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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: |
| Further Education and Training Certificate: Volunteer Support |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 61609 | Further Education and Training Certificate: Volunteer Support | |||
| ORIGINATOR | ||||
| SGB Sport, Recreation & Fitness | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report. | SFAP - Sub-framework Assignment Pending | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Further Ed and Training Cert | Field 02 - Culture and Arts | Sport | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 138 | 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 091/21 | 2021-07-01 | 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:
This qualification is intended to meet the needs of individuals involved in or envisaging involvement in a voluntary capacity in a broad range of sectors making use of voluntary workers. The skills and competencies gained will enable effective contribution in operational environments in a voluntary capacity. The focus of the qualification enables learners to be competent in a range of knowledge, skills, attitudes and values including: Learners achieving this qualification will be able to demonstrate competencies in volunteer operations relating to a specific environment. In particular, learners will be able to: Rationale: The involvement of individuals in a voluntary capacity in different environments within a range of sectors in South Africa is a reality. Examples of volunteerism include: Two of the main benefits of volunteerism are economical and social. The provision of services in a voluntary capacity adds to the overall economic output and human resources develoment of a sector and the country at large, whilst social benefit is derived from the facilitation of community cohesion and the fostering of trust between citizens. Over and above these two benefits, a culture of volunteerism has the potential of enabling contribution towards nation building and transformation. This is achievable both in terms of the provision of voluntary service for philanthropic and altruistic reasons as well as the enabling of opportunties for the gaining of experience through the involvement of individuals in voluntary activities for the purpose of gaining experience in and access to a specific field of interest. The approach followed will largely be influenced by the diverse demographic profile of the individual involved in volunteering. The utilisation of the qualification in volunteer operations will support access, redress and a culture of life-long learning. South Africa is hosting the FIFA 2010 World Cup and there are endless opportunities for South Africans to contribute to and benefit from this major sporting event. The South African Government commenced with a strategy of exploring volunteerism towards 2010 and beyond and the qualification thus enables the mobilization of volunteerism within this context. This qualification will fast track the development of individuals in the volunteer movement and mass participation opportunities to achieving nationally recognised, occupationally directed competencies and skills, thus establishing a pool of highly skilled, competent individuals who will deliver professional performance in the sectors where their services are accessed. Voluntary participation will enhance service delivery and will provide opportunities to the unemployed, youth, people with disability and women for the obtaining of skills, which could lead to job-creation and self-employment. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| It is assumed that learners are competent in:
Recognition of Prior Learning: This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes. An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning. RPL may also be used by learners, who are not in possession of a GETC or equivalent qualification, to gain access to the Qualification. Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes. Access to the Qualification: Access to this qualification is open however learners should have access to a suitable workplace environment. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The qualification is made up of Fundamental, Core and Elective unit standards. A minimum of 138 Credits is required to complete the qualification.
Fundamental component: Core component: Elective component: Where a specialisation stream has unit standards totalling less than 25 credits, learners can select additional credits from the other elective streams of the qualification in order to meet the minimum required for the qualification. The following Elective Streams are provided for specialisation purposes in the qualification: Management and Leadership (Learning Programme ID 64109): Total credits for elective stream: 30 Credits. Sport Operations (Learning Programme ID 64110): Total credits for elective stream: 36 Credits. Community Recreation Operations (Learning Programme ID 64111): Total credits for elective stream: 10 Credits. Security Operations (Learning Programme ID 64112): Total credits for elective stream: 54 Credits. Events Operations (Learning Programme ID 64113): Total credits for elective stream: 15 Credits. |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate an understanding of volunteerism as it applies to the operational environment.
2. Provide operational support to a project, initiative or event on a voluntary basis. 3. Work with members of a team to meet operational standards and objectives. 4. Interact with clients to meet operational objectives. Critical Cross-Field Outcomes: The qualification addresses all Critical Cross-Field Outcomes as embedded in the unit standards making up the qualification. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
1.1 The concept of volunteerism is defined and described as it applies to the operational environment. 1.2 Organisational policies and requirements relating to volunteerism are clarified from a personal and operational perspective. 1.3 Specific operational protocols, reporting structures and requirements are understood as they apply to the environment in which services are provided. Associated Assessment Criteria for Exit Level Outcome 2: 2.1 Operational objectives of the project, initiative or event are clarified and understood in the context of the individual's role and responsibilities as a volunteer. 2.2 Operational safety requirements are clarified as they apply to the individual's role, responsibilities and levels of authority. 2.3 Ethical conduct is applied in the execution of individual tasks and responsibilities. 2.4 Operational tasks and responsibilities are implemented according to identified standards and requirements. 2.5 Administrative records in support of operational objectives are concluded according to operational standards and requirements. 2.6 Success of the project, initiative or event is supported through active participation on an individual and team level. Associated Assessment Criteria for Exit Level Outcome 3: 3.1 The individual role and functions of team members are identified in terms of support of operational planning and objectives. 3.2 Team interaction and feedback requirements are identified and maintained in order to meet operational standards and objectives. 3.3 Tasks and responsibilities of the team are implemented and maintained according to identified time frames. 3.4 Team cohesion and dynamics are maintained in the addressing of challenges, the solving of problems and making of decisions required to meet operational standards and objectives. Associated Assessment Criteria for Exit Level Outcome 4: 4.1 Client interaction is described, conducted and promoted according to operational standards and requirements. 4.2 Spoken and written communication, including listening skills are maintained to enable the flow of information in support of customer service requirements and objectives. 4.3 Client queries are dealt with accurately and consistently. 4.4 Special needs and the maintaining of customer care are considered in client interaction. Integrated Assessment: Integrated assessment at this level will evaluate the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to: The assessment will require assessment methods, which measure and evaluate evidence generated during on-the job activities. Because assessment practices must be open, transparent, fair, valid and reliable; ensuring that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification. 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 or will work. Where it is not possible to assess the learner in the workplace, 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. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflective competencies should be assessed. Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated way. Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience as the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA. |
| INTERNATIONAL COMPARABILITY |
| Volunteer services in South Africa are unregulated and dependent on community, organisational and individual initiative. This results in under utilisation of resources. Our country would benefit enormously if a culture of volunteerism and participation in nation building, community service and participative transformation can be established.
Research on training interventions for volunteers indicated a tendency towards shorter orientation and training interventions, in particular where skilled individuals and individuals such as senior citizens bring a vast range of know-how and experience to the table, are concerned. This is evident from training interventions offered in countries such as Britain, the United States of America, Canada, UK and Singapore. However, the need for training and skills development within the operational focus area appears to be a constant, even in developed countries with well-established volunteer service structures and participation. International best practice in volunteer operations training is found in United Nation's countries, especially the G7. The following comparability was made: USA and Canada: A "Volunteer Training Needs" survey conducted by Sigma Social Research in British Columbia, (incorporating empirical data from 20 established and 4 emerging volunteer centres) and a European Union study towards the promotion of volunteer services in EU member states, highlights the following training needs and requirements for individuals operating as volunteers: When these identified needs are compared with the envisaged FETC: Volunteerism the following areas of alignment are identified: It was interesting to note that an understanding of volunteerism was not identified as a need and this could potentially be a result of volunteerism featuring so prominently in the countries from where information for comparison was researched. The envisaged qualification excludes the following training needs identified internationally: Instead, the addressing of specific South African needs and in particular, the focus of volunteering on the recipients of services, the following competency areas were included: It should be noted that the areas of focus incorporated in the envisaged qualification reflects good alignment in terms of a range of shorter courses identified for comparison of international practices: United Kingdom: Volunteering England identifies the following learning focus areas: > History of the organisation. > Services orientation. > Client groups identification. > Clarification of the roles and responsibilities of volunteers. Singapore: Similar competency focus areas are supported in terms of information obtained from the "Senior Corps Tech Centre", a service of the Corporation of National and Community Service providing support services to volunteer organisations predominantly using volunteer services offered by Senior Citizens in the United States of America; whilst the shorter training interventions indicated as focus areas by the Singapore Civil Defence Volunteers programme focuses more extensively on areas of specialisation relevant to the operational environment. China: Comparison with the approach followed for the training of volunteers for the Olympic Games, and in particular the training envisaged for the 2008 Beijing Olympic and Paralympic Games, indicates the following general training areas: In this instance, the specific focus area in which voluntary services will take place is highlighted and it is interesting to note that there is direct access on the official website. Australia: Perusal of the approach followed for the training of 50 000 Olympic volunteers in Australia highlights the following training focus areas: The above examples stresses the importance of enabling the application of personal and life skills within a specific operational context to enable event specific training - this approach as followed in the envisaged qualification indicates good comparison with international trends in volunteer training programmes and is enabled by the inclusion of a range of specialisation streams in the elective component of the qualification. Although a direct comparison with the Degree in Voluntary Sector Studies Programme offered by the Virtual University in the United Kingdom is not possible because of the differences in NQF Level, it adds value by highlighting the included learning areas. The qualification consists of compulsory core modules and optional modules on each of the three levels making up the qualification to a total value of 360 credits. Comparison indicates good alignment in terms of the following focus areas: Specific subject areas where comparison was not enabled, include areas such as Volunteer Management, Sociology, Anthropology, Psychology, Religious as well as Organisational Change Management components offered as first, second and third year courses. TAFE New South Wales provide 530 course units/modules applicable to specialised areas in which voluntary services are often evident. These include specific modules on volunteering such as unit SRCCRD005B "Apply the principles and issues of volunteering" and unit 1846H "Working with volunteers". Units are found in programme and vocational areas including Community Service, Health promotion, Tourism, Recreation, Sport courses including Community Recreation, Fitness, Mental health work, Disability work, Youth work, and Alcohol and other drugs and mental health practices. Although a separate full qualification for Volunteerism could not be accessed, the importance of provision for skills associated with volunteerism can be inferred from the evident inclusion of volunteerism study units as electives in such a broad range of qualifications. This approach is presently not evident from a South African perspective, where the envisaged qualification will enable the acquiring of volunteerism related skills both in terms of the application of skills and competencies obtained and the potential accessing of such areas of learning through articulation and portability. Again, the strong culture of volunteerism from an Australian perspective could be the reason why the incorporation of units enabling volunteering specific skills is included on a relatively broad scale. This might also explain the difficulties in identifying volunteerism qualifications in isolation as research indicated that the majority of qualifications available in the field of volunteerism focus on the "Management of Volunteers" rather than the provision of skills for individuals operating as volunteers. SADC: Volunteering South Africa (VOLSA) reported to the United Nations Volunteering (UNV) division on the requirements for national policy development and structuring of volunteering shortly after the conclusion of the Department of Social Development's "Year of Volunteering" initiative in 2002, whilst a SADC study conducted by Volunteer and Service Enquiry Southern Africa (VOSESA) in a cross national study investigating the use of volunteerism in Botswana, Malawi, South Africa, Zambia and Zimbabwe draws attention to the fact that civic service and volunteering programmes are growing in South Africa but that promotion of volunteerism and the development of volunteers in respect of practical and life skills require attention. No specific details on training requirements or offerings could however be identified over and above the affirmation that training is a critical success factor to volunteer programme implementation. Conclusion: Within the context of 2010 FIFA World Cup, the National Government's goals for the implementation of volunteer programmes, the vision of establishing an African Volunteer Corps via a United Nations Development programme (presently supported by our Department of Social Services) as well as the identified need to address volunteerism training and development, for application beyond 2010, the envisaged qualification enables opportunities for training and development which is aligned with international practices in volunteer training. Not only does the qualification compare favourably with the learning areas identified for volunteer training identified from internationally based research studies, it provides for the specific focus areas to enable the addressing of skills from a South African perspective. In particular the focus on customer care, understanding of diversity and the dealing with realities such as HIV/AIDS enables the gaining of relevant personal and life skills as well as the operational competencies required in a specific environment in which voluntary services are provided. The international comparison against shorter interventions as observed in a number of volunteer organisations abroad, shows good alignment, and the provision of an option for a full qualification once again can be motivated and supported from a South African perspective where formal volunteerism is clearly in its infancy. The South African Youth Service programme (focusing on volunteers between the ages of 16 and 35) clearly states their aim to utilise volunteerism as a vehicle for the enabling of experience gain and the promotion of learning that enable participants to, undertake activities to the standard required by the service in which they are involved, access future learning, access economic empowerment and be active citizens. The above clearly supports the need for a qualification enabling volunteer training from a South African perspective. It is thus critically important to ensure that volunteer training and a qualification developed to address training interventions for the acquiring of skills and competencies not only compare well with good practices observed internationally, it should likewise enable the addressing of the objectives identified for volunteerism from a South African and African perspective. All information obtained in the conducting of international practices considered, there is no particular area of focus identified that raises concern in terms of the meeting of standards of training for volunteerism internationally. From a perspective of the recurring indications of and confirmation of the need for training of volunteers, this qualification could enable a first formal full qualification for volunteerism which could add benefit not only from a South African perspective but could also bring benefit from an African perspective in the advancement of an African Volunteer Corps. |
| ARTICULATION OPTIONS |
| This Qualification provides the following articulation opportunities:
Horizontal articulation: Vertical articulation: |
| MODERATION OPTIONS |
| Anyone assessing a learner, or moderating the assessment of a learner, against this Qualification must be registered as an assessor/moderator with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
Any institution offering learning that may enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. Assessment and moderation of assessment may be overseen by the relevant ETQA according to the policies and guidelines for assessment and moderation of that ETQA, in terms of agreements reached around assessment and moderation between various ETQAs (including professional bodies), and in terms of the moderation guideline detailed immediately below. Moderation must include both internal and external moderation of assessments at all exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as the integrated competence described in the Exit Level Outcomes of the Qualification. Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid, reliable and non-discriminatory. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| For an applicant to register as an assessor or moderator of this Qualification the applicant needs:
|
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 | 13915 | Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace | Level 3 | NQF Level 03 | 4 |
| Core | 246740 | Care for customers | Level 4 | NQF Level 04 | 3 |
| Core | 255915 | Conduct volunteer services in a specific environment | Level 4 | NQF Level 04 | 5 |
| Core | 255916 | Describe volunteer operations | Level 4 | NQF Level 04 | 3 |
| Core | 120077 | Implement volunteer projects | Level 4 | NQF Level 04 | 5 |
| Core | 255914 | Minimise and manage safety and emergency incidents | Level 4 | NQF Level 04 | 6 |
| Core | 242811 | Prioritise time and work for self and team | Level 4 | NQF Level 04 | 5 |
| Core | 256094 | Provide operational support for a minor event | Level 4 | NQF Level 04 | 5 |
| Core | 242817 | Solve problems, make decisions and implement solutions | Level 4 | NQF Level 04 | 8 |
| Core | 115855 | Create, maintain and update record keeping systems | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 244594 | Identify and recommend support needs of people with disabilities | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| 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 | 7468 | Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | Level 4 | NQF Level 04 | 6 |
| Fundamental | 12153 | Use the writing process to compose texts required in the business environment | Level 4 | NQF Level 04 | 5 |
| Fundamental | 119459 | Write/present/sign for a wide range of contexts | Level 4 | NQF Level 04 | 5 |
| Elective | 244184 | Apply legal aspects in a security environment | Level 3 | NQF Level 03 | 8 |
| Elective | 119730 | Co-ordinate volunteer activities | Level 3 | NQF Level 03 | 4 |
| Elective | 244177 | Conduct a security patrol in an area of responsibility | Level 3 | NQF Level 03 | 7 |
| Elective | 244179 | Handle complaints and problems | Level 3 | NQF Level 03 | 6 |
| Elective | 244181 | Perform hand over and take over responsibilities | Level 3 | NQF Level 03 | 2 |
| Elective | 116720 | Show understanding of diversity in the workplace | Level 3 | NQF Level 03 | 3 |
| Elective | 243298 | Apply administrative skills and knowledge in a sport organisation | Level 4 | NQF Level 04 | 11 |
| Elective | 243296 | Apply values and ethics to a sport organisation | Level 4 | NQF Level 04 | 3 |
| Elective | 244189 | Conduct access and egress control | Level 4 | NQF Level 04 | 7 |
| Elective | 242825 | Conduct evacuations and emergency drills | Level 4 | NQF Level 04 | 4 |
| Elective | 244335 | Conduct security at an event | Level 4 | NQF Level 04 | 5 |
| Elective | 8490 | Contribute to sustainable tourism in South Africa | Level 4 | NQF Level 04 | 4 |
| Elective | 120374 | Contribute to the management of project risk within own field of expertise | Level 4 | NQF Level 04 | 5 |
| Elective | 117499 | Demonstrate entrepreneurial competence | Level 4 | NQF Level 04 | 12 |
| Elective | 120384 | Develop a simple schedule to facilitate effective project execution | Level 4 | NQF Level 04 | 8 |
| Elective | 243947 | Develop self within the job role | Level 4 | NQF Level 04 | 4 |
| Elective | 11505 | Identify, handle and defuse security related conflict | Level 4 | NQF Level 04 | 12 |
| Elective | 243300 | Lead a community sport activity | Level 4 | NQF Level 04 | 12 |
| Elective | 243615 | Manage and support volunteers in a community recreation environment | Level 4 | NQF Level 04 | 4 |
| Elective | 242810 | Manage Expenditure against a budget | Level 4 | NQF Level 04 | 6 |
| Elective | 242835 | Operate x-ray screening equipment within a security environment | Level 4 | NQF Level 04 | 3 |
| Elective | 110025 | Process data using information technology | Level 4 | NQF Level 04 | 5 |
| Elective | 243293 | Promote sport activity in a community | Level 4 | NQF Level 04 | 4 |
| Elective | 243949 | Source information about self-employment opportunities | Level 4 | NQF Level 04 | 3 |
| Elective | 7935 | Analyse the tourism industry and the links between the various sectors | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 256074 | Co-ordinate registration/arrival system for an event | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 8665 | Lead a team | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 252179 | Manage Volunteers in sport | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 256114 | Perform logistic functions for an event or events business | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 256075 | Plan events | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Elective | 254068 | Recruit, induct and manage volunteers | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| LP ID | Learning Programme Title | Originator | Pre-2009 NQF Level |
NQF Level | Min Credits | Learning Prog End Date | Quality AssuranceFunctionary |
NQF Sub-Framework |
| 64111 | Further Education and Training Certificate: Volunteer Support: Community Recreation Operations | Generic Provider - Field 02 | Level 4 | NQF Level 04 | 138 | CATHSSETA | OQSF | |
| 64113 | Further Education and Training Certificate: Volunteer Support: Events Operations | Generic Provider - Field 11 | Level 4 | NQF Level 04 | 138 | CATHSSETA | OQSF | |
| 64109 | Further Education and Training Certificate: Volunteer Support: Management and Leadership | Generic Provider - Field 03 | Level 4 | NQF Level 04 | 138 | CATHSSETA | OQSF | |
| 64112 | Further Education and Training Certificate: Volunteer Support: Security Operations | Generic Provider - Field 08 | Level 4 | NQF Level 04 | 138 | SAS SETA | OQSF | |
| 64110 | Further Education and Training Certificate: Volunteer Support: Sport Operations | Generic Provider - Field 02 | Level 4 | NQF Level 04 | 138 | CATHSSETA | OQSF |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: |
| This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
| 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. |