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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
| National Certificate: Pipeline Operations |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 49216 | National Certificate: Pipeline Operations | |||
| ORIGINATOR | ||||
| SGB Rail and Pipeline Operations | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| TETA - Transport Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 11 - Services | Transport, Operations and Logistics | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 142 | Level 3 | NQF Level 03 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2024-06-30 | 2027-06-30 | |||
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| The purpose of this National Certificate in Pipeline Operations (NQF Level 3) qualification is to instil and maintain service excellence with the focus on safe and efficient working in the field of pipeline transport services.
A learner certified as competent in this qualification will be able to operate, monitor and control pipeline operations for the bulk transport of liquids (typically petroleum products) in, through and out of a pipeline depot safely in accordance with company-specific policies, procedures and instructions. This includes activities such as: The understanding of the relevant technology is required to empower the learner to make decisions and take responsibility for work in the execution of for example the storing, handling, controlling, monitoring of liquids (typically petroleum products). The understanding of the context in which the particular tasks will be performed will also enable the learner to conform to safety, health, environmental and quality criteria in the execution of the particular job. It forms the basis for more advanced learning and could contribute to the full development of the learner, providing recognition within the pipeline operations environment and broader transport sector. The qualification serves as an entry level qualification in the specialised area of pipeline transport against the backdrop of the transport industry as a whole. The qualification will form part of the learning pathway for persons in the pipeline transport industry. The skills, knowledge and values demonstrated within this qualification are essential to facilitate access to, mobility and progression within the industry in order to achieve the increased employability and productivity, as well as potential and economic transformation and economic growth in the pipeline industry. Rationale This qualification reflects the need in the pipeline operations industry for personnel with knowledge, skills and understanding to operate, monitor and control pipeline operations for the bulk transport of liquids (typically petroleum products) in, through and out a pipeline depot. This qualification reflects the workplace-based needs of pipeline operators working in the pipeline operations industry that is expressed by employers and employees, both now and in the future. The qualification will provide a means to set standards in the Pipeline Operations industry and would serve to foster professionalism in the Southern African Transport industry to provide a mechanism for regulating the services provided from a quality and professional point of view. The qualification is the first of three levels in the pipeline operations industry. It can be developed further and will allow learners to progress to other qualifications within the pipeline operations - and transport industry. The qualification forms the basis for further learning towards the Further Education and Training Certificate: Pipeline Operations. The qualification focuses on the skills, knowledge, values and attitudes required to ensure further progression. The objective is to - It will provide the broad knowledge, skills and values needed in the Pipeline industry and will facilitate access to, and mobility and progression within education and training and to progress along a learning path for learners who: The Transport sector and people operating within the pipeline operations industry will benefit from this qualification and its competence standards, which are instrumental to the development and recognition of the foundational, practical and reflective competence (applied competence) needed to render effective and efficient pipeline transport services. These services are essential in and to the following domains: Central to the qualification is the development of a culture of a safe and efficient pipeline transport service to meet the needs of clients and consumers. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The following is the learning assumed to be in place for the National Certificate in Pipeline Operations (NQF Level 3):
Learners accessing this National Certificate in Pipeline Operations (NQF Level 3) will have demonstrated competence against the fundamental component of learning for: Recognition of prior learning (RPL): The structure of this Unit Standard-based Qualification makes the recognition of prior learning (RPL) possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Pipeline Operations Qualification. Learners who already work in the Pipeline Operations industry and who believe that they possess the competencies to enable them to meet all of the outcomes listed in the unit standards will be able to present themselves for assessment against the unit standards of their choice. Once found competent, these learners will be certified as competent and credited accordingly. Recognition of Prior Learning can also be conducted for these learners at qualification level, by means of an Integrated Assessment (see Exit Level Outcomes and associated Assessment Criteria). The following tools may be used to supplement the above minimum assessment methods: Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio could include inter alia: 1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers, supervisor) confirming competence of the learner. 2. Relevant certificates or awards. 3. Previous assessment records. 4. Journals/logbook. RPL will allow for accelerated access to further learning and gaining of credits towards the qualification. All RPL is subject to quality assurance by the TETA ETQA and is conducted by a registered assessor. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| In order for a learner to be credited with this qualification, he/she must achieve:
|
| EXIT LEVEL OUTCOMES |
| 1. Prepare for the movement of product in, through and out of pipeline depots via pipeline routes.
2. Perform a product movement start up at a pipeline depot. 3. Perform product volume control by accurate metering. 4. Launch and receive pigs and spheres using launchers and receivers. 5. Determine the volume of product in a tank. 6. Perform product quality tests. 7. Plan and handle transmixture and/or intermixtures at a pipeline depot. 8. Implement risk control at a pipeline depot. 9. Perform minor maintenance on pipeline operations equipment. 10. Demonstrate an understanding of the pipeline industry and equipment. 11. Perform the shutdown of product movement at a pipeline depot. Critical cross-field outcomes The critical cross-field outcomes are integrated with the unit standards and assessment criteria of each unit standard were drafted to include assessment of the degree to which critical cross-field competence has been attained. Learner competence can be assessed against a single unit standard or, in cases where learners are enrolled on a skills programme, competence may be assessed against the relevant cluster of standards on which the skills programme is based. The following examples illustrate some of the ways in which this unit standard supports critical cross-field outcomes: Critical Cross-Field Outcomes supported by the unit standards Unit Standard Title Pipeline Operations unit standards: Demonstrate an understanding of the pipeline industry and equipment: Implement risk control: Plan and handle transmixture and/or intermixtures: Perform minor maintenance on pipeline operations equipment: Launch and receive pigs and spheres: Perform product quality tests: Perform product metering: Perform the shutdown of product movement at a pipeline depot: Determine the volume of product in a tank: Perform a product movement start up at a pipeline depot: Prepare for the movement of product in, through and out of pipeline depots via pipeline routes: |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Integrated assessment: Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification. Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated. Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic Pipeline Operations contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment. The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, foundational and reflective competencies (applied competence). Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. Formative Assessment This kind of assessment will typically take place during training and merely serves to guide the learner towards full competence. Assessment can be done in any agreed upon method of assessment of the knowledge required to perform the various competencies. To be allowed access to the final qualifying assessment a learner must show that she/he has reached a level of overall integrated competence. Summative Assessment For the learner to be certified competent against the qualification, s/he must prove overall integration of the competencies expressed in the unit standards. The elements of importance here are overall abilities, problem solving capability and safe working. In addition assessors should be satisfied that the learner has achieved that level of competence to be able to take charge of any aspect of pipeline operations. The learner's ability to demonstrate competence against a particular unit standard, under real-life working conditions and in the presence of an assessor, will be assessed. The summative assessment can also be used as a diagnostic assessment tool aimed at identifying the learner's skills gaps. Workplace Assessment Workplaces are used for assessment purposes provided that the appropriate facilities, tools, equipment, and support systems are available and accessible to both the assessor and the learner. The pipeline operations industry agreed on the following requirements for workplace assessment: |
| INTERNATIONAL COMPARABILITY |
| The qualification and the content of the standards themselves were the focus of international and national benchmarking, which occurred continually throughout the project, through an open communication process, consultation as well as requested comments.
The following websites had been explored: 1. http://apprenticeship.det.nsw.edu..au 2. http://www.ntis.gov.au 3. http://www.anta.gov.au 4. http://www.alis.gov.ab.ca 5. http://www.open.ac.uk 6. http://www.transportation.org.uk 7. http://www.sqa.org.uk 8. http://www.nzqa.govt.nz 9. http://www.openequals.org.uk 10. http://www.city-and-guilds.co.uk 11. http://www.api-ep.api.org 12. http://www.enbridgetechnology.com 13. http://www.saqa.org.za 14. http://www.apia.net.a 15. http://www.api-ep.api.org Qualifications, unit standards and institutional bodies had been used for benchmarking thus far: New zealand qualifications and unit standards: Employees in New Zealand fulfil a multi functional role - they are responsible for the operating as well as the maintenance aspects (mechanical, electrical) of the pipeline environments. In South Africa however, these functions are divided in two main streams: employees are performing either the operations function or the maintenance function. The maintenance function in South Africa is sub divided in various sub fields: Mechanical, Electrical, Metering and Instrumentation and Information Technology. Employees in the pipeline industry specialises in the various sub fields. The main function of the Mechanical Technicians is the repair of valves, pumps, mechanical parts of motors, fans, etc. The Electrical Technicians perform maintenance on valve actuators, transformers, overhead circuit breakers, corrosion control, etc. The Metering and Instrumentation Technicians are mainly responsible for the calibration of metering equipment, analogue displays and relevant equipment. Information Technologists are mainly responsible for the maintenance of all the computer systems. The operations function is focussed on the operation of the pipeline; the main responsibility is the transportation of bulk petroleum products from one point to another. There are three different gradings in the operations environment in the South African context - each responsible for different aspects of the pipeline operations. The pipeline controllers are employed at pipeline depots (intake- , delivery- and pump stations) and are mainly responsible for the operations of pipeline equipment, monitoring pressures and flows, equipment limitations, volume and quality control and limited minor maintenance at a specific pipeline depot. The co-ordinator officers are mainly responsible for the monitoring and operating of the pipeline network (consisting of a number of depots) via remote control or by means of a verbal communication network linked to the depots. The pipeline planners are mainly responsible for the scheduling of the transport of pipeline products and constant updating of the schedule. Other utility groups such as the supply of electricity and telecommunications also support the South African Pipeline Transport industry. In New Zealand pigs are mainly used for cleaning of the pipeline and for product batch protection. In South Africa pigs are used for cleaning or batching, however spheres are mainly used for batching of product in the pipeline. According to the available information it seems that pigs in New Zealand are physically tracked, whereas in South Africa this is not the case. It appears that the average operating pressures in South Africa are higher than those in New Zealand. The New Zealand unit standards were generated around refinery processes. In the Southern African context provision is made for the generation of unit standards and qualifications for the chemical industries however unit standards and qualifications for the pipeline industry need to based on the transportation of petrochemical products. Due to the difference of the product types passed through the pipeline the product quality testing differs vastly as South Africa is still in the process of phasing out leaded petrol and New Zealand does not have synthetic fuels. Product type and company codes used are unique to the South African context. In both countries statutory regulations impact on the safe operation of the pipelines although different regulations apply e.g. Environmental, Occupational Health and Safety and National Key Point Acts. Australia qualifications and unit standards: Similarities could be traced between the operations of the pipeline in South Africa versus Australia. More unit standards for the Australian context exist. Competencies needed to operate the pipeline in Australia are expressed in various unit standards. The existing Australian unit standards express the competencies required in the pipeline operations environment in little chunks. No credits were indicated in these unit standards and the levels differ vastly from that in the South African context. Similar competencies are required for the South African context but were captured in less unit standards due to the SAQA requirements in terms of the number of outcomes required per unit standard as well as the credit allocation. As with the findings in New Zealand the following also apply in the South African context: According to the available information it seems that the Australian unit standards and qualifications are more focused on the operation of gas pipelines. The Australian Qualification Framework makes provision for different qualifications with regard to the gas industry, for example: These qualifications are gas specific, excluding liquid fuels. In the South African context various qualifications on different levels of the National Qualifications Framework were identified to make provision for the competency requirements of the pipeline industry. Canadian qualifications and unit standards: From the information available in the document it is assumed that Alberta are mainly involved in the oil and gas extraction and storage which is distributed to refineries by means of the pipeline. Employees can advance to different occupations in the industry e.g. Utility Workers, Gaugers, Tank Farm Operators and these employees are skilled according to the specific occupational requirements of the various companies in the industry. These employees enter into employment with a specific high school education as well as a driver's license. They are subjected to in-house training for progression to higher gradings. Some of the competencies of the Tank Farm Operators and Gaugers relate to that of the South African Controller, for example both are responsible for the following: The operators in Alberta are multi-skilled and are responsible for the maintenance aspects of the pipeline equipment, which is not the case in the South Africa. No specific qualifications or unit standards could be accessed. Enbridge technology Enbridge Technology is a training and technology provider, providing custom- designed training and consulting services for clients in the oil and gas industry worldwide. A list of the possible pipeline operations training modules could be accessed, covering both the operations and maintenance aspects, but the contents of these modules could not be accessed (available on a for sale basis only). The modules contain information on how to complete the covered tasks. The courses are designed in accordance with API-approved principles, and the API naming conventions. From the list it seems that the modules cover similar pipeline operations competencies with regard to this specific qualification. The list includes, for example: From the available document, it is clear that a qualification for pipeline operators exists (Pipeline Operator Qualification), however there is no indication whether or not unit standards, levels or credits apply. It seems that the training became into being due to the regulatory requirements for pipeline operations. United kingdom qualifications and unit standards: With regard to the initial research done on this web site it seems that current occupational infrastructures are diverse and fragmented and include an extensive number of jobs roles where competence based standards for pipelines (oil and gas) and gas networks exist, except for the level 4. National Certificates as well as Higher National Certificates exist. These qualifications cover various occupational areas such as the Installation and Construction, Maintenance, Design and Project Management of pipelines (oil and gas) and gas networks. These areas of specialising also exist in South Africa but are not related to this specific qualification. These pipelines and networks transport highly volatile natural gas and oil in a range of pipe sizes and pressures thus similar to the South African context. These pipelines appear to be dedicated product-specific and no reference is made to multi-product pipelines, as is the case in South Africa. A high standard of safety and competence is required in terms of the operation of their pipelines, also similar to the South African context. The site was accessed. Reference was made to oil and gas extraction, petroleum and chemical industries but no documents were available. American qualifications The web site was accessed and various training programmes exist, for example: These courses are in existence but could not be accessed on the web in order to determine more detail. The web site is set up as an advert to training rather than access to available competencies. However the South African petroleum industry has adopted the American Petroleum Institute (API) standards as well as American Standards of Temperature Measurement (ASTM) and these standards are internationally accepted. Belgium qualifications The Transport SETA (TETA) undertook a visit to Belgium for benchmarking purposes and was requested to investigate the possibility of the existence of unit standards and or qualifications pertaining to pipeline operations. The report back was that no unit standards for pipeline operations were found. National benchmarking South african qualifications and unit standards Petrochemical qualifications and unit standards Qualifications and unit standards related to the petrochemical industry were explored. Various qualifications and related unit standards on different levels of the NQF exist. These qualifications refer to chemical processes and thus process workers rather than the pipeline transportation. A number of the outcomes stated in these unit standards could have been utilised but the range statements limit the equipment used in the industry and could therefore not be utilised. Water sector qualifications and unit standards Qualifications and unit standards related to the water industry were explored and it was found that these unit standards were written for the water industry specifically. Similarities in terms of the maintenance aspects could be related to which has no impact on this specific qualification. The water industry pipelines are not being operated and therefore the need for operators in this industry does not exist. The commodity (water) transported is a non-hazardous liquid as opposed to the petroleum liquids. The water pipeline is operated at very low pressures whereas the petroleum pipeline working pressure is in the access of 8000 kPa. For the reasons above these qualifications and unit standards are not suitable. Gas network operations The Energy SETA funded a project with regards to the generation of unit standards for the operations of gas networks. Some of these workshops were attended but the unit standards generated were gas specific and not appropriate to this qualification. These unit standards make provision for a wide range of competencies, varying from filling and distributing gas cylinders to distribution via gas pipelines. The gas is distributed using compressed air with low pressure whereas the liquid pipeline makes use of centrifugal pumps with high-pressures. There is a similarity between the Metering Systems used; however gas is measured in kilojoules and liquid is measured in litres. In conclusion, should more information pertaining to benchmarking be required, an in depth benchmarking programme will have to be embarked on which would include visits to actual sites as the information from the web has been exhausted. |
| ARTICULATION OPTIONS |
| The qualification lends itself to both horizontal and vertical articulation possibilities, which allow mobility and progression for the learner.
Horizontal articulation possibilities lie with other qualifications at the same level in the learning area of transport, freight handling, logistics and pipeline operations. Vertical articulation possibilities can be achieved by continuing up the learning pathway in pipeline operations, freight handling, logistics and / or transport management. |
| MODERATION OPTIONS |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
Methods of assessment The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the assessment criteria: 1. Written tests. 2. Practical tests. 3. Oral assessment methods. 4. In-situ (on-the-job) observations. 5. Simulation. 6. Structured classroom discussions and oral tests. These methods will be carefully selected based on the purpose of the assessment. For example, the written method will be used to assess knowledge or on-job demonstration for practical competence. The assessment must integrate a number of different methods (no less than two of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes. |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 110080 | Demonstrate an understanding of occupational health, safety and personal hygiene within the transport industry | Level 2 | NQF Level 02 | 4 |
| Core | 117765 | Demonstrate an understanding of the pipeline industry and equipment | Level 3 | NQF Level 03 | 17 |
| Core | 117704 | Determine the volume of product in a tank | Level 3 | NQF Level 03 | 3 |
| Core | 117780 | Implement risk control | Level 3 | NQF Level 03 | 6 |
| Core | 117776 | Launch and receive pigs and spheres | Level 3 | NQF Level 03 | 5 |
| Core | 117703 | Perform a product movement start-up at a pipeline depot | Level 3 | NQF Level 03 | 14 |
| Core | 117783 | Perform minor maintenance on pipeline operations equipment | Level 3 | NQF Level 03 | 3 |
| Core | 117771 | Perform product metering | Level 3 | NQF Level 03 | 6 |
| Core | 117774 | Perform product quality tests | Level 3 | NQF Level 03 | 5 |
| Core | 117779 | Perform the shut-down of product movement at a pipeline depot | Level 3 | NQF Level 03 | 4 |
| Core | 117777 | Plan, handle and monitor transmixture and/or intermixtures | Level 3 | NQF Level 03 | 5 |
| Core | 117702 | Prepare for the movement of product in, through and out of pipeline depots via pipeline routes | Level 3 | NQF Level 03 | 15 |
| Fundamental | 8494 | Demonstrate an understanding of HIV/AIDS and its implications | Level 2 | NQF Level 02 | 4 |
| Fundamental | 7548 | Use personal computer operating system | Level 2 | NQF Level 02 | 3 |
| Fundamental | 8968 | Accommodate audience and context needs in oral communication | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9010 | Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations | Level 3 | NQF Level 03 | 2 |
| Fundamental | 9013 | Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 3 | NQF Level 03 | 4 |
| Fundamental | 8972 | Interpret a variety of literary texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 8969 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9012 | Investigate life and work related problems using data and probabilities | Level 3 | NQF Level 03 | 5 |
| Fundamental | 7456 | Use mathematics to investigate and monitor the financial aspects of personal, business and national issues | Level 3 | NQF Level 03 | 5 |
| Fundamental | 8970 | Write texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
| Elective | 11406 | Apply a knowledge of Basic Geographic Principles | Level 2 | NQF Level 02 | 7 |
| Elective | 7573 | Demonstrate ability to use the World Wide Web | Level 2 | NQF Level 02 | 3 |
| Elective | 7572 | Demonstrate knowledge of and produce computer spreadsheets using basic functions | Level 2 | NQF Level 02 | 3 |
| Elective | 7568 | Demonstrate knowledge of and produce word processing documents using basic functions | Level 2 | NQF Level 02 | 3 |
| Elective | 7571 | Demonstrate the ability to use electronic mail software to send and receive messages | Level 2 | NQF Level 02 | 3 |
| Elective | 12484 | Perform basic fire fighting | Level 2 | NQF Level 02 | 4 |
| Elective | 12483 | Perform basic first aid | Level 2 | NQF Level 02 | 4 |
| Elective | 8000 | Apply basic business principles | Level 3 | NQF Level 03 | 9 |
| Elective | 7570 | Produce word processing documents for business | Level 3 | NQF Level 03 | 5 |
| Elective | 8035 | Processing and controlling documentation | Level 4 | NQF Level 04 | 4 |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
| 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. |