|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:|
|Further Education and Training Certificate: General Forestry|
|SAQA QUAL ID||QUALIFICATION TITLE|
|66349||Further Education and Training Certificate: General Forestry|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|FPMSETA - Fibre Processing and Manufacturing Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 01 - Agriculture and Nature Conservation||Forestry and Wood Technology|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The general management and maintenance of forests is an important part of ensuring the sustainability of the industry and the environment. A number of established methods are available to achieve these goals.
There is a need for technical and general operational management to achieve established forestry goals and priorities. Generic management skills and technical operational forestry skills jointly enable the reaching of identified forestry priorities and objectives.
The need to achieve greater balance is often a product of the interplay between the various stakeholders under the guidance of forestry professionals. This may necessitate the participation of the local community in forestry initiatives undertaken in their area or within the community's immediate environment.
This Qualification provides the qualifying learner with the skills required to:
Range: Small scale contractor/small business owner, the Forest Foreman, the Assistant Forester and Community engagement officer.
This qualification will allow the learner to acquire and develop the following competencies:
Role players within the Forest Industry Stakeholders/organisation:
Department of Water Affairs and Forestry (DWAF), Forestry Structure Council (FSC), Forestry South Africa (FSA), House of traditional leadership, South African Forestry Contractors Association (SAFCA), World Wildlife Foundation (WWF), Forest Industries Training Providers Association.
There is currently a need for a Qualification in the area of forestry at the lower levels, from and between the level of Ground Worker and the First Line Manager or Supervisor. This range also includes the small scale forestry operator who runs a small business. The need that necessitates the construction of this Qualification is generally that of managing a small scale forestry operation through operational management skills and the application of related technical forestry skills.
Those standing to benefit from the Qualification are operators of forestry SMME's and previously disadvantaged persons who are currently in the field, as employees. The list of beneficiaries also includes Previously Disadvantaged Individual) PDI 's, and other persons with the requisite job experience who may want to exercise the option of Recognition of Prior Learning (RPL).
Accordingly, the objectives of increased access to learning opportunities are reached and the capacity to deal with forestry and related environment challenges is increased.
Transformational areas and beneficiaries:
This qualification will benefit Department of Water Affairs and Forestry, (DWAF), WAF, FSC, FSA, House traditional leadership, South African Forestry Contractors Association (SAFCA), World Wildlife Foundation, Forest Industries Training Providers Association.
Learners who are currently working in the industry and new entrants who aspire to pursue a career in Forestry.
Other groups of people to benefit from this qualification will include rural communities which are located adjacent to forestry operations.
Emerging contractors also stand a chance to benefit from this qualification as it will professionalize their entrepreneurial initiatives.
In keeping with NQF principles, this qualification seeks to create increased learning opportunities for persons and communities in outlying areas in and around forestry plantations. In the same way, it enables the formalization of prior learning in forestry learning areas. This ensures that principles of access and redress are actualized. The other principles of portability and so on, are actualised through the articulation of this qualification.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|This qualification assumes that the candidate has already achieved the following:
Access to the Qualification:
Recognition of Prior Learning (RPL):
This Qualification can be achieved wholly or in part through Recognition of Prior Learning. Whether a learner attends formal courses or acquires the required skills through informal means, the same standards apply as per the matrix of unit standards and Exit Level Outcomes.
The Qualification and the Unit Standards have been written in such a way that the learning has to be assessed in an integrated way. Assessors will assess evidence to establish what the learners know, understand and can do. Such evidence may be gathered through course related activities and/or through work related activities. In cases where candidates do not attend formal learning programs, assessors should seek work related evidence as far as possible.
Assessors should ensure that learners submitting themselves to RPL are thoroughly briefed prior to assessment. Learners will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition.
Where courses are provided for learners, institutions can use the Unit Standards and this Qualification to assess learning achievements. For learners who are not able to achieve the outcomes, providers can then use the Unit Standards and Qualification to determine a specific learning program to suit the learning needs of the candidate.
|RECOGNISE PREVIOUS LEARNING?|
All fundamental unit standards are compulsory (56 credits).
The fundamental Component consists of the following, which is compulsory for all learners:
It is therefore compulsory for learners to do Communication in two different South African Languages, one at NQF Level 4 and the other at NQF Level 3.
All core unit standards are compulsory (34 credits).
There are five elective pathways, Forest Engineering Management, Silviculture Management, Small Business Management, Community engagement Officer and Safety, Health and Environment Officer.
Specialisation path 1: Forest Engineering Management with unit standards titles below with 19 credits:
Specialisation path 2: Silviculture Management with unit standards titles below with 27 credits:
Specialisation path 4: Business and Human Resources Management with unit standards titles below with 23 credits:
Specialisation path 5: Environment, Health and Safety with unit standards titles below with 27 credits:
General Electives with unit standards titles below with 30 credits:
Note: Each of the specialization areas has a different number of credits. The minimum number of elective credits is 30. Therefore the balance of credits required to achieve this qualification must be selected from any of the other elective pathways.
|EXIT LEVEL OUTCOMES|
|1. Use numeric skills in forestry operations.
2. Advise and inform relevant parties and or subordinates about the regulatory codes governing and or impacting on forestry operations for compliance.
>Range: Colleagues, subordinates, the local community.
3. Manage technical forestry operations in own area of specialisation.
> Range: The qualifying learner should be able to know, understand and apply the theory and practical applications of own area of specialisation and its impact on role players and their area of operation.
4. Apply operational management skills to forestry operation(s).
5. Conduct community development and liaison in relation to forestry.
> Range: The qualifying learner should be able to know, understand and apply the theory and practical requirements of the impact of forestry on the local community, in terms of socio-economic and ecological development and sustainability.
Critical Cross-Field Outcomes:
Critical Cross-field outcomes have been addressed by the Exit Level Outcomes, as follows:
Identify and solve problems:
This will be achieved when qualifying learners:
Work effectively with others as a member of a team or organisation.
This will be achieved when qualifying learners:
Organise and manage oneself and one's activities responsibly and effectively.
This will be achieved when qualifying learners:
Collect, analyse, organise and critically evaluate information.
This will be achieved when qualifying learners:
Communicate effectively by using mathematical and language skills in the modes of oral and written presentations.
This will be achieved when qualifying learners:
Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
This will be achieved when qualifying learners:
Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation.
This will be achieved when qualifying learners:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1.
Financial projections, budgets, business ratio analyses and numeric applications specific to forestry business operations are:
1.1 Explained in relation to forestry operations.
1.2 Undertaken correctly in relation to forestry operations.
Associated Assessment Criteria for Exit Level Outcome 2.
2.1 Relevant parties are advised and informed about the regulatory requirements governing and or impacting on forestry operations for compliance
Associated Assessment Criteria for Exit Level Outcome 3.
The following technical standards are explained or demonstrated in relation to forestry operations:
3.1 Technical operational objectives.
3.2 Technical operational procedures.
3.3 Technical applications.
3.4 Sector norms and standards.
3.5 Operational requirements.
Associated Assessment Criteria for Exit Level Outcome 4.
4.1 Operational plans for forestry operations are developed and executed.
4.2 Human Resource for forestry operations are developed and executed.
4.3 Monitoring and review plans for forestry operations are developed and executed.
4.4 Operational documentation for forestry operations is developed and executed.
Associated Assessment Criteria for Exit Level Outcome 5.
Design and execution of community development initiatives, are in line with:
5.1 Forestry project objectives.
5.2 Organisational standards.
5.3 Sector specific guidelines.
Integrated assessment evaluates the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to:
The assessment will require assessment methods which measure and evaluate evidence generated during learning and on-the-job activities. Because assessment practices must be open and transparent, fair, valid and reliable; ensuring that no leaner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification.
A variety of methods must be used in assessment tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner at the workplace, 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. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflective competencies should be assessed. Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross field outcomes are evaluated in an integrated way.
Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience as the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA.
In conducting the international comparability for this qualification, three countries, namely New Zealand, the United Kingdom and Canada were selected. The two countries were selected for the ease with which their qualifications could be compared to their South African equivalents, on a like-on-like basis. Canada, with its expansive forests, as well as its expertise in the field was also selected.
Forestry Level 2
In the UK, all vocational qualifications fall under the qualifications, National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications (SVQs). The qualification under review in South Africa, is comparable to the following:
Forestry NVQ/SVQ Level 2 with two streams: Forestry: planning new forest plantation and Harvesting: planning, felling, delimbing, extraction, log making, fleeting, loading and finally transportation to log yards for further processing).
Arboriculture Level 2, and Tree Work Level 3:
The following learning unit could be compared to the South African forestry costing equivalent:
Unit CU96 Develop, negotiate and agree proposals to offer.
This country probably has the widest range of qualifications in forestry in the Level 2-4 Band that can be directly compared to the same South African range. The forestry Training Guide is a useful tool that comprises the following wide range of qualifications:
National Certificate Programmes:
General Code of practice for forestry players:
The Code of Practice is a tool for people involved in forest management. It has been developed by the New Zealand Forestry Association and endorsed by other major industry organizations. The aim to help forest managers, contractors and their staff take into account the many factors which influence forest management and operations. The Code is based around 18 Best Environmental Management Practices (BEPs) which are structured as practical decision-making and audit tools.
Code of practice for health and safety in the field of forestry:
A statement of statutory requirements, rules and provisions, based on preferred work practices and arrangements, for the purpose of ensuring the health and safety of persons to which this code applies and persons who may be affected by the code. The code is supported by guidelines containing safety, health, training and operational information and outlining preferred work practices or arrangements on the major components related to each part. This will be practical information for those carrying out or directly associated with the work.
There is only one post secondary school in Canada that specialises in General Forestry. Most of the training and educational course work in Canada that could be said to compare with the South African equivalent is at University undergraduate level. There are also a number of post High School Courses that have the status of Continuing Education or professional short courses at the various Universities.
The following is a sample of comparable undergraduate programs at the University of Brunswick:
Introduction to Forestry FOR 10014 ch (3C 3L):
This course provides students with an overview of field forestry skills through collection and analysis of basic stand-level inventory data. Emphasis is on developing basic mensuration and computation skills through a series of laboratory exercises and practical problems. Students learn how to quantify stand structure and to use basic quantitative information to make forestry decisions.
Forest Dynamics and Management 4 ch (3C 3L):
For 2006: Focuses on modelling forests and examining the nature of their change with and without intervention. Introduces a decision-making process to manage change in forests.
For 2014 Structure and Development of Woody Plants 3 ch (2C 3L):
Development of woody-plant structure from embryo to maturity. Topics include morphogenesis and basic anatomy, development of crown architecture, interrelationships between crown and stem development, wood and elements of wood quality, mechanisms of asexual and sexual reproduction. For each topic, differences among major genera will be considered. Prerequisite: FOR 2425.
FOR 2425 Autecology of Forest Vegetation 4 ch (3C 3L) Recognition and identification of species, environmental requirements, and persistence mechanisms of various life-forms of forest vegetation; interpretation of silvical characteristics of tree species; analysis of stands of trees in relation to general site conditions and relative stage of development; and evaluation of interrelationships among components of forest vegetation over time, including likely responses to perturbation or to interventions of various kinds.Prerequisite: A basic university course in Biology or Botany, Co-requisite: FOR 2435.
FOR 2432 Forest Inventory and Growth 4 ch (3C 3L):
This course focuses on the design and analysis of forest-level inventories. Concepts of stratification and multistage sampling are presented. Approaches to modelling and predicting stand growth and inventory updates are explored.
FOR 2505 Soils for Plant Growth 3 ch (2C 3L):
Students examine relationships between soils and plants, and related roles of water and nutrients. Factors that restrict root growth, and processes that influence soil development are revealed through field exercises and laboratory work. Effects of natural and anthropogenic disturbances on forest soils and subsequent plant responses are emphasized.
FOR 3005 Silviculture and Stand Intervention Design 5 ch (3C 6L) Takes a design-based approach to Silviculture. Students develop stand intervention plans for the main stages of stand development integrating the biology of growing trees, engineering of conducting operations, and economics of costing operations.
FOR 3006 Forest Management 4 ch (3C 6L) Continuation of FOR 3005. Introduction to linear programming in forest management. Introduction to elements of resource modelling and productivity assessment (e.g. water flow) at the stand level. Analysis of the impact of alternative interventions at the operational level and their integration with strategic and tactical plans, including: financial and socioeconomic evaluation of forest management and resulting value flows; and risk management for insect or pathogenic attacks and wildfire. Post-implementation assessment of activities as a critical part of the management process. Prerequisite: FOR 2006, FOR 3005, or permission of instructor.
FOR 3445 Forest Ecology: Populations and Communities 4 ch (3C 3L) To understand and link processes acting on individuals, populations, and communities in space and time. To predict the response of individuals, populations, and communities to disturbance and to understand the implications of such responses for management of populations, communities, and ecosystems. Prerequisite: FOR 2420, 2505.
FOR 3456 Forest Watershed and Forest Fire Management 3 ch (2C 3L) Emphasizes the principles of management of watersheds and fire at the stand and landscape level. Influences of climate, topography/terrain, and stand and fuel types are covered. Concepts of watershed conservation are introduced as well as principles and models dealing with water retention and flow, and carbon and nutrient cycling in primary forest watersheds. Fire management concepts deal with the Fire Weather Index system, the Fire Behaviour Prediction system, fire ecology, and fire management strategies, tactics and operations. Prerequisites: FOR3445 or permission of instructor.
FOR 4020 Management Practicum 8 ch (1C 3L):
Practical exercise in forest landscape management, designed to provide an opportunity to integrate skills and knowledge gained throughout the program. Forest Ecosystem Management and Forest Engineering students will work on the same project to design landscape management plans at the strategic, tactical and operational levels. The practicum will be based on real forests. Through consultation with clients and/or members of the public, goals will be developed. Plans will be derived to integrate these goals. Teams will be responsible for project management, including planning, budgeting and report preparation.
FOR 4096 Forest Landscape Design and Management 5 ch (3C 3L Integrates value-flow planning with landscape planning by: 1) introducing students to the concepts and techniques used in dealing with the spatial dimensions in forest management planning; 2) introducing students to the difficulties involved with management for a complex set of demands, where resources demanded have production functions that include complex spatial and temporal relationships of inputs, many of which are unknown, and 3) exposing students to techniques available to forecast landscape patterns resulting from flow driven management planning, and to design landscape patterns based on analysis of natural dynamics. Prerequisite: FOR 3006, or permission of instructor.
FOR 4625 Integrated Management of Insects and Fungi 4 ch (3C 3L).
FOR 4992 Individual Project I 3ch.
FOR 2265 Computer Programming for Forestry 3 ch.
FOR 2286 GIS IN FORESTRY II 3 ch (3L).
FOR 2933 Bioethics in Forestry 2 ch 3 ch (3C).
FOR 2946 Bioethics, Emotional Intelligence, and the Nature of Spirituality 3 ch (3C).
FOR 3853 Problem-Solving and Interpersonal Communication 3 ch (3C/S) Designed to help develop skills in solving problems and communicating with others. Models will be presented and used. Emphasizes student participation and leadership.
FOR 4013 Basic Woodlot Management 3 ch (3C).
Introduction to basic woodlot management, covering such topics as planning, harvesting, Silviculture, Christmas trees, maple products, wildlife and recreation, economics, owner characteristics and organization, government programs and policies and industry relations as they relate to small woodlots. Prerequisite: Open to 4th- and 5th-year Faculty of Forestry and Environmental Management students, or permission of instructor.
This brief comparative survey stretches from the certificate study level of forestry to undergraduate levels, at university. The reason is that there appears, in many countries, to be a limited number of learning programs in "pure" forestry outside the universities and Higher Education.
Despite this, as explained, the forestry learning infrastructure in New Zealand is wide, all-encompassing and very instructional as an example to be followed.
Similarities: Broadly speaking the topics are similar on key or core components of study, as demonstrated by the topics and the learning areas and or subjects covered. There are subjects in the countries under review that resemble South Africa's Critical Cross Field Outcomes (CCFO's). Examples are problems solving, as well as other subjects in the filed of life skills like Emotional Intelligence (IQ).
In many countries, the subject of forestry is studied at Higher Education Level. In addition, the advanced nature of countries in the developed world is shown by the inclusion for study of subjects like Geographic Information Systems (GIS) for easy spatial location in the forest. The subject of Bio-ethics is included to strengthen the case for an integrated view of the universe.
|This Qualification articulates both horizontally and vertically.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Criteria for registration of assessors:
Anyone assessing a learner against this qualification must be registered with the relevant ETQA as an assessor.
Any institution offering learning that will enable the achievement this qualification must be accredited as a provider with the relevant ETQA. Assessment will be overseen by the relevant ETQA according to the policies and guidelines for assessment of that ETQA, in terms of agreements reached around assessment and between various ETQA's (including professional bodies).
Anyone wishing to be assessed against this qualification may apply to be assessed any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.
The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid reliable and non-discriminatory.
For an applicant to register as an assessor or moderator of this qualification, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||13223||Apply safety, health and environmental protection procedures||Level 3||NQF Level 03||6|
|Core||117085||Conduct basic forestry map reading||Level 3||NQF Level 03||2|
|Core||263815||Demonstrate understanding of the principles of Forest Engineering practices||Level 4||NQF Level 04||5|
|Core||263760||Demonstrate understanding of the principles of Silviculture and fire protection||Level 4||NQF Level 04||5|
|Core||14667||Describe and apply the management functions of an organization||Level 4||NQF Level 04||10|
|Core||242810||Manage Expenditure against a budget||Level 4||NQF Level 04||6|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119458||Analyse and respond to a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||119466||Interpret a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119470||Evaluate literary texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||116275||Apply routine maintenance and servicing plans and procedures||Level 3||NQF Level 03||3|
|Elective||13915||Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace||Level 3||NQF Level 03||4|
|Elective||119515||Develop networks for development practice||Level 3||NQF Level 03||6|
|Elective||263819||Apply knowledge of manual and mechanized harvesting and transport systems||Level 4||NQF Level 04||5|
|Elective||110053||Conduct a basic community needs assessment||Level 4||NQF Level 04||12|
|Elective||263816||Cost harvesting and transport operations||Level 4||NQF Level 04||4|
|Elective||263817||Cost Silviculture operations||Level 4||NQF Level 04||4|
|Elective||263840||Demonstrate knowledge of nursery practices including seedling||Level 4||NQF Level 04||3|
|Elective||123240||Demonstrate knowledge of silviculture in commercial forestry||Level 4||NQF Level 04||20|
|Elective||115591||Explain and apply environmental legal principles, rights, duties and responsibilities to a specific work context||Level 4||NQF Level 04||6|
|Elective||114584||Finance a new venture||Level 4||NQF Level 04||5|
|Elective||263836||Identify possible community initiatives||Level 4||NQF Level 04||5|
|Elective||123232||Lead a strike attack force to contain or extinguish a wildfire||Level 4||NQF Level 04||4|
|Elective||123231||Manage a crew during wildfire suppression||Level 4||NQF Level 04||7|
|Elective||114586||Manage finances of a new venture||Level 4||NQF Level 04||5|
|Elective||13948||Negotiate an agreement or deal in an authentic work situation||Level 4||NQF Level 04||5|
|Elective||14920||Participate in groups and/or teams to recommend solutions to problems||Level 4||NQF Level 04||3|
|Elective||123230||Perform administrative functions during wildfire suppression||Level 4||NQF Level 04||4|
|Elective||117070||Prepare an operational harvest plan||Level 4||NQF Level 04||4|
|Elective||263838||Prepare an operational Silviculture plan||Level 4||NQF Level 04||3|
|Elective||114592||Produce business plans for a new venture||Level 4||NQF Level 04||8|
|Elective||263834||Supervise aerial extraction systems and fire protection||Level 4||NQF Level 04||3|
|Elective||263835||Supervise maintenance of forest roads||Level 4||NQF Level 04||3|
|Elective||10981||Supervise work unit to achieve work unit objectives (individuals and teams)||Level 4||NQF Level 04||12|
|Elective||114593||Tender to secure business for a new venture||Level 4||NQF Level 04||5|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
|1.||CMO Logistics Pty Ltd|
|2.||Legal Environment Safety & Health Requirements cc|
|5.||Thunderflex3 Pty (Ltd)|
|6.||VCK Training and Technical Services Pty Ltd|
|7.||VEB CELE & Associates (Pty) Ltd|
|8.||VPK BUSINESS VENTURE C C|