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

National Diploma: Early Childhood Development 
SAQA QUAL ID QUALIFICATION TITLE
64650  National Diploma: Early Childhood Development 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  NQF Level 05  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  2020-07-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2030-06-30  

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 
The purpose of the qualification is to:

1. Provide access to a recognised educator qualification at Level 6 for ECD educators who have a Level 4 or Level 5 certificate in ECD, providing a bridge between non-formal and formal learning programmes.

2. To enable educators/ learners to plan and implement a learning programme which is based on their knowledge of child development from birth to nine years and which helps children in a specific phase work towards achieving the learning outcomes of the national school curriculum (where appropriate).

3. To improve community-based ECD services for young children by raising the level of ECD teaching competence and/or by providing opportunities for training in support and leadership roles.

This qualification provides a substantial qualification for:
  • Potential learners/educators who have acquired an FETC (Grade 12) or equivalent qualification at Level 4 (120 credits) and who wish to make ECD their full-time career (entry point);
  • Learners/educators who have a Level 4 qualification in ECD to further their career and professional development in ECD by providing access to a Level 6 qualification;
  • Learners/educators who have a Higher Certificate in ECD to further their career and professional development in ECD by providing access to a Level 6 qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    In order to achieve the exit outcomes of this qualification, learners need the following knowledge and skills equivalent to NQF Level 4:

    o the ability to read, write and use written resource material for learning and teaching in at least two South African languages;

    o the ability to understand fundamental mathematical/numeracy concepts;

    o the applied competence outlined in the core unit standards at Level 4:

    Facilitate Active Learning in ECD Programmes,
    Facilitate Healthy Development in ECD Programmes, and
    Manage the ECD Learning Programme.


    Recognition of Prior Learning:

    The qualification can be achieved as a whole or in part through the recognition of prior learning. Learners who have completed the Certificate at Level 5 should be able to participate in a learning programme(s) that provides the 120 credits not included in the Certificate, i.e. the Fundamental learning components and additional Electives. The Diploma is also intended to provide direct access to the Degree at Level 6. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Fundamental Component consists of Unit Standards to the value of 35 credits all of which are compulsory.

    The Core Component consists of Unit Standards to the value of 72 credits all of which are compulsory.

    The Elective Component consists of Unit Standards which learners are to choose to the minimum of 133 credits.

    Learners who choose to specialise in Grade R must complete the following Unit Standards totalling a minimum of 36/45 credits. It is preferred that the learners achieve the following replacement Unit Standards which totals 45 credits.
  • ID 244260: Facilitate a Life Skills Learning Programme in the Reception Year.
  • ID 244257: Facilitate a Literacy Learning Programme in the Reception Year.
  • ID 244256: Facilitate a Numeracy Learning Programme in the Reception Year.

    Learners who choose to specialise in Learning Programmes must choose the following Unit Standards for this specialisation totalling a minimum of 47 credits.
  • ID 10288: Organise a programme of learning.
  • ID 10289: Facilitate a programme of learning.
  • ID 7978: Plan and conduct assessment of learning outcomes. It is preferred that learners achieve the replacement Unit Standard titled Conduct outcomes-based assessment (ID 115753). 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    1. Mediate active learning in an integrated and holistic learning programme.

    2. Facilitate learning and development of children with barriers to learning and other special needs, including those coping with abuse and violence, within an inclusive anti-bias approach.

    3. Promote the safety and healthy development of each child.

    4. Work with colleagues, families and community systems to develop each child`s potential as fully as possible.

    5. Manage a well-planned and organised learning programme to meet the needs of individual children within the framework of the national school curriculum (where appropriate).

    6. Select and use appropriate methods and procedures for assessing children`s progress and reporting on this to parents.

    7. Promote the development of high quality ECD programmes and services.

    8. Communicate effectively for the purposes of academic study and professional practice.

    9. Plan and implement appropriate learning activities and materials or management practices based on knowledge of the principles, processes and content of the chosen specialisation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment criteria for Exit Level Outcomes:

    1.1 The planning and delivery of a developmentally appropriate learning programme is underpinned by the critical understanding of child development and learning theories, including the importance of play in the early years.
    1.2 All areas of learning and development are covered, with an appropriate and contextually relevant emphasis on literacy, numeracy and life skills.
    1.3 Children`s learning, development and responses to the learning environment are observed and assessed continuously in order to inform practice and planning on an individual basis.
    1.4 Interactions with children in a range of situations demonstrate an understanding of theories of `scaffolding` and mediating learning.
    1.5 A wide repertoire of skills is used appropriately in working with individuals, small groups and large groups of children.
    1.6 Children are encouraged to use their first language(s) for learning, and they are helped to acquire and use another language through meaningful activities and situations.

    2.1 The implications for working with children across the whole range of special needs and barriers to learning are identified and explained within the context of child development theory and research.
    2.2 Children with barriers to learning are appropriately supported, and specific activities for their learning are planned and provided in association with relevant specialist agencies if possible.
    2.3 Legal requirements and policies for dealing with abuse, neglect, children with AIDS and violence are understood and implemented.
    2.4 The impact on children`s well-being and development of socio-economic factors (poverty, unemployment, inequality, disempowerment), crime and violence, both communal and domestic, substance abuse and addiction is taken into consideration in helping children develop the life skills to cope with abuse, violence or stressful home situations.
    2.5 A range of strategies for challenging all types of discriminatory and biased behaviour are described (and demonstrated if appropriate), based on relevant theoretical understanding of oppression and cultural world views.


    3.1 Comprehensive written safety and healthy policies which comply with legal requirements are appropriately adapted to the setting in its community context and to the age of the children, and implemented as planned.
    3.2 Families and communities are encouraged to participate actively in ensuring the safety and health of children, especially with regard to environmental hazards, AIDS/HIV and other endemic diseases.
    3.3 Planned activities appropriate to children`s developmental level allow children to explore safety and health issues in a way that is sensitive to the socio-economic context and to the role of traditional healers/alternative medicine.
    3.4 Theories relating to social and emotional development, including indigenous theories underlying traditional child-rearing practices, and their application to practice are critically evaluated.
    3.5 The social and emotional development of individual children is observed and assessed as the basis for planning and implementing strategies for facilitating their further development, including helping them to manage their own behaviour.
    3.6 Families are helped to understand the attitudes and values underlying children`s rights and relevant protective legislation, and to learn a range of positive strategies for managing children`s behaviour.

    4.1 Constructive contributions are made to the development of good practice among those working in the ECD service in ways that are democratic and supportive.
    4.2 The community context in which the ECD service operates is analysed to assess family and community needs and the implications for ECD provision and practice.
    4.3 The general principles of community development and organisation, processes of social change and transformation underpin the establishment of a meaningful partnership with families and the community.
    4.4 Accessible information and resources are provided to help families meet their children`s needs.
    4.5 Co-operative relationships with other agencies and practitioners working in the community are established and maintained.

    5.1 Programme planning is based on an understanding of key issues and trends in early childhood development and their implications for ECD provision and curriculum development (historical, international, South African).
    5.2 The learning programme is planned to help children achieve the specific outcomes of the national school curriculum in developmentally appropriate ways learning at their own pace.
    5.3 Creatively developed learning resources are used to ensure a stimulating and effective programme.
    5.4 The learning programme is critically evaluated according to specified criteria, both informally on a daily basis and formally at specified times, and modified accordingly.
    5.5 Efficient administrative systems for managing the learning programme are are established and maintained.
    5.6 ECD policy, legal requirements, regulations and procedures for registration and subsidisation are described, and implemented when applicable.

    6.1 The implications of different approaches to assessment for ECD practice, including issues and current trends in assessment practice, are critically analysed.
    6.2 The uses of different forms of assessment are understood, and appropriate methods and procedures are selected for assessing children`s progress in all developmental and learning areas.
    6.3 Children are encouraged to reflect on what they have learned/achieved and participate in self-evaluation.
    6.4 A regular process exists for periodic sharing of information with family members about children`s progress in ways that are fair, valid, reliable and constructive.
    6.5 The effectiveness of one`s own assessment practices and reporting skills are evaluated regularly through reflection and peer assessment, and modifications made when necessary.

    7.1 Advocacy on behalf of children and ECD provision is based on a comprehensive analysis of the context of ECD in South Africa.
    7.2 An effort is made to keep informed about child development practices, research, legislation and other developments affecting young children; useful information and resource materials are kept in an accessible filing system.
    7.3 Time and stress are managed efficiently in coordinating work commitments and own needs so that energy and enthusiasm are maintained.
    7.4 Legislation and regulations governing the employment of ECD practitioners, the organised teaching profession and one`s role in it are described accurately.
    7.5 Responsibility is taken for one`s own professional development, and progress is evaluated regularly as shown in a journal or portfolio.

    8.1 Reading skills and strategies are used effectively for academic course work, research and professional development.
    8.2 Writing skills and strategies are used effectively for recording observations in learning programmes and for communication purposes in ECD services as well as for academic course work and assessment (e.g. written assignments, reports, essays and examinations).
    8.3 A well-organised and relevant portfolio is presented for assessment purposes.
    8.4 The language of instruction is used appropriately and fluently to facilitate language development and tell stories, explain, describe and mediate learning in the preschool phase.
    8.5 A second official language is used correctly and appropriately in bi-lingual learning groups and/or to facilitate the acquisition of a new language in the preschool phase.

    9.1 The assumptions underlying the descriptions of competence in a particular specialisation are analysed and explained.
    9.2 Understanding of the ways of thinking, doing and learning in a particular specialisation informs the selection and presentation of appropriate learning activities or management practices.
    9.3 Relevant content knowledge of a particular specialisation is evident in the planning and presentation of appropriate learning activities or management practices.
    9.4 Appropriate assessment practices are used to assess learner progress or to monitor management systems.
    9.5 Evaluation of learning programmes or management practices includes critical reflection on own practice.


    Integrated Assessment:

    o A range of assessment methods are recommended including workplace observation, written assignments and examinations, portfolios, structured interviews/discussion, self evaluation, peer assessment, and family evaluation for both formative and summative assessment.
    o In each unit standard guidance on assessment methods is given that is appropriate to the competence that needs to be demonstrated in relation to the specific outcomes. 

    INTERNATIONAL COMPARABILITY 
    The Level 5 ECD qualification is comparable with the following qualification:

    o Associate degree (2 years) in Early Childhood Education/Child Development in the USA (Level 2 qualification)

    No detailed comparison has been undertaken as yet. Outcomes-based standards have apparently been developed by the National Association for the Education of Young Children (NAEYC) in Washington, DC. 

    MODERATION OPTIONS 
    Each unit standard provides more specific guidance regarding moderation of the specific outcomes, but the following general guidelines apply to the qualification:

    1. Internal moderation: Training providers offering one or more unit standards towards the achievement of this qualification need to have internal quality assurance mechanisms in place to ensure that:

    o the learning programme and learner support provided is sufficient to enable learners to achieve the specific outcomes, and
    o all aspects of the assessment of learners are moderated by a suitably qualified person(s) who is not directly involved in the training provision to establish fair and reliable assessment results.

    2. External moderation: Appropriate ETQA structures will facilitate the external moderation of learner achievements. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    This qualification replaces qualification 15983, "National Diploma: Early Childhood Development: Preschool Phase", Level 5, 240 credits.

    The qualification is relevant to the following ETD sub-fields and other fields:

    o Schooling sub-field regarding the employment of educators in reception year (Grade R) classes in schools. The proposed qualification includes all seven roles defined by the Norms and Standards of Educators, which are integrated through the phase specialisation with further `subject` specialisation in the reception year learning programme as an elective.

    o Health Sciences and Social Services (09), which is also concerned with the care and development of young children, and certain components provide for articulation between the two fields. It is generally accepted that the care and education of young children needs to be fully integrated. ECD is located in Field 05 because of its critical role in developing young children as lifelong learners.


    The following ECD-specific elective unit standards are available for credit towards a Level 5 Diploma in ECD in the following areas of specialisation:
  • Baby and toddler phase (birth to 3 years)
  • Pre-school phase (2-6 years)
  • Reception year (Grade R)
  • Family and community settings
  • Training ECD practitioners
  • Managing ECD services (including RTOs)

    The following Elective Unit Standards are compulsory for this specialisation:
  • Organise a programme of learning;
  • Facilitate a programme of learning;
  • Plan and conduct assessment of learning outcomes. 
    		•

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  13855  Develop and manage the ECD learning programme  Level 5  Level TBA: Pre-2009 was L5  24 
    Core  13853  Mediate active learning in ECD programmes  Level 5  Level TBA: Pre-2009 was L5  36 
    Core  13854  Promote healthy development in ECD programmes  Level 5  Level TBA: Pre-2009 was L5  12 
    Fundamental  8647  Apply workplace communication skills  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  14582  Develop and apply academic literacy skills  Level 5  Level TBA: Pre-2009 was L5  25 
    Elective  115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  9941  Design and conduct research  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  10290  Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids  Level 5  Level TBA: Pre-2009 was L5  12 
    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  10289  Facilitate a programme of learning  Level 5  Level TBA: Pre-2009 was L5  24 
    Elective  13856  Facilitate an inclusive educational environment in ECD settings  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7408  Facilitating a Life Skills Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7409  Facilitating a Literacy Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7410  Facilitating a Numeracy Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  9932  Guide and support learners  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  117874  Guide learners about their learning, assessment and recognition opportunities  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  10294  Identify and respond to learners with special needs and barriers to learning  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  7407  Manage a Medium-scale ECD Service  Level 5  Level TBA: Pre-2009 was L5  18 
    Elective  244478  Manage an Early Childhood Development service  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  12842  Manage diversity in ECD settings  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7400  Managing the Learning Programme  Level 5  Level TBA: Pre-2009 was L5  24 
    Elective  10288  Organise a programme of learning  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  7978  Plan and conduct assessment of learning outcomes  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  10295  Promote lifelong learning and development  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  114476  Use multi-media to facilitate and mediate learning  Level 5  Level TBA: Pre-2009 was L5  12 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    64696  Diploma: Early Childhood Development  Centre for Creative Education/Iziko La Bantu Be Afrika NPC  Level 5  Level N/A: Pre-2009 was L5  240  2018-12-31  CHE  HEQSF 
    23118  National Diploma: Early Childhood Development  Generic Provider - Field 05  Level 5  Level N/A: Pre-2009 was L5  240     ETDP SETA  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    64696  Diploma: Early Childhood Development  Centre for Creative Education/Iziko La Bantu Be Afrika NPC  
    23118  National Diploma: Early Childhood Development  1. Abnah Academy Pty Ltd
    2. Accreditation Training Services
    3. Adelaine Training Solutions Pty Ltd
    4. Amogelang Marketing and Training
    5. Arden School of Management
    6. Arsa Holdings Training And Services Pty Ltd
    7. Asakhane ECD Training Centre
    8. Asakhe Education Network
    9. Ashley Kriel Skills Development Centre
    10. Aubrey Nyiko Business Enterprise cc
    11. Ayaba Consultants Pty Ltd
    12. B T Group of Companies PTY Ltd
    13. Boland College
    14. Bordergate Events Management And Projects
    15. Botho Ubuntu Contract Cleaning Pty Ltd
    16. Brainwave Projects 1997 PTY Ltd
    17. Burgess School of Studies
    18. Caversham Education Institute
    19. Compass Academy of Learning
    20. DAPFETC PTY Ltd
    21. DC DYNAMIC COLLEGE OF COMMERCE AND FURTHER TRAINING PTY LTD
    22. Dee s Training PTY LTD
    23. Deligence Defined
    24. Digitized Life
    25. Ditlou Sons And Daughters Pty Ltd
    26. Dr Indira Naidoo s Institute of Education Training and Engineering Pt
    27. Drewmach Branding Solutions Pty Ltd
    28. Dynamic Safety Solutions
    29. Early Learning Foundation Montessori Teacher Training
    30. EDU Bless College
    31. Edu Build Institute
    32. Edu Funda Learning Centre Pty Ltd
    33. Edu Prof Training Centre
    34. EDUTAK PRE SCHOOL TRAINING AND DEVELOPMENT
    35. Enjo Consultants Pty Ltd
    36. Environment and Language Education Trust
    37. False Bay Technical Vocational Education Training College
    38. Family Restoration Foundation
    39. First African Diversified Group Primary Co Operative Limited
    40. FIRST REAL PEOPLE INVESTMENTS GROUP PTY LTD
    41. Footballers Investment Pty Ltd
    42. Gare Kgare Projects Pty Ltd
    43. Gender Education Development Institute GEDI
    44. George Steven Academy
    45. Giver of Givers Foundation Organisation
    46. Global diagnostics Pty Ltd
    47. Goodly Heritage General Trading Pty Ltd
    48. Gwala Training Services
    49. HDPSA
    50. HLOSI SECURITY SOLUTIONS
    51. Hope Academic And Skill Centre
    52. HWW Africa Region NPC
    53. Imisebeyelanga Services
    54. Imratec College
    55. INDABA MONTESSORI INSTITUTE
    56. Ingwe FET College
    57. Inqaba Yokulinda Youth Organisation
    58. Institute of Training and Education for Capacity Building
    59. Intact Education Training and Development
    60. Isibani Skills Academy
    61. Isibani Soluntu
    62. J and N Ikwekwezi Yokusa Development Training
    63. Jonglad Trading Enterprise
    64. Katiso kuno Consulting
    65. Kenako Jwale Skills Development and Training Centre
    66. Kgaebane Trading
    67. Khoali Group of Companies Pty Ltd
    68. Kids Academy
    69. Kids Paradise Training Centre
    70. KING JAMES TRADING AND PROJECTS
    71. KITSO TRAINING AND DEVELOPMENT
    72. Klein Karoo Resource Centre
    73. Konnect Education Pty Ltd
    74. Kwa Thema Stimulation Day Care Centre
    75. Lehlabile Emergency Institute
    76. Leronsa Trading Enterprise
    77. Lesias Educational Services
    78. Level 5 Skills
    79. LM MENT CONSULTING GROUP
    80. LM Training Development
    81. Malomini Strategists
    82. Marematlou Training Institute
    83. Masikhule Early Childhood Development Centre NPC
    84. Maths Centre Incorporating Sciences
    85. MBAT PTY LTD
    86. Molteno Institute for Language and Literacy
    87. Monepe Holdings Pty Ltd
    88. Montessori Teacher Training Centre South Africa
    89. Mosima Service Training and Development Solutions
    90. Motheo Training Institute Trust
    91. MPIC Projects Pty Ltd
    92. NC Compliance Solutions
    93. Ndimeni Construction and Maintenance cc
    94. Networx for Career Development
    95. Nkangala TVET College
    96. Northlink College
    97. Nqowethu Trading
    98. NTI College
    99. Orchards Graduate School Pty Ltd
    100. Paradise Institution Training and Learning Centre
    101. Petra institute of Development PTY Ltd
    102. PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD
    103. PMA Holding Pty Ltd
    104. PNJ TRAINING ACADEMY NPC
    105. Premier Recruitment and Training Pty LTD
    106. Pro Ed Training
    107. Rampadise Education Training Development Centre
    108. Redefined Skills Training and Development
    109. Regen Institute of Leadership and Management Education
    110. Renaissance Training Services cc
    111. Rhuboni
    112. Royalty Edu Home Pty Ltd
    113. RSA Institute Pty Ltd
    114. Seanapyane Resources Pty Ltd
    115. Seriti Institute NPC
    116. Sherq Global Pty Ltd
    117. Siphiwosethu Open Development Initiative Corporation
    118. Sisazi Consulting
    119. Siyahluma Education Institute PTY Ltd
    120. SMO HOLDINGS AND PROJECTS PTY LTD
    121. South West Gauteng TVET College
    122. Southern African Institute of Learning SAIL
    123. STARPLEX LEARNING FOUNDATION INSTITUTE
    124. Technical Support Lab
    125. Tembe Service Providers
    126. Thasha Training and Consulting
    127. The College of Modern Montessori
    128. The Iscariota Group Pty Ltd
    129. THINK TWICE
    130. Thukakgaladi Integrated Development Project
    131. Thuto Botshabelo Training and Projects Pty Ltd
    132. TMG Quality Services
    133. Train 2 Teach Pty Ltd
    134. Tshase Education Group Pty Ltd
    135. Tshepang Educare Trust
    136. Tshianzi Development
    137. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD
    138. Tshwane South College for ECD Academy
    139. Ubuntu Care and Development
    140. Ulwazi Training Development
    141. Umthombo Wolwazi Training and Constructions
    142. Unathi Training
    143. Universal College Outcomes SA
    144. Vicresco Pty Ltd
    145. VISIOENR VAARDIGHEDE INSTITUUT
    146. Vuselela TVET College
    147. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING
    148. WonderKids Academy
    149. World Wide Education Providers Pty Ltd
    150. Zisize Educational Trust  


    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.