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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 QUALIFICATION THAT HAS PASSED THE END DATE: |
Further Education and Training Certificate: Early Childhood Development |
SAQA QUAL ID | QUALIFICATION TITLE | |||
58761 | Further Education and Training Certificate: Early Childhood Development | |||
ORIGINATOR | ||||
SGB Early Childhood Development | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
Further Ed and Training Cert | Field 05 - Education, Training and Development | Early Childhood Development | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 140 | Level 4 | NQF Level 04 | Regular-Unit Stds Based |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2024-06-30 | 2027-06-30 |
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 qualification replaces: |
Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
23116 | National Certificate: Early Childhood Development | Level 4 | NQF Level 04 | 120 | Complete |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
This is an entry-level Qualification for those who want to enter the field of Education, Training and Development, specifically within the sub-field of Early Childhood Development (ECD). Many of those who will seek this Qualification are already practising within the field, but without formal recognition. This Qualification will enable recipients of this Qualification to facilitate the all-round development of young children in a manner that is sensitive to culture and individual needs (including special needs), and enable them to provide quality early childhood development services for children in a variety of contexts, including community-based services, ECD centres, at home and in institutions. In particular, recipients of this qualification will be able to: Practitioners will generally carry out their role under supervision and with the support of designed programmes. This Qualification will provide a means for formal recognition of those who are already practising in the field, but without qualifications, as well as for those who wish to enter the field. This qualification will also provide a basis for further professional development in the higher education and training band for many experienced practitioners in the field who have had limited or difficult access to further career development opportunities. Rationale: Early Childhood Development (ECD) is a priority area within the South African context and is supported by legislation, national policies and strategies. The development of babies, toddlers and young children forms the most critical foundation of further development into childhood and adulthood. There is thus a vast need for ECD services, and it is critical that the field should be served by competent practitioners. In order to meet the needs at ECD level, it is important to be able to identify and recognise competent ECD practitioners who are able to work in a variety of ECD contexts. This qualification will provide a means to give recognition to practitioners at an entry level, thus making it possible for practitioners to increase their employment prospects, and at the same time provide the field with suitably qualified practitioners. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning: This Qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual Unit Standards. Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment. Access to the Qualification: There is open access to this Qualification bearing in mind the learning assumed to be in place. |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 140 credits as detailed below. Fundamental Component: The Fundamental Component consists of Unit Standards in: It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3. All Unit Standards in the Fundamental Component are compulsory. Core Component: Elective Component: The Elective Component consists of Unit Standards to the value of 165 credits. Learners are to choose Unit Standards to the minimum of 20 credits. 1. Those who wish to take up employment as a Grade-R practitioner are advised to take the following Elective Unit Standards: 2. Those who wish to specialise in management of an ECD Service are advised to do the following Elective Unit Standards: 3. Those who wish to specialise in Gender Equality and Women's Empowerment (GEWE) are advised to do the following Elective Unit Standards: In addition to this, learners must select additional Unit Standards from other specialisation areas listed in order to obtain a minimum of 20 credits. 4. Those who wish to specialise in Human Rights are advised to do the following Elective Unit Standards: In addition to this, learners must select additional Unit Standards from other specialisation areas listed in order to obtain a minimum of 20 credits. 5. Those who wish to specialise in Life Skills are advised to do the following Elective Unit Standards: If learners choose to, it is preferred that the learners achieve the replacement Unit Standard ID 244571 rather than the original ID 114938. In addition to this, learners must select additional Unit Standards from other specialisation areas listed in order to obtain a minimum of 20 credits. 6. Those who wish to specialise in Inclusive Education are advised to do the following Elective Unit Standards: |
EXIT LEVEL OUTCOMES |
1. Communicate in a variety of ways within Early Childhood Development and societal settings.
2. Use mathematics literacy in real life and education, training and development situations. 3. Plan and prepare for Early Childhood Development. 4. Facilitate and monitor the development of babies, toddlers and young children. 5. Provide care and support for babies, toddlers and young children. Critical Cross-field Outcomes: This Qualification addresses the following Critical Cross-Field Outcomes, as detailed in the associated unit standards: Developmental outcomes: |
ASSOCIATED ASSESSMENT CRITERIA |
The following assessment criteria promote integrated assessment at the Exit Level Outcome level. Further guidance regarding integrated assessment is provided under the heading "integrated assessment":
Associate Assessment Criteria for Exit Level Outcome 1: Associate Assessment Criteria for Exit Level Outcome 2: Associate Assessment Criteria for Exit Level Outcome 3: Associate Assessment Criteria for Exit Level Outcome 4: Associate Assessment Criteria for Exit Level Outcome 5: Integrated Assessment: Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards, and further guided by the integrative assessment criteria specified for each Exit Level Outcome above. As far as possible, assessment should take place within the context of an active Early Childhood Development environment, dealing with divergent and random demands related to Early Childhood Development. Evidence of integration may be presented by learners when being assessed against the unit standards-thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at Exit Level Outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against each unit standard while at the same time gaining evidence of integration at Exit Level Outcome level. For the purposes of integration, assessment should be guided by the following relationships between each Exit Level Outcome and the Associated Unit Standards. Unit Standards linked to Exit Level Outcome 3: Plan and prepare for Early Childhood Development: Unit standards linked to Exit Level Outcome 4: Facilitate and monitor the development of babies, toddlers and young children: Unit standards linked to Exit Level Outcome 5: Provide care and support to babies, toddlers and young children: Assessment should be in accordance with the following principles: > Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations. > Judge evidence on the basis of its validity, currency, authenticity and sufficiency. > Ensure assessment processes are systematic, open and consistent. |
INTERNATIONAL COMPARABILITY |
Introduction:
The international comparability for the FETC: ECD Qualification is not only informed by finding equivalent qualifications on a national qualifications framework of other countries but also by examining how the FETC ECD benchmarks from best practice in the field. It is necessary to embark on this exercise, as Early Childhood Development (ECD) in the developing world context is still largely located within programmes for community development. This being the case, early care and education has not been fully recognised as an occupation requiring professional knowledge and skills. In what follows we present best practices from countries attempting to make difference in their future citizenry through interventions in early childhood. The choices made were informed by the titles in our Unit Standards and themes that are supportive of our Specific Outcomes and Assessment Criteria. In this document the young child refers to children from birth to five years. Kenya: Country context and equivalence to South Africa: In examining the Unicef country profile the following was deemed comparable to young's realities in the South African context. Although all of them do not deal directly with the birth to four cohort the information, amongst other things, does point to the need for early intervention through recognition of early care and education as an important space: Best Practice Profile: One of the key ways in which Kenya is making a difference in the lives of children in the context of HIV/AIDS is through the Kenyan Orphans Rural Development Programme (KORDP). Two key practices are considered as exemplary within the programme. The community-based approach and psychosocial support underpins the practices with vulnerable children from 2 to 6 years. The first way in which KORDP works is through the community to establish an ECD centre. Seven committees are established-food security, income generating activities, education, shelter, health and HIV/AIDS, psychosocial support and evaluations/documentations. Each committee has seven members-involving a significant chunk of the community. A community development motivator is trained in providing psychosocial support for ECD committees. Members of these committees are enabled to find the most effective ways of dealing with young children infected, affected and orphaned by HIV/Aids. The aim is get the trainees to carry the message that young children need not only food but also a loving touch and a listening ear. They are encouraged to ask questions such as: At the Early Childhood Development centres as many as two-thirds of the children have lost at least one parent. Each centre has a trained caregiver. The training includes building competence in early literacy, early numeracy, and basic lessons on health and hygiene. The caregiver also has the responsibility of making referrals to a community nurse who is responsible for treating minor aliments affecting the children and their parents. Links to the FETC: ECD Qualification: All of the Unit Standards in the FETC: ECD Qualification contribute to building competence that are outlined as best practice above. The following unit standards haves special reference to community development and psychosocial support: India: Country context and equivalence to South Africa: Best Practice Profile: In order to meet the challenges of the holistic needs of the child, India launched the Integrated Child Development Services (ICDS) in the seventies and continues to operate through this service to date. Recognising that early childhood development constitutes the foundation of human development, ICDS is designed to promote holistic development of children under six years, through the strengthened capacity of families and communities. The programme is specifically designed to reach disadvantaged and low-income groups, for effective disparity reduction. The programme provides an integrated approach for converging basic services for improved childcare, early stimulation and learning, health and nutrition, water and environmental sanitation - targeting young children and their parents. These target groups are reached through nearly 300,000 trained community-based Anganwadi workers and an equal number of helpers, supportive community structures/women groups - through the Anganwadi centre (childcare centres), the health system and the community. Link with the FETC: ECD Qualification: Brazil: Country context and equivalence to South Africa: The following aspects of the Brazilian context show similarity to the realities that challenge early care and education in South Africa: Best Practice Profile: The Popular Centre for Culture and Development, an Non Government Organisation based in the south east of Brazil, intervenes in early childhood through combining education with community development in virtual way. The Sementinha project has the following practices that are regarded as exemplary: Links with the FETC: ECD Qualification: Honduras: Country context and equivalence to South Africa: Within Honduras the following realities show similarities to South Africa with regard to the challenges in early care and education: Best Practice Profile: The Early Stimulation Programme is part of a larger programme implemented by the Christian Children's Fund. The programme focuses on children from birth to six years and their families. Exemplary practices include the following: Links with the FETC: ECD Qualification: United Kingdom: The FETC: ECD Qualification was compared with the Early Years Care and Education Level 2 NCVQ/SCVQ (National Council for Vocational Qualifications/ Scottish Council for Vocational Qualifications) in the United Kingdom for the following reasons: > Welfare of the child. > Keeping children safe. > Working in partnership with parents/families. > Children's learning and development (holistic, play-based, observation of children). > Equality of opportunity (access, avoidance of stereotyping, inclusion). > Anti-discrimination. > Celebrating diversity. > Confidentiality. > Working with other professionals. > The reflective practitioner. Similarities and Differences: > Comments. > Similar to outcome of Set up the learning environment but less focus on resourcing and none on identifying activities. > Provision of equipment and materials and activities is an aspect of both Implement planned activities for sensory and intellectual development and Implement planned activities for the development of language and communication skills. > There is no specific requirement for analysis in the NQVC: Which is important even in the FETC Level 3 Plan and Prepare programmes. My impression is that the role of assistant in the NQVC context is somewhat different from what we mean by under supervision. It is likely that these workers are assisting in the same classroom as a more qualified teacher. > This supports the Level 5 for this standard. > This supports the Level 5 for this standard. > Relate to several aspects of facilitation but are more focused to particular areas of development and/or types of activities such as we had in the range statement. > Support parents in developing their parenting skills, a Level 3 option is closer working with families and communities including parenting support and linking with resources. > Correlates with safety aspects of FETC: ECD standard. > Includes, some aspects of hygiene, nutrition, illness, routines. > Assistant is involved in routine maintenance of child care programmes (no equivalent). > Comments. > Administrative and technical support getting materials ready no equivalent. > Bottles, formula, food. > Basic knowledge of development in first year. > Washing, nappies, dressing, stimulating, cleaning nursery. > Stimulation outcome accords with some of facilitate holistic development of babies, toddlers and young children. > Unit forms part of several care qualifications where people work in teams-Similar to working in a Team SO of phased out Managing the ECD Learning Programme. > Inform parents, encourage them to participate in group functions and children's activities. > Some similarity to work with families but limited to the group around the child care setting. The Early Years Care and Education Level 2 qualification covers many of the same elements as the proposed FETC ECD-a strong focus on health and safety, and on interactions with children which respect their developmental level and support their development. While both qualifications are designed for a worker in an assistant role, the assistant in the UK context is clearly working within a much more structured situation with more direction and a selection of activities. The role includes many prescribed care routines. The FETC: ECD Qualification requires more initiative and independence from the Early Childhood Development practitioner in terms of designing activities, observing and assessing children, planning and preparing the environment. In the South African context, our practitioners are working in a less supported environment and need to be able to undertake these tasks. Competence for a wider age range is required in FETC: ECD Qualification (note that the baby standards are options in the Early Years qualification). This was justified by numbers of younger children coming into child care as five year olds move into the formal schooling system. Conclusion: All our Unit Standards for the FETC: Early Childhood Development Level 4 have strands that are considered to be best practice in a developing world context. The issues facing early care and education in the countries selected create certain dimensions to building foundational competence at an entry point into training. These dimensions are deemed important as we make strides in professionalising early childhood development. |
ARTICULATION OPTIONS |
Learners can move horizontally through the following qualifications:
Learners can move vertically by using this qualification as the basis for the following qualifications: |
MODERATION OPTIONS |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
Assessors must be registered in terms of the requirements of SAQA and the appropriate ETQA. |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
This Qualification replaces Qualification 23116, "National Certificate: Early Childhood Development", Level 4, 120 credits. |
UNIT STANDARDS: |
ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
Core | 244468 | Prepare resources and set up the environment to support the development of babies, toddlers and young children | Level 3 | NQF Level 03 | 5 |
Core | 244462 | Work with families and communities to support Early Childhood Development | Level 3 | NQF Level 03 | 5 |
Core | 244484 | Demonstrate knowledge and understanding of the development of babies, toddlers and young children | Level 4 | NQF Level 04 | 8 |
Core | 244480 | Facilitate the holistic development of babies, toddlers and young children | Level 4 | NQF Level 04 | 16 |
Core | 244475 | Observe and report on child development | Level 4 | NQF Level 04 | 6 |
Core | 244472 | Prepare Early Childhood Development programmes with support | Level 4 | NQF Level 04 | 6 |
Core | 244469 | Provide care for babies, toddlers and young children | Level 4 | NQF Level 04 | 10 |
Core | 244485 | Design activities to support the development of babies, toddlers and young children | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Fundamental | 119472 | Accommodate audience and context needs in oral/signed communication | Level 3 | NQF Level 03 | 5 |
Fundamental | 119457 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
Fundamental | 119467 | Use language and communication in occupational learning programmes | Level 3 | NQF Level 03 | 5 |
Fundamental | 119465 | Write/present/sign texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
Fundamental | 9015 | Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems | Level 4 | NQF Level 04 | 6 |
Fundamental | 119462 | Engage in sustained oral/signed communication and evaluate spoken/signed texts | Level 4 | NQF Level 04 | 5 |
Fundamental | 119469 | Read/view, analyse and respond to a variety of texts | Level 4 | NQF Level 04 | 5 |
Fundamental | 9016 | Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 4 | NQF Level 04 | 4 |
Fundamental | 119471 | Use language and communication in occupational learning programmes | Level 4 | NQF Level 04 | 5 |
Fundamental | 7468 | Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | Level 4 | NQF Level 04 | 6 |
Fundamental | 119459 | Write/present/sign for a wide range of contexts | Level 4 | NQF Level 04 | 5 |
Elective | 117895 | Demonstrate how society and socially constructed roles impact on gender attitudes and behaviours and contribute to women's oppression | Level 3 | NQF Level 03 | 8 |
Elective | 114938 | Describe how to manage anxiety and depression in the workplace | Level 3 | NQF Level 03 | 2 |
Elective | 244571 | Describe how to manage anxiety and depression in the workplace | Level 3 | NQF Level 03 | 2 |
Elective | 114942 | Describe how to manage reactions arising from a traumatic event | Level 3 | NQF Level 03 | 2 |
Elective | 242812 | Induct a member into a team | Level 3 | NQF Level 03 | 4 |
Elective | 244259 | Support children and adults living with HIV and AIDS | Level 3 | NQF Level 03 | 8 |
Elective | 120036 | Analyse the role of institutions in developing and perpetuating gender inequality | Level 4 | NQF Level 04 | 5 |
Elective | 242816 | Conduct a structured meeting | Level 4 | NQF Level 04 | 5 |
Elective | 119661 | Demonstrate knowledge of the foundations of human rights and democracy | Level 4 | NQF Level 04 | 7 |
Elective | 119662 | Describe the relevance of human rights and democratic practices in South African society | Level 4 | NQF Level 04 | 8 |
Elective | 114583 | Develop, implement and evaluate a marketing strategy for a new venture | Level 4 | NQF Level 04 | 8 |
Elective | 114590 | Mobilise resources for a new venture | Level 4 | NQF Level 04 | 4 |
Elective | 242819 | Motivate and Build a Team | Level 4 | NQF Level 04 | 10 |
Elective | 114585 | Plan strategically to improve business performance | Level 4 | NQF Level 04 | 4 |
Elective | 114592 | Produce business plans for a new venture | Level 4 | NQF Level 04 | 8 |
Elective | 114596 | Research the viability of new venture ideas/opportunities | Level 4 | NQF Level 04 | 5 |
Elective | 114593 | Tender to secure business for a new venture | Level 4 | NQF Level 04 | 5 |
Elective | 13643 | Develop learning programmes to enhance participation of learners with special needs | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Elective | 244481 | Evaluate an Early Childhood Development (ECD) service | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Elective | 244260 | Facilitate a Life Skills Learning Programme in the Reception Year | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 244257 | Facilitate a Literacy Learning Programme in the Reception Year | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 244256 | Facilitate a Numeracy Learning Programme in the Reception Year | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 244478 | Manage an Early Childhood Development service | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 244610 | Refer a person with a disability to specialised services | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. | 3 At Work Recruitment Agency |
2. | ABASUNGULI TRAINING SPESIALISTS (PTY) LTD |
3. | Abinet Training and Development |
4. | ABM COLLEGE SA (PTY) LTD |
5. | Accreditation & Training Services |
6. | Acorser Corporate & Business Consulting t/a Acorser Academy |
7. | African Learning & Development Academy (Pty) Ltd (ALDA) |
8. | Afrika Tikkun NCC |
9. | ALPHA AND OMEGA MULTISKILLS CENTRE PTY LTD |
10. | Amogelang Marketing and Training |
11. | Amyoli Consulting |
12. | ATTI (Advanced Technonogy Training Institute) |
13. | Aubrey Nyiko Business Enterprise cc |
14. | Axolemahle Business Enterprise |
15. | Ayaabu Projects |
16. | B T Group of Companies Pty Ltd |
17. | Babuyile Community Development |
18. | Basella Training |
19. | Bereshith Business Enterprise |
20. | Berry Rose Project Consultants & Service Providers |
21. | Boitjhorisong Resource Centre |
22. | BOLAND COLLEGE |
23. | BONAE ACADEMY |
24. | BORDERGATE EVENTS MANAGEMENT AND PROJECTS |
25. | Brain Boosters Business Education (PTY) LTD |
26. | Brainwave Projects 1997 CC |
27. | Centre for Creative Education/Iziko La Bantu Be Afrika NPC |
28. | Changing Lives Community Development Training |
29. | Clm Clothing and Textile Pty Ltd |
30. | College of Cape Town - Athlone Campus |
31. | Compass Academy of Learning |
32. | CONNECT AFRIKA ACADEMY |
33. | Covenant Kids |
34. | Custoda Trust |
35. | Cutting Edge Training Solution Learning Resources |
36. | D M Management and Consulting |
37. | Damelin Correspondence College (Pty) Ltd |
38. | DC Academy (PTY)LTD |
39. | DC DYNAMIC COLLEGE OF COMMERCE AND FURTHER TRAINING (PTY)LTD |
40. | DE GRACE TRAINING SKILLS PTY LTD |
41. | Dee s Training PTY LTD |
42. | DEVELO CC |
43. | Digitized Life |
44. | Diligence Defined Projects PTY Ltd t/a Deligence Defined |
45. | Dintshang Trading |
46. | Directflo |
47. | Ditlou Sons And Daughters Pty Ltd |
48. | Ditseko Training & development Services |
49. | Dru A Professional Further Education and Training College DAPFETC PT |
50. | Dynamic Safety Solutions |
51. | Early Inspiration |
52. | Early Learning Foundation Montessori Teacher Training |
53. | Early Learning Resource Unit (ELRU) |
54. | East London Technical t/a Buffalo City TVET College |
55. | EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) |
56. | EBENEZER TRAINING HOUSE FOR EARLY LEARNING |
57. | Edu Experts SA |
58. | Edu P Earl Education For Practitioners in Early Childhood Development (Pty) Ltd |
59. | EDU-Bless College |
60. | Edu-Build Institute |
61. | Edu-Prof Training Centre |
62. | EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT |
63. | ELIMA CONSULTING |
64. | Empirical Training Agency (PTY) Ltd |
65. | Emtonjeni Wolwazi |
66. | Enjo Consultants (Pty) Ltd |
67. | Environment and Language Education Trust |
68. | FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE |
69. | Faranang Business and Training Solutions PTY(LTD) |
70. | FLAVIUS MAREKA FET COLLEGE |
71. | Fourways Private College |
72. | Funatomy Enterprise |
73. | FURNITURE WORLD TRAINING CENTRE |
74. | Future Performance Training and Development |
75. | Future-Teacher (Pty) Ltd |
76. | Gare Kgare Projects (Pty) Ltd |
77. | Gauteng Baobab Early Learning Training Programme |
78. | Gert Sibande Public FET College - Central Office |
79. | Glidex International (Pty) Ltd |
80. | Global Practicon Academy |
81. | Goldfields TVET College |
82. | Grassroots Adult Education and Training Trust |
83. | Greater Soweto Association for Early Childhood Development |
84. | Gugulungi Pty Ltd |
85. | GWALA TRAINING SERVICES |
86. | HDPSA |
87. | HOPE ACADEMIC AND SKILL CENTRE |
88. | ICM t/a Institute for Career Management |
89. | Igugu Training and Investments |
90. | Ikamva Projects Pty Ltd |
91. | Ikusasa Lothisha t/a ECD Training Provider |
92. | IKUSASA TECHNOLOGY SOLUTION PTY LTD |
93. | INGWE FET COLLEGE |
94. | INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc |
95. | Institute of Professional Studies and Services |
96. | INTERNATIONAL HOSPITALITY INSTITUTE |
97. | Isamon Vocational College of Excellence Pty Ltd |
98. | Isibani Skills Academy |
99. | Isibani Soluntu Development Trust |
100. | Itireleng Bokamoso Trading Development Services and Associates |
101. | J and N Ikwekwezi Yokusa Development Training |
102. | Jabulani Training & Development |
103. | JIKA ST ANDREW'S LANGUAGE PROJECT (PTY) LTD |
104. | Karabo Info Centre and Trading |
105. | Katehong Early Learning Resourse Unit (KELRU ) |
106. | Katiso-kuno Consulting |
107. | KDS Centre for Skills Development and Training Pty Ltd |
108. | Keetileafrika Training Institute |
109. | Keletsong Community Training & Resource Centre |
110. | Ken Mathews & AssociatesTraining Counsultants cc. |
111. | Kgaka Kgolo Institute (Pty) Ltd |
112. | Kgang-Kgolo Consulting |
113. | Khaas Training Academy |
114. | KHANIMAMBA TRAINING AND RESOURCE CENTRE |
115. | KHETHA TRAINING AND DEVELOPMENT CONSULTANCY (PTY) LTD |
116. | Khoali Group of Companies (Pty) Ltd |
117. | Khululeka Community Education Centre |
118. | Kids Academy |
119. | Kitso Bokamoso Training Solution |
120. | KITSO TRAINING AND DEVELOPMENT |
121. | Klein Karoo Resource Centre |
122. | KWAZULU NATAL EXPERIMENTAL COLLEGE |
123. | Leading Leaders Training Centre Pty Ltd |
124. | Lebzatainment Foundation NPC |
125. | Lehlabile Emergency Institute |
126. | Leronsa Trading Enterprise |
127. | LESEDI EDUCARE ASSOCIATION |
128. | Li Lichule Trading cc |
129. | Lionsden Africa Business Solutions Pty Ltd |
130. | Loago Business Consulting |
131. | LUX MUNDI TRAINING PTY LTD |
132. | Lynne Hobbs cc |
133. | Mabidi Funzani Trading And Projects Pty Ltd |
134. | MacMillan South Africa (Pty) Ltd |
135. | Marematlou Training Institute |
136. | Martiq 1223 CC |
137. | MASAKANE TRUST |
138. | Masakhane Training and Consultant Pty Ltd |
139. | MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE |
140. | MATHS CENTRE INCORPORATING SCIENCES |
141. | MENTORNET (PTY) LTD |
142. | Mnambithi FET College - Central Office |
143. | Mochochonono Training Solutions cc |
144. | Mondo Skills and services providers |
145. | Morena Ike Skills Development and Projects |
146. | Motheo Training Institute Trust |
147. | Mpembe Skills Training Project Management Services Pty Ltd T A Mpemb |
148. | NATAL EARLY LEARNING RESOURCE UNIT TRUST |
149. | NC COMPLIANCE SOLUTIONS |
150. | Ndoma Mathodi Trading Enterprise |
151. | Ndwamato Training Solutions PTY LTD |
152. | Neolebongi Trading Enterprise |
153. | Netgrow Training Solutions |
154. | Networx for Career Development |
155. | New Beginnings Training and Development Organisation |
156. | Next Step Academy (Pty) Ltd |
157. | Ngangezwe Foundation NPC |
158. | NKANGALA TVET COLLEGE |
159. | Noni Community Development |
160. | Northern Cape Urban College: Kimberley Campus |
161. | Northlink College |
162. | Northshore Trading 19CC t/a Makakhaunye Training and Development Agency |
163. | NS Zonke Management Consultants |
164. | Nsovo Learning Academy |
165. | Ntataise Lowveld Trust |
166. | NTATAISE TRUST |
167. | Ntevho-Ketso Training and Recruitement Consultancy cc |
168. | NTI College |
169. | Ntiyiso Training and Skills Consultancy |
170. | Ntsangalala Business Enterprise |
171. | Nyelati Trading Enterprise |
172. | OPELONG BUSINESS INSTITUTE (PT |
173. | Orbit FET College - Central Office |
174. | Paradise Skills Development |
175. | Peddie Development Centre |
176. | Penreach |
177. | People Upliftments t/a POPUP Upliftment |
178. | Petra institute of Development (PTY) Ltd |
179. | PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD |
180. | Pineridge Training Centre |
181. | PMA Holding (Pty) Ltd |
182. | PND Academy of Learning cc |
183. | PNJ TRAINING ACADEMY NPC |
184. | Port Elizabeth TVET College |
185. | PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD |
186. | Pro-Ed Training |
187. | PROFESSIONAL CHILD CARE COLLEGE PTY LTD |
188. | Professional Development and Training Institute (Pty) Ltd |
189. | Protea Competency Training Pty Ltd |
190. | Rampadise Education Training & Development Centre |
191. | Read Educational Trust |
192. | Realeboga Development Services |
193. | Reflections Development Institute |
194. | REGIONAL EDUCARE COUNCIL |
195. | Retshetse Training Project |
196. | Rhodes University |
197. | Right 4 u College |
198. | ROTO CONSULTANTS PTY LTD |
199. | Safe and Sound Learning Association |
200. | Salt Lake Residents Action Group |
201. | SANTS College |
202. | Sebenzisanane Human Capital |
203. | Segodi Prestige |
204. | SEOPOSENGOE TRAINING CONSULTANCY CC |
205. | SERITI INSTITUTE |
206. | Shiphrah Skills Development Projects |
207. | Signa Academy Pty Ltd |
208. | Sikuyo Impumelelo Cooperative |
209. | Singriha |
210. | Sinqi Se Afrika Supplier And General Services |
211. | Sisazi Consulting |
212. | SITHUTHUKILE TRUST |
213. | Siyahluma Education Institute |
214. | Siyathuthuka Nursery School |
215. | South African Congress For Early Childhood Development |
216. | South Cape Public FET College - George Campus |
217. | South West Gauteng Tvet College |
218. | Southern African Institute of Learning (SAIL) |
219. | Southern African Youth Movement |
220. | SPARROW SCHOOLS EDUCATIONAL TRUST |
221. | Spotru Training Centre |
222. | SPS Consulting (Pty) Ltd |
223. | STA Performance International |
224. | Sumeya Coaches Pty Ltd |
225. | Sunshine Community Outreach Ministry of Youth With A Mission |
226. | Sustainability Institute Trust |
227. | T Mabuya & Associates (Pty) Ltd |
228. | T4 Technologies Pty Ltd |
229. | Takatso Educare Training and Development Services |
230. | Teachers Learning Centre (Pty) Ltd |
231. | Technical Support Lab |
232. | Tehilla College Pty Ltd |
233. | Tekollo Trading (Pty) Ltd |
234. | Tembe Service Providers |
235. | Thabelanang t/a Thabelanang Trading Enterprise |
236. | Thansa Trading Pty Ltd |
237. | Thasha Training and Consulting |
238. | The College of Modern Montessori |
239. | The Iscariota Group (Pty) Ltd |
240. | THE MATTHEW GONIWE SCHOOL OF LEADERSHIP AND GOVERNANCE |
241. | The Port Elizabeth Early Learning Centre |
242. | Thembekile training consulting |
243. | Thobologo Training and Education Group (Pty) Ltd |
244. | THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT |
245. | Thuli Learning Outcomes Training Centre |
246. | THUSA BOKAMOSO PROJECT NPO |
247. | THUSANANG TRUST |
248. | Thuto-Botshabelo Training and Projects (Pty) Ltd |
249. | Tiakeni Training Centre |
250. | TMG Quality Services |
251. | Tokelo Training Intervention in ECD |
252. | Train 2 Teach (PTY) Ltd |
253. | Training and Resources in Early Education (TREE) |
254. | TSHEPANG EDUCARE TRUST |
255. | Tshepo Hope Consulting |
256. | TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD |
257. | TT AND PROJECTS |
258. | Twilight Lehlabile Construction Pty Ltd |
259. | Ulandi (Lewena Lema) Business Communications |
260. | Ulwazi Training & Development |
261. | Umgungundlovu FET College |
262. | UMO LEARNING SUPPORT SYSTEM |
263. | Unathi Training |
264. | UNIVERSAL COLLEGE OUTCOMES SA |
265. | VH Consulting |
266. | VISIOENR VAARDIGHEDE INSTITUUT |
267. | Vuselela TVET College |
268. | VUWA PROJECTS |
269. | Water berg FET College |
270. | Waterberg TVET College |
271. | WEST COAST COLLEGE FET |
272. | WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING |
273. | Winston Academy |
274. | WonderKids Academy |
275. | World Wide Education Providers(Pty)Ltd |
276. | Woz'obona Early Childhood Community Service Group |
277. | Yellow Media Learning Institute (Pty) Ltd |
278. | Zisukumele Training Academy (Pty) Ltd |
279. | Zizzy Printing and Projects |
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. |