gather evidence for assessments of special need candidates or in RPL situations, evidence may be produced through scenarios.

    Candidate-assessors must show they can make judgements in situations where:
  • Candidates meet all criteria for a particular outcome,
  • Candidates clearly do not meet the criteria for a particular outcome,
  • Candidates meet some, but not all criteria, and
  • More evidence is required in order to make a judgement of competence. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Assessment practices promote effective, manageable, fair and safe assessment. Assessment practices are in line with quality assurance requirements, recognised codes of practice and learning-site or work-site standard operating procedures where applicable. 
    ASSESSMENT CRITERION RANGE 
    Professional, industry or legislated codes of practice.
     

    ASSESSMENT CRITERION 2 
    The assessment is carried out according to the assessment design and in line with the assessment plan. Adjustments are justified by the situation, and unforeseen events and special needs of candidates are addressed without compromising the validity or fairness of the assessment. 

    ASSESSMENT CRITERION 3 
    Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. Communication with candidates is non-leading, and is appropriate to the assessment at hand and the language ability of the candidate. 
    ASSESSMENT CRITERION RANGE 
    "Leading" refers to the practice of inadvertently or deliberately influencing the evidence candidates produce through the style of questioning, instructions or responses to candidates.
     

    ASSESSMENT CRITERION 4 
    Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made. 

    ASSESSMENT CRITERION 5 
    Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence. 

    ASSESSMENT CRITERION 6 
    Records of the assessment are in line with the requirements of the organisation's quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals. 

    SPECIFIC OUTCOME 4 
    Provide feedback on assessments. 
    OUTCOME RANGE 
  • Parties include candidates, educators, trainers, managers and moderators as applicable to the situation.
  • Evidence must be provided of the ability to give written and oral feedback.
  • The ability to give feedback must be demonstrated in situations where:
    - Candidates meet all criteria in relation to an outcome,
    - Candidates clearly do not meet the criteria in relation to an outcome,
    - Candidates meet some, but not all criteria, and
    - More evidence is required before a judgement is possible. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Feedback is given to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes. 

    ASSESSMENT CRITERION 2 
    Feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence in relation to the outcome/s at hand. 

    ASSESSMENT CRITERION 3 
    The type and manner of feedback is constructive, culturally sensitive and related to the relevant party's needs. Sufficient information is provided to enable the purpose of the assessment to be met, and to enable parties to make further decisions. 
    ASSESSMENT CRITERION RANGE 
    Further decisions include awarding of credit, redirecting candidates to further learning or guiding candidates to further application or re-assessment.
     

    ASSESSMENT CRITERION 4 
    Feedback on the assessment process is obtained from the candidate and opportunities are provided for clarification and explanations concerning the entire assessment. 

    ASSESSMENT CRITERION 5 
    Disputes and/or appeals that arise are dealt with according to the assessment policy. 

    ASSESSMENT CRITERION 6 
    Agreements reached and key elements of the feedback are recorded in line with the requirements of the organisation's quality assurance system. 

    SPECIFIC OUTCOME 5 
    Review assessments. 
    OUTCOME RANGE 
    The review should address at least the following aspects:
  • The quality of the assessment instruments, including the outcomes against which assessment takes place and Assessment Guides used,
  • The assessment process, and
  • Candidate readiness for assessment. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The review identifies strengths and weaknesses in the instruments and process, and records these for incorporation in assessment redesign. 

    ASSESSMENT CRITERION 2 
    Feedback from relevant parties is analysed and used to influence future assessments positively. 

    ASSESSMENT CRITERION 3 
    Weaknesses in the assessment design and process that could have compromised the fairness of assessment are identified and dealt with according to the organisation's assessment policy. 

    ASSESSMENT CRITERION 4 
    Weaknesses in the assessment arising from poorly defined outcomes and criteria are identified, and effective steps are taken to inform relevant bodies. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • A candidate-assessor wishing to be assessed, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a candidate-assessor against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors of candidate-assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements.
  • Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
  • External moderation of assessment will be conducted by the relevant ETQA at its discretion. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
  • Outcomes-based education, training and development
  • Principles of assessment - directly assessed through assessment criterion 'Key principles of assessment are described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results.', and indirectly assessed via a requirement to apply the principles throughout the standard.
  • Principles and practices of RPL - directly assessed through assessment criteria 'RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.', 'Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.' and specific outcome 'Conduct assessments.', as well as through application in the rest of the standard.
  • Methods of assessment - directly assessed through assessment criterion 'A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.', and indirectly assessed through application of the methods
  • Potential barriers to assessment - assessed when dealing with special needs.
  • The principles and mechanisms of the NQF - this knowledge underpins the standard
  • Assessment policies and ETQA requirements
  • Moderation requirements 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking: preparing for contingencies, candidates with special needs, problems that arise during assessment, suggesting changes to assessment. 

    UNIT STANDARD CCFO WORKING 
    Work effectively in a team using critical and creative thinking: working with candidates and other relevant parties during assessment, as well as post-assessment. 

    UNIT STANDARD CCFO ORGANISING 
    Organize and manage oneself and ones activities: preparing, conducting and recording the assessment. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information: gather, evaluate and judge evidence and the assessment process. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively: prepare candidates for assessment, communicate during assessment, and provide feedback. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the world as a set of related systems: understanding the impact of assessment on individuals and organisations. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally and aesthetically sensitive across a range of social contexts: give feedback on assessments in a culturally sensitive manner. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE OLD LEVEL NEW LEVEL STATUS END DATE QUALITY ASSURING BODY
    Core  65030   National Certificate: Arts and Culture Development Management  Level 5  New Level Assignment Pend.  Registered  2012-03-12  MAPPP 
    Core  50334   National Certificate: Occupationally Directed Education Training and Development Practices  Level 5  New Level Assignment Pend.  Reregistered  2012-07-07  ETDP SETA 
    Core  49277   National Diploma: Braille Practice  Level 5  New Level Assignment Pend.  Reregistered  2011-04-01  ETDP SETA 
    Core  49710   National Diploma: Development Practice  Level 5  New Level Assignment Pend.  Reregistered  2011-09-30  ETDP SETA 
    Core  61592   National Diploma: Human Resources Management and Practices  Level 5  New Level Assignment Pend.  Reregistered  2011-10-20  As per Learning Programmes recorded against this Qual 
    Core  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  New Level Assignment Pend.  Reregistered  2012-11-03  ETDP SETA 
    Core  67373   National Diploma: Orientation and Mobility Practice  Level 5  New Level Assignment Pend.  Registered  2012-07-29  ETDP SETA 
    Core  61570   National Diploma: Power Plant Process Control Operations  Level 5  New Level Assignment Pend.  Registered  2012-02-18  ESETA 
    Core  63689   Bachelor of Arts: Geographical Information Science  Level 6  New Level Assignment Pend.  Registered  2012-02-18   
    Core  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  New Level Assignment Pend.  Reregistered  2012-11-03  As per Learning Programmes recorded against this Qual 
    Core  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  New Level Assignment Pend.  Reregistered  2012-11-03  ETDP SETA 
    Elective  78529   Further Education and Training Certificate: Chemical Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2010-06-27  As per Learning Programmes recorded against this Qual 
    Elective  61669   Further Education and Training Certificate: Community Water, Health and Sanitation Facilitation  Level 4  NQF Level 04  Registered  2011-06-11  ESETA 
    Elective  50480   Further Education and Training Certificate: Firearm Training  Level 4  NQF Level 04  Reregistered  2012-09-01  SAS SETA 
    Elective  66489   Further Education and Training Certificate: Foundry Operations  Level 4  NQF Level 04  Registered  2012-07-29  MERSETA 
    Elective  49092   Further Education and Training Certificate: Furniture Making  Level 4  NQF Level 04  Reregistered  2010-10-30  FIETA 
    Elective  58952   Further Education and Training Certificate: Laboratory Analysis  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2008-08-05  As per Learning Programmes recorded against this Qual 
    Elective  64950   Further Education and Training Certificate: Laboratory Analysis  Level 4  NQF Level 04  Registered  2010-10-18  As per Learning Programmes recorded against this Qual 
    Elective  49049   Further Education and Training Certificate: Lump Ore Beneficiation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2009-02-18  MQA until Last Date for Achievement 
    Elective  48915   Further Education and Training Certificate: Manufacturing and Assembly Operations Supervision  Level 4  NQF Level 04  Reregistered  2010-09-18  MERSETA 
    Elective  50040   Further Education and Training Certificate: Optical Manufacturing Processes  Level 4  NQF Level 04  Reregistered  2011-11-18  MERSETA 
    Elective  58782   Further Education and Training Certificate: Plumbing  Level 4  NQF Level 04  Registered  2010-09-12  CETA 
    Elective  58779   Further Education and Training Certificate: Production Technology  Level 4  NQF Level 04  Reregistered  2013-08-16  MERSETA 
    Elective  61949   Further Education and Training Certificate: Pulp and Paper Operations  Level 4  NQF Level 04  Registered  2011-02-06  FIETA 
    Elective  50560   Further Education and Training Certificate: Small Craft Construction  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2009-08-31  MERSETA until Last Date for Achievement 
    Elective  60189   Further Education and Training Certificate: Wastewater and Water Reticulation Services  Level 4  NQF Level 04  Registered  2011-02-19  ESETA 
    Elective  64649   Higher Certificate: Early Childhood Development  Level 5  New Level Assignment Pend.  Reregistered  2012-02-24  As per Learning Programmes recorded against this Qual 
    Elective  58580   National Certificate: Aerodrome Control  Level 5  New Level Assignment Pend.  Passed the End Date -
    Status was "Registered"     		 2010-06-14  TETA 
    Elective  58581   National Certificate: Air Traffic Support  Level 5  New Level Assignment Pend.  Passed the End Date -
    Status was "Registered"     		 2010-06-14  TETA 
    Elective  63309   National Certificate: Defensive Mission Control  Level 5  New Level Assignment Pend.  Registered  2011-09-17  SAS SETA 
    Elective  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  New Level Assignment Pend.  Reregistered  2011-10-20  ETDP SETA 
    Elective  59201   National Certificate: Generic Management  Level 5  New Level Assignment Pend.  Registered  2010-11-28  As per Learning Programmes recorded against this Qual 
    Elective  59429   National Certificate: Inclusive Education  Level 5  New Level Assignment Pend.  Registered  2011-02-06  ETDP SETA 
    Elective  49743   National Certificate: Manufacturing Management  Level 5  New Level Assignment Pend.  Reregistered  2012-01-27  FOODBEV 
    Elective  58625   National Certificate: Occupational Safety  Level 5  New Level Assignment Pend.  Registered  2010-11-28  As per Learning Programmes recorded against this Qual 
    Elective  49852   National Diploma: Applied Military Intelligence  Level 5  New Level Assignment Pend.  Reregistered  2012-01-27  SAS SETA 
    Elective  57450   National Diploma: Automotive Diagnostics and Repair  Level 5  New Level Assignment Pend.  Passed the End Date -
    Status was "Registered"     		 2009-02-18  MERSETA until Last Date for Achievement 
    Elective  49853   National Diploma: Defensive Mission Control  Level 5  New Level Assignment Pend.  Passed the End Date -
    Status was "Registered"     		 2008-09-17  SAS SETA until Last Date for Achievement 
    Elective  64650   National Diploma: Early Childhood Development  Level 5  New Level Assignment Pend.  Reregistered  2012-02-24  As per Learning Programmes recorded against this Qual 
    Elective  50500   National Diploma: Electronic Warfare  Level 5  New Level Assignment Pend.  Reregistered  2012-07-07  SAS SETA 
    Elective  63589   National Diploma: Geographical Information Science  Level 5  New Level Assignment Pend.  Registered  2012-02-18   
    Elective  58784   National Diploma: Geospatial Image Analysis  Level 5  New Level Assignment Pend.  Passed the End Date -
    Status was "Registered"     		 2010-08-16  As per Learning Programmes recorded against this Qual 
    Elective  49023   National Diploma: Liaison Interpreting  Level 5  New Level Assignment Pend.  Reregistered  2011-01-22   
    Elective  49059   National Diploma: Master Craftsmanship (Electrical)  Level 5  New Level Assignment Pend.  Reregistered  2010-09-18  ESETA 
    Elective  73529   Advanced Certificate: Education: School Management and Leadership  Level 6  New Level Assignment Pend.  Reregistered  2011-01-22  As per Learning Programmes recorded against this Qual 
    Elective  61729   National Diploma: Policing  Level 6  New Level Assignment Pend.  Registered  2011-06-25  SAS SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. Abasunguli Training Specialists 
    2. Academy for Training and Skills Development (ATD) 
    3. Academy of Training and Skills Development 
    4. ACCELERATED CHRISTIAN EDUCATION MINISTRIES 
    5. Advantage Training Services cc 
    6. ADvTECH Resourcing Pty Ltd t/a Corporate College International 
    7. Africa Competency Development (Pty) Ltd 
    8. Amabhubesi Training 
    9. Amaqamu Project Management and Consulting 
    10. Amogelang Marketing and Training 
    11. ANGLOGOLD ASHANTI LTD - DIVISION WEST WITS 
    12. Applied Management Studies International 
    13. AQUARIUS SKILLS SOLUTIONS 
    14. Assessment and Entrepreneurship Centre 
    15. Assessment College 
    16. ATTE - The Training Edge 
    17. Aubrey Nyiko Business Enterprise cc 
    18. Audit Campus 
    19. Aurecon Training Academy 
    20. Avatar and Associates 
    21. B T Group of Companies (Pty) Ltd 
    22. Bantu Batho Management Services 
    23. Basicut IT Solutions 
    24. Batho Pele HR and Management Consultants cc 
    25. Batho Pele Human Capital (Pty) Ltd 
    26. BAVIKELI SECURITY ACADEMY 
    27. Be At Focus Consultancy 
    28. Behaviour Systems Development (Pty) Ltd 
    29. Berry Rose Project Consultants & Service Providers 
    30. BNZN Social Development and General Services 
    31. Boitlhaneo Consultancy 
    32. Bokamoso Business Consultants 
    33. Bondiswa Investments cc 
    34. BP Developments 
    35. BPC HR Solutions 
    36. BPC Training Consultants 
    37. Breakeven 59(PTY) Ltd 
    38. Business Management Training College of Southern Africa 
    39. Business Studies Unit (PTY)LTD 
    40. Cale Developments t/a Sowing Seed 
    41. Calvieno Skills Development and Training 
    42. CENTRAL METROPOLE PUBLIC FET COLLEGE - CAPE CAMPUS 
    43. Centre of Hope Clinic 
    44. Christine Shingles Assessment Services cc 
    45. CLASS Consulting 
    46. COETZER FIRE SERVICES CC 
    47. Colleen Osorio Skills Development Consultancy cc 
    48. Compass Academy of Learning 
    49. Competency International SA (Pty) Ltd- To Remove 
    50. Competitive Edge Training & Consulting 
    51. Contextual Assessment Institute 
    52. Contra-lit (Community Empowerment Trainers and Adult Literacy) 
    53. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    54. Core Training International 
    55. Corporate Assessment Solutions (Pty) Ltd 
    56. Crystal View Trading 
    57. CURMO Designs (Pty) Ltd Co 
    58. Custoda Trust 
    59. Cutting Edge Consultants cc 
    60. Dabulamanzi & Njabulo Ndaba Consulting cc 
    61. De Hart Training cc t/a Tswelopele Trading 
    62. DIONYSIUS & LABORIA CONSULTANTS 
    63. DITASA 
    64. Ditseko Training & development Services 
    65. DM Training Consultants 
    66. DNL Training PTY LTD 
    67. Donald Madini and Associates 
    68. Driving Instincts cc 
    69. Early Learning Resource Unit (ELRU) 
    70. EDL Foundation 
    71. EDTECH CONSULTING 
    72. EDU LEAD 
    73. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    74. Enigma Training And Services 
    75. Esteem Solutions CC 
    76. Faranang Business And Training Solutions PTY LTD 
    77. Femsa 
    78. FUKULA SKILLS 
    79. Full Circle Advisory Services (Pty) Ltd 
    80. Fullness of Time Trading Construction and Projects 
    81. Fundani Education and Development cc 
    82. Future Performance Training and Development 
    83. Futureteacher ( Pty ) Ltd 
    84. G & K Gray Training cc 
    85. GABANGABO TRAINING and DEVELOPMENT 
    86. Gabaphalane Business Projects 
    87. Go Factory Training Academy 
    88. Gotsec Skills Training 
    89. HARMONY GOLD MINING CO LTD (FREE STATE) 
    90. HDPSA 
    91. HEED CONSULTANTS 
    92. Hlekesikoleni Trading cc 
    93. HRD Performance Consultants 
    94. HRD Training and Consulting 
    95. HTS ETD Practitioners 
    96. Human Resources Generalist cc 
    97. I.E.B 
    98. Ifalezwe Learning Express 
    99. Igugu Training and Investments 
    100. Ikgodiseng Business Consulting 
    101. IMBIZA TRAINING AND QUALITY SOLUTIONS 
    102. Imithombo Institute 
    103. IN TUITION 
    104. Indlela (Department of Labour) 
    105. Infinite Education 
    106. Inhlansi Consultants cc 
    107. INKWEKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    108. Institute for Quality - Education, Training & Development 
    109. International Competencies Network (ICN) 
    110. INTSIKA TRAINING AND DEVELOPMENT 
    111. Isago Consulting Group 
    112. Isamon Integrated 
    113. Iscariota Trading Enterprise cc 
    114. ISI-STAR Se-Nkanyezi Human Development Projects 
    115. Isibani Community College 
    116. Isibani Soluntu Development Trust 
    117. Itireleng Bokamoso Training and Development 
    118. ITO Focus Buffalo City 
    119. ITO Focus Empangeni cc 
    120. ITO FOCUS INTERNATIONAL (PTY) LTD 
    121. ITO Focus Matlafatso 
    122. ITO Focus Serendipity FS 
    123. J2 Lab Assessor Training 
    124. Jabulane Training & Development 
    125. Jamec Development & Training 
    126. Jenk Business Enterprise cc 
    127. Jesua Consultants cc 
    128. Jothavir Eduskilling t/a Eduskills Rainbow 
    129. Kaleidoscope Human Resources (Pty) LTD 
    130. Katiso-kuno Consulting 
    131. KBB Training Academy 
    132. Keetileafrika Training Institute 
    133. Keith Thomas and Associates 
    134. Keitshere Construction 
    135. Keletso Academy Enterprises 
    136. Ken Mathews & Associates Training Counsultants cc. 
    137. KgangKgolo Consulting 
    138. Khanyisa Training and Development Consulting 
    139. KHETIWE MANAGEMENT TRAINING AND MOTIVATION CONSULTANCY CC 
    140. KHULISANE ACADEMY 
    141. Kingsbury International College SA 
    142. Kitso Bokamoso Training Solution 
    143. Klein Karoo Resource Centre 
    144. Kuyenanelwana HR Management 
    145. Leap Projects 
    146. LEARNCORP 
    147. Learnership Support Systems 
    148. Learning Performance Link 
    149. Letlhabile Institute Of Management and Training 
    150. Life Long ABET Consulting 
    151. Lona Ulwazi Consultants 
    152. Lotavha Training Centre 
    153. M Power Learning and Development 
    154. M3i Skills Development 
    155. Maccauvlei Learning Academy 
    156. Mahoxo Multi Trading 
    157. Makgatla Trading cc 
    158. Malemane People Development Services 
    159. MANCAS CONSULTANCY CC 
    160. Mandisa Development Services 
    161. Maputle Industrial Relations Consulting 
    162. Marematlou Trading cc 
    163. Marzies Executive Training and Placements 
    164. Matimba Management and Labour cc 
    165. Matthew Goniwe School of Leadership 
    166. Mawethu Training 
    167. Mbonyoloso Education Development Solutions 
    168. MD Goba & Associates 
    169. MENTORNET (PTY) LTD 
    170. Mind Magic Consulting 
    171. MITANOYA TRAINING CONSULTANTS 
    172. Mochochonono Training Solutions cc 
    173. Mondo Skills and services providers 
    174. Montshai Skills Development and Consultants 
    175. Mooketsi 3T's Development Projects 
    176. MOSAKONG MANAGEMENT CC 
    177. Mositabu Trading Enterprise 
    178. MOTLALEPULE DEVELOPMENT SERVICES CC (MDS) 
    179. MP van Rooy Training Consultant 
    180. Mpumalanga Skills Training College 
    181. Mthimkhulu Training and Development Institute 
    182. MTL Training and Projects 
    183. Multi Dimentional 
    184. Namaqualand Association for Preschool Education 
    185. Ndoma Mathodi Trading Enterprise 
    186. Ndzalama Competency Learning (NCL) 
    187. Ndzalama Training Mpumalanga t/a NdzalamaCompetency Learning Mpumalang 
    188. Networxs for Career Development t/a Career Development Networxs 
    189. New Age Strategies 
    190. Nnika Consultancy 
    191. North West University 
    192. Nozi Coaching and Assessment Services 
    193. Nthati Industrial Suppliers and Projects cc 
    194. Ntsangalala Business Enterprise 
    195. Nyelati Trading Enterprise 
    196. OBET PRO - Outcomes Based Education and Training Programmes 
    197. OD SDT CONSULTING 
    198. Open Learning Group 
    199. Ora Trading and Projects cc 
    200. Pachi Global Foundation 
    201. Pauline Matlhaela and Associates Skills Development Services 
    202. PC Educational Holdings 
    203. PCS Learning Solutions 
    204. Pedra Business Administrators cc 
    205. People Development Africa 
    206. People Management and Development Services (PMADS) 
    207. PHAKAMANI AGENCY CC 
    208. Phila Naturals Kzn Sa 
    209. Pikamo Training and Development 
    210. PINERIDGE TRAINING CENTRE CC t/a Kids Paradise Training Centre 
    211. Pitt Institute T/A Imithombo Institute 
    212. PRIMESERV CORPORATE SOLUTIONS (PTY) LTD 
    213. Pro-Active Assessment and RPL College (Pty) Ltd 
    214. Proffecto Consulting 
    215. Project Literacy 
    216. Proserv International 
    217. PROTEC 
    218. Punchline Education And Training 
    219. QES Mpelamehlo Training & Consulting 
    220. QPD CONSULTANTS 
    221. Regenesys Management (Pty) Ltd 
    222. Resonance Institute of Learning 
    223. RUDO CONSULTING cc 
    224. S2 Skills development consultancy 
    225. SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY 
    226. SANTS College 
    227. Sekusile Development Practitioners 
    228. Seladi and Associates 
    229. SEOPOSENGOE TRAINING CONSULTANCY 
    230. Short Course Academy (Pty) Ltd 
    231. Sifikile Education and Development Consultant 
    232. Sikhuthele Community Developers 
    233. Simakunye Investments t/a Impumelelo Training and Development 
    234. SIMS KHULA TRAINING & SKILLS DEVELOPMENT 
    235. Sinikiwe Isibusiso Training and Development 
    236. Sirius Training 
    237. Sithembekile Project Management 
    238. Siyathembana Trading 46 
    239. SKILL FACTOR CONSULTANTS 
    240. Skills Dynamics 
    241. Skills Dynamics Africa 
    242. SKILLSVERSITY TRAINING 
    243. SKU Training and Assessment 
    244. Snegugu Skills Development Consultants cc 
    245. Southern African Institute of Learning 
    246. Southern African Institute of Productivity & Business Excellence 
    247. SPES MACHINES (PTY) LTD (Legacy) 
    248. Sphola Consulting CC 
    249. SPS Consulting cc 
    250. STANDARD REFRIGERATION (Legacy) 
    251. Starplex 489 cc 
    252. STC Skills Consortium/NASCO 
    253. Success in Action cc 
    254. Swan Support Services cc 
    255. SWARANANG DEVELOPMENT AGENCY 
    256. T Mabuya & Associates CC 
    257. Team Consultants cc 
    258. TEBOGO M TRADING 
    259. Tembe Service Providers 
    260. The Grace Institute for Leadership Development 
    261. The Institute of People Development 
    262. The Learning and Assessment Centre cc 
    263. THE SKILLS FACTOR 
    264. The Skills Framework 
    265. Thinya Thanya Marketing 
    266. Thuto-Boswa Education and Training Solutions 
    267. Thuto-Ke Lefa Training cc 
    268. Tlakwano Training & Development Institute 
    269. TLHARIHANI TRAINING CENTRE 
    270. TLN HUMAN PERFORMANCE SYSTEMS (PTY) LTD 
    271. Tlotlangthuto Training and Consulting cc 
    272. Top Training Solutions 
    273. Training Assessment and Moderation Centre 
    274. TRAINING CHAIN CC 
    275. Tsela Training Consultants 
    276. Tselachueu Consulting Pty Ltd 
    277. TSHEPISO CONSULTANTS 
    278. TSHEPISO CONSULTANTS PRETORIA 
    279. Tshwane sign language centre and interpreting services 
    280. Tshwane South College for (ECD Academy) 
    281. TWR BUSINESS ENTERPRISES PTY LTD 
    282. Ukukhula Projects 
    283. Ulwazi Research and Training Centre 
    284. Ulwazi Training & Development 
    285. University of Johannesburg 
    286. VH Consulting 
    287. VUKA TRAINING & DEVELOPMENT 
    288. Vutivi Training and Skills Development 
    289. VUTLHARI BYA DZONGA CONSULTANTS 
    290. Walog Training Development 
    291. Wildfire Development Training Agency 
    292. Wildlife and Environment Society of South Africa 
    293. World Wide Education Providers(Pty)Ltd 
    294. Xcite Skills Development cc 
    295. Zabathwa Training & development services 
    296. Zethembe Training Consultants 
    297. Zisukumele Business Enterprise 


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