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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Computing 
SAQA QUAL ID QUALIFICATION TITLE
62689  Bachelor of Computing 
ORIGINATOR
Belgium Campus I t/a The Belgium Campus 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 10 - Physical, Mathematical, Computer and Life Sciences  Information Technology and Computer Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 6  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The mission of the Belgium Campus is to supply the industry with highly qualified and experienced Information Technology personnel through the provision of high quality, practice oriented education and training of international standard on a variety of aspects. This will contribute towards economic growth and the creation of wealth.

The Bachelor Degree of Computing was compiled with the mission of the Belgium Campus, as well as the institutional plan in mind.

The qualification at The Belgium Campus is unique in the sense that the curriculum was compiled in cooperation with members of industry and academic institutions in South Africa as well as Europe. The exit level outcomes were determined according to world-wide industrial needs as well as academic standards. This ensures that students are ensured of a position to do the compulsory internship year at certain companies, with possibility to do their internship in Europe if they meet certain academic standards. Students who choose to do so can obtain recognition at academic institutions and enrol for further studies.

The registration of the qualification on the NQF will also enable students to proceed to other qualifications on the NQF framework in accordance with the principle of life-long learning.

Please refer to the 'Exit Level Outcomes' for the exit outcomes of the Bachelors degree of Computing.

Rationale:

The Bachelors degree of Computing was designed to meet the needs of several stakeholders; these include:
  • The Student.
  • The Industry.
  • The Community.
  • Other stakeholders.

    The Student:
  • By creating an environment for learning through the use of a well designed teaching and learning strategy open to all learners who have Matric.
  • Through the Exit level outcomes of the programme (see exit level outcomes for more detailed information):
    > Deal with and manage information.
    > Analyse.
    > Implement Solutions.
    > Managing and support.
    > Project Management.
    > Communicate.
    > Research.
    > Change his/her own attitude.
    > Quality Assurance.
  • Through the course academic and practical content, which is designed to provide learners with required skill, knowledge and attitudes to meet the exit level outcomes for the Bachelors Degree of Computing programme.
  • By making use of experienced academic staff and creating an environment for student support.
  • Through feedback and continuous assessment.
  • By making a contribution to the full personal development of each learner as well as providing the opportunity to gain knowledge and skills. Therefore the learning program aims to make students aware of:
    > Thinking about and exploring a variety of learning strategies for effective learning: Study methods and learning strategies are included in the programme.
    > Participate in communities with the necessary responsibility (at local, national and international levels): During in-service training students take part in several projects to complete their training; furthermore they are exposed to a mixture of cultures.
    > Being culturally and aesthetically sensitive across a range of social contexts, for example, across racial, language, religious contexts: Students from different countries study at the Belgium Campus. Very good relationships are formed and students have the opportunity to work together in teams in a discrimination-free environment.
    > Exploring educational and career opportunities in order to achieve full potential: Training at Belgium Campus covers a wide variety of IT fields. Students get the opportunity to discover in which field they are more interested and can apply for in-service training at a company where they can further develop their skills in the field of their choice.
    > Developing entrepreneurial abilities: As part of their studies students have to complete projects where they are asked to interact with companies. They are therefore made aware that the IT world contains unlimited opportunities and that it is possible to establish a business and create wealth.
    > During the in-service training year of the program students have the opportunity to join the world of work where they are exposed to real-life situations. Here they have to integrate all their knowledge, technical and social skills to solve problems as part of a business or company.

    The Industry:
  • The information technology industry is supplied with skilled and experienced labour force, thereby assisting economic growth within the country. Need analysis is conducted to determine what the industry requires. Students are placed withing the industry.

    The Community:
  • Through the supply of good skilled graduates, the families and the communities can benefit on different levels.
  • Through provision of bursaries, access to studies can be given to prospects that cannot afford entering higher education.
  • This programme will enhance the good cooperation's with the industry, so that the Belgium Campus can ascertain more donations of computer classrooms to schools requiring computer infrastructure - computer classrooms.

    Other Stakeholders:
  • The program meets the national requirements within the context of NQF.
  • The institution has DoE registration, 03HS01.
  • Academic peers outside of the Belgium Campus provide valuable input to course content and structure.
  • Employees of the Belgium Campus are provided with employment and given opportunity to share their knowledge with students.
  • Other bodies involved in development, these bodies include information technology companies, they will benefit from the program by being supplied with skilled and experienced work force. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Although computer science at secondary level is not required; the learning assumed to be in place is basic computer literacy. This knowledge could have been gained through other means than formal learning. Applicants not meeting these criteria will be required to attend a computer literacy course before commencing with any of the modules/courses of the programme.

    Recognition of Prior Learning:

    The RPL process uses a variety of tools to help identify, explain and show past learning that was gained through formal and informal study. Applicants may have gained learning through work, life experience, training, independent study, volunteering, on-the-job training opportunities, travel, community activities, family activities and experiences, hobbies or by any other means.

    The RPL process applied by The Belgium Campus involves comparing the learning that has occurred during the applicant's adult life with the learning outcomes of the modules or subjects for which the applicant wants to apply for credit. The applicant will have to show that he/she meets the set requirements or learning outcomes for those modules/subjects.

    If a prospective student obtained a qualification from a registered Private or Public Higher education institution, the curriculum will be evaluated against that of the Belgium Campus and the validity of the qualification will be verified with that institution. If it is adequate, recognition will be awarded.

    If a prospective student obtained a qualification from a non-registered institution, he/she has to apply officially for all modules to be recognised, and write an examination during one of the examination opportunities in order to obtain RPL.

    If a student has practical experience in the IT-field, a portfolio with proof of experience has to be presented and the validity verified. This is evaluated against the Belgium Campus curriculum, if adequate experience can be proven, an examination may be written.

    Access to the Qualification:

    The Belgium Campus doesn't put an age restriction on their students, but require a minimum academic and intellectual standard for admission, namely:
  • A Senior Certificate/National Senior Certificate (NSC) as certified by Umalusi with an achievement rating of 4 (Adequate Achievement, 50-59), or bettering four recognised 20-credit NSC subjects from the designated subject list (from Entry into Higher Education - the NSC document published by the DoE on 11 August 2005); or an equivalent foreign qualification that has been converted by SAQA.
  • To pass the admission/aptitude test.

    Each applicant is required to write an aptitude test. An applicant must pass the aptitude test with 60% or above to qualify for admission. No prior knowledge of IT is required for the aptitude test. Only the aptitude towards logical thinking is tested. The ability to think logically and do pattern recognition is a very important aspect in IT, especially programming. It is therefore to the advantage of the applicant not to attempt a course if they do not have the necessary aptitude. Should an applicant not pass the aptitude test, the senior certificate results and working experience are also reviewed and an interview conducted to determine if an applicant is motivated and is making a correct career choice.

    Admission criteria is in line with widening access and promoting equity, as there are only two criteria to be accepted into the program as set out above. Applicants are not required to have prior knowledge of mathematics, science or computer science. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, Credits & Learning Components:
  • NQF Level 6.
  • Number of Credits: 506 credits.

    Bachelors Degree in Computing:
  • Option Networking Development.
  • Option Software Development.

    1st Year Subjects:

    Core:
    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Computer Architecture 100.1; Level 5; 49.5 hours; N/A; N/A; 10 credits.
  • Database Development 100.1; Level 5; 112.5 hours; N/A; N/A; 22 credits.
  • Network Development 100.1; Level 5; 36 hours; N/A; N/A; 7 credits.
  • Information Systems 100.1; Level 5; 67.5 hours; N/A; N/A; 14 credits.
  • Web Programming 100.1; Level 5; 22.5 hours; N/A; N/A; 5 credits.
  • Internet Systems 100.2; Level 5; 45 hours; N/A; N/A; 9 credits.
  • Applied Mathematics 100.2; Level 5; 45 hours; N/A; N/A; 10 credits.
  • Programming 100.2; Level 5; 157.5 hours; N/A; N/A; 31credits.
  • Business Management 100.2; Level 5; 45 hours; N/A; N/A; 10 credits.

    Total Hours: 580.5 hours.
    Total Credits: 117 credits.

    2nd Year Subjects:

    Core:
    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Business Statistics 200.1; Level 6; 45 hours; N/A; N/A; 10 credits.
  • Internet Systems 200.1; Level6; 45 hours; N/A; N/A; 10 credits.
  • Database development 200.1; Level 6; 90 hours; N/A; N/A; 18 credits.
  • Network Development 200.2; Level 6; 99 hours; N/A; N/A; 20 credits.
  • Web Programmng 200.1; Level 6; 135 hours; N/A; N/A; 27 credits.

    Fundamentals Network Development:
    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Operating Systems 200.1; Level 6; 67.5 hours; N/A; N/A; 14 credits.
  • Computer Security 200.1; Level 6; 36 hours; N/A; N/A; 7 credits.

    Fundamentals Software Development:
    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Programming 200.1; Level 6; 112.5 hours; N/A; N/A; 22 credits.

    Elective:
    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Business Management 200.2; N/A; N/A; N/A; N/A; N/A.
  • Entrepreneurship 200.2; N/A; N/A; N/A; N/A; N/A.
  • eBusiness; 200.2; Level 5; 45 hours; N/A; N/A; 10 credits.

    Total Network Development; 562.5 hours; 0; 0; 116 credits.
    Total Software Development; 571.5 hours; 0; 0; 117 credits.

    3rd Year Subjects:

    Core:
    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Database development 300.1; Level 6; 67.5 hours; N/A; N/A; 14 credits.
  • Software Project Management 300.1; Level 6; 54 hours; N/A; N/A; 12 credits.
  • Multimedia 300.1; Level 6; 90 hours; N/A; N/A; 19 credits.
  • Applied Research For Computer Studies 300.2; Level 7; 36 hours; N/A; N/A; 7 credits.

    Fundamentals Network Development:
    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Distributed Systems 300.1; Level 6; 45 hours; N/A; N/A; 10 credits.
  • Network Development Project 300.1/2; Level 7; 67.5 hours; 120; N/A; 28 credits.
  • Network Development 300.2; Level 6; 76.5 hours; N/A; N/A; 15 credits.
  • Advanced Network Development 300.2; Level 6; 90 hours; N/A; N/A; 17 credits.

    Fundamentals Software Development:
    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Hardware Programming 300.1; Level 6; 45 hours; N/A; N/A; 10 credits.
  • Programming Project 300.1/2; Level 7; 67.5 hours; 120; N/A; 28 credits.
  • Programming 300.2; Level 6; 67.5 hours; N/A; N/A; 14 credits.
  • Software Design & Analysis 300.2; Level 6; 90 hours; N/A; N/A; 17 credits.

    Total Network Development; 526.5 hours; 120 project; 123 credits.
    Total Software Development; 517.5 hours; 120 project; 122 credits.

    4th Year Subjects:

    Subject; NQF Level; Hours; Projects; In Service; Credits:
  • Applied Information Technology 400; Level 6; 0 hours; N/A; 1900 in-service; 120 credits.
  • Thesis 400; Level 7; 0 hours; 320 in-service; N/A; 30 credits.

    Total; 0 hours; 320 project; 150 credits.

    Total; NQF Level; Hours; Projects; In Service; Credits:
  • Network Development; Level 6; 1669.5 hours; 440 project; 1900 in-service; 506 credits.
  • Software Development; Level 6; 1669.5 hours; 440 project; 1900 in-service; 506 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Deal with and manage information:
  • He/she is able to collect, save, analyse, and present information in a correct and user friendly manner so that they can be queried and interpreted on a user friendly and a accurate way. Therefore he/she will be able to make use of methodical and scientifically responsible methods.

    2. Analyse:
  • He/she is able to represent the information requirements of an organization in a structured and in organized way, and this done individually, or under supervision or in team. Therefore making use of analysis and modelling techniques.

    3. Implement Solutions:
  • He/she can implement new IT solutions for an organization, satisfying the organizational needs. Therefore using new solutions for systems and software.

    4. Managing and support:
  • He/she is able to implement, configure, secure, revise and update IT solutions adequately. So that they keep up with the changing needs of the organization.

    5. Project Management:
  • He/she is able to implement a project plan; carry out and manage tasks while respecting the planning of a project.

    6. Communicate:
  • He/she can communicate with all involved partners, colleagues, and management in a formal or informal way, in an oral or written way, so that everyone involved correctly understands the message/report/task/etc.

    7. Research:
  • He/she is able to research topics related to information technology, using a research method appropriate to the topic.

    8. Change his/her own attitude:
  • He/she is able to evaluate his/her own attitude and adapt to the conditions or the possible changing conditions of the work environment; so that a maximum functioning can be realised.

    9. Quality Assurance:
  • He/She will always try to execute his/her tasks with quality in mind, so that the result meets the requirements of a constantly evolving economical and social environment. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit-Level Outcome 1:

    Learners are assessed on:
  • Collecting data.
  • Modelling data.
  • Putting data in its context and analysing it.
  • Store the data (ordering and converting).
  • Make data accessible.

    Associated Assessment Criteria for Exit-Level Outcome 2:

    Learners are assessed on:
  • Identify the information needs of an organization.
  • Represent these requirements in concepts, diagrams and relations.
  • Document the possible solutions.
  • Evaluate the possible solutions.
  • Create test procedures.

    Associated Assessment Criteria for Exit-Level Outcome 3:

    Learners are assessed on:
  • Programming (structured, OOP, distributed).
  • Implementation.
  • Documenting.
  • Testing (on different levels, including the different modules and the implementation as a whole).

    Associated Assessment Criteria for Exit-Level Outcome 4:

    Learners are assessed on:
  • Implement, configure, secure and support Systems.
  • Configure, secure and update applications.
  • Implement, configure, secure and maintain Databases.

    Associated Assessment Criteria for Exit-Level Outcome 5:

    Learners are assessed on:
  • Subtask the project in smaller tasks and subtasks.
  • Setup a planning (time frame, budget, implementation requirements, and restrictions).
  • Follow up a project (time frame, budget, implementation needs).
  • Work in a multi-disciplined or multi-cultural team as a team member or as a project manager.

    Associated Assessment Criteria for Exit-Level Outcome 6:

    Learners are assessed on:
  • Communicate in spoken and written English.
  • Use the correct and appropriate communication techniques.
  • Participate in meetings as member or chair person.
  • Train and guide members.

    Associated Assessment Criteria for Exit-Level Outcome 7:

    Learners are assessed on:
  • Gather the required information.
  • Apply different research tools.
  • Report and present the findings.

    Associated Assessment Criteria for Exit-Level Outcome 8:

    Learners are assessed on:
  • Critically evaluate and adapt his/her own functioning.
  • Act in a social responsible manner (ethical, conscientious, deontological).
  • Be creative, inventive and take initiative.
  • Being assertive and taking into consideration the interests of all parties.
  • Execute his/her tasks on a persistence and responsible manner.
  • If required call in external experts in time.
  • Learn through long life education.

    Associated Assessment Criteria for Exit-Level Outcome 9:

    Learners are assessed on:
  • Critically reason.
  • Handle in a functional way.
  • Provide solutions in a flexible and user friendly way, which are adjustable, reusable and maintainable.
  • Work against a set of rules and regulations.
  • Respect the business thinking and processes.
  • Apply a quality assurance system.

    Integrated Assessment:

    At the Belgium Campus student learning is assessed from multiple perspectives and on multiple occasions in order to ensure that instruction is fostering high-quality learning from the first to the last day of the class.

    The Belgium Campus has a continuous assessment policy that states the minimum quantity of continuous assessments per subject that have to be completed to evaluate/monitor students' progress, together with the final examinations. The continuous assessment materials are discussed on a weekly basis during academic staff meetings to ensure that the materials used comply with the required subject outcomes.

    Assessment materials are moderated by an appropriately qualified internal moderator in terms of the assessment policy.

    Continuous assessment reports are compiled by the appropriate academic staff so as to maintain continued monitoring of student progress.

    In appropriate cases academic staff will be appointed as internal assessors. A process has been initiated to register all Belgium Campus lecturers as assessors and moderators with the ETDP Seta.

    All assessments must meet the set requirements and timeframes. Assessments are varied i.e. a range of assessment methods are used to cater for students' different learning styles and multiple intelligences when assessing stated learning outcomes e.g. practicals, reports, oral presentations, portfolios, posters, case studies, projects, observations, essays, interviews etc. 
    		•

    INTERNATIONAL COMPARABILITY 
    In the course of our quality management procedures, we benchmark our programmes against programmes of foreign partners. We compare a number of education and training issues in order to establish the level and the social impact of a programme. Here is a limited list of items that are taken into consideration:
  • Presence of need analysis and social/economic relevance of a programme.
  • Curriculum design.
  • Defining of learning outcomes and consequent competence paradigms.
  • Content.
  • Delivery.
  • Infrastructure and use of infrastructure.
  • Student management.
  • Alumni management.
  • Staff.
  • Research.
  • Results in industrial life.
  • Relations with industrial life and the community in general for community service.
  • Quality management procedures.
  • Quality culture of the whole organisation.

    On Wednesday 21 November 2007 till Friday 23 November 2007 an official benchmarking audit took place, conducted by the Catholic University College of Limburg (KHLim) member of the association of the Catholic University of Leuven in Belgium.

    During the audit and site visit, the panel has made use of the accreditation protocol as set by the VLIR (Vlaamse Interuniversitaire Raad: Flemish Interuniversity Council) based on the accreditation framework of the NVAO (Nederlands Vlaamse Accreditatieorganisatie: Accreditation Organisation of the Netherlands and Flanders). The audit comprised the following 6 set components:
  • Rationale of the qualification:
    > Level and field
    > Field specific requirements
  • The Programme:
    > The relation between the programme outcomes and the programme content.
    > Professional and academic programme requirements.
    > Cohesion of the programme.
    > Minimum requirements i.r.o. level and qualification.
    > Study and work load.
    > Cohesion between programme organisation and content.
    > Assessment.
    > In service training and mini thesis.
    > Entry requirements.
  • Personnel:
    > Quality of personnel.
    > Professional and academic requirements of personnel.
    > Quantity and student/staff ratio.
  • Infrastructure:
    > Physical infrastructure.
    > Student guidance and support.
  • Quality management:
    > Assessment of set goals and achievements.
    > System for improvement.
    > Involvement of staff, students, alumni and the industry.
  • Exit level of the qualification:
    > Qualification meets the set exit level outcomes.
    > Feasibility.

    The auditing panel came to the following conclusion:
  • "de opleiding: Bachelors Degree of Computing ingericht door de BC gelijkwaardig het niveau van een professionele bachelor (PBA) zoals omschreven in het accreditatiekader van de NVAO en het visitatieprotocol van VLIR-VLHORA."
  • The Bachelors Degree of Computing, developed by The Belgium Campus, is equivelant to the professional bachelors degree as is set and described in the accreditation framework of the NVAO and the audit protocol of the VLIR.

    The full audit report is available upon request. 
    		•

    ARTICULATION OPTIONS 
    Articulation possibilities with related qualifications:

    Horizontally within The Belgium Campus:
  • Once the Bachelors Degree of computing is registered and accredited, academic credit will be given for modules completed and students will be allowed to complete their studies at The Belgium Campus at a later stage should they wish to do so.

    Horizontally and vertically with other academic institutions in South Africa:
  • The programme is on the same level as other NQF Level 6 programmes. As confirmed with the CHE, when the qualification is registered on the NQF, a student should therefore be allowed to continue with studies on an NQF Level 7. Even if a student did not complete the full qualifications, academic recognition will be given for subjects completed. All educational outcomes of the Degree at The Belgium Campus are available for review by any institution.

    Vertically on an International Level:
  • The Belgium Campus Bachelors Degree of Computing is underwritten by the Catholic University College KHLim, part of the association of the Catholic University of Leuven.

    The Belgium Campus has since 2001 a bilateral agreement with the Catholic University College KHLim of the association of the Catholic University of Leuven for the exchange, enrolment and monitoring of each other students, so that students can finalize their final year at each others institution. Belgium Campus students can furthermore register for Master Degrees or other graduate degrees at this university college. 
    		•

    MODERATION OPTIONS 
  • Moderators review papers and memorandums relevant to their field of expertise in order to ensure that the content that is assessed is relevant, meets subject outcomes, and conforms to the standard and format of questioning used by European Institutes and South African Institutes.
  • Examination question papers are moderated before the examinations. Once the examinations are completed, all examination scripts are marked and the marked examination scripts are moderated in accordance with the assessment policy. The chief invigilator (Head of Education) coordinates all examination sessions and invigilators.
  • The examiner and academic head review comments and suggestions by the external moderator. The paper is adjusted where necessary to incorporate the suggested changes.
  • The Belgium Campus appoints internal moderators. An internal member of either the department or a member of another department, with the relevant expertise, qualification in the said field, and who is registered as a moderator with the ETDP SETA will carry out internal moderation.
  • External moderators are appointed when required in terms of the moderation policy and procedures. External moderators can either be appropriately qualified academic staff from other tertiary institutes, such as UNISA, KHLIM (Belgium), Aron (Belgium), etc, or professional members of the industry. External moderators must meet the required criteria in terms of sufficient industry expertise and/or having the necessary academic qualifications to moderate assessment materials for a specific module/programme. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must have a qualification at least one level higher than the level assessed; and must preferably be registered with the ETDP SETA as an assessor.

    Furthermore they must have an in-depth knowledge of the Information Technology industry in order to assess the relevance of the programme. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    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. Belgium Campus I t/a The Belgium Campus 


    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.