SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Contribute to information distribution regarding HIV/AIDS in the workplace 
SAQA US ID UNIT STANDARD TITLE
8555  Contribute to information distribution regarding HIV/AIDS in the workplace 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
HW SETA - Health and Welfare Sector Education and Training Authority 
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 4  NQF Level 04 
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 
A person assessed as competent against this unit standard will be able to
  • Describe attitudes toward HIV and AIDS in the workplace.
  • Identify factors influencing attitudes toward HIV and AIDS.
  • Plan an information session in the workplace on HIV and AIDS.
  • Prepare information session in the workplace on HIV and AIDS.
  • Offer information session in the workplace on HIV and AIDS.
  • Evaluate the information session.

    This competence will equip individuals to reflect on and make informed choices about their attitudes and behavioural practices. It will also contribute to building a wider understanding of HIV/AIDS issues; to the rights of people living with HIV and AIDS; and to workplaces which are more responsive to the needs of those living with HIV and AIDS. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A person taking this unit standard is assumed to have acquired the competence described in the Level 2 HIV and AIDS unit standard. 

    UNIT STANDARD RANGE 
    Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe attitudes toward HIV and AIDS in the workplace. 
    OUTCOME RANGE 
  • Attitudes of the organisation (as evident in employment policies and practices; education or awareness programmes; or other organisational policies and procedures) are described.
  • Beliefs and attitudes of individuals and constituencies within the organisation are described. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Identify factors influencing attitudes toward HIV and AIDS. 
    OUTCOME RANGE 
  • A theory of the relationship between attitudes and behaviour is outlined.
  • Factors given are analysed with reference to the theory. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Plan an information session in the workplace on HIV and AIDS. 
    OUTCOME RANGE 
  • Information session is planned on the basis of the descriptions and analyses of attitudes and attitudinal shifts. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Prepare information session in the workplace on HIV and AIDS. 
    OUTCOME RANGE 
  • Information is accurate and appropriate. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Offer information session in the workplace on HIV and AIDS. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 6 
    Evaluate the information session. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
    3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
    4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Debates about the causes of HIV and AIDS.
    2. Transmission routes of HIV.
    3. HIV testing.
    4. Symptoms and phases in the development of AIDS.
    5. Practices which reduce or prevent risk of infection.
    6. Rights of people living with HIV and AIDS.
    7. Attitudes toward HIV and AIDS in the workplace.
    8. At least one theory of the relationships between attitudes and behaviour. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community (relates to all outcomes). 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively (relates to all outcomes). 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems (relates to all outcomes). 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the personal development of learners and the society and economy, by participating as responsible citizens in the life of local, national and global communities and by being culturally sensitive (relates to all outcomes). 

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

    UNIT STANDARD NOTES 
    Assessment case studies and other supplementary to be developed through the learnership pilots. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48664   Further Education and Training Certificate: Mail Supervision  Level 4  NQF Level 04  Reregistered  2023-06-30  SERVICES 
    Core  65110   Further Education and Training Certificate: Management  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-03-14  As per Learning Programmes recorded against this Qual 
    Core  64369   Further Education and Training Certificate: Sport Coaching: Juniors/Beginners  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Core  23513   National Certificate: Fisheries Observation: Inshore  Level 4  NQF Level 04  Reregistered  2023-06-30  AgriSETA 
    Core  36436   National Certificate: Local Economic Development  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  LG SETA 
    Core  21500   National Certificate: Sport and Fitness Leadership  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2005-06-12  Was CATHSSETA until Last Date for Achievement 
    Core  17492   National Certificate: Tourism: Car Rental  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-06-13  CATHSSETA 
    Core  17390   National Certificate: Tourism: Event Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-06-13  Was CATHSSETA until Last Date for Achievement 
    Core  20155   National Certificate: Tourism: Guiding  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-09-09  Was CATHSSETA until Last Date for Achievement 
    Core  20513   National Certificate: Tourism: Reception  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-10-10  CATHSSETA 
    Core  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was LG SETA until Last Date for Achievement 
    Core  49123   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2007-10-18  Was MICTS until Last Date for Achievement 
    Core  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Core  18943   National Certificate: Tourism: Cabin Crew  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-01-10  CATHSSETA 
    Fundamental  20175   National Certificate: Hygiene and Cleaning Supervision  Level 3  NQF Level 03  Reregistered  2023-06-30  SERVICES 
    Fundamental  48797   Further Education and Training Certificate: Beauty Technology  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2011-02-16  Was SERVICES until Last Date for Achievement 
    Fundamental  48435   Further Education and Training Certificate: Captive Animal Management  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  64651   Further Education and Training Certificate: Hairdressing  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-04-08  As per Learning Programmes recorded against this Qual 
    Fundamental  24433   Diploma: Hospitality Operations  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  20188   National Certificate: Real Estate  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Elective  49256   Further Education and Training Certificate: Counselling  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 
    Elective  50520   Further Education and Training Certificate: Library Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  48439   Further Education and Training Certificate: Road Transport Supervision  Level 4  NQF Level 04  Reregistered  2023-06-30  TETA 
    Elective  48883   Further Education and Training Certificate: Small Business Advising (Information Support)  Level 4  NQF Level 04  Reregistered  2023-06-30  SERVICES 
    Elective  22491   Further Education and Training Certificate: Specialist Security Practices  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2006-11-16  SAS SETA 
    Elective  48796   National Certificate: Quality Assurance of Tyre Manufacturing Processes  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  MERSETA 
    Elective  48799   National Certificate: Tyre and Tyre Component Manufacturing  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  MERSETA 
    Elective  93993   National Certificate: Labour Relations Practice  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  58624   National Certificate: Library and Information Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-03-13  ETDP 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. ACADEMY BUSINESS SCHOOL 
    2. Africa Corporate Training Institute and HR Consulting 
    3. Africa Institute For Public Administration 
    4. All Access Holdings 
    5. Amabamba Recruitment 
    6. Andebe Training and Skills Development 
    7. Artshub Institute (Pty) Ltd 
    8. ATTI Nelspruit Pty Ltd 
    9. AVAX SA 481 CC. T/A Mandisa Development Services 
    10. AVC Corporate Advisory Services (PTY) LTD. 
    11. Bafedile M (PTY) LTD 
    12. Bantubanye Skills 
    13. Boikgantsho Consulting & Events 
    14. Boni Africa Events & Development 
    15. BP Developments 
    16. Bull's Business and Skills Training Institute 
    17. Buscor 
    18. CAMBLISH TRAINING INSTITUTE PTY LTD 
    19. CAPE GUIDE TRAINING 
    20. Cape Tourism and Hospitality Skills Training Company 
    21. City of Johannesburg Emergency Services Training Academy 
    22. Classic Human Capital Solutions 
    23. Continental Tyres SA (Pty) Ltd (NEW BRIGHTON) (TP) 
    24. Continuing Education Programme 
    25. Development Bank of Southern Africa (DBSA) 
    26. DialNx Consultants 
    27. Ditirelo Skills Development Services 
    28. Ditlou Solutions 
    29. Education, Training And Counselling Cc 
    30. Edutraining Business College 
    31. Ekurhuleni Metropolitian Municipal Emergency Services Training Academy 
    32. Elective Training Institute Enterprise CC 
    33. Express Model 405 
    34. Falcon Business Institute (Pty) Ltd 
    35. FUTURE PERFORMANCE TRAINING PTY LTD 
    36. Gauteng Central College PTY LTD 
    37. Glere Skills and Consultants 
    38. Green Horizon Consulting (Pty) Ltd 
    39. Gudlhuza Development Solutions cc 
    40. Hlombe and Associates 
    41. HV Consultants (Pty) Ltd (PORT ELIZABETH) (TP) 
    42. IALE School of Advanced Learning and Education (Pty) Ltd 
    43. In Excess Trading 22 T/A ATTI Polokwane 
    44. IQ Skills Academy (PTY) LTD. 
    45. ITO Focus Reagile 
    46. Iziko Capacity Building CC. 
    47. Jeppe College of Commerce and Computer Studies 
    48. JESUA CONSULTANTS (Hartenbos) (WA) 
    49. Jesua Consultants (Pty) Ltd (MOSSEL BAY) (TP) 
    50. Jobafrik Consulting 
    51. Josmap Training Institute 
    52. Jucamo Shelf 4 CC. 
    53. Kalideen Management 
    54. Kernel Management and Consulting (PTY) LTD. 
    55. Keydimensions Risk Solutions 
    56. Kgolo Institute 
    57. Kgotla Trading Enterprise 
    58. Kia Chuma 
    59. Kundani Trading 
    60. Learncorp 
    61. Learning Exchange Pty Ltd 
    62. Leronsa Trading Enterprise 
    63. Letlhokoa Management Services CC 
    64. Lewerb Holdings (PTY) Ltd 
    65. M.I.C. Training and Development 
    66. Machabelele Associates (Pty) Ltd 
    67. Mahayi HRD Services cc 
    68. Makhophila Business Enterprise 
    69. Management College of Southern Africa (MANCOSA) 
    70. Mangaung Municipality - Fire 
    71. Mashphe Logistics Services 
    72. Mathye and Ditlou Dynasty Corporate 
    73. Mbokazi & Mkhize 
    74. Mgwezane Training and Events Management CC. 
    75. Miczo's Enterprise 
    76. Misol Projects cc 
    77. MJ Mafunisa Consulting (PTY) LTD 
    78. Mmanape Management Solutions 
    79. Mod-Mosh Projects and Consulting (PTY) LTD 
    80. Mortarboard Training Solutions 
    81. Mosako Wa Kitso 
    82. Ndrendre Building & General Services 
    83. Nemalale Eagles Consultancy CC 
    84. Networx for Career Development 
    85. Nhlahle Development Agency 
    86. NJ & L Trading Enterprise CC. 
    87. Nkoka Training Cc 
    88. NOLWAZI TRAINING AND DEVELOPMENT ACADEMY PTY LTD 
    89. NS Global Academy 
    90. NTI College 
    91. ON-TRACK EMPOWERING SOLUTIONS PTY LTD 
    92. Outeniqua Leadership Institute 
    93. PACHEDU TRADING CC 
    94. Pebetse Training and Consulting 
    95. Phephani Learnerships cc 
    96. Pioneer Business Consulting 
    97. Power Rush Trading 170 CC. 
    98. Powernexus 
    99. Resonance Institue of Learning 
    100. Rural Metro Emergency Management Services (PTY)LTD 
    101. RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY 
    102. Sebobatho Project Management 
    103. Senelo Trading CC 
    104. Sisodwa Investment Enterprise 
    105. Solstice Networks CC. 
    106. South African Film Institute 
    107. South African Reserve Bank 
    108. Sozim Trading and Consultancy 
    109. SWARANANG MANAGEMENT CONSULTING CC 
    110. T Mabuya & Associates CC 
    111. Talent Emporium Academy (PTY) Ltd 
    112. Tembe Service Providers 
    113. The Media Workshop cc 
    114. Thubelihle Graduate Institute 
    115. Thuto-Boswa Education and Training Solution 
    116. TIRISANO YA BAKWENA CONSULTANTS 
    117. Tlaletso Consultants 
    118. Tlokwe City Council Fire Brigade Services Training Centre 
    119. TOURVEST 
    120. Tovani Trading 418cc t/a Library and Information Training Institute 
    121. Tradesman Consulting and Training Solutions 
    122. Tshamutengo General Dealers CC. 
    123. Tshelopele Development Institution 
    124. Tshwane Training Institute (PTY) LTD. 
    125. TSINGAMO MANAGEMENT CONSULTANT AND PEOPLE DEVELOPMENT PTY 
    126. TTTC 
    127. Twin Peak Technologies 
    128. Umfolozi FET College 
    129. Umqondo Consultancy 
    130. Umsenge SDCS 
    131. Universal Knowledge Software 
    132. University of Venda 
    133. Vantage Training 
    134. Vicmat Consultants 
    135. Vuselela FET College - Klerksdorp Campus 
    136. WMD CIVILS 
    137. Ya Hina Management Consulting and projects 
    138. Yellow Media Learning Institute (Pty) Ltd 



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