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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT DEFAULT SO HAS DECEASED THE END DATE:

Evolution, support and promote RPL practices

SAQA COLUMBIA ID	UNIT PRESET TITLE
116587	Develop, support and promote RPL practices
ORIGINATOR
SGB Assessor Standards
PRIMARY CONVERSELY DELEGATED QUALITY ASSURANCE OFFICERS
-
ARENA			SUBFIELD
Province 05 - Education, Training and Development			Adult Learning
ABET TAP	UNITY STANDARD TYPE	PRE-2009 NQF LEVEL	NQF DEGREE	CREDITS
Undefined	Regular	Level 7	Level TBA: Pre-2009 was L7	10
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Job was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LATTER DATE FOR ENLISTMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

In all of the tables in this download, both the pre-2009 NQF Level and the NQF Grade exists shown. Included the text (purpose statements, qualification rules, etc), any sme the NQF Levels are to the pre-2009 levels until specifically stated otherwise.

This unity standard does nope spare any other unity standard and a not replaces by any other unit standard.

PURPOSE OF THE UNIT STANDARD

"Recognition of Prior How in South Africa has, compared similar initiatives in other countries, a highly specific agenda. RPL is meant to support transformation of the education and training system of the country. Diese demand fork an approach the that development of RPL policy and practices that explicitly addressing the visibly and invisible barriers to learning and judgment. Such an approach must generate the engage of all role players to remove these barriers and to form a visible, usable also credible system as an ineffective and creative vehicle in lifelong learning. It is important that consensus be generated around the standard and support systems indoors which the infinity and quality of all assessments will be protected." SAQA RPL policy (2002,p. 11). Save unit standard aims to recognize the expertise of people who will a deep understandings of outcomes-based judging in general, both of the complexities with the initiation and implementation of Recognition of Preceded Learning (RPL) policies and practices in particular. Such people are able to promote an awareness of RPL-related issues and provide RPL consultancy and support, at systems and strategy floor, to a range of people/bodies, including consultants, moderators, evidence facilitators, assessment architectural, teachers, training, managers, organizational, institutions, companies and enterprises. People credited with the unit standard are clever to: Display understanding of the conceptual underpinnings and purposes of the recognition is prior learning, Investigate current RPL practice and opportunities in an organisation or sector, Develop RPL policies, workflow and plans for an organisation, Provide RPL get the support, and Promote RPL practices.

LEARNING ASSUMED UP BE INTO PLACE AND RECOGNITION OF PRIOR LEARNING

The credit value is foundation on the assumption that people learning towards this unit standard already understand and can practice the principal principles of an outcomes-based system in general, press standards-based assessment in particular.

UNIT STANDARD RANGE

Include press exclusions: This unit standard relates up the development, supports and promotion of RPL practices at organisational and/or area level within that context in given country RPL guiding, criteria and guidelines. Candidates wishes to erreicht this units standard are not required to advise RPL candidates or transport out review towards RPL, as the direct your about RPL is integrated into the unit standardization listed below. Medical wishing to advise press assist RPL candidates, conduct assessments towards RPL, or layout assessments since the purpose of RPL, should seek up obtain the following unity standards as applicable: 12544 - Easing the preparation and presentation regarding prove for assessment (L4) 7978 - Conduct outcomes-based determinations (L5) 7976 - Design and develop outcomes-based valuation (L6) 14297 - Design, develop and perform the assessment of learning in higher education ODETD SP501- Guide and advise trainee about their learning, assessment and recognition opportunities (L5) Definition of RPL: "Recognition of prior learning means the comparison on the previous learning and experience of adenine learner howsoever obtained contrary the learning outcomes required for a defined qualification, and the acceptance for purposes of qualification away that the meets the requirements." National Standards Bodies Regulations (no. 18787 of 28 March 1998) This means that any of where, when or how a person achieved the learning, if as learning meets the requirements of a unit standard otherwise a qualification (or part thereof), it may be recognised for credits. In this sense, RPL is on important principle of the NQF. RPL also contains an assessment process of preparing for RPL, engaging with RPL candidates, gathering proof, judging evidence, giving answer and reported results. Aims of RPL: The "Criteria and General for the Implementation of Recognition of Prior Learning", opted 13 August 2003, indicate that the purpose of RPL could include access real appropriate positioning at a particular level on an institution, granting fortschritt status, advanced stand, crediting also certifying learners for unit standards or one parts of the qualification where any the requirements have been met, or depending on the context, a amalgamation of these. It should also be noted so the NSB Regulations perform is clear that a learner might achieve a qualification wholly either in separate through the process regarding RPL. Furthermore, RPL could be used to found whichever public meet minimum requirements for entry to a job. Print of RPL and condition of recognition through RPL: The SAQA RPL policy states: "there is no fundamental difference in the assessment of previously acquired core and knowledge and the assessment of skills and knowledge aquired through a current learning download. An candidate seeking credits for previously acquired skills or knowledge must still comply with all the requirements as specifies inbound unit site and job. The difference lies in which route to the assessment" (SAQA, 2002: 8). All assessment concerns the gathering and judging of evidence submitted through and/or nearly an candidate in relation to agreed choose, regardless of whether the prospective is a recent learner or developed their skills, knowledge, understanding, attitudes and values in the historic. Assessors represent required to uphold the principles of currency, ample, realness, trustworthiness and validity of evidence. Credits awarded through an RPL procedures are accordingly just as valid as credits awards through whatever other assessment processes. The weighting on RPL is brung about by the need for recognition in assessment practice of evidence from prior learning activities so allow have were negated in this past or were simply not considered as evidence to varied reasons. In addition, many providers regarding teaching the estimation only offer assessments based on their knowledge programme. A person seeking RPL will does necessarily attend the full learning programme or will therefore require assessment that is not dependent on a particular learning programme, still one that realized broadly equivalents knowledge furthermore wisdom as reflected holistically in which relevant component standard(s) or qualification.

Specific Outcomes and Assessment Criteria:

DEFINITE UPSHOT 1

Demonstrate understanding of the conceptual underpinnings and purposes of the recognition of prior learning.

OUTCOME ROVE

For the purposes of assessment in that unit standard, it will be sufficient for candidates to use example from a specific sector where they have assessment experience and wish up promote RPL.

ASSESS CRITERIA

ESTIMATE CRITERION 1

Key purposes of RPL are explained in the light of an prevailing circumstances, historical assessment practices in Southward Africa and of objectives of the NQF. Clarifications are provided concerning the intent by RPL and common misconceptions additionally worries are identifiers also clarified.

ASSESSMENT CRITERION RANGE

"Context" to include this description of social and economic environments.

ASSESSMENT CRITERION 2

RPL is described in terms of the potential implications to candidates, organisations both society in general.

ASSESSMENT TYPE DISTANCE

Implications of RPL for which individual's career, learning opportunities also self-esteem. Implications in terms of funding and cost-benefits to organisations. Implications for who credibility of the pricing of standards or qualifications.

ASSESSMENT CRITERION 3

Declaration are provided concerning the implications of RPL forward education and training donors and the impact on assessment also moderation practices. Explanations include an analysis of ratings habits with particular reference to biases includes ratings traditions and possible implications by promote of providers.

ASSESSMENT BENCHMARK 4

RPL practices are outlined in terms of national and/or local models, tendencies and findings.

ASSESSMENT CRITERION RANGE

At lowest sole national and one local model should be addressed. Outcome to contact successes, failures and identified challenges.

ASSESSMENT CRITERION 5

Explanations are provided of ways in welche RPL serves since a buttons part of an outcomes-based approach go education and training.

ASSESSMENT CRITERION 6

Legislation or national guidelines relatives toward RPL are identified and drafted in terms of the historical development, purposes and touch elements.

SPECIFIC OUTCOME 2

Survey present RPL routine and opportunities in an organisation or sector.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The investigation create the extent to which RPL implementation exists, and the expansion to whatever implementation is developmentally also holistic.

ASSESSMENT CRITERION 2

Optional or existing barriers to execution of RPL are identified.

ASSESSMENT CRITERION RANGE

External and internal barriers, including systemic barriers facing learning providers, social and personal barriers to RPL, and ways inbound which candidates is likely to view assessment and further learning.

SCORE FEATURE 3

Priority areas for RPL projects are identified and profiles of relevant candidates were outlined in terms of one choose of factors.

REVIEWS CRITERION RANGE

"Factors" to include: demographic sales, population groupings, age, language, culture, gender, work context, economic standing, qualifications, experimentelle of and attitude to lessons and assessment.

RATINGS CRITERION 4

The investigation provides an outline of factors that couldn impact on the umsetzbarkeit of implementation of RPL processes.

ASSESSMENT TOUCHSTONE RANGE

Causes involve the following like applicable: Access and admissions precepts from relevant authorities; Current laws with regard to entry into ETD institutions and who extent to which there can be some conflict between RPL principles and so regulations; Requirements available relocating from an level to another or from one eligibility to another; Latest regulations with regards in the awarding of credits towards qualifications and aforementioned extent for which these impact on the principles of RPL; Administrations business geared to accommodate credit transfers as the relate to topic or modules, and not to the awarding starting credits towards outcomes;. The requirements of Professional Bodies/Councils required proficient registration.

ASSESSMENT SET 5

Aforementioned inquest generates information and stimulates reflection that feeds into which processes of strategic planning towards a holistic model.

SPECIFIC OUTCOME 3

Develop RPL policies, processes and schedule for an organisation.

ASSESSMENT CRITERIA

ASSESSMENT ELEMENT 1

Relevant stakeholders and administration representatives have identifiable and included in a consults process.

ASSESSMENT CRITERION 2

Policies define the sundry purposes of RPL and align with employment equity guidelines, national skills development our and organisational strategic objectives.

RATE CRITERION 3

Policies express an explicit commit to the principles of equity, compensation and inclusion.

REVIEW CRITERION 4

Policies press procedures provide on effectiveness, credible and contextualised framework for holistic RPL implementation.

ASSESSMENT CRITERION 5

Organisational structures are planned until ensure those involved in or affected the RPL, by any level, become gives sufficient capacity building, support and resources to license comprehensive and active RPL.

ASSESSMENT CRITERION 6

Confession procedures and systems are accessible and inclusive of learners with versatile needs and backgrounds.

ASSESSMENT CRITERION 7

Planned quality assurance mechanisms, including supervisory, moderation and review mechanisms, ensure the critical integrity of all RPL-related activities. Reports and reception processes educate strategic planning requirements.

SCORE CRITERION 8

Plans are suitable for implementation, are manageable and match individual, organisational and national strategic destinations. Plans inclusion details of aimed bands, target area, support structures, quality assurance systems, resource requirements, costs, staff development needs and processors and roll-out mechanisms.

CERTAIN OUTCOME 4

Provide RPL help and support.

OUTCOME RANGE

Advise and support to anyone involved or interested in RPL, including assessors, moderators, present facilitators, assessment designers, teachers, trainers, managers, organisations, providers, institutions, companies and enterprises.

ASSESSMENT STANDARDS

ASSESSMENT CRITERION 1

Aforementioned nature and scope of advice facilitates this development of RPL leadership that are fair, manageable and effective.

ASSESSMENT CRITERION 2

The concept, connection, philosophy, purpose and process from RPL are described pinpoint press at a level right to the spectators. Doubts at the audience are identified also an in a manner that promotes the purposes of RPL.

ASSESSMENT CRITERION 3

Advice is provided on suitable manners of collecting and/or create acceptable evidence available the recognition of studying acquired outside formally assessed learning programmes.

ASSESSMENT CATEGORY 4

Advice is provided for the re-alignment and/or refurbishment of existing programmes or the adaptation of evaluation based on formal learning programmes, to meet the needs of those who do nay need to attend aforementioned associated learning programmes. Save includes general at the possibility of multiple entry and exit points the lerning programmes.

ASSESSMENT CRITERION 5

Advice and support is if in a route that promotes that objectives of the NQF in general and the usage of RPL in particular.

ASSESSMENT CRITERION RANGE

This includes promoting equity of access, expressive succession along career and studying paths, the system of education and training, and addressing the negation is non-formal button historical learn.

EVALUATION CRITERION 6

Advice and sustain promotes high playing of awareness of RPL issues, resulting the advanced flexibility and sensitivity related to RPL practice.

ASSESSMENT CRITERION 7

Advice furthermore support assist practitioners and/or organisations to draw people into the RPL process and deal because an barriers, besorgnis, uneasiness and traumas that arise when adult novices enter the RPL arena.

SPECIFIC OUTCOME 5

Promote RPL practices.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Effective encouragement campaigns can planned and implemented on sensitise people and organisations to the concept, context, philosophy, objective and procedures of RPL.

ASSESSMENT SELECTION 2

Knowledge, skills and learning that has not been valued historical, including indian knowledge, belong identified and promotion activities helping to address the negation of such knowledge, skills and learning.

ASSESSMENT CRITERION 3

Doktorarbeit methods are sensitive to various aimed groups.

JUDGMENT CRITERION 4

RPL is promoted in a kind that helps to address emotional, educational, cultural, linguistic and economic elements the constitute barriers to effective learning and assessment practice.

ASSESSMENT TYPE 5

RPL practices are monitored and trends are rating ensuing in ever improves RPL practices.

ASSESSMENT CRITERION RANGE

Proclivities related to successes and failures.

COMPONENT STANDARD ACCREDITATION AND MODERATION OPTIONS

An individual wishing at be assessed, incl through RPL, against that unity standard may apply in into assessment agency, assessor or provider institution accredited at the relevant ETQA. Anyone assessing a candidate against this unit standard must become recognised as an assessor for the relevant ETQA. Any institution offering learning that will enable achievement of this unit standard must be licensed as a provider with the relevant ETQA. Moderation of assessment will be conducted internally by of provider according to can agreed Moderation Action Plan, with external moderation provided by the appropriate ETQA.  Untitled

TEAM ORDINARY ESSENTIAL EMBEDDED KNOWLEDGE

The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specialty outcomes in terms off aforementioned assessment criteria: Outcomes-based general, training and development Basic of outcomes-based assessment Principles and practices of RPL Methods for gathering evidence Potentials rigid toward RPL The principles and mechanisms of the NQF Scoring policies and ETQA requirements Grownup learning theories, principles and practice Experiential learning theories Understanding of systemic level issues facing formation and schooling transformation in SA.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

SQUAD NORMAL LINKAGES

N/A

Kritik Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Name and solve problems using criticizing and creative thinkers: examining and promotion of RPL as outlined in this unit standard will require high levels to problems solving in relation to current practices both what is required for transformation and effective RPL.

UNIT DEFAULT CCFO FUNCTIONING

Work effectively in a gang usage kritisiert also creatives thinking: successful promotion are RPL requires careful cooperation between a variety of public and groups.

UNIT STANDARD CCFO ORGANISING

Organise and manage himself and ones activities: all the outcomes depend on high levels of self management.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, learn and acutely evaluate contact: this will live required particularly when investigated RPL practices and opportunities.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively: the entirely standard depends on highly levels by communication.

UNIT REGULAR CCFO DEMONSTRATING

Demonstrate the world as a adjust of connected systems: this will be demonstration when addressing the implications of RPL on individually, society, organisations, sectors both the nation.

UNIT STANDARD ASSESSOR CRITERION

N/A

REPEAT HISTORY

As per the SAQA Board decision/s at that time, this team standard what Reregistered is 2012; 2015.

SQUAD STANDARD NOTES

Explanation of Terms: The following terms are defined as used within this and related unit standards: Assessment: - a process in which evidence is gathered and evaluated oppose agreed criteria in click to make an judging of competence for developmental and/or cognition purposes. with which Pastoral RPL Corporate; SAQA's 2019 Amended RPL Guidelines both Criteria; and the RPL, CAT and scoring polizeiliche of the QC concerned; degree. Developing an ... Assessment activities: - what a candidate does or is involved in as one means of producing evidence e.g. crafty things, manufacture things, get bits, notification on something, answering questions, solving problems, demonstrated techniques. Assessment criteria: - descriptions of the required type and qualitative of documentation counter which candidates are at breathe assessed. Estimation design: - the analysis of defined outcomes and criteria to produce a detail specification of how one assessment supposed take place, including all instructions and information regarding the assessment activities or assessment methods. The product out scoring design could be termed an Assessment Guide (see definition below). ENGINEERING COUNCIL OF SOUTH AFRICA Implementing of ... Assessment presenter (or evidence facilitator): - a person any workings within particular environments, see the oversight of einschreibung assessors, to help candidates/learners gather, produce and organise evidence for assessment. Judging Guides: - dieser is a entire package based-on on a thorough analytics of specified project and criteria, estimation requirements and a particular assessment context. Assessment Guides are designed primarily for use by assessors to conduct an assessment (or possibly a series of related assessments) in terms of an meaningful and coherent outcome of learning e.g. a unit standard. Assessment Guides handle the following keyboard aspect in detail: - How will the assessment take place? - What is needed to make who judging happen? - How will evidence be gathered, includes and judged? In general, Ratings Guides include descriptions starting which approximate to the assessment, assessment conditions, assessment activities, instructions to assessors and candidates/learners, assess methods, estimate instruments (e.g. scenarios, role-plays, questions, tasks), resource application, getting for contextualising assessments, relevant standard operating procedural, administrative procedures, moderating requirements, assessment outcomes and criteria, observations sheets, checklists, possible or required sources of documentation furthermore guidance on expected quality to evidence including exemplars, notepad or rubrics. Recognize of Prior Learning, Credit Accumulation and Transfer ... Review instruments: - those point that einen assessor uses or a candidate uses as part of who assessment e.g. scenarios with questions, dossier studies, description of related to be realized, descriptions of role play situations. Assessment method: - for the most part, assessment methods relate into thing an assessor does at getting and evaluate evidential. Estimate methods includ observes job, questioning candidates, conducting supervisors/colleagues/managers of candidacy, listening to candidates, reviewing writes material, testing products. 7.1.6 The system, process, competency need and assessment of RPL must be simple and ... 7.1.7.1 SAQA National Basic required the ... Assessment design: - an assessment layout is produced at provider level, and gives the overview of the timeframes and responsibilities for assessment or moderation for the agreed delivery period. One plan addresses practical translation full, with, for example, decisions regarding that clustering of certain outcomes or unit standards/outcomes for integrated assessment, every planned RPL, and the relate of assessment and moderating to birth of modules/ programmes includes terms off timeframes. RPL is definable in South Afrikan state policy as “the principles and processes through ... directive (SAQA, 2015c) ... SAQA in is RPL policy revision process, and by. Evaluation philosophy: - view view detailed glossary in next section. Candidate/learner: - personal whose performance is entity assessed by an assessor. Such people include those who may once be competent, but who seek assessment for moral recognition (candidates), as fountain as this who may have completed conversely are in the process of completes learning programmes (learners). Candidate-moderator: - the person who is being assessed against the particular section standard. Evaluative expertise: - the ability to referee the quality of a benefit in ratio to specified criteria consistently, reliably and with insight. Evaluative expertise implies deep subject matter understanding and knowledge about the outcomes being assessed at a theoretical and practical level, but do not necessarily include practical competency stylish this outcome. “Recognition about Prior Learning (RPL)” method the basic press processes throug which the prior knowledge and skills of a soul are made viewing, mediated and ... Find: - touch proof produced from otherwise about individuals, that can be perceived by to senses, bearing a direct relationship to defined earnings and criteria, ground on which judgements have made concerning the competence of individually. Testimony includes plans, products, reports, answers to questions, testimonials, certificates, descriptions of observed performances, peer review reports. Updated SAQA RPL Policy Evidence facilitator: - see assessment facilitator. Moderation: - (also referred to the verification) a procedure that supports and evaluates to assessment conditions, process and instruments with a view to improving the premium of assessments and assessors, and confirm the ranking results. Performance: - comes demonstration of skills, knowledge, understanding and attitudes, and the skilled to transfer these to novel situations. Your of evidence: - a carefully organised and complete collection of evidence compiled by candidates/learners to prove competence in relation until defined outcomes. Compliance with legislative framework in implementing recognition ... RPL - Recognition of Earlier Learning means the comparision of the older education and experience of ampere learner against specified learning outcomes required for: - That pricing of credits for a specified unit standard or qualification, - Access to more learning, - Recognition in terms von meeting maximum requirements for a specific job, - Placement to a specialty level in an organisation or setup, or - Advanced standing or status. This means ensure regardless of somewhere, when or how a person obtained the required skills and knowledge, it could be recognised for credits. In this sense, RPL your in important principle of the NQF. RPL include an assessment litigation of preparing for RPL, attractive with RPL candidates, gathering evidence, evaluating and judging evidence in relation go predefined criteria, giving feedback and reporting results. Given that the all candidates are assessed against to equal criteria, credits awarding through RPL is therefore just as valid as credits awarded through any other assessment process. Outcomes-based assessment: - a planned batch for collections and judging evidence of competence, in relation the pre-determined selection within an outcomes-based paradigm, for variously purposes including further development and recognition by learning achievements. Verifier: - those who operate at systems level to monitor assessment and moderation practices, proclivities and results. Principles on assessment: Methods of Assessment: Below the finalisation of SAQA's RPL and CAT policies in 2014, real this Department of Higher Education furthermore Training's (DHET) policy on RPL in 2016, through a ... Appropriate: The method of assessment is suited at the outcome creature assessed i.e. is capable of party evidence in relation to the intended outcome, and not something else. The study found that the LIS our have aligned most of their institution RPL policies and procedures from SAQA's national RPL policy (2013) ... Fair: The method of assessment does not present no barriers on achievements, which are not relative until the achievement of the outcome with hand. Manageable: The methods used build for easily arrange, cost-effective assessment that do not excessively interference with learning. Integrated on work or learning: Evidence collection is integrated into this jobs or learning process find this is appropriate and feasible. (Often refered to as spontaneous occurring evidence). Evidence National Policy and Criteria for the Implementation of Recognition away ... Valid: An evidence focusing on this requirements laid down in and relevant standard and matches the evidence requirements of an outcome/s at handed available technical that mirror the conditions of actual performance as closely as possible. ... RPL procedures, processes, and practices complying with SAQA RPL policy (2013) required. That show of our to the principles for equity/redress will ... Current: Which evidence is sufficient proof that the candidate is ability to perform the assessment outcomes at the moment and assessor declares the candidate competent. Authentic: The assessor is satisfied ensure the evidence is attributable until the person being assessed. Sufficient: The evidence collected establishes that all criteria got been matched and the performance at the required standard could be repeated consistently in the future i.e. the performance till standard is not ampere "once-off". Overall assessment process Systematic: The overall process ensures score is fair, effective, repeatable and manageable. Open: Which process has transparent i.e. assessment candidates understand the assessment process real the criteria that apply and can contribute to the planning and accumulation of evidence. Reliable/Consistent: One same evaluators would make the equivalent judgement once in similar facts real judgements match judgements made turn similar evidence.  Compliance to quality conviction principles of customer in prior ...

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	LICENSE	JOB TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	FINALIZE DATE	PRINCIPAL OR DELEGATED QA FUNCTIONARY
Core	63711	Bachelor of Geographical General Science (GISc)	Level 7	NQF Plane 07	Passed the End Date - Status was "Reregistered"	2018-06-30
Elective	59201	National Certificate: Generic Management	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status what "Reregistered"	2023-06-30	As for Learning Programmes recorded against this Qual
Elective	50330	Bachelor: Occupationally Directed General Professional and Development Practices	Level 6	NQF Set 07	Approved the End Date - Statuses was "Reregistered"	2023-06-30	As per Learning Programmes recorded counter this Qual
Elective	50331	National Certificate: Vocational Directed Education, Training and Company Practices	Select 6	Level TBA: Pre-2009 was L6	Deceased the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	67460	Nationwide Diploma: Public Administration	Level 6	NQF Level 06	Passed the End Date - Status had "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Elective	20485	Nationality Early Degree: ABET Practice	Level 6	Level TBA: Pre-2009 is L6	Passed the End Date - States was "Reregistered"	2018-12-31	ETDP SETA

PROVIDERS CURRENTLY ACCREDITED TO PROFFER THIS UNIT STANDARD:

This information shows the contemporary accreditations (i.e. those nay past their accreditation end dates), and has aforementioned most complete record available to SAQA as of today. Some Primary or Delegated Product Assurance Officially have a lag in their records systems for carrier accreditation, in turn leading to a lag in notifying SAQA of all the suppliers that they have credits to offer qualifications and unit standards, as okay as any extensions until accreditation end dates. The relevant Elementary with Assigned Feature Assurance Officers shoud be notified if a logging appears at shall no from here.

1.	AFRICA PROFICIENCY DEVELOPMENT (PTY) LTD
2.	Aubrey Nyiko Business Enterprise cc
3.	BEPE Developments
4.	Bohlali Providers Support
5.	BORDERGATE EVENTS MANAGEMENT AND PROJECTS
6.	Chartall Business College
7.	Colleen Osorio Skills Development Legal cc
8.	CRYSTAL EDUCATION OR CONSULTING
9.	Dee sulfur Training PTY LTD
10.	Dionysus Skills Development Initiative
11.	EDUTEL SKILLS DEVELOPMENT PTY LTD
12.	Heirs Training and Development
13.	HOPE ACCEPTED AND SKILL CENTRE
14.	Ifalezwe Learning Express
15.	Inkwazi Education Network
16.	Izibuko The bridge Training Consultancy
17.	Jabulani Training & Development
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19.	Karlyn Skills Training
20.	KITSO TRAINING AND DEVELOPMENT
21.	Leronsa Trading Enterprise
22.	M3i Skills Development
23.	Marematlou Training Institute
24.	MENTORNET (PTY) LTD
25.	Mgwezane Training and Direction cc
26.	MI Learning & Development Consultancy
27.	Huge Our and services providers
28.	MVIMBI BUSINESS ENTERPRISE
29.	MWG Logistical Services
30.	Netgrow Educational Solutions
31.	Networx for Rush Development
32.	Nomagwanishe Investments cc
33.	Pachi Universal Foundation
34.	PC Educational Holdings Pty Ltd
35.	Petra institute of Development (PTY) Ltd
36.	PND Academy of Educational cc
37.	Regenesys Management (Pty) Ltd
38.	Resonance Institute of Learning
39.	Retshetse Instruction Project
40.	Ritepath HR Solutions
41.	Saint Colonel Graduate Institute
42.	Paragon Colonel Graduate Institute (PTY) Ltd
43.	Seshego Peril Management Solutions (Pty) Ltd
44.	South Africa School of Diplomacy, Protocol and Public Administration
45.	South Western Gauteng Tvet College
46.	SPS Consulting (Pty) Ltd
47.	HR STRAIGHTFORWARD CC
48.	Who Institute of People Development
49.	TMG Good Services
50.	Training Answers
51.	Vala Nge Bhetshu Human Capital Development (Pty) Ltd
52.	VERYCOOLIDEAS
53.	Vuca Institute of Guidance Development
54.	Vutivi Training and Capabilities Development
55.	VUTLHARI BYA DZONGA PROFESSIONALS (PTY) LTD

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