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 UNIT STANDARD THAT HAS PASSED THE END DATE: |
Contribute to information distribution regarding HIV/AIDS in the workplace |
SAQA US ID | UNIT STANDARD TITLE | |||
8555 | Contribute to information distribution regarding HIV/AIDS in the workplace | |||
ORIGINATOR | ||||
SGB Hospitality,Tourism,Travel, Leisure and Gaming | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
HW SETA - Health and Welfare Sector Education and Training Authority | ||||
FIELD | SUBFIELD | |||
Field 11 - Services | Hospitality, Tourism, Travel, Gaming and Leisure | |||
ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
Undefined | Regular-Fundamental | Level 4 | NQF Level 04 | 4 |
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 |
A person assessed as competent against this unit standard will be able to
This competence will equip individuals to reflect on and make informed choices about their attitudes and behavioural practices. It will also contribute to building a wider understanding of HIV/AIDS issues; to the rights of people living with HIV and AIDS; and to workplaces which are more responsive to the needs of those living with HIV and AIDS. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
A person taking this unit standard is assumed to have acquired the competence described in the Level 2 HIV and AIDS unit standard. |
UNIT STANDARD RANGE |
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. 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. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Describe attitudes toward HIV and AIDS in the workplace. |
OUTCOME RANGE |
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, which 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. 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.: reports 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'. |
SPECIFIC OUTCOME 2 |
Identify factors influencing attitudes toward HIV and AIDS. |
OUTCOME RANGE |
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, which 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. 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.: reports 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'. |
SPECIFIC OUTCOME 3 |
Plan an information session in the workplace on HIV and AIDS. |
OUTCOME RANGE |
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, which 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. 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.: reports 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'. |
SPECIFIC OUTCOME 4 |
Prepare information session in the workplace on HIV and AIDS. |
OUTCOME RANGE |
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, which 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. 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.: reports 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'. |
SPECIFIC OUTCOME 5 |
Offer information session in the workplace on HIV and AIDS. |
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, which 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. 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.: reports 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'. |
SPECIFIC OUTCOME 6 |
Evaluate the information session. |
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, which 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. 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.: reports 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'. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
1. 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.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA. 3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below. 4. 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. |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
The qualifying learner is able to demonstrate a basic knowledge and understanding of:
1. Debates about the causes of HIV and AIDS. 2. Transmission routes of HIV. 3. HIV testing. 4. Symptoms and phases in the development of AIDS. 5. Practices which reduce or prevent risk of infection. 6. Rights of people living with HIV and AIDS. 7. Attitudes toward HIV and AIDS in the workplace. 8. At least one theory of the relationships between attitudes and behaviour. |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO WORKING |
Working effectively with others as a member of a team, group, organisation or community (relates to all outcomes). |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively (relates to all outcomes). |
UNIT STANDARD CCFO DEMONSTRATING |
Demonstrating an understanding of the world as a set of related systems (relates to all outcomes). |
UNIT STANDARD CCFO CONTRIBUTING |
Contributing to the personal development of learners and the society and economy, by participating as responsible citizens in the life of local, national and global communities and by being culturally sensitive (relates to all outcomes). |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
UNIT STANDARD NOTES |
Assessment case studies and other supplementary to be developed through the learnership pilots. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Core | 48664 | Further Education and Training Certificate: Mail Supervision | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Core | 65110 | Further Education and Training Certificate: Management | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2009-03-14 | As per Learning Programmes recorded against this Qual |
Core | 64369 | Further Education and Training Certificate: Sport Coaching: Juniors/Beginners | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Core | 23513 | National Certificate: Fisheries Observation: Inshore | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Core | 36436 | National Certificate: Local Economic Development | Level 4 | Level TBA: Pre-2009 was L4 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | LG SETA |
Core | 21500 | National Certificate: Sport and Fitness Leadership | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2005-06-12 | Was CATHSSETA until Last Date for Achievement |
Core | 17492 | National Certificate: Tourism: Car Rental | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-06-13 | CATHSSETA |
Core | 17390 | National Certificate: Tourism: Event Support | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-06-13 | Was CATHSSETA until Last Date for Achievement |
Core | 20155 | National Certificate: Tourism: Guiding | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2009-09-09 | Was CATHSSETA until Last Date for Achievement |
Core | 20513 | National Certificate: Tourism: Reception | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-10-10 | CATHSSETA |
Core | 48855 | National Certificate: Emergency Services Operations | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2009-02-18 | Was LG SETA until Last Date for Achievement |
Core | 49123 | National Certificate: Journalism | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2007-10-18 | Was MICTS until Last Date for Achievement |
Core | 58978 | National Certificate: Journalism | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Core | 18943 | National Certificate: Tourism: Cabin Crew | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2009-01-10 | CATHSSETA |
Fundamental | 20175 | National Certificate: Hygiene and Cleaning Supervision | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Fundamental | 48797 | Further Education and Training Certificate: Beauty Technology | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2011-02-16 | Was SERVICES until Last Date for Achievement |
Fundamental | 48435 | Further Education and Training Certificate: Captive Animal Management | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Fundamental | 64651 | Further Education and Training Certificate: Hairdressing | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2009-04-08 | As per Learning Programmes recorded against this Qual |
Fundamental | 24433 | Diploma: Hospitality Operations | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2012-06-30 | CATHSSETA |
Fundamental | 20188 | National Certificate: Real Estate | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Elective | 49256 | Further Education and Training Certificate: Counselling | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | HW SETA |
Elective | 50520 | Further Education and Training Certificate: Library Practice | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 48439 | Further Education and Training Certificate: Road Transport Supervision | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | TETA |
Elective | 48883 | Further Education and Training Certificate: Small Business Advising (Information Support) | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Elective | 22491 | Further Education and Training Certificate: Specialist Security Practices | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2006-11-16 | SAS SETA |
Elective | 48796 | National Certificate: Quality Assurance of Tyre Manufacturing Processes | Level 4 | Level TBA: Pre-2009 was L4 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MERSETA |
Elective | 48799 | National Certificate: Tyre and Tyre Component Manufacturing | Level 4 | Level TBA: Pre-2009 was L4 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MERSETA |
Elective | 93993 | National Certificate: Labour Relations Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 58624 | National Certificate: Library and Information Services | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2015-03-13 | ETDP SETA |
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. |
1. | Amabamba Recruitment |
2. | Andebe Group |
3. | ATTI Nelspruit Pty Ltd |
4. | AVAX SA 481 CC. T/A Mandisa Development Services |
5. | Avenida (Pty) Ltd |
6. | Bavelile Consultants and Training |
7. | BEPE Developments |
8. | Brilliant Affairs |
9. | Bull's Business and Skills Training Institute |
10. | Buscor |
11. | Central Institute of Professional Studies and Services |
12. | Dru-A Professional Training Consultancy |
13. | Edutraining Business College |
14. | Frayintermedia Cc |
15. | Gender Education & Development Institute (GEDI |
16. | Giamanje TVET College |
17. | Glentech Innovative Design Concepts |
18. | HILLCROSS BUSINESS SCHOOL (PTY |
19. | IQ Skills Academy (PTY) LTD. |
20. | Jabukile Consultancy |
21. | Jeppe College of Commerce and |
22. | Jobafrik Consulting |
23. | Josmap Training Institute |
24. | Kundani Trading |
25. | Learncorp |
26. | Learning Exchange Pty (Ltd) |
27. | Lewerb Holdings (PTY) Ltd |
28. | Life Long ABET Consulting |
29. | Madingoane and Family Construction |
30. | Makhuba Development Projects CC |
31. | Makoti Skills Development Solutions |
32. | Mamuhle Academy |
33. | MANCOSA Pty (Ltd) |
34. | Mbimbini Training and Community Development |
35. | MBOWA COLLEGE PTY LTD |
36. | Mortarboard Training Solutions |
37. | Musengavhadzimu Media |
38. | Nemalale Eagles Consultancy CC |
39. | Neopeo Trading & Projects |
40. | Networx for Career Development |
41. | NTI College |
42. | Pachedu Skills Solutions |
43. | Pebetse Training and Consulting |
44. | PFIM Trading (Pty) Ltd |
45. | Phephani Learnerships cc |
46. | PMA Holdings (PTY ) LTD. |
47. | Posh Multimedia |
48. | Pretoria Technical College |
49. | Progressive School of Business and Engineering (Pty) |
50. | PTDEV (Pty) Ltd |
51. | Rand Training College |
52. | Reflections Development Institute |
53. | Regent Business School (Pty) Ltd t/a Regent Business School |
54. | Resonance Institue of Learning |
55. | Retshetse Training Project |
56. | Sebenzisanane Human Capital |
57. | Silalele Consulting CC. |
58. | Siza Nesu Training and Consultants |
59. | South African Corporate Training Association |
60. | SOUTH AFRICAN RESERVE BANK |
61. | Sozim Trading and Consultancy |
62. | T Mabuya & Associates CC |
63. | Tachfin Holdings |
64. | Tasc Business Consulting and Training |
65. | Tau and Tau Training Enterprises Pty Ltd |
66. | Tembe Service Providers |
67. | Thinking Mind Trading |
68. | Together Lifestyle Resort Pty Ltd |
69. | Training Consultant and SD College |
70. | Transafric Consulting Pty Ltd |
71. | Tshwane Training Institute (PTY) LTD. |
72. | TSP COLLEGE |
73. | Umqondo Consultancy |
74. | Universal Knowledge Software |
75. | UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD |
76. | University of Venda |
77. | Varsity Institute of Science & Technology (Pty)Ltd |
78. | VUTHLARI MARKETING CONSULTING |
79. | Whitestone College |
80. | Yellow Media Learning Institute (Pty) Ltd |
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |