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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Care for Customers 
SAQA US ID UNIT STANDARD TITLE
8600  Care for Customers 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
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  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2005-11-01  2007-11-28  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-11-28   2011-11-28  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
246740  Care for customers  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
The learner achieving this unit standard will be able to:
Meet customer needs and expectations in a positive manner; and recognise and resolve customer complaints that may arise. The learner will be able to identify opportunities for enhancing the quality of service to the customer, and reflect on his / her own performance. 

UNIT STANDARD RANGE 
Range statements are described by SAQA as a "general guide to the level, scope and complexity".
These are provided in the modifiers under each specific outcome. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify customer needs and expectations. 
OUTCOME NOTES 
Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services. 
OUTCOME RANGE 
  • All reasonable needs and requests are met within acceptable time frames. 

  • 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 
    Recognise customer dissatisfaction and take action to resolve the situation. 
    OUTCOME RANGE 
  • Complaints are handled promptly, positively, sensitively and politely.
  • Customer complaints are resolved according to individual level of responsibility and enterprise procedures.
  • Complaints are referred to the appropriate person for follow-up, according to individual level of responsibility. 

  • 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 
    Identify and take opportunities to enhance the quality of customer service. 
    OUTCOME RANGE 
  • Check all elements on itinerary with service providers prior to customer arrival.
  • Ensure best possible service levels at all times (no queuing). 

  • 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 
    Communicate with all customers in a friendly and courteous manner. 

    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 
    Reflect on own performance and identify possible areas for self-improvement. 

    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 
  • 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.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • 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.
  • 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 learner is able to demonstrate knowledge and understanding of:
    1. General knowledge of South African culture, history, politics, geography and infrastructure and thorough knowledge of local area.
    2. Product knowledge.
    3. Basic understanding of customer needs and expectations.
    4. Complaint handling procedures.
    5. Impact of poor customer service on organisation. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:
  • Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services
  • Recognise customer dissatisfaction and take action to resolve the situation.
  • Identify and take opportunities to enhance the quality of customer service.
  • Communicate with all customers in a friendly and courteous manner. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:
  • Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services
  • Recognise customer dissatisfaction and take action to resolve the situation.
  • Identify and take opportunities to enhance the quality of customer service.
  • Communicate with all customers in a friendly and courteous manner. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
  • Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services
  • Recognise customer dissatisfaction and take action to resolve the situation.
  • Identify and take opportunities to enhance the quality of customer service.
  • Communicate with all customers in a friendly and courteous manner. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:
  • Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services
  • Recognise customer dissatisfaction and take action to resolve the situation.
  • Identify and take opportunities to enhance the quality of customer service.
  • Communicate with all customers in a friendly and courteous manner. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 246740, which is "Care for customers", Level 4, 3 credits.

    Values:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
    1. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example, differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Core  49120   Further Education and Training Certificate: Film, Television and Video Production Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2007-12-02  Was MICTS until Last Date for Achievement 
    Core  48732   Further Education and Training Certificate: Phlebotomy Techniques  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2007-08-11  Was HPCSA until Last Date for Achievement 
    Core  57713   Further Education and Training Certificate: Specialist Security Practices  Level 4  NQF Level 04  Reregistered  2023-06-30  SAS SETA 
    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  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 
    Core  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Elective  22490   National Certificate: General Security Practices  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was SAS SETA until Last Date for Achievement 
    Elective  83946   National Certificate: Management  Level 3  NQF Level 03  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  48651   Further Education and Training Certificate: Meat Classification  Level 4  NQF Level 04  Reregistered  2023-06-30  AgriSETA 
    Elective  48701   National Certificate: Community-Based Language Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30   


    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. 2000 SIMUNYE SECURITY TRAINING ACADEMY 
    2. ABONGILE MNYANDA TRADING CC T/A EKO KOBRA 
    3. ADT SECURITY SERVICES PTY LTD 
    4. ADT SECURITY SERVICES PTY LTD CAPE TOWN 
    5. ADT SECURITY SERVICES PTY LTD PINE TOWN 
    6. ADT SECURITY SERVICES PTY LTD PORT ELIZABETH 
    7. ADT SECURITY SERVICES PTY LTD PRETORIA NORTH 
    8. ADVANCED ASSESSMENTS AND TRAINING PTY LTD 
    9. ADVANCED RISK SOLUTIONS 10000 (PTY) LTD 
    10. ADVANCED TRAINING SOLUTIONS KING WILLIAMS TOWN 
    11. ADVENTURE QUALIFICATIONS NETWORK cc 
    12. AFIKA AMECEBO CC 
    13. Afri Guard(pty)ltd 
    14. AIM TRAINING 
    15. AIM TRAINING ACADEMY 
    16. AKAF BODYGUARDS 
    17. ARCELOR MITTAL SA 
    18. BAPNYA SECURITY AND CLEANING SERVICES 
    19. BLACKEN SECURITY SERVICES 
    20. BRAVEHEART BIO DOG ACADEMY 
    21. Bronyx 
    22. BTC TRAINING AFRICA PTY LTD 
    23. C D M INDOOR RANGE 
    24. CAPE GUIDE TRAINING 
    25. Compass Group South Africa (pty) Ltd 
    26. DE BEERS GROUP SERVICES PTY LTD 
    27. DHW SECURITY AND TRAINING SERVICES 
    28. DIMASI TRAINING PROVIDERS 
    29. DUNSINEA DEVELOPMENT AND CONSULTING PTY LTD 
    30. DYNA TRAINING PTY LTD 
    31. DYNAMIC ALTERNATIVES PTY LTD 
    32. EKHURHULENI SHOOTING AND TRAINING ACADEMY 
    33. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    34. ENFORCE SECURITY SERVICES PTY LTD ETHEKWINI 
    35. ENLIGHTENED SECURITY FORCE 
    36. Exercise Teachers Academy - Cape Town 
    37. FALCON FIREARM ACADEMY 
    38. Fidelity Security Services 
    39. FIRMSTONE CONSULTING AND SECURITY ACADEMY 
    40. FUTURE PERFORMANCE TRAINING PTY LTD 
    41. G4s Secure Solutions Sa Pty Ltd1 
    42. GINGIRIKANI SECURITY SERVICES CC 
    43. Hadassah Security Consultants Cc 
    44. HAZOEMA TRADING ENTREPRISE CC 
    45. HJN TRAINING CC Pretoria 
    46. HLANGANANI COMPUTECH COLLEGE PTY LTD 
    47. IMVULA SKILLS DEVELOPMENT ACADEMY 
    48. Inkwe Sekuriteit Bk 
    49. INSIMBI SECURITY TRAINING CENTRE 
    50. IPELENG RISK MANAGEMENT SERVICES PTY LTD 
    51. ITO FOCUS PHOLE 
    52. JJ''S Overberg Schuttels and Tours 
    53. KHANYISANI TRAINING ACADEMY CC 
    54. KHOMBO SECURITY AND TRAINING CC 
    55. Lesedi Security And Training Servic Es 
    56. MA SECURITY TRAINING AND PRIVATE INVESTIGATION 
    57. MAS SAFE SECURITY CC 
    58. MDIDWA SECURITY SERVICES 
    59. MEC TRAINING (PTY) LTD 
    60. MOLAO ACADEMY 
    61. MOLEMA DEVELOPMENT TRAINING 
    62. MOTHUSI MANAGEMENT CONSULTANTS 
    63. MUTENDA SECURITY SERVICES CC 
    64. NAD SECURITY SERVICES 
    65. Nastec Cc 
    66. NOMADUKU SECURITY SERVICES CC 
    67. NTATE AVIATION AND SECURITY TRAINING 
    68. NU LAW FIREARMS COMPLIANCE 
    69. OMEGA RISK SOLUTIONS 
    70. OMEGA RISK SOLUTIONS PTY LTD BRITS 
    71. Orbis Security Solutions Pty Ltd 
    72. PEOPLE SOLUTIONS 
    73. PRESTIGE SECURITY TRAINING ACADEMY 
    74. PRODUCTION MANAGEMENT INSTITUTE OF SOUTHERN AFRICA PTY LTD 
    75. PROSPERITAS TRAINING COLLEGE T/A VISION COLLEGE SA 
    76. PROTEA COIN GROUP (ASSETS IN TRANSIT AND ARMED REACTION) 
    77. QHIMECI TRADING ENTERPRISE 
    78. RAMAZWI SECURITY SERVICES CC 
    79. REBAGONI TRADING AND PROJECTS T/A THE SOUTH AFRICAN SECURITY ACADEMY 
    80. REBONTSHENG TRADING CC 
    81. ROMULA BUSINESS ENTERPRISES T/A SIYAFUNDA SECURITY ACADEMY 
    82. SA CRIME PATROLS SECURITY AND TRAINING CENTRE 
    83. SA OF SECURITY AND GUARD FORCE 
    84. SAHARA EDUCATION. TRAINING. DEVELOPMENT 
    85. SAS SALDANHA 
    86. SBV SERVICES BLOEMFONTEIN 
    87. SBV SERVICES MIDRAND 
    88. SBV SERVICES PORT ELIZABETH 
    89. SBV SERVICES PRETORIA 
    90. SBV SERVICES PTY LTD JOHANNESBURG 
    91. SECURITY BEYOND 2000 
    92. SERVEST(PTY) LTD 
    93. SERVILINX 65 CC T/A SKILLS DEVELOPMENT ACADEMY 
    94. SETHIKE TRADING 
    95. SHEMULA TRADING ENTERPRISE 
    96. SHEPPERD ACADEMY 
    97. SILVER SOLUTIONS SECURITY 1713 CC 
    98. SIT INVESTMENT HOLDINGS 
    99. SITUATIONAL SECURITY TRAINING ACADEMY 
    100. SNAP SOLUTIONS NETWX PTY LTD 
    101. SOUTH AFRICAN POLICE SERVICE BASIC TRAINING PROVISION 
    102. South African Reserve Bank 
    103. SOUTH AFRICAN RESERVE BANK BLOEMFONTEIN 
    104. SOUTH AFRICAN RESERVE BANK CAPE TOWN 
    105. SOUTH AFRICAN RESERVE BANK EAST LONDON 
    106. SOUTH AFRICAN RESERVE BANK JOHANNESBURG 
    107. SOUTH AFRICAN RESERVE BANK PORT ELIZABETH 
    108. SOUTH AFRICAN RESERVE BANK PRETORIA NORTH 
    109. SPECIAL ASSET PROTECTION SERVICES KRAAIFONTEIN 
    110. Staff Management Services 
    111. STALLION LEARNING CENTRE PTY LTD 
    112. STAR PROFESSIONAL FIREARM TRAINING CENTRE CC 
    113. Tactical Reaction Services Cc 
    114. THE BTC GROUP 
    115. TINTSWALO SECURITY SERVICES 
    116. TRIOTIC PROTECTION SERVICES CC TSHWANE 
    117. TSU PROTECTION SERVICES 
    118. TSWELOPELO EDUCATIONAL SYSTEMS CC 
    119. TZANEEN TRAINING CENTRE LIMPOPO 
    120. UBUNTU 
    121. UKHUSELO TRAINING ACADEMY AND SECURITY CC 
    122. ULUNTU TRAINING ACA DEMY 
    123. UTHUSO TRAINING INSTITUTE PTY LTD 
    124. VEBO NONKE SECURITY 
    125. VITAL SKILLS CC 
    126. Zenzele Training School Cc 
    127. ZEVOLI 9 PTY LTD 



    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.