THE ROAD TO SUCCESS:

THE SKILLS DEVELOPMENT

PROVIDER’S GUIDE TO OFFERING
OCCUPATIONAL QUALIFICATIONS

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 Table of Contents
Introduction......................................................................................................................3
How to Use This Guide................................................................................................................4
Accreditation for Qualifications and Part Qualifications..............................................5
Deciding on a Qualification.................................................................................................5
Preparing the Application...................................................................................................6
Institutional Compliance......................................................................................................6
Programme Delivery Readiness ........................................................................................ 6
Applying for Accreditation.......................................................................................................8
Accreditation Process............................................................................................................8
Step 1: Application ...................................................................................................10
Step 2: Desktop Evaluation ..............................................................................................11
Step 3: Site Visit......................................................................................................................11
Consolidated Accreditation Criteria Checklist.................................................................14
After the Site Visit.......................................................................................................................15
Frequently Asked Questions.................................................................................................15
Successful Programme Delivery Implementation.......................................................17
Learner Enrolments..............................................................................................................17
SDP Programme Implementation Plan.........................................................................18
Internal Assessments..........................................................................................................18
Record Keeping.....................................................................................................................19
Human Resources.................................................................................................................19
Physical Resources...............................................................................................................20
Workplace Experience.........................................................................................................21
Quality Assurance of Implementation................................................................................22
Internal Quality Assurance................................................................................................22
External Quality Assurance................................................................................................22
Implementing Qualifications................................................................................................23
General Tips for Successful Implementation from Current SDPs..........................24
Transitioning to the New Occupational Qualifications..................................24
Learner Support...................................................................................................................24
Assessment................................................................................................................25
Statement of Results (SOR)................................................................................................25
Registering Learners for the EISA....................................................................................25
Quality Assurance for EISA Readiness.........................................................................26
Conducting the EISA............................................................................................................26
Skills Programmes................................................................................................................27
Certification.............................................................................................................27
External Integrated Summative Assessment Process..................................................28
Trades..........................................................................................................................28
Occupational Qualifications and Part Qualifications.............................................29
Frequently Asked Questions..................................................................................................30
List of Abbreviations.................................................................................................................31
Glossary of Terms......................................................................................................................32

Version 2: October 2024 Review date: October 2025

Please note: These processes may be subject to change and the guide will be updated regularly – please check the website for the latest version.
© Quality Council for Trades and Occupations 2023-2024 THIS BOOKLET IS NOT FOR SALE 2
Introduction
Welcome to the world of the Quality Council for Trades and Occupations (QCTO). The QCTO is responsible for
quality assuring all occupational qualifications that are registered on the Occupational Qualifications Sub-
Framework (OQSF). This guide is designed to help you on your journey to becoming a Skills Development
Provider who can successfully run quality occupational learning programmes. All information contained
in this guide is based on the QCTO policies that can be found at www.qcto.org.za under the Resources tab.
It is recommended that you find the latest versions of the policies on the website and keep them nearby
as a reference.

This guide is divided into 3 main sections that reflect the 3 key processes involved in running occupational
qualifications:

Accreditation is the process followed by a potential Skills

Development Provider to get official approval from the QCTO
to offer occupational qualifications, part qualifications and skills
programmes.

Implementation refers to how the SDP delivers the programme,

including facilitation, learner administration, internal assessments,
and everything else related to the roll out of the programme up to
the registration of learners for the EISA.

Assessment refers to the process for completing the External

Integrated Summative Assessment at the end of the programme.
Learners must successfully pass this assessment to be awarded the
qualification certificate.

Each section includes information on the process and guidelines that must be followed, as well the
criteria you need to meet. There are also tips from accredited SDPs on how they are currently successfully
implementing programmes so that you can learn from what works for them. These tips come from a
range of SDPs in different settings including public TVET, private providers, urban, rural, large, and small.
Hopefully, by drawing from their wisdom and experience, you can run your qualifications successfully from
the first time.

[Occupational qualifications are] a grey area in

the beginning, but as soon as you get involved
you will enjoy. It gives learners and facilitators
the opportunity to explore.
- Rural TVET SDP

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How to Use This Guide
Use the following icons as a guide to the categories of information provided.

Accreditation Process Information

Information that applies to N4-N6

Action to take Programmes (NATED Report 191)
programmes

Assessment process Process at QCTO

Criteria that must be met QCTO form or document

Frequently asked question Timeframe

Implementation process Tips for success from current SDPs

Information that applies to Trade

Important – take note! qualifications

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 Accreditation for Qualifications and Part
Qualifications
Deciding on a Qualification
The first part of successfully delivering occupational qualifications is to become accredited as a Skills
Development Provider (SDP). To do this, you need to start by deciding which qualification(s) you want to
offer. A full list of all registered qualifications and part qualifications can be found on the QCTO website at
https://www.qcto.org.za/full---part-registered-qualifications.html

For each qualification, you can download the Curriculum and External Assessment Specifications document
that you will need. Each qualification has its own unique ID number, indicating that it has been registered
by SAQA. You can use the ID number to search for the SAQA qualification document in the SAQA database
of registered qualifications. These 3 documents will guide you on what the qualification requires.

Link to Qualification
Document on SAQA
website

SAQA ID

Curriculum and
External Assessment
Specifications

Learnership
certificate*

Read through all 3 documents (SAQA Qualification Document, Curriculum

Document, and External Assessment Specifications) carefully. Make sure
you understand the qualification requirements before you start the process.

*A qualification will only have a learnership certificate if it is registered with

the Department of Higher Education and Training (DHET) as a learnership.
This will be the third document in the attachments, all other qualifications
will only have two attachments.

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Preparing the Application
The QCTO has a set of criteria and guidelines for accreditation that you must meet to be accredited. The
accreditation criteria and guidelines specify the documents you will need to submit with your accreditation
application.

Institutional Compliance

For QCTO to accredit you as a Skills Development Provider, you will need to show that your institution
meets all the legal requirements and is capable of running the programme. Make sure that you have all the
documents ready when you apply. You will need the following company documents:
• CIPC registration documents or proof of establishment (PTY, CC, NGO, NPO, Public Institution).
• The latest Tax Compliance Status (TCS). State entities like government schools, departments,
universities, and TVET and CET colleges are exempted from the tax compliance requirement.
• Proof of financial stability (Financial Statements for institutions operating for more than a year or
a Business Plan for institutions operating for less than a year).
• A valid Occupational Health and Safety (OHS) audit report issued by an authorised person.
• Proof of ownership of the premises (letter from tribal authority, municipal rates and taxes) or a
lease agreement of the training premises.

All applicants must provide proof of a physical address even if they are
delivering the programme through a blended model or through mobile
training units. The physical address is where the SDP is based and in line
with CIPC requirements. Two or more SDPs cannot be accredited using the
same physical address.

• Signed Workplace MoU (clearly defining the deliverables according to workplace component of
the qualification as specified on the Curriculum document).

Applicants who are unable to provide a signed workplace MoU must

present a Letter of Intent that must be signed by both the applicant and
the Prospective Workplace with an intent clause to enter into an MoU after
accreditation has been granted.

• Curriculum Vitae (CV) of Facilitators/Assessors and certified copies of ID and Qualification

certificates. Details of foreign personnel accompanied by their valid work permits authorising
them to work within the Republic of South Africa according to the Immigration Act 13 of 2002.

Documents that need to be certified, must be recently certified (not older

than 6 months) and valid at the time of application.

Programme Delivery Readiness

Physical, Human Resource, and Legal requirements for each Knowledge and
Practical Skills module in the Curriculum document are included under the
heading “Provider Programme Accreditation Criteria” . The requirements for
Workplace Experience modules are included under “Criteria for Workplace
Approval”. These are the requirements that QCTO will use to decide whether
you are ready to deliver the programme.

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To show that you are ready to deliver the programme, you will need to complete forms that cover criteria
such as how you plan to implement the different modules, your institution’s policies, and how your learning
material covers the content in the modules. These forms are found in the section “Application Process” on
the “For Skills Development Providers (SDPs)” page under the Services tab. You will need to download and
complete these as part of your application.

Forms for download

ANNEXURE NAME DESCRIPTION

Form 3 Implementation •ThisThis
formform requires
requires you to you to how
explain explain how toyou
you plan plan to
implement
Plan/ Programme Delivery the implement theYou
qualification. qualification. You will
will also need to also
give need to give
information
Strategy information about:
about:
• • Your facilitators for each module
• • Your physical resources
• • Your internal quality assurance process
•

Form 4 This form requires you to supply information about the

Learning Material Matrix learning resources that you plan to use to cover the
Curriculum content.

The Accreditation Policy allows SDPs to use different modes of programme

delivery such as face-to-face contact mode, and mobile training units or
a blended mode of delivery, provided the qualification, part qualification,
or skills programme allows it. You will need to explain how you plan to
deliver your programme as part of your Implementation Plan/Programme
Delivery Strategy.

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 Applying for Accreditation
Accreditation Process

SDP submits SDP receives

application on Acknowledgement
link to upload
QCTO website letter sent to SDP
documents

SDP uploads all

documents required
including signed
acknowledgement letter

QCTO requests Documents

All documents
outstanding still outstanding
received
documents

Application All outstanding

proceeds to documents Application
Step 2 submitted Declined

Verification
of legal
requirements

Further Information
All requirements information not
met? requested supplied

Application All
proceeds to information Application
Step 3 supplied Declined

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 Step 3: Site visit SDP completes
Site visit scheduled documents sent documents and
with SDP to SDP sends back

All documents Site visit

received cancelled

Site visit completed

(may be physical
or virtual)

Remedial information
submitted within 5
working days

Report submitted
to Accreditation
Committee

Accreditation
outcome issued and
communicated to SDP

Accreditation Accreditation
granted denied

The timeframe for accreditation applications is 90 working days starting

from when the upload of all the required supporting documents is
complete and this has been confirmed by the QCTO.

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Step 1: Application
Step 1 of the accreditation process is the online application. This must be done through the QCTO website.

Online Form

The list of application forms is found under “Accreditation Services and Forms” in the section “Accreditation
Process” on the “For Skills Development Providers (SDPs)” page under the Services tab.

Link to online
application form

There is a separate online application form for accreditation to deliver

the N4-N6 Programmes (NATED Report 191). This link can be found lower
down on the same list.

All the information needs to be filled out in the online application form, and the questionnaire and
declaration must also be completed before you can click submit. You will not have to upload any
documents during the online application. When you have submitted your application, you will receive an
acknowledgement letter that will need to be signed and submitted when you upload your documents.

Make sure that you:

• Keep your own record of the information that you submitted in your online application
form. A copy of what was submitted will be included in the acknowledgement letter.
• Use the correct application link for the correct learning programme type.
• Check that the qualifications details on the application match the qualification details
as per the registered qualification document details (avoid copying and pasting as if
extra spaces are added it will be rejected by the application system).
• Check that the email address is correct when capturing the details in the online form
as the acknowledgment letter is sent to the email address captured on the form. You
will receive the acknowledgement letter and upload link within 2 working days, if it has
not arrived make sure to check your spam or junk mail folder.

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Document Upload

Once your online application form has been submitted it is processed, and a request to upload your
supporting documents will be sent via email to the contact person on the application form. The email will
have a link to the platform where the documents must be uploaded.

Link to upload
folder

SDPs applying for accreditation for N4-N6 Programmes (NATED Report

191) will also receive a Pro-Forma Invoice for the non-refundable Desktop
Evaluation fee of R2 000.00. Proof of payment must be sent when you
return the site visit confirmation documents.

The upload link will be sent within 2 working days after the application form
is submitted. Once received, you have 21 days to submit your documents.

Step 2: Desktop Evaluation

The desktop evaluation is conducted by the QCTO and verifies the legal
requirements. If there are documents missing, the QCTO will request
further information or reject the application. If all the requirements are
met, your application can proceed to Step 3.

Step 3: Site Visit

This is the last step in the accreditation process where all your application details will be checked during
either a virtual or physical site visit, which may be conducted by either a QCTO internal verifier or a verifier
from the Quality Partner. You will be sent information on the site visit date together with documents that
you will need to complete. These must be sent to the QCTO before the site visit can be conducted. At the
site visit, you will be required to present all of your application evidence. The facilitator must also be
present during the site visit.

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 NAME DESCRIPTION
Form 1 - Site Visit Signing this document confirms that you have accepted the
Confirmation Sheet site visit date. It also indicates the addresses where each of
the Curriculum components will be delivered.
Form 3 - Implementation This form requires you to explain how you plan to implement
Plan/ Programme Delivery the qualification. You will also need to give information
Strategy about:
Your facilitators for each module
Your physical resources
Your internal quality assurance process
Form 4 – Learning Material This form requires you to supply information about the
Matrix learning resources that you plan to use to cover the
Curriculum content.
Form 5 – Evaluation Tool This is the tool that the QCTO will use to evaluate all the
for Programme Delivery evidence you provide to show that you are ready to roll out
Readiness the programme. By completing this document, you can
make sure that you have addressed all the criteria before the
site visit happens.

You may cancel the site visit 7 working days prior to the confirmed
appointment. If you don’t cancel and you are not prepared for the visit, the
QCTO may decline your application and you will have to reapply.

Learning Material

While the QCTO does not prescribe learning material, you must have a full set of learning material for the
qualification that you want to offer. The material must meet the requirements in the Curriculum document,
and evidence of this must be recorded in the Learning Material Matrix that you submitted for the Desktop
Evaluation.
If there is a statutory Professional Body for the occupation (e.g. Social
Auxiliary Worker, Real Estate Agent, etc.), check with the relevant
Professional Body/Council whether you need to get your learning material
approved by them.

When designing/buying learning material, it is useful to make sure that:

• It is pitched at the correct NQF level for the qualification.
• There is sufficient volume of content in line with the credit value of the
modules.
• You have a clear programme strategy that takes into account the best
way to deliver the programme to ensure the learning takes place (for
example module integration or links between the knowledge, practical,
and workplace components).
• You use a variety of resources (e.g. videos, textbooks, articles, etc.) to
enrich the learning experience.
• The learner material is understandable for the learners.
• Your facilitators and SMEs are involved.

The QCTO does not endorse or provide learning material for any qualifications.

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Physical Requirements

During the site visit, the verifier will check to make sure that you have all the necessary resources to deliver
the qualification(s) you have applied for. This includes sufficient training rooms for face-to-face delivery,
and compliance with Occupational Health and Safety requirements. If the knowledge and practical
components are going to be delivered at different sites, the verifier may ask to view both sites.

You will need Training Inventory Checklists for both the knowledge and
practical components that detail the resources for each.

For Trade qualifications, the SDP must also show that they have the required
equipment according to the NAMB Equipment List for the Trade.

Institution Management

At the site visit, the verifier will also look at the Quality Management System (QMS) in place for managing
the institution. A detailed list of these requirements is included in the consolidated accreditation checklist
that follows. It is important that your institution’s policies and procedures reflect what you are actually
planning to do during implementation, as they are meant to support you during implementation.

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 Consolidated Accreditation Criteria Checklist

Institutional Compliance
1. CIPC registration documents or proof of establishment (PTY, CC, NGO, NPO, Public Institution)
2. Your latest Tax Compliance Status (TCS) – State entities like government school, departments, universities, TVET,
and CET colleges are exempted from the above tax compliance requirement
3. Proof of financial stability
4. A valid Occupational Health and Safety (OHS) audit report issued by an authorised person
5. Proof of premises
6. Signed Workplace MoU or signed Letter of Intent
7. Curriculum Vitae (CV) of Facilitators/Assessors and certified copies of ID and Qualification certificates (plus work
permits for all foreign personnel)
8. Signed Employment Contracts or SLAs for each Facilitator including the job description/responsibilities of the
facilitator in relation to the SDP
Programme Delivery Readiness
9. Form 1 - Site Visit Confirmation Sheet
10. Form 3 – Implementation Plan/ Programme Delivery Strategy
11. Form 4 – Learning Material Matrix
12. Form 5 – Evaluation Tool for Programme Delivery Readiness
13. Learning material for all modules that is aligned to the Curriculum document requirements
14. Sufficient, qualified staff for all modules as per the requirements in the Curriculum document
15. Checklist of resources/Training Inventory for the knowledge component
16. Checklist of resources/Training Inventory for the practical component
17. Equipment required for the Trade as per the NAMB checklist (Trade qualifications only)
18. Classrooms/venues with basic amenities such as chairs, tables, chalkboard or whiteboard, sufficient lighting,
and ventilation for face-to-face delivery
19. Facilities where the simulation or practical training for the qualification will be conducted
20. A learner placement strategy for the workplace component as well as a logbook aligned to the Curriculum
document
21. Career pathway mapped and defined to learners (e.g. career pathway map or diagram for the occupational
qualification; vertical and horizontal articulation)
22. Learner support services, before, during, and after the training intervention
23. Learner Management Information System (LMIS) that will support Confidentiality and the Protection of Personal
Information Act (PoPIA) and includes systems for back-ups and access control (security)
Management of the Institution
24. Organogram of the institution
25. Policies to govern the management of the institution including:
• Governance and Finance
• Human Resources
• Training (Teaching and Learning)
• Assessment
• Certification
• Appeals
• Occupational Health and Safety
• POPIA policy
• Refund Policy

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 For virtual site visits, you will need to make sure that you have a reliable
network and internet connection. All documents will have to be provided
electronically. Your computer should allow the verifier to see the premises
(i.e. should have a camera) and the session will be recorded for reference.

After the Site Visit

Once the site visit has been done, the verifier(s) will write a report to submit to the Internal Accreditation
Committee. You will have 5 working days to submit any remedial information to the verifier before the
report is finalised. Based on this report, the Committee will decide whether or not to issue the SDP with
accreditation for the requested qualification(s). If your accreditation is approved, you will be issued with
your SDP Accreditation Letter.

Your QCTO accreditation is valid for 5 years. Before you reach the end of
your accreditation cycle, you will need to follow the same process to apply
for re-accreditation.

Appeals

If you feel that you need to appeal the accreditation outcome, you can email [email protected] to
request an appeal within 7 working days or the appeal will not be considered. However, be aware that your
application will be evaluated using the same criteria and requirements.

Frequently Asked Questions

What about extension of scope?

You will need to use the same online application process and submit all the forms for the new programmes
that you want to offer. When the site visit is conducted, you will have to show that you have learner uptake
on the programme that you are already accredited for, or else provide reasons for you why you need the
extension of scope if there is no learner uptake.

How do I apply for accreditation for a skills programme?

You will need to use the Skills Programme Application form on the website, follow the online application
process, and submit all the forms according to the requirements in the Skills Programme document found
on the QCTO website.

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Can I use a consultant to help me with accreditation?

QCTO will only deal directly with you as the applicant and does not promote the use of intermediary
institutions or consultants. If you do decide to use a consultant to help you, make sure that:
• The contact details on the application form are those of the SDP contact person and not the consultant.
• Any information provided relates to the SDP and not the consultant (e.g. QMS).
• They declare their role during the site visit.
• You as the SDP are responsible for the site visit and your employees must host the site visit.
• At the end of the process the SDP understands the requirements of, and is capable of implementing,
the programme.

What if my company changes its name?

Accreditation cannot be transferred from one institution to another one with a different CIPC registration
number. However, if it is just that your company has changed its trading name, you must notify the QCTO
and submit your current Accreditation Letter, together with the CIPC registration details, to request a
change of name on the Accreditation Letter.

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 Successful Programme Delivery
Implementation
Now that you have been accredited, it is time to begin the biggest part of the journey – rolling out the
programme. The implementation of a quality programme takes time and commitment but, if done
properly, produces qualified learners who can pass the EISA the first time.

If you don’t truly have a passion for what you

do, you’ve lost it.
- SDP

Learner Enrolments
The first step in implementing is to enrol learners. Learners will need to provide you with copies of their
Identity Documents (or passports and study permits for foreign learners) as well a copy of their matric
certificate if they have completed Grade 12. They will also need to give you copies of any other qualifications
that they have completed.

Learners with foreign qualifications will need to have them verified by

SAQA before the learner can be registered.

Once you have captured all the learners’ information, it will need to be sent to the QCTO to enrol learners
on the qualification. This must be done so that the QCTO can arrange for QA monitoring during the
implementation of the programme.

You must enrol learners with the QCTO for all occupational qualifications
and skills programmes first. Learner information and requirements for
funded learnerships may also need to be sent to the SETA.

You have 21 working days to enrol learners for a full qualification or part
qualification with the QCTO after they have enrolled at your institution. The
timeline for enrolling learners for a skills programme is within 5 working days.

• You will need to submit your learner data on the QCTO Learner
Enrolment and Readiness for EISA File spreadsheet. Refer to the QCTO
Data Load Specification Guidelines document for instructions on how
to complete the learner upload spreadsheets for qualifications and
part qualifications. Completed spreadsheets should be emailed to
[email protected]
• For skills programmes, you must complete the QCTO Skills Programme
Enrolment Form. Use the Data Load Specification Guidelines for skills
programme uploads. Completed spreadsheets should be emailed to
[email protected]

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 Before enrolling learners, make sure they meet the entry requirements for
the qualification. You can find the entry requirements in the Curriculum
document. You may also need to use an entry assessment instrument to
confirm that the learner has the necessary requirements to undertake the
qualification.

SDP Programme Implementation Plan

Before you roll out a new intake, make sure that you have a clear implementation plan. Your implementation
plan should be in line with the programme strategy and delivery modes that you set out in your accreditation
application documents. The plan should include time frames for the roll out of each module as well as an
assessment plan that sets the timetable for conducting internal assessments.

The implementation plan helps you keep track of where you are in the programme and allows you to show
the status of your learners based on where they are in the programme. It is an important part of the record
keeping function to make sure that your implementation plans are kept updated if anything changes.

• Plan your implementation phases carefully and include quality

assurance right from the beginning of the programme.
• Tracking your implementation plan status, including the roll out of
assessments, allows you to keep track of learners and ensure that the
programme is rolling out correctly.

During monitoring, the progress of learners based on the implementation

plan will be checked.

Internal Assessments
A clear assessment plan must be included as part of the implementation plan. Learners must be formally
assessed on every module and the results recorded to be captured on the Statement of Results for the
learner. Internal Assessment Criteria are found at the end of each module and should be used to design
the assessments. All Internal Assessment Criteria must be assessed during the programme until learners
are competent in every module to ensure that they are ready for the EISA.

Subject Matter Experts (SMEs) must be used to facilitate and internally assess learners.

Make sure that your learner records include assessment and reassessment
dates as well as outcomes.

Assessments are not just about proving competence. It is important to

include formative assessments during the programme that allow you to
assess for and address any learning gaps in learner knowledge and skills
before they are summatively assessed.

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Record Keeping
Good record keeping is part of implementing a successful programme. Make sure that you keep your
learner records up to date. Records of learner details and assessment results must also be kept securely
where they can only be accessed by approved staff members. The Protection of Personal Information Act
(PoPIA) is extremely strict about how you are allowed to handle personal information and compliance in
your record keeping is a legal requirement.

Facilitators and assessors should update their records regularly and be

supported in their reporting with tools that make it easy to capture
information.

Make sure that your learner documents are kept safe and that you know
where to access them. You will need the information for monitoring visits
but also when you register learners for their EISA.

Human Resources
It is important to make sure that you have sufficient staff to implement your programme successfully. Even
if you are a very small SDP, make sure that there is at least 1 person who understands training and how to
implement occupational training programmes. It is also important that someone is responsible for record
keeping and updating the LMIS with the status of learners’ progress and assessment results.

Make sure you have the right people on the

bus in the right seats.
- SDP

Make sure that your facilitators properly understand the requirements and
outcomes in the Curriculum document for the modules they are delivering.
It is required that they have enough relevant industry experience, but it is
also good practice that they understand the principles of facilitation and
assessment.

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Physical Resources
Even though your physical resources were evaluated during accreditation, it is important to make sure
that you maintain the standards that you set. Clean, well-equipped classrooms and workshops make for a
happier learning environment and make it easier to comply with health and safety requirements. If you are
offering qualifications that need specific equipment (for example the Trade qualifications), it is important
to make sure that the equipment is maintained and safe to use.

Do not enrol more learners than your venue can handle. All learners in a classroom
should have their own desk and chair, and enough space to move freely. A good
guide to follow is to allow about 1m2 of space per learner.

Make sure that you have sufficient equipment for the number of learners according
to the ratio specified in the Curriculum document.

What if I need to deliver training at a different venue?

According to the Accreditation Policy:

The QCTO recognizes the growing trend of mobile training units and the ability for
training to take place at different venues. If an accredited Skills Development Provider
(SDP) intends to provide training at a ___location other than their usual accredited
address, they must apply online at least one month prior to the event taking place. The
form can be found on the drop down list under Accreditation Services and Forms. The
SDP will be requested to also provide the QCTO with specific details and supporting
documents about the alternate ___location in support of their application:

• SDP or AC name and address;

• Copy of the Accreditation Letter for the qualification, part-qualification, or skills
programme to be trained;
• Name and address of the new venue;
• Contact person at the new venue;
• Expected training period and expected start date;
• Proof of Funding
• Valid OHS Report of the new venue; and
• Total number of learners to be trained.
•
• Please remember the following: Permission is granted only for projects lasting
12 months or less. If the project will last longer, the institution must apply for full
accreditation at an alternative venue.
•
Training at the new venue can only begin after receiving written permission from the
QCTO. The QCTO does not backdate permission letters. Training at the new venue
may only commence after receiving written permission from QCTO. Failure to follow
this process may result in immediate de-accreditation of the SDP.

You will need to produce proof of the change of venue approval

during monitoring.

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Workplace Experience
Central to the occupational qualifications is the need for learners to spend time getting workplace
experience. Industry exposure for learners is critical. During accreditation, you had to provide signed MoUs
with workplaces.

• Learner placements need to be arranged in advance so that there is

enough time to get MoUs signed before the programme starts.
• If you have learners in more than one workplace, it helps to have a
guide for the workplace to make sure that the standard is the same
across the workplaces.
• A facilitator should check in with the learners regularly to provide
support if necessary.
• Build relationships with employers – having good communication with
employers allows you to plan your implementation in line with their
production needs so that learners get experience relevant to what they
are learning at the time.
• Having a contact person who can liaise with the workplaces and provide
them with support is also very useful.

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Quality Assurance of Implementation
Internal Quality Assurance Quality is a driving force.
- SDP

As an SDP, you must have a good internal quality assurance process to ensure the standard of delivery.
The QMS policies and procedures are your guide, so you need to be sure that you are implementing the
policies you set in place.

Be consistent in your implementation. Don’t keep changing things, rather

set a good standard and maintain it.

Review policies, procedures, and processes regularly to make sure that any
issues that arise are promptly addressed and improvements are made to
the system. Your management team needs to drive the process and be
involved in maintaining standards.

Having a forum where your facilitators and assessors can discuss challenges
and provide feedback on the learning material allows you to gather
valuable feedback to improve your programme delivery.

External Quality Assurance

Quality assurance through monitoring site visits (either announced or unannounced) is based on the
requirements in the Curriculum document. You will be evaluated on how well you are complying with the
requirements. These visits are triggered by the submission of your learner enrolment information to QCTO.

For qualifications and part qualifications, SDPs should have at least 1

monitoring site visit or evaluation per year, and at least 1 per qualification
intake. Monitoring site visits for skills programmes may be more flexible to
accommodate the short timeframes for delivery.

Before the visit, you will be sent a preparation checklist to help you prepare.

If you are requested to submit a self-evaluation for monitoring purposes,

it is important that you complete it as honestly and in as much detail as
possible. Virtual monitoring visits may also be conducted to confirm
evidence submitted.
Use the findings and recommendations from the monitoring site visit to
improve. Make sure that you address the findings and work on the feedback
provided.

The QCTO may conduct a follow up visit if there are critical findings that
must be addressed urgently.

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Implementing Qualifications
SDP
SDP SDP enrols
Accredited enrols
learners
learners

Learner enrolment
data sent
to QCTO

QCTO QA receives SDP contacted

data and initiates to arrange for
monitoring moitoring

Self-evaluation conducted
Site visit by SDP and submitted.
conducted This may include virtual
monitoring.

Feedback given
to SDP in post Report validated by
visit report QA manager

Report validated by SDP signs

and returns
QA manager
report

SDP continues
to implement

Learners
complete
programme

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General Tips for Successful Implementation from
Current SDPs

Transitioning to the New Occupational Qualifications

Make sure you are clear about the differences between the ‘legacy’
qualifications and the new occupational qualifications – you can’t do things
the same way as you did before.

We spent time working with our facilitators

to help them adapt – they went from “this will
never work” to “we’ll never go back”.
- SDP

Learner Support

• Learner orientation is critical. Make sure that your learners understand

the programme they are signing up for and what it involves.
• Attendance registers are critical for tracking absent learners –
absenteeism causes learners to fall behind.
• Giving learners the opportunity to write a ‘mock’ EISA using the
appropriate EISA exemplar on the QP website, which is set according to
the same standards, helps learners to prepare.

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 Assessment

Statement of Results (SOR)

As the SDP, you are responsible for formally assessing every module and recording the results, together
with the learner’s evidence of workplace experience. An example of the Statement of Workplace Experience
required is included at the end of the qualification’s Curriculum document.

The use of Naturally Occurring Evidence to support the Statement of

Workplace Experience is encouraged. This is evidence created by the
learner during their workplace experience such as:
• Documents that they had to complete
• Performance reviews
• Photos of products made

Summative Assessments must be completed for all modules and cover all of the Internal Assessment
Criteria in the Curriculum document. Assessment dates, including re-assessments, and results must be
recorded, and dates should be in line with the assessment plan. Each learner’s overall competence per
module is recorded on the Statement of Results. To register for the EISA, learners must be found competent
in all modules.

The SOR template and guidelines for completion should be provided to

the SDP by the QP.

Registering Learners for the EISA

Once learners have completed the programme and the Statement of Results has been issued, the learners
must be registered for the EISA. Learners may not be registered for the EISA unless they have previously
been enrolled for the qualification and you have had a QA monitoring visit.

The Learner Enrolment spreadsheet is updated as per the instructions to

show the learners are ready for the EISA. This must then be emailed to
[email protected]

EISA dates are set in advance by the QP for each academic year. You
will need to check the QP or QCTO websites for the EISA dates for your
qualification. Closing dates for registration of learners will also be specified,
which is approximately 3 months before the scheduled EISA date. No late
registrations are allowed.

Special needs learners must be identified when they are registered for the
EISA to make sure that allowances can be made for them when they come
to the Assessment Centre.

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Quality Assurance for EISA Readiness
The QA team is responsible for checking the internal assessments as part of their monitoring process.
Assessments are sampled based on the SORs submitted. SORs and spreadsheets are consolidated by the
QCTO and sent to the QP, who is responsible for managing, conducting, and administering the EISA session.

Conducting the EISA

The EISA is externally managed by the QP. It is developed based on the exit level outcomes of the
qualification. The Qualification Assessment Specifications (QAS) document is made available with the
Curriculum document and gives the assessment requirements. You can use the QAS as a guide to help
your learners prepare for the EISA.

An exemplar EISA and memo for each qualification should be available on

the QP’s website.

The EISA is conducted by accredited Assessment Centres (ACs).

The QP is responsible for overseeing the EISA process at the AC,
as well as the marking and moderation of the completed EISA
scripts. The QCTO conducts quality assurance of the QP’s process.

Make sure that you prepare your learners properly for the EISA. The
assessment is conducted in English and learners need to know this
in advance. Use the exemplar EISA to help them become familiar
with the way the EISA will be conducted by giving learners the
opportunity to write a ‘mock’ under formal assessment conditions.

The QP timeline for submitting the final EISA results after completing the
quality assurance of the assessment and moderation process should be
21 working days from the date of the EISA. From the receipt of accurate
results, the QCTO approves the results in 21 working days, after which the
QCTO will issue the learner certificates within 21 working days to the QP.

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Skills Programmes
There is no EISA for skills programmes. Instead, the skills programme document gives the specifications for
a Final Integrated Supervised Assessment (FISA) instrument that learners will need to complete. The SDP is
responsible for setting and moderating the FISA.

The SDP needs to submit skills programme results to the QCTO within 21
working days from the date that the FISA was conducted.

The assessment and moderation process must still be quality assured by the QCTO before the learners can
be certificated. The Assessment team samples learners’ evidence and looks at the tool and moderation
reports.

Certification
SDPs are not allowed to print their own certificates for occupational qualifications or skills programmes.
Certificates are issued by the QCTO’s secure CVS certification system.

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External Integrated Summative
Assessment Process

Trades

SDP/AC issues
statement of results

* Either via formal training with SDP or via ARPL with AC

** Learners complete the written component of the EISA at the SDP. The
SDP marks & moderates this final assessment and submits results to the
AC where the learner will sit for the practical component (trade test). The
learner needs to register at an accredited Assessment Centre.

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 Qualifications or Part Qualifications

Learner completes
SDP/QP issues
qualification or part
statement of results
qualification *

Learner EISA SDP/AC issues QP manages

registrations valid statement EISA at accredited
submitted to QCTO of results Assessment Centres

QP submits final QCTO

results to approves
QCTO results

Learner
certificate
issued

* Either via formal training or RPL with SDP or RPL with AC.

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 Frequently Asked Questions

How do I become accredited as an Assessment Centre?

You will need to submit your application on the QCTO website. Once the application is received, the details
will be sent to the QP responsible for the qualification EISA. The QP receives and processes the application.
The required specifications for Assessment Centres are found in the Qualification Assessment Specifications
(QAS) document, and this is what the QP will use to evaluate an Assessment Centre.

The QP will conduct a site visit to evaluate the potential Assessment Centre. The site visit report is sent to
the QCTO Accreditation Committee, together with the recommendation, for consideration and approval.
The outcome is then sent to the applicant. Accreditation as an Assessment Centre is valid for 5 years from
the date that it is granted.

What about RPL?

Recognition of Prior Learning (RPL) is governed by the QCTO’s RPL policy. RPL for access or credits remains
part of the QCTO’s approach and is supported and encouraged. The QP provides the mechanism and toolkit
to be used by the SDP for RPL against the qualification. Learners will still need to write the EISA. The RPL
programme must prove that the learners are ready to write the EISA by completing internal assessments
and/or identified gap training. The Statement of Results must be issued for the learner once they are found
competent.

Is the EISA only a knowledge exam?

The type of EISA needed will depend on the qualification requirements. These are specified in the
Qualification Assessment Specification document. The EISA may include an applied knowledge component
as well as a practical or simulation component. The QP will be responsible for making the arrangements for
how the EISA is conducted and the ACs will need to have the necessary equipment to accommodate the
EISA specifications.

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List of Abbreviations
AC Assessment Centre
CET Community Education and Training College
DHET Department of Higher Education and Training
EISA External Integrated Summative Assessment
FISA Final Integrated Supervised Assessment
LMIS Learner Management Information System
MoU Memorandum of Understanding
NAMB National Artisan Moderation Body
NLRD National Learners’ Records Database
NQF National Qualifications Framework
OQSF Occupational Qualifications Sub-Framework
QC Quality Council
QCTO Quality Council for Trades and Occupations
QP Quality Partner
RPL Recognition of Prior Learning
SAQA South African Qualifications Authority
SDP Skills Development Provider
SETA Sector Education and Training Authority
SLA Service Level Agreement
SME Subject Matter Expert
TVET Technical and Vocational Education and Training

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Glossary of Terms
Accreditation An official approval awarded to an Accredited Provider by a Quality Council
to offer or assess qualifications (including occupational qualifications, part
qualifications and skills programmes).
Accredited Provider A legally established institution (public or private) that has been recognised,
usually for a particular period of time, by a Quality Council (QC) as having the
capacity or provisional capacity to offer a qualification or part qualification
registered on the NQF at the required standard (including occupational
qualifications, part qualifications and skills programmes).

Assessment Centre A legally established institution (public or private) that has been accredited,
usually for a particular period, by the QCTO, as having the capacity and
capability to assess any OQSF qualification, part qualification, or skills
programme at the required minimum standard.
Blended learning Learning and assessment based on a variety of modes, types, sites, outputs,
contexts, platforms, and other aspects including contact- and technology-
mediated learning, provided for in the qualification, part qualification, or
skills programme that allows for such type (or variety of modes) of learning.
Certification The formal recognition of an OQSF qualification, part qualification or skills
programme awarded to a successful learner on meeting the set requirements
or standards.
Credits A measure of a volume of learning required for a qualification, part
qualification, or skills programme, quantified as the number of notional hours
required for achieving the learning outcomes specified for the qualification,
part qualification, or skills programme. One credit is equated to ten (10)
notional hours of learning in accordance with SAQA specifications.
E-Learning Various forms of electronic learning where technology is used to deliver
modules/sections of the qualification, part qualification, or skills programme,
or the entire qualification, part qualification, or skills programme. This is
provided that the qualification, part qualification, or skills programme allows
for such type (or variety of modes) of learning.
External Assessment An assessment developed by a qualified and competent person or body not
directly involved in the development and/or delivery of the learning being
assessed.
External Integrated The final external integrated evaluation of a learner’s occupational competence
Summative Assessment in the specified registered NQF occupational or part qualification. A learner
(EISA) gains access to the EISA through meeting the requirements as stipulated in
the qualification or part qualification.
Facilitator (educator) An inclusive term that may include teachers, lecturers, facilitators, assessors,
moderators, and others teaching, educating, training, facilitating, assessing
or enabling learning in learning contexts across the board.
Formal learning Learning that occurs in an organised and structured education and training
environment and that is explicitly designated as such. Formal learning leads
to the awarding of a qualification or part qualification or skills programme.

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Mixed-mode or multi- Learning that makes use of different learning sites and different forms of
modal learning delivery including, but not limited, to face-to-face, distance and e-learning,
and full-time, part-time, and block-release study.
National Learners The electronic management information system of the NQF under the authority
Records’ Database of SAQA, which contains records of qualifications, part qualifications, learner
achievements, recognised professional bodies, professional designations,
and associated information such as registrations and accreditations.
National Qualifications The comprehensive system, approved by the Minister of Higher Education
Framework (NQF) Science and Innovation Training for the classification, co-ordination,
registration, and publication of articulated quality-assured national
qualification, part qualification, or skills programme.

The South African NQF is a single integrated system comprising three

coordinated qualification sub-frameworks for General and Further Education
and Training, Higher Education, and Trades and Occupations, respectively.
Notional hours of The agreed estimate of the learning time that it would take an average
learning learner to meet the defined learning outcomes; it includes consideration of
contact time, research, completion of assignments, time spent in structured
learning in the workplace, individual learning and assessment. Ten notional
hours equate to one credit in accordance with SAQA specifications.
Occupational A qualification associated with a trade, occupation, or profession developed
Qualification and quality assured under the auspices of the QCTO and consisting of
knowledge/theory and application (practical skills/work experience/
simulated work experience) components and an external integrated
summative assessment.
Part qualification An assessed unit of learning with a defined outcome that is or will be,
registered as part of a qualification on the NQF.
Qualification A registered national qualification consisting of a planned combination of
learning outcomes which has a defined purpose or purposes, intended to
provide qualifying learners with applied competence and a basis for further
learning, and which has been assessed in terms of exit level outcomes,
registered on the National Qualifications Framework, and certified and
awarded by a recognised body.
Quality Meeting the requirements of nationally agreed outcomes and performance/
assessment criteria, thus facilitating both provision and monitoring.
Quality Assurance The process of ensuring that specified standards or requirements for
qualification, part qualification, or skills programme development,
accreditation, teaching learning, education administration, assessment,
certification, and the recording of achievements have been met.
ISO defines quality assurance as a way of preventing mistakes and defects
in manufactured products (skilled and capable work force) and avoiding
problems when delivering products or services (qualification, part
qualification, or skills programme development, accreditation, assessment,
and certification) to customers.

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Quality Partner A Quality Partner is a body appointed by the QCTO, in terms of an SLA, to
develop and/or conduct the EISA for an occupational qualification or part
qualification.
Skills Development A legally established institution (public or private) that has been recognised,
Provider usually for a particular period, by the QCTO, as having the capacity and
capability to offer a qualification or part qualification registered on the NQF
at the required standard.
Skills Programme Chapter 5 of the SDA, Act 97 of 1998 defines a skills programme as “ a skills
programme that is occupationally based and when completed will
constitute/contribute a credit towards a qualification registered on the NQF. ”
Summative Assessment The final assessment of knowledge, skills, and values, which is used to
evaluate a candidate’s competencies against a set of assessment criteria in
the EISA.
Workplace based learning The learning achieved through exposure and interactions gained while in
the workplace that a learner must complete towards a qualification or part
qualification registered on the OQSF, including skills programmes.

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256 Glyn Street, Hatfield, Pretoria, 0083
Private Bag X278, Pretoria, 0001
+27 12 003 1800
www.qcto.org.za

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