Manufacturing, Engineering and Technology Engineering and Related Design

Pre-2009 NQF Level Understanding Training

SAQA US 253494 | NQF 3 | Credits 15 | Duration 12 Days
From $2,214 per delegate

Description

This course provides a foundational understanding of the pre-2009 National Qualifications Framework (NQF) level system in South Africa. Participants will learn how to interpret and apply the old level descriptors to qualifications and unit standards, enabling them to map and compare pre-2009 qualifications to the current NQF framework.

Learning Outcomes

  • Explain the historical context and structure of the pre-2009 NQF level system.
  • Differentiate between pre-2009 and current NQF level descriptors.
  • Apply the pre-2009 level descriptors to classify qualifications and unit standards.
  • Analyze the relationship between pre-2009 NQF levels and the current NQF framework.
  • Evaluate the implications of pre-2009 levels for credit transfer and recognition of prior learning.

Target Audience

This course is designed for HR practitioners, training managers, assessors, moderators, and anyone involved in skills development, qualification evaluation, or credit accumulation who needs to understand legacy NQF levels.

Prerequisites

None — open enrollment.

Course Outline

Day 1: Introduction to NQF and the South African Qualifications Framework

Objectives:
• Explain the purpose and structure of the National Qualifications Framework (NQF).
• Describe the historical context leading to the NQF.
• Identify the key bodies involved in the NQF (SAQA, QCTO, CHE, Umalusi).
• Differentiate between the old (pre-2009) and current NQF levels.

Topics:
• Overview of the South African education and training system.
• Origins of the NQF and the Skills Development Act.
• SAQA’s role and the objectives of the NQF.
• The three quality councils and their responsibilities.
• Introduction to NQF levels: from Level 1 to Level 8.
• Pre-2009 NQF levels vs. post-2009 NQF levels.
• Understanding unit standards and qualifications.
• The importance of credits and notional hours.

Day 2: Pre-2009 NQF Level Descriptors and Categories

Objectives:
• Outline the pre-2009 NQF level descriptors.
• Classify qualifications according to pre-2009 levels.
• Compare pre-2009 and current level descriptors.
• Identify typical qualifications for each pre-2009 level.

Topics:
• Detailed examination of pre-2009 level descriptors (Levels 1–8).
• Categories: General Education and Training (GET), Further Education and Training (FET), Higher Education and Training (HET).
• Mapping of old school grades to NQF levels.
• Technical and vocational qualifications in the old system.
• University degrees and diplomas under the old framework.
• Examples: N1–N6 certificates, national diplomas, degrees.
• The role of credits in the old system.
• Practical exercise: Classifying sample qualifications.

Day 3: Transition from Pre-2009 to Current NQF

Objectives:
• Explain the reasons for the NQF change in 2009.
• Describe the process of transitioning qualifications.
• List the major differences between old and new level descriptors.
• Identify challenges encountered during the transition.

Topics:
• The NQF Amendment Act and its implications.
• New level descriptors: from 8 to 10 levels.
• Inclusion of occupational qualifications.
• Sub-frameworks: General, Further Education and Training, Higher Education.
• Transitional arrangements for existing qualifications.
• Recognition of Prior Learning (RPL) during transition.
• Impact on learners and institutions.
• Case studies of qualifications that changed levels.

Day 4: Understanding Unit Standards and Credits in the Pre-2009 System

Objectives:
• Define unit standards and their components.
• Interpret credit values and notional hours.
• Differentiate between fundamental, core, and elective unit standards.
• Apply credit accumulation towards a qualification.

Topics:
• Structure of a unit standard: title, purpose, learning outcomes, assessment criteria.
• Credits: meaning and calculation based on notional hours.
• Types of unit standards: fundamental, core, elective.
• Building a qualification from unit standards.
• Pre-2009 credit systems vs. current.
• Examples of unit standards from different fields.
• Exercise: Analyzing a sample unit standard.
• Common pitfalls in interpreting credits.

Day 5: Pre-2009 Qualification Types and Their Level Assignments

Objectives:
• List common pre-2009 qualification types.
• Assign each qualification type to its NQF level.
• Compare with current qualification types.
• Recognize the equivalence between old and new qualifications.

Topics:
• GETC (General Education and Training Certificate) at Level 1.
• FETC (Further Education and Training Certificate) at Levels 2–4.
• National Certificates (N1–N6) and their levels.
• National Diplomas (N4–N6) and their levels.
• Bachelor’s degrees (Level 7), Honours (Level 8), Master’s (Level 8), Doctorates (Level 8).
• Professional qualifications and their mapping.
• Old higher certificates and diplomas.
• Exercise: Mapping a list of qualifications to pre-2009 levels.

Day 6: Recognition of Prior Learning (RPL) in the Pre-2009 Context

Objectives:
• Explain the purpose of RPL.
• Describe the RPL process for pre-2009 qualifications.
• Identify challenges specific to pre-2009 RPL.
• Apply RPL principles to a case study.

Topics:
• Definition and importance of RPL.
• RPL policies under the old NQF.
• Steps in the RPL process: identification, evidence collection, assessment, credit award.
• Sources of evidence for pre-2009 learning.
• Challenges: legacy qualifications, incomplete records, equivalence.
• Role of assessors and moderators in RPL.
• Case studies of RPL for pre-2009 qualifications.
• Group activity: Simulating an RPL assessment.

Day 7: Assessment Practices in the Pre-2009 NQF

Objectives:
• Describe assessment principles under the pre-2009 NQF.
• Differentiate between formative and summative assessment.
• Explain the role of assessors and moderators.
• Develop simple assessment criteria for a unit standard.

Topics:
• Principles of assessment: validity, reliability, fairness, flexibility.
• Assessment methods: portfolios, observations, tests, assignments.
• Integrated assessment vs. separate assessment.
• Role of the assessor and moderator in the old system.
• Moderation processes and quality assurance.
• Recording and reporting assessment results.
• Exercise: Writing assessment criteria for a given unit standard.
• Common assessment errors and how to avoid them.

Day 8: Quality Assurance in the Pre-2009 NQF

Objectives:
• Explain the quality assurance mechanisms in the pre-2009 NQF.
• Identify the roles of ETQAs and SETAs.
• Describe the process of accreditation.
• Discuss the importance of quality assurance in training.

Topics:
• Overview of quality assurance bodies: SAQA, ETQAs, SETAs.
• Accreditation of providers and programmes.
• Criteria for accreditation under the old system.
• Quality assurance of assessment and moderation.
• Internal and external moderation.
• Audits and reviews.
• Impact of quality assurance on learner outcomes.
• Case study: Accreditation process for a training provider.

Day 9: Comparing Pre-2009 and Current NQF: Detailed Analysis

Objectives:
• Compare level descriptors between pre-2009 and current NQF.
• Analyze the impact of the changes on specific sectors.
• Identify qualifications that have shifted levels.
• Evaluate the benefits and drawbacks of the new system.

Topics:
• Side-by-side comparison of level descriptors.
• Changes in credit values and notional hours.
• Shift from 8 to 10 levels: new levels 9 and 10.
• Sector-specific impacts: engineering, nursing, education.
• Examples of qualifications that changed levels (e.g., National Diploma: NQF6 to NQF6? or NQF5?).
• Benefits: clearer progression, international comparability.
• Drawbacks: transition costs, confusion.
• Group discussion: Is the new system an improvement?

Day 10: Practical Applications: Mapping Qualifications and Credits

Objectives:
• Map a pre-2009 qualification to the current NQF.
• Calculate total credits and notional hours.
• Identify equivalent qualifications in the new system.
• Demonstrate understanding through a practical exercise.

Topics:
• Step-by-step mapping process.
• Using SAQA’s database and resources.
• Converting old credits to new credits (if applicable).
• Determining level equivalence.
• Practical exercise: Map a sample qualification.
• Group activity: Mapping multiple qualifications.
• Verification of mapping using official guidelines.
• Common mapping errors and how to avoid them.

Day 11: Challenges and Issues in Understanding Pre-2009 NQF Levels

Objectives:
• Identify common misconceptions about pre-2009 levels.
• Discuss issues with legacy qualifications.
• Explain how to handle discrepancies.
• Propose solutions for typical problems.

Topics:
• Misconceptions: e.g., N6 equals a degree.
• Legacy qualifications no longer offered.
• Incomplete or lost records.
• Differences between old and new level descriptors.
• Issues with international recognition.
• Strategies for resolving level disputes.
• Role of SAQA in providing guidance.
• Case studies of problematic qualifications.

Day 12: Integration and Final Assessment

Objectives:
• Synthesize knowledge gained throughout the course.
• Apply understanding to a comprehensive case study.
• Demonstrate competence in interpreting pre-2009 NQF levels.
• Prepare for real-world application.

Topics:
• Recap of key concepts from Days 1–11.
• Comprehensive case study: analyzing a set of qualifications.
• Group presentation: presenting findings.
• Discussion of real-world scenarios.
• Final assessment: written test or practical task.
• Course evaluation and feedback.
• Resources for further learning.
• Certification information.

Practicals

36 hours of practicals To be conducted online or on-campus or in-house
Overview

Practical sessions allow learners to apply theoretical knowledge to real-world scenarios, such as mapping qualifications, analyzing unit standards, and simulating RPL assessments. These hands-on activities reinforce understanding and prepare learners for actual tasks in education and training environments.

Practical Activities
  • Practical 1: Analyzing Unit Standards and Credits — Learners receive sample unit standards from the pre-2009 era and must identify components, calculate credits, and determine the NQF level. They then map these to current unit standards using SAQA resources. (8h)
  • Practical 2: Mapping Qualifications from Pre-2009 to Current NQF — Learners work in groups to map a set of pre-2009 qualifications (e.g., National Diploma, N6 certificate) to current NQF levels, using level descriptors and official mapping guidelines. They present their findings. (10h)
  • Practical 3: Simulating an RPL Assessment for Pre-2009 Learning — Learners role-play as RPL candidates and assessors. Candidates present evidence of prior learning (e.g., work experience, old certificates) and assessors evaluate using pre-2009 unit standards. The session includes feedback and moderation. (10h)
  • Practical 4: Comprehensive Case Study and Final Practical Task — Learners receive a complex case study involving multiple qualifications from different sectors. They must map all qualifications, calculate credits, identify issues, and propose solutions. This serves as the final practical assessment. (8h)

Summatives

Each delegate is assessed continuously throughout the course via daily exercises, scored practical assignments, and a final summative test at the end.

Practical Assignments — 30%

Practical assignments are observed and scored against a rubric during the practical sessions. Each delegate's practical mark is averaged into a single 100% score and contributes 30% to the final total.

Daily Exercises — 20%

Every training day ends with a multiple-choice exercise scored out of 100%. The scores from each daily exercise are averaged across the duration of the course to produce a Daily Average mark, which contributes 20% to the final total.

Final Test — 50%

On the last day a final summative test is written. It is a multiple-choice paper with multiple-answer questions: each question may have more than one correct option, and a single wrong selection on a question marks the entire question wrong — no partial credit. The final test is scored out of 100% and contributes 50% to the overall mark.

Final Total
Component Out of Weight
Practical Assignments (rubric-scored) 100% 30%
Daily Average (multiple choice) 100% 20%
Final Test (multi-answer multiple choice) 100% 50%
Final Total 100%

All marks are recorded on the AATICD LMS and visible to each learner under their account.

Certificate

Certificate of Completion

Awarded to delegates who achieve an overall mark of 50% or higher on the Final Total (Practicals 30% + Daily Average 20% + Final Test 50%).

How it works
  • Certificates are auto-generated on the AATICD LMS as soon as the marks pass the 50% threshold.
  • Each certificate is a branded PDF with the delegate's name, the course title, the unit standard ID, NQF level, credits, and the date of issue.
  • You can download or print your certificate from your LMS dashboard at any time after issue — there's no reissue fee and no expiry date.
  • If you scored under 50% you can sit the final test again at the next scheduled session at no extra cost.
Where to find it

Sign in to the LMS, open your dashboard, and your certificates appear under My Certificates. Each entry has a View / Download button and a print option.

Training Discounts

Group discounts apply automatically — the more delegates you enrol, the greater the saving. Discounts are calculated at 3% per 5 delegates, scaling up to 40% off for 100+ delegates.

Delegates Discount
5 3% off
10 6% off
15 9% off
20 12% off
25 15% off
30 18% off
50 30% off
75 35% off
100 40% off

3% discount per 5 delegates, up to 40% off for 100+ delegates. Contact us for a custom group quote.

Upcoming Training Sessions
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Training Discounts
Delegates Discount
5 3% off
10 6% off
15 9% off
20 12% off
25 15% off
30 18% off
50 30% off
75 35% off
100 40% off

3% off per 5 delegates, up to 40% for 100+

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