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

Further Education and Training Certificate: Trade Union Practice 
SAQA QUAL ID QUALIFICATION TITLE
58337  Further Education and Training Certificate: Trade Union Practice 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  150  Level 4  NQF Level 04  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 
Purpose:

The FETC: Trade Union Practice Qualification has been designed to meet the education and training needs of both members, particularly site stewards, as well as employees in the trade union movement, and those aspiring to become involved in trade union activities. This qualification is particularly useful for employees in the trade union movement who specialise in the following activities:
  • Communication and media liaison
  • Administration
  • Leadership, management and supervision
  • Education and gender liaison

    This Qualification will expand the skills and knowledge base of the learner and focus on competencies relating to the history and structure of the trade union movement, clarification of roles and responsibilities within the movement and the rights of workers within the legal framework of the country. The FETC: Trade Union Practice Qualification will also impact positively on social transformation and the promotion of human rights and gender equality.

    Through the Elective component of the Qualification, learners will be able to specialise in specific areas related to their work or interest in the trade union sector. The Qualification provides a platform to build the foundation of learning in trade union practice as well as provide access to other related Qualifications. It will also enable learners to receive formal recognition of learning through a registered Qualification.

    The Qualification aims to equip learners to:
  • Organise strategies to advance trade unionism.
  • Understand and advance the rights of workers.
  • Understand the relationship between the economy and political power and the formation of social classes.
  • Understand the history and impact of the trade union movement in South Africa.

    Rationale:

    The FETC: Trade Union Practice lays the foundation to formalise current trade union learning and practice. It will provide learners with the necessary knowledge, skills, values and ethos of the trade union movement and help to both build a coherent learning pathway within the trade union sector and ensure articulation with other related disciplines. More specifically, the Qualification formalises the recognition of competencies and will contribute towards developing expertise in both theory and practice in the trade union environment, particularly empowering the shop steward, who carries significant responsibilities at this level in the sector.

    This Qualification will contribute to education and training in the trade union movement through challenging current industrial relations training by promoting a trade union perspective in line with world-wide trends and standards. It will also enable learners to promote and protect the rights of workers, and advance economic and social justice. Ultimately, the FETC: Trade Union Practice is aimed at increasing levels of efficiency, effectiveness, coordination and professionalism within the trade union movement.

    The FETC: Trade Union Practice Qualification will ensure that the learners acquire the applied competencies and skills contained in the Exit Level Outcomes and will form the basis for further learning both within the sector - which is one of the largest sectors in the country - and outside of it. This Qualification will assist the trade union movement - whose role in economy of South Africa is critical - to make a more meaningful contribution in terms of redress, transformation, promotion of the culture of learning and emphasising the holistic development of learners. In essence, it will strengthen the trade union movement. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this Qualification will have demonstrated competence in Communication and Mathematical Literacy at NQF Level 3 or equivalent.

    Recognition of Prior Learning:

    The structure of this Qualification makes the Recognition of Prior Learning possible through the assessment of individual Unit Standards. This Qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. As part of the provision of recognition of prior leaning, providers are required to develop structured means for the assessment of individual candidates against the Exit Level Outcomes of the Qualification on a case by case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors.

    The same principles that apply to assessment of this Qualification also apply to recognition of prior learning.

    The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the recognition of prior learning option towards gaining this Qualification.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

    This Recognition of Prior Learning may allow:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards the Exit Level Outcomes.
  • Obtaining of this Qualification in part or in whole.

    Access to the Qualification:

    There is open access bearing in mind the 'Learning assumed to be in place'. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 150 credits as detailed below.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:
  • The Core Component consists of Unit Standards to the value of 71 credits all of which are compulsory.

    Elective Component:

    The Elective Component consists of Unit Standards in a number of specializations each with its own set of Unit Standards. Learners are to choose a specialization area and Elective Unit Standards at least to the value of 23 credits. However, Learners wishing to develop a general competency could choose a combination of unit standards from any of the specializations below.

  • Communication and media liaison (total 33 credits):
    > ID 13943: Analyse new developments reported in the media that could impact on a business sector or industry, NQF Level 4, 10 credits.
    > ID 115414: Perform support functions for media liaison, publicity campaigns and corporate social investment programs, NQF Level 4, 9 credits.
    > ID 116481: Identify between morally acceptable and unacceptable behavior, NQF Level 3, 6 credits.
    > ID 120390: Develop and apply a service culture to a leadership role, NQF Level 4, 8 credits.

  • Administration (total: 39 credits):
    > ID 117156: Interpret basic financial statements, NQF Level 4, 4 credits.
    > ID 116481: Identify between morally acceptable and unacceptable behavior, NQF Level 3, 6 credits.
    > ID 110000: Generate information and reports for internal and external use, NQF Level 4, 10 credits.
    > ID 115823: Gather and manage information for decision-making, NQF Level 5, 5 credits.
    > ID 117927: Use a Graphical User Interface (GUI)-based database application to solve a given problem, NQF Level 4, 6 credits.
    > ID 120390: Develop and apply a service culture to a leadership role, NQF Level 4, 8 credits.

  • Leadership, management and supervision (total: 76 credits):
    > ID 120300: Analyse leadership and related theories in a work context, NQF Level 5, 8 credits.
    > ID 120385: Apply a range of project management tools and techniques, NQF Level 4, 7 credits.
    > ID 119939: Conduct negotiations in labour mediation, NQF Level 5, 6 credits.
    > ID 120366: Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place, NQF Level 4, 9 credits.
    > ID 120384: Develop a simple schedule to facilitate effective project execution, NQF Level 4, 8 credits.
    > ID 116481: Identify between morally acceptable and unacceptable behaviour, NQF Level 3, 6 credits.
    > ID 120389: Explain and apply the concept, principles and theories of motivation in a leadership context, NQF Level 4, 6 credits.
    > ID 120390: Develop and apply a service culture to a leadership role, NQF Level 4, 8 credits.
    > ID 14667: Describe and apply the management functions of an organization, NQF Level 4, 10 credits.
    > ID 120391: Apply leadership skills to relationship management, NQF Level 4, 8 credits.

  • Education and gender liaison (total: 68 credits):
    > ID 123394: Develop outcomes-based learning programms, NQF Level 5, 10 credits.
    > ID 110052: Understand and apply theories and principles of transformative development practice, NQF Level 4, 12 credits.
    > ID 110054: Select and use learning support materials in development practice, NQF Level 4, 8 credits.
    > ID 116481: Identify between morally acceptable and unacceptable behaviour, NQF Level 3, 6 credits.
    > ID 110055: Facilitate learning in development practice, NQF Level 4, 14 credits.
    > ID 120390: Develop and apply a service culture to a leadership role, NQF Level 4, 8 credits.
    > ID 117870: Conduct targeted training and development using given methodologies, NQF Level 4, 10 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    On achieving this Qualification, the learner will be able to:

    1. Gather and use information relating to trade unions.

    2. Implement strategies to organise workers.

    3. Promote the rights of workers.

    4. Understand the relationship between the economy, power and the formation of social classes.

    5. Understand the history and impact of the trade union movement in South Africa. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Sustained oral communication is engaged in and spoken texts can be evaluated and responded to in a trade union context.
  • Written reports are produced over a wide range of contexts.
  • A variety of texts are read, analysed and responded to according to organisational requirements.
  • Mathematics is used correctly in business calculations within a trade union environment.
  • Mathematical computations are correctly used in personal everyday situations mentally and/or using a calculator.

    2.
  • A conceptual understanding of trade unions in South Africa is understood in terms of respective philosophy, ideological orientation and function.
  • Recruitment is conducted using relevant trade union movement strategies.
  • Mobilisation strategies are identified and applied appropriately to ensure that workers are fully aware of developments in the sector.
  • Relevant administrative skills and resources are managed in the recruitment and mobilisation of workers.

    3.
  • Knowledge regarding current labour legislation is understood and applied to specific contexts.
    > Range: Legislation pertaining to labour includes but is not limited to the Labour Relations Act, Basic Conditions of Employment Act, Occupation Health and Safety Act.
  • The Bill of Rights is explained in terms of how it impacts on workers.
  • Workers are advised and represented in disputes in the workplace.
  • Procedures are followed in dispute resolution in order to protect the interests of workers.

    4.
  • The concepts of politics and economy are explained within the trade union context.
  • The relationship between politics and economy is explained using examples.
  • Social divisions are described in terms of their origins and impact on society.
  • The impact of power relations on society is explained in terms of the relationship between the state and the labour movement.

    5.
  • The history of the trade movement is described to illustrate its genesis, necessity and function in societies.
  • Defining moments in the trade union history are identified and their impact described to show their role in the struggle for liberation.
  • The relationship between the South African trade union movement and international trade unions is explored to show similarities and differences.
  • The historical, cultural and traditional relationships within South African trade unions is analysed using examples.

    Integrate Assessment:

    The importance of integrated assessment is to confirm that the learner is able to demonstrate applied competence (practical, foundational and reflexive) and ensure that the purpose of this Qualification is achieved. Both formative and summative assessment methods and strategies are used to ensure that Exit Level outcomes and the purpose of this Qualification are achieved.

    Formative assessment is an on-going process which is used to assess the efficacy of the teaching and learning process. It is used to plan appropriate learning experiences to meet the learner's needs. Feedback from assessment informs both teaching and learning. If the learner has met the assessment criteria then s/he has achieved the Exit Level Outcomes of the Qualification.

    Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the Qualification. Such judgement must include integrated assessment(s) which test the learners' ability to integrate the larger body of knowledge, skills and attitudes, which are represented by the Exit Level outcomes.

    Integrated assessment must be designed to achieve the following:
  • An integration of the achievement of the Exit Level Outcomes in a way that reflects a comprehensive approach to learning and shows that the purpose of the Qualification has been achieved.
  • Judgement of learner performance to provide evidence ao applied competence or capability. 
    		•

    INTERNATIONAL COMPARABILITY 
    When selecting the counties in this International Comparability Study, it is noted that they were chosen, firstly, because they are all members of the International Labour Organisation (ILO) and they offer training and development which is of the highest standard. Secondly, they were selected because the programmes on offer meet international requirements for the training of trade union members and officials. Nigeria was specifically selected so comparison could be made to an African country as well as a developing nation.

    Training Qualifications and Courses referred to were:

    Europe:

    International Training Centre (Spain, France, Italy and Portugal):

    Course Title: Workers Activities.
  • International Labour Standards.
  • Employment Policies.
  • Social Protection.
  • Gender and Women Workers' Rights.
  • Training Methodology.
  • Information Technology.
  • Sectoral Programmes for Global Union Federations.

    Course Title: Trade Union Training on Collective Bargaining.
  • Definition of National and Regional Contexts.
  • International Labour Standards and the ILO.
  • Collective Bargaining and the Role of Trade Unions.
  • Collective Bargaining Levels; Enterprise/sector/regional/national.
  • Information Needs.
  • Collective Bargaining Techniques.
  • Collective Agreements in Industrialised Countries.
  • Project Work and Action Plan.

    These European courses have a similar focus to the NQF level 4 South African Qualification. In particular, the content focus includes employment policies and international labour standards. However, it is aimed at a higher level than NQF Level 4. The project management module is also aimed at a higher level. The European course also includes an emphasis on information technology.

    United States of America:

    National Labour College:

    Course Title: Organising in the Construction Industry 1:
  • Working With Unrepresented Workers.
  • Top-down and Bottom-up Tactics.
  • Organising and the Law in Construction.
  • Identifying Leaders and Building Both Employer-based and Industry-wide Worker Committees.
  • One-on-one Skills.
  • Communications Strategies, Framing Issues and Motivating Workers.
  • Introduction to Strategic Campaigns.

    Course Title: Strategic Planning for Construction Organising 2:
  • Maximise the Effectiveness of Organising Abilities.
  • Promote Efficient Use of Union Resources.
  • Develop and apply a Comprehensive Strategy.
  • Review Basic Concepts Of Planning and Strategic Targeting.
  • Conduct a Power Analysis.
  • Strategic Research for Construction Organising.

    Course Title: Leaders and Landmark Events of 20th Century Labour History:
  • Lives and Influence of Key Labour Leaders.
  • Landmark Events and Locations.
  • Labour History.

    The course content relating to 'Organising in the Construction Industry 1' has additional content when compared to the Level 4 FETC: Trade Union Practice Qualification. For instance, it includes 'Introduction to Strategic Campaigns'. In particular, the focus relates more to the construction industry whereas the level 4 Qualification is much broader and can be applied to all trade union activities.

    The course content relating to 'Organising in the Construction Industry 2' compares well with the Level 4 Qualification, although the pitch in some areas is at a higher level than NQF level 4. It also includes additional modules such as 'Conduct a Power Analysis' and 'Strategic Research' which is not included at level 4. This course also focuses specifically on the construction industry and not the trade union movement in general.

    The course content relating to 'Leaders and Landmark Events of 20th Century Labour History' compares well also with the competencies of the level 4 Qualification, although it is more comprehensive in detail.

    United Kingdom:

    National Union for Journalists:

    Course Title: Trade Union Training:
  • Legislative Changes.
  • New Employment Rights.
  • Skills to Represent Workers.
  • Negotiate with Employers.
  • Protect Workers Rights.
  • Being a Well Informed Union Representative.

    The above course compares well with the South African Level 4 Qualification as all the modules are covered in our Qualification. However, the Level 4 Qualification covers a wider range of subjects and is broader than the specific focus on the Journalism industry.

    Switzerland:

    Tonga.Online:

    Course Title: Trade Union Training:
  • Definition of Local and Regional Contexts.
  • Basic Computer Training.
  • International Labour Standards and the ILO.
  • Main Features of Information Technology.
  • Evolutions of Labour Patterns.
  • Strategic Planning.
  • Project Work and Development of an Action Plan Within the Trade Union.

    The Tongo Online course is different in that it is an e-learning course and not practical in any way. It has a large focus on information technology and International Standards.

    Nigeria:

    National Union of Textile, Garment and Tailoring Workers of Nigeria:

    Course Title: Trade Union Handbook for Shop Stewards & Branch Executive Officers:
  • The Textile Industry.
  • Understanding Trade Unionism.
  • Structure and Organisation of NUTGTWU.
  • Understanding the Collective (Substantive) Agreements.
  • Understanding Procedural Agreement.
  • Understanding the Collective Bargaining Process.
  • Identifying/Tackling Health and Safety Hazards in the Mill.
  • Understanding Grievance Handling Procedure.
  • Workers Attitude and productivity Improvement in the Mill.
  • The Role of Communication in Labour/Management Relations.
  • How to make a Case as Shop Stewards and Union Representatives.

    The Nigerian course is very focused on one trade union only and is not a general programme of the trade union movement. The content compares well except that more focus is spent on collective bargaining, which is pitched more at level 5 in South Africa.

    In conclusion, all the above mentioned courses/programmes compare extremely well to the FETC: Trade Union Practice Qualification, Level 4 as they all form part of the international standards. However, the most notable attribute in the design of this Level 4 Qualification is that it embraces and focuses on the generic competencies for the trade union movement in South Africa as a whole whereas the above programmes are tailored more for specific trade unions. The actual subject matter and modules contained in each course are also similar in nature to the South African Qualification with minor exceptions. 
    		•

    ARTICULATION OPTIONS 
    Horizontal articulation can be found in the following Qualifications:
  • ID 50063: Further Education Training Certificate: Occupational Hygiene and Safety, at NQF Level 4.
  • ID 49836: Further Education Training Certificate: Gender Practice, at NQF Level 4.
  • ID 49691: Further Education Training Certificate: Human Resources Management and Practices Support, at NQF Level 4.
  • ID 23094: Further Education Training Certificate: Development Practice, at NQF Level 4.

    Vertical articulation can be found in the following Qualifications:
  • ID 23095: Higher Education and Training Certificate: Development Practice, at NQF Level 5.
  • ID 49710: National Diploma: Development Practice, at NQF Level 5.
  • ID 48641: National Certificate: Labour Relations Practice, at NQF Level 5.
  • ID 49784: National Diploma: Labour Relations Practice: Dispute Resolution, at NQF Level 5.
  • ID 49257: National Certificate: Conflict Management and Transformation, at NQF Level 5. 
    		•

    MODERATION OPTIONS 
  • This Qualification will be internally assessed and externally moderated by a moderator registered by the relevant accredited ETQA or an ETQA that has a Memorandum of Understanding with the accredited ETQA. Providers should establish or refine existing moderation procedures and systems at their institutions with a view to aligning them with the requirements of the relevant ETQA.
  • The learner's performance/results should be moderated by one or more external moderators. Moderators should report not only on the standard of achievement but also on the validity and reliability of the assessment strategies, design and criteria in relation to the purpose and Exit Level Outcomes of the Qualification.
  • Moderators must be competent at the level of the Qualification and registered with the relevant accredited ETQA to ensure that the standard is consistent. Moderators must also be registered assessors with the relevant ETQA. A relevant accredited ETQA will monitor and quality assure moderation and assessment according to the guidelines in the Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Relevant Qualification at NQF level 4 or higher.
  • Registration as an assessor with the relevant ETQA. 
    		•

    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  242816  Conduct a structured meeting  Level 4  NQF Level 04  5 
    Core  243850  Demonstrate an understanding of political economy  Level 4  NQF Level 04  10 
    Core  243852  Demonstrate an understanding of the role and function of financial management in the trade union environment  Level 4  NQF Level 04  8 
    Core  243848  Demonstrate an understanding of the trade union movement  Level 4  NQF Level 04  6 
    Core  243846  Demonstrate an understanding of working class theories  Level 4  NQF Level 04  6 
    Core  120344  Demonstrate knowledge and understanding of relevant current occupational health and safety legislation  Level 4  NQF Level 04  4 
    Core  243849  Explain the current legal framework for the trade union environment  Level 4  NQF Level 04  10 
    Core  243847  Organise and mobilise workers  Level 4  NQF Level 04  12 
    Core  243853  Plan and administer trade union activities  Level 4  NQF Level 04  5 
    Core  243851  Promote gender equality and women's empowerment in employment  Level 4  NQF Level 04  5 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04  5 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04  4 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04  5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  116481  Identify between morally acceptable and unacceptable behaviour  Level 3  NQF Level 03  6 
    Elective  13943  Analyse new developments reported in the media that could impact on a business sector or industry  Level 4  NQF Level 04  10 
    Elective  120385  Apply a range of project management tools and techniques  Level 4  NQF Level 04  7 
    Elective  120391  Apply leadership skills to relationship management  Level 4  NQF Level 04  8 
    Elective  117870  Conduct targeted training and development using given methodologies  Level 4  NQF Level 04  10 
    Elective  120366  Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place  Level 4  NQF Level 04  9 
    Elective  14667  Describe and apply the management functions of an organization  Level 4  NQF Level 04  10 
    Elective  120384  Develop a simple schedule to facilitate effective project execution  Level 4  NQF Level 04  8 
    Elective  120390  Develop and apply a service culture to a leadership role  Level 4  NQF Level 04  8 
    Elective  120389  Explain and apply the concept, principles and theories of motivation in a leadership context  Level 4  NQF Level 04  6 
    Elective  110055  Facilitate learning in development practice  Level 4  NQF Level 04  14 
    Elective  110000  Generate information and reports for internal and external use  Level 4  NQF Level 04  10 
    Elective  117156  Interpret basic financial statements  Level 4  NQF Level 04  4 
    Elective  115414  Perform support functions for media liaison, publicity campaigns and corporate social investment programmes  Level 4  NQF Level 04  9 
    Elective  110054  Select and use learning support materials in development practice  Level 4  NQF Level 04  8 
    Elective  110052  Understand and apply theories and principles of transformative development practice  Level 4  NQF Level 04  12 
    Elective  117927  Use a Graphical User Interface (GUI)-based database application to solve a given problem  Level 4  NQF Level 04  6 
    Elective  120300  Analyse leadership and related theories in a work context  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  119939  Conduct negotiations in labour mediation  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  123394  Develop outcomes-based learning programmes  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  115823  Gather and manage information for decision-making  Level 5  Level TBA: Pre-2009 was L5  5 


    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.
     
    1. Aldabri 106 Institute for Quality (Pty) Ltd 
    2. B T Group of Companies Pty Ltd 
    3. Basella Training 
    4. Breakeven 59(PTY) Ltd 
    5. Dabulamanzi & Njabulo Ndaba Consulting cc 
    6. DITSELA WORKERS EDUCATION INSTITUTION 
    7. ELIJAH BARAYI MEMORIAL TRAINING CENTRE 
    8. KEITSHEPILE TRADING AND PROJECTS 
    9. Leronsa Trading Enterprise 
    10. Motheo Training Institute Trust 
    11. Premier Recruitment and Training (Pty) LTD 
    12. Reinforcing Steel Contractors 
    13. Sebenzisanane Human Capital 
    14. South Africa Advanced Skills Institute 
    15. Southren African ABET and Skills Development Agency (Pty) LTD 
    16. T Mabuya & Associates (Pty) Ltd 
    17. Yellow Media Learning Institute (Pty) Ltd 


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