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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Access, process, adapt and use data from a wide range of texts 
SAQA US ID UNIT STANDARD TITLE
115792  Access, process, adapt and use data from a wide range of texts 
ORIGINATOR
SGB Communication Studies 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Competence at this level will enable learners to use analytical reading and viewing skills and strategies to extract meaning and to make informed judgements about cultural, social and workplace issues. They are knowledgeable about, and can critique, language use and textual features in texts.

Learners are critical, reflective and responsive readers and viewers of written and visual texts. They are able to compare and contrast data in texts with those in real life situations. Learners are able to make and challenge the assumptions, inferences and values expressed in texts. They can access, process and use data from different texts and adapt it for a wide variety of purposes and contexts.

Learners credited with this unit standard are able to:
  • Analyse and respond to texts produced for a range of purposes, audiences and contexts in the workplace
  • Identify and critically explore textual features and language usage in texts
  • Access, index and process data from various texts. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning: NQF Level 4:
  • Interpret and use information from texts. 

  • UNIT STANDARD RANGE 
    Range Statement:

    A wide range of written and visual texts from socio-cultural, learning and workplace contexts.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

    Unit Standard Range:
  • Recognition requires the learner to access or identify information explicitly stated in the text itself or in exercises that use the explicit ideas and information presented in the text without any analysis thereof.
  • Re-organisation requires the learner to use the data explicitly stated in texts in a new sequence or format.
  • Texts and sources include written, oral, visual, audio-visual and multimedia texts such as radio broadcasts, video recordings, advertisements, Internet, graphics.
  • Written texts include workplace specific documents, reports, policy wordings, brochures, pamphlets, information documents, newspapers, journals, magazines, legislation, gazettes, regulations, rules, business correspondence, articles and any other texts used within the workplace and field of learning.
  • Identification requires the learner to use reading skills to access information explicitly stated in the text.
  • Accessing, processing and re-organisation of data require the learner to analyse, synthesise and /or organise ideas or information. The learner must know where to source the data, how to sift it for relevance and authenticity, and how to organise and reformat it according to need.
  • Comprehension includes reading for inference. This skill is demonstrated when a learner uses the ideas and information both explicitly stated and implied in a text and bases conjectures and hypotheses on personal experience and industry knowledge. Inference requires thinking that goes beyond the stated information.
  • Critical evaluation involves a critique of the content and of the language used in texts. It requires the learner to compare and contrast ideas in the text with external criteria from a variety of sources, also using criteria provided by own experiences, industry knowledge and ethics. Evaluation is about judgement and focuses on qualities of accuracy, acceptability, worth and probability of occurrence.
  • Exploring includes all the above cognitive dimensions. It also deals with the psychological impact of a text on a reader which depends on an engagement with the text to make and negotiate meaning. It includes appreciation of and response to form, style, textual features and structure of a text as well as its appropriateness for the intended audience and purpose. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse and respond to texts produced for a range of purposes, audiences, contexts in the workplace. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Reading and viewing strategies are adopted for a wide range of reading and viewing purposes. 
    ASSESSMENT CRITERION RANGE 
    Range of strategies:
  • Skimming, scanning, prediction, knowledge of form of text types.

    Range of purposes:
  • Reading for: meaning, inference, gist, detail, context, critique and judgement.
     

  • ASSESSMENT CRITERION 2 
    Organisational features of texts are identified. The role of each of the features is explained and evaluated in relation to usefulness in making meaning. 
    ASSESSMENT CRITERION RANGE 
    Role of titles, headings, introductions, paragraphs, conclusions, outcome statements, chapters, summaries, contents, diagrams, appendices or addenda, foreword, index, content lists glossary, hyper-links, layout, icons, tables, graphics, font size and/or type, photographs, captions, visuals.
     

    ASSESSMENT CRITERION 3 
    Synthesis and evaluation of information from texts, and generalisation of patterns and trends, result in appropriate conclusions about purpose and audience. 

    ASSESSMENT CRITERION 4 
    Information gathered across different workplace texts is compared, contrasted and critically evaluated. 

    SPECIFIC OUTCOME 2 
    Identify and critically explore textual features and language usage in texts. 
    OUTCOME RANGE 
    Values, attitudes and assumptions in texts from socio-cultural, learning and/or workplace contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The way textual features affect meaning is understood and evaluated. 

    ASSESSMENT CRITERION 2 
    Selections and omissions in texts are analysed in terms of how they shape meaning. 

    ASSESSMENT CRITERION 3 
    Writer's or presenter's viewpoint is analysed with convincing supporting evidence from the text. 

    ASSESSMENT CRITERION 4 
    The effect on meaning of the socio-political and cultural background of texts is explained and analysed. 

    ASSESSMENT CRITERION 5 
    An understanding of explicit and implicit meaning in the text is reflected in responses. 

    ASSESSMENT CRITERION 6 
    The nature of bias, prejudice and discrimination in texts is analysed. 

    SPECIFIC OUTCOME 3 
    Access, process and index data from various texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Content is analysed and evaluated and its possible effects on different readers are explored. 

    ASSESSMENT CRITERION 2 
    The impact of different writing techniques on reader perspective is analysed in terms of the particular effect produced by each. 
    ASSESSMENT CRITERION RANGE 
    Length of sentence, punctuation, diction/choice of words, use of figurative language/jargon/technical terms/slang/dialect/irony/humour/satire/sarcasm/legalisms.
     

    ASSESSMENT CRITERION 3 
    The influence of specific language structures and features is analysed. 
    ASSESSMENT CRITERION RANGE 
    Bias (cultural, religious or peer preferences, misrepresentation, discrimination, racist, sexist, ageist), humour, irony, sarcasm, use of omission and silence, figurative expressions, repetition, hyperbole, generalisations, stereotyping, pictures and captions, typography and grammar.
     

    ASSESSMENT CRITERION 4 
    The effect of various production techniques in visuals is explored and analysed. 
    ASSESSMENT CRITERION RANGE 
    Range of visuals:
  • Photographs, transparencies, slides, posters, graphics, videos, films, drawings.

    Range of techniques:
  • Use of colour/black and white, borders, layout features, cinematographic devices, foregrounding, backgrounding, overlays, selection and/or omission, scale, size.
     


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQAs.

    Moderation Option:

    The moderation requirements of the relevant ETQAs must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria:

    Learners can understand and explain that language have certain features and conventions which can be manipulated in a workplace environment. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

    Learners are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the learners' performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. Learners acquire further knowledge of the workplace context, protocol and culture. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others, in teams and individually: using interactive speech in activities, discussion and research projects. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through using language. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial and language skills in formal and informal communications. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process in general and in the workplace. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Notes to assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which Learning Program developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real workplace situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques, verbally or written as determined by the assessment situation. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes more than once. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: achievability, measurability, appropriateness, fairness, manageability and integration into work or learning.
  • All assessment should be valid, direct, authentic, sufficient, systematic, open and consistent. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Glossary

    Audience:
    The intended reader, listeners, or viewers of a particular text - in planning a piece of writing learners (speakers/writers) must take into consideration the purpose and audience in choosing an appropriate form of writing. Audience also refers to internal audiences, e.g. within the organisation and external audiences, e.g. partnerships - locally and internationally.

    Coherence:
    The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings. A paragraph is coherent if all its sentences are connected logically so that they are easy to follow. An essay is coherent if its paragraphs are logically connected and the ideas have a unity, forming a logical whole.

    Cohesion:
    Linking ideas by means of language ( e.g. the grammar or syntax of a sentence or paragraph) - using logical connectors or linking words such as conjunctions, pronouns to hold a paragraph together and give it a linguistic unity.

    Consensus:
    An opinion or position reached by a group as a whole; general agreement or accord.

    Context:
  • That which precedes or follows a word or text and is essential to its meaning;
  • The broader literal, social or cultural environment to which a text (or part of a text) is related and which affects its readers' understanding.

    Conventions:
    Accepted practices or rules in the use of language. Some conventions help convey meaning (e.g. the rules of grammar of a language, punctuation typefaces, capital letters); others assist in the presentation of content (e.g. table of contents, headings, footnotes, charts, captions, lists, pictures, index).

    Creative thinking:
    The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner. Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product.

    Critical thinking:
    The process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do.

    Editing:
    The process of correcting grammatical, usage, punctuation, and spelling errors to ensure that the writing is clear and correct. The editing process also includes checking writing for coherence of ideas and cohesion of structure. In media, editing involves the selection and juxtaposition of sounds and images.

    Fluency:
    The word comes from the flow of a river and suggests a coherence and cohesion that
    gives language use the quality of being natural easy to use and easy to interpret.

    Forms of writing:
    Any particular type of text, having specific and distinctive characteristics arising from its purpose, function, and audience.
  • Written forms include narratives (folklore/short stories/novels/dramas), dialogues, sets of instructions, advertisements, editorials, brochures, manuals, agendas and minutes, diary entries, journals, lists, charts, plays, reports, journals, essays, poems and letters
  • Oral forms include conversations, debates, seminars, panel discussions, interviews, role play, monologues, prayers, lectures, negotiations, and speeches
  • Visual genres include photographs, documentaries, travelogues, feature films, soap operas, and cartoons. These can be analysed into more specific genres, for example, feature films could be grouped as westerns, thrillers, dramas, romances, musicals and comedies

    Grammar:
    A description of the structure of a language, particularly the way words and phrases are formed and combined to produce sentences. It takes into account the meanings, functions and organisation of these sentences in the system of the language.

    Graphics:
    A visual representation such as a chart, table, timeline, flowchart, or diagram used to record, analyse, synthesise, and assess information and ideas.

    Implicit meaning:
    Ideas and concepts that are present but stated indirectly.

    Index:
    Something that serves to guide, point out or otherwise facilitate reference such as a table, file or catalogue.

    Inference:
    A conclusion drawn from evidence.

    Information processing:
    A general term for the process by which information is identified, understood, stored, organised, retrieved, combined and communicated to form new knowledge.

    Jargon:
    Speech or writing used by a group of people who belong to a particular trade, profession, or any other group bound together by mutual interest, e.g. the jargon of law, medical jargon. Jargon is useful when used within a trade or profession, but when it is used to exclude listeners/readers from an interaction, it is potentially hurtful or even harmful.

    Key questions:
    There are five common questions that help discover the essential facts: who, what, where, when, and why? In newspaper reports, it is important to cover these questions at the beginning.

    Learnership:
    A coined word used in the place of what was formerly known as apprenticeship. It refers to structured, accredited learning taking place at the workplace. Three parties are involved in a learnership, namely the trainee (learner), the employer and the training provider.

    Mind-map:
    The preparation of a graphic representation of key words.

    Multimedia presentation:
    A work that uses a combination of media to present information and ideas (e.g. a presentation using slides, computer graphics, posters, and video clips).

    Non verbal language/communication:
    Communication without the use of words, which could be done by gestures or signs or could refer to total body language.

    Obfuscation:
    The deliberate use of words/phrases/jargon/idioms that will not be understood by the listener/reader. It is a clouding of the issue to avoid taking responsibility for an action or to confuse the listener into accepting something that should not be lightly accepted.

    Paraphrase:
    A restatement of an idea or text in one's own words.

    Point of view:
    The position of the speaker in relation to the text and audience (eg third-person/first-person).

    Power relations:
    When a particular individual or group dominates. This dominance could be related to gender, race, nationality, politics or language groups. In these unit standards, the focus is on how the use of language (the choice of words) indicates a relationship that is neutral, empowered or disempowered.

    Reading strategies:
    Skills and approaches used before, during and after reading to determine the meaning and increase understanding of a text. Examples are:
  • Scanning:
    A type of reading used to locate a particular piece of information without necessarily attending to other parts of a text;
  • Skimming:
    A type of reading used to identify only the main idea or ideas or to pick out any words in capitals/in italics/underlined, as well as any visuals or font indicators that would help a reader to understand a passage;
  • Sifting:
    Selecting the most important ideas, words, facts or finding only those details relevant to a task or purpose.

    Register:
    Speech variety used by a particular group of people, usually sharing the same occupation or the same interests. A speaker/writer/presenter must choose words/images that are easily understood by the listener/reader/viewer - the pitch must suit the purpose.

    Research:
    Involves a systematic investigation involving the study of materials and sources in order to establish facts and seek out truth. The following stages are involved: selecting a topic, narrowing the focus, locating appropriate resources, gathering information, analysing material and forming conclusions, presenting the information in written and/or oral form, and documenting the sources of information and ideas.

    Rhetorical question:
    A question not asked for information but for dramatic effect. The question is usually either one that does not need an answer, as the issue is self-evident, or one that the speaker/writer proceeds to answer immediately.

    Skills programme:
    Part of a full qualification which must have at least one credit.

    Slang:
    Casual, very informal speech, using expressive but informal words and expressions. Slang is usually related to age or social group rather than to trade or profession (jargon). It is used to stress an identity for those in the know and to exclude those who do not know the terms, for example, words to describe money, grown-ups, police, and activities.

    Syntax:
    The way in which words are arranged to form larger grammatical structures (eg phrases, clauses, and sentences).

    Technical language:
    The terminology used in a field or understood by a trade, profession or group of people, eg in metalworking, the term "pig" means a mould for casting metal. It differs from jargon in being more generally understood and used, for example, by many people rather than a few and it does not have the negative connotations that the word "jargon" carries.

    Text:
    Texts refer to spoken, written, or visual communications, including sign language that communicates meaning to an audience or reader. A text may be considered from the point of view of its structure, context and function.
  • Spoken texts can include:
    Conversations, speeches, interviews, presentations;
  • Written texts can include:
    Business correspondence, magazine and newspaper articles, paragraphs, reports, notices, agendas, memos and scripts;
  • Visual texts can include:
    Photographs, posters, cartoons, advertisements, environmental prints (road signs), maps, diagrams, charts, and films.

    Tone:
    The quality and timbre (distinctive character) of the voice used in speaking; the height of pitch and change of pitch which is associated with the pronunciation of syllables or words and which affects the meaning of the word.

    Topic sentence:
    The sentence that expresses the central idea in a paragraph.

    Voice:
    In writing: a work's distinctive style of expression, personal or impersonal, conveyed through the writer's use of vocabulary, and sentence structure. In oral communication: the quality of sound produced by a speaker. In grammar: a property of verbs (e.g. active and passive voice).

    Writing process:
    The process involved in producing a polished piece of writing. It comprises several stages. The main stages are:
  • Generating ideas
  • Choosing a form of writing to suit the topic, purpose and audience
  • Developing a plan for writing
  • Organising ideas
  • Writing and revising drafts
  • Editing
  • Proofreading
  • Producing and publishing

    Venn diagram:
    Graphs that use circles to present connections and intersections. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50585   National Certificate: Public Service Communication  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  PSETA 
    Fundamental  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Fundamental  58394   National Certificate: Film and Television Production  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Fundamental  60070   National Certificate: Inspection and Assessment (Non-Metallics)  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MERSETA 
    Fundamental  58840   National Certificate: Submarine Operations  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Fundamental  64929   National Certificate: Vessel Safety Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Fundamental  58995   National Certificate: Weather Observation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  TETA 
    Fundamental  62610   National Diploma: Copywriting  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59304   National Diploma: Freight Forwarding and Customs Compliance  Level 5  NQF Level 05  Reregistered  2023-06-30  TETA 
    Fundamental  93994   National Diploma: Labour Relations Practice: Dispute Resolution  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  58309   National Diploma: Project Management  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Elective  50479   Further Education and Training Certificate: Advertising  Level 4  NQF Level 04  Reregistered  2023-06-30  MICTS 
    Elective  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Elective  80066   National Certificate: Strategic Road Traffic Operations  Level 6  NQF Level 06  Reregistered  2023-06-30  SAS SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. 2KO AFRICA 
    2. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    3. Amaqamu Project Management and Consulting 
    4. Ariyan and Ariyan Learning Warehouse t/a Southern African Institute of Learning (SAIL) 
    5. Artshub Institute (Pty) Ltd 
    6. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    7. Bohlali Provider Support 
    8. Boikgantsho Consulting & Events cc 
    9. Chartall Business College 
    10. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    11. Creative Arts College 
    12. Dabulamanzi & Njabulo Ndaba Consulting cc 
    13. Digital School of Marketing (Pty) Ltd 
    14. Divine Inspiration Trading 704 PTY Ltd 
    15. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    16. eMedia Investment 
    17. Emergence Learning Academy (Pty) Ltd 
    18. Enjo Consultants 
    19. FILM Mentorship & Training 
    20. Footprint Media academy Pty ltd 
    21. HAGGIE STEEL WIRE ROPE (MEMBER OF SCAW METALS GROUP) (Cleveland) 
    22. Igugu Training and Investments 
    23. Isamon Integrated 
    24. Isamon Vocational College of Excellence Pty Ltd 
    25. Jeppe College of Commerce and Computer Studies 
    26. Keetileafrika Training Institute 
    27. Khaas Training Academy 
    28. kitso Interventions 
    29. Learnership Support Systems (Pty) Ltd 
    30. Maccauvlei Learning Academy 
    31. Media Village Communication 
    32. MENTORNET (PTY) LTD 
    33. Mgwezane Training and Events Management CC. 
    34. NEMISA 
    35. Nkinane Training Institute and Consulting (Pty) Ltd 
    36. OMNI HR CONSULTING PTY LTD 
    37. Petra institute of Development (PTY) Ltd 
    38. PRIOR LEARNING CENTRE 
    39. Reflections Development Institute 
    40. Regenesys Management (Pty) Ltd 
    41. Resonance Institue of Learning 
    42. Saint Colonel Graduate Institute (PTY) Ltd 
    43. SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY 
    44. Scan Training Solutions 
    45. South African Weather Service 
    46. The Institute of People Development 
    47. The Media Workshop cc 
    48. Thuto Adult Centre 
    49. Thuto Ya Setshaba Training Services (Pty) Ltd 
    50. TMG Quality Services 
    51. Training Answers 
    52. Ulwazi Training & Development 



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