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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: School Business Administration |
SAQA QUAL ID | QUALIFICATION TITLE | |||
60550 | Further Education and Training Certificate: School Business Administration | |||
ORIGINATOR | ||||
Task Team - School Business Management | ||||
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 03 - Business, Commerce and Management Studies | Office Administration | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 136 | Level 4 | NQF Level 04 | Regular-ELOAC |
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 does not replace any other qualification and is not replaced by any other qualification. |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
This qualification is intended to equip present and potential School Business Administrators to fulfil a range of roles previously undertaken by the school principal and/or senior members of teaching staff. It provides a framework for recognizing professional practice in school management which impacts the school and broader community. The qualification will provide for the recognition of leadership, administrative and management skills and associated professional knowledge necessary for envisaged new roles in revised school structures. A key feature of the required competence for future school business administrators will be the performance as a reflective practitioner. The qualification aims at supporting and promoting catalytic change at both personal and organisational level. The Education Department has identified the need for improved leadership, administrative and managerial capacity of those providing administrative support functions in an educational setting. It is envisaged that the learners in these positions, will require additional technical knowledge, understanding, skills and experience in order to contribute to the effectiveness of the educational institutions, where they are appointed. It is expected that the learners are likely to be at different stages of development and from different professional backgrounds. This leads to the need to provide for the recognition of flexible development options to suit individual needs and development where appropriate. School Business Administrators will also need to be able to initiate and undertake critical analysis of information, and propose solutions to problems arising from that analysis. They will be required to communicate information, arguments and analysis effectively, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of school business management effectively. By virtue of their planned future roles on the management team, they will be required to engage in reflective debate and practice. This qualification will contribute to laying the foundation for advanced professional development for School Business Administrators. The skills, knowledge and values which the learner will acquire through this qualification are essential for national competitiveness and will have a positive impact on social and economic transformation and upliftment of the democratic South African society. Rationale: This qualification responds directly to a need identified in the Department of Education for School Business Administrators to adopt revised approaches to school business administration. The qualification recognizes and makes provision for learners at different stages in their career development. Some will be experienced business administrators who wish to consolidate and extend their skills in particular areas, some will be comparatively inexperienced, seeking to extend their skills in a number of areas, some may be new and potential business managers, perhaps with experience in a related profession, who are seeking to transfer those skills to the new context of the School Business Administration. The qualification structure allows candidates to focus on their particular learning needs in the context of their school. The FETC in School Business Administration aims to recognise two sets of competences identified as essential by subject matter experts in association with practising school business administrators. The two areas are functional competences and generic school business administration competences. The functional competences relate to specific areas of operational responsibility in school business administration. They represent the functional competences required of effective and efficient School Business Administrators: Risk management, financial management, human resources management, facilities management, office systems management, ICT management, and the management of sustainable development. The generic school business administration competences relate to the professional role of school business administrators and the changing context in which they work. These are generic to leadership, management and administration competences. They are reflected in criteria attached to appropriate areas of technical competence. These competences are derived from the principle that effective and reflective school business administrators should be able to: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that the leaner entering this qualification will be competent in:
Recognition of Prior Learning: It is the intention of this qualification that learners are able to achieve part or all of the qualification by means of a formal RPL evaluation and assessment process. Candidates wishing to avail themselves of this opportunity should measure their readiness for recognition against the detailed criteria under each of the exit level outcomes in this qualification. Assessment will be designed in terms of the assessment criteria in the qualification. 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 described below and the requirements for integrated assessment. The recognition of prior learning will include learning achieved through formal, informal and non-formal learning and work experience. Candidates should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence without preventing learners from taking up the opportunity to be subjected to the RPL process. Access to the Qualification: Access to the qualification is open keeping in mind the "Learning Assumed to be in Place". |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
To be awarded the qualification the learners must achieve the required number of credits as specified in the rules of combination below.
The qualification consists of exit level outcomes to the total value of 136 credits. |
EXIT LEVEL OUTCOMES |
1. Communicate with clients in two South African languages (40 credits).
2. Use mathematical literacy, concepts and formulae to solve problems and perform calculations (16 credits). 3. Administer and manage school resources and financial management operations for a specified site or sites. (25 credits). 4. Apply principles of risk management in managing school resources to promote an efficient and effective learning environment (15 credits). 5. Contribute to the administration and management of school human resources operations to promote an efficient and effective learning environment (20 Credits). 6. Administer and manage the school support services operations to promote an efficient and effective learning environment (15 Credits). 7. Administer and manage the school resources and facilities management operations to promote an efficient and effective learning environment (10 Credits). 8. Administer and manage the information and communications technology to promote an efficient and effective learning environment (5 Credits). 9. Administer and manage school grounds, electricity and water use and compliance with environmental legislation (10 Credits). Critical Cross-Field Outcomes: This qualification addresses the following Critical Cross-Field Outcomes: Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made: Working effectively with others as a member of a team, group, organisation or community: Organising and managing oneself and one's activities responsibly and effectively: Collecting, analysing, organising and critically evaluating information: Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion: Using science and technology effectively and critically, showing responsibility towards the environment and the health of others: Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation: |
ASSOCIATED ASSESSMENT CRITERIA |
Fundamental Outcomes:
Associated Assessment Criteria for Exit-Level Outcome 1: Associated Assessment Criteria for Exit-Level Outcome 2: Core Outcomes: Associated Assessment Criteria for Exit-Level Outcome 3: > Range: Funding sources include: Education Department: Norms and Standards Allocation Funding, school generated funding. > Range: Roles include: Governing Body, Principal, SBM, other staff, Segregated functions include: Authorisation, execution, custody, recording. > Range: Roles include: Governing Body, Principal, SBM, other staff, Segregated functions include: Authorisation, execution, custody, recording. > Range: Roles include: Governing Body, Principal, SBM, other staff, Segregated functions include: Authorisation, execution, custody, recording. > Range: Principles include: Cash accounting, accruals accounting, fixed asset accounting, depreciation, fundamental aspects of GAAP (going concern, accruals, consistency, prudence), VAT, income and expense items. > Range: Principles and practices include: Probity, honesty, fairness, accountability, value for money, economy, efficiency, effectiveness, best value, approved suppliers, segregation of duties, tendering and contracting. > Range: Purchasing may include but is not limited to: Purchasing consortiums, leases, renting, tenders, contracts. > Range: Cash management includes: Bank, petty cash, credit. > Range: Provisions for fraud prevention include: Preventative, detective, corrective. Associated Assessment Criteria for Exit-Level Outcome 4: > Range: Areas of risk include but are not limited to: Loss or damage to property, personnel and reputation, liability claims, breakdowns. > Range: National requirements include the provisions of The Disaster Management Act. > Range: Stakeholders include but are not limited to: emergency services, departmental or other relevant authorities, parents, staff, learners. Management of risk is carried out in an inclusive manner that promotes teamwork, and incorporates the support of multi-professional teams. Communication with different teams is appropriate to their needs and contexts, and promotes effective cooperative risk management. Associated Assessment Criteria for Exit-Level Outcome 5: > Range: Management includes: Post allocations, post advertisements, interviews, post type, pay categories, employment contracts, appointment, induction, probation, leave, allocation of duties and responsibilities, codes of conduct, disciplinary procedures, grievance procedures, absence, redundancy, termination of employment. Associated Assessment Criteria for Exit-Level Outcome 6: > Range: Appraisals include: Performance and development plans, staff reviews, SMART targets, training and development opportunities. Elective Outcomes: Associated Assessment Criteria for Exit-Level Outcome 7: > Range: Identification, selection and contracting include: Developing a client brief, allocation of roles and responsibilities, evaluating tenders and awarding the contract, legal and contractual obligations. > Range: Role includes: Project manager (minor projects); member of design team, facilitator of the process (major projects). > Range: Principles include: Links between maintenance programmes and overall strategic planning for estate management, planning regulations in relation to schools, impact of developments on school property, amortisation and its application in a school context. > Range: Transportation procedures may include but are not limited to: Planning and operating a transport system, vehicle purchase and maintenance, license requirements, insurance, outsourced transportation. Associated Assessment Criteria for Exit-Level Outcome 8: > Range: Systems include: Hardware, software, networks. Associated Assessment Criteria for Exit-Level Outcome 9: > Range: School community includes but is not limited to: Teaching and support staff, learners, parents, local community, Resources include: Water, electricity, grounds, facilities. > Range: Health and safety includes: Protection against vandalism, risk assessments, maintenance, development works. Integrated Assessment: Assessment should take place within the context of: Assessment will take place according to the detailed specifications provided in the exit level criteria above. Assessment principles: Assessment should be in accordance with the following general and specific 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 |
School Business Management qualifications from a number of countries including United Kingdom, New Zealand, Australia and the United States of America were sourced to be compared with the FETC: School Business Management.
Best Practice: Research conducted by the National Department of Education and the Task Team determined that the qualification currently offered in the United Kingdom is regarded as "best practice". The Institute of Administrative Management, operating in 67 countries, regards this programme as best practice for the sector, and accredits it jointly with the National College for School Leadership. Market Leaders: New Zealand, Australia and the United States of America were selected as market leaders in educational thinking and school administration models. United Kingdom: The National Certificate in School Business Management has been developed by the Department for Education and Skills in conjunction with the National College for School Leadership (NCSL), and is accredited by the Institute of Administrative Management (IAM). At the completion of the programme, candidates are awarded dual certification: a Certificate in SBM from the NCSL, and a Diploma in Administrative Management from the IAM. The qualification is recognized internationally and in use in many countries around the world. The Certificate of School Business Management (CSBM) is designed to develop professional knowledge, understanding and competence so that school business managers are able to contribute effectively to a number of key areas of school business management. The programme is closely linked to the workforce remodelling agenda, and equips school business managers to fulfil a range of roles formerly undertaken by senior teaching staff. The programme aims to provide a framework for developing and improving professional practice and through this to enhance the outcomes for the community in which school business managers work. The programme seeks to give school business managers the opportunity to explore and develop leadership, administrative and management skills and to acquire professional knowledge. The CSBM programme develops two sets of competences in school business management. These are divided into functional competences and generic SBM competences. The functional competences include specific areas of operational responsibility in school business management. They represent the functional competences required of effective and efficient SBMs: Risk management, financial management, human resources management, facilities management, office systems management, ICT management and sustainable development. The generic SBM competences relate to the professional role of school business managers and the changing context in which they work. These are generic to leadership, management and administration competences. These competences ensure that SBMs: The Diploma of School Business Management (DSBM) is designed at a level higher than the CSBM and is aimed at the school business manager (SBM) who is working within the school senior management team. It focuses on the role the SBM can play in determining the strategic direction of their school. The course has three subject areas: Completion of the DSBM programme results in dual certification: A Diploma in School Business Management from NCSL and an Advanced Diploma in Administrative Management from IAM (Level 5). In 2007, the NCSL in association with the Manchester Metro University introduced the Bachelor of Arts (Honours) Degree in School Business Management. The first cohort completing the Degree programme will be awarded dual certification: BA (Hon) Degree in SBM from the MMU/NCSL and a BA (Hon): Strategic Administrative Management from the IAM. The intention is to extend the scope of the course to Masters and Doctoral level in 2008 and 2009 respectively. ASBO International [Southern African Bursars of Independent Schools Association (SABISA) is a member, they are part of the WCED initiative]: Internationally there is the Association of School Business Officials International (ASBO), which was founded in 1910. The ASBO International is a professional association of 6,000 school business management professionals. Their mission is to provide programs and services to promote the highest standards of school business management practices, professional growth, and the effective use of educational resources. ASBO members are employed in K-12 school districts, community colleges, universities, and state departments of education. They manage the business side of school district operations, including the areas of budgeting, purchasing, and financial management, facility operations and maintenance, human resources, technology, transportation and security, food service, health care, and much more. With an average budget oversight of $60 million annually, ASBO International members are the finance decision makers in school districts around the world. In March 2006, ASBO released its 2nd Edition of the International School Business Management Professional Standards and Code of Ethics, detailing nearly 200 professional standards and a 28-point Ethical Code that encompasses Standards, Conduct, and Expectations of Personal and Professional Integrity. The professional standards cover: The Educational Enterprise: Financial Resource Management: Human Resource Management: Facility Management: Property Acquisition and Management: Information Management: Ancillary Services: USA (California): A performance review conducted in California found that there were no uniform minimum qualifications and no credential, license or certification process required for Chief Business Officer (CBO) positions in the state's 1,000 school districts, despite the high level of fiscal responsibility these positions hold. The performance review discovered several instances of poor practice, and identified the need for training and development of those fulfilling the role of Chief Business Officer in Californian schools: Equivalent to the position under consideration in South African schools. The performance review recommended that the Secretary of Education should work with the State Superintendent of Public Instruction and other appropriate parties to determine the qualifications necessary for CBO positions, whether a license, certificate or credential should be a voluntary or mandatory requirement, and what impact such a requirement might have on recruiting. Recommendations of the Review included: Prior to making licensure mandatory, the Secretary or his or her successor should evaluate the efficacy of existing training programs and the extent to which they have a beneficial impact on chief school business officers. The envisaged curriculum for business managers in Californian schools equates well to the curriculum under consideration for School Business Managers in South Africa. The recognition of the need for the qualification, as well as the need for improved, uniform training and development of those in bursar roles, parallels the findings in South Africa. New Zealand: New Zealand has five qualifications in educational "administration" (as opposed to management). The qualifications are: The Level 4 Certificate includes the following unit standards within specified domains as described below: Domain: Operations in educational administration: Domain: People management in educational administration: Domain: Policy issues and research in educational administration: Domain: Operations in educational administration: Domain: People management in educational administration: Domain: Planning in educational administration: Australia: Under Public Management, Australia recognizes four certificate qualifications for school business management: School Support Services: Typical certificate content (there are variations) for School Support Services include: Qualification Descriptor: This specialist qualification covers the competencies required by those providing school support services in government schools in a range of functions such as finance, administration, technology, scientific assistance, library assistance, disability support, hospitality, janitorial and grounds services. It is not targeted at teacher aide occupations. Electives may be taken from a single stream, such as finance or disability support, or from a range of streams to suit the particular workplace. If, however, all electives are chosen from units coded PSPGOV, the resulting qualification is a generalist Certificate III in Government, rather than this specialist qualification. Electives should reflect the responsibilities of the individual and the job skills required for effective performance. Where a free choice of Electives is possible in the qualification packaging rules, Electives may also be drawn from other Training Packages to reflect the work context and career plans of the individual. General areas of competence include: Competency Stream: Administration: Competency Stream: Finance: Competency Stream: Technology: Competency Stream: Human Resource Management: Other competency streams include: Asian Education Management: The following statement is a clear indication of the importance with which school business management is regarded across APEC countries. Joint Statement from the 2nd APEC Education Ministerial Meeting, "Education for Learning Societies in the 21st Century", 7 April 2000: Reforming Education Management Systems: The extraordinary success of many Asian countries in expanding access and improving education quality is strong evidence of success in education management. While recognizing the remarkable achievements in the region, this research focuses on the challenges and problems that remain. Five generalizations about education management in Asia are supported by recent literature and country experience, and provide a framework for discussion: Education management in virtually all Asian countries follows a pyramid model, in which national policy, programs, and logistics are formulated by a central ministry of education organized into a set of divisions, bureaus, and units. This central ministry then works through a network of provincial, regional, and district education offices that largely duplicate the structure of the central Ministry of Education (MoE) and are responsible for ensuring that central policies are communicated and implemented in the schools. Individual schools are managed by head teachers, whose authority and responsibilities differ by country, but usually involve some combination of school management, school-ministry communications, school-community relations, and instructional supervision. The administrative and management issues at the various levels of the pyramid differ, and, given the new pressures for decentralization and community participation, are changing substantially. Indicators of Effective Education Management: Across Asia, authorities are reasonably clear about what constitutes good education management, regardless of the strengths or weaknesses encountered in any particular country. While the indicators below are not comprehensive, they present a sound picture of what effective management looks like. In general, good management is indicated when resource needs are correctly anticipated, resources are allocated when and where they are required, and effective instructional practices occur in the classroom. Despite widespread agreement, these conditions often are difficult to achieve, due to resource constraints and the complex social and political context in which education operates. To provide a framework for understanding these indicators better, the next section examines the management challenges facing the different levels of the system. Indicators of Effective Management of an Education System. Indicators of effective system level management (central ministry level): Indicators of effective intermediate level management (regional and district levels): Indicators of effective school-level management: [The School Business Manager level]: Central-Level Management: Growth and Elaboration: The countries of Asia are rightly proud of the extraordinary growth of their education systems over the last two decades. So dramatic has it been that, across much of Asia, education is the largest public sector employer after the military, and in many cases commands one of the largest shares of government resources. The rapid growth has exacted a cost. In many countries, the education system expanded faster than qualified teachers and administrators could be recruited or trained. This led to larger proportions of unqualified teachers trying to teach without adequate textbooks or understanding their subject matter, led by school and system administrators with limited management skills working within poorly organized ministry structures. With the increasing size of education systems came greater elaboration and compartmentalization (though not necessarily greater clarity) of functions. Instead of solving the problem, this only drove up costs and further reduced effectiveness. While some countries have encountered serious problems in their central-level management of education, the story is not all bleak. Other countries in the region have been in the forefront in experimenting with administrative practices and programs through which central governments can influence what happens at the school and classroom levels, many with considerable success. Strategies that have most often been employed in the region to improve education management include: The research warns, though, that decentralization is not an automatic solution, unless decision making reflects a clearly defined division of authority and responsibility between different levels of the system. School head teachers are on the cutting edge between the administration of education and the actual delivery of instruction to children. Yet few have adequate preparation for their jobs or authority to change the way their schools operate. They have difficult tasks that will only become more difficult over the next decade. Significantly, the research notes that "One of the ironies of education development is that the push toward decentralization now under way to varying degrees in virtually all countries in the region shifts more responsibility to the group of education administrators least ready to accept it". While there is considerable agreement on the indicators of effective education management, the majority of DMCs still suffer from weak management. This is most often because: African Education Management: The Southern African Bursars of Independent Schools Association (SABISA) is the most prominent African body connected with school business management. As they are an integral part of the Task Team generating this qualification, they cannot be considered here. Many African countries are concerned at the effectiveness or otherwise of school business management, but none have qualifications in place or have made provision for these posts in schools. Most are concerned with improving the quality of the academic staff and struggling with ratios, finance and facilities. This is borne out by direct TLN experience of Namibia while generating National Standards for Professional Teachers in Namibia during 2006. Huge concern was expressed at all levels from the Ministry to the School Heads and teachers about the increased administrative load and the negative impact on classroom management and the quality of learning. Kenya: An investigation conducted recently in Kenya suggested that the Education Ministry is concerned about complacency and administrative flaws which have been associated with most of the principals and head teachers in Kenyan schools, leading to deteriorating performance in schools (source: Education Assistant Minister Dr Kilemi Mwiria). Education experts are also warning that mounting role of head teachers could be leading to poor performance in most schools, as the school heads struggle to juggle the tasks arising from increased enrolment and enhanced managerial responsibilities, negating their teaching role. Head teachers are increasingly deserting classrooms to attend to other administrative duties and private businesses, therefore not playing their role-modelling task to the other teachers. Dr Andrew Riechi, an education policy analyst at the Institute of Policy Analysis and Research (IPAR) -a policy research outfit- reckons the absence of principals and school teachers in the practical implementation of the schools is to blame for falling education standards in most schools in the country. Two months ago, the Ministry of Education in Kenya stepped up efforts to bring discipline into the management of school finances. According to Musau Ndunda, the secretary of the Kenya National Parents Association (KNAP), most of the school heads admitted they had no time for class work as they were busy attending to other matters of administration. The recommendation is that the Government hire trained non-teaching staff such as bursars to handle administrative matters for both primary and secondary schools holding off school heads from managerial duties where they will only operate as overseers. Conclusion: There is strong international support for the existence of professional school business administration. No-one doubts the importance of the school business manager and many are decentralising and localising without considering the skills required at local level to deal with administration which is choking learning. The Education Department's own research has identified the Certificate in School Business Management as the most appropriate equivalent for the South African context. The programme will be trialled in the Western Cape during 2008. This qualification will provide for the recognition of the schools identified as critical by the Education Department as they develop new approaches to school management in the interests of improved delivery of education services. |
ARTICULATION OPTIONS |
This qualification has horizontal articulation possibilities with the following qualifications:
This qualification has vertical articulation possibilities with the following qualifications: |
MODERATION OPTIONS |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
Assessors must be registered in terms of the requirements of SAQA and the relevant ETQA and have a qualification in administration at NQF Level 5 or higher. |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
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. | ABASUNGULI TRAINING SPESIALISTS (PTY) LTD |
2. | BOLAND COLLEGE |
3. | College of Cape Town - Athlone Campus |
4. | FLAVIUS MAREKA FET COLLEGE |
5. | Goldfields TVET College |
6. | Itireleng Bokamoso Trading Development Services and Associates |
7. | Leronsa Trading Enterprise |
8. | Marematlou Training Institute |
9. | Mnambithi FET College - Central Office |
10. | Northern Cape Urban College: Kimberley Campus |
11. | South Cape Public FET College - George Campus |
12. | TLN HUMAN PERFORMANCE SYSTEMS (PTY) LTD |
13. | Vuselela TVET College |
14. | Waterberg TVET College |
15. | WEST COAST COLLEGE FET |
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. |