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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Conduct moderation of outcomes-based assessments 
SAQA US ID UNIT STANDARD TITLE
115759  Conduct moderation of outcomes-based assessments 
ORIGINATOR
SGB Assessor Standards 
QUALITY ASSURING BODY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority 
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2015-07-01  2018-06-30  SAQA 10105/14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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 unit standard replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9929  Moderate an assessment  Level 5  Level TBA: Pre-2009 was L5  12  Complete 
7977  Moderate Assessment  Level 6  Level TBA: Pre-2009 was L6  10  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for people who conduct internal or external moderation of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.

Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.

In particular, people credited with this unit standard are able to:
  • Demonstrate understanding of moderation within the context of an outcomes-based assessment system,
  • Plan and prepare for moderation,
  • Conduct moderation,
  • Advise and support assessors,
  • Report, record and administer moderation, and
  • Review moderation systems and processes. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners have previous assessment experience when starting to learn towards this unit standard, and in particular, recognition for the unit standard: NLRD 115753: "Conduct outcomes-based assessments". It is recommended that candidates should achieve NLRD 115755: "Design and develop outcomes-based assessments" before attempting this unit standard:

    It is further assumed that the person has evaluative expertise within the field in which they are moderating assessments. 

    UNIT STANDARD RANGE 
    1. This is a generic unit standard, and applies to internal and/or external moderation within all fields of learning. It is accepted that moderation happens in different ways and at different levels in different sectors, including different models for what constitutes internal versus external moderation. This standard is intended to cover any situation in which moderation occurs, whether this be internally, i.e. within the ambit of the provider-assessor, or externally through cooperating providers, or externally through professional bodies and quality assurance bodies.

    2. Assessment of candidate-moderators will only be valid for award of this unit standard if the following requirements are met:
  • Moderation is carried out for assessments that include candidates with special needs, and RPL situations. Where real assessments are not available to cover these situations, the candidate is able to demonstrate how special needs and RPL situations would be addressed within their moderation plan and process.
  • Moderation covers assessment instruments, assessment design and methodology, assessment records; assessment decisions, reporting and feedback mechanisms.
  • Moderation is carried out for assessments involving a variety of assessment techniques, such as work samples, simulations, role-plays, written items, oral, portfolios and projects.
  • Moderation activities include pre-assessment interactions with assessors, interactions during assessments and post-assessment interactions.
  • Moderation involves at least two sets of real assessment materials for the same standards and at least six assessor decisions.
  • The assessments that are moderated are in relation to a significant, meaningful and coherent outcome statement that includes assessment criteria and allows for judgements of competence in line with SAQA's definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. This means that moderation of simple, single-task assessments will not be valid for awarding this unit standard.

    3. For the purposes of assessment against this unit standard, candidate-moderators should have access to organisational assessment and moderation policies, procedures and systems. It is assumed the organisational policies and procedures are of a quality sufficient for accreditation purposes. Where candidate-moderators are assessed in organisations that do not have a moderation system in place, assessors of moderators should provide a mock system for the purposes of the assessment.

    4. This unit standard applies to all Moderators, regardless of whether a person carries out moderation internally, as part of an organisation's quality assurance system, or externally, as part of an ETQA or other process to verify assessment results supplied by the provider or assessment agency.

    Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of moderation within the context of an outcomes-based assessment system. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Moderation is explained in terms of its contribution to quality assured assessment and recognition systems within the context of principles and regulations concerning the NQF. 

    ASSESSMENT CRITERION 2 
    A variety of moderation methods are described and compared in terms of strengths, weaknesses and applications. The descriptions show how moderation is intended to uphold the need for manageable, credible and reliable assessments. 

    ASSESSMENT CRITERION 3 
    Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results. Examples are provided to show how moderation may be effective in ensuring the principles of assessment are upheld. 
    ASSESSMENT CRITERION RANGE 
    See "Definition of Terms" for a definition of assessment principles.
     

    ASSESSMENT CRITERION 4 
    Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations. 
    ASSESSMENT CRITERION RANGE 
    Assessment situations for gathering evidence of abilities in problem solving, knowledge, understanding, practical and technical skills, personal and attitudinal skills and values.
     

    SPECIFIC OUTCOME 2 
    Plan and prepare for moderation. 
    OUTCOME RANGE 
    The planning and preparation is to take place within the context of an existing moderation system, whether internal or external, as well as an existing assessment plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Planning and preparation activities are aligned with moderation system requirements. 

    ASSESSMENT CRITERION 2 
    The scope of the moderation is confirmed with relevant parties. 
    ASSESSMENT CRITERION RANGE 
    Parties include the assessors and moderating bodies where these exist.
     

    ASSESSMENT CRITERION 3 
    Planning of the extent of moderation and methods of moderation ensures manageability of the process. Planning makes provision for sufficient moderation evidence to enable a reliable judgement to be passed on the assessments under review. 

    ASSESSMENT CRITERION 4 
    The contexts of the assessments under review are clarified with the assessors or assessment agency, and special needs are taken into consideration in the moderation planning. 

    ASSESSMENT CRITERION 5 
    Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning. 

    ASSESSMENT CRITERION 6 
    The documentation is prepared in line with the moderation system requirements and in such a way as to ensure moderation decisions are clearly documented. 

    ASSESSMENT CRITERION 7 
    Required physical and human resources are ensured to be ready and available for use. Logistical arrangements are confirmed with relevant role-players prior to the moderation. 

    SPECIFIC OUTCOME 3 
    Conduct moderation. 
    OUTCOME RANGE 
  • Moderation to address the design of the assessment, activities before, during and after assessment, and assessment documentation.
  • Moderation to include assessments of candidates with special needs and for RPL cases. Where assessments do not include special needs or RPL cases, evidence for this may be produced through scenarios.
  • Evidence must be gathered for on-site and off-site moderation.
  • Evidence must be show candidate-moderators are able to moderate in situations where:
    - The moderation process confirms the assessment results, and where
    - The moderation process finds it cannot uphold the assessment results. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The moderation is conducted in accordance with the moderation plan. Unforeseen events are handled without compromising the validity of the moderation. 

    ASSESSMENT CRITERION 2 
    The assessment instruments and process are checked and judged in terms of the extent to which the principles of good assessment are upheld. 
    ASSESSMENT CRITERION RANGE 
    See "Definitions of Terms" for definitions of assessment principles.
     

    ASSESSMENT CRITERION 3 
    Moderation confirms that special needs of candidates have been provided for but without compromising the requirements specified in the relevant outcome statements. 

    ASSESSMENT CRITERION 4 
    The proportion of assessments selected for checking meets the quality assurance body's requirements for consistency and reliability. The use of time and resources is justified by the assessment history or record of the assessors and/or assessment agency under consideration. 

    ASSESSMENT CRITERION 5 
    Appeals against assessment decisions are handled in accordance with organisational appeal procedures. 

    ASSESSMENT CRITERION 6 
    The moderation decision is consistent with the quality assurance body's requirements for fairness, validity and reliability of assessments to be achieved. 
    ASSESSMENT CRITERION RANGE 
    The "moderation decision" includes agreement or disagreement with the results of the assessments.
    requirements include the interpretation of assessment criteria and correct application of assessment procedures.
     

    SPECIFIC OUTCOME 4 
    Advise and support assessors. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The nature and quality of advice facilitates a common understanding of the relevant outcomes and criteria, and issues related to their assessment by assessors. 

    ASSESSMENT CRITERION 2 
    The nature and quality of advice promotes assessment in accordance with good assessment principles and enhances the development and maintenance of quality management systems in line with ETQA requirements. 
    ASSESSMENT CRITERION RANGE 
    Advice on quality management systems includes planning, staffing, resourcing, training and recording systems.
     

    ASSESSMENT CRITERION 3 
    Support contributes towards the further development of assessors as needed. 

    ASSESSMENT CRITERION 4 
    All communications are conducted in accordance with relevant confidentiality requirements. 

    SPECIFIC OUTCOME 5 
    Report, record and administer moderation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Moderation findings are reported to designated role-players within agreed time-frames and according to the quality assurance body's requirements for format and content. 
    ASSESSMENT CRITERION RANGE 
    Role-players could include ETQA or Moderating Body personnel, internal or external moderators and assessors.
     

    ASSESSMENT CRITERION 2 
    Records are maintained in accordance with organisational quality assurance and ETQA requirements. 

    ASSESSMENT CRITERION 3 
    Confidentiality of information relating to candidates and assessors is preserved in accordance with organisational quality assurance and ETQA requirements. 

    SPECIFIC OUTCOME 6 
    Review moderation systems and processes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Strengths and weaknesses of moderation systems and processes are identified in terms of their manageability and effectiveness in facilitating judgements on the quality and validity of assessment decisions. 

    ASSESSMENT CRITERION 2 
    Recommendations contribute towards the improvement of moderation systems and processes in line with ETQA requirements and overall manageability. 

    ASSESSMENT CRITERION 3 
    The review enhances the credibility and integrity of the recognition system. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • A candidate-moderator wishing to be assessed, against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a candidate-moderator against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors of candidate-moderators must demonstrate that they assess in terms of the scope and context defined in all the range statements.
  • Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
  • External moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
  • Outcomes-based education, training and development
  • The role and function of moderation - directly assessed through assessment criterion 'Moderation is explained in terms of its contribution to quality assured assessment and recognition systems within the context of principles and regulations concerning the NQF.' and indirectly assessed throughout the unit standard.
  • Moderation methods - directly assessed through assessment criterion 'A variety of moderation methods are described and compared in terms of strengths, weaknesses and applications. The descriptions show how moderation is intended to uphold the need for manageable, credible and reliable assessments.' and 'Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning.', and indirectly assessed through application throughout the standard.
  • Principles of assessment - directly assessed through assessment criterion 'Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results. Examples are provided to show how moderation may be effective in ensuring the principles of assessment are upheld.', and indirectly assessed via a requirement to judge whether the principles are applied by assessors.
  • Principles and practices of RPL - assessed in terms of the requirement for candidate moderators to moderate RPL-related assessments.
  • Methods of assessment - directly assessed through assessment criterion 'Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations', and indirectly when checking the appropriateness and fairness of assessment methods used by assessors
  • Potential barriers to assessment - assessed when dealing with special needs.
  • The principles and mechanisms of the NQF - this knowledge underpins the standard
  • Assessment policies and ETQA requirements
  • Knowledge of quality assurance policy and procedures
  • Understanding of organisational or institutional contexts
  • Understanding the curriculum (where applicable). 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking: planning for contingencies, candidates with special needs, problems that arise during moderation, suggesting changes to moderation following review. 

    UNIT STANDARD CCFO WORKING 
    Work effectively in a team using critical and creative thinking: working with assessors and other relevant parties during moderation, as well as post-moderation. 

    UNIT STANDARD CCFO ORGANISING 
    Organize and manage oneself and ones activities: planning, preparing, conducting and recording the moderation. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information: gather, evaluate and judge evidence and the assessment process. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively: communicate with assessors and other relevant parties during moderation, and provide feedback. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the world as a set of related systems: understanding the impact of moderation assessment on individuals, organisations and the credibility of recognition through NQF systems. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally and aesthetically sensitive across a range of social contexts: plan, conduct and give feedback on moderation in a culturally sensitive manner. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 9929, "Moderate an assessment", Level 5, 12 credits.
    This unit standard replaces unit standard 7977, "Moderate assessment", Level 6, 10 credits.

    Supplementary information

    Definition 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 against agreed criteria in order to make a judgement of competence for developmental and/or recognition purposes.
  • Assessment activities: - what a candidate does or is involved in as a means of producing evidence e.g. designing things, making things, repairing things, reporting on something, answering questions, solving problems, demonstrating techniques.
  • Assessment criteria: - descriptions of the required type and quality of evidence against which candidates are to be assessed.
  • Assessment design: - the analysis of defined outcomes and criteria to produce a detailed description of how an assessment should take place, including all instructions and information regarding the assessment activities and assessment methods. The product of assessment design could be termed an Assessment Guide (see definition below).
  • Assessment facilitator (or evidence facilitator): - a person who works within particular contexts, under the supervision of registered assessors, to help candidates/learners gather, produce and organise evidence for assessment.
  • Assessment Guide: - this is a complete package based on a thorough analysis of specified outcomes and criteria, assessment 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 a significant and coherent outcome of learning e.g. a unit standard. Assessment Guides address the following key aspects in detail:
    - How will the assessment take place?
    - What is needed to make the assessment happen?
    - How will evidence be gathered, recorded and judged?
    In general, Assessment Guides include descriptions of the approach to the assessment, assessment conditions, assessment activities, instructions to assessors and candidates/learners, assessment methods, assessment instruments (e.g. scenarios, role-plays, questions, tasks), resource requirements, guidance for contextualising assessments, relevant standard operating procedures, administrative procedures, moderation requirements, assessment outcomes and criteria, observations sheets, checklists, possible or required sources of evidence and guidance on expected quality of evidence including exemplars, memoranda or rubrics.
  • Assessment instruments: - those items that an assessor uses or a candidate uses as part of the assessment e.g. scenarios with questions, case studies, description of tasks to be performed, descriptions of role play situations.
  • Assessment method: - for the most part, assessment methods relate to what an assessor does to gather and evaluate evidence. Assessment methods include observing candidates, questioning candidates, interviewing supervisors/colleagues/managers of candidates, listening to candidates, reviewing written material, testing products.
  • Assessment plan: - an assessment plan is produced at provider level, and gives an overview of the timeframes and responsibilities for assessment and moderation for the agreed delivery period. The plan addresses practical implementation details, including, for example, decisions about the clustering of certain outcomes or unit standards/outcomes for integrated assessment, any planned RPL, and the relation of assessment and moderation to delivery of modules/ programmes in terms of timeframes.
  • Assessment principles: - see more detailed definitions in next section.
  • Candidate/learner: - person whose performance is being assessed by an assessor. Such people include those who may already be competent, but who seek assessment for formal recognition (candidates), as well as those who may have completed or are in the process of completing learning programmes (learners).
  • Candidate-moderator: - the person who is being assessed against this particular unit standard.
  • Evaluative expertise: - the ability to judge the quality of a performance in relation 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 does not necessarily include practical ability in the outcome.
  • Evidence: - tangible proof produced by or about individuals, that can be perceived with the senses, bearing a direct relationship to defined outcomes and criteria, based on which judgements are made concerning the competence of individuals. Evidence includes plans, products, reports, answers to questions, testimonials, certificates, descriptions of observed performances, peer review reports.
  • Evidence facilitator: - see assessment facilitator
  • Moderation: - a process that supports and evaluates the assessment environment, process and instruments with a view to confirming the reliability and authenticity of assessment results and improving the quality of assessments and assessors.
  • Performance: - includes demonstration of skills, knowledge, understanding and attitudes, and the ability to transfer these to new situations.
  • Portfolio of evidence: - a carefully organised and complete collection of evidence compiled by candidates/learners to prove competence in relation to defined outcomes.
  • RPL - Recognition of Prior Learning means the comparison of the previous learning and experience of a learner against specified learning outcomes required for:
    - The award of credits for a specified unit standard or qualification,
    - Access to further learning,
    - Recognition in terms of meeting minimum requirements for a specific job,
    - Placement at a particular level in an organisation or institution, or
    - Advanced standing or status.
    This means that regardless of where, when or how a person obtained the required skills and knowledge, it could be recognised for credits. In this sense, RPL is an important principle of the NQF. RPL involves an assessment process of preparing for RPL, engaging with RPL candidates, gathering evidence, evaluating and judging evidence in relation to defined criteria, giving feedback and reporting results. Given that the all candidates are assessed against the same criteria, credits awarded through RPL are therefore just as valid as credits awarded through any other assessment process.
  • Outcomes-based assessment: - a planned process for gathering and judging evidence of competence, in relation to pre-determined criteria within an outcomes-based paradigm, for various purposes including further development and recognition of learning achievements.
  • Verifier: - those who operate at systems level to monitor assessment and moderation practices, trends and results.


    Principles of assessment:

    Methods of Assessment
  • Appropriate: The method of assessment is suited to the outcome being assessed i.e. is capable of gathering evidence in relation to the intended outcome, and not something else.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the achievement of the outcome at hand.
  • Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible. (Often referred to as naturally occurring evidence).

    Evidence
  • Valid: The evidence focuses on the requirements laid down in the relevant standard and matches the evidence requirements of the outcome/s at hand under conditions that mirror the conditions of actual performance as closely as possible
  • Current: The evidence is sufficient proof that the candidate is able to perform the assessment outcomes at the time the assessor declares the candidate competent.
  • Authentic: The assessor is satisfied that the evidence is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required standard can be repeated consistently in the future i.e. the performance to standard is not a "once-off".

    Overall Assessment Process
  • Systematic: The overall process ensures assessment is fair, effective, repeatable and manageable.
  • Open: The process is transparent i.e. assessment candidates understand the assessment process and the criteria that apply and can contribute to the planning and accumulation of evidence.
  • Reliable/Consistent: The same assessor would make the same judgement again in similar circumstances and judgements match judgements made on similar evidence. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE QUALITY ASSURING BODY
    Elective  58581   National Certificate: Air Traffic Support  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  TETA 
    Elective  59201   National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50334   National Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  ETDP SETA 
    Elective  79808   National Diploma: Occupational Safety  Level 5  NQF Level 05  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Reregistered  2018-06-30  ETDP SETA 
    Elective  73529   Advanced Certificate: Education: School Management and Leadership  Level 6  NQF Level 06  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2018-06-30  ETDP SETA 
    Elective  58579   National Diploma: Air Traffic Control  Level 6  NQF Level 06  Reregistered  2018-06-30  TETA 
    Elective  58008   National Diploma: Aircraft Piloting  Level 6  NQF Level 06  Reregistered  2018-06-30  TETA 
    Elective  61729   National Diploma: Policing  Level 6  NQF Level 06  Reregistered  2018-06-30  SAS SETA 
    Elective  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2018-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. Abasunguli Training Specialists 
    2. Academy for Continuous Professional Development (Pty) Ltd 
    3. Academy of People Development Primary Co-operative Limited 
    4. Accreditation & Training Services 
    5. Advantage Training Services cc 
    6. Affari Consultants cc t/a INSIGHT 
    7. Africa Competency Development (Pty) Ltd 
    8. AGB MATHE BUSINESS SERVICES (PTY) LTD 
    9. Agisanang SA Training 
    10. AGRIPPA SECURITY SERVICES AND TRAINING 
    11. Alona Institute of Leadership 
    12. Amaqamu Project Management and Consulting 
    13. Amokoro TraIning (pty) Ltd 
    14. Annacol Training Consultants 
    15. AQUARIUS SKILLS SOLUTIONS 
    16. Aranda Learnership College 
    17. Assessment and Entrepreneurship Centre 
    18. Assessment College of South Africa (Pty) Ltd 
    19. ATE Solutions (Pty) Ltd 
    20. ATTE - The Training Edge 
    21. Attractive Softcare Application Projects cc t/a ASAP Events and Consul 
    22. Audit Campus 
    23. Bantu Batho Management Services 
    24. Batho Pele HR and Management Consultants (PTY) Ltd 
    25. Bayteck Training Academy 
    26. Bayteck Fire cc 
    27. Behaviour Systems Development (Pty) Ltd 
    28. BEPE Developments in Education and Training t/a BP Developments 
    29. Berry Rose Project Consultants & Service Providers 
    30. BODUBELO HOSPITALITY & MODERN CATERING 
    31. Bohlali Provider Support 
    32. Boikgantsho Consulting & Events cc 
    33. Bonang Training & Development 
    34. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    35. BPK Trading and Project 
    36. Brain Boosters Business Education (PTY) LTD 
    37. Braingro 
    38. Breakeven 59(PTY) Ltd 
    39. Buchule HR & Events Management Services 
    40. Business Development Unit (PTY) Ltd 
    41. Cedars Academy for Technical 
    42. CENTRAL BUSINESS ACADEMY (PTY) LTD 
    43. Coastal Kzn F.E.T. College - Swinton Road Campus 
    44. Colleen Osorio Skills Development Consultancy cc 
    45. College of Vocational Studies (Pty) Ltd 
    46. Compass Academy of Learning PTY 
    47. Competitive Edge Training & Consulting 
    48. Contextual Assessment Institute 
    49. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    50. Core Training International 
    51. CUMAX 193 T/A LUGISA SKILLS DEVELOPMENT 
    52. D & D LWAZI RENAISSANCE RESEARCH DEVELOPMENT 
    53. D M Human Resource Dynamics t/a D M Management and Consulting 
    54. Dabulamanzi & Njabulo Ndaba Consulting cc 
    55. Daleseb Business Enterprise 
    56. Dee's Training (PTY) LTD 
    57. Deon de Lange t/a TDC 
    58. Designa Qualifications Pty Ltd 
    59. DESTO (PTY) LTD 
    60. Diligence Defined Projects PTY Ltd t/a Deligence Defined 
    61. DIONYSUS SKILLS DEVELOPMENT INITIATIVE (PTY) LTD 
    62. Directflo 
    63. Ditabataba 14 Enterprise t/a Ditabataba Training 
    64. Divine Inspiration Trading 704 PTY Ltd 
    65. Durban Institute of Skills Training cc 
    66. EDL Foundation 
    67. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    68. Elgin Learning Foundation 
    69. Employmax 
    70. Enjo Consultants 
    71. Enrico Training Academy 
    72. Eskilz College (Pty) Ltd 
    73. Esteem Solutions CC 
    74. ETS Emergency Training Solutions(PTY)LTD 
    75. Evening Flame Trading 85 (Pty) Ltd 
    76. Excellence Business Academy 
    77. EXECUPRIME TRAINING AND CONSULTING 
    78. EXECUTIVE COACHING & FACILITATION 
    79. EXECUTIVE COACHING AND FACILITATION 
    80. EXPERIENTIAL TECHNOLOGIES (PTY) LTD 
    81. Fahrenheit Fire CC 
    82. Faka Ihlombe Investments (PTY) Ltd 
    83. Falcon Business Institute (Pty) Ltd 
    84. Faranang Business And Training Solutions PTY LTD 
    85. Femsa 
    86. Fine Touch Consulting cc 
    87. Fizazad Projects t/a Kajal and Associates 
    88. Four Stars Communication 
    89. FURNITURE WORLD TRAINING CENTRE 
    90. Future Performance Training and Development 
    91. Future-teacher (Pty) Ltd 
    92. Gotsec Skills Training 
    93. Haggai Contractors 
    94. Haras Blu Consulting 
    95. HDPSA 
    96. Hlengana Sibiya Training and Associates cc 
    97. HRD Executive Enterprise (Pty) Ltd 
    98. HRD Training and Consulting 
    99. Humrec Human Resource Training 
    100. ICM-Institute for Career Management (Pty) Ltd 
    101. IEB 
    102. IEB Assessment Education and Training (Pty) Ltd 
    103. Ifalezwe Learning Express 
    104. Igugu Training and Investments 
    105. Ikgodiseng Business Consulting 
    106. Ikhowe Staffing Solutions cc 
    107. IMPI TRAINING (PTY)LTD 
    108. Inclusion support services 
    109. Indlela (Department of Labour) 
    110. Indub Trading c.c. 
    111. Inhlansi Consultants cc 
    112. Inkwazi Learning Network 
    113. Inkwenkwezi Private College - Skills Development cc 
    114. Institute for Local Government and Housing 
    115. Institute for Quality - Education, Training & Development 
    116. International Competencies Network (ICN) 
    117. INTERNATIONAL FIREARM TRAINING ACADEMY 
    118. Intertrain Consulting 
    119. IQ Skills Academy (PTY) LTD. 
    120. IQRAAM DEVELOPMENT CONSULTING PTY LTD 
    121. Isamon Integrated 
    122. Iscariota Trading Enterprise cc 
    123. Isibani Community College 
    124. ITO Focus Buffalo City 
    125. ITO Focus East Rand cc 
    126. IYAM Investments (Pty) Ltd 
    127. J and N Ikwekwezi Yokusa Development Training 
    128. Jaline Training & Consulting Services 
    129. JESUA CONSULTANTS (Pty) Ltd 
    130. Jika Training and Communication 
    131. Josmap Training Institute 
    132. KALIDEEN MANAGEMENT SERVICES 
    133. Katiso-kuno Consulting 
    134. Keetileafrika Training Institute 
    135. Kempston Driving Academy 
    136. Ken Mathews & Associates Training Counsultants cc 
    137. Kenmab Training Centre 
    138. Keybase Training Solutions Cc 
    139. Kgaka Kgolo Institute 
    140. Kgang Kgolo Consulting 
    141. Khaas Training Academy 
    142. KHETIWE MANAGEMENT TRAINING AND MOTIVATION CONSULTANCY CC 
    143. Khosithi Training 
    144. KHULISANE ACADEMY 
    145. KINGSBURY INTERNATIONAL COLLEGE (SA) PTY LTD 
    146. Kitso Bokamoso Training Solution 
    147. Klein Karoo Resource Centre 
    148. Knowledge For Ever 
    149. KNOWLEDGE QUEST PTY LTD 
    150. Konani Training and Development Institute (Pty) Ltd 
    151. LABOUR GUIDE CC T/A S.A LABOUR GUIDE 
    152. Leadprotec 
    153. Learn Ability and Training Development t/a LearnAbility 
    154. Learning Performance Link 
    155. Leronsa Trading Enterprise 
    156. Life Long ABET Consulting 
    157. Lona Ulwazi Consultants 
    158. MacMillan South Africa (Pty) Ltd t/a MacMillan Teacher Campus 
    159. Madzahisi College 
    160. Malaikas Education & Resourcing Consultants 
    161. Malemane People Development Services 
    162. Mandisa Development Services 
    163. Marematlou Trading cc 
    164. Martiq 414 t/a Ulwazi Training and Development 
    165. Mary Hope Health Care 
    166. Masikhulisane People Inc 
    167. Matimba Management and Labour cc 
    168. Matsume Learning Academy 
    169. Matthew Goniwe School of Leadership 
    170. Mawethu Training 
    171. McMaster Institute cc 
    172. MENTORNET (PTY) LTD 
    173. MGM Apparels cc 
    174. Mnambithi FET College - Central Office 
    175. MOGALE SOLUTION PROVIDERS (PTY) LTD 
    176. MP van Rooy Training Consultant 
    177. Mpumelelo Training 
    178. MSE TRAINING ACADEMY 
    179. Mtk Corporation Solutions 
    180. Multi Dimentional t/a Trans4m 
    181. Multilife (PTY) LTD 
    182. MVIMBI BUSINESS ENTERPRISE 
    183. Mzayifane Trading 6 
    184. NALITHUBA EDUCATIONAL DEVELOPMENT T/A NALITHUBA TRAINING SOLUTIONS 
    185. Ndabezitha Life Skills Training Institute 
    186. Ndzalama Competency Learning (NCL) 
    187. Neftin Computers & Electronics 
    188. Networx Training Foundation 
    189. Networxs for Career Development t/a Career Development Networxs 
    190. New Age Strategies 
    191. Ngaphakathi Investments 
    192. Nicdam 
    193. Nixispan Trading 
    194. Nkinane Training Institute and Consulting (Pty) Ltd 
    195. Nkqubela Community Developers 
    196. Nnika Consultancy 
    197. NOMAKU TRADERS CC 
    198. Nomasojabula Training Centre 
    199. Nompumelelo Institute of Leadership 
    200. Northern Cape Rural Public FET College - Kathu Campus 
    201. Northlink College - Tygerberg Campus 
    202. Nozi Coaching and Assessment Services 
    203. Ntevho-Ketso Training and Recruitement Consultancy (PTY) Ltd 
    204. Ntsangalala Business Enterprise 
    205. Nyelati Trading Enterprise 
    206. OBET PRO - Outcomes Based Education and Training Programmes 
    207. Obliline (Pty) Ltd 
    208. OD SDT CONSULTING 
    209. Omni HR Consulting Pty Ltd t/a Omni HRC 
    210. Open Learning Group 
    211. OUR RAINBOW CHILDREN MULTIPURPOSE INSTITUTE 
    212. PC Educational Holdings 
    213. Pedra Business Administrators cc 
    214. People Management and Development Services (PMADS) 
    215. Phuka Holdings 
    216. PINERIDGE TRAINING CENTRE CC t/a Kids Paradise Training Centre 
    217. Pitt Institute T/A Imithombo Institute 
    218. PND Academy of Learning cc 
    219. Pono People Management Solutions 
    220. Prestige ETD Group (Pty) Ltd 
    221. PRIMESERV CORPORATE SOLUTIONS (PTY) LTD T/A PRIMESERV HR SOLUTIONS 
    222. PRINCELY KNOWLEDGE CONSULTING CC 
    223. Prior Learning Centre 
    224. Pro-Active Public Services College (Pty) Ltd 
    225. PRO-ACTIVE PUBLIC SERVICES COLLEGE(PTY)LTD 
    226. Professional Development and Training Institute (Pty) Ltd 
    227. Project Literacy 
    228. Public Administration, Leadership and Management Academy (PALAMA) 
    229. Punchline Education And Training 
    230. QED-Quality Executive Development 
    231. Qingq'ume Training and Consulting cc 
    232. RAMAZWI SECURITY SERVICES CC 
    233. RED PEG 
    234. Regenesys Management (Pty) Ltd 
    235. Resonance Institute of Learning 
    236. Retshetse Training Project 
    237. Rowco 95 cc t/a Mabimi 
    238. SAHARA EDUCATION. TRAINING. DEVELOPMENT 
    239. Saint Colonel Graduate Institute (PTY) Ltd 
    240. SAKHISISIZWE PROJECTS 
    241. Sanchaa Connection 
    242. SANDF College of Educational Technology 
    243. SANTS College 
    244. Sciomax 
    245. Seoposengoe Training Consultancy 
    246. SETHIKE TRADING 
    247. SEVENTH AVENUE TRAINING 
    248. SHARP EDGE CONSULTING & TRAINING 
    249. Sibesihle (Pty) Ltd 
    250. Sigodi Development Services and Associates (SDS) cc 
    251. Sirius Training 
    252. SIYANQOBA SEMINARS 
    253. Sizani Consulting cc 
    254. Skills Dynamics Africa PTY LTD 
    255. SKU Training and Assessment 
    256. Somerset Oaks Trading 21 
    257. South African ABET Development Agency SAADA 
    258. South Cape Public FET College - Oudtshoorn Campus 
    259. Southern African Institute of Learning 
    260. Southern African Institute of Productivity & Business Excellence 
    261. Sozim Trading and Consultancy 
    262. SPS Consulting (Pty) Ltd 
    263. STA Perfermance International 
    264. Success Avenue Enterprises 
    265. Success in Action cc 
    266. Swan Support Services cc 
    267. Sycint Trading and Projects 
    268. Sync Business Consultancy (Pty) Ltd 
    269. T A M AGRIDIV 
    270. T Mabuya & Associates (Pty) Ltd 
    271. Tadi Training & Development Institute 
    272. TAM TRAINING 
    273. Targeted School Development Services 
    274. Tembe Service Providers 
    275. Thabelanang t/a Thabelanang Trading Enterprise 
    276. Thasha Training and Consulting 
    277. The East London Institute for Leadership Advancement & Development 
    278. The Grace Institute for Leadership Development 
    279. The Guru Group of Learning (Pty) Ltd 
    280. The Institute of People Development 
    281. The Link Assessment Moderation and Skills Centre (PTY)Ltd 
    282. The Skills Depot 
    283. THE SKILLS FACTOR 
    284. Third Wave Human Development Enterprises (Pty) Ltd 
    285. Thobologo Trading Enterprise T/A Nhlahle Development Agency 
    286. Thrive Learning Facilitation cc 
    287. Tinissa Trading 29 (PTY) Ltd 
    288. TLHARIHANI TRAINING CENTRE 
    289. Tlhatlogo Educational Services 
    290. TLN HUMAN PERFORMANCE SYSTEMS (PTY) LTD 
    291. TMG Quality Services (Pty) Ltd 
    292. Tondanani Development Focus t/a Ndzalama Competency Learning Gauteng 
    293. TPN Training and Recruitment cc 
    294. Training Answers cc 
    295. Training at Work (Pty) Ltd 
    296. Training Unlimited Corporate Solutions 
    297. Trainyoucan 
    298. Transvaal Training 
    299. TRIGON CONSULTING (PTY) LTD 
    300. Triton Training and Development 
    301. Tshepong Training Solutions 
    302. TSK Projects 
    303. TZ TSIBANE T/A LEGEND TRAINING COLLEGE 
    304. Ulwazi Research and Training Centre 
    305. Umsizi Skills Academy 
    306. Universal Knowledge Software 
    307. University of Johannesburg 
    308. UNLIMITED BUSINESS UPLIFTMENT THROUGH NATIONAL TRADING UNITS PTY LTD 
    309. VH Consulting 
    310. VUTLHARI BYA DZONGA CONSULTANTS 
    311. Whizz Skills Training and Development cc 
    312. Wildlife and Environment Society of South Africa 
    313. Wkids Training Institute (Pty) Ltd 
    314. WORK AND LEARNING DYNAMIX PTY LTD 
    315. World Wide Education Providers(Pty)Ltd 
    316. Xtensive ICT Academy (Pty) Ltd 
    317. Zabathwa Training & Development 
    318. Zisukumele Business Enterprise 



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