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

Operate as a professional coach 
SAQA US ID UNIT STANDARD TITLE
14481  Operate as a professional coach 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The qualifying learner achieving this unit standard will be able to examine the kinds of roles and responsibilities that sport coaches are expected to perform, and evaluate his/her own level of commitment and suitability for becoming a sport coach.

In addition the learner will be well positioned to extend their learning and practice to other areas where responsibilities for leadership are required, or to strive toward unit standards and practice at higher levels in coaching.

Competent qualifying learners will be able to meet the multiple demands associated with the role of coach thus improving the delivery of sport programmes in general. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that a learner attempting this unit standard will show competence in communication and numeracy equivalent to NQF level 5. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in examples for each outcome. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must, however, be comparable in scope and complexity. These are intended only as a general guide to the scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Formulate a personal philosophy of coaching that reflects an understanding and respect 
OUTCOME NOTES 
Formulate a personal philosophy of coaching that reflects an understanding and respect for sport participants.

For example:
  • Examine the role of a coach in the life of a child.
  • Note the developmental differences in the role of a coach as sport performers become older as well as more skilful.
  • Identify and justify professional standards in coaching, i.e. ethics of coaching. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.
    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.
    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Ethical standards for professional practice are followed.
    2. Effective coaching practices are applied to beginners and intermediate level performers.
    3. Efforts to promote transformation through sport are pursued.
    4. The development of children through youth sport programmes is promoted.
    5. Coaching is approached as a possible career.
    6. Performers are referred to appropriate sport science and sport medicine support services.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. The content and intensity of sport programmes are adjusted according to the rate of performers' development.
    8. Coaching behaviours are modified according to their impact on programme performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
    A range of assessment methods should be used, including:
    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
    Product sample - examine the outcomes previously produced by the practitioner.
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard.
    Testimony - collect a portfolio of evidence from suitable people, e.g. report from a third party.


    Integrated Assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 2 
    Identify and implement effective coaching behaviours that impact on the coaching 
    OUTCOME NOTES 
    Identify and implement effective coaching behaviours that impact on the coaching of children and adolescents, specifically at the beginning and intermediate levels.

    For example:
  • Discuss the responsibilities of the coach as a model.
  • Discuss the differences between coaching children and coaching adolescents.
  • Determine a process for self-reflection on coaching behaviour.
  • Determine how to implement strategies for effective communication.
  • Implement a self-evaluation strategy to improve personal effectiveness as a coach. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.
    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.
    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Ethical standards for professional practice are followed.
    2. Effective coaching practices are applied to beginners and intermediate level performers.
    3. Efforts to promote transformation through sport are pursued.
    4. The development of children through youth sport programmes is promoted.
    5. Coaching is approached as a possible career.
    6. Performers are referred to appropriate sport science and sport medicine support services.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. The content and intensity of sport programmes are adjusted according to the rate of performers' development.
    8. Coaching behaviours are modified according to their impact on programme performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
    A range of assessment methods should be used, including:
    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
    Product sample - examine the outcomes previously produced by the practitioner.
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard.
    Testimony - collect a portfolio of evidence from suitable people, e.g. report from a third party.


    Integrated Assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 3 
    Identify and discuss the impact of the key components and management structures 
    OUTCOME NOTES 
    Identify and discuss the impact of the key components and management structures of a selected sport at local, national and international levels.

    For example:
  • Describe the provincial, national and international structure of a sport.
  • Describe the relationship between the management structure of a sport and efforts to transform that sport within the South African context.
  • Describe the relationship between the management structure of a sport and efforts to develop that sport within the South African context.
  • Describe the relationship between the management structure and the organisation of provincial and national competitions in that sport. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.
    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.
    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Ethical standards for professional practice are followed.
    2. Effective coaching practices are applied to beginners and intermediate level performers.
    3. Efforts to promote transformation through sport are pursued.
    4. The development of children through youth sport programmes is promoted.
    5. Coaching is approached as a possible career.
    6. Performers are referred to appropriate sport science and sport medicine support services.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. The content and intensity of sport programmes are adjusted according to the rate of performers' development.
    8. Coaching behaviours are modified according to their impact on programme performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
    A range of assessment methods should be used, including:
    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
    Product sample - examine the outcomes previously produced by the practitioner.
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard.
    Testimony - collect a portfolio of evidence from suitable people, e.g. report from a third party.


    Integrated Assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 4 
    Outline the development pathway for selection into the provincial and national teams 
    OUTCOME NOTES 
    Outline the development pathway for selection into the provincial and national teams and explain the implication of these pathways for a sport programme.

    For example:
  • Describe how coaching beginner and intermediate level performers can impact on the overall development of top-level sport.
  • Design a strategy to involve family, school and community support in the development of strong children's and youth sport programmes. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.
    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.
    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Ethical standards for professional practice are followed.
    2. Effective coaching practices are applied to beginners and intermediate level performers.
    3. Efforts to promote transformation through sport are pursued.
    4. The development of children through youth sport programmes is promoted.
    5. Coaching is approached as a possible career.
    6. Performers are referred to appropriate sport science and sport medicine support services.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. The content and intensity of sport programmes are adjusted according to the rate of performers' development.
    8. Coaching behaviours are modified according to their impact on programme performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
    A range of assessment methods should be used, including:
    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
    Product sample - examine the outcomes previously produced by the practitioner.
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard.
    Testimony - collect a portfolio of evidence from suitable people, e.g. report from a third party.


    Integrated Assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 5 
    Compare typical sport employment scenarios for coaches, administrators, technical officials 
    OUTCOME NOTES 
    Compare typical sport employment scenarios for coaches, administrators, technical officials and sport performers.

    For example:
  • Describe career options for coaches in a sport.
  • Explain the essential elements of a sport contract.
  • Discuss the legal implications of typical work arrangements of coaches.
  • Discuss situations where coaches may incur liability
  • Discuss the legal differences between being an employee and an "independent contractor." 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.
    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.
    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Ethical standards for professional practice are followed.
    2. Effective coaching practices are applied to beginners and intermediate level performers.
    3. Efforts to promote transformation through sport are pursued.
    4. The development of children through youth sport programmes is promoted.
    5. Coaching is approached as a possible career.
    6. Performers are referred to appropriate sport science and sport medicine support services.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. The content and intensity of sport programmes are adjusted according to the rate of performers' development.
    8. Coaching behaviours are modified according to their impact on programme performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
    A range of assessment methods should be used, including:
    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
    Product sample - examine the outcomes previously produced by the practitioner.
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard.
    Testimony - collect a portfolio of evidence from suitable people, e.g. report from a third party.


    Integrated Assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 6 
    Identify the sport science and sports medicine services that are available to provide support 
    OUTCOME NOTES 
    Identify the sport science and sports medicine services that are available to provide support for the development of sport expertise.

    For example:
  • Define the following: sport scientist, sport dietician, sport psychologist, sports medicine physician, biokineticist, physiotherapist, and sports conditioning specialist.
  • Describe and access sources of sport science and sports medicine expertise. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.
    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.
    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Ethical standards for professional practice are followed.
    2. Effective coaching practices are applied to beginners and intermediate level performers.
    3. Efforts to promote transformation through sport are pursued.
    4. The development of children through youth sport programmes is promoted.
    5. Coaching is approached as a possible career.
    6. Performers are referred to appropriate sport science and sport medicine support services.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. The content and intensity of sport programmes are adjusted according to the rate of performers' development.
    8. Coaching behaviours are modified according to their impact on programme performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
    A range of assessment methods should be used, including:
    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
    Product sample - examine the outcomes previously produced by the practitioner.
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard.
    Testimony - collect a portfolio of evidence from suitable people, e.g. report from a third party.


    Integrated Assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at 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 qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes:

    Formulate a personal philosophy of coaching that reflects an understanding and respect for sport participants.
    Identify and implement effective coaching behaviours that impact on the coaching of children and adolescents, specifically at the beginning and intermediate levels.
    Compare typical sport employment scenarios for coaches, administrators, technical officials and sport performers. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to specific outcome:

    Identify and implement effective coaching behaviours that impact on the coaching of children and adolescents, specifically at the beginning and intermediate levels. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to specific outcomes:

    Formulate a personal philosophy of coaching that reflects an understanding and respect for sport participants.
    Identify and implement effective coaching behaviours that impact on the coaching of children and adolescents, specifically at the beginning and intermediate levels.
    Compare typical sport employment scenarios for coaches, administrators, technical officials and sport performers. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:

    Outline the development pathway for selection into the provincial and national teams and explain the implication of these pathways for a sport programme
    Compare typical sport employment scenarios for coaches, administrators, technical officials and sport performers.
    Identify the sport science and sports medicine services that are available to provide support for the development of sport expertise. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcome:

    Identify and implement effective coaching behaviours that impact on the coaching of children and adolescents, specifically at the beginning and intermediate levels.
    Compare typical sport employment scenarios for coaches, administrators, technical officials and sport performers. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcome:

    Identify the sport science and sports medicine services that are available to provide support for the development of sport expertise. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes:

    Identify and discuss the impact of the key components and management structures of a selected sport at local, national and international levels.
    Outline the development pathway for selection into the provincial and national teams and explain the implication of these pathways for a sport programme.
    Identify the sport science and sports medicine services that are available to provide support for the development of sport expertise 

    UNIT STANDARD CCFO CONTRIBUTING 
    Learner and societal development relates to specific outcomes: .

    Formulate a personal philosophy of coaching that reflects an understanding and respect for sport participants.
    Identify and implement effective coaching behaviours that impact on the coaching of children and adolescents, specifically at the beginning and intermediate levels.
    Outline the development pathway for selection into the provincial and national teams and explain the implication of these pathways for a sport programme. 

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

    UNIT STANDARD NOTES 
    NOTES (1): ESSENTIAL EMBEDDED KNOWLEDGE

    The qualifying learner is able to demonstrate knowledge and understanding of:

    Ethics of coaching.
    Principles of effective communication.
    Principles of effective teaching/coaching.
    Principles of sport law.
    The organisation and management of sport in South Africa.
    Systems of sport science and sport medicine support.



    NOTES (2): VALUES
    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
    1. Accepting and maintaining a non-discriminatory attitude toward diversity.
    For example,
    Differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  67692   National Diploma: Coaching Science  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  73209   National Diploma: Club Professional Golfing  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some 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 


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