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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Horticulture|
|SAQA QUAL ID||QUALIFICATION TITLE|
|66589||National Certificate: Horticulture|
|SGB Ornamental Horticulture and Landscape|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|AgriSETA - Agriculture SETA||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 01 - Agriculture and Nature Conservation||Horticulture|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 2||NQF Level 02||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 of the Qualification:
This qualification provides learners with a comprehensive base of portable skills that will enable them to progress within all spheres of the horticultural industry. This qualification forms an integral step in the career paths of the various disciplines in ornamental horticulture and follows on from the NQF Level 1 Certificate. For those already employed in the industry, this qualification will offer learners the opportunity to hone their skills and receive recognition for their competencies.
A Learner achieving this qualification will be able to work effectively and productively within the field of horticulture knowing how to:
For those wishing to enter the industry, whether unemployed or as an Entrepreneur, this qualification offers a solid foundation in all aspects of the horticultural industry. This qualification represents a vital step in the development of a career and learning pathway of individuals, both from a vocational point of view, as well as from a learning point of view.
Rationale of the Qualification:
South Africa is renowned as an ideal tourist destination. The beauty of the gardens and landscapes in leisure facilities, parks and gardens, is an important factor in assuring that South Africa is considered a prime tourist attraction. To advance and improve our position in this important economic area the "Green Industry" must up-skill its workforce, for the creation of excellent landscapes.
The provision and maintenance of sports fields to world class standards is a perquisite for the 2010 World Cup Soccer tournament. This qualification addresses the industry's need to provide the basic skills to establish and maintain sports turf facilities.
The skills gained through this qualification will ensure that quality ornamental plants will be produced and marketed to the consumers.
The qualification will facilitate job creation and self employment opportunities, while furthering the aims of economic empowerment in South Africa.
The qualification includes the skills necessary to safely use various chemicals, including fuels, fertilisers, pest control agents, accordingly, the principles of health and safety are embedded in all the learning aspects of the qualification.
As the core is generic to all sectors of the horticultural industry, the qualification embodies the principle of portability and is integral to further learning. Through the wide scope of electives, the specialisations of the various sectors are catered for.
The sectors of the horticultural industry that will benefit from this qualification include:
This qualification addresses both the current and future needs of horticulture in South Africa.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The industry will encourage potential Learners to embark on this qualification as it has universal relevance to the industry and is nationally recognized.
Learners who would like to access this qualification should have demonstrated competency in:
Recognition of Prior Learning:
The qualification may be achieved wholly or in part through the Recognition of Prior Learning and the qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes.
An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning.
|RECOGNISE PREVIOUS LEARNING?|
|The certificate is made up of a planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competence and a foundation for further learning.
The qualification consists of a minimum of 120 credits, composed of:
|EXIT LEVEL OUTCOMES|
|1. Identify the different organisms of the plant kingdom and their uses in horticulture.
2. Identify the different soil types and describe their uses in plant propagation and landscaping.
3. Operate a manual irrigation system and schedule the applications to suit the plants water requirements.
4. Utilise stem cuttings for the propagation of plants.
5. Implement the appropriate care for ornamental plants.
6. Identify ornamental plants commonly used in the workplace.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 The various organisms of the plant kingdom are described in terms of their unique characteristics.
1.2 The role that organisms play in an ecosystem is explained within the context of the specific functions that they each perform.
1.2 An organism's environmental requirements are described in accordance with the particular conditions that are best suited to their growth and developmental needs.
1.4 The reproduction of organisms is explained within the context of the methods that are utilised to achieve their procreation.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 The main soil types are classified and described in accordance with their structure and composition.
2.2 Topsoil is defined in terms of its colouration, organic content and benefit to the growing environment for plants.
2.3 The determination of the infiltration rate of a soil is explained within the context of the factors that effect the speed of movement of water in the soil.
2.4 Capillary action is explained in terms of the role that it performs in the storage and transference of water in various soil types.
Associated Assessment Criteria for Exit Level Outcome 3:
3.3 Watering frequencies for various plants are determined in relation to prevailing climatic conditions.
3.4 Operating periods for the various zones of an irrigation system are selected to ensure that applications suit the plant's requirements and the soil's infiltration rate.
3.3 Basic maintenance procedures and techniques are utilised to effect minor repairs to irrigation equipment.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 The various stem types are identified in relation to their suitability for use as propagation material.
4.2 The selection criteria for stem cutting material is explained in terms of the specific requirements of each stem type.
4.3 The various stem cuts are made in accordance with the particular techniques that are required for the different stems types.
4.4 Cuttings are placed in a rooting media to optimise the growth and developmental potential of the plants.
4.5 The provision of primary care and "hardening off" procedures are performed within the specific requirements of each stem type.
Associated Assessment Criteria for Exit Level Outcome 5:
5.1 The necessity of providing the optimum environmental conditions for ornamental plants is explained within the context of the positive effects that these have on their growth and development.
5.2 Plants that require support are identified and the techniques used for staking and tying these are performed in accordance with the objectives of optimising their structure.
5.3 The need to deadhead specific plants is explained in terms of the necessity of conducting the practice.
5.4 The techniques for the formative pruning of certain plants are performed in accordance with the objectives.
5.5 The function and role of the feeding, weeding and pest control programs are explained and implemented to ensure that optimal plant growth is achieved.
Associated Assessment Criteria for Exit Level Outcome 6:
6.1 Trees, shrubs, climbing plants, ground covers, annuals and herbaceous plants that are commonly used in the workplace are described in terms of their particular characteristics.
6.2 The environmental conditions that the commonly used plants require are described in accordance with the particular conditions that are best suited to their growth and developmental needs.
6.3 The specific needs of the commonly used plants are identified and described in terms of the enhancement and maintenance of their growth.
The integrated assessment allows the Learners the opportunity to show that they are able to utilize concepts, ideas and actions across unit standards. This will allow Learners to achieve competency that is in keeping with the purpose of the qualification.
An integrated assessment will indicate how theoretical learning is demonstrated in a practical environment in such a way that the application of the work learnt becomes second nature.
In conducting an assessment, the quality of the performance must also be evaluated i.e. both the performance and the thinking behind the action must be qualitative.
The assessment should include both formative and summative options and should use various assessment tools i.e. not by observation only. It is suggested that a Portfolio of Assessment form part of the summative assessment, with practical outcomes being demonstrated in a simulated or real work place situation.
A broad range of task-orientated and theoretical tools may be used, with the distinction between practical knowledge and disciplinary knowledge being maintained.
Unit Standards in the qualification must be used to assess the specific and Critical Cross Field Outcomes. It is recommended that the assessment tools give Learners the opportunity to account for their decision-making and problem solving in line with the Specific Outcomes and related Assessment Criteria.
As a result of this qualification being generic in forming the foundation for a career in horticulture, Learners should be assessed in occupational contexts and activities. The assessment should ensure that the foundational skills are portable and prepare them for further learning, whatever career path they may choose.
|Over the last 40 years, South Africa has been an active member of the International Federation of Parks and Recreation Administration. Each year this body holds a congress in a different international city. These congresses serve to highlight the international best practices for the horticultural industry. Parks and gardens are showcased to exhibit the latest trends in amenity landscaping and garden maintenance. The congresses also provide the members with the opportunity to examine the training facilities and courses offered by the host countries.
South Africa's representative has served on the executive committee for the past decade and has conducted specific comparative research for this qualification and for the Landscape qualifications for Levels 3 and 4.
Worldwide, the horticultural industry is composed of distinct disciplines, each catering to a particular sector of the market. In the past, training concentrated on the production of generalist horticulturalists. As in other industries, technological advancements have engendered a move to specialisation.
Internationally, some countries commence their specialisations at level 1. Examples include the USA and Australia. In contrast, other countries have elected to begin their specialisations at levels 2 or 3.
Various factors influence this, the most notable include:
Consequently, the level 1 and 2 qualifications which comprise the foundational learning in horticultural practices are generic. They are specifically constructed to have general applicability to all sectors of the industry. Specialisations are catered for in the elective unit standards of these qualifications. This ensures portability and yet allows learners to progress in their particular field of specialisation.
The SADC countries fall into categories 2 and 3 as mentioned above and as a consequence no specific horticultural training is conducted in these areas. Their horticulturists are either sourced from South Africa or they obtain their qualifications from our tertiary institutions.
Various international qualifications with similar content to this qualification were sourced. In examining these, the following have been used for benchmarking and comparison, although they do not necessarily address the subjects from the same perspective, they do contain aspects relevant to those used in South Africa.
The following qualifications and the particular unit standards that were selected for comparison with various components of this qualification are listed here under:
In terms of climate, Australia has similar climatic zones and conditions to South Africa. Their horticultural industry is well advanced and as mentioned above, specialisation is conducted from level 1. A number of the unit standards are common to the majority of their level 2 qualifications and particular focus has been paid to these generic unit standards.
The following qualifications were examined, and the notable similarities are:
Certificate II in Horticulture (Landscape)-Reference No RTF20403:
Of all the worldwide searches that were conducted, this level 2 qualification has the greatest similarity to its South African counterpart. The relevant unit standards are as follows:
> This level 2 unit standard addresses the practices and procedures necessary to adhere to the Australian Occupational Health and Safety Act.
> The "Utilize health and safety principles in horticulture" unit standard has a similar intent to the above, in that it also refers to the local Occupational Health and Safety Act, but has in addition the particular safety practices that are peculiar to the horticultural industry.
> This level 2 unit standard is concerned with the identification of the various soil types and their uses in the horticultural environment.
> The "Recognize the various soil types and their uses in plant propagation and landscaping" utilises a similar approach to the classification and use of soil for propagation and landscaping.
> This level 2 unit standard serves to familiarise learners with plants that are in general use in various landscapes and gardens.
> The "Identify common ornamental plants" has the same objective as the above the only difference lies in the format in which the plants are categorised and the number of plants that must be identified.
> This level 2 unit standard covers the techniques and procedures used in the installation of piping in a horticultural environment.
> The "Install irrigation piping in landscaped areas" unit standard follows similar principles and practices with the above with the exception of drainage piping, which is usually regarded as being part of the site preparation that occurs prior to an irrigation installation.
> This level 2 unit standard is concerned with the operation of sprinkler and emitter irrigation that is commonly used in the plant propagation and landscaping environments.
> The "Utilize irrigation equipment and operate manual sprinkler systems" unit standard incorporates a similar approach to the above with an emphasis on water conservation and preventative maintenance procedures.
> This level 2 unit standard covers the practices and procedures used in maintaining the form and shape of various shrubs and trees in the landscape environment.
> The "Prune and shape shrubs" unit standard is intended for shrubs not trees, which are covered in the level 3 Landscaping qualification. In essence, the same procedures and methodology are followed in both unit standards.
Certificate II in Horticulture (Wholesale Nursery) Reference No RTF20603:
> This level 2 unit standard covers the practices and procedures used in providing care for previously propagated plants that are intended for indoor use.
> Two unit standards in the South African qualification have similar procedures The "Provide care for ornamental plants" incorporates the maintenance and care for indoor plants and the second unit standard "Prepare plants for interior environments" is primarily focused on the interior plantscaping and display functions. Both include similar cultural practices to keep ornamental plants in their optimal condition.
> This level 2 unit standard incorporates a variety of propagation methods, including propagation from cuttings.
> The propagation function is pivotal to the success of a nursery and to that end, each propagation method is treated separately and covered to a greater depth than the above generalist unit standard. Accordingly, the "Propagate plants from stem cuttings' unit standard covers the entire spectrum of these activities including the provision of initial care.
> This level 2 unit standard covers the practices and procedures used in promoting growth and maintaining the condition of plants in a nursery.
> The "Provide care for ornamental plants" addresses the principles and disciplines in the above unit standard. In addition provision has been made for this unit standard to encompass the initial care for establishing newly planted ornamentals in landscapes.
Certificate II in Horticulture (Turf) Reference No RTF20803:
> This level 2 unit standard covers the practices and procedures used in the planting and initial care of sportsturf, incorporating the practices for sods and seed.
> The "Establish an area of turf with grass sods" unit standard concentrates on the sodding aspect of grass establishment, as lawn seeding is normally reserved for overseeding of existing turf which entails specific pre-seeding preparations. This is covered in the Sportsturf level 3 qualification.
> This level 2 unit standard covers the universal principles and practices for the operation of basic machinery used in sportsturf maintenance.
> The "Operate specialised walk behind mowers" provides the learner with in depth knowledge and competencies for the operation of mowers for all sportsturf disciplines including soccer, golf, cricket and bowls.
> This level 2 unit standard covers the principles and practices for the preparation of sportsturf for the major sports that are played in Australia.
> The "Maintain turf cricket pitches and outfields" unit standard is specifically intended for the lawn cricket environment and as such, the specific cultural practices that are necessary for cricket are covered.
Certificate II in Horticulture (Arboriculture) Reference No RTF20203:
> This level 2 unit standard covers the use and care of chainsaws, specifically in the context of arboriculture.
> The "Operate chainsaws for limbing and logging at ground level" unit standard has similar safety and operational practices as the above, including the techniques for ground based trimming of felled trees.
> This level 2 unit standard has as its main focus the safe application of various tree climbing techniques.
> The "Apply basic tree climbing practices" utilises similar practices and methodologies as the above including the essential safety procedures for the ascent and descent from trees.
> This level 2 unit standard provides learners with the skills and competencies to remove small trees in a horticultural environment.
> The "Conduct controlled tree felling in various locations" unit standard has similar safety and operational practices as the above, with particular emphasis on the procedures to protect the surrounding infrastructure when felling.
The United Kingdom has a long history of horticultural practice and is considered to be the origin of the modern horticultural foundational practice. South Africa has long been seen as an ideal horticultural environment, considering that it has the richest floral kingdom in the world. As a result many South African plants have been cultivated and hybridised in the United Kingdom with the loss of research and income to the country. It is imperative that, against this background, studies in horticultural practices in South Africa follow a professional path and are comparable, at least, to the best studies in the United Kingdom, but also within the broader international horticultural community.
The qualifications from the United Kingdom at level 2 that may be favourably compared to the South African Horticulture Level 2 qualification are the:
The relevant unit standards are:
> This level 2 unit standard provides a basic introduction to the natural science of plants.
> The "Recognize different organisms in the plant kingdom" unit standard has a similar intent to the above, in that it also refers to the structural and functional aspects of plants.
> This level 2 unit standard serves to familiarise the learner with the horticultural and ecological principles for sustainability.
> The "Create an awareness of environmental protection" and "Maintain and conserve the flora in nature areas" unit standards provide the learner with a background to the importance of horticultural practices relevant to the conservation of nature areas. It is of particular importance to the South African context as it relates to the tourism sector where sustainability of the flora in natural areas such as game parks and conservation areas is vital.
> This level 2 unit standard covers the practices and procedures necessary to establish and maintain turf sites.
> The "Maintain turf cricket pitches and outfields" and "Establish an area of turf with grass sods" (SAQA ID 119690) unit standards has a similar intent to the above, while the aforementioned unit standard focuses on the specific practices to establish and maintain a cricket pitch and its outfield.
> This level 2 unit standard covers various methods of plant production for a nursery.
> The "Propagate plants from stem cuttings" unit standard covers one specific method of propagation and is supported at various levels with other propagation methods commensurate to the level of the activity and the competency required of the learner.
> This level 2 unit standard focuses on the maintenance aspects for ornamentals and the principles that govern such maintenance.
> The "Provide care for ornamental plants" unit standard highlights the importance of on-going care for ornamental plants once they have been planted, potted up for growing on or have been re-sited. The specific aim of the unit standard is to impress on the learner the specific care that a newly planted ornamental requires.
> This level 2 unit standard is concerned with the monitoring and maintenance of health and safety aspects.
> The "Utilize health and safety principles in horticulture" unit standard has a similar intent to the above, although its focus is more on the application of the health and safety principles specific to the horticultural industry in order to meet the relevant statutory requirements.
> This level 2 unit standard highlights the characteristics by which plants may be identified and informs the learner of the ways in which the plants may be used.
> The "Identify common ornamental plants" unit standard has a similar purpose in that the learner will learn how to identify specific categories of plants and understand where they may be used to optimum effect.
> This level 2 unit standard incorporates the various factors that may adversely affect the development of plants.
> The "Apply pest control practices in ornamental plant production and landscaping" unit standard aims to provide the learner with the necessary information in order to understand various practices used to control pests specific in the horticultural environment and how to apply the relevant practice to control pests in a specific situation.
> This level 2 unit standard serves to familiarize learners with the manner in which plants are propagated by vegetative means.
> Various methods of propagation may be applied in the horticultural environment and each requires specific skills and competencies. The "Propagate plants from stem cuttings" unit standard addresses one form of propagation determined to be relevant to the skills and competencies required of a learner at NQF Level 2 within the South African horticultural context. The propagation of plants by seed has been covered in the level 1 Qualification.
> This level 2 unit standard addresses the general maintenance practices as they are applied to outdoor plants.
> The "Schedule the application of water to plants and landscapes" and "Provide nutrition to plants and landscapes" unit standards are comparable to the above in their purpose, but, within the South African horticultural context, the maintenance of horticultural material has been divided into the various maintenance aspects, as well as focussing on the specific maintenance required in each environment or sector such as sports fields, artificial plants, indoor plants and floristry. This is advantageous to the learner as opportunities for specialization, employment or entrepreneurial options are enhanced.
> This level 2 unit standard covers the entire spectrum of activities related to ensuring general sports turf surfaces are ready for play, can be maintained and be repaired when necessary.
> The "Maintain turf cricket pitches and outfields" and "Establish an area of turf with grass sods" (SAQA ID 119690) unit standards may be compared to the above in terms of the general practices applicable, but the sporting requirements, soil and weather factors in South Africa necessitate the separation of practices to ensure the sports fields are correctly established, maintained and repaired for local conditions and requirements. This further benefits the learner through enabling specialization and thereby greater opportunity for employment or provision of services through entrepreneurial opportunities.
|The generic nature of this qualification and its focus on the foundational multi-skilling, facilitates the vertical articulation within the horticultural industry, to any of the following qualifications.
As the basics of Agriculture and horticulture are parallel, horizontal articulation in the fields of Agronomy, Fruit and Vegetable Production, Nature Conservation and Forestry are possible.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||264185||Apply pest control practices in ornamental plant production and landscaping||Level 2||NQF Level 02||6|
|Core||119701||Create an awareness of enviromental protection||Level 2||NQF Level 02||4|
|Core||264191||Demonstrate an understanding of a flowering plant's reproductive cycle||Level 2||NQF Level 02||5|
|Core||264184||Identify common ornamental plants||Level 2||NQF Level 02||8|
|Core||264177||Identify the different organisms of the plant kingdom||Level 2||NQF Level 02||4|
|Core||264179||Identify the various soil types and their uses in plant propagation and landscaping||Level 2||NQF Level 02||4|
|Core||264190||Plant and establish herbaceous plants in landscaped areas||Level 2||NQF Level 02||6|
|Core||264188||Propagate plants from stem cuttings||Level 2||NQF Level 02||5|
|Core||264192||Provide care for ornamental plants||Level 2||NQF Level 02||8|
|Core||264180||Provide nutrition to plants and landscapes||Level 2||NQF Level 02||6|
|Core||264176||Prune and shape shrubs||Level 2||NQF Level 02||6|
|Core||263995||Schedule the application of water to plants and landscapes||Level 2||NQF Level 02||3|
|Core||264058||Utilise health and safety principles in horticulture||Level 2||NQF Level 02||3|
|Core||264017||Utilize irrigation equipment and operate manual sprinkler systems||Level 2||NQF Level 02||3|
|Fundamental||115000||Demonstrate understanding of everyday aural texts in X||Level 2||NQF Level 02||4|
|Fundamental||7480||Demonstrate understanding of rational and irrational numbers and number systems||Level 2||NQF Level 02||3|
|Fundamental||114998||Demonstrate understanding of selected texts in X||Level 2||NQF Level 02||6|
|Fundamental||9008||Identify, describe, compare, classify, explore shape and motion in 2-and 3-dimensional shapes in different contexts||Level 2||NQF Level 02||3|
|Fundamental||12444||Measure, estimate and calculate physical quantities and explore, describe and represent geometrical relationships in 2-dimensions in different life or workplace contexts||Level 2||NQF Level 02||3|
|Fundamental||114999||Speak and respond in everyday situations in X||Level 2||NQF Level 02||6|
|Fundamental||7469||Use mathematics to investigate and monitor the financial aspects of personal and community life||Level 2||NQF Level 02||2|
|Fundamental||9007||Work with a range of patterns and functions and solve problems||Level 2||NQF Level 02||5|
|Fundamental||114993||Write texts on relevant topics in X||Level 2||NQF Level 02||4|
|Elective||264174||Acclimatise plants for interior plantscaping||Level 2||NQF Level 02||6|
|Elective||119692||Apply basic tree climbing principles||Level 2||NQF Level 02||6|
|Elective||119691||Backfill compact and replant grass sods and plants in irrigation trenches||Level 2||NQF Level 02||5|
|Elective||264178||Clean interior plants||Level 2||NQF Level 02||6|
|Elective||264175||Conduct post harvest treatment of cut roses||Level 2||NQF Level 02||6|
|Elective||264189||Develop the cut rose frame||Level 2||NQF Level 02||4|
|Elective||119690||Establish an area of turf with grass sods||Level 2||NQF Level 02||6|
|Elective||119699||Excavate irrigation trenches in established landscapes||Level 2||NQF Level 02||5|
|Elective||119705||Handle floristry plant material||Level 2||NQF Level 02||5|
|Elective||264187||Harvest cut roses||Level 2||NQF Level 02||6|
|Elective||119700||Install irrigation piping in trenches||Level 2||NQF Level 02||10|
|Elective||264036||Install irrigation sprinklers and emitters in landscaped areas||Level 2||NQF Level 02||12|
|Elective||119709||Maintain and conserve the flora in nature areas||Level 2||NQF Level 02||5|
|Elective||119688||Maintain optimal environmental conditions for floristry arrangements||Level 2||NQF Level 02||5|
|Elective||264181||Maintain turf cricket pitches and outfields||Level 2||NQF Level 02||8|
|Elective||264193||Manage the cut rose canopy||Level 2||NQF Level 02||6|
|Elective||264182||Operate brushcutters in the horticultural environment||Level 2||NQF Level 02||4|
|Elective||264195||Operate chainsaws for limbing and logging at ground level||Level 2||NQF Level 02||6|
|Elective||264194||Operate specialised walk-behind mowers||Level 2||NQF Level 02||5|
|Elective||264183||Prepare plants for interior environments||Level 2||NQF Level 02||6|
|Elective||119693||Treat floristry plant material||Level 2||NQF Level 02||7|
|Elective||264186||Conduct controlled tree felling in various locations||Level 3||NQF Level 03||6|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||1st Utopia Disability Gladiators Pty Ltd|
|2.||42020 Vision Training and Consulting|
|3.||Abantu Sikona Trading and Projects Pty Ltd|
|4.||Abingoni Trading 141|
|5.||Abvaho Phanda Group Pty Ltd|
|6.||Adonai Capital and Farming|
|7.||African Global Skills Academy|
|8.||Aganang Training Academy|
|9.||Agency For Re-Innovation And Development|
|10.||Agri Able Pty Ltd|
|11.||Agri RDA Holdings Pty Ltd|
|12.||Agri Skills Transfer (PTY) Ltd|
|14.||Aluberry Investments Pty Ltd|
|15.||Aludar Agri Trading and Projects Pty Ltd|
|16.||Amaloba Academy (Pty) Ltd|
|17.||AMJ Skills Development (Pty) Ltd|
|18.||Anix Trading 739|
|19.||Aquastorm Waterproofing Solutions and Construction cc|
|20.||Arcadian Varsity College|
|21.||Atheta Trading and projects Pty Ltd|
|23.||Bafikile Skills & Consulting Services (Pty) Ltd|
|24.||Balemi Consulting Pty Ltd|
|25.||Bam Edible Pty Ltd|
|26.||Basadi Skills Solution|
|27.||Basenogi Business Consultancy|
|28.||Bayeni Skills Development Trading and Projects|
|29.||BC Landscape Training and Consultancy cc|
|30.||BD Modikwe Holdings|
|31.||Better Best Agri Development|
|32.||Beyond Expectations Investments 2012 (Pty) Ltd|
|33.||Big Tree Group|
|34.||Bintjus Projects (Pty) Ltd|
|35.||BIS Trading and Projects (Pty) ltd|
|36.||BK & MG Holdings|
|37.||Black African Young Farmers NPO|
|38.||Blondim Trading and Projects (Pty) Ltd|
|39.||Bogelang Trading Enterprise Cc|
|40.||Bokamoso Basechaba Professional Solutions Pty Ltd|
|41.||Boland Agri Training & Community Development Centre|
|44.||Calvin Projects Managements PTY LTD|
|45.||Capricorn FET College - Central Office|
|46.||Career Builders Academy Pty Ltd|
|47.||CC Trade 276|
|48.||Central Lake Trading (Pty) Ltd|
|49.||College on Hills (Pty) Ltd|
|50.||Cradle Stars Trading Enterprise (Pty) Ltd|
|51.||D.T Nkwane Projects (Pty) Ltd|
|52.||Dee's Training (Pty) Ltd|
|53.||Deneyo's Trading Enterprise|
|54.||Dicla Training and Projects (Pty) Ltd|
|55.||Dieketseng Training Centre (Pty) Ltd|
|56.||Dimpho Makgoba Pty Ltd|
|57.||Dinako tsa Marang Consultancy|
|58.||Ditiro Tsaka Security Services cc|
|59.||Dzunde Farming Co-operative Limited|
|60.||Envirocon Training Pty Ltd|
|61.||Eskilz College (Pty) Ltd|
|62.||Essential Styll (Pty) Ltd|
|63.||Evcob Business Enterprise|
|64.||Faithworks Development Consultants ( Pty) Ltd|
|65.||FGZ Consulting (Pty) Ltd|
|66.||Fhumu Skills Development and Consultant|
|67.||Foundation of Hope Holdings Pty Ltd|
|68.||FSG Landscaping Group|
|69.||Gaoshupi Training Academy Pty Ltd|
|70.||Gauteng City College|
|71.||Geomase Services Pty Ltd|
|72.||Godloti (Pty) Ltd|
|73.||Green Development Foundation|
|74.||Green Identity (Pty) Ltd|
|75.||Greenoxe (Pty) Ltd|
|76.||Growth Path Projects (Pty) Ltd|
|77.||Gung Boerdry Pty Ltd|
|78.||HARSH TOUCH GROUP|
|79.||Hidden Treasure Pty Ltd|
|80.||Higherway Institute of Learning|
|81.||Hlomulani Training & Consulting|
|82.||HLTC Pty Ltd|
|85.||HWM Consultancy (Pty) Ltd|
|87.||Hymike Trading Enterprise CC|
|88.||Ignite Trading and Projects Pty Ltd|
|91.||Impact Plus Training Consultants|
|92.||Impumelelo Agribusiness Solutions (Pty) Ltd|
|93.||Innovation College (Pty)Ltd|
|95.||Intando ka Tata Trading and Projects (Pty) Ltd|
|96.||Intensified Training Academy|
|97.||Inyapa Vhusiku Consulting Pty Ltd|
|98.||IQ Skills Academy Pty Ltd|
|99.||Isiphephelo Industries (Pty) Ltd|
|100.||Itsoseng Training Academy|
|101.||Iviyo Landscaping (Pty) Ltd|
|102.||JMB Trading and Projects (Pty) Ltd|
|104.||Johannesburg City Parks|
|105.||Jolaros Trading and Peojects|
|106.||Josmap Training Institute|
|107.||Jukat Training Institute (Pty) Ltd|
|108.||K Boneng Consulting Services Pty Ltd|
|109.||K2011145379(South Africa) (Pty) Ltd|
|110.||Kairos Open Learning College|
|111.||Kamadee Consulting (Pty) Ltd|
|112.||Katlo Logistix (Pty) Ltd|
|114.||Kenmab Training Centre|
|115.||Kgohlong Training and Enterprise|
|116.||Kgokagano Trading cc|
|117.||Kgomama Pty Ltd|
|119.||Kgothatso Supply and Projects|
|120.||Khanya Africa Development Services (NPO)|
|121.||Khulani Skills Development Centre|
|122.||Khululekani Training Centre|
|123.||Khumo-Matlo Training and Projects (Pty) Ltd|
|124.||Khutakhu Trading cc|
|125.||Khwani Trading Cc|
|126.||Klear Living (Pty) Ltd|
|127.||Knowledge For Ever|
|128.||Kwakhiwa Training and Development|
|129.||Lablab Agri Professionals|
|130.||Lalumbe Artisan Development Academy|
|132.||Lanqa Enterprise (Pty) Ltd|
|133.||LAUMEL BUSINESS SOLUTION|
|134.||LBC Development Council|
|136.||Le Vera institute Pty Ltd|
|137.||Legwetla Farming and Training|
|138.||Lehlabile Emergency Institute|
|139.||Lemang Agricultural Services Pty Ltd|
|140.||Leruo ke Matla Training and Enterprise Development Services|
|141.||Lerwana Group (Pty) Ltd|
|142.||Levites Agricultural Primary Cooperative Limited|
|143.||Libalele Trading Academy|
|145.||Ligwalagwala Trade Institute Pty Ltd|
|146.||Lithala Financial Education NPC|
|147.||LNMR Pty Ltd|
|149.||Luluyando Holdings (Pty) Ltd|
|150.||Luna Solution Pty Ltd|
|151.||Lutzanetix Pty Ltd|
|152.||Ma Vela Consulting (Pty) Ltd|
|153.||Mabopane Skills Development Primary Coorperative Ltd|
|154.||Macadamia Skills Academy|
|155.||Machabelele Associates (Pty) Ltd|
|157.||Makhubalo Trading and Projects Pty Ltd|
|158.||Malizana Projects CC|
|159.||Malwandla Skills Development|
|160.||Mamelloletlotlo Business Solutions|
|161.||Manyala Training Solutions|
|162.||Masheshafike (Pty) Ltd|
|163.||Masikila Training Solution (Pty) LTd|
|164.||Masiya Management Services|
|166.||Matlharini Multi Centre Skills|
|167.||Mavona Holdings (Pty) Ltd|
|168.||Mavu Consultancy Pty Ltd|
|169.||MCS MANAGEMENT SERVICES|
|170.||Medu Skills Consultants|
|172.||Mentowell (Pty) Ltd|
|173.||Metropolitan Engineering College Pty Ltd|
|174.||Mikumba Pickling and Tandering Enterprise|
|175.||Milnex 151 (Pty) Ltd|
|176.||Mishumo Multi Distributors|
|177.||Mlasimbi Catering Primary Cooperative Limited|
|178.||MMKM Training and Development (Pty) Ltd|
|179.||Modirisiwa Projects (Pty) Ltd|
|180.||Mokome Trading Enterprise Pty Ltd|
|181.||Molaodi Community Development Agency|
|182.||Mongadule Training Consultant (Pty) Ltd|
|183.||Mooilea Trading Solutions Pty Ltd|
|184.||Mortarboard Training Solutions|
|185.||Moseka Events & Trading|
|186.||Moshita Family Agric Primary Co-Operative Limited|
|187.||Motsiri Training Pty Ltd|
|188.||Mphekgwane Business Development|
|189.||MSD Machaba Accountants Pty Ltd|
|190.||Mthashana FET College - Vryheid Campus|
|191.||Mudangane ( Pty) Ltd|
|193.||Muselwa Trading and Projects|
|194.||MVCJ Projects Pty Ltd|
|195.||Mzanzi Training Institute|
|196.||Ndallys Trading Enterprises (Pty) Ltd|
|198.||Ndoro Consultants Pty Ltd|
|199.||Ndukenhle (Pty) Ltd|
|200.||Nematodzi Investment (Pty) Ltd|
|201.||New Hope Revival Organisation|
|202.||Ngwato Wa Mphela Agriculture Training Services|
|203.||Nico Evirocare West Control (Pty) Ltd|
|205.||Nkangala Public FET College - Central Office|
|206.||Nkoanapula Trading & Projects|
|207.||Nomastyl Trading and Projects (Pty) Ltd|
|208.||Nombhela Gardens and Cultural Village Primary Co-operative Limited|
|209.||North West Community Education and Training College|
|211.||NTF Electrical and Training|
|213.||Number 9 and Fortfar Academy (Pty) Ltd|
|214.||Nyankwavi Investment CC.|
|215.||Obrinet Construction & General Trading|
|216.||Olentle Selepe Business Enterprise|
|217.||Omiya Training and Projects|
|218.||Ona Holdings Pty Ltd|
|219.||Orange Language Institute (Pty) Ltd|
|220.||P N K Management Services|
|221.||Phasabethe Trading and Projects Pty Ltd|
|222.||Phetogo Training Consultancy (Pty) Ltd|
|223.||Phil Chemics Enterprise (Pty) Ltd|
|225.||PHOKA TSHELA PROJECTS|
|226.||Phophi Na Tshikaho Trading Enterprise|
|227.||Phutabogale Accounting and Auditing|
|228.||PIONEER BUSINESS CONSULTING (PTY) LTD|
|229.||PMA Holding (Pty) Ltd|
|230.||Pontsana Training and Projects (Pty) Ltd|
|231.||Potchefstroom College of Agriculture|
|232.||Power Training Line (Pty) Ltd|
|233.||Prempie Business Solutions Pty Ltd|
|234.||Prestige Agri Solutions (Pty) Ltd|
|235.||Preverving Thought Trading and Projects|
|236.||Prodipix 212 (Pty) Ltd|
|238.||Rams Training and Consultancy|
|239.||Rangani Seed Trading|
|240.||Re Simolotse (Pty) Ltd|
|241.||Remo Holdings Pty Ltd|
|242.||Ribolla Learning Academy (Pty) Ltd|
|243.||Rio Amazona Holdings Pty Ltd|
|244.||Roma Training Institute|
|245.||Roomtogrow Business Skills|
|246.||Saena Botany (Pty) Ltd|
|247.||Salabedla Contracting and Trading|
|248.||Sebenzisanane Human Capital|
|249.||Sekunda Trading and Projects (Pty) Ltd|
|250.||Servest Multiservices Group Pty Ltd|
|251.||Shared Knowledge Consulting|
|253.||Silalele Consulting CC.|
|254.||Simba Skills Consultants|
|255.||Sinovuyolethu Trading Pty Ltd|
|256.||Siyahluma Education Institute|
|257.||Siyakhana Multipurpose Cooperative Limited|
|258.||Siyasanga Training Centre|
|259.||Skillo's Building and Cleaning Maintanance|
|260.||Skills Development and Training Company (Pty) Ltd|
|261.||Skills for All|
|262.||Sly Wasly Trading and Projects|
|263.||Somvi Skills Development|
|264.||South African Advanced Skills Institute|
|265.||Spears Business and Life Couch Consulting (Pty) Ltd|
|266.||Star Choice Trading 407 (Pty) Ltd|
|267.||Stecor Farming (Pty) Ltd|
|268.||Stillo Tyra Training Centre (Pty) Ltd|
|269.||Sure Leyo (Pty) Ltd|
|270.||Swendile Travel and Tourism|
|271.||Tabila Trading and Projects (Pty) Ltd|
|272.||Take Note Trading 227 cc|
|273.||Taumpe Traders Pty Ltd|
|274.||Tayitayi Business Services (Pty) Ltd|
|275.||TBL Empowerment Hub|
|276.||TCEP (Pty) Ltd|
|278.||Tefla Group Pty Ltd|
|279.||Tendani Business Network (Pty) Ltd|
|280.||Thabolwenkosi Investments (pty) Ltd|
|281.||Thakhuwo Business Enterprises (Pty) Ltd|
|282.||Thambalanga Trading (Pty) Ltd|
|283.||The Mushroom Hut (Pty) Ltd|
|284.||The Renaissance National Skills Development Centre|
|285.||The Skills Development Hub (Pty) Ltd|
|286.||Theri Investments Pty Ltd|
|287.||Thevu Agri Business Pty Ltd|
|288.||Thutlwa Agriculture Investment|
|289.||Thuto Ya Setshaba Training Services (Pty) Ltd|
|290.||Tian Civils and Costruction Pty Ltd|
|291.||Tinotsile Training and Development|
|292.||Tirisano Ya Bakwena Consultants Cc|
|293.||Tirotona Skills Development (Pty) Ltd|
|294.||Tiseletso Serapeng Pty Ltd|
|295.||Tloumogale Business Development & Consulting|
|296.||TNM Development Alternatives|
|297.||Tovani Trading 418 Cc|
|298.||TP Business Management (Pty) Ltd|
|299.||TPLR and Training Services (PTY) LTD|
|300.||TPLT Training and Projects|
|301.||TRAINING AT WORK PTY LTD|
|302.||Triple S Training & Development (Pty) Ltd|
|303.||Tsebo Learning Institute Pty Ltd|
|304.||Tsiku Consulting (Pty) Ltd|
|305.||Tsolo Agriculture and Rural Development Institute|
|306.||Tumantau Projects and Training Solutions (Pty) Ltd|
|307.||Twoline Training Skills For Africa Pty Ltd|
|308.||Umbuso Training Services|
|309.||Umcebowethu Training and Projects (Pty) Ltd|
|310.||Umgibe Farming Organics and Training Institute (Pty) Ltd|
|311.||Umnotho We Afrika Foundation|
|312.||UMNOTHOWESIZWE DEVELOPMENT GROUP NPC|
|313.||Unite Lehlo Consult Services|
|314.||Unity Social Club (Pty) Ltd|
|315.||Valambya Training and Business College (Pty) Ltd|
|316.||Vhangona Skills Academy (Pty) Ltd|
|317.||Vhumatshelo Skills Development (Pty) Ltd|
|319.||Vhutupa Agri Academy Pty Ltd|
|320.||Visionary Skills Academy|
|321.||Watsima Projects and Environmental Services|
|322.||Wavhudi Business Trading|
|323.||Wena le Wena Trading and Projects|
|324.||Westfalia Fruit Avo Academy NPC|
|325.||Xivono K Projects (Pty) Ltd|
|326.||YEBO SKILLS ACADEMY|
|327.||Zabusa Trading Cc|
|328.||ZAJOBE SUPPLIERS AND PROJECTS|
|329.||Zamsiba Development Consultants|
|330.||Zero One Five Training and Supply|
|332.||Zintle's Rural Development Cc|
|333.||Zwavhumbwa Trading Enterprises|
|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.|