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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in School Governance 
SAQA QUAL ID QUALIFICATION TITLE
125245  Higher Certificate in School Governance 
ORIGINATOR
Mancosa (PTY) LTD T/A Management College of Southern Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0637/26  2026-01-30  2029-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-01-30   2033-01-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the Higher Certificate in School Governance qualification is to equip current and aspiring professionals in the education sector with the necessary knowledge, skills, and competencies to effectively govern and manage educational institutions within the unique contexts of South Africa. This qualification aims to build capacity in critical areas such as legal compliance, financial management, human resources, and school marketing, thereby fostering effective decision-making, improved educational outcomes, and sustainable operational practices.

The qualification seeks to enhance understanding of the distinctive legal and regulatory framework governing South African schools, enabling participants to navigate and implement these regulations efficiently and effectively. It also seeks to develop competency in essential administrative functions, including school marketing, fundraising, financial management, and human resources, to ensure the successful operation of schools.

Through this qualification, learners will be equipped with the knowledge and skills to develop effective and strategic school policies. This will enable learners to address the unique needs and challenges of educational institutions and ensure compliance with legal and ethical requirements. Furthermore, this qualification aims to foster collaboration and communication between educational professionals, school governing bodies, and relevant professional associations, enhancing the collective ability to meet the specific needs and challenges faced by South African schools.

Moreover, the qualification aims to provide learners with a comprehensive understanding of the importance of Information and Communication Technology (ICT) in education, while also integrating the principles of school governance. Additionally, the qualification promotes career advancement and professional development opportunities for teachers, principals, and other educational professionals, enhancing their capability to contribute effectively to school governance and management.

The qualification also seeks to contribute to social development and economic growth by improving the quality of education provided by well-governed and managed schools, thereby producing well-educated and skilled individuals capable of contributing effectively to the workforce. In essence, the qualification seeks to elevate the standards of school governance and management in South Africa, thereby benefiting learners, educational institutions, and the wider society.

This qualification will empower educational leaders with the knowledge, skills, and ethical framework needed to enhance the quality of education and drive positive societal change. Rooted in the principles of sustainable development, this qualification takes a holistic approach by incorporating Sustainable Development Goals (SDGs) 4, 10, 16, and 17 into its core mission. SDG 4, which focuses on Quality Education, serves as the cornerstone of this qualification. It aims to ensure that all individuals receive equitable access to high-quality education, aligning perfectly with our mission to foster educational excellence. SDG 10, addressing Reduced Inequalities, promotes fairness, inclusivity, and diversity within educational governance, creating environments where every learner can thrive. Incorporating SDG 16, which emphasizes Peace, Justice, and Strong Institutions, instils the importance of ethical and effective governance practices, nurturing leaders who can navigate the complexities of educational systems while upholding principles of justice and peace. Lastly, SDG 17, which promotes Partnerships for the Goals, encourages collaboration and networking among learners, fostering a global community of educational leaders committed to achieving sustainable development objectives.

Upon completion of the qualification, qualifying learners will possess:
  • Deep discipline knowledge and intellectual breadth.
  • Creative and critical thinking.
  • Problem solving.
  • Written communication skills.
  • Self-awareness.
  • Engaged citizenship.
  • Takes responsibility for own development.
  • Ability to develop school policies.
  • Ability to manage the finances of a school.
  • Ability to manage the human resources of a school.

    Rationale:
    The need for the qualification is to provide a direct response to the urgent need for specialised, well-rounded education in the governance and management of schools. This need is particularly relevant in South Africa, where the educational environment is shaped by complex legal, regulatory, financial, and cultural conditions. Findings from the Equal Education Law Centre (EELC) reveal that nearly 80% of schools in the country are dysfunctional, with the majority of these institutions serving black and coloured learners. Schools that are frequently mismanaged and unable to use their resources efficiently can be identified as being dysfunctional due to weak governance and ineffective management by both principals and School Governing Bodies. This qualification addresses the challenges facing education.

    The curriculum developed for this qualification integrates essential knowledge areas and practical competencies required for sound governance and management in school education. A central focus is the legal foundation underpinning public school governance. In the South African context, schools function within a detailed and well-defined legal and regulatory system. This system plays a significant role in directing how schools are managed and administered, making an in-depth understanding of the regulatory system vital for effective school governance. By engaging with this framework, school leaders can make informed decisions that comply with established regulations while advancing the best interests of the institution.

    The qualification encompasses a comprehensive range of essential elements, including school marketing, fundraising, financial management, and human resources management. Furthermore, it addresses the pressing need for specialised knowledge and skills in developing effective school policies. Additionally, the qualification recognises the increasingly vital role of technology in educational settings. Proficiency in these areas is fundamental to the successful operation of schools, empowering educational leaders and governors to navigate the intricate landscape of school management and governance. By ensuring financial stability, attracting essential resources, and fostering a motivated, skilled workforce, the qualification supports the realisation of the educational mission with unwavering dedication.

    The qualification provides a well-rounded foundation by covering critical areas such as school marketing, fundraising, financial management, and human resource management. It also responds to the growing demand for expertise in formulating and implementing effective school policies, while acknowledging the expanding importance of technology in education. Mastery of these competencies is central to running schools successfully, equipping qualifying learners to manage the complex responsibilities associated with school governance and leadership. By promoting financial sustainability, securing vital resources, and cultivating a dedicated and skilled workforce, the qualification strengthens the capacity of schools to achieve their educational goals with consistency and commitment. To ensure that the curriculum's focus on effective school governance translates into practical and contextually relevant outcomes.

    The design of the qualification was informed by wide-ranging engagement with industry professionals and key stakeholders. Drawing on their extensive expertise and diverse viewpoints, these stakeholders added significant value to the qualification's relevance and overall impact. These contributions played a crucial role in ensuring that the qualification addresses the unique needs and pressing challenges faced by South African schools.

    Upon completion of the qualification, qualifying learners can aspire to the following positions:
  • Chairperson of the school governing body (parent representative).
  • Member of the school governing body (parent representative).
  • Staff representative on the school governing body.
  • Administrator for the school governing body.

    The qualification is designed to cater to a diverse range of learners. Its primary audience includes both aspiring and current school governing body members, junior school administrators, teacher assistants and other school support staff who require foundational management skills for school governance. While school leavers may also enrol in the qualification, completion of the qualification does not grant them eligibility to teach or assume a management position within a school. The main aim of the qualification is to equip participants with the essential knowledge and practical skills necessary to perform effectively in their roles and to make a positive contribution to the governance and management of schools.

    A key feature of the qualification is its alignment with the learning pathway of education management and governance. This pathway is particularly suitable given the qualification's strong focus on various aspects of school governance and management. Learners pursuing this qualification may have a background in education and are seeking to enhance their knowledge and skills in the arena of school management and leadership. The qualification provides an avenue for these individuals to deepen their understanding of their roles, thereby increasing their capacity to make a positive impact on their respective educational institutions. Upon completion of the qualification, learners can progress to a diploma and a degree.

    The benefits of the qualification extend beyond the learners to society and the economy at large. For the learners, the qualification offers valuable knowledge and skills that can enhance their professional effectiveness and open new career opportunities within the educational sector. From a societal perspective, effective school governance and management can drive the provision of quality education, which is a cornerstone of social development and cohesion. Schools that are well-managed and governed are better positioned to produce well-educated and skilled individuals who can contribute effectively to the workforce, thus benefiting the economy. Furthermore, skills acquired in areas such as fundraising and financial management can foster more financially sustainable schools, which can have broader positive implications for the economy.

    The envisaged learner intake for the qualification is characterised by a diverse and dynamic group of individuals who are passionate about shaping the future of education. This qualification seeks to attract school leavers with a passion for education, aspiring education leaders, administrators, school governing body members and professionals who are dedicated to improving the quality and effectiveness of educational institutions. The ideal candidates will come from various educational backgrounds, including school leavers, teachers, school administrators, and policymakers, and they will share a common goal of fostering positive change in schools. With a commitment to excellence, innovation, and equity in education, this qualification aims to cultivate a community of learners who are eager to engage in critical discourse, develop innovative solutions, and acquire the knowledge and skills needed to drive positive transformation in the field of school governance.

    The qualification will have a profound and far-reaching impact on the educational landscape of South Africa. The impact of the qualification includes the ability to enhance school leadership, improve organisational efficiency and promote a culture of accountability. Moreover, it fosters collaboration among stakeholders, such as teachers, parents, and community members, which can lead to better decision-making and a more inclusive educational environment. Ultimately, the Higher Certificate in School Governance can result in higher learner achievement, better resource allocation, and a school system that is responsive to the ever-evolving needs of its learners, ensuring a brighter future for the next generation.

    In addition, the qualification is a strategic and well-designed response to the specific needs of the South African educational sector. By providing comprehensive knowledge and practical skills in critical areas of school governance and management, it caters to a diverse range of learners. Residing within the learning pathway of education management and leadership, the qualification benefits learners, society, and the economy by bolstering professional capabilities, promoting quality education, and contributing to economic growth. It is a valuable initiative for facilitating sustainable, effective governance in South African schools, and an essential tool for those seeking to contribute positively to the field of education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Assessed against the outcomes of equivalent qualifications to determine compliance with access requirements. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL for access, credits from modules and credits for or towards the qualification are applied. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate that they have the required level of knowledge and expertise. Such competencies may help gain advanced placement.

    RPL for access
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    They must provide evidence of relevant work experience and competencies that align with the academic requirements of the qualification they are seeking. Candidates undergo a pre-assessment that may include guidance sessions, self-assessment, and submission of evidence like work portfolios or a formal assessment, which involves a more detailed evaluation, possibly including interviews, additional tests, and assessments by an RPL panel to determine the candidate's eligibility for admission based on their prior learning and experience.

    RPL for exemption of modules
    Learners may apply for exemption from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    A panel assesses the submitted evidence to determine if the candidate's knowledge and skills meet the learning outcomes of the module(s). The process may include practical assessments, portfolio reviews, or challenge examinations. If the assessment is successful, the candidate is granted credit for the module(s), which count towards the completion of their qualification.

    The RPL assessments adhere to fair, valid, and reliable practices by aligning the assessment criteria with the qualification's learning outcomes. This alignment ensures that earners who gain access or exemptions through RPL meet the same stringent standards as those who have completed the conventional pathway, maintaining the integrity and standards of the qualification.

    Diverse sources of learning, including formal, non-formal, and informal experiences, are recognized. The evaluation process is consistently applied across all applications and conducted by assessors trained in RPL practices and familiar with specific qualification standards. This consistency ensures that learners are treated fairly and equitably. RPL involves applying the principles outlined in the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa.

    Entry Requirements
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational) NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at the National Qualifications Framework, Level 5, totalling 120 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Legal Foundations of School Governance, 15 Credits.
  • English Literacy, 15 Credits.
  • End User Computing, 15 Credits.
  • Innovative School Promotion and Resource Generation, 15 Credits.
  • Financial Stewardship in Education, 15 Credits.
  • Human Capital Management for Schools, 15 Credits.
  • School Policy Development, 15 Credits.
  • Information and Communication Technology (ICT) in Education, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to explain the basic provisions of relevant legislation within the given school context.
    2. Demonstrate the ability to discuss comprehensive marketing and fundraising strategies tailored for a school.
    3. Prepare school budgets, employing basic financial management practices.
    4. Demonstrate the ability to administer financial and human resource matters within a school setting.
    5. Demonstrate the ability to implement compliant and strategic school policies.
    6. Integrate Information and Communication Technology effectively in educational settings.
    7. Demonstrate the ability to build a foundation for e-communication skills, end-user skills and English literacy skills necessary to interact safely in the educational context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify relevant provisions of legislation within the South African school context to showcase their comprehension of the legal framework governing educational institutions in the country.
  • Explain the implications of the evaluated provisions within the South African school context to consider factors such as governance, learner rights, teacher qualifications, and curriculum requirements.
  • Describe recommendations for ensuring compliance and effective implementation of legislation in South African schools, considering the unique challenges and opportunities present in the educational setting.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify unique needs and interests of the school community and potential donors and consider strategies that align with these factors to create a foundation for learning.
  • Construct comprehensive marketing and fundraising strategies to include clear goals, target audience, messaging, and tactics.
  • Apply and modify the strategy's effectiveness based on feedback and results to communicate changes with the stakeholders.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop a comprehensive and realistic budget in line with the school's strategic goals and available resources.
  • Identify budget adjustments over time to respond to changes in the school's financial situation.
  • Present budgetary information to relevant stakeholders and discuss the rationale behind the budget decisions and their implications.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify financial and human resource matters and discuss the school's essential components for effective management.
  • Discuss the effect of the school's financial and human resource management activities on relevant laws, regulations, and school policies within a school context.
  • Apply effective communication and interpersonal skills to staff-related matters, fostering a positive and collaborative work environment.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Discuss the importance of school-based policies, the School Governing Body Constitution, and the school mission statement.
  • Articulate the purpose and significance of the school's Code of Conduct and discuss the roles and responsibilities of the School Governing Body and the school management team.
  • Explain comprehensive and legally compliant policies to ensure effective communication within the school context and recognise their implications.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Integrate Information and Communication Technology (ICT) in education and highlight its impact on teaching and learning processes, digital literacy, and learner preparation for the modern digital world.
  • Outline a comprehensive vision and framework for ICT management in schools to encompass clear goals, strategies, and considerations for successful implementation.
  • Explain school information and records to highlight their significance in ensuring data accuracy, accessibility, and compliance with relevant policies and regulations.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Create Microsoft Word, Microsoft Excel documents, and Microsoft PowerPoint presentations to edit and save them in an appropriate file format.
  • Apply reading, writing, and communication skills in English, effectively engage with a wide range of texts, and clearly and coherently communicate ideas.
  • Identify exemplary features and functions of a GUI-based email application and web browser to establish a foundation for further applications.

    Integrated Assessment
    The assessment strategy for the qualification aligns closely with the institutional assessment strategy, qualification outcomes, and the mode of provisioning outlined in the institution's Assessment Policy document. The integration of the assessment strategy ensures that the institution's assessments are robust, transparent, and aligned with institutional goals and the needs of diverse learners in an Online Summative Assessment setting.

    The institution has introduced a range of case studies to develop and demonstrate an understanding of key concepts, terms, and theories. These case studies grant additional assessment opportunities, feedback for continuous improvement, and have a 40% weighting, ultimately enhancing the learning experience and supporting a philosophy of lifelong learning.

    Furthermore, studies have shown that examinations (in the traditional context) are stressful and often regurgitation exercises that do not generally contribute to the philosophy of lifelong learning. The institution introduced a project component, an online, open-book examination as the summative assessment, termed an Online Summative Assessment (OSA to align with the institution's commitment to continuous improvement and modern pedagogical theory. These summative assessments test learners' understanding and skills, i.e., how they explore and solve problems, rather than the facts they have memorised, in contrast to closed book or traditional examinations that tend to encourage rote learning and more superficial application of knowledge. The institution introduced a project component as the summative assessment, which contributes 60% of the final assessment weighting to synthesise the experiences and knowledge and apply these to practical scenarios.

    Formative Assessments:
    Two (2) Case studies contribute 40% towards the overall mark.

    Summative Assessment:
    Project/s contribute 60% towards the overall mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the nternational qualifications from the follwing countries:

    Country: United Kingdom
    Institution: The Chartered Governance Institute
    Qualification Title: Certificate in Academy Governance
    NQF Level: Level 4 equivalent to the first year of an undergraduate degree
    Duration: 8-9 months

    Purpose/rationale:
    This unique Level 4 qualification has been newly created to help meet the specific needs for effective governance in academy schools. Learners will develop skills not readily available from other school management qualifications. In particular, the qualification focuses on the governance needs of multi-academy trusts (MATs) and how solid and consistent governance and standards can be implemented across several schools. Learners who complete the qualification are eligible to become Affiliated members and continue to benefit from the knowledge and support of our governance and compliance community.

    The qualification is suitable for anyone who works, or wants to work, in a governing, management, or administrative role in academies, including:
  • Office Administrator, Clerical Assistant, or Executive Assistant.
  • School Clerk/Clerk to Governors.
  • Business Managers or Business Support Officers.
  • School Bursar, Bursar's Secretary, or School Business Manager.
  • Governor or Trustee.
  • Company Secretary.

    Qualification structure:
  • Legal Structures and Framework comparable to Legal Foundations of School Governance
  • Governance comparable to Legal Foundations of School Governance
  • Risk, Compliance, and Policies comparable to School Policy Development
  • Financial Management comparable to Financial Stewardship in Education.

    Assessment
    Successful completion of this qualification will be dependent on passing the assessment. The overall grade at the end of the qualification is made up of marks from two components:
  • A written assignment worth 60% of the overall result
  • A multiple-choice assessment worth 40% of the overall result.

    Similarities:
  • The purpose of the South Africa (SA) and the Chartered Governance Institute (CGI) qualifications is to equip current and aspiring professionals in the education sector with the necessary knowledge, skills, and competencies to govern and manage educational institutions within their unique contexts.
  • Both qualifications target those who work in governing, management, or administrative roles within the school context.
  • The Legal Structures and Framework and the Financial Management from the CGI qualification are comparable to modules from SA's qualification, which are Legal Foundations of School Governance and Financial Stewardship in Education.
  • Both qualifications consist of 40% formative assessment and 60% summative assessment weighting.

    Differences:
  • The CGI qualification is open entry, with no prior qualifications required, whilst the qualification in South Africa (SA) has a minimum entry requirement of a National Senior Certificate or the National (Vocational) Certificate.
  • The SA qualification has a total of 8 modules, whilst the qualification at CGI has only 4 modules.
  • The SA qualification is an NQF Level 5 qualification, whilst the CGI qualification is a Level 4 qualification.
  • The duration of the SA qualification is 12 months, while the CGI qualification is done in 8/9 months.

    Country: United States of America
    Name of Institution: Georgetown University
    Name of Qualifications: Certificate in Educational Leadership and Management
    Duration: 5 months

    Purpose/rationale:
    The purpose of the Certificate in Educational Leadership and Management is to develop the skills and knowledge that local and state leaders need to address large-scale challenges and bring positive change in technology, human resources, school turnaround efforts, innovation zones, teacher quality reforms, and accountability initiatives. Other educational leadership qualifications focus on innovation in pedagogy. In contrast, the Educational Leadership and Management emphasises the management and leadership skills needed to implement and sustain reforms.

    The qualification is designed to help local and state education officials support and lead improvement efforts. Instruction focuses on finding smarter, more powerful ways to leverage tools, talent, time, and money, within the constraints presented by norms, rules, regulations, contracts, and statutes. The Educational Leadership and Management qualification is designed for district and state managers and leaders involved with budgeting, managing human resources, negotiating contracts, writing rules, applying for, and adhering to federal grants, or designing and implementing reform initiatives.

    Qualification structure:
  • Building a Culture of Excellence in School Systems comparable to Human Capital Management for Schools
  • Spending Dollars Smarter: comparable to Financial Stewardship in Education
  • Leveraging Talent and Improving Teacher Performance comparable to Human Capital Management for Schools
  • Harnessing Technology to Rethink Teaching and Learning, comparable to Information and Communication Technology (ICT) in Education
  • Making Rules, Regulations, and Contracts Work comparable to School Policy Development and Legal Foundations of School Governance

    Similarities:
  • The South African (SA) qualification compares well with the qualification at Georgetown University (GU) as they are both designed to address a pressing need for specialised and comprehensive education in the governance and management of educational institutions.
  • The modules Spending Dollars Smarter and the module Harnessing Technology to Rethink Teaching and Learning, offered by the GU qualification, are comparable with SA qualification modules named Financial Stewardship in Education and Information and Communication Technology (ICT) in Education.

    Differences:
  • The South African (SA) qualification has a total of 8 modules, whilst the Georgetown University (GU) has only 5 modules.
  • The qualification at GU has a duration of 5 months, whilst the SA qualification has a duration of 12 months.
  • The GU qualification is only offered to employers who sponsor a cohort of participants. employers must sponsor at least 10 learners to establish a cohort, and the SA qualification accepts any learner who meets the admission criteria.

    Conclusion
    To conclude, the South African qualification compares more than favourably with the modules and/or qualifications in school governance offered internationally. The proposed qualification has been compared to two international institutions. The learning outcomes, assessment criteria, content, similarities, and differences of this qualification have been favourably compared to similar qualifications from these institutions. The Higher Certificate in School Governance qualification is unique to South Africa and is appropriate for the specific requirements of this country in terms of holistic and comprehensive school governance. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers the following articulation options.

    Horizontal Articulation:
  • Higher Certificate in Education, NQF Level 5.
  • Higher Certificate in Education Assistance, NQF Level 5.
  • Higher Certificate in Management and Leadership, NQF Level 5.

    Vertical Articulation:
  • Advanced Certificate: Education: Education Management and Leadership, NQF Level 6.
  • Advanced Certificate: Education (School Management and Leadership), NQF Level 6.
  • Advanced Certificate in Leadership, NQF Level 6.
  • Bachelor of Management Leadership, NQF Level 7.

    Diagonal Articulation:
  • Advanced Certificate in Management Studies, NQF Level 6
  • Occupational Certificate: Governance Practitioner, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Mancosa (PTY) LTD T/A Management College of Southern Africa 


    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.