What We Want

APPETD is continuously striving to ensure equitable consideration for all providers within all levels of policy- and decision-making. We aim to be the recognised voice of the private education and training sector at all levels of legislative and regulatory activity within all quality control and accreditation areas.


What We Do

APPETD leads the broader private education and training industry through:

  • interaction with legislative authorities in presenting the needs, benefits and contributory value of the private sector,
  • development and empowerment of members to be effective, sustainable organizations,
  • informing and guiding members regarding best institutional, educational and quality practices,
  • promoting education and training as a professional career.

What We Offer

APPETD provides services specifically tailored to the needs of its members, including:

  • assistance with accreditation
  • information and advice regarding regulation and legislation changes
  • guidance regarding compliance, quality management and legal issues
  • workshops to explore current and relevant issues affecting private education
  • representation on industry councils and statutory bodies
  • publication of training project opportunities
  • project management of training events
  • links to industry consultants and niche service providers

Where We Are Active

APPETD represents and protects members’ interests on the following policy-making entities:

  • ETDP SETA Board
  • ETDP SETA Provisioning, TVET, Quality Assurance and Higher Education & Research Chambers
  • W&R SETA Industry Forum and Good Practice Awards Committee
  • FASSET SETA Professional Development Working Committee
  • QCTO Council and Executive Committee
  • QCTO Qualifications Council and QCTO Assessment Committee
  • CHE Quality Enhancement Project (QEP)
  • Higher Education Quality Council (HEQC)
  • NSA Board and Executive Committee
  • SACE Endorsement Committee
  • SASCE Board
  • World Skills Steering Committee

What Else We Do

APPETD has established a surety scheme with MARSH for the benefit of all member providers and to comply with legislation as stipulated by the Department of Higher Education and Training (DHET). We are currently in discussions to further develop financial products customised for APPETD members such as medical insurance and provident funding.

APPETD has also launched an affiliate company, CIPPT (Chartered Institute of Professional Practitioners and Trainers) which has registered a set of chartered designations that trainers, facilitators, assessors and moderators may apply to hold. This registration framework has been established to ensure continued professional conduct of all practitioners within the ETD sector as well as to pave the way for the design and development of relevant and applicable qualifications to promote credibility within the industry and accommodate a structured, progressive career path.

APPETD on Twitter

Did You Know?

The oldest existing, and continually operating educational institution in the world is the University of Karueein, founded in 859 AD in Fez, Morocco. The University of Bologna, Italy, was founded in 1088 and is the oldest one in Europe. The Sumerians had scribal schools or É-Dub-ba soon after 3500BC.

Did You Know?

Confucius (561B.C.), one of the most learned men of all time, became the first private teacher in history. Born into a once-honorable family that had fallen on bad times, he found himself with no chance of being educated. However, he gained such a reputation for his determination and thirst for knowledge that people sought him out to teach their sons. Confucius received more teacher appreciation than anyone before him. He took any student eager to learn, and with the regular subjects, imparted his personal wisdoms for developing responsibility and moral character through discipline.

Did You Know?

Children in most of ancient Greece started their education at age seven. In Sparta, boys were given military training from ages seven to twenty to prepare them for service in the army. In Athens, poor children did not go to school. Middle-class boys might go to school for only three to four years. For their lessons, the students used a wax-covered board with a stylus to carve out letters in the wax. When completed, the wax was smoothed over again and reused. The subjects they learned were reading, writing, basic math, music, and physical training. At the age of eighteen, most boys were required to join the army for two years of training. After military training, boys from wealthy families studied under a sophist. Known as a “wisdom seller,” a sophist charged a fee to teach subjects such as public speaking or rhetoric.

Did You Know?

According to a 2014 report by the Council of Higher Education, policies for education and teacher training must work hand in hand with teaching programmes as they are both crucial for successfully implementing plans and ideas.

Policies that can help improve the quality of education include providing text books free of charge, removing barriers to women’s access, reforming curricula, training teachers to implement new pedagogical concepts in the classroom, and using information and communications technologies.

Encouraging critical thinking, in particular, is important to educational quality and so has been added to political agendas in some countries such as Nigeria.

Did You Know?

An important issue for the next generation of Africa’s academics is women’s prospects for equal participation in higher education. UNESCO’s World Atlas of Gender Equality in Education shows that although globally the ratio of women to men in education rose from 0.74 in 1970 to 1.08 in 2009, the picture is different in Sub-Saharan Africa and West Asia, where men still dominate.

Did You Know?

Greek girls were not taught the same subjects as boys. They were usually taught reading and writing, but were not taught other subjects. Instead, they were taught skills that would help them be good homemakers. They were taught to cook, sew, and care for children. Like boys, girls were sometimes given a different education depending on where they lived. In Sparta, even girls were given light military duties. They were also expected to do a lot of exercise so that they would have healthy babies who could serve in the army. In Sparta, girls were usually given more education that girls in Athens. But it was almost all physical training. (No books! No homework! Just exercise!)


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