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Executive Summary of the 20-year review of the implementation of the Employment Equity Act, 1998

The Employment Equity Act 55 of 1998 (the Act) was enacted to give effect to equality in terms of Section 9(2) of the Bill of Rights in the Constitution of the Republic of South Africa Act 108 of 1996.

The purpose of this Act is to achieve equity in the workplace by-

Promoting equal opportunity and fair treatment in employment through the elimination of unfair discrimination; and

Implementing affirmative action measures to redress the disadvantages in employment experienced by designated groups, in order to ensure their equitable representation in all occupational levels in the workplace.

It has been 20 years since the inception of the Employment Equity Act, however the pace of transformation has been very slow. Relative to the demographics of the Economically Active Population (EAP) as released quarterly by Statistics South Africa, marginal progress in relation to the equitable representation of the designated groups, in particular Africans, Coloureds and persons with disabilities have been made in the middle-to-upper occupational levels, which is repeatedly visible in the statistics contained in all the Commission for Employment Equity (CEE) annual reports.

The CEE Annual reports submitted from the years 2001 to 2017 reflected that the Public Sector showed significant progress of transformation as compared to the Private Sector, even though women in the Public Sector are underrepresented when taking into account their 45.3% of the EAP.

For example, in Top and Senior Management levels, women only account for 32.6% and 39.0% respectively in all positions at these key decision-making levels in the Public Service. Whereas, in the Private Sector, women only account for 21.6% in Top management and 32.3% in Senior management levels.

In terms of the representation of Persons with disabilities across all sectors of the economy, they only account for 1% of the total workforce reported in 2017. In the Public Sector, their representation is at 1% and in the Private Sector is only 0.9%.

Employers tend to only use EAP distribution as a long term benchmark for the setting of self-imposed targets, there is no short-to-medium term benchmarks for the setting of numerical targets and goals. During the Director General Reviews conducted to assess substantive compliance with the Act, it became evident that most of the employers used the self-regulated targets as a shield to circumvent the law by setting low targets as there are no visible incentives or sanctions for not complying with the intentions of the law.

Therefore, it also became evident that a number of employers that are non-compliant or in breach of the Act, continue to unfairly financially benefit from the State by accessing State Contracts, despite their lack of commitment and willingness to transform and create equal opportunities and inclusion of the designated groups in their organisations.

In light of this, it became prudent to promulgate Section 53 of the Act, which was never promulgated since the inception of the Act in 1998. This provision states that:

"Every employer that makes an offer to conclude an agreement with any organ of state for the furnishing of supplies or services to that organ of state or for the hiring or letting of anything.

a) must-

(i) If it is a designated employer, comply with Chapter Il and Ill of this Act, or

(ii) If it is not a designated employer, comply with Chapter Il of this Act; and attach to that offer either-

a certificate in terms of subsection (2) which is conclusive evidence that the employer complies with the relevant Chapters of this Act; or

a declaration by the employer that it complies with the relevant Chapters of this Act, which when verified by the Director-General, is conclusive evidence of compliance."

It is worth noting that this Section was not initially promulgated with the whole Act because the assumption then was that the Act was fairly new and no employer or organisation will be able to obtain the EE Certificate of compliance and as a result, employers needed to be given time to put in place processes and systems to comply with the requirements of the law.

However, 20 years later, it became clear that the assumption that all employers would embrace the objectives and spirit of the Act to transform their workplaces, did not materialise given the slow pace of transformation, especially for the previously disadvantaged groups such as black women and persons with disabilities.

Furthermore, it became evident that penalties for non-compliance that were increased through the 2013 amendments to this Act did not yield positive results because most of the non-compliant employers still budget for these penalties and are prepared to settle outside the Court of law.

Hence, it is critically important to strengthen the enforcement mechanisms by introducing the stick and carrot approach through the promulgation of Section 53. This will ensure that those that are prepared to implement the law and comply with the requirements of the Act should reap the benefits of access to State Contracts.



This gazette is also available free online at 8 No. 41922 GOVERNMENT GAZETTE, 21 SEPTEMBER 2018

GENERAL EXPLANATORY NOTE [ ] Words in [bold and in brackets] are proposed deletions.

_______ Words underlined are proposed insertions BILL To amend the Employment Equity Act, 1998 so as to insert new provisions to allow the Minister of Labour to establish sectoral numerical targets for the purpose of ensuring the equitable representation of suitably qualified people from designated groups (blacks, women and persons with a disability) at all occupational levels in the workforce; and enhance the administration of the Act, including the implementation of section 53 concerning state contracts.

BE IT ENACTED by the Parliament of the Republic of South Africa. As follows: -

Amendment of section 1 of Act 55 of 1998

1. The following definitions are amended in section 1 as follows:

(a) the definition of “designated employer” is amended by the deletion of paragraph


(b) the following definition is inserted after the definition of ‘Minister’:

“‘National Minimum Wage Commission’ means the Commission established in terms of the National Minimum Wage Act, 2017 (Act No of 2017);”

(c) the following definition is inserted after the definition of “Republic”- “sector” means an industry or service or part of any industry or service;

(d) the definition of ‘serve or submit’ is deleted.

(e) the following definition is inserted after the definition of ‘suitably qualified person’;

“the state” means-

(a) a national or provincial department as defined in the Public Finance Management Act, 1999 (Act 1 of 1999);

(b) a municipality or municipal entity as defined in the Local Government Municipal Systems Act of 2000 (Act 32 of 2000);

(c) a constitutional institution as defined in the Public Finance Management 1999 (Act, 1999 (Act 1 of 1999);

(d) Parliament;

(e) a provincial legislature;

(f) any entity listed in Schedule 2 and 3 of the Public Finance Management Act of 1999 (Act 1 of 1999).

Amendment of section 8 of Act 55 of 1998

2. The following section is substituted in the principal Act for section 8:

“8 Psychological testing and other similar assessments

Psychological testing and other similar assessments of an employee are prohibited unless the test or assessment being used – (a) has been scientifically shown to be valid and reliable;

(b) can be applied fairly to all employees; and (c) is not biased against any employer or group[;

(d) has been certified by the Health Professions Council of South Africa established by section 2 of the Health Professions Act, 1974 (Act 56 of 1974), or any other body which may be authorised by law to certify those tests or assessments].”

3. Deletion of section 14 of Act 55 of 1998

Section 14 of the principal Act is hereby deleted.

Insertion of section 15A in Act 55 of 1998

4. The following section is inserted in the principal Act after section 15:

“15A Establishment of sectoral targets

(1) The Minister may publish a notice in the Gazette identifying national economic sectors for the purposes of this Act, having regard to any relevant code contained in the Standard Industrial Classification of all Economic Activities published by Statistics South Africa.

(2) The Minister may, after consulting the relevant sectors and with the advice of the Commission, for the purpose of ensuring the equitable representation of suitably qualified people from designated groups at all occupational levels in the workforce, by notice in the Gazette set numerical targets for any sector or part of a sector identified in terms of subsection (1).

(3) A notice issued in terms of subsection (2) may set different numerical targets for different occupational levels, or regions within a sector or on the basis of any other relevant factor.

(4) A draft of any notice that the Minister proposes to issue in terms of subsection (3)

must be published in the Gazette and interested parties must be permitted at least 30 days to comment on the draft notice.”

(5) The Minister may issue regulations prescribing the criteria to be taken into account in determining a numerical target in terms of subsection (2).

Amendment of section 20 of Act 55 of 1998

5. Section 20 is amended by the insertion of the following after subsection (2) – “(2A) The numerical goals set by an employer in terms of subsection (2) must comply with any sectoral target in terms of section 15A that applies it. “

Amendment of section 21 of Act 55 of 1998

6. Section 21 is amended by – (a) the substitution for subsection (1) of the following subsection:

“(1) A designated employer must submit a report to the Director-General once a year [on the first working day of October or] on such [other] date and in such manner as may be prescribed.”

(b) the deletion of subsections (3) and (4);

(c) the substitution for subsection (4A) of the following subsection – “(4A) An employer that is not able to submit a report to the Director-General [by the first working day of October] within the period prescribed in terms of subsection (1) must notify the Director-General in the prescribed time and manner [in writing before the last working day of August in the same year] giving reasons for its inability to do so.”

Amendment of section 27 of Act 55 of 1998 7. Section 27 is amended by the substitution with the following section:

“(1) Every designated employer, when reporting in terms of section 21(1), must submit a statement, as prescribed, to the [Employment Conditions] National Minimum Wage Commission [established by section 59 of the Basic Conditions of Employment Act,] on the remuneration and benefits received in each occupational level of that employer's workforce.

(2) Where disproportionate income differentials, or unfair discrimination by virtue of a difference in terms and conditions of employment contemplated in section 6(4), are reflected in the statement contemplated in subsection (1), a designated employer must take measures to progressively reduce such differentials subject to such guidance as may be given by the Minister as contemplated in subsection (4).

(3) The measures referred to in subsection (2) may include – (a) collective bargaining;

(b) compliance with [sectoral determinations made by the Minister in terms of section 51 of the Basic Conditions of Employment Act] the national minimum wage set in terms of the National Minimum Wage Act, 2017 (Act of 2017);

(c) applying the norms and benchmarks set by the [Employment Conditions] National Minimum Wage Commission;

(d) relevant measures contained in skills development legislation;

(e) other measures that are appropriate in the circumstances.

(4) The [Employment Conditions] National Minimum Wage Commission must research and investigate norms and benchmarks for proportionate income differentials and advise the Minister on appropriate measures for reducing disproportional differentials.

(5) The [Employment Conditions] National Minimum Wage Commission may not disclose any information pertaining to individual employees or employers.

Amendment of section 36 of the Act 55 of 1998 8. Section 36 is amended by – (a) the substitution for subsection 1 of the following subsection:

“(1) A labour inspector may request and obtain a written undertaking from a designated employer to comply with paragraph (a), (b), (c), (f), (h), (i) or (j)

within a specified period, if the inspector has reasonable grounds to believe that the employer has failed to – (a) consult with employees as required by section 16;

(b) conduct an analysis as required by section 19;

(c) prepare an employment equity plan as required by section 20;

[(c)] (d) to (e) inclusive…”

Amendment of section 37 of the Act 55 of 1998

“(1) A labour inspector, or any person acting on behalf of a labour inspector, may [issue] serve a compliance order [to] on a designated employer in the prescribed manner if that employer has failed to comply with section 16, 17, 19, 22, 24, 25 or 26 of this Act.”

(b) the substitution in subsection (2) of the words preceding paragraph (a) of the following words – “(2) A compliance order [issued] served in terms of subsection (1) must set out – Substitution of subsection (1) in section 42 of Act 55 of 1998

9. The following subsection is substituted for subsection (1) of section 42 in the principal Act:

“42 Assessment of compliance

(1) In determining whether a designated employer is implementing employment equity in compliance with this Act, the Director-General or any person or body applying this Act may, in addition to the factors stated in section 15, take the following into account:

(a) The extent to which suitably qualified people from and amongst the different designated groups are equitably represented within each occupational level in that employer's workforce in relation to the demographic profile of the national [and] or regional economically active population;

(aA) whether or not the employer has achieved any sectoral target set in terms of section 15A applicable to that employer;

(b) reasonable steps taken by a designated employer to train suitably qualified people from the designated groups;

(c) reasonable steps taken by a designated employer to implement its employment equity plan;

(d) the extent to which the designated employer has made progress in eliminating employment barriers that adversely affect people from designated groups;

(dA) reasonable steps taken by an employer to appoint and promote suitably qualified people from the designated groups; and (e) any other prescribed factor.”

Amendment of section 53 of Act 55 of 1998

10. Section 53 is hereby amended by – (a) the substitution for paragraph (b) of the following -

“(b) attach to that offer [either – (i)] a certificate in terms of subsection (2) which is conclusive evidence that the employer complies with the relevant Chapters of this Act[; or (ii) a declaration by the employer that it complies with the relevant Chapters of this Act, which, when verified by the Director-General, is conclusive evidence of compliance].

(b) the insertion of the following subsection “(6) The Minister may only issue a certificate in terms of subsection (2) if the Minister is satisfied that the employer – (a) has met any sectoral targets in terms of section 15A that applies to it or has provided reasonable grounds, as contemplated by section 42(4), justifying its failure to comply;

(b) has submitted a report in terms of section 21;

(c) has not been found by the CCMA or a court within the previous twelve months to have – (i) breached the prohibition on unfair discrimination in Chapter 2; or (ii) failed to pay the national minimum wage in terms of the National Minimum Wage Act, 2017 (Act of 2017).”

Repeal section 64A of Act 55 of 1998 11.

Section 64A of the principal Act is hereby repealed.

Repeal of Schedule 4 of Act 55 of 1998 12.

Schedule 4 of the principal Act is hereby repealed.

Deletion of footnotes to Act 55 of 1998 13.

Footnotes 4 and 5 are hereby deleted.




1.1 The Employment Equity Amendment Bill, 2018 is to be introduced to amend the Employment Equity Act, 1998. The amendments have the purpose of —

1.1.1 allowing the Minister of Labour to establish sectoral numerical targets for the purpose of ensuring the equitable representation of suitably qualified people from designated groups (blacks, women and persons with a disability) at all occupational levels in the workforce; and

1.1.2 enhancing the administration of the Act, including the implementation of section 53 concerning state contracts.

2 Amendment of section 2 of Act 55 of 1998

The following changes are made to the definitions —

2.1 The definition of a designated employer is amended by repealing paragraph (b) which classified employers with fewer than 50 employees who meet a turnover threshold as designated employers.

2.2 A definition of the National Minimum Wage Commission is introduced;

2.3 A definition of sector is included,

2.4 The definition of "serve or submit" is deleted to allow the Minister to prescribe by regulation the methods of service and submission of documents by regulation.

2.5 A definition of "the state" is included to ensure certainty concerning the application of section 53 dealing with state contracts.

3 Amendment of section 8 of Act 55 of 1998

Section 8 is amended by excluding the requirement that psychological testing and other assessments of employees must be certified by the Health Professions Council of South Africa. The Council does not have the capacity or procedures to undertake this certification. In the event of a dispute, the validity of these tests will continue subject to evaluation by the Labour Court

4 Deletion of section 14

Section 14 which allowed non-designated employers to notify the Director General of voluntary compliance with Chapter 3 is repealed.

Insertion of section 15A of Act 55 of 1998

5.1 A new section, 15A, is inserted which will allow the Minister to —

5.1.1 identify national economic sectors for the purposes of the administration of the Employment Equity Act;

5.1.2 establish numerical targets for these sectors.

5.2 The sectoral targets set may differentiate between occupational levels, sub-sectors, regions or other relevant factors.

5.3 The Minister may publish regulations listing the criteria to be applied in setting sectoral targets.

6 Section 20 is amended to insert a new

Amendment of section 20 of Act 55 of 1998 provision to link the sectoral EE targets to the numerical targets set by designated employers in the EE Plan of their workplaces

7 Amendment of section 21 of Act 55 of 1998

Section 21 is amended to permit the Minister to prescribe by regulation the manner in which employers are required to submit employment equity reports.

8 Amendment of section 27 of Act 55 of 1998

Section 27 is amended to transfer the functions of the Employment Conditions Commission in respect of reporting and monitoring of disproportionate income differentials to the National Minimum Wage Commission.

9 Amendment of section 37 of Act 55 of 1998

Section 37 is amended to permit the Minister to prescribe by regulation the manner of service of compliance orders on employers

10 Amendment of section 42 of Act 55 of 1998

Section 42 is amended to clarify that a designated employer's compliance with its obligations to implement affirmative action may be measured against the demographic profile of either the national or the regional economically active population. In addition, compliance may be measured against an employer's compliance with the sectoral targets set by the Minister terms of section 15A.

11 Amendment of section 53 of Act 55 of 1998

11.1 Section 53 provides that state contracts may only be issued to employers that have been certified as being in compliance with their obligations under the Employment Equity Act

11.2 Subsection (1) is amended to require that an employer attaches a certificate when concluding a contract with the State in terms of Subsection (2) as conclusive evidence that the employer complies with the relevant Chapters of the Act.

11.3 A new section 53(6) is inserted to clarify that the Minister of Labour may only issue a certificate to an employer if the employer —

11.3.1 has achieved any applicable sectoral targets or has raised a reasonable ground for non-compliance;

11.3.2 has submitted its most recent employment equity report; and

11.3.3 has not been found within the previous twelve months to have breached the prohibition on unfair discrimination or to have paid wages below the level of the national minimum wage

12 Amendment of section 64A of Act 55 of 1998

Section 64A which allowed for the setting of annual turnover thresholds applicable to defining employers with less than 50 employers as designated employers is repealed

13 Repeal of Schedule 4

Schedule 4 containing the turnover thresholds referred to in Section 64A is repealed

14 Deletion of footnotes 4 and 5

Footnotes 4 and 5 which are outdated are deleted.

The original government gazette can be found here – PDF.

QCTO / QCTO and elearning policy for Skills Providers (Training Providers)
« on: September 07, 2018, 04:25:56 PM »
Full policy can be downloaded with this post.

Below some highlights for Skills Providers (Training Providers) and Assessment Centers with elearning:

QCTO is committed to quality assuring all forms of assessment of programmes and qualifications within the sub- framework. To this end, there is recognition of the prevalence of use of technology not only in delivering training programmes within this sector, but also in assessing students.
E-assessment is any type of assessment that has an electronic component and incorporates one or more of e-testing, e-portfolios and e-marking. Examples of e-assessment include:
•   Assessments that are distributed, completed, marked automatically and administered electronically using local intranets/networks and individual workstations.
•   Assessments that are distributed, completed, marked automatically and administered electronically using the internet.
•   Assessments comprising a combination of automatic marking and manual.
•   Electronic test delivery, with all marking completed manually on screen or on paper.
•   A range of multimedia formats for submitting assessment
•   Electronic scanning of completed assessments for marking.
•   Tests downloaded from the internet by the centre.
•   Delivery of assessments and submission of completed assessments by secure email.
•   E-portfolios to store and manage candidates’ evidence electronically.
•   Assessments that are automatically marked and react adaptively to student performance

V al id it y of e - ass es s men t
Assessment Quality Partners should ensure that:
•   Students who pass the programme demonstrate the graduate competences indicated in the purpose and exit level outcomes of the programme.
•   Where relevant, practical competences are adequately assessed
•   Systems have been put in place to ensure reliability, rigour and security of the e- assessment system for remote students
•   Assessment activities are sufficiently varied for the programme purpose and level and the diversity of its student body. Appropriate constructs as covered in the relevant courses are adequately covered in the assessment.
•   Where students submit assessment individually by electronic means from homes or workplaces, and not from a recognized assessment centre, the programme has the necessary security systems for electronic assessment.
•   Programmes delivered exclusively or mainly through electronic learning methods do not narrow the range of assessment to the assessment of factual knowledge (which is most easily assessed), rather than the full range of outcomes and depth of knowledge required for the particular programme of study. In technology supported distance education delivery, there is the danger of limiting assessment tasks to low level cognitive skills (e.g. simple multiple choice questions [MCQs] that can be computer-marked) at the expense of high level skills (usually requiring more open-ended written and practical assignments) that enhance deep and critical engagement with concepts. Higher order thinking skills like application, analyses, evaluation and creation should be covered in the assessment.
•   There is evidence of staff development to familiarise academic staff with online assessment strategies that take high level cognitive skills into account thereby ensuring credible online assessment.
Management of e-Assessment

•   There is evidence that the assessment body understands the importance of feedback on formative assessment in e-learning.
•   There is evidence of an assessment management system to ensure that feedback on assessment is confidential and reaches the right students timeously. Systems are in place to communicate feedback and results quickly, efficiently and securely to a distributed student body.
•   Adequate systems to guarantee the integrity and security of the assessment system and the authenticity of student submissions (including means to discourage plagiarism from online sources) are in place.
•   E-assessment systems are tested to ensure proper functionality and any shortcomings identified are fully addressed prior to full implementation.
•   There is regular monitoring and checking of the smooth functioning of e-assessment systems to make sure that the assessment system is not compromised in any way.
•   The e-assessment body has enough competent staff to address any technical problems students face with the assessment system to ensure the assessment process runs smoothly and does not in any way disadvantage the student.
•   The assessment body does not pass on unnecessary costs to students.
•   There is a policy on external moderation of the e-assessment and the policy is effectively implemented.
•   External moderation reports are used to improve the various aspects of the e- assessment process, like the validity of the assessment instruments, the quality of student performance, and the reliability of the marking process.
•   Assessment partners must have effective quality assurance measures in place to ensure the integrity of the assessment data.
•   E –assessment systems must have capacity to generate key information like system error reports and data that demonstrates regulatory compliance.
•   Where Assessment Partners enter into partnership arrangements with any other provider, formal service level agreements with clearly stated roles and responsibilities must be signed.

Teaching / Learning value of e-Assessments

•   The central role of formative assessment and feedback in online learning is formally recognised and there is evidence of an appropriate (1)number and variety of formative assessment tasks, and (2) mechanisms for the monitoring and (3) quality assurance of feedback and (4) minimum turn-around time are in place.
•   Accurate and reliable records of student e-assessment are kept and can easily be retrieved as when there is need.
•   The potential of the electronic environment for the use of ongoing formative assessment of different kinds (self-, peer- and tutor assessment) is exploited appropriately.
User friendliness of e-Assessment System

•   The rules and regulations governing assessment are published and clearly communicated to students and relevant stakeholders.
•   Evidence is provided to demonstrate that these rules are widely adhered to.
•   Breaches of assessment regulations are dealt with effectively and timeously.
•   Students are provided with information and guidance on their rights and responsibilities regarding e-assessment processes (for example, definitions and regulations on plagiarism, penalties, terms of appeal, supplementary examinations, etc.).
•   Student appeals procedures are explicit, fair and effective.
•   There are clear and consistent published guidelines/regulations for:
o   Marking and grading of results.
o   Aggregation of marks and grades.
o   Progression and final awards.
o   Credit allocation and articulation.
•   As much as possible, e-assessment systems should operate on inclusive principles and therefore accommodate learners with various forms of physical challenges.
•   E-assessment systems are designed in such a way that they are easy for learners to navigate. Assessment partners should ensure that learners do not spend much time grappling with system issues instead of with the content of the assessment.
•   Mechanisms are in place to support learners who are less competent in working with technologies so they can gain the necessary skills and gain sufficient confidence in working with the technology; and
•   Ensure that there is fair and equal treatment of all undertaking e-assessment, irrespective of geographical location, time of assessment and course.

Use of e-portfolios for assessment

In addition to regulatory principles, e-portfolio systems should (1) store and (2) maintain performance evidence for access by (3) all required parties securely, meet the (4) evidence needs for a range of qualification types and (5) enable learners to move their portfolios from one centre to another.

•   E-portfolio systems must have the capabilities to store and maintain a variety of forms of performance evidence or coursework for secure access by the learner, assessors, verifiers and moderators based on a robust authentication process.
•   As far as is practicable, awarding bodies must give due consideration to the need to support a degree of inter-operability in the e-portfolio systems that they develop or endorse to enable learners to move their portfolios from one centre to another.


The qualification assessment specifications must spell out clearly the internal and external assessment modes identifying whether the assessment will be practical, paper based, electronic or blended.
The e-assessment instruments must be designed and developed in accordance with the QCTO Guide for developing assessment tools.

Administration of e-assessments and technical support

•   All staff undertaking e-assessment processes at assessment centres must be familiar with the on-line environment and have undergone appropriate training prior to gaining access to the system.
•   Accredited Assessment centres should have plans in place to manage every aspect of the e-assessment procedure, ensuring that the process is robust, reliable, fair and efficient and that robust contingency plans are in place to mitigate against technical failure.
•   In the case of technical failure occurring within the first 80% of the scheduled time of the assessment, it is recommended that the EISA be rescheduled. If a technical failure occurs within the last 20% of the scheduled time, the assessment may be concluded (provided the previous 80% has been saved), and the marks gained may, at the discretion of the AQP and the QCTO be standardised accordingly.
•   In cases of serious technical failure which affects the whole group assessments may be rescheduled or where appropriate students offered the assessment in paper form. In either case, the QCTO should be immediately informed of the new arrangements by telephone and a written communication should be sent to the QCTO soon after the assessment.
•   Learners must be given access to and be familiar with the assessment format, question types and the technology prior to the summative examination.


The minister of Higher Education and Training released a proposal to merge the 21 SETAs into 15 SETAs.

"Call for Public Comments on the proposed new landscape for Sector Education and Training Authorities post 31 March 2020."

Merge 1
AGRISETA Agriculture Sector Education and Training Authority
FOODBEV Food and Beverages Manufacturing Industry Sector Education and Training Authority

Merge 2
FASSET Finance and Accounting Services Sector Education and Training Authority
BANKSETA Banking Sector Education and Training Authority
INSETA Insurance Sector Education and Training Authority

Merge 3
PSETA Public Service Sector Education and Training Authority
LGSETA Local Government Sector Education and Training Authority
EWSETA Energy and Water Sector Education and Training Authority

Merge 4
MERSETA Manufacturing, Engineering and Related Services Sector Education and Training Authority
FP&MSETA Fibre Processing Manufacturing Sector Education and Training Authority
SASSETA Safety and Security Sector Education & Training Authority



QCTO / QCTO Notice December 2017 to all Training Providers
« on: July 12, 2018, 04:56:28 PM »
QCTO Notice December 2017 to all Training Providers

QCTO / Foundational Learning Competence
« on: July 03, 2018, 02:08:19 PM »
Foundational Learning Competence (FLC) is a part qualification that consists of two learning areas: Communication and Mathematical Literacy. It outlines the minimum level of competence required for optimal functioning in the world of work and for occupational learning at NQF Levels 2-4. It is a part qualification registered at NQF Level 2 and carries 40 credits in total. Each learning area carries 20 credits.

The FLC is directed at learners in occupational qualifications registered on the NQF at Level 2, 3 and 4. It is a compulsory component for all new qualifications developed by the Quality Council for Trades and Occupations (QCTO ) at NQF levels 3 and 4.

This does not mean that developers of qualifications at NQF Level 2 cannot include Foundational Learning Competence as a requirement.

Each learning area consists of components that are ‘foundational to’ occupational qualifications at NQF Levels 2 to 4. The FLC is intended to address the skills and knowledge required for occupational learning across the FET sector.

The following documents describe the learning required for the FLC:
1. The Foundational Learning Competence Part Qualification (which contains the Exit Level Outcomes and Associated Assessment Criteria for both Communication and Mathematical Literacy, SAQA ID: 88895).
2. The Foundational Communication in English: Curriculum Framework.
3. The Foundational Mathematical Literacy: Curriculum Framework.

These documents outline the knowledge, content, applied skills, range  statements and assessment requirements of the FLC. The curriculum documents for Foundational Communication and Foundational Mathematical Literacy outline the necessary ‘learning’ skills for the learner to succeed in occupational or trade training. The curricula set out the areas of knowledge, skills and processes that should be covered in each learning area. They include learning outcomes and the scope and contexts in which these can be learned or practised, as well as learning activity guidelines and illustrative exemplars for different skills and tasks.

The curricula do not represent actual learning programmes. Providers will need to develop or adapt their own materials. The learning materials should be contextualised to suite the particular occupational sector.

The curriculum documents are available on the QCTO and Independent Examinations Board (IEB) websites.

The focus in Foundational Communication is on developing reading, writing, speaking and listening skills that will enable the learner to function optimally in the workplace, to enable the learner to deal with further learning and to access occupational training materials and related assessments. The focus in Foundational Mathematical Literacy is on using and responding to mathematical ideas and applications in
an occupational learning content and the application of knowledge at different levels of complexity.

QCTO / Part qualifications
« on: July 03, 2018, 01:37:53 PM »
Part qualifications
The curriculum components of each type of unit standard constitute "part qualifications?

For example, all the knowledge unit standards in a qualification would together be recognised as a "part qualification?. "Any one, two or three of these curriculum components can be separately, nationally assessed and certificated, in which case they will be registered on the NQF as part qualifications alongside the full qualification/s of which they are a part'. Other learning achievements that will be recognised on the OQF as part qualifications are National N-Certificates (N4-N6) (NATED or N-courses) and the Foundational Learning Competence prescribed for all occupational qualifications at Levels 3 and 4. The NQF is already adapted to register part qualifications, as reflected on the SAQA website.

QCTO / QCTO Occupational qualifications sub-framework
« on: July 03, 2018, 01:31:14 PM »
QCTO Occupational qualifications sub-framework introduces two types of qualifications to be registered on the OQF.

The National Occupational Qualification: It is a full qualification of 120 or more credits, and will be associated with a trade, profession or occupation (or specialisation within an occupation).

Occupational Awards: minimum of 25 and maximum of 119 credits. Occupational qualifications will be based on occupations listed in the Organising Framework for Occupations (OFO), and could be on all 10 NQF levels.

CATHSETA / CATHSSETA Mandatory Grant guidelines
« on: April 06, 2018, 04:11:58 PM »
CATHSSETA Mandatory Grant guidelines

FPMSETA / Re: FPMSETA 2018/19 DG/MG Presentations from our roadshows
« on: April 06, 2018, 04:10:28 PM »
Re: FPMSETA 2018/19 DG/MG Presentations from our roadshows

FPMSETA / Re: FPMSETA 2018/19 DG/MG Presentations from our roadshows
« on: April 06, 2018, 04:07:20 PM »
Re: FPMSETA 2018/19 DG/MG Presentations from our roadshows

FPMSETA / Re: FPMSETA 2018/19 DG/MG Presentations from our roadshows
« on: April 06, 2018, 04:02:24 PM »
Re: FPMSETA 2018/19 DG/MG Presentations from our roadshows

FPMSETA / Re: FPMSETA 2018/19 DG/MG Presentations from our roadshows
« on: April 06, 2018, 03:57:31 PM »
Re: FPMSETA 2018/19 DG/MG Presentations from our roadshows

INSETA / INSETA DISCRETIONARY GRANT 2018 + Scarce and Critical List
« on: April 06, 2018, 02:36:58 PM »
INSETA DISCRETIONARY GRANT 2018 + Scarce and Critical List


Funding Application.

Scarce and Critical List.

QCTO / QCTO national roadshow 2018
« on: April 06, 2018, 02:18:25 PM »

« on: April 06, 2018, 01:44:12 PM »

Stakeholders are hereby notified that the PSETA online system for the capturing of Workplace Skills Plan (WSP) and Annual Training Report (ATR) for 2018/19 financial year is now open. Submission deadline for WSP/ATR is 30 April 2018.

PSETA WSP online system

Report on the Monitoring of Workplace Skills Plan Implementation

WSP POLICY April 2017

WSP User Manual

« on: April 06, 2018, 12:51:08 PM »

QCTO / QCTO new Qualifications up for Public Comment
« on: February 14, 2018, 11:52:01 AM »
QCTO new Qualifications up for Public Comment

The QCTO would like to bring to your attention the attached notice for qualifications on public comment. The Qualification, Curriculum and Assessment Specification documents for each is  available on the QCTO website under the link below.

Department of Higher Education and Training public Hearing workshop that was held earlier this year 2018

BUSA-Feedback from public hearing on NSDP 18 Feb 2018


Non-governmental organisation Equal Education (EE) has cautioned the matric class of 2017 that many will grapple with joblessness despite their qualifications.

A total of 634,527 full-time and 168,109 part-time candidates were registered to write the National Senior Certificate (NSC) exams in 2017.

“There are real benefits to completing matric, and providing quality basic education for all is pivotal as a sustainable solution to addressing unemployment,” it said.

“However, the difficult truth is that even the educationally privileged among the Class of 2017 will find the current post-school environment to be severely lacking in employment opportunities.”

Citing 2017 World Bank data, EE said that South Africa’s unemployment rate has been rising over the last nine years, and is now at 27.7% – higher than countries with similar gross domestic product (GDP) per capita including Botswana at 18.1%, Namibia at 22.3%, Gabon at 18.5% and Algeria at 11.7%.

Youths bear the brunt of unemployment, it said, with the unemployment rate for people aged 15 to 34 year at 38.6% according to the Statistics South Africa (Stats SA) Quarterly Labour Force Survey (QLFS) for the third quarter of 2017.

“While low quality basic education and incomplete education leave young people without the suitable skills, higher education graduates are not immune to the effects of low economic growth. The graduate unemployment rate was at 7.3% in the first quarter of 2017.”

“Thus, although a tertiary qualification lessens an individual’s chances of being unemployed, it is not a guaranteed gateway to employment, especially if without workplace experience,” it said.

Youths not in Employment, Education or Training (NEETs)

According to StatsSA, in the third quarter of 2017, 30% of South Africa’s 10.3 million youths aged 15 to 24, were not in employment, education or training (NEET).

“This untapped potential is a national tragedy. The number of youths who are neither learning nor engaged in income-generating activities has risen since 1996, from 2 million,” said EE.

“South Africa is very likely to fail to substantially reduce the proportion of youth not in employment, education or training by 2020 – a target of the Sustainable Development Goals.”

According to the Department of Higher Education and Training (DHET), the largest proportion of NEETs aged 15 to 24 are those who exited high school without completing matric, and those who did matriculate but did not attain a diploma or degree. One million of these individuals are new entrants to the labour market but unemployed, and nearly 700,000 are discouraged work-seekers according to 2016 data.

“These youths are unable to improve their employment prospects because they are not gaining skills or work experience. Worse, remaining unemployed for extended periods of time signals low potential productivity to employers, further reducing the likelihood of finding employment,” EE said.

“They are financially dependent on other household members – the old-age pension (grant) in particular has been found to support job-seeking activities for young people.”

The QCTO Code of Conduct for Development Quality Partners (DQP) and
Assessment Quality Partners (AQP)

We, the undersigned, wish to be appointed by the QCTO as a DQP/AQP. We agree that, if the QCTO delegates such functions to us, we hereby commit ourselves to abide by the QCTO’s Code of Conduct in relation to all our work. The Code of Conduct to which we agree is as follows:

i.   promoting the objectives of the NQF;

ii.   dealing   fairly,   professionally   and   equitably   with   stakeholders   whilst accelerating the redress of past unfair discrimination;

iii.   consulting  with  all  relevant  stakeholders  that  have  an  interest  in  the development and assessment of occupational qualifications and sharing of best practice;

iv.     executing our responsibilities  and  accountabilities  timeously and  with  due regard to the accountability to our constituents  that we are committed to serve;

v.   seeking at all times to create a positive environment for the development and assessment process and respect the historical diversity of learners’ cultural, linguistic and educational backgrounds;

vi.    declaring any conflict of interest that may infringe on the execution of our delegated responsibilities;

vii.    recuse ourselves from any decision-making process which may result in improper personal gain that will impact negatively on the values cherished by the QCTO;

viii.     recognising the public’s rights of access to information, excluding information that is specifically protected by the law;

ix.    acting in a manner that will respect, promote and protect the goodwill and reputation of occupational qualification family;

x.   reporting all relevant information about best practices and irregularities in the development and assessment process of which we become aware.

QCTO / Quality assurance and monitoring the implementation of AQP functions
« on: December 08, 2017, 07:02:36 PM »
12.1   On appointment the AQP signs a SLA with the QCTO. This provides a schedule for implementation of the QCTO model for external assessment, giving deadlines for each requirement during the first year of appointment. This schedule provides the basis for the QCTO to monitor, evaluate and review the initial activities of the AQP.
12.2   In addition, the QCTO has a standardised data reporting template which must be completed and submitted annually. This provides specified quantitative data to the QCTO. 12.3 The following information will be submitted quarterly to   meet   the   QCTO   internal   auditor’s   requirements:   number   of   skills development providers and assessment centres accredited; number of learners that sat for external integrated summative assessment; number of learner certificates recommended to the QCTO.
12.4   Each year after the first year of appointment the AQP must also complete and submit a qualitative report, which serves the dual purpose of a self-evaluation, assisting in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review.
12.5   During  the  fourth  year  an  in-depth  quality  audit  will  be  conducted  in preparation for the decision whether or not to extend the appointment of the AQP after the five year term has been completed.

QCTO / What will AQPs report on
« on: December 08, 2017, 07:02:07 PM »
The AQPs will report to the QCTO on the following:
i.   Assessment centre accreditation /de-accreditation and assessment site approval/de-approval;
ii.   Assessment instruments utilisation and performance analysis;
iii.   Skills Development Provider (SDP) accreditation and extension of scope recommendations ;
iv.   Learner Enrolments and Achievements;
v.   External Assessment moderation and management;
vi.   Learner Certification recommendations;
vii.   Assessment practitioner management practices;
viii.   Learner tracer studies and employer satisfaction surveys;

Step 1:   Expression of the intention to become an AQP

i.   The proposed (applicant) AQP will send a letter of intent to become the
ii.   The QCTO will acknowledge receipt, capture and record the submission details in the QCTO database;
iii.   QCTO or applicant may request for a meeting to:
a)   discuss the scope of the qualifications to be assessed by the AQP;
b)   discuss the project timelines to be developed;
c)   discuss any questions the applicant may have in relation to the SLA
that will be signed if compliant;
iv.   The details of the applicant will be captured and recorded in the QCTO

Step  2:   Submission and the evaluation of the applicant’s evidence

The applicant:
i.   Will submit evidence of compliance with stipulated criteria;
ii.   Make sure that a QCTO official has signed for the delivery;

The QCTO will:
i.   Capture the details of the applicant in the relevant QCTO format;
ii.   Acknowledge receipt of the evidence;
iii.   Conduct the desktop evaluation of the evidence;
iv.   Will support the applicant to comply where necessary;
v.   Recommend for the signing of the SLA.

Step 3: Notification of the outcome and signing of the SLA

The  QCTO will:
i.   Notify the applicant of the outcome; and ii.   Arrange a signing ceremony.

10.   Termination of appointment of assessment quality partner

10.1 The QCTO may, terminate the appointment of an assessment quality partner on the grounds that the AQP :
i.   No longer satisfies the criteria for accreditation;
ii.   Has failed or refused to fulfil its functions;
iii.   Has failed or refused to comply with the relevant policies, criteria and procedures of the QCTO

10.2 Before the QCTO withdraws the appointment of an AQP the QCTO will:
i.   Notify, in writing, the  AQP of its intention to withdraw the accreditation, with reasons;
ii.   Grant the AQP a period of 20 working days from the date of notice to make representations on the matter; and
iii.   Consider any such representations received.

10.3  If the QCTO withdraws appointment of an AQP, the QCTO will notify the assessment partner of its decision in writing.

QCTO / Criteria for the approval of an Assessment Quality Partner
« on: December 08, 2017, 06:56:57 PM »
The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has:

i.   The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and
ii.   the resources necessary to perform its functions

In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows:

i.   be  recommended  to  the  QCTO  by  the  relevant   DQP  during  the occupational   development  process at a point  when they submit  an
occupational profile. Possible evidence: letter of recommendation from the DQP; Attendance register; DQP progress report with endorsement of the selected body by constituency to ensure trust and acceptance; extracts from minutes of scoping meeting where the decision took place;
ii.      have access to communities of expert practitioners in the occupation/s concerned;    Possible evidence: Attendance registers; reference to extracts from websites with links to CEPs or any other relevant information such as an indication as to where the AQP will source expertise to design assessments;
iii.   have standing in the occupation or occupations concerned; Possible evidence: cross reference to websites, publications and any other relevant information;
iv.   have access to assessors and other human resources necessary to perform the AQP functions using criteria and guidelines provided by the QCTO. Possible evidence: Database of assessors
v.   have access to a reliable management information system in the format required by the   QCTO; Possible evidence: Organogram or reference to an organisation to whom this function has been outsourced;
vi.   have the financial resources necessary to establish the AQP function and implement effective, efficient and transparent financial management and internal control systems, verified by means of a written commitment by its relevant authority; Possible evidence: evidence that the functions have been catered for in the organisation budget; a letter from the AQP’s relevant authority committing the necessary financial resources to fund the AQP;
vii.    have a proposed fee structure funding model to maintain the delivery of AQP services for    a minimum of five years aligned to the QCTO Fee Structure Policy;
viii.    be willing to sign the QCTO Code of Conduct (Schedule 4) if delegation is approved;
ix.   have  research  capacity  even  if  through  a  third  party  arrangement;
Possible evidence:   cross reference to reports or process of how this criterion will be addressed; and
x.   Proof  that  the  organisation  is  a  juristic  person:  Possible  evidence:
submit a valid tax clearance certificate where appropriate.

Proof must be submitted to demonstrate adherence with the criteria mentioned above.

QCTO / Which bodies could become national Assessment Quality Partners
« on: December 08, 2017, 06:51:13 PM »
The need to establish an AQP arises from the development of an occupational qualification. A body that has the necessary credibility in the relevant constituency (industry/sector/profession) must be identified to manage External Integrated Summative Assessment by conducting the AQP functions listed above. Depending on their current functions and areas of expertise any of the following existing bodies may  be  appointed  as  Assessment  Quality  Partners  for  specific  occupations  or groups of occupations:

i.   Moderating Bodies ii.   Examining Bodies
iii.   Professional Bodies iv.   Legislated Boards
v.   Occupational Associations

Note: If there are no such bodies with a specific interest in the relevant occupation, a
SETA or industry body may also fulfil this role, but not a provider.

QCTO / The functions of an Assessment Quality Partner - AQP
« on: December 08, 2017, 06:41:10 PM »
1.   An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement;

i.   recommend   the   external   assessment   specifications   document   for approval by the QCTO;
ii.   develop and maintain a national data-bank of instruments for external assessments;
iii.   publish exemplars of external assessments;
iv.      recommend  to  the  QCTO  the accreditation and  withdrawal  of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO;
v.   register assessors and moderators for the external assessments;
vi.       develop  criteria  for  the  accreditation  of  assessment  centres  or  the approval of assessment sites for external assessments;
vii.      recommend  to  the  QCTO  the accreditation and  withdrawal  of accreditation of assessment centres; and
viii.      recommend  to  the  QCTO  the accreditation and  withdrawal  of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO.

2.   Coordinate and manage external assessment processes;
3.   Record and upload learner external assessment applications and achievements to the QCTO;
4.   Moderate at least 10% of learner external assessments;
5.   Recommend the certification of learners to the QCTO;
6.   Implement an appeals policy as guided by an assessment policy;
7.   Conduct learner tracer studies;
8.   Promote continuous professional development of AQP associated practitioners;
9.   Report to the QCTO on the performance of its functions in the form and manner required by the QCTO; and
10.   Provide a mechanism for RPL.

QCTO / What are Qualification Assessment Specifications (QAS)
« on: December 08, 2017, 06:19:53 PM »
The AQP will set the national standards to ensure validity and consistency of the external   summative   assessment.  The   QAS  form   an   integral   part   of   every occupational qualification and are developed for each occupational qualification and outline and record the following information:

i.   Title of occupational qualification;
ii.     Curriculum reference number;
iii.     Name and details of the AQP;
iv.     External assessment strategy;
v.     Key occupational outcomes;
vi.   The point(s) at which the qualification must be assessed (allowing for production cycle if required);
vii.   Critical  identified  elements  of  ‘internal  assessment’  to  be  externally
moderated (if any);
viii.   Eligibility requirements for candidates for external assessment;
ix.   Exemptions;
x.   Minimum requirements for the registration of assessors;
xi.   Provide links to the AQP website for information on:
-   Criteria for accreditation of assessment centres
-   Exemplars of external assessment instruments
-   Relevant sections of AQP assessment policy and procedures: those required for public information, including language(s) of assessment and RPL;

The Qualification Assessment Specifications are developed during the qualification development process and it is expected that a minimum of 50% of the working group members should be experts in that particular occupational qualification.

QCTO / QCTO Assessment Quality Partner (AQP) principles and values
« on: December 08, 2017, 06:12:45 PM »
The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP:

External Assessment systems and processes must:

1     be fair, reliable, valid, ethical and transparent;

2   be consistent across time, place, role players and respond to a non-sectoral demand-led model;

3   use methodologies that are fit-for-purpose and reflect a consistent level of higher  cognitive challenge;

4     avoid tendencies of exclusivity;

5     adhere to the QCTO values which show:

i. innovation and excellence
ii. empowerment and recognition iii. respect and dignity
iv.  ethics and integrity
v.  ownership and accountability vi.  authenticity

QCTO / Verification
« on: December 08, 2017, 05:58:54 PM »
The process managed by the relevant body for externally verifying (checking) the authenticity of processes to confirm or overturn the findings.

QCTO / Summative assessment
« on: December 08, 2017, 05:58:40 PM »
A component of the assessment process and refers to the culmination of the summative process when learners are subjected to a final sitting at the end of the learning cycle.

QCTO / Recognition of Prior Learning (RPL)
« on: December 08, 2017, 05:58:25 PM »
The comparison of the previous learning and experience, howsoever obtained, against the learning outcomes required for a specified qualification and the acceptance for the purpose of qualification of that which meets the requirements.

QCTO / Occupational qualification
« on: December 08, 2017, 05:58:05 PM »
A qualification associated with a trade, occupation or profession, resulting from work-based learning, developed and quality assured under the auspices of the QCTO and consisting of the knowledge, practical skills and work experience
standards and requires an external summative assessment.

QCTO / Assessment Quality Partner (AQP)
« on: December 08, 2017, 05:57:49 PM »
A body delegated by the QCTO to manage and coordinate the external integrated summative assessments of specified NQF registered occupational qualifications and part qualifications.

QCTO / Assessment centre
« on: December 08, 2017, 05:57:32 PM »
A centre accredited by the QCTO for the purpose of conducting external integrated summative assessments for specified NQF registered occupational qualifications and part qualifications.

QCTO / Assessment
« on: December 08, 2017, 05:57:15 PM »
The process of collecting evidence of learners’ work to measure and make judgements about the competence or non- competence of specified NQF registered occupational qualifications and part qualifications.

QCTO / Accreditation
« on: December 08, 2017, 05:56:52 PM »
The certification, usually for a particular period, of a person, a body or an institution having the capacity to fulfil a particular function in the quality assurance system.

QCTO / EISA - External Integrated Summative Assessment
« on: December 08, 2017, 05:34:35 PM »

The ExternalIntegrated Summative Assessment (EISA) is an integral and criticalcomponent of the QCTO's quality assurance system.It is a single national assessment leading to the awarding of an OccupationalCertificate.EISA ensures that the assessment of occupationalqualifications,part qualifications and trades is standardised,consistent and credible.

EISA is conducted by applying nationally standardised assessment instruments which are developed and administered by a QCTO approved Assessment Quality Partner (AQP).EISA for a trade is what is commonly known as a Trade Test.

For learners to qualify for entry to EISA,they must provide proof of completion of all required knowledge,practical and work experience modules as stipulated in the qualification.The statement of resuIts obtained from the Skills Development Provider serves as proofthat the candidate has satisfied all the requirements to be admitted to sit for EISA

« on: November 29, 2017, 06:59:52 PM »
We, the undersigned, hereby commit  ourselves to abide  by the QCTO’s Code of Conduct in relation to all our work. The Code of Conduct to which  we agree is as follows:

1.1   promoting the objectives of the NQF

1.2   dealing fairly, professionally and equitably with stakeholders whilst accelerating the redress of past unfair discrimination.

1.3   consulting  with all relevant stakeholders that have an interest in the development and assessment of occupational qualifications and sharing of best practice.

1.4   executing our responsibilities and accountabilities timeously and with due regard to the accountability to our constituents that we are committed to serve.

1.5   seeking at all times to create a positive environment for the development and assessment process and respect the historical diversity of learners’ cultural, linguistic and educational backgrounds.

1.6   declaring conflict of interest that infringe on the execution of our delegated responsibilities.

1.7   recusing ourselves from any decision-making process which may result in improper personal gain that will impact negatively on the values cherished by the QCTO.

1.8   recognising the public’s rights of access to information, excluding information that is specifically protected by the law.

1.9   acting in a manner that will respect, promote and protect the goodwill and reputation of occupational qualification family.

« on: November 29, 2017, 06:55:46 PM »
1. Qualification Development  Facilitators approved by the QCTO must sign the QCTO Code of Conduct
2. The QCTO will register approved Qualification Development  Facilitators onto the QCTO database on receipt of a signed code of conduct.
3. Registered QDFs will be required to remain up to date with changes to the QCTO facilitation model effected over time.

1. A person applying to be registered as a Qualification Development Facilitator
must submit a completed application form (Attached hereto as Annexure B) to the

2. Upon receipt of all required documentation  specified in the registration criteria, the QCTO will evaluate the application:

2.1 If approved, the applicant will proceed to registration.

2.2 If not approved, the QCTO must provide reasons for its decision in writing.

3. Where a candidate  is not approved , they may:

3.1 re-apply once they have facilitated a further qualification development process as a learner.

3.2 appeal to the QCTO Appeals Committee if they believe the evaluation was not fair.


The criteria for evaluation of applications to register  as Qualification Development
Facilitator are :

(a)   An applicant must have participated as a learner Qualification Development
Facilitator appointed through the SLA process;

(b)  An applicant  must have successfully completed QCTO’s training for
Qualification Development Facilitators;

(c)   An applicant as a learner QDF must have developed all documents as stipulated under 5.2(d) and the said documents  must have been accepted by QCTO as meeting the required standards;

(d)    An applicant  learner QDF must have a recommendation for registration from the mentor QDF.

« on: November 29, 2017, 06:51:42 PM »

1. The Qualification Development  Facilitator (QDF ) may in accordance with QCTO model:
     (a) Facilitate the process of obtaining an agreement on the occupational qualification scope.

2.The Qualification Development  Facilitator (QDF ) must in accordance with QCTO
     (a) Facilitate the development  of occupational qualifications using QCTO qualification development processes leading to the development of an occupational profile; knowledge, practical and work experience curricula and assessment specifications  ;
     (b) Conduct occupationally relevant research to enhance the quality of the occupational qualification developed;
     (c) Capture inputs developed under (a) onto the prescribed  QCTO qualifications development IT system;
     (d) Deliver, in the QCTO format, the following four documents per occupational qualification to the DQP:
          i.   Qualification   document;
          ii.   Curriculum  document;
          iii. Assessment specifications document;
          iv.  Process report;
      (e) Train and mentor learner Qualification Development Facilitator/s on the occupational qualification development process, if assigned to by the QCTO through an SLA with the DQP.

QCTO / PRINCIPLES FOR QDF = Qualification Development Facilitators
« on: November 29, 2017, 06:43:59 PM »
PRINCIPLES FOR QDF = Qualification Development  Facilitators

QDFs and learner QDFs must commit to honouring the principles to which the
QCTO itself is committed as listed below:

(a) Innovation and excellence;
(b) Empowerment and recognition;
(c) Respect and dignity;
(d) Ethics and integrity;
(e) Ownership and accountability;
(f )  Authenticity;

« on: November 29, 2017, 06:41:30 PM »
SLA means Service Level Agreement as defined in the QCTO Policy on Delegation of Qualifications Design and Assessment to Development Quality Partners (DQPs) and Assessment Quality Partners (AQPs).

QCTO / Qualification Sub-framework for Trades and Occupations
« on: November 29, 2017, 06:41:00 PM »
Qualification Sub-framework for Trades and Occupations means the sub-framework on which occupational qualifications are registered. This sub-framework forms part of a single integrated NQF system as contemplated in Chapter 2 of the NQF Act

QCTO / Qualification Development Facilitator (QDF)
« on: November 29, 2017, 06:40:43 PM »
Qualification Development Facilitator (QDF) means a person registered on the QCTO database to facilitate the development of an occupational qualification, in accordance with QCTO occupational curriculum development process

QCTO / Part qualification
« on: November 29, 2017, 06:40:28 PM »
Part qualification means an assessed unit of learning that is registered on the NQF as a part qualification

QCTO / Organizing framework for occupations (OFO)
« on: November 29, 2017, 06:40:13 PM »
Organizing framework for occupations (OFO) means  a skill-based coded classification system, which aims to encompass all occupations in South Africa, used as a tool to collect, analyse and report on occupational information

QCTO / Occupational Qualifications Framework (OQF)
« on: November 29, 2017, 06:39:38 PM »
Occupational Qualifications Framework (OQF) means the sub-framework for trades and occupations contemplated in Section 4 of the NQF Act

QCTO / Occupational qualification
« on: November 29, 2017, 06:39:19 PM »
Occupational qualification means a qualification  associated with a trade, occupation or profession, resulting from work-based learning and consisting of knowledge unit standards, practical unit standards and work experience unit standards  as defined in the Skills Development Act and has an external summative assessment

QCTO / Learner qualifications development facilitator
« on: November 29, 2017, 06:38:59 PM »
Learner qualifications development facilitator means a qualifications  development facilitator in training

Qualification Development Facilitator (QDF) means a person registered on the QCTO database to facilitate the development of an occupational qualification, in accordance with QCTO occupational curriculum development process

The following criteria must be satisfied:

a) For institutional compliance

The person/organization /institution must:
1.   Be a legal entity /juristic person established in terms of South African law at the time of seeking accreditation Possible evidence: Proof of registration;
2.   Have a valid tax clearance certificate issued by SARS if applicable;
3.   Provide a proof of financial sustainability for the learning services applied for and throughout the accreditation  period; Possible evidence: audited financial statements, financial surety, business plan, if applicable;
4.   Have a valid Occupational Health and Safety certificate, if applicable
5.   Provide  evidence of appropriately qualified human resource/s to deliver the qualifications; Possible evidence: CVs and qualifications
6.   Have a learner appeal policy and code of conduct;

b) For programme delivery readiness

The person/organization /institution must:
1.   Provide   evidence of  suitable  qualified  staff  to  facilitate  learning;  Possible evidence:
Comprehensive CV and certified copies of ID qualifications;
2.   Demonstrate that it has administrative resources for data capturing tool, learner information and learner records and results across the knowledge and practical skills curriculum components;
3.   Be in possession of the required resources, tools, equipment, machinery, material, protective clothing;
4.   Provide evidence of Learner Support Material(LMS) to offer the relevant component/s of the occupational qualifications;
5.   Must have an agreement/s with workplace/s for the delivery of work experience components of the relevant qualification;
6.   Meet the relevant standards for occupational health and safety if applicable;
7.   Adhere to any monitoring and evaluation activities as prescribed by the QCTO.

QCTO / External Integrated Summative Assessment
« on: November 28, 2017, 06:09:05 PM »
External Integrated Summative Assessment

QCTO / Policy on Accreditation of Assessment Centres
« on: November 28, 2017, 06:01:39 PM »
Policy on Accreditation of
Assessment Centres

QCTO / Assessment
« on: November 28, 2017, 06:00:59 PM »

Assessment is the process of identifying, gathering and interpreting the information against the required competencies in a qualification or part-qualification registered on the OQSF in order to make judgement about a learner’s achievement through an External Integrated Summative Assessment (EISA).

An Assessment Centre means a centre accredited by the QCTO for the purpose of conducting EISA for registered occupational qualifications or trades.

All occupational qualifications or part-qualifications registered on the OQSF have an Assessment Quality Partner (AQP) associated with it.

An application to become an assessment centre must be submitted to the relevant AQP. It is advisable that the applicant should at least be familiar with the qualification they wish to conduct assessments for. Interested applicants should familiarise themselves with the following documents before applying for accreditation:

QCTO Policy on Accreditation of Assessment Centres;
Minimum criteria for the accreditation of an assessment centre; and
The assessment centre accreditation process.

W&RSETA / WRSETA Critical Skills List 2017/2018
« on: November 28, 2017, 05:17:55 PM »
WRSETA Critical Skills List 2017/2018

W&RSETA / WRSETA Top 10 Scarce Skills List 2017/18
« on: November 28, 2017, 05:16:59 PM »
WRSETA Top 10 Scarce Skills List 2017/18

Release of the Report of Commission of Inquiry into the Feasibility of Making High Education and Training Fee-free in South Africa

On 14 January 2016, I established a Commission of Inquiry into Higher Education and Training in order to add into the body of knowledge and evidence that will inform government’s decision making process in pursuit of a sustainable solution to the on-going higher education funding matter.

The Commission was chaired by Honourable Justice Jonathan Arthur Heher, assisted by Adv Gregory Ally and Ms Leah Khumalo.
The terms of reference of the Commission was to enquire into, make findings, report on and make recommendations on the following:
·         The feasibility of making higher education and training (higher education) fee-free in South Africa, having regard to:
o   The Constitution of the Republic of South Africa, all relevant higher and basic education legislation, all findings and recommendations of the various presidential and ministerial task teams as well as all relevant educational policies, reports and guidelines;
o   The multiple facets of financial sustainability, analysing and assessing the role of government together with its agencies, students, institutions, business sector and employers in funding higher education and training; and
o   The institutional independence and autonomy which should occur visà- vis the financial funding model.

The Commission was expected to complete its work within a period of eight months and to submit its final report to the President within two months of completing its work.

At the request of the Commission the working period of the Commission was extended until 30 June 2017 with the report due within two months of completion of the work.

I received the final report from the Commission on 30 August 2017.  I would like to thank Judge Heher and the Commissioners on the work done on this challenging matter. I also thank all stakeholders who made presentations to the Commission, and all who cooperated with the Commission to ensure that its work was done and concluded successfully.

I hereby release the Report of the Commission into the feasibility of making higher education and training fee-free in South Africa.


The recommendations of the Commission can be summarised as follows:

The Commission recommended that government increase Block funding to the Post School Education and Training Sector (PSET) as a whole in line with increased costs for providing quality education and infrastructure needs. The Commission recommended that government increase its expenditure on higher education and training to at least 1% of the GDP, in line with comparable economies. The Commission further recommended that government pay particular attention to the Technical and Vocational Education and Training colleges as they cannot perform at their current funding levels.

On student accommodation, the Commission found that there is a severe shortage of student accommodation across the higher education and training sector. The Commission recommended that government adopt an affordable plan to develop more student accommodation and that Historically Disadvantaged Institutions be prioritised. The commission further recommend a Public-Private Partnership approach when responding to the student accommodation challenge.

On the option of Online and Blended Learning, the Commission recommended that Government must further investigate the viability of “online and blended learning” as an alternative in addressing the funding and capacity challenges facing the current higher education and training sector.

The Commission made the following recommendations regarding the funding of students at TVET colleges:
·         That all students at TVET Colleges should receive fully subsidized free education in the form of grants that cover their full cost of study and that no student should be partially funded.

The Commission recommended that the NRF bursaries (based on merit, or other criteria as developed by the NRF) for postgraduate students be retained and expanded when possible. The Commission further recommended for  Postgraduate students to have access to a cost-sharing model of government guaranteed Income-Contingency Loans sourced from commercial banks (ICL).

It is recommended that students with debt, who have since graduated, be offered income-contingent loans (ICL) as well.

The Commission recommend that the participation of the National Student Financial Aid Scheme (NSFAS) in the funding of university students be replaced by the ICL system. NSFAS should be retained for the provision of the funding of all TVET students and TVET student support if such retention is considered necessary.

The Commission recommends that all undergraduate and postgraduate students studying at both public and private universities and colleges, regardless of their family background, be funded through a cost-sharing model of government guaranteed Income-Contingency Loans sourced from commercial banks. Through this cost-sharing model, the Commission recommends that commercial banks issue government guaranteed loans to the students that are payable by the student upon graduation and attainment of a specific income threshold. Should the student fail to reach the required income threshold, government bares the secondary liability.

In implementing this model, the Commission recommends that the existing NSFAS model be replaced by a new Income Contingency Loan System.

Should government be opposed to this model, the Commission recommends that government consider the “Ikusasa Student Financial Aid Programme”, an Income Contingency Loan Funding Model proposed by the Ministerial Task Team on Funding for Poor, Working Class and Missing Middle Students.

The Commission further recommend that government considers the introduction of a university fee capping mechanism to avoid the cancelling out effect. Some key points of the ICL model are the following:
·         repayment only begins when the student reaches a certain threshold income;
·         payments only continue until such a time as the loan is paid off;
·          the repayment period could be set to a maximum period so as ensure that payment does not impact on retirement accumulation;
·         students could be allowed to settle the loan more quickly should they be able to;
·         those who emigrate could be required to pay off the loan before leaving;
·         loan is made available to all students ( Private and Public Universities) ;
·         No means test;
·         The financing of every university student is achieved through a bank loan at a rate favourable to the student. Whether such financing should extend to the full cost of education will depend solely on the choice of the borrower and his need for such an extension;
·         Collection and recovery of the loan will be undertaken by SARS through its normal processes.
·         The state can guarantee the loan or, better still, purchase the loan, so that the student becomes a debtor in its books. Prof Fioramonti, in his model proposed the inclusion of the banks as lenders to students, with a government guarantee, so as to cover the cost for the initial years.
·         No student is obliged to repay a loan unless and until his or her income reaches a specified level. At the lowest specified level the interest rate is at its lowest but will increase in accordance with specified increases in income growth.
·         If the loan is not repaid within a specified number of years the balance can be written off.
·         The State will repay each student loan to the bank at a given date (say five years from the first advance).

The Commission recommended for the application and registration fees to be scrapped across the board.

The Inter-Ministerial Committee on Higher Education Funding led by the Minister in the Presidency Mr Jeff Radebe, and the Presidential Fiscal Committee whose lead Minister is the Minister of Finance, Mr Malusi Gigaba, are processing the report. I will make a pronouncement on the Report once the Ministers have concluded their work. I have decided to release the Report prior to the conclusion of our work in processing it so that the public can have an opportunity to study the report while we continue with the processing thereof.

FASSET SETA Discretionary Project Grants  closing 15 November 17

Discretionary Project Grants

Discretionary Project Grant applications are now available.
The closing date for applications is 15 November 2017.

Click here for the grant applications.

Discretionary Project Grants

Discretionary Project Grant applications are now available. The closing date for applications is 15 November 2017.

Click here to download the Discretionary Project Grant (DPG) Requirements 2017/2018 Non-PIVOTAL Qualification/Designation Support document.
Click here to download the Discretionary Project Grant (DPG) Requirements 2017/2018 PIVOTAL Academic Qualification Support document.
Click here to download the Discretionary Project Grant (DPG) Requirements 2017/2018 PIVOTAL Professional Body Qualification Support document.

« on: October 28, 2017, 08:32:17 AM »

QCTO / First Aid Training Providers must be SETA (QCTO) accredited
« on: October 27, 2017, 10:43:30 AM »
First Aid Training Providers must be SETA (QCTO) accredited

ESETA / EWSETA Annual Report 16/17
« on: October 19, 2017, 07:30:17 PM »
EWSETA Annual Report 16/17

« on: October 19, 2017, 05:29:17 PM »
Mr Nigel Shipston

Education and Training Development Consultant

Dear Mr Shipston


I would like to take this opportunity to thank you for your correspondence  of 10 May

2017, detailing the concerns of private Skills Development Providers (SOPs) in relation to  the  requirements  for  registration  with  the  Department  of  Higher  Education  and Training.

After careful consideration of these concerns within the broader legal context and in consultation with the Director-General of the Department, who is the Registrar of private education institutions, it was decided to grant relief to SOPs to expedite their registration with the Department as follows:

1. The Department will henceforth accept and process applications for registration from

SOPs that are registered as close corporations under the Close Corporations Act, 1984,  as the Companies  Act, 2008  acknowledges  existing close  corporations  as juristic persons.

2. To  the extent  permitted  by  the  Companies  Act,  2008  and  within  the  context of differentiation therein, the Department will accept financial reports by accounting officers, chartered accountants and auditors accordingly. However SOPs will still be subject to assessment to determine their financial sustainability.

3.   The Department will continue to accept applications for registration from SOPs beyond the deadline of 30 June 2017. A determination of the closing date for acceptance of such applications shall be made by the Department in consultation with the South African Qualifications Authority and the Quality Councils and once determined it shall be publicised accordingly.

I hope the relief granted above will go a long way in ensuring that the registration of SOPs is expedited with a view to eradicate the scourge of illegal provision of private education and training in the country.

Yours sincerely
Dr BE Nzimande, MP

Minister of Higher Education and Training

Indicate the financial, administrative and physical resources of the organisation, as well as procedures of accountability within the organisation.

Criterion 8 refers to the managerial capacity of the provider to carry out its functions. The provider would need to indicate its capacity to deliver the programme effectively and efficiently and in an accountable manner.

However, given the enormous differences in size, type and focus of providers, this criterion must be carefully contextualized, taking into account, for example, the management of partnerships in the delivery of programmes. In the Criteria and Guidelines for Providers document, different types of providers are identified, i.e. ‘delivery only site; assessment only site’, etc. In addition, there is also an awareness of
SMME providers, which may include an individual as a provider.

In this regard providers may find the following questions helpful:

1.   What is the management and administrative structure of the organisation?
2.   How are decisions taken in the organisation, by whom and in relation to what?
3.   What is the financial resource base of the organisation? What are the sources of funding? Does the organisation have a plan to become self- sustaining, if it is not already?
4.   Does the organisation have adequate human and material resources to carry out its intended functions?
5.   What are the systems used by the organisation to manage and be accountable for its finances?
6.   More generally, to what extent is the organisation run in ways that are transparent and accountable?

QMS Policies / Quality Management - Criterion 7: Assessment Policies
« on: October 09, 2017, 03:05:49 PM »
Outline the policies and procedures for the forms of assessment used and how they are managed.

Assessment policies are more than assessment practices. They include assessment practices but go beyond them as well. Assessment policies describe the approaches that are used by an organisation in its assessment practices. For example, are assessment approaches mainly examination-based? Do assessment policies recognise principles of lifelong learning, recognition of prior learning and integration of theory and practice? Are assessment policies informed by understandings of notions of failure and deficits or do they work in developmental, supportive and continuous ways? As such, assessment
policies need to indicate what approach the organisation adopts with regard to assessment and whether this approach is in line with NQF principles.

Assessment policies also outline how the processes of assessment will be managed: – by whom, how and how often. They include internal assessment, external assessment, moderation, provision of feedback to learners and maintaining records of assessment. They also include ways in which support that learners may require are identified and ways in which support is provided. Thus, assessment policies should not be conflated with assessment practices, although they include them.
In order to meet the requirement of Criterion 7, providers may find the following questions helpful:

1.   What is the organisation’s approach to assessment?
2.   Is the organisation’s approach consistent with NQF principles?
3.   How does the organisation’s assessment policy incorporate principles of lifelong learning, recognition of prior learning and integration of theory and
4.   How are assessments conducted, by whom and how often?
5.   What are the mechanisms that the organisation puts into place to assure the quality of assessments conducted? Are moderators used for assessments?
6.   Are policies and procedures for possible appeals in place?
7.   How are learners given feedback on the ways in which they have been assessed? How does this occur? Who does it, and how often?
8.   How does the organisation ensure that assessments are used to identify and provide for the support and guidance learners need?
9.   How are assessment results fed back into programme development?

Finally (see also the references to the development of competence in Criterion 4), the assessment practices of a programme must be applied and integrated. Therefore:

0   A programme should assess whether learners are able to integrate (horizontally) the knowledge and skills delivered through the different courses or modules, which make up the programme.
0   A programme should also assess whether learners are able to integrate (vertically) the dimensions of competence referred to in Criterion
4. In brief, these are:

♦ Practical competence;
♦ Foundational competence; and
♦ Reflexive competence.

0   The assessment strategy should assess the extent to which learners have the ability to apply what they have learned in authentic and changing South African contexts.
0   Assessment should be ongoing and developmental.

QMS Policies / Quality Management - Criterion 6: Learner policies
« on: October 09, 2017, 03:04:52 PM »
Policies and procedures for the selection of learners are outlined, and learners are given guidance and support.

The focus of Criterion 6 is on learners. Issues of selection of learners, the extent to which their needs are met and what support and guidance they are given need to be explicitly described. Here providers need to be mindful of the following key NQF principles with regard to learners:

0   Learner-centredness
0   Learner participation
0   Relevance of the programmes to learners
0   Recognition of prior learning
0   Lifelong learning

In order to show how these NQF principles are being applied, providers may find the following questions helpful:

1.   How are learners selected for the programme?
2.   To what extent do such selection procedures recognise the prior learning learners have?
3.   What is the demographic composition of the learner population? (Gender and race are clearly crucial, but attention should also be given to how learners from outlying areas are attended to, and to poverty indices.)
4.   Is the organisation planning to diversify the demographic composition of the learner population, taking into account historical disadvantages and discrimination?
5.   How does the provider ensure that the programme is relevant to the needs and aspirations of the learners?
6.   How does the delivery of the programme encourage learner participation?
7.   How does the organisation identify the nature of support learners require?
8.   What support is given to learners?
9.   What guidance is offered to learners? Why?
10.   How are opportunities for further learning provided for by the organisation?
11.   How, by whom and how often are learners given feedback on their performance?

QMS Policies / Quality Management - Criterion 5: Staff Policies
« on: October 09, 2017, 03:04:00 PM »
Outline the policies and procedures for staff selection, appraisal and development.

The emphasis in Criterion 5 is on the organisation’s relations with it own staff. Providers will need to indicate whether their staff members are competent to carry out their roles as facilitators, and how they know whether this is the case. They would also need to relate this assessment of competence to NQF principles.

With regard to employment procedures, providers may find the following questions helpful:

1.  What criteria are used in the staff selection process?
2.  Who selects staff in the organisation?
3.  What selection procedures are followed?
4.  To what extent are the stipulations of the Employment Equity Act of 1998 respected in the selection process?

In terms of meeting the requirements of staff in terms of the NQF, providers may find the following questions helpful:

1.  To what extent does staff possess applied and integrated competences as education and training development practitioners? (See also references to applied and integrated competence in Criterion 4 above.)

2.  How does staff ensure the integration of theory and practice in the delivery of the programme? (Here questions of work experience to develop practical understandings of relevant theories, or the use of simulated work environments, and, generally, strategies to ensure the development of applied competence among learners need to be addressed.)

3.  To what extent does the provider ensure that all staff has access to ongoing forms of professional development and that they are themselves ‘lifelong learners’? (Here the emphasis is on the development and self- improvement of staff and on the procedures providers have in place to
ensure that this happens within the organisation.)

4.  To what extent do organisations ensure that their staff members design
their activities in ways that are informed by the organisation’s mechanisms of review, research, monitoring and/or auditing? (In other words, are teaching and learning methods informed by reflections on existing practices, or do activities continue unchanged despite the findings of reviews, research, monitoring and/or auditing in the organisation? Does staff decide on changes in programme delivery purely on the basis of intuition? Or is intuition informed by research into and feedback received on how well or how poorly a programme is being delivered?)

5.  How does the organisation ensure that its staff is competent to carry out assessment activities in ways that are both applied and integrated? (Staff competence in assessment practices is key in the life of learners, since this is the basis upon which learners are qualified. It is, therefore, critical that facilitators are adequately skilled to carry out this function effectively and efficiently. Since, in NQF terms, assessment is cast within the framework of lifelong learning and integration, assessment here refers to ways in which continuous assessment can inform the teaching and learning process, through, for example, learner portfolios. See also references to the assessment of applied and integrated competence in Criterion 7 below.)

The purpose of Criterion 5 is clearly to ensure that policy on staff selection and appraisal should be informed by principles of increased access and respect for employment equity policy, as well as ensuring the transformation of education and training practices and adherence to NQF principles.

QMS Policies / Quality Management - Criterion 4: Programme delivery
« on: October 09, 2017, 03:02:34 PM »
Outline how learning programmes would be developed, delivered and evaluated.

At the heart of providers’ activities are the programmes that they deliver. This, more than anything else, establishes the rationale for the existence of the provider in the first
instance. A ‘provider’ is a ‘provider’ because it offers particular programmes to people for which they may gain qualifications. It is therefore critical that providers give a clear
and coherent description of the ways in which the delivery of their programmes happen in

Given that the establishment of the NQF is aimed at transforming the nature of education and training, particularly at the level of programme delivery, it is also crucial for
providers to be able to relate their descriptions of their programme delivery to NQF

The following questions may be helpful to providers to identify ways in which they can fulfil the requirements of Criterion 4:

1.  What is the nature of the programmes the organisation delivers?
2.  What is the NQF status of the programmes (e.g. NQF level 5)?
3.  What are the components (for example, programme modules) that make up the programmes?
4.  How often are the programmes delivered, and what is the duration in notional
learning hours?
5.  What are the modes used in the delivery of the programmes? (For example, the
use of group work, opportunities to learn in the workplace, or the role of distance learning would be described at this point.)
6.  To what extent is the delivery of the programmes flexible?
7.  How is learner-centredness ensured in the delivery of the programmes?
8.  How does programme delivery ensure that the programmes are relevant to
9.  How are learners assessed during the programme delivery? How often? By whom?
10. How are learners given feedback on their performance during the delivery of programmes and what forms does this take?
11. How are resources planned for the delivery of programmes?

An additional range of rather deeper questions is suggested in a recent research report relating to teacher education programmes:

1.  The programme practices must develop in learners an applied and integrated competence:

0   A programme should ensure that learners are able to integrate (horizontally) the knowledge and skills delivered through the different courses or modules that make up the programme.
0   A programme should also ensure that learners are able to integrate (vertically)
the following dimensions of competence:

♦ The ability, in an authentic context, to consider a range of possibilities for action, make considered decisions about which possibility to follow, and to perform the chosen action (a practical competence);
♦ The theoretical basis for and the knowledge which underpins and informs the action taken (foundational competence); and
♦ The ability to connect decision-making and performance (practical
competence) with understanding (foundational competence) and use this to adapt to change or unforeseen circumstances, to innovate within one’s own practice, and to explain the reasons behind these innovations and adaptations (reflexive competence).

2.  The programme should be conceptualised and delivered in a manner that integrates theory and practice, and strengthens provider-workplace linkages.

0   A programme should work closely with relevant workplaces in order to develop learner skills.
0   Relevant work experience should be linked to the rest of the programme, and students should be well prepared for it. Work experience should be integral to the programme and not an ‘add-on’.

3.  The programme – and the programme ethos – should support lifelong learning in concrete ways.

0   Learners, for example, might be involved in programme design and implementation, either formally (for example through decision-making structures) or informally (for example, by making decisions regarding the nature of their assignments).
0   Relevant learner-initiated activity might be recognised towards the qualification.
0   Assignments should be designed to encourage problem solving within authentic contexts.
0   A programme should prioritise and teach critical engagement, reasoning and reflective thinking.
0   A programme should ground teaching in a wider social, economic and political understanding and awareness.
0   The provider should have a workable strategy for the recognition of prior learning (RPL).
4.  The programme provider should adopt inductive rather than deductive approaches to programme design, or at least motivate why deductive approaches to programme design are justified:

0   A programme should be designed on the basis of research, and some or all of this research should be conducted among target learners.
0   Conversely, a programme should not be designed through an exclusively deductive ‘desktop’ exercise.

Though this latter range of questions was developed through research into teacher education programmes, they are clearly relevant to any learning programme. The emphasis in this criterion is on the nature of the learning and teaching process itself, including the assessment process. This criterion is central to ensuring that education and training practices in the delivery of programmes by providers are in accordance with NQF principles.

PLEASE NOTE: Accreditation will not be statutorily possible if these principles are not followed, or, at the very least, if providers have not identified the need to locate their programme delivery in NQF terms and developed a plan for implementation.

QMS Policies / Quality Management - Criterion 3: Review mechanisms
« on: October 09, 2017, 02:59:30 PM »
Outline the ways in which the implementation of policies will be monitored, researched, audited and/or reviewed.

In responding to Criterion 3, providers need to provide a detailed account of how, by whom, how often and for what purposes the activities of the organisation will be researched, monitored, audited and/or reviewed.

It has been emphasised that one of the important features of quality within the TQM approach is a developmental emphasis. This criterion is important because organisations can only develop if they monitor and review their own activities.

Various options exist in this regard, including external evaluations, the use of moderators, internal review and monitoring systems, assessments, appraisals, research, and auditing.

Providers need to provide a clear description of what system they have in place, how it operates in practice and what its concrete achievements are. Also included here should be a clear indication of how such review findings get fed back into the organisation so that improvements are operationalised.

In order to generate such a description, providers may find the following questions helpful:

1.  What are the review, monitoring, research and/or auditing mechanisms the organisation has in place?
2.  How do these mechanisms work?
3.  How often are they carried out?
4.  By whom?
5.  How are review findings reported back within the organisation?
6.  How do the review findings inform improvements in the organisation?

Identify processes and outline procedures that implement quality management in the organisation.

As was noted earlier, ‘quality’ in the TQM, SAQA and NQF senses of the term is intended to mean a holistic, integrated, democratic, process-oriented and flexible approach that would:

0   Enhance learning in South Africa by increasing the number of learners, the frequency of learning, and the relevance and durability of what is learned; and
0   Establish a framework of qualifications and standards that are relevant, credible and accessible.

In order for providers to meet the specification of criterion 2, providers would need to clearly describe the nature of operations within their organisation. How exactly is quality assured in the organisation, on all levels? A clear description of the workings of the organisation and how they assure quality needs to be provided.

The following questions may help the organisation to clarify its quality management processes:

1.  How does the organisation, in practice, create and sustain a quality culture within the organisation?
2.  How are the relevance, comprehensiveness and clarity of standards used in the organisation ensured?
3.  How is information about the workings of the organisation collected, how often and by whom?
4.  How are learners’ needs actually met?
5.  How often are programmes delivered by the organisation reviewed?
6.  How does the organisation ensure that its facilitators of learning actually possess the competence to both facilitate the learning effectively and assess learners in ways that are consistent with the NQF?
7.  How does the organisation ensure that learning and assessment activities are monitored and reviewed?
8.  How does the organisation ensure that what is gathered from reviews, audits and/or monitoring in fact leads to improvements in the organisation’s activities?
9.  What are the mechanisms the organisation uses to report back to people within the organisation?
10. How does the organisation ensure that resources available to it are utilised effectively and efficiently, and are used to good effect?
11. How does the organisation report to and generally relate to the ETQA under which it falls?
12. How does the organisation relate to other providers in the area that it works
within, if this applies?

As can be seen from the questions above, this criterion requires a fairly comprehensive description of the workings of the organisation in terms of how they do or do not enhance the development of quality and ensure its sustainability within the organisation.

PLEASE NOTE: Accreditation will not be statutorily possible if such QM systems are not in place, or if the organisation (and the ETQA) involved does not have a concrete plan to establish these.

QMS Policies / Quality Management - Criterion 1: Policy statement
« on: October 09, 2017, 02:55:40 PM »
The organisation’s aims, objectives and purposes need to be spelt out.

The purpose of an organisation having a policy is to indicate the ways in which the organisation views itself, what it sets out to achieve, who it directs itself towards and, fundamentally, why it believes there is a need for it to exist.

However, given the need for a TQM approach and the existence of the NQF, organisations’ policy statements need to also clearly locate themselves within the values and principles articulated in the NQF. In terms of these, policy statements need to:

0   Show how the organisation is located within the NQF;
0   Show how democratic practices inform the structure, management and operations of the organisation;
0   Clearly indicate the approach adopted in regard to teaching and learning activities; and
0   Indicate how ongoing development of activities will be ensured through assessment, auditing, monitoring, research and review practices.

A policy statement is not necessarily a detailed explanation of everything an organisation does, but an expression of the principles upon which an organisation bases itself as well as the ways in which it intends to operate, with whom, and for what purpose.

The following questions may help providers to define their policy statements:

1.  What are the organisation’s values and principles?
2.  How do these values and principles link with those of the NQF?
3.  What are the structures, systems and activities of the organisation that attempt to apply such values and principles?
4.  What is the aim of the organisation?
5.  What does it offer?
6.  To whom is the organisation directed?

QMS Policies / SAQA, the NQF and Quality
« on: October 09, 2017, 02:50:40 PM »
The NQF, the SAQA Act of 1995 and the National Education Policy Act of 1996, among others, are explicit about the proposed orientation to quality within the South African education and training context, and more generally.

At the heart of this orientation is the concept of transformation, which includes:
0   Transformation of policies and policy formulation processes;
0   Transformation of structures and relations among them;
0   The creation of an integrated national framework;
0   Increasing access to and mobility within the education and training system;
0   Developing modes of democratic organisation and practice; and
0   Links to the political, social and economic reconstruction and development of South African society.

In addition, Regulation R1127, under the SAQA Act of 1995, defines quality in the following way:

The combination of processes used to ensure that the degree of excellence specified is achieved.

The objectives specified by the Act indicate that the ultimate purposes of QMS are to:

0   Enhance learning in South Africa by increasing the number of learners, the frequency of learning, and the relevance and durability of what is learned.

0   Establish a framework of qualifications and standards that are relevant, credible and accessible.

These expressions of values are consistent with the total quality management (TQM) model, but contain strands of CTS also. The SAQA orientation to quality is generally holistic and focuses on processes that deepen democracy, flexibility within the system and client/learner-centredness; it also has to ensure that specifications of excellence are met.

However, this does not mean that SAQA has only articulated statements of orientation to quality. SAQA has also outlined what it sees as “quality indicators”, particularly in terms of assessing applications from providers. Providers would need to ensure that:

0   Their aims are clear;
0   Processes are identified;
0   Procedures for quality management policies are in place;
0   Sustainability of quality management strategies are in place;
0   They have the ability to develop, deliver and evaluate learning programmes;
0   They have the necessary financial, administrative and physical resources to deliver their programmes;
0   They have democratic modes of organisation and practice;
0   They have clear learner-centred policies and ways of dealing with learning programmes;
0   They are able to conduct off-site or work-site activities;
0   They have clear policies for assessment and its management; and,
0   Have policies for programme development in terms of content, people, procedures, practices and resources.

The above indicators are based on the objectives of the NQF, for both qualifications and programs, that providers:

0   Use the standards and integrate theory and practice
0   Utilise suitable learning and assessment processes for the prescribed learning outcomes
0   Better enable individual learners to contribute to the reconstruction and development of the country and the individual’s social-political-economic development
0   Facilitate and enhance access, mobility and progression
0   Redress previous inequities, particularly making available opportunities for those who could not previously access them
0   Periodically collect, store and report information describing achievements for each of the other indicators

Therefore, learner-centredness, relevance, democratic ways of operating, flexibility within the system, increasing access, transparency, accountability, recognition of prior learning and critical learning and teaching styles underpin SAQA’s sense of quality. All of these are outlined in the SAQA Criteria and Guidelines for Providers document and it supports the notion of quality development as a ‘process’, rather than a quality management ‘system’, per se.

All of the above features of SAQA’s orientation to quality, may be brought down to five essential categories of criteria for assessment that need to be used to ensure that quality assurance and management exist. These categories of criteria are:

0   Baseline criteria;
0   A quality management continuum;
0   Outputs, inputs and processes;
0   Ongoing improvement, accountability and transparency;
0   Democratic organisation and practice

PLEASE NOTE: It is in the light of the above-mentioned orientation to quality and with an emphasis on quality ‘development’, that the following section should be viewed. SAQA maintains that this document is not meant to be prescriptive with regard to the quality management approaches taken by ETQAs and their constituent providers. Each ETQA, together with its providers, has to take into account the context within which it is functioning and investigate which approach will best suit the needs of the sector.

At the same time, as much as the ETQA and its providers may decide on how to go about developing quality management systems, SAQA has to balance the responsibility of ensuring that the objectives of the NQF are advanced, within a flexible and developmental approach. The ‘core criteria’ discussed in chapter 4 address the directives as interpreted from the objectives of the NQF. In a sense it gives guidance on the type of ‘evidence’ a quality assurer will look for when an organization is audited. It is therefore meant to give guidance to the ETQA and its providers on the key areas of quality development.

QMS Policies / Total Quality Management - TQM
« on: October 09, 2017, 02:47:55 PM »
The starting point of Total Quality Management (TQM) is quite different from the structural and instrumentalist approaches. TQM sees the objective of quality management and quality assurance as part of the process of managing a changing organisation, culture and environment and using change management to align the mission, culture and working practices of an organisation in pursuit of continued quality improvement. TQM thus views all quality management processes as being specifically designed to constantly challenge an organisation’s current practices and performance and thus to improve an organisation’s inputs and outputs. Part of this mission, for example, entails assessing where and when internal obstacles occur.

A critical element of the TQM method is that it is highly “people-orientated” and participative. It assumes that a quality culture is an integral and necessary part of an organisation, and that all line functions within an organisation are quality interfaces. This approach assumes that all members of an organisation are responsible for quality assurance (maintenance and improvement) and thus that quality is not a centralized activity, but devolved to various functional and organisational levels.

TQM can broadly be described as embodying five critical principles, namely:

0   The creation of an appropriate climate within an organisation, particularly with regard to establishing a quality culture and empowering all members to participate in and
take responsibility for quality improvement. An aspect of this climate is the creation
of a ‘dissatisfied state’: a state in which critical questions are constantly being asked about current inputs, processes, performance and outcomes. This requires a process of research, analysis, measurement and feedback, with a view to improving the current state of operations.
0   A customer orientation whereby customer requirements are agreed, and customers are
an integral part of delivery. Regular progress evaluations are carried out in all
functions against identified customer needs and expectations. In TQM the customer is
both an internal and an external stakeholder and target group, and is the focus of all levels of an organisation’s hierarchy.
0   Management by research, data and fact. This principle stresses the importance of
‘objective’ information from which an organisation can generate an assessment (as opposed to subjective or hearsay evidence). Emphasis is placed on statistical and quantitative research techniques to generate information. Surveys are also a common feature of TQM, but are used in the context of assisting with fact-finding. Data generated is then analyzed and translated into action plans, indicators and objectives for improvement. These plans are then compared with previous plans, and improvement is quantified. What is useful about this research technique is that over time patterns do and can emerge which are useful tools in measuring and predicting improvements.
0   Having a people-based and participative management philosophy that stresses
problem-solving and seeking improvement opportunities in teams.
0   Continuous quality improvement is the ongoing objective of TQM and stresses that
an organisation must remain cognizant of its purpose to strive for improvement. This sense of purpose guides an organisation in the allocation of resources to its plans.

TQM is undoubtedly a difficult, time-consuming and arduous process that demands qualities and skills of leadership and staff lacking in most organisations. It therefore cannot be seen as a ‘quick-fix’ solution or strategy. It is the most comprehensive and analytical of models, and is conceptually in line with the more fluid management style associated with market-driven and entrepreneurial organisations.

QMS Policies / SAQA Quality Approach in terms of Dominant QMS Models
« on: October 09, 2017, 02:44:39 PM »
The Quality Management Debate

The literature review of debates in quality management and assurance highlighted two dominant approaches of quality assurance and management. These are the ‘Total Quality Management’ (TQM) and ‘Conformance to Specifications’ (CTS) approaches. However, it is recognized that there are variations and adaptations of both models. (Refer to the examples of other Quality Management Systems in chapter 2). These two broad approaches are representative of most of the approaches currently in use, and also represent the broad paradigmatic tensions in the quality debate.

In the discussion following, these two approaches are deliberately simplified and
polarized in order to contrast key features of possible understandings of ‘quality’, but it is
recognized that most quality management systems will be a ‘hybrid’ of two or more approaches, including elements of Total Quality Management and Conformance to Specifications.

Also, the emphasis is on ‘quality development’ and continuous improvement, rather than on the choice of an instrument. For example, the ETQA and its constituent providers could negotiate commonly agreed-upon procedures within a particular environment. This makes it possible to be context-sensitive and to focus on the ‘process’ of quality development, rather than on the tools. Taking a process approach ensures that quality management has a developmental impact on the organization and the sector.

Core values and concepts:

The focus of this International Standard is to improve the processes of an organization in order to enhance performance.

a)  Customer focus b)  Leadership
c)  Involvement of people d)  Process approach
e)  Systems approach to management
f)   Continual improvement
g)  Factual approach to decision-making
h)  Mutually beneficial supplier relationships

Significance of the ISO9000/2000 International Code of Practice for Quality
Management Systems to Education and Training:

It is not the purpose of this International standard to imply uniformity of quality management systems, which makes the system adaptable according to size, structure, market and resources of the organization. The focus of this system is:

o To identify and meet the needs and expectations of its customers and other interested parties (i.e. employees, suppliers, owners, society), to achieve a competitive advantage, and to do this in an effective and efficient manner;
o To achieve, maintain and improve overall organizational performance and capabilities.

QMS Policies / Terms and definitions relating to quality assurance
« on: October 09, 2017, 02:39:04 PM »
Quality Management Systems means the combination of processes used to ensure that the degree of excellence specified is achieved. A quality management system is the sum
of the activities and information an organization uses to enable it to better and more
consistently deliver products and services that meet and exceed the needs and expectations of its customers and beneficiaries, more cost effectively and cost efficiently, today and in the future.

Quality Assurance means the sum of activities that assure the quality of products and services at the time of production or delivery. Quality assurance procedures are frequently applied only to the activities and products associated directly with the goods and services provided to external customers.

Quality Audits are activities undertaken to measure the quality of products or services that have already been made or delivered. In itself a quality audit has no impact on quality.

Quality Control is undertaken by the person(s) who make the product (or deliver the service) for internal purposes.

QMS Policies / Role distinctions in a quality assurance paradigm
« on: October 09, 2017, 02:37:24 PM »
In Quality Management Systems for ETQAs, the following useful role distinctions are drawn in terms of what the document refers to as the “NQF Organisation”:

In many ways, the NQF System is comparable to a large organisation, having a clear and shared purpose laid out in the Act.
Within the “NQF Organisation”, SAQA creates the vision, sets the policies,
defines the timetable, delegates the tasks and defines quality of performance for those to whom they are delegated. It is the equivalent of the Board and senior executive of an organisation.
The SGBs define the service standards1 in terms of the specific outcomes2 that should match the vision described by SAQA.
The Providers are the powerhouses, the productive units, the creators and constituent providers of the service.
The ETQAs have the quality audit and assurance role.

But, what of the NSBs and the suggested Moderating Bodies? What is their role within this organisation?

Their  task  is  complex  and  diverse.  As  already  discussed,  the  NQF  entails providing services that are diverse in the content, as diverse as the customers for the service.
By creating multiple NSBs, to act in essence as agents of SAQA, this diversity is managed. SAQA requires that each NSB include representation from the various
stakeholders for the ultimate service. In this way, SAQA is seeking to ensure that the  standards  developed  by  individual  SGBs  reflect  the  vision,  address  the problems identified and meet the needs of the diverse stakeholders. They are to quality assure the standards setters3.
The  potential  Moderating  Bodies  have  a  similar  role.  To  simplify  operations,
providers are to be served by a single ETQA, but the implementation of standards is  not  to  be  limited  to  a  particular  sector  of  providers.  (Indeed  this  would  be contrary  to  two  of  the  goals  of  the  Act,  the  development  of  an  integrated framework and enhanced mobility between the different parts of the system of providers).  So  different  ETQAs  will  be  quality-assuring  services  based  on  the same standards. Mobility and credibility will depend on an adequately consistent interpretation of the standards by all that use them. The role of the Moderating Bodies will be to assure this consistency across ETQAs. They too are agents of SAQA.

Overview and Introduction: Quality Management Systems for Education and Training Providers and related documents

With the publication of this policy guideline document, the South African Qualifications Authority (SAQA) takes an important step towards facilitating the development of quality management systems (QMS) for education and training providers.

A parallel document entitled Quality Management Systems for ETQAs was released by SAQA in August 2000. In that document, the view of quality endorsed by SAQA is explicitly set out, as are the ways in which quality management systems may be operationalised by ETQAs, and the roles, responsibilities and functions ETQAs have in relation to providers and to SAQA. Quality Management Systems for Education and Training Providers has drawn on the approach adopted in Quality Management Systems for ETQAs. It is, therefore, strongly recommended that these documents be read jointly.

Furthermore, the links between Quality Management Systems for ETQAs, Quality Management Systems for Education and Training Providers and Criteria and Guidelines for Providers need to be stressed, since all these documents form part of an integrated
strategy by SAQA to enable the development of quality management systems among
ETQAs and providers. The links between the three documents are important because of the nature of the relationship between ETQAs and providers. Providers need to be clear about what ETQAs are mandated to do, as much as ETQAs need to be aware of quality management issues pertaining to providers.

Quality Management Systems for Education and Training Providers

Executive Summary

The South African Qualification Authority Act of 1995 defines an education and training provider as:

A body which delivers learning programmes which culminate in specified National Qualification Framework standards and/or qualifications, and manages the assessment thereof.

Education and training providers (hereafter referred to as providers) are at the base of the education and training system in that they are the organisations that actually
engage in teaching and learning and deal directly with learners, the ‘clients’ whom the education and training system is meant to serve. It is therefore of critical importance that providers develop quality management systems (QMS), and that they receive the necessary support in order to operate within the National Qualifications Framework (NQF).

This document addresses the following:

0   General issues related to QMS for providers;
0   Paradigms in quality management and quality assurance;
0   Elements that would constitute a QMS approach; and
0   The SAQA quality template.

In addition, this document provides an elaboration of the core criteria that providers need to conform to in order to receive accreditation from their constituent ETQAs. The inclusion of these elaborated criteria is a direct response to the perceived needs of providers and is intended to facilitate the development of QMS among providers.

This document also points to the need to allow sector-specific core criteria to be developed, if they are found to be necessary. However, it is emphasised that such sector- specific criteria cannot contradict the core criteria and can only be added to the core criteria. Such sector-specific criteria, however, need to be sanctioned by SAQA.

It is important to note that this document does not replace the Criteria and Guidelines for
Providers document, but should rather be read in conjunction with it.

As in Criteria and Guidelines for Providers, a process approach has been adopted which takes into account the need for a phasing-in of aspects of the system within the broader model of transforming the national education and training system.

Also, research findings strongly indicate a need for an approach for the establishment of quality management systems to be developmental in nature. The core criteria discussed in this document are therefore seen as the minimum requirements for the first phase of provider accreditation.

Energy and Water Sector Education and Training Authority Annual Report for the 2016/17 Financial Year


AgriSETA was established as the Sector Education and Training Authority for the economic sub-sectors that include primary and secondary agriculture through the Skills Development Act of 1998.





Learnerships 18.1 and 18.2 applications shall also be included in this window period, the rest of learning programmes shall be during November to January application window period.

AgriSETA invites all AgriSETA levy paying employers,Commodity Organizations, NGO’s, CBO’s, Community Based Cooperatives and small BEE firms to forward applications for
Bursaries, Internships, Artisan Development and Learnerships 18.1 and 18.2 and NVC.





 *         Only attached application form will be accepted which can be found under the Skills Delivery menu, AgriSETA Learning Programmes.

 *         Applications are open from the 01 September 2017 to 31 October 2017.

 *         Applicants will be informed of the outcomes during December 2017 / January 2018.

 *         Only properly completed and signed application forms shall be considered for evaluation.

 *         Learners should be supported by Employers in the agricultural sector in completing the (Employer section) of the application form.

 *         Attach all required documentation with your application (not CV’s).

 *         From 1 September 2017, AgriSETA will introduce Online application system, please visit AgriSETA website, Home Page,



b)    Online Discretionary Grant Application.


 *         Upload all signed documents when using online application system.

 *         No late application will be considered .


1.      Please note that only agricultural related qualifications shall be supported for unemployed learners while ONLY levy paying companies can apply for other qualifications supporting their enterprises.

2.      Employed learners may ONLY apply for funding limited to their actual expenses related to the learning programme.

3.      No funding shall be provided to students who receive funding from other Government sources.

4.      During application, proof of academic record, certified ID copy and proof of admission from the learning Institution are required.

5.      Once approval is granted, proof of contract between the learner and the employer (during contracting), proof of registration and fees breakdown structure for unemployed learners.

6.      Priority shall be given to Scarce and Critical skills / Occupations in the agricultural sector such as: (Please see a list of Scarce and Critical skills on, example:

7.      Please provide the 2017 Examination results when applying for bursaries.

8.      Learners who have been funded the previous year and would like to continue with the same qualification, are supposed to re-apply (Continuations).


Veterinary NQF 8

Agricultural Scientist NQF 8

Agricultural Farm Manager NQF 7 etc


 *         INTERNSHIPS

Funding for Internships shall only be for learners who require practical exposure in order to obtain a qualification in agriculture.






The allocation of funds will be aligned to the AgriSETA strategic objectives with emphasis on the Sector Scarce and Critical Skills. Some of the training interventions that preference will be given to are amongst others, but not limited to, the following occupations/interventions:


·     Farm Equipment/Machinery Operator

·     Landscape Gardner NQF 3

·     Forklift Driver NQF 2

·     (Please see a list of Scarce and Critical skills on


FUNDING CATEGORIES – Please click on the relevant learning programme to downlaod the application form



·         The value of the Grant per learner for:

o    Employed learners (18.1)R19 292.00

o    Unemployed learners (18.2)R23 108.00

o    Allowance per learner(18.2)R9 624.00

·         The number of learners per application should preferably not exceed 15 per application.


o     R50 000.00


o     R45 000.00


o     R37 500.00 (Under Graduate)

o     R60 000.00 (Post Graduate)


·          Discretionary Grants are made available to employers in support of workplace skills development as well as to unemployed learners in assisting them to gain access to skills development and improve their employment opportunities and/ or to support entrepreneurship.

·          Preference will be given to applications that support the Agricultural Sector Scarce and Critical Skills reflected in the AgriSETA Sector Skills Plan (SSP). A comprehensive list of Scarce and Critical Skills is available on our website under Skills Planning tab.

·          Applications should be properly completed and all required supporting documents must be attached. Incomplete applications and the use of wrong application forms will not be considered.

·          Applications is viewed as coming from the employer NOTnecessarly from the Service Provider.

·          Tax Clearance Certificate and the Tax Compliance Status Pin.

·          Applications should reach AgriSETA not later than 31 October 2017, 16h30. No late applications will be considered.

·          Application forms are available on the AgriSETA website ( and obtainable by clicking a Learning Programmes indicated in GREEN.

·          Past experience has shown that the total value of applications each year, exceeds the available discretionary funds by far. Stakeholders are therefore encouraged to focus on actual needs when preparing applications. AgriSETA reserves the right to lower the limit depending on the availability of funds.

·          At its own discretion, AgriSETA may consider higher NQF levels when approving Learnerships.

·          All discretionary grants are VAT zero rated.

Application period: 01 September 2017 – 31 October 2017

For further enquiries, please contact Mr Gerard Mamabolo on 012- 301 5607

and all correctly/ properly completed forms should be sent to:

AgriSETA House

529 Belvedere Road




Email to:

Learnerships (18.1 and 18.2):

New Venture Creation (NVC):

Artisan Development:



« on: September 28, 2017, 05:10:11 PM »
What is the QCTO?
The QCTO will manage and coordinate the qualifications in the occupational qualifications framework in terms of their development, provision, assessment and impact. Its scope will be the development and quality assurance of fit-for-purpose occupational qualifications and unit standards as required by the labour market for work and employment purposes. 

Delegation of DQP
DQP Guide
Assessment Quality Partner (AQP) Criteria

Policy on accreditation of Skills Development Providers
Policy on Accreditation of Assessment Centres

Application for the Development of Occupational Qualifications
Curriculum and Assessment Policy
Foundational Learning Competence

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