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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Engage in a range of speaking/signing and listening interactions for a variety of purposes 
SAQA US ID UNIT STANDARD TITLE
119635  Engage in a range of speaking/signing and listening interactions for a variety of purposes 
ORIGINATOR
SGB GET/FET Language and Communication 
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
ABET Level 4  Regular-Fundamental  Level 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2015-07-01  2018-06-30  SAQA 10105/14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
12462  Engage in a range of speaking and listening interactions for a variety of purposes  Level 1  NQF Level 01  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard will enable learners to interact orally/in signing with others in various contexts and situations for a variety of purposes. Learners will be able to communicate reasonably confidently through developing an understanding of how listening and speaking/signing strategies and skills can improve understanding between individuals and in groups. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Listening, Speaking/Signing Reading Viewing and Writing/Signing skills at ABET 3 or equivalent. 

UNIT STANDARD RANGE 
This standard covers Speaking/Signing and Listening in defined oral/signed interactions in socio-cultural, learning and workplace situations, in both formal and informal contexts for a variety of purposes. Broadly, the settings and situations in which learners perform their oral/signing ability are similar across levels. What differs is the extent and complexity of the vocabulary and grammatical structures that they bring to the task, as well as an increasing level of clarity, fluency and confidence.

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

Contexts include:
  • Civil society
  • Media contexts
  • Gender and race contexts
  • Historical, social and political contexts
  • Institutional contexts
  • Workplace/industry contexts
  • Personal relations and interpersonal relations
  • One to one, in a small or large group, with an audience, by telephone (not applicable to deaf learners).

    Content includes:
  • Knowledge (eg related to social conditions, human experiences, human rights, workplace issues, learning experiences)
  • Aesthetics (eg appreciation of the artistic elements, innovative use of language in consumer society (eg slogans, logos, marketing techniques))
  • Relationships (eg workplace interactions, group interactions, personal interactions, social sensibility, power relations) > Emotions (eg sympathy, empathy, identification, rejection)

    Text types include:

    Oral/signed or spoken texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types. Examples of received oral/signed or spoken/signed texts are conversations, speeches, report backs, instructions, directions, descriptions, prepared talks, lectures, interviews, stories. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use speaking/signing and listening strategies. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 
    OUTCOME RANGE 
    Listening strategies include listening for detail, listening for specific information, listening for learning, asking for clarification, repetition etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Main message of oral/signed communication is successfully understood. 

    ASSESSMENT CRITERION 2 
    Main message of oral/signed communication is successfully communicated. 

    ASSESSMENT CRITERION 3 
    Speech/sign features (eg register, tone, body language,non-manual features(NMFs),tempo, volume/sign size and pace, stress) are interpreted (eg mismatch between tone and content). 

    ASSESSMENT CRITERION 4 
    Speech/sign features (eg as above) are appropriately used. 

    ASSESSMENT CRITERION 5 
    Processes for checking that effective communication is taking place are successfully employed (checking on own and other`s understanding; rephrasing; asking for clarification; asking for feedback; etc). 

    ASSESSMENT CRITERION 6 
    Translation into other languages/sign systems is used where helpful and appropriate. 

    SPECIFIC OUTCOME 2 
    Identify the purpose, audience and context of the communication. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 
    OUTCOME RANGE 
  • Purpose: to inform, to persuade, to establish and maintain communication, to query, to question, to challenge, to criticise etc.
  • Context: formal, informal, one-on-one, group discussions, presentations, speech, different socio-cultural contexts etc. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Likely purpose of oral/signed communication is identified. 

    ASSESSMENT CRITERION 2 
    Likely intended audience(s) is/are identified. 

    ASSESSMENT CRITERION 3 
    Likely source of received oral/signed communication is identified. 

    ASSESSMENT CRITERION 4 
    Features of the context in which communication happens are described. 

    ASSESSMENT CRITERION 5 
    Ways in which purpose, audience, context and source influence the communication are discussed with supporting evidence from a received oral/signed text. 

    ASSESSMENT CRITERION 6 
    A spoken/signed text is produced that is appropriate for purpose, audience and context. 

    SPECIFIC OUTCOME 3 
    Use strategies to engage with meaning and organisation in communication. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Main ideas, topics, messages or themes are identified in a received oral/signed text. 

    ASSESSMENT CRITERION 2 
    Main ideas, topics, messages or themes are communicated effectively in a spoken/signed text. 

    ASSESSMENT CRITERION 3 
    Surface/ literal content is found, recalled, paraphrased or summarised as required in a received oral/signed text. 

    ASSESSMENT CRITERION 4 
    Understanding of organising features of oral/signed text is used to extract meaning (eg openings and conclusions, sequence of ideas and events, statements and supporting evidence such as examples or illustrative points, opinions and supporting points, linking words/signs or phrases use of space and repetition). 

    ASSESSMENT CRITERION 5 
    Organising principles are used to produce meaningful spoken/signed text (examples as above). 

    SPECIFIC OUTCOME 4 
    Show a critical awareness of language use in oral/signed texts. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The speaker`s/signers opinions and emotions are identified, and a justified response is given. 

    ASSESSMENT CRITERION 2 
    Fact, fiction and opinions are identified and distinguished. 

    ASSESSMENT CRITERION 3 
    Inferences are made from received oral/signed texts (misleading or contradictory information is identified, the omission of necessary information is noted, meanings not directly stated are noted etc). 

    ASSESSMENT CRITERION 4 
    Possible reasons are given to explain why misleading or contradictory information is given, why opinions are presented as fact, or why relevant information is omitted. 

    ASSESSMENT CRITERION 5 
    Manipulative (eg emotive language, gestures or tone, rhetorical devices), biased (eg use of stereotypes or subjective opinion presented as fact), or ideologically driven (eg use of political jargon, overt value statements) uses of language are identified. 

    ASSESSMENT CRITERION 6 
    A spoken/signed text using manipulative or emotive strategies is produced (a speech, radio/TV advertisement etc). 

    ASSESSMENT CRITERION 7 
    Own opinion on an oral/signed communication is given and justified. 

    SPECIFIC OUTCOME 5 
    Use and respond to aesthetic, emotive, cultural and social aspects of oral/signed texts. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 
    OUTCOME RANGE 
  • Aesthetic texts include oral/signed poetry, folklore, creative oral/signed advertising, creative multi-media texts etc.
  • Emotive texts include advertisements, speeches, persuasive communication, debates dealing with emotive issues.
  • Cultural and social texts include oral/signed poetry, received oral/signed texts dealing with cultural and social issues, communications reflecting attitudes towards language and language varieties, and power relations between different languages and language varieties, and communications reflecting spoken/signed workplace conventions. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Literary and stylistic devices (symbolism, rhyme, rhythm, poetic devices etc) are identified and used. 

    ASSESSMENT CRITERION 2 
    The effects of literary and stylistic devices are discussed with supporting evidence. 

    ASSESSMENT CRITERION 3 
    Emotive language is recognised and used in appropriate ways. 

    ASSESSMENT CRITERION 4 
    Cultural and social values (eg cultural context) in a received oral/signed text are identified and explored. 

    ASSESSMENT CRITERION 5 
    Attitudes expressed in oral/signed texts towards languages and language varieties are identified and discussed. 

    SPECIFIC OUTCOME 6 
    Use and respond to conventions and structures in communication. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 
    OUTCOME RANGE 
  • Conventions: eg introductions and conclusions for speeches; turn taking and understanding of roles in group discussions; greetings and leave taking in conversations.
  • Structures: eg tenses/time makers, parts of speech, concord, active and passive voice, complex and compound sentences. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Type of interaction is identified (formal talks or presentations; discussions and debates; interviews; informal conversations; one-on-one discussions; group/ meeting discussions etc). 

    ASSESSMENT CRITERION 2 
    An oral/signed text is produced using conventions appropriate to the identified type of interaction. 

    ASSESSMENT CRITERION 3 
    Grammatical structures are identified and used to extract meaning in received oral/signed texts. 

    ASSESSMENT CRITERION 4 
    Appropriate grammatical structures are used to convey meaning effectively in spoken/signed texts. 

    ASSESSMENT CRITERION 5 
    Vocabulary is relevant and appropriate. 

    ASSESSMENT CRITERION 6 
    Choice of conventions and structure in spoken/signed text is justified. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

    Moderation Options:
    The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes. 

    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/signed activities.
  • Reflect on and explore a variety of strategies to learn more effectively: listening skills include listening for meaning in order to promote study skills such as note-taking, asking for clarification etc.
  • Explore education and career opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities.
  • Develop entrepreneurial opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: using interactive speech/signing 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, mathematical and/or language skills: in formal and informal communications. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: language makes it possible for people to access and use scientific and technological information and applications. 

    UNIT STANDARD CCFO DEMONSTRATING 
  • Understand the world as a set of related systems: through using language to investigate and express links, and to explore a global range of contexts and texts.
  • Be culturally and aesthetically sensitive across a range of social contexts: listening and speaking skills enhance understanding and discussion of such issues. 

  • UNIT STANDARD CCFO CONTRIBUTING 
  • Participate as responsible citizens in the life of local, national and global communities: listening and speaking/signing skills enable people to participate effectively in such processes. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    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. 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.
  • At this level some errors are acceptable, as long as these do not obscure the meaning conveyed by the learner. Assessors must use professional judgement in evaluating competence.
  • 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 programme 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 candidate is able to perform in the real situation.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment of speaking/signing and listening skills throughout the course of study and specific oral/signed performances assessed in context (presentations, role plays, group discussions, speeches etc). 

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

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 12462,"Engage in a range of speaking and listening interactions for a variety of purposes",ABET level 4,6 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  61755   General Education and Training Certificate: Business Practice  Level 1  NQF Level 01  Reregistered  2018-06-30  SERVICES 
    Fundamental  66029   General Education and Training Certificate: Chemical Operations  Level 1  NQF Level 01  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  50584   General Education and Training Certificate: Clothing Manufacturing Processes  Level 1  NQF Level 01  Reregistered  2018-06-30  FPMSETA 
    Fundamental  58493   General Education and Training Certificate: Equine and Equestrian Practices  Level 1  NQF Level 01  Reregistered  2018-06-30  AgriSETA 
    Fundamental  58026   General Education and Training Certificate: Food and Beverage Handling Processes  Level 1  NQF Level 01  Reregistered  2018-06-30  FOODBEV 
    Fundamental  50225   General Education and Training Certificate: General Forestry  Level 1  NQF Level 01  Reregistered  2018-06-30  FPMSETA 
    Fundamental  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Reregistered  2018-06-30  AgriSETA 
    Fundamental  65969   General Education and Training Certificate: Human Settlements Development  Level 1  NQF Level 01  Reregistered  2018-06-30  CETA 
    Fundamental  57937   General Education and Training Certificate: Hygiene and Cleaning  Level 1  NQF Level 01  Reregistered  2018-06-30  SERVICES 
    Fundamental  66269   General Education and Training Certificate: Lumber Milling  Level 1  NQF Level 01  Reregistered  2018-06-30  FPMSETA 
    Fundamental  58267   General Education and Training Certificate: Mining and Minerals Processes  Level 1  NQF Level 01  Reregistered  2018-06-30  MQA 
    Fundamental  59300   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Reregistered  2018-06-30  TETA 
    Fundamental  58760   National Certificate: Rock Breaking Underground Hard Rock  Level 3  NQF Level 03  Reregistered  2018-06-30  MQA 


    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. Adcorp Technical Training 
    2. African Dream Campus 
    3. AK Business Enterprise 
    4. Andebe Training and Skills Development 
    5. Anglo American Platinum Amandelbult Central Services Training Centre 
    6. Anglo American Platinum Limited 
    7. AQUILA TRAINING 
    8. Aranda Learnership College (Pty) Ltd 
    9. Aranda Textile Mills Pty Ltd 
    10. Ariyan and Ariyan Learning Warehouse 
    11. ASSMANG LTD 
    12. B.I.O. Comptrain 
    13. Babina Tlou Trading and Projects cc 
    14. BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD 
    15. Barberton Mines (pty) Ltd 
    16. Boland College Head Office 
    17. Bontham Training & Agricultural Consultants 
    18. Brightspark Academy 
    19. Bukhosi Consulting and Projects CC. 
    20. CAPE COLLEGE 
    21. Coalition Trading 1238 cc 
    22. College for Machine Operators 
    23. College of Cape Town - City Campus 
    24. College of Vocational Studies (Pty) Ltd 
    25. Concor Projects (pty) Ltd 
    26. Contra-Lit Pty Ltd 
    27. De Beers Consolidated Mines Ltd - Kimberley 
    28. DIGGERS TRAINING AND DEVELOPMENT SERVICES 
    29. DIONYSUS SKILLS DEVELOPMENT INITIATIVE (PTY) LTD 
    30. DITEBOGO CONSULTANCY CC 
    31. Donnybrook Education & Training College (Pty) Ltd 
    32. DWARSRIVER CHROME MINE (PTY) LTD 
    33. EASTERN PLATINUM LIMITED 
    34. Ebotse Development and Training Centre 
    35. Eddels Shoes Pty Ltd 
    36. Ehlanzeni TVET College 
    37. ENB Training Service 
    38. ERGO BUSINESS DEVELOPMENT ACADEMY 
    39. EVANDER GOLD MINES LTD - KINROSS DIVISION 
    40. FEZO RISK AND STRATEGY CONSULTING 
    41. FFA Operations cc/Working On Fire 
    42. Finsch Diamonds Mine 
    43. FOSKOR Pty Ltd 
    44. Fundisa Zonke Training Academy 
    45. Glencore Operation South Africa (Pty) Ltd 
    46. Glencore Operations South Africa (PTY) LTD - Eastern Mines 
    47. Grinaker LTA Mining 
    48. Guest Resource Services (Pty) Ltd 
    49. He and She Driver Training Centre 
    50. HLUVUKA TRAINING AND CONSULTING 
    51. I Care Resource Centre 
    52. Ideal Method Trading & Projects 
    53. Impala Platinum Limited 
    54. IMPALA PLATINUM LIMITED - RUSTENBURG 
    55. Impela Trading cc 
    56. Innovative Shared Services 
    57. Institute for Quality cc 
    58. Invader Plant Specialists cc 
    59. KINGSBURY INTERNATIONAL COLLEGE SA (PTY) LTD (Middelburg)(TP) 
    60. KITSO TRAINING AND DEVELOPMENT SERVICES 
    61. Kwamahlati Training Services cc 
    62. Learning Exchange Pty (Ltd) 
    63. Legal Environment Safety & Health Requirements cc 
    64. Lomkhethi Trading Enterprise 
    65. Longata Consultant 
    66. M3i Skills Development 
    67. Makwedeng Training 
    68. MANCAS CONSULTANCY CC 
    69. MARGER TRAINING AND PROTERTIES (PTY) LTD 
    70. Marula PLATINUM (PTY) LTD 
    71. Mathome Training & Development 
    72. MATLA COLLIERY 
    73. MESSINA PLATINUM MINES 
    74. MFISA 
    75. MINERAL MINING TRAINING INSTITUTE (PTY) LTD 
    76. MODIKWA PLATINUM MINE 
    77. Moribula Investment Solutions 
    78. Motheo FET College - Central Office 
    79. MPACT 
    80. Mpumalanga Skills Training College CC 
    81. MTO Forestry (Pty) Ltd 
    82. Ngaphakathi Investments 
    83. NKOMATI MINE 
    84. Nkulungwane General Trader cc 
    85. NOFESA cc 
    86. NORTHAM PLATINUM LIMITED 
    87. Northlink College - Protea Campus 
    88. Northlink College - Tygerberg Campus 
    89. NOSA LOGISTICS (PTY) LTD 
    90. Operational Process Improvements (Pty) Ltd 
    91. P and R Development and Training (Pty) Ltd 
    92. Palabora Copper Pty Ltd 
    93. Phatsiphatsi Furniture CC 
    94. PRETORIA PORTLAND CEMENT CO_LTD (HEAD OFFICE) 
    95. Production Management Institute (PMI) 
    96. Project Literacy 
    97. Rand Uranium (Pty) Ltd 
    98. Redpath mining (SA) Pty Ltd 
    99. RICHARDS BAY MINERALS 
    100. Richtrau No 177 Pty Ltd t/a Bokoni Platinum Mines (Lebowa Platinum Mines) 
    101. Roseline Interiors And Catering Academy (PTY) LTD 
    102. Rustenburg Platinum Mines - Union Section 
    103. Rustenburg Platinum Mines Ltd 
    104. SAFETY TRAINING PRACTITIONERS PTY LTD 
    105. SAMANCOR CHROME LTD t/a Western Chrome Mine 
    106. SAMANCOR EASTERN CROME MINES 
    107. Sea Harvest Corporation (Pty) Ltd 
    108. Sedibeng Public FET College - Central Office 
    109. Sefudi Business Solutions 
    110. Sew Africa Training Centre 
    111. SHAFT SINKERS PTY LTD 
    112. SHEET PLASTIC MARKETING CC 
    113. Sheet Plastic Pty Ltd 
    114. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    115. Sibanye Gold Limited - Beatrix division 
    116. Sibanye Gold Limited - Kloof division 
    117. SIGHTFULL 1039 SAFETY ACADEMY 
    118. SIYAYA HYGIENE AND SKILLS INSTITUTE 
    119. SIYAYA SKILLS INSTITUTE EASTERN CAPE 
    120. SIYEMBA MINING 
    121. Skills for All (POTCHEFSTROOM) (TP) 
    122. Skills For Life 
    123. South African Advanced Skills Institute 
    124. South African Forestry Training College 
    125. South Cape Public FET College - George Campus 
    126. Striving Mind Trading & Projects 
    127. STUDIO 05 HOUSE OF FASHION 
    128. Talent Sculpure Academy (Pty) Ltd 
    129. Technology Risk Solutions 
    130. Thabethe Business Consultants 
    131. Thembamina Trading & Projects (Pty) Ltd 
    132. Triple E Training Holdings (Pty) Ltd 
    133. Triton Training and Development 
    134. Tshwane North College 
    135. TVET SA (Pty) Ltd 
    136. TWO RIVERS PLATINUM (PTY) LTD 
    137. Ubucubu Home Industries 
    138. Umbuso Training Services 
    139. Umfolozi FET College 
    140. VALUE TRUCK RENTAL (PTY) LTD (Legacy) 
    141. VEB CELE & Associates (Pty) Ltd 
    142. VENETIA MINE 
    143. Vicmat Consultants 
    144. Vijay Bhagwan Consultancy and Solutions cc 
    145. VPK BUSINESS VENTURE C.C 
    146. Westdawn Investments (Pty) Ltd. trading as JIC Mining Services 
    147. WESTERN PLATINUM KAREE MINE 
    148. WESTERN PLATINUM MINE 
    149. Xstrata South Africa Pty Ltd (Wonderskop Smelters) 
    150. ZUCRO PROJECT CC 



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