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SETA Accreditation Requirements

SETA Accreditation Requirements

The general requirements for SETA accreditation are the following:

  • The training provider must be properly registered in terms of applicable legislation.
  • The training provider must have a Quality Management System (QMS) in place.  In its application guidelines, FASSET defines a QMS as “the combination of processes used to ensure that the degree of excellence specified is achieved.” A QMS consists of the policies and procedures that determine how the training provider ensures the quality of its training.
  • The training material must be aligned with the unit standards on the National Qualifications Framework (NQF).
  • The training provider must have assessors and moderators that are properly registered to do assessment and moderation of the unit standards that are to be accredited.

The different SETAs may have their own accreditation requirements in addition to the general requirements listed above. These additional requirements can be found on the relevant SETA’s website, or can be obtained by contacting the SETA in question.

The SETA accreditation requirements set a high standard with which training providers must comply.  This is to ensure that a high standard of education and training will be maintained nationally, and that students are equipped with relevant skills. In order to comply with the accreditation requirements, a training provider has to be well-organised and must have all the necessary documentation, policies and procedures in place. This means that great value is attached to having SETA accreditation, and SETA accredited training is therefore in high demand.

Requirements to become a SETA Accredited Training Provider:

The document Criteria and Guidelines to become a SETA Accredited Training Provider sets out the requirements for accreditation.

  • The programmes (and/or assessments) offered by the education and training provider must culminate in unit standards and/or qualifications registered on the National Qualifications Framework (NQF).
  • The curriculum (design, content and learning materials) is aligned to the unit standards and/or qualifications.
  • There are suitably qualified staff (facilitators and registered assessors).
  • The learners have access to adequate learning support services.
  • The assessment methods and tools used to measure the requirements for the unit standard and/or qualification are fair, valid and reliable, and are used to enhance learning.

What is accreditation?

Accreditation is the certification, usually for a certain period of time of a body or an institution, as having the capacity to fulfill a particular function within the quality assurance system set up by SAQA in terms of the SAQA Act, 1995.

SAQA accredits all Education and Training Quality Assurance bodies (ETQA’s) who in turn accredit Education and Training Providers.

Accreditation Process

The following documents and equipments are required to get accreditation with PSETA:

Company CK documents

Tax clearance certificate

Company profile with Objectives, Mission and vision statements, quality control measures and services offered

Learning materials consisting of: Learner, Facilitator and Assessment guides, rollout plan and programme strategy

Quality Management System (QMS), which are your policies and procedure documents including working tools (templates). Policies to be submitted are:

Management of assessment

Management of impact assessment

Learner entry, guidance and support

Learning programme development and delivery

Physical resources

Certification

Financial Management

Recruitment, selection and appraisals (HR)

Health and Safety

Management of workplace learning

Names of Assessor/s and Moderator/s linked to the applied unit standards or qualifications

CV’s of facilitators (if different from above)

Office and training resources:

Office with desk, Working computer, fax line and machine, telephone, printer and lockable cabinet/s

Training rooms (If Provider is intending to train at own premises) with comfortable desks, desk tables, writing equipment or projector, properly ventilated/heating equipment when cold, clean toilets and proper access for disabled persons

OR Lease agreement if Provider will be utilising rented space for training

OR and indication if Provider will be training at clients premises

2. What are the advantages of being an accredited training provider?

Advantages of becoming an accredited provider:

To provide quality training and development to learners

To receive support from the relevant authority

To be able to deliver education and training that leads to nationally registered Unit Standards and Qualifications. Accreditation therefore provides Education and Training Providers with a valuable tool with which they can market their services to potential clients.

3. What are benefits of attending accredited training?

Learners, departments and private companies who use the services of an accredited training provider are assured that the accredited training offered complies with the required standards for learning and assessment.

All learners are assured of a quality learning experience and that the credits they acquire will be nationally and internationally recognized.

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Policy on Accreditation of Skills Development Providers

GLOSSARY OF TERMS

  • Accreditation
  • Accreditation scope
  • Amendment of scope
  • Assessment
  • Assessment Quality Partner (AQP)
  • Institutional Audit
  • Extension of Scope
  • Formative Assessment
  • Internal Assessment
  • Occupational Qualification

Official approval awarded to a Skills Development Provider that meets the minimum quality standards by QCTO to offer qualification registered on the OQSF

The list of occupational qualifications and part qualifications for which a SOP is accredited to provide learning and internal assessment.

This refers to reducing the number of qualifications in the accreditation scope of skills development provider

The process of collecting evidence of a learners’ achievement to measure and make judgments about the competence or non­ competence of specified occupational qualifications or part qualifications

A body delegated by the QCTO to manage and coordinate the external integrated summative assessments of specified NQF registered trades and occupational qualifications or part qualifications and part qualifications.

An improvement-ori entated, external evaluation of institutional arrangements for assuring quality in teaching and learning.

This refers to addition of qualifications in the accreditation scope of skills development provider

On-going assessments, reviews, and observations which would be a range of formal and informal assessment procedures applied during the learning process in order to modify teaching and learning activities and to improve learners’ attainment;

Final formal assessment conducted per module internally by an SOP which must be recorded for the issuing of a statement of results

Internal self-evaluations done by the provider to monitor its general performance on the training delivery and formative assessments

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

Occupational Qua­ lifications Learner Management System (OQLMS)

Skills Development Provider (SOP) standards and requires an external integrated summative assessment.

QCTO’s Learner Management System available to all providers in order to ensure standardised uploads of learner information and required quality assurance evidence, to assist the QCTO with on-line monitoring.

The OQLMS will be provided by the QCTO to each accredited SOP upon successful completion of the accreditation process. However, should the SOP not want to make use of the QCTO’s OQLMS, it will have to demonstrate the ability for learner information and quality assurance evidence to be uploaded from their own system into the QCTO’s MIS at the accreditation site visit. If not successful, the SOP would have to make use of the QCTO’s OQLMS.

A legal entity accredited by the QCTO to offer occupational qualifications or part qualifications registered on the Occupational Qualifications Sub Framework

Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of standards and qualifications within its sub-framework.

Accreditation of Skills Development Providers is an integral and critical component of the QCTO’s quality assurance system with regards to the provision of learning and internal assessments that prepares learners for External Integrated Summative Assessment (EISA).

Occupational qualifications or part qualifications comprise three components: knowledge/theory, practical skills and work experience. Each occupational qualification or part qualification has an associated occupational curriculum, downloadable from the QCTO website, to guide implementation.

Only Skills Development Providers accredited by the QCTO are authorised to deliver occupational qualifications and part qualifications registered on the OQSF.

  1. Purpose

    This policy outlines the accreditation of Skills Development Providers (SDPs) who wish to offer occupational qualifications and/or part qualifications that are registered on the Occupational Qualifications Sub-framework (OQSF).

  2. Legislative and regulatory framework

    This policy is informed by the following legislative documents and policies:

    1. National Qualifications Framework (NQF) Act 67 of 2008;
    2. Skills Development Act (SDA), (Act97 of 1998);
    3. Occupational Qualifications Sub-framework Policy (OQSF);
    4. Article 29(3) of the Constitution of the Republic of South Africa, 1996 (Act No. 1OB of 1996)
    1. RPL Policy
    2. Assessment Policy
    3. Approval of results Policy
    4. Guideline for e-assessment
    5. QCTO quality standards for qualifications and part qualifications registered on the OQSF
  1. Scope and Application

    This policy applies to legal entities that seek accreditation or SDPs already accredited as Skills Development Providers to offer occupational qualifications and/or part qualifications registered on the OQSF.

    This policy outlines the criteria and guidelines for the accreditation of skills development providers

    1. Once an SOP has been accredited by the QCTO, that accreditation status is not transferrable to another SOP or site.
    2. An accredited SOP may not offer qualifications or part qualifications for which it is accredited outside the borders of South Africa, unless there is a recognised agreement between the relevant authorities of the two countries.
  2. Fees payable

    The QCTO may charge for services, according to the Skills Development Act 97 of 1998 as amended.

    1. Accreditation application feesThe QCTO may charge an accreditation fee which covers the following:
      1. Processing and evaluation of SOP application for accreditation
      2. Site visit for Programme Delivery Readiness and

        c) Fees for accessing Occupational Qualification Learner Management Information System (OQLMS)

    2. Annual FeesAn annual fee will include the following:
      1. Once accredited, an annual accreditation fee will be payable by accredited Skills Development Providers to submit an annual evaluation in order to maintain their accreditation effective from the following year for the period of the accreditation.

      2. SDP professional development training

      3. Annual access to the OQMLS

      The fees charged by the QCTO will be determined by the Council from time to time.

  3. Responsibilities of accredited Skills Development Providers

      1. An accredited SOP must, in respect of the occupational qualification and/or part qualification for which it is accredited:
        1. Ensure that quality learner support materials aligned to the QCTO approved curriculum documents are available;
        2. provide and deliver occupational learning as specified in the relevant curriculum document irrespective of the mode of delivery
        3. have access to competent and sufficient human resources, financial and physical resources to provide learning and internal assessments relevant to the curriculum document;
        4. enrol learners for registered occupational qualifications and part qualifications in a format prescribed by the QCTO
        5. Record learner data on the OQLMS and upload relevant quality assurance evidence in the format requested by the QCTO.
    1. conduct relevant internal assessments per module as specified in the relevant curriculum document. of which the summative assessment must be recorded in the manner prescribed by the QCTO (all modules of the Knowledge, Practical and Workplace Components) in order for the Skills Development Provider to issue the Statement of Results. Thus the SOP will assess and record final results for the Knowledge and Practical modules, and enter the competencies achieved in the workplace (found in the curriculum document), as signed off by the supervisor or mentor.

    2. internally moderate at least 25% of the final internal assessments conducted;

    3. ensure the statements of results are issued to learners for modules completed for all three components

    4. assist and ensure that enrolled learners meet the entry requirements of the qualification, and record all formal results per module, in order for the learner to gain admission to the External Integrated Summative Assessment in accordance with QCTO requirements, as per the Assessment Policy;

    5. report on learner enrolments and performance in the form and manner required by the QCTO;

    6. adhere to all quality assurance requirements including monitoring and evaluation activities as prescribed by the QCTO;

      1. manage learner information and performance records in the format as prescribed by QCTO;

    1. renew accreditation with the QCTO in accordance with QCTO requirements.;

    2. ensure that the workplace experience requirement as per qualification (based on the competencies of the workplace component in the curriculum) and is evaluated on completion of the simulated or real workplace experience and recorded on the OQLMS

    3. ensure that learners are exposed to some form of workplace simulated or real experience and collaborate with workplaces ( learner placement)

  4. Responsibilities of the QCTO

    1. The QCTO will evaluate and verify the information on the SDP’s application for accreditation;
    2. The QCTO will make a decision as to whether to accredit the SOP or not;
        1. The turnaround time to accredit SDPs will be:
          • An average of 90 working days after receiving the application for occupational qualifications (excluding the fees process);
          • An average of 40 working days after receiving the application for recorded trades and NATED report 190/1 (N4 – N6 programmes) Part Qualifications.
        1. The QCTO will place on its website criteria and guidelines for the accreditation of Skills Development Providers;
        2. The QCTO will maintain and make available from the website a database of accredited Skills Development Providers;
        3. If accreditation is withdrawn, the QCTO will inform the SOP. The details of the de­ accredited SOP will not be removed but will be reflected as a de-accredited SOP on the QCTO database.
        4. The QCTO must ensure that Skills Development Providers have access to the OQLMS, or a successful alternative LMS that complies with QCTO requirements.
  5. Accreditation requirements for Skills Development Providers

    The QCTO will accredit an entity or institution as an SOP for a specific occupational qualification or part qualification provided the following requirements are complied with. The Application Form and process outlined on the QCTO’s website must be followed when applying for application. During Phase 1 the QCTO will conduct a desktop evaluation based on the application form and institutional data and submitted. The institutional data will be stored safely in QCTO archives

    1. Institutional compliance criteria (Phase 1 desktop evaluation):
      1. be a juristic person registered or established in terms of South African law;
        1. have a valid tax clearance certificate issued by the South African Revenue Service, if applicable;

        2. prove financial sustainability to offer training services;

        3. have sufficient human resources to perform the functions of an SOP;

        4. have a learner support policy, assessment policy as well as occupational health and safety policy; and

        5. demonstrate that it has administrative resources for managing learner information.

    2. Programme delivery readiness criteria (Phase 2 verification visit):

      1. provide evidence of suitably qualified personnel to facilitate learning and formative assessments as specified in the curriculum;

        1. be in possession of or have access to the required physical resources required as reflected in curriculum document of the occupational qualification or part qualification as to where training/facilitation will take place;

        2. provide evidence of learning material, internal assessment guidelines ; as well as internal moderation guidelines for the delivery of knowledge and practical components for the occupational qualification or part qualification applied for;

        3. have a learner placement strategy in relation to the programme/s of the occupational qualification or part qualification applied for;

        4. provide evidence of compliance with relevant standards for occupational health and safety for the occupational qualification or part qualification applied for as applicable; and

        1. provide evidence of systems to manage learning and track learner performance;

        2. have an RPL Policy aligned to QCTO’s RPL Policy

  6. Different modes of delivery

    The advent of educational technologies has brought about profound change in how education is delivered. One of the advantages of using technology is that it has great opportunity to expand access, it increases openness and flexibility thereby making it possible to attract and retain a broader range of learners. The QCTO is cognisant of the above hence SDPs are accredited to deliver occupational qualifications either via face to face contact mode or via a blended mode of delivery with contact and distance delivery. However, there are specific additional delivery requirements for the blended mode of delivery stipulated as stipulated in the elearning Policy and Guidelines.

    The QCTO also acknowledges the trend of mobility of training or provisioning. Should an accredited SOP wish to provide training at another venue, e.g. workplace, the SOP must inform the QCTO thereof in writing at least 1 month prior to such event taking place, providing institution name and address, and submit a valid OHS Report prior to training learners there. Written permission by the QCTO must be provided prior to such training. Should this process not be followed, the accredited SOP will be de-accredited with immediate effect.

    During the accreditation application phase the SOP will compile and submit his/her delivery strategy so that the site visit verification be accommodated accordingly.

  7. Misrepresentation of information

SDPs have a responsibility to provide accurate information to the QCTO and the general public. Information such as correct accreditation details, offering qualifications the SOP is accredited for. Any misrepresentation will be regarded as an offence and will lead to the following:

  • De-accreditation of the SDP

  • Suspension of accreditation for a certain period

  • Be reported to the Minister of Higher Education and Training

  1. Duration of accreditation
    1. Accreditation of the SOP, as an institutiton, is valid:
      1. For as long as the SOP complies with the quality standards of the QCTO; the registration period of the qualification and adheres to the accreditation criteria, subject to successful annual self-assessments and QCTO monitoring; or
      2. until the SOP is de-accredited in terms of Section 12 of this policy.
      3. in cases where a QCTO accredited SOP has not enrolled and exited learners on an occupational qualification for a period of three years, the SOP will be de­ accredited and be removed from the QCTO list of accredited SOPs.
  2. Change of scope for accreditation
    1. Extension and amendment of scope of accreditationThe scope of accreditation entails the increase or decrease in the number of occupational qualifications or part qualifications accredited for. Change of address is deemed an important amendment, and an accreditation application in this regard must be made to the QCTO prior to the change of address taking effect.
    2. The QCTO may award an extension of scope to a SOP if the institutional compliance requirements as stipulated under 7.1 are met, and the SOP also meets the programme delivery readiness requirements of accreditation for the occupational qualification or part qualification applied for as stipulated under 7.2. The QCTO may amend the scope of accreditation awarded to the SOP based on the monitoring visits to the SOP that prove failure to comply or a request from the SOP to remove occupational qualifications or part qualifications from its scope of accreditation;
    3. In all cases of a change of scope of an SOP, the SOP will inform the QCTO thereof;
    4. The QCTO will extend the scope of accreditation of an SOP to a maximum of six qualifications including part qualifications. During this period the SOP must prove

its dedication to skills development by enrolling and exiting learners at relevant intervals.

  1. Withdrawal of accreditation of Skills Development Providers

    1. Accreditation of an SDP may be withdrawn by the QCTO based on monitoring visits reports where the SDP was found to be noncompliant to the QCTO policy requirements or any misconduct which provides reasonable grounds for such withdrawal.Reasonable grounds may include, but are not limited to:
      1. failure to comply with specified accreditation criteria and policy requirements;
      2. inability of the SDP to perform its functions adequately;
      3. failure to conduct training over the stipulated period without reasonable grounds to do that;
      4. failure or refusal to comply with the QCTO reporting requirements including but not limited to:
        1. inaccurate statements of results;
        2. poor record keeping;
        3. poor internal moderation; and
        4. poor throughput rate or learner achievementsUpon audit findings, the QCTO may at its discretion reduce the scope of accreditation or rescind the accreditation awarded.
    2. If the SDP fails to renew its accreditation well before it expires, the SDP will be declared unaccredited and will stop operating on the expiry date showing on the accreditation letter/certificate. The SDP will have to re-lodge the accreditation request in a normal way done by any applicant applying for accreditation.
    3. The SOP may appeal the decision to withdraw accreditation as per section 12 of this policy.
  2. Handling disputes and appeals

    1. In the event of a dispute arising between the QCTO and the SOP, all parties must endeavour to negotiate in good faith with a view to settling the dispute amicably.
    2. The aggrieved SOP must notify the QCTO in writing within 7 working days of an accreditation decision dispute. The aggrieved should forward the letter to the CEO of the QCTO.
    3. If the negotiations fail, the dispute must be referred to the QCTO Appeals Committee of Council for resolution.
  3. Monitoring of SOP Performance

    1. The QCTO will monitor SOPs for compliance and performance in terms of this policy and conduct site visits at any time within a five year cycle;
    2. conduct an audit of an SOP’s performance in a five year cycle or when the public raised concerns about the provider; and
    3. a collaboration of monitoring SDPs with SETAs as quality partners will continue until the process of transitioning quality assurance from them to QCTO is completed.
  4. Re-accreditation of SDPs

    1. At the beginning of the final year of accreditation an SOP must apply for re­ accreditation if so required. Failure to renew accreditation will result in the accreditation lapsing and the SOP will be de-accredited
    2. QCTO will conduct a performance audit prior to awarding the re-accreditation.
  5. Collaboration with Professional Bodies and SETAs

    The QCTO is mandated to accredit SDPs for occupational qualifications on its Sub­ Framework. The QCTO recognises the role of Professional Bodies in ensuring quality education and training in their respective industries. Whilst the SETAs are

    currently QCTO quality assurance partners and have direct links with their industries for skills planning and workplaces, the QCTO is embarking on working very closely with them in transitioning the landscape to the QCTO.

  6. Quality Assurance and Monitoring of Policy Implementation

    1. The effectiveness of the policy on the accreditation of skills development providers for all qualifications on the OQSF shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures;
    2. Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst QCTO accredited SDPs;
    3. In cases where the QCTO appointed an Accrediting Agency to manage the accreditation of SDPs for a particular cohort of occupational qualifications the Accreditation Agency will sign a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model of accreditation, stating conditions and requirements to be met during the period of appointment;
    4. In addition, the QCTO has a standardised data reporting template which must be completed and submitted quarterly. This provides specified quantitative data to the QCTO;
    5. Each year the Skills Development Provider must also complete and submit a qualitative report, which serves the dual purpose of a self-evaluation, assisting the

      ·-

      QCTO and Assessment Partner in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review;

    6. The quality standards set by professional bodies for their occupations will be upheld and recognised as part of the overall quality assurance of the Skills Development Provider accreditation quality assurance process;
    7. All SDPs will be monitored and evaluated against QCTO approved quality standards.
  7. Registration of Skills Development Providers (SDPs) by the Department of Higher Education and Training (DHET)

In terms of Article 29(3) of the Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996):

“Everyone has the right to establish and maintain, at their own expense, independent educational institutions that are registered with the state”.

This means that the Skills Development Providers must be registered with the state, in this case, the Department of Higher Education and Training (DHET) and maintain standards that are comparable to public educational institutions.

Therefor . in terms of this policy and Communique 1 of 2016 Skills Development Providers (SDPs) will apply to be accredited for their occupational qualifications of choice by the QCTO and also apply to be registered by the Department of Higher Education and Training in order to meet the state requirements.

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Accreditation Explained

Accreditation

Accreditation means the certification, usually for a particular period of time, of a person, a body or an institution as having the capacity to fulfill a particular function in the quality assurance system set up by the South African Qualifications Authority in terms of the Act.

Accreditation Explained

Umalusi accredits private providers of education and training as well as private assessment bodies to offer tuition and/or assessment for qualification(s) on the General and Further Education and Training Qualifications Sub-Framework (GFETQSF).

This means that Umalusi accredits the following institutions:

  • Independent schools;
  • Private Further Education and Training Colleges (FET Colleges);
  • Private Adult Education and Training providers;
  • Private assessment bodies that assess the qualifications Umalusi certifies.

In accrediting institutions Umalusi is guided by policy documents that contain criteria for accreditation for each institutional type.

Umalusi does not accredit public providers.

Instead, Umalusi monitors and reports on the quality of the qualifications and curricula used in public schools, TVET colleges and Adult Learning Centres, and externally monitors the national assessment system.

Full Qualification:

Accreditation is for training providers wishing to deliver and assess qualifications that fall within Fasset’s scope of delegated quality assurance. The majority of finance and accounting qualifications no longer form part of our scope, and provider accreditation for those qualifications is the direct responsibility of the assigned professional body, see the table below.

Both Fasset and the professional bodies are QCTO Quality Assurance Partners (QAPs) responsible for certain quality assurance functions associated with stipulated qualifications. Please consult the table below to identify the QAP responsible for provider accreditation for the qualification of your interest. Each QAP has its own accreditation criteria, process and form, and providers need to liaise with the relevant body directly.

Applicant Providers should first send a letter of intent to the Quality Council for Trades and Occupations (QCTO), intent template can be sourced from the QCTO website.

The main steps in the accreditation process to become a SETA Accredited Training Provider:

  1. The Training Provider determines the primary focus
  2. The SETA Quality Assurance Management Division requirements are compiled by the provider
  3. The Training Provider completes and submits an online application form for accreditation
  4. A compliance check is conducted by SETA and the provider receives a notification of compliance / non-compliance
  5. The Training Provider responds to the notification if necessary
  6. A site visit is scheduled and conducted by a SETA ETQA evaluator
  7. The evaluator sends his/her report to SETA
  8. The evaluation report is quality assured and the report indicating the status of accreditation is sent to the provider. Where applicable, areas of remediation will be detailed in the report.
  9. The Training Provider is required to respond to areas of remediation if necessary, and make the relevant submission.
  10. Confirm registration with the DHET
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Training Provider Accreditation

What is SETA accreditation?

According to the South African Qualifications Authority (SAQA), accreditation means that a person, a body or an institution has been certified as “having the capacity to fulfill a particular function in the quality assurance system set up by the South African Qualifications Authority.”

SETA accreditation can only be attained by a training provider if it successfully completes the stringent application process prescribed by a relevant SETA. SETA accreditation is therefore the result of a process whereby a SETA determines whether a training provider has the necessary capacity and ability to provide quality training in line with National Qualifications Framework (NQF) standards.

What is the purpose of SETA Accreditation?

The purpose of SETA accreditation is to make sure that education and training is of a high standard and quality and that it is relevant to the needs of the industry sector in question. If a training provider has SETA accreditation, it means that the training provider’s courses comply with the NQF standards, and that the courses offered have been evaluated to ensure that they are in line with these standards. SETA accreditation also aims to ensure that there is uniformity of similar courses offered by different training providers. SETA accreditation therefore provides the assurance that a training provider will be capable of providing relevant training and education that is in line with national standards. Another purpose of SETA accreditation is to ensure that the courses being offered by accredited training providers are relevant to industry needs and will equip students with the skills that they will need in the workplace.

What does it mean to be a Services SETA accredited training provider?

A Services SETA accredited training provider is a training provider that offers courses and/or qualifications within the services industry and that are in line with the relevant standards of the National Qualifications Framework (NQF). This means that the provider has successfully gone through the stringent accreditation process set out by the Services SETA. Due to the SETA “stamp of approval”, Services SETA accredited providers are relied on to provide high quality, industry-relevant training and education within the services sector. Training received through a Services SETA accredited provider is also formally recognized throughout South Africa.

Accreditation is granted to a skills development provider following a quality assurance process that demonstrates the quality of training offered by that training provider.

There are a number of reasons for a company or a learner to use an accredited training provider for skills development requirements.

  • You can be assured that the quality of training you will receive is of high standard and that the training provider is not a fly-by-night institution.
  • You can be assured the courses offered are SETA approved, meaning the training programmes provided are according to the standards set out in the relevant National Qualifications Framework (NQF) legislation
  • When completing your BEE scorecard, you can claim points against your training expenditure
  • It is one of the qualification criteria for SETA grants and SARS tax rebates
  • Qualifications obtained from an accredited service provider is a recognised qualification

You can search whether a training provider is accredited with the Services SETA. Please note that only training providers accredited to deliver our Services SETA qualifications will be on this database.

How does SETA accreditation benefit students?

If a student completes a SETA accredited course through a training provider that has SETA accreditation, the student can earn the appropriate NQF credits. NQF credits can count towards full qualifications that are recognized throughout South Africa.  In other words, SETA accreditation means that a course or qualification can be formally recognized. This is of benefit to the student, as employers in certain sectors often require their employees to have formal qualifications. Formal recognition is also beneficial to students who wish to change from one course to another without having to repeat subjects or courses that they may already have completed.

SETA accreditation is also an indication to students that a training provider is reputable, and not a fly-by-night institution. Another benefit of SETA accreditation is that it assures students that they will be receiving training that they will be able to apply in the workplace and that they will be equipped with skills that are sought after by employers within the particular industry sector.

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Policy on Accreditation of Assessment Centres

Policy on Accreditation of Assessment Centres

Verification The process managed by the relevant AQP for externally checking moderation processes and confirming or overturning moderation findings.

  1. Preamble

    The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G the Skills Development Act of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the sub-Framework for Trades and Occupations. The QCTO is responsible for the development, maintenance and quality assurance of qualifications within its sub- framework.

    The QCTO focuses quality assurance of the provision of assessment on the final external integrated summative assessment. The external integrated summative assessment of all QCTO qualifications will be conducted in accredited assessment centres or approved assessment sites to ensure that the required facilities and processes are in place to conduct standardised assessments for determining the required occupational competence to be awarded the qualification.

  2. Objectives and criteria for assessment

    This policy outlines the criteria applied by the QCTO for the accreditation of assessment centres. It provides guidelines for bodies wishing to apply for accreditation as assessment centres. Accreditation describes the process followed by the QCTO to determine if a body meets the QCTO’s minimum specified criteria and has the capacity to conduct secure, reliable and objective external summative assessments.

  3. Legislative and regulatory framework

    In terms of the Skills Development Act, 1998 (Act 97 of 1998) the QCTO will accredit assessment centres, including trade test centres to conduct the external summative assessment for specified occupational qualifications, part qualifications or trades recorded on the NLRD but without an associated occupational qualification.

    This policy and criteria is based on the QCTO Policy on Delegation of Qualification Assessment to Assessment Quality Partners (AQPs) and the Assessment Policy for Qualifications and Part Qualifications on the OQSF.

  4. Audience and applicability

    This policy applies to assessment centres seeking accreditation to assess occupational qualifications, part qualifications and trades recorded on the NLRD but without associated occupational qualifications. Assessment centres may include accredited trade test centres, workplaces, providers, education and training institutions (e.g. FET Colleges or Universities of Technology) or professional bodies. These bodies should have the required facilities and meet the requirements specified by the relevant AQP for the related occupational qualification or part qualification.

    Bodies seeking accreditation as an assessment centre must apply to the relevant QCTO appointed AQP responsible for recommending the accreditation of assessment centres to the QCTO.

  5. Responsibilities of an assessment centre

    An assessment centre must:

    1. assess the occupational qualification or part qualification in accordance with the standards set by the delegated AQP;
    2. comply with the QCTO and AQP assessment policies and procedures;
    3. conduct integrated external summative assessments in accordance with the AQP requirements;
    4. adhere to standards set by the AQP in order to maintain accreditation;
    5. enter into a formal agreement with the relevant AQP;
    6. if also a training provider, provide an assessment area separate from the training area;
    7. only allow candidates registered for assessment and assessment practitioners conducting the assessment into the assessment area;
    8. ensure that candidates are not assessed or moderated by the facilitator responsible for their training; and
    9. have appropriately qualified human resources to conduct assessments as specified by the AQP.
  6. Responsibilities of the AQP

      1. The relevant AQP will recommend to the QCTO, in the form and manner required by the QCTO:
        1. the accreditation of assessment centres for all occupational qualifications and part qualifications that require the use of assessment centres for conducting external summative assessments; and
        2. the de-accreditation of accredited assessment centres where required.
      2. In respect of each occupational qualification or part qualification falling within its scope, and requiring the accreditation of an assessment centre an AQP will:
        1. ensure standardisation of the external integrated summative assessment through the development of nationally standardised assessment instruments;
        2. determine criteria for accreditation of assessment centres to be able to conduct the external integrated summative assessment;
        3. conduct external moderation to ensure that the external integrated summative assessment is conducted in an appropriate manner; and
        4. make recommendations to QCTO for the issuing of certificates.
      3. In respect of an assessment centre accredited to assess competence against an occupational qualification or part qualification, an AQP will:
        1. provide criteria, guidelines and procedures for registration for assessment;
        2. provide criteria and guidelines on security processes required to curb irregularities during the assessment process;
        3. provide criteria and guidelines for capturing learner achievements according to the QCTO’s MIS requirements;
        4. monitor the performance of the accredited assessment centres;
        5. ensure that candidates are not assessed or moderated by the facilitator responsible for their training; and
        6. report to the QCTO on the assessment centre’s performance in the form and manner required by the QCTO.
      4. In the event of de-accreditation of an assessment centre the AQP must arrange an alternative assessment centre for candidates already enrolled for assessment.
      5. In terms of section 26A of the Skills Development Act, the NAMB will recommend to the QCTO the accreditation of trade test centres.
      6. Trade test centres currently accredited by the SETAs will be deemed accredited by the NAMB for trades recorded on the NLRD for a period of 3 years from the publication date of the Trade Test Regulations during which a recommendation to be accredited by the QCTO must be submitted by NAMB.
  7. Responsibilities of the QCTO

      1. The QCTO must consider recommendations from AQPs for assessment centre accreditation.
      2. The QCTO will evaluate and may verify the information on the AQP recommendations for the accreditation of an assessment centre.
      3. The QCTO will make a decision as to whether to accredit the recommended assessment centre within 30 working days of receiving the recommendation.
      4. The QCTO must notify the AQP of its decision in writing and may refer the recommendation back to the AQP for outstanding information or additional information to be provided.
      5. If the QCTO grants accreditation of an assessment centre, it will publish it on its official website the following information –
        1. the relevant details of the accredited assessment centre; and
        2. the occupational qualifications the assessment centre is accredited to assess.
      6. If accreditation is withdrawn, the QCTO must inform the AQP and assessment centre and remove the assessment centre’s details from its official website.
  8. Criteria for the accreditation of assessment centres

      1. The QCTO will accredit an entity as an assessment centre for a specified occupational qualification or part qualification if recommended by an AQP and if that entity satisfies the criteria listed below.The entity must:
        1. be a juristic person registered or established in terms of South African law;
        2. have a valid tax clearance certificate issued by the South African Revenue Service if applicable;
        3. have a suitable and compliant MIS in accordance with QCTO specifications;
        4. be safe, secure and accessible to candidates;
        5. meet the relevant standards for occupational health and safety;
        6. have the required physical resources (e.g. venue; equipment, machinery or protective clothing), specified by the AQP to assess learners’ competence regarding the occupational qualification or part qualification;
        7. have appropriately qualified human resources as specified by the AQP; and
        8. make provision for any other requirements specified for the relevant trade, occupational qualification or part qualification.

    NOTE: Although the QCTO accredits assessment centres and sites, the accredited assessment centre or site remains responsible and accountable for ensuring the safety of the centre staff, students and visitors. The QCTO will not be liable for any loss, damage, expense, costs, delays or other liability whatsoever that the assessment centre or site may incur during its operations.

  9. Duration of accreditation

      1. The accreditation of an assessment centre to conduct assessments for the specific occupational qualification or part qualification is valid:
        1. for a period of 5 years from the date the QCTO grants accreditation; or
        2. until de-registration of the qualification; or
        3. until de-accreditation is recommended by the AQP.
      2. Trade test centres currently accredited by the SETAs will be deemed accredited by the NAMB for trades recorded on the NLRD for a period of 3 years from the publication date of the Trade Test Regulations during which a recommendation to be accredited by the QCTO must be submitted by NAMB.
  10. Applying for accreditation

      1. An application for accreditation must be made to the relevant AQP in accordance with the criteria and guidelines of the AQP.
      2. A centre that applies for accreditation to conduct the external integrated summative assessment for a specified occupational qualification or part qualification must provide evidence of:
        1. the required physical resources (e.g. venue; equipment, machinery or protective clothing), specified by the AQP to assess learners’ competence with regard to the relevant occupational qualification or part qualification;
        2. the required technical expertise (qualified personnel) to conduct the integrated external assessment for the relevant occupational qualification or part qualification;
        3. compliance with the quality assurance requirements needed to conduct that particular assessment; and
        4. systems to handle complaints and appeals.
  11. Amendments to the scope of accreditation

    1. An accredited assessment centre may increase its scope by applying to one or more AQPs for conducting integrated external summative assessments for additional occupational qualifications or part qualifications.
    2. The AQP will recommend the amendment of scope to the QCTO.
    3. The QCTO may amend the scope, if:
      1. the AQP recommends the assessment centre to conduct assessment for one or more additional occupational qualifications. In such a case the generic requirements will be deemed to be met, and the extension of scope application will be restricted to the additional curriculum components; and
      2. the QCTO determines that an accredited assessment centre no longer has the capacity to conduct the external summative assessments for which it has been accredited.
    4. In all cases of an amendment to scope, the QCTO will inform the AQP and fulfil all its responsibilities as detailed in Section 7 above.
  1. Withdrawal of accreditation

    1. The QCTO, may on reasonable grounds, withdraw on recommendation from the relevant AQP the accreditation of an assessment centre in respect of all or a specific occupational qualification or part qualification which it is accredited to assess. Reasonable grounds include, but are not limited to:
      1. inability to meet the accreditation criteria;
      2. assessment irregularities;
      3. failure or refusal to fulfil accreditation responsibilities;
      4. failure or refusal to comply with the relevant QCTO policies and procedures; and
      5. failure to comply with the relevant AQP requirements including but not limited to:
        1. poor record keeping and reporting on assessments;
        2. poor internal moderation; and
        3. ineffective reporting to the AQP.
    2. The assessment centre may appeal the de-accreditation recommendation to the QCTO at a cost determined by the QCTO.
    3. If de-accreditation is appealed, the QCTO will convene an appeals committee to consider any representations received, and will notify the AQP and assessment centre of its appeal decision in writing.
  2. Irregularities

    1. The assessment centre must address irregularities relating to the integrated external summative assessment which include, but are not limited to:

      1. a candidate cheating, copying or accessing assessment instruments in advance;
      2. a candidate bribing, blackmailing, threatening or harassing an assessor or others involved in the assessment process; and
      3. any party that falsifies documents or evidence for access before or during an assessment.
    2. The AQP must address irregularities relating to the integrated external summative assessment which include, but are not limited to:
      1. an assessment centre staff member approved by the AQP not declaring a conflict of interest, such as, but not limited to a family or business relationship with a learner;
      2. an assessment centre staff member approved by the AQP taking bribes or responding to threats, etc. in such a manner that advantages one learner over another;
      3. an assessment centre staff member approved by the AQP demonstrating bias (e.g. in relation to race, class, gender, educational background, ethnicity or religion) that unduly influences assessment or moderation decisions; or
      4. an assessment centre staff member approved by the AQP not making appropriate arrangements for learners with disabilities or language disadvantages (unless the assessment in question is assessing the language in question).
  3. Complaints and appeals

    1. Complaints and appeals against irregularities under 13.1 must be referred to the relevant AQP.
    2. Complaints and appeals and appeals against irregularities under 13.2 must be referred to the QCTO.
  4. Quality assurance and monitoring of policy implementation

    1. The delegated AQP will monitor the performance of accredited assessment centres.
    2. The QCTO will monitor the performance of the AQP in terms of this policy.
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Accreditation as a provider of education and training

Accreditation as a provider of education and training

About ETQA accreditation as a provider of education and training

Providers of education and training must apply for accreditation with an Education and Training Quality Assurance (ETQA) body under the South African Qualifications Authority (SAQA)(link is external). All providers of education and training offering full qualifications must be registered with the Department of Education.

The education and

has to offer unit standards and/or qualifications that fall within the primary focus area of the ETQA body of the relevant Sector Education and Training Authority (SETA)(link is external) or professional body.

Requirements for accreditation:

  • The programmes (and/or assessments) offered by the education and
  •  must culminate in unit standards and/or qualifications registered on the National Qualifications Framework (NQF).
  • The curriculum (design, content and learning materials) is aligned to the unit standards and/or qualifications.
  • There are suitably qualified staff (facilitators and registered assessors).
  • The learners have access to adequate learning support services.
  • The assessment methods and tools used to measure the requirements for the unit standard and/or qualification are fair, valid and reliable, and are used to enhance learning.

What you should do

  1. Send a letter of your intention to be accredited as a provider of education and
  2.  to the relevant ETQA.
  3. Submit a self-evaluation and application form to ETQA.
  4. If you are not granted accreditation and you feel the process was unfair, you have a right to appeal.
  5. A list of ETQAs and contact details(link is external) is available on the Saqa website.