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

Design and conduct research 
SAQA US ID UNIT STANDARD TITLE
9941  Design and conduct research 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2000-10-11  2003-10-11  SAQA 0532/00 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-10-11   2007-10-11  

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 
Practitioners who have achieved this unit standard will be able to design a research project and conduct, write up and report on the research they have conducted.

This competence complements other ETD and occupational competences, and provides practitioners with a range of research skills.

In addition, it forms a solid base for on-going occupational research and development. By promoting enquiry into lifelong learning, which is related to practice, it contributes to the ongoing development of an inquiring community of ETD practitioners. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence.

This standard describes the ETD competence, which will be needed for them to design and conduct research in their occupational competence. 

UNIT STANDARD RANGE 
The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the "rules" or principles, which inform what they do, and will not longer be operating consciously with such rules.
2. The specific outcomes should be performed in line with an established methodology for designing and conducting research. At this level the practitioner should be able to describe two alternative methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.
3. At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Select an area and topic for research 
OUTCOME NOTES 
Select an area and topic for research by, e. g.,
  • considering the aims and objectives of the skills development strategy;
  • considering sector and workplace skills development plans; and
  • selecting areas or topics that will transform an element of ETD or occupational practice. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    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 an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. 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 also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 2 
    Select and apply appropriate research methodologies 
    OUTCOME NOTES 
    Select and apply appropriate research methodologies by, e. g.,
  • considering research aims and resources available. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    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 an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. 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 also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 3 
    Design a research action plan 
    OUTCOME NOTES 
    Design a research action plan by, e. g.,
  • considering research aims and selected methodologies as well as the resources available. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    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 an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. 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 also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 4 
    Conduct and manage the research process according to the research action plan 
    OUTCOME NOTES 
    Conduct and manage the research process according to the research action plan by, e. g.,
  • adapting both the plan and the implementation as necessary. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    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 an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. 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 also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 5 
    Evaluate the research process 
    OUTCOME NOTES 
    Evaluate the research process by, e. g.,
  • considering the intended process and the extent to which the research question has been satisfactorily answered. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    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 an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. 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 also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 6 
    Make recommendations regarding future improvements to research. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    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 an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. 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 also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 7 
    Produce and present a research report 
    OUTCOME NOTES 
    Produce and present a research report by, e. g.,
  • considering a format appropriate to the target audience; and
  • considering a format appropriate to the occupation or discipline. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    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 an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. 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 also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 8 
    Interpret data collected. 
    OUTCOME NOTES 
    Interpret the data collected with regard to the research question and methodology, hypothesis and topic concepts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    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 an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. 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 also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
    3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

    Therefore anyone wishing to be assessed against this unit standard 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 
    Practitioners should be able to demonstrate a knowledge and understanding of:
    1. A range of research methodologies.
    2. Communication techniques.
    3. Validation techniques.
    4. Data interpretation techniques.
    5. Self management techniques.
    6. Project management techniques.
    7. Concepts underpinning research.
    8. Acceptable formats for research action plans and techniques for compiling an action plan.
    9. Information retrieval, including resource centres, libraries and electronic sources.
    10. Acceptable methods for publishing research findings.
    11. Appropriate research technologies.
    12. Group dynamics and facilitation of groups skills.
    13. Conceptual knowledge relating to the research topic.
    14. Outcomes-based forms of designing and conducting research which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
    15. Forms of practice which, promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems regarding, e. g.,
  • Issues relating to group/stakeholder dynamics involved in the research; issues arising from the implementation of the research project; and issues relating to the research question/s. 

  • UNIT STANDARD CCFO WORKING 
    Work in teams, e.g.,
  • With stakeholders involved in the research, which would apply to both colleagues as well as to anybody else involved in the research. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, as this is the essence of the research project. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively as both in the process of research as well as in the sharing of research results; communication is an essential part of the research project. 

    UNIT STANDARD NOTES 
    VALUES
    The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  13740   Certificate: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Core  13741   Diploma: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Core  13742   Degree: Occupation-directed Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Registered" 
    2003-10-11  ETDP SETA 
    Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  As per Learning Programmes recorded against this Qual 


    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. ACADEMY OF PEOPLE DEVELOPMENT PTY LTD 
    2. Accreditation & Training Services 
    3. Adelaine Training Solutions Pty Ltd 
    4. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    5. Aldabri 106 Institute for Quality (Pty) Ltd 
    6. Amogelang Marketing and Training 
    7. Assessment and Entrepreneurship Centre 
    8. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    9. ATS Institute 
    10. ATTE - The Training Edge 
    11. Boikgantsho Consulting & Events cc 
    12. BOLAND COLLEGE 
    13. Brainwave Projects 1997 CC 
    14. Business Development Unit (PTY)Ltd 
    15. Caversham Education Institute 
    16. College of Cape Town - Athlone Campus 
    17. Compass Academy of Learning 
    18. Convergent Ideas cc 
    19. CORE TRAINING INTERNATIONAL 
    20. D and D Lwazi Renaissance Research and Development Institute 
    21. Directflo 
    22. Early Learning Foundation Montessori Teacher Training 
    23. EDU-Bless College 
    24. Edu-Build Institute 
    25. EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC 
    26. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    27. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    28. Fizazad Projects t/a Kajal and Associates 
    29. FURNITURE WORLD TRAINING CENTRE 
    30. Goldfields TVET College 
    31. Grassroots Adult Education and Training Trust 
    32. Guru Group of Learning (Pty) Ltd 
    33. GWALA TRAINING SERVICES 
    34. HDPSA 
    35. Headspace Consulting (PTY) Ltd 
    36. HEARTLINES COLLEGE 
    37. HUGENOTE COLLEGE 
    38. IN TUITION 
    39. Institute of Professional Studies and Services 
    40. Isibani Skills Academy 
    41. Itireleng Bokamoso Trading Development Services and Associates 
    42. Katiso-kuno Consulting 
    43. Khululeka Community Education Centre 
    44. Klein Karoo Resource Centre 
    45. Leap Skills Developmemt Institute (Pty) Ltd 
    46. Learning Performance Link 
    47. Leronsa Trading Enterprise 
    48. Li Lichule Trading cc 
    49. Little Elephant Training Centre For Early Educationt/a LETCEE 
    50. Loago Business Consulting 
    51. MACCAUVLEI LEARNING ACADEMYPTY LTD 
    52. MATHS CENTRE INCORPORATING SCIENCES 
    53. MENTORNET (PTY) LTD 
    54. Mochochonono Training Solutions cc 
    55. Montessori Teacher Training Centre South Africa 
    56. Nkqubela Community Developers 
    57. NOMAKU TRADERS CC 
    58. Northern Cape Rural TVET College 
    59. Northern Cape Urban College: Kimberley Campus 
    60. Northlink College 
    61. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    62. Orbit FET College - Central Office 
    63. Paradise Institution Training and Learning Centre 
    64. Petra institute of Development (PTY) Ltd 
    65. Pro-Ed Training 
    66. QPD CONSULTANTS 
    67. Resonance Institute of Learning 
    68. Rhodes University 
    69. SANTS College 
    70. Sirius Training 
    71. Sisazi Consulting 
    72. Siyahluma Education Institute 
    73. SKU Training and Assessment 
    74. South Cape Public FET College - George Campus 
    75. Sustainability Institute Trust 
    76. Tembe Service Providers 
    77. Thabelanang t/a Thabelanang Trading Enterprise 
    78. The College of Modern Montessori 
    79. THE GMC GROUP PTY LTD 
    80. The Institute of People Development 
    81. The Iscariota Group (Pty) Ltd 
    82. Thuto Ya Setshaba Training Services (Pty) Ltd 
    83. Tshwane South College for (ECD Academy) 
    84. Ulwazi Training & Development 
    85. Umthombo Wolwazi Training and Constructions 
    86. Umzansi Educational Programs Centre 
    87. UNIVERSAL COLLEGE OUTCOMES SA 
    88. VERYCOOLIDEAS 
    89. Vuselela TVET College 
    90. Winston Academy 
    91. World Wide Education Providers(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.