The end of NATED marks a turning point for technical training in South Africa

South Africa’s tertiary education system is undergoing a decisive shift to meet modern labour market demands. The long-outdated National Accredited Technical Education Diploma (NATED) is being pushed aside, replaced by a more credible occupational qualifications framework overseen by the Quality Council for Trades and Occupations (QCTO).

Leon Smalberger, CEO of the Academic Institute of Excellence (AIE), says, “Weighted more toward theory than practice, NATED kept too many technically capable students in programmes that did not convert well into employment or education progression.  

“While institutions like AIE have worked to counter this through closer alignment with practical training and industry expectations, the sector as a whole has remained constrained under a system that no longer reflects how technical skills are developed, assessed, or recognised in the workplace.”

He says the shift to the QCTO will fundamentally reposition technical education around employability. “Occupational qualifications are designed around what people actually do at work, not just what they know in theory. That alignment gives students and employers greater confidence, and will strengthen the link between training and real economic participation.”

Accreditation that didn’t translate well to the real world

Smalberger explains that NATED’s core failure lay in post-completion outcomes. Students exited programmes with certificates that carried limited weight beyond college, making progression into further education or recognised occupational status uncertain. Under the system, credit recognition was inconsistent, articulation depended on institutional discretion, and capable learners were often forced to repeat material they had already completed.

Additionally, mobility between technical qualifications and higher studies under NATED long depended on where a student studied rather than what they could demonstrate. Entry into engineering and technical degree programmes, especially, often required full first-year enrolment, even where prior technical training covered similar ground. This added years and additional costs to advancement, slowing the movement of capable students into professional pipelines.

Capacity limits within public institutions further narrowed progression routes, particularly in engineering. Faculties operate under strict intake ceilings shaped by infrastructure, equipment, and accreditation requirements. As a result, large numbers of technically trained students have sought entry into higher-level programmes each year and encountered limited availability, regardless of their readiness to continue. The result has been a fragmented pathway from technical training into recognised professional status.

Furthermore, Smalberger notes that many graduates found that completing a technical qualification did not guarantee recognition at the hiring stage. Employers often view NATED certification as proof of theory rather than workplace competence, particularly in sectors where safety, compliance, and productivity depend on proven skill.

“The result is that candidates entered interviews with paper qualifications but limited evidence of supervised experience, leaving them at a disadvantage compared to applicants from apprenticeships or workplace-based training.”

QCTO promises a more stable future for technical students

The shift to QCTO-aligned occupational qualifications aims to restore credibility to technical training by combining practical workplace learning with classroom instruction that reflects employers’ expectations in the first year of employment.

“Instead of practical experience being something employers are intended to provide after hiring, the expectation shifts to occupational qualifications that deliver that hands-on experience. New entrants can contribute more quickly and meaningfully to the workplace, reducing training costs and limiting productivity losses while they build confidence in their roles.

“The switch to QCTO qualifications has been less disruptive for private colleges that prepared early, and already produce graduates who meet current workplace standards or who can transition smoothly into higher degrees. For example, AIE restructured its technical and engineering pathways far ahead of the policy change, building programmes around clear articulation and workplace validation so our students can advance without restarting or re-proving existing skills.”

Smalberger says the next few years will see the system stabilise as legacy programmes close and occupational qualifications take full effect. For future students, technical training will carry clearer direction from the outset, with defined routes into skilled employment or further study, and less uncertainty about whether a completed qualification will hold its value beyond graduation.