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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: |
| National Certificate: Municipal Integrated Development Planning |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 50205 | National Certificate: Municipal Integrated Development Planning | |||
| ORIGINATOR | ||||
| SGB Public Administration and Management | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| LG SETA - Local Government and related Services Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 03 - Business, Commerce and Management Studies | Public Administration | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 160 | Level 5 | Level TBA: Pre-2009 was L5 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 9999/99 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-06-30 | 2029-06-30 | |||
| 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:
The purpose of the qualification is to enable qualifying learners to apply strategic level development and governance competencies to ensure integrated and sustainable development and governance processes, outcomes, structures, strategies, planning; implementation management, monitoring and evaluation at a municipal level. Learners will develop competencies to manage strategic planning and development processes, and the associated local governance and consultation processes. Individual learners will benefit through enhancing their personal competencies, knowledge and skills so as to be able to complete tasks required in their employment contracts and by legislation, relating to the: Through increasing the integrated development planning capacity of government office bearers and employees the notion of developmental local government, intergovernmental co-operation and the objectives of the developmental state can be achieved. Rationale: The qualification is aimed at municipal managers, integrated development planning (IDP) managers and specialists in local government, executive mayors, as well as integrated development planning and city/district development specialists in Planning Implementation and Management Support (PIMS) Centres, provincial and national government. The typical learner will be an employee in local or provincial government, wishing to gain the competence to fulfill the requirements of his/her current job obligations or a municipal employee or even councilor wishing to gain a qualification so as to advance his/her career opportunities. In addition persons seeking future employment in the local government sector may choose to complete the qualification. Persons employed in municipal, provincial and national sector departments, non-profit organisations and non-governmental organization as well as private sector agencies which interface with local government integrated development planning would benefit from the qualification. Qualifying learners may operate at the level of executive mayor, executive councilors, councilors, municipal manager; IDP manager or specialist, PIMS manager or senior planner, city/district development department managers; strategic managers and provincial IDP coordinators. Office bearers and employees at local government level are responsible for managing the provision of services to the community. The Constitution of the RSA (Act 108 of 1996) section 27 (1) states that all South Africans have the right to access health care services; sufficient food and water and social security. Section 27(2) requires the state to take reasonable measures within its available resources to provide these basic human rights. The state is also responsible for providing education for the community and managing all of the country's resources. The constitution therefore allows the community to demand that services are met and that government office bearers and managers have the skills to take reasonable measures in providing services. Based on the parameters created by the Constitution and key to concept of the Developmental State is the concept of decentralised development planning, coupled with the policy imperative of coordination and integration between the three spheres of government. Both these ideas were in line with the South African Constitution, which (1) enshrined the notions of cooperative governance, and government as one entity consisting of three interdependent spheres and (2) endowed local government with a novel and specific developmental role. In accordance with this new intergovernmental development-planning ethos local government would be the main/frontline planning arm of government, provinces would support and monitor this activity, and national government would create the framework of norms and standards in which these developmental actions would take place. Collectively, and with each sphere fulfilling its specific mandate, the actions of the three spheres would dovetail into a joint governmental effort aimed at achieving its developmental objectives. In contrast to the traditional sector-specific land use, transport and infrastructure master planning of the past, a different approach to planning was proposed. Called integrated development planning and culminating in an Integrated Development Plan (IDP) , this new style of planning, which had semblances of similar tendencies in the international planning arena, was meant to (1) be holistic, span and integrate all sectors though a focus on cross-cutting issues) assist in reintegrating the fragmented landscapes and communities left in the wake of apartheid, and (3) ensure that projects and programmes contained in the plans were included in the budgets of the municipalities and/or provincial and national sector departments . In essence this new approach entailed a deft exercise in balancing (1) equity and efficiency, (2) strategic planning and speedy delivery and extensive public participation, and (3) local, indigenous and technical knowledge traditions. Along with the rise of 'good governance' and 'urban management' in South Africa as elsewhere, IDPs, linked to performance management systems, would also provide the frameworks, or rather the business plans, in terms of which municipalities were to be managed. In the spirit of cooperative governance these IDPs are also meant to play a key role in ensuring greater intergovernmental cooperation, integration and alignment, as not only were they conceptualised as the inventories of local needs and lists of desired projects and programmes, but also as the tools by which intergovernmental relations could be strengthened by providing arenas for representatives from the different spheres to come together and debate issues of shared concern. The IDP was first called to life in the Local Government Transition Act Second Amendment Act, 1996, which required all municipalities in the country to prepare such plans (Republic of South Africa, 1996a). In terms of this Act IDPs were meant to ensure ' the integrated development and management of the area of jurisdiction of the municipality concerned in terms of its powers and duties' and had to be compiled having regard to a set of equity, sustainability and efficiency-principles set out in the Development Facilitation Act (see Republic of South Africa, 1995). The IDPs are also intended to reflect, capture or contain any other sectoral municipal planning requirement or plan in terms of sectoral legislation. These include, in terms of the Water Services Act, 1997 Water Services Development Plans, Integrated Transport Plans in terms of the National Land Transport Act, 2000 and a set of requirements regarding plans for housing provision in terms of the Housing Act, 1997. The learning outcomes contained in this qualification are based on the competencies required to contribute to integrated development planning in a municipal context. The learning outcomes are combined in 4 broad areas of competence: The qualification aims to provide opportunities for applied competencies in these areas and provides a basis for further qualifications in town and regional planning, development planning and public sector management qualifications at higher levels on the NQF. Learners will build on their existing competencies in city or regional planning, development planning or public sector management and will learn how to manage an integrated development planning process within the many challenges facing local government and intergovernmental alignment. They will learn how to apply strategic skills in relation to sustainable development of human settlements, districts and cities, developmental governance, strategic planning, process and resource management, process facilitation, monitoring and evaluation, and reporting competencies in a public sector setting. These competencies will assist the learner in their role in public sector strategising and development management and will also provide competencies which are transferable to the private sector. The exit level learning outcomes highlight many of the integrated and intergovernmental development planning skills required within the public sector. Such skills and knowledge are geared towards enabling public officials in all spheres of government to operate effectively and successfully in a demanding environment. Therefore, exit level outcomes and related assessment criteria are outlined for the areas of competence, which mark out integrated development planning as key and highly influential in the developmental state and public service delivery. The Certificate in Integrated Development Planning: Level 6 should produce knowledgeable, multi-skilled workers who are able to contribute to improved productivity and efficiency within the public sector. It should provide the means for current workers to receive recognition of prior learning, to upgrade their skills and achieve a nationally recognised qualification. It should also assist new entrants to the public sector. It will ensure that the quality of education and training in the public sector is enhanced and of a world-class standard. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| All learners accessing this qualification must be in possession of a Further Education and Training Certificate or equivalent qualification.
Recognition of prior learning: The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible. Learner and Assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the Qualification and the associated Unit Standards. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned in the previous paragraph. This Recognition of Prior Learning may allow for: All recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA. Access to the qualification: Access to this Qualification is open to all learners in possession of an FETC or equivalent qualification. It is preferable, however, for the learner to first have completed a qualification in town and regional planning, development planning or public sector management and administration at least at NQF Level 4, before accessing this Qualification so that the learner has a broad understanding of the basic principles of city and regional development, development planning and/or public management and governance before proceeding with the more specialised learning in the National Certificate: Municipal Integrated Development Planning, Level 5. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| Level, credits and learning components assigned to the qualification:
Rules of combination: In this qualification the credits are allocated as follows: Motivation for number of credits assigned to fundamental, core and elective: Fundamental Component: Unit standards of thirty credits are allocated to the subject areas of visionary thinking, knowledge management and communications. Ten credits in visionary thinking have been included in the Fundamental Component, focusing on the importance of visionary thinking in strategic development processes. This is fundamental for a learner wanting to work in Municipal Integrated Development Planning. Ten credits in knowledge management have been included in the Fundamental Component as well, focusing on the importance of the skills of Knowledge Management in the overall function of Integrated Development Planning and utilising knowledge to enhance overall job skills. Ten credits in communication principles have also been added to the Fundamental Component. Communication is an underlying ability required for an Integrated Development Planner to be effective and engage the commitment and input of key stakeholders and communities. All these standards are compulsory. Core Component: One hundred credits have been allocated to unit standards in the Core Component of this Qualification. This is to ensure that the Qualification has a strong Municipal Integrated Development Planning focus. The unit standards classified as Core describe Municipal Integrated Development Planning knowledge and skills that are generic to the municipal local government sphere where Integrated Development Planning functions of one kind or another are executed. They provide an opportunity to develop knowledge of Municipal Integrated Development Planning through research, formal learning and workplace practice and/or simulated situations. The unit standards encourage the application of knowledge and skills in real situations. The Core Unit Standards provide the basic knowledge and skills that all workers need to know about Integrated Development Planning. All these standards are compulsory. Elective Component: There are unit standards totaling one-hundred and seven credits in this Component. These unit standards continue from the core component in focusing on learning areas pertinent to Municipal Integrated Development Planning and will enable learners to gain specialist knowledge and skills, which are particularly relevant, or of interest to the learner or a particular learning context. Learners are required to select Electives that add up to at least thirty credits. Whilst learners may choose any of the Electives to make up the thirty credits, it is required that the learner chooses at least three elective unit standards and furthermore, it is preferable that the learner chooses the complete set of standards listed even if this should mean that the minimum number of credits is exceeded. |
| EXIT LEVEL OUTCOMES |
| On achieving this qualification, the learner will:
1. Design and implement an integrated development planning process. 2. Conduct strategic and integrated development planning. 3. Implement and monitor sustainable municipal integrated development planning programmes and processes. 4. Evaluate efficacy of Integrated Development Planning programmes and processes. 5. Facilitate events/meetings/actions for development. |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
2. 3. 4. 5. Integrated assessment Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification. Learning, teaching and assessment are inextricably lined. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated. Assessment of the communication, language, literacy and strategic analysis and planning competencies should be conducted in conjunction with other aspects and should use authentic municipal development contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment. The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies. Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. |
| INTERNATIONAL COMPARABILITY |
| Local municipalities in South Africa have to use "integrated development planning" as a method to plan future development in their areas. Whilst the concept and processes have been given a specific South African flavour and historical urgency, planning concepts are ubiquitous and training in planning and development for local government are well established internationally.
Learning materials on local government development are also available on various topics on the web. e.g. The WorldBank has an online "World Bank Institute" with learning materials on various local government development topics Generally however, the idea that local government planning should be 'integrated' is well established. In this regard see the proceedings of the International Conference of Local Development held under the auspices of the World Bank in Washington in 2004 (http://www1.worldbank.org/sp/ldconference/). Typical course pertinent to local government planning & development include: The following website can be referred to for further information: (http://web.worldbank.org/WBSITE/EXTERNAL/WBI/WBIPROGRAMS/0,,contentMDK:20223717~menuPK:461836~pagePK:64156158~piPK:64152884~theSitePK:443977,00.html). The United Nations Development Program also provides materials online relating to local development. As far as unit standards based qualifications are concerned and internet search of the Qualifications and Curriculum Authority of the United Kingdom (http://www.qca.org.uk/), the Australian Qualifications Framework (http://www.aqf.edu.au/), the Scottish Qualifications Authority (http://www.sqa.org.uk/sqa/sqa_nu_display_home.jsp;jsessionid=596144E9562BEBF4831E99B8355CD9FC?p_applic=CCC&p_service=Content.show&pContentID=457&), the National Qualifications authority of Ireland (http://www.nqai.ie/cgi-bin/search) all failed to reveal any specific qualification of a similar nature to this qualification. On the other hand general public service and local government qualifications were available. As far as qualifications dealing with local government planning are concerned, the content of such courses varies considerably according to local contexts. United States: As an example, a one year course (equivalent to this certificate course) provided by Department of Government and Public Service, University of Alabama at Birmingham entitled Local Government Planning has the stated objective of providing learners with a general base relating to planning history and practice, planning methodology, critical reasoning and writing skills and presentation skills. The content provided to learners includes: Land use concepts; The Interaction of Geography and Law; The reasons for planning; The history of land use and Law, (including property rights and the owner as planner); Land use zoning; Constitutional & policy issues relating to urban planning; The relationship between zoning and planning; The Planning process and the master plan; Subdivision of land, its regulation and land development; Land use planning methods (including land planning area; planning information systems; The Economy; Infrastructure and community facilities; capital improvement programs; Direction setting; The citizen and planning action; Land use design methods; Land classification planning; Integrating community facilities with land use; Evaluation and impact migration; Development management planning); Ethics of planning, planning professional development. A related course from the same institution entitled "Urban development and Planning" (an important facet of local government planning) contains knowledge areas relating to: Urban life an policy in the United States; Globalisation and economic restructuring; Urban poverty, inner-city concentration of poverty and neighbourhood distress; Race and urban poverty in the Global Economy; Segregation, poverty and geographical opportunity ("American Apartheid'); Exodus and modern day sprawl. Because these courses are provided at university level it would approximate as NQF6 or NQF7. Despite the relatively higher level, the course is far more focused on equipping learners with concrete knowledge of real world local government planning issues. i.e. Land law, use, zoning, economics and demographics as well as planning in relation to critical social issues These certificate length qualifications may compare with other tertiary level qualifications in South Africa (an issue outside this investigation) failing which it would seem that these topic areas should be articulated in a future NQF6 or NQF7 Qualification. Australia: The territory if Queensland in Australia has an Integrated Planning Act, 1997. The purpose of this legislation is to provide a process for assessing and deciding development applications in Queensland. The act deals with ensuring desired environmental outcomes, compliance with state planning policies, regional planning. Conclusion: The focus of this qualification at NQF5 is to provide skills relating the concepts of integration planning and the planning process itself. A similar qualification to this one could not be found internationally. The focus on integrated planning is critical in South Africa, which has to deal with historical developmental distortions and must accordingly maximise the use of public resources to address these developmental issues. |
| ARTICULATION OPTIONS |
| This Qualification articulates vertically and horizontally with the following Qualifications:
|
| MODERATION OPTIONS |
Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| For an applicant to register as an assessor, the applicant needs:
|
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 120305 | Analyse the role that emotional intelligence plays in leadership | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 120509 | Assess and support the implementation of strategies and strategic programmes and interventions | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 120501 | Demonstrate an understanding of the legal implications and principles of the concepts of 'developmental local government' and 'integrated development planning' for governance in a municipal area | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Core | 120499 | Design and implement a set of engagement and participation processes, systems and events in support of the integrated development planning process in a municipality | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 120503 | Design integrated development planning and review processes for a municipality | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 120508 | Determine the development mandate and direction of a municipal area | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 120504 | Determine the impact and policy implications of the concepts of 'integrated sustainable development' and 'sustainable human settlements' for a municipal area | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 120500 | Evaluate the effectiveness and efficiency of the integrated development planning processes | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Core | 120505 | Support the development of appropriate institutional capacity in Integrated Development Planning (IDP) processes and leverage coordination | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 120507 | Draw up a strategic development municipal agenda to address the key municipal development challenges in an integrated and sustainable manner | Level 6 | Level TBA: Pre-2009 was L6 | 8 |
| Core | 120502 | Facilitate municipal wide information gathering and the compilation of an updated integrated municipal development profile | Level 6 | Level TBA: Pre-2009 was L6 | 8 |
| Core | 116364 | Plan a municipal budgeting and reporting cycle | Level 6 | Level TBA: Pre-2009 was L6 | 8 |
| Fundamental | 115405 | Apply principles of knowledge management to organisational transformation | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Fundamental | 119346 | Apply sound communication principles in the coordination of selected public sector communications programmes | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Fundamental | 120311 | Apply visionary leadership to develop strategy | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 10140 | Apply a range of project management tools | Level 4 | NQF Level 04 | 8 |
| Elective | 14667 | Describe and apply the management functions of an organization | Level 4 | NQF Level 04 | 10 |
| Elective | 119350 | Apply accounting principles and procedures in the preparation of reports and decision making | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 115395 | Apply and explain the generic business process and value chain model | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 115401 | Apply the basic principles of issue management | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 115407 | Apply the principles of change management in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 15216 | Create opportunities for innovation and lead projects to meet innovative ideas | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 337063 | Demonstrate knowledge and insight into the principles of monitoring and evaluation in assessing organisation and/or programme performance in a specific context | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 120360 | Demonstrate understanding of financial and accounting principles for public entities | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 120506 | Facilitate Integrated Development Planning events | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 116924 | Implement a programme of diversity management in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Elective | 10146 | Supervise a project team of a developmental project to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
| Elective | 337059 | Apply monitoring and evaluation approaches and tools to assess an organisation's or programme's performance in a specific context | Level 6 | Level TBA: Pre-2009 was L6 | 15 |
| 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. | A.S.A.P Training and Consulting |
| 2. | Amabamba Recruitment |
| 3. | Asiphokuhle Training and Research Institute |
| 4. | AVAX SA 481 CC. T/A Mandisa Development Services |
| 5. | Avenida (Pty) Ltd |
| 6. | Black Expression Consulting |
| 7. | Boikgantsho Consulting & Events |
| 8. | Brilliant Affairs |
| 9. | Central Bridge Trading 109 |
| 10. | CTC College(PTY) LTD. |
| 11. | Danearl (PTY) LTD |
| 12. | Edutraining Business College |
| 13. | Elective Training Institute Enterprise CC |
| 14. | Escon |
| 15. | Express Model 405 |
| 16. | Faranang Marketing |
| 17. | Gauteng Association Of Local Authorities |
| 18. | Giamanje TVET College |
| 19. | Growth Management Consulting |
| 20. | HDPSA |
| 21. | ICM t/a Institute for Career Management |
| 22. | IQ Skills Academy (PTY) LTD. |
| 23. | Izicwe Consulting |
| 24. | Josmap Training Institute |
| 25. | KHOSITHI TRAINING |
| 26. | Lewerb Holdings (PTY) Ltd |
| 27. | M.I.C. Training and Development |
| 28. | Madingoane and Family Construction |
| 29. | Makgoka Development Facilitation (PTY) Ltd. |
| 30. | MANCOSA Pty (Ltd) |
| 31. | MJ Mafunisa Consulting (PTY) LTD |
| 32. | MKHAYA SOLUTIONS GROUP |
| 33. | Mod-Mosh Projects and Consulting (PTY) LTD |
| 34. | Mohlaje Solutions (Pty) Ltd |
| 35. | Mortarboard Training Solutions |
| 36. | MTK Corporate Solutions |
| 37. | Nemalale Eagles Consultancy CC |
| 38. | Neopeo Trading & Projects |
| 39. | Nonunu Projects |
| 40. | Outeniqua Leadership Institute |
| 41. | Pachedu Skills Solutions |
| 42. | Pebetse Training and Consulting |
| 43. | PFIM Trading (Pty) Ltd |
| 44. | Pioneer Business Consulting |
| 45. | PMA Holdings (PTY ) LTD. |
| 46. | Progressive School of Business and Engineering (Pty) |
| 47. | PTDEV (Pty) Ltd |
| 48. | Regent Business School (Pty) Ltd t/a Regent Business School |
| 49. | Starplex 489 cc |
| 50. | Tachfin Holdings |
| 51. | Talent Emporium Academy (PTY) Ltd |
| 52. | Tasc Business Consulting and Training |
| 53. | Tau and Tau Training Enterprises Pty Ltd |
| 54. | Tembe Service Providers |
| 55. | Thubelihle Graduate Institute |
| 56. | Transafric Consulting Pty Ltd |
| 57. | Tshepang Consulting & Project |
| 58. | Umqondo Consultancy |
| 59. | UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD |
| 60. | University of Venda |
| 61. | Vantage Training |
| 62. | Vukauzakhe Traiding Enterprise |
| 63. | Vumilia Africa Group |
| 64. | Yamangcuse Consulting |
| 65. | ZwelixolileTrading Enterprise |
| 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. |