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: 

Apply workplace communication skills 
SAQA US ID UNIT STANDARD TITLE
8647  Apply workplace communication skills 
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 5  Level TBA: Pre-2009 was L5  10 
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:

Produce and respond to accessible written and oral communication in the workplace. This competence will equip individuals with the communication skills to operate more effectively in their workplace. It will contribute to more effective communication within the workplace environment. 

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 ABET communication standards at levels 1 - 3. 

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

The following range statements in this unit standard are generic across the outcomes, with appropriate interpretations for written and oral skills. They are as follows:

1. Length: average length of 5 pages (5 - 10 minutes)
2. Syntax: simple, compound and complex sentences (usually not more than one embedded clause) sentences
3. Vocabulary: familiar to the industry
4. Topic: closely related to the industry
5. Purpose: a variety of functions.

These are intended only as a general guide to scope and complexity of what is required.


NSB 1:

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet 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. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Interpret and respond to accessible written communications in the workplace. 
OUTCOME RANGE 
A normal office memorandum. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The assessment of a person against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed 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 they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.


NSB 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 (eg: 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 
    Produce simple written communication in the workplace. 
    OUTCOME RANGE 
    A report on work done, accidents in the workplace, respond to requests and complaints. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of a person against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed 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 they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.


    NSB 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 (eg: 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 
    Produce and respond to accessible oral communication in the workplace. 
    OUTCOME RANGE 
  • Offer a five-minute presentation.
  • Listen to and summarise a ten-minute presentation. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of a person against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed 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 they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.


    NSB 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 (eg: 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 person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:
  • The purpose, typical content and structure of all forms of accessible communications used in the workplace. 


  • 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 CONTRIBUTING 
    Personal development. 

    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  58063   Further Education and Training Certificate: Labour Recruitment Services  Level 4  NQF Level 04  Reregistered  2023-06-30  SERVICES 
    Fundamental  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  13740   Certificate: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  13741   Diploma: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59409   National Certificate: Agricultural Extension  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  48874   National Certificate: Business Consulting Practice (Enterprise Resource Planning)  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Fundamental  67695   National Certificate: Coaching Science  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  24195   National Certificate: Community Conservation: Practice and Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Fundamental  20153   National Certificate: Conservation: Fisheries Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2008-03-12  Was CATHSSETA until Last Date for Achievement 
    Fundamental  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  67693   National Certificate: Fitness  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  93993   National Certificate: Labour Relations Practice  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  49626   National Certificate: Landcare Facilitation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  49511   National Certificate: Lift Inspection  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MERSETA 
    Fundamental  48730   National Certificate: Maintenance of High-speed Production Processes (Fast-moving Consumer Goods)  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FOODBEV 
    Fundamental  61594   National Certificate: Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-05-02  As per Learning Programmes recorded against this Qual 
    Fundamental  59949   National Certificate: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  49075   National Certificate: Organisational Transformation and Change Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Fundamental  97228   National Certificate: Paralegal Practice  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48908   National Certificate: Sanitation Project Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  EWSETA 
    Fundamental  23593   National Certificate: Security Management: Electronic Security  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2007-08-16  Was SAS SETA until Last Date for Achievement 
    Fundamental  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  67692   National Diploma: Coaching Science  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48553   National Diploma: Corrections Science  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 
    Fundamental  20908   National Diploma: Customer Management  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58183   National Diploma: Forensic Pathology Support  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 
    Fundamental  21789   National Diploma: Funeral Services Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  50023   National Diploma: Legal Interpreting  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 
    Fundamental  20904   National Diploma: Marketing Communications  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  61593   National Diploma: Marketing Management  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  20896   National Diploma: Marketing Research  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  49076   National Diploma: Organisational Transformation and Change Management  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  67229   National Diploma: Payroll Administration Services  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  35926   National Diploma: Payroll Administration Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-03-31  Was SERVICES until Last Date for Achievement 
    Fundamental  20414   National Diploma: Service Management  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  36213   National Diploma: Technical Financial Accounting  Level 5  NQF Level 05  Reregistered  2023-06-30  FASSET 
    Fundamental  57407   National Diploma: Train Driving (Mainline Operations)  Level 5  NQF Level 05  Reregistered  2023-06-30  TETA 
    Fundamental  13742   Degree: Occupation-directed Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Registered" 
    2003-10-11  ETDP SETA 
    Elective  24433   Diploma: Hospitality Operations  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Elective  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 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Access Employment Skills & Development Agency 
    4. Accreditation & Training Services 
    5. Adelaine Training Solutions Pty Ltd 
    6. ADVANCED RISK SOLUTIONS 10000 (PTY) LTD 
    7. AFRIC POLICING INSTITUTE 
    8. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    9. Aldabri 106 Institute for Quality Pty Ltd 
    10. Amogelang Marketing and Training 
    11. Arden School of Management 
    12. ARKE LEGAL ADVISORS 
    13. Artshub Institute (Pty) Ltd 
    14. Assessment and Entrepreneurship Centre 
    15. ATS Institute 
    16. ATTI Nelspruit Pty Ltd 
    17. Balemi Consulting Pty Ltd 
    18. BATES COLLEGE OF TECHNOLOGY POLOKWANE 
    19. Berry Rose Project Consultants & Service Providers 
    20. Boikgantsho Consulting & Events cc 
    21. BOITUMELO TRAINING & RESOURCE CENTRE 
    22. Bopaditshaba Community Project 
    23. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    24. BOSTON ADMINISTRATION SERVICES BELLVILLE 
    25. BOSTON ADMINISTRATION SERVICES BENONI 
    26. BOSTON ADMINISTRATION SERVICES BLOEMFONTEIN 
    27. BOSTON ADMINISTRATION SERVICES BRAAMFONTEIN 
    28. BOSTON ADMINISTRATION SERVICES GERMISTON 
    29. BOSTON ADMINISTRATION SERVICES KEMPTON PARK 
    30. BOSTON ADMINISTRATION SERVICES KIMBERLEY 
    31. BOSTON ADMINISTRATION SERVICES KRUGERSDORP 
    32. BOSTON ADMINISTRATION SERVICES ORANGE GROVE 
    33. BOSTON ADMINISTRATION SERVICES POLOKWANE 
    34. BOSTON ADMINISTRATION SERVICES PRETORIA 
    35. BOSTON ADMINISTRATION SERVICES RICHARDS BAY 
    36. BOSTON ADMINISTRATION SERVICES ROODEPOORT 
    37. BOSTON ADMINISTRATION SERVICES SOMERSET WEST 
    38. BOSTON ADMINISTRATION SERVICES STANGER 
    39. BOSTON ADMINISTRATION SERVICES WELKOM 
    40. BOSTON ADMINISTRATION SERVICES WITBANK 
    41. Boston City Campus and Business College (PTY) Ltd 
    42. Botho Ubuntu Contract Cleaning (Pty) Ltd 
    43. Brainwave Projects 1997 CC 
    44. Business Development Unit (PTY)Ltd 
    45. CAPRICON TVET COLLEGE 
    46. Caversham Education Institute 
    47. CENTRE FOR COMMUNITY JUSTICE AND DEVELOPMENT 
    48. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    49. Compass Academy of Learning 
    50. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    51. CORE TRAINING INTERNATIONAL 
    52. Custoda Trust 
    53. D and D Lwazi Renaissance Research and Development Institute 
    54. D M Management and Consulting 
    55. DELTA ENVIRONMENTAL CENTRE NPC 
    56. Directflo 
    57. DM Training Consultants 
    58. E E L PROTECTION SERVICES 
    59. Early Learning Foundation Montessori Teacher Training 
    60. Early Learning Resource Unit (ELRU) 
    61. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    62. Edu Experts SA 
    63. EDU-Bless College 
    64. Edu-Build Development 
    65. EDUCATION AND DEVELOPMENT FOUNDATION ASS INC 
    66. EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC 
    67. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    68. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    69. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    70. Elective Training Institute Enterprise CC 
    71. Environment and Language Education Trust 
    72. Falcon Business Institute (Pty) Ltd 
    73. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    74. Faranang Business and Training Solutions PTY(LTD) 
    75. Faranang Marketing 
    76. Fizazad Projects t/a Kajal and Associates 
    77. Gauteng Central College PTY LTD 
    78. GOBELA CONSULTING 
    79. Goldfields FET College 
    80. Grassroots Adult Education and Training Trust 
    81. Guarantee Trust Corporate Support Services (Pty)Ltd 
    82. GWALA TRAINING SERVICES 
    83. Haggai Contractors 
    84. Happy Day Training and Development Services 
    85. HDPSA 
    86. Headspace Consulting (PTY) Ltd 
    87. HILLCROSS BUSINESS COLLEGEPTY LTD 
    88. HJN TRAINING CC Pretoria 
    89. IALE School of Advanced Learning and Education (Pty) Ltd 
    90. IMPILONHLE TRADING & PROJECTS 8 
    91. In Excess Trading 22 T/A ATTI Polokwane 
    92. IN TOTO LEGAL AND CORPORATE SERVICES 
    93. IN TUITION 
    94. INFRASTRUCTURE CONSULTING ENGINEERS CC 
    95. Institute of Professional Studies and Services 
    96. Isibani Skills Academy 
    97. Isibani Soluntu Development Trust 
    98. Jabulani Training & Development 
    99. Josmap Training Institute 
    100. JUSTICE COLLEGE 
    101. Karabo Info Centre and Trading 
    102. Katiso-kuno Consulting 
    103. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    104. Khula Nonke Training & Development 
    105. Khululeka Community Education Centre 
    106. Kimomanzi Training Academy Pty Ltd 
    107. KITSO TRAINING AND DEVELOPMENT 
    108. Klein Karoo Resource Centre 
    109. Kundani Trading 
    110. Learning Performance Link 
    111. LEGAL EAGLES ACADEMY 
    112. Legal Expenses Insurance SA 
    113. Leronsa Trading Enterprise 
    114. Letlhokoa Management Services CC 
    115. Li Lichule Trading cc 
    116. Little Elephant Training Centre For Early Educationt/a LETCEE 
    117. Loago Business Consulting 
    118. Ma-Usi Education Training and Skills Development 
    119. Maccauvlei Learning Academy 
    120. Mananthatshema Skills Dev. Centre 
    121. Mapheto Business Enterprises t/a MBE 
    122. Marematlou Training Institute 
    123. MAS SAFE SECURITY CC 
    124. MASAKANE TRUST 
    125. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    126. MATHS CENTRE INCORPORATING SCIENCES 
    127. Mbila Consulting Services 
    128. Mbimbini Training and Community Development 
    129. MENTORNET (PTY) LTD 
    130. Mochochonono Training Solutions cc 
    131. Montessori Teacher Training Centre South Africa 
    132. MOTHEO SKILLS ENTITY ( PTY) LLTD 
    133. Motheo Training Institute Trust 
    134. MWG Logistical Services 
    135. NETWORK FOR CAREER DEVELOPMENT 
    136. Networx for Career Development 
    137. New Beginnings Training and Development Organisation 
    138. NKANGALA TRAINING CENTRE 
    139. NKANGALA TVET COLLEGE 
    140. Nkinane Training Institute and Consulting (Pty) Ltd 
    141. Nkqubela Community Developers 
    142. Northern Cape Urban College: Kimberley Campus 
    143. NORTHLINK COLLEGE 
    144. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    145. Ntevho-Ketso Training and Recruitement Consultancy cc 
    146. NuSeason iTraining (Pty) Ltd 
    147. Orbit FET College - Rustenburg Campus 
    148. Organisation Test 1 
    149. OXY TRADING 735 CC 
    150. Paradise Institution Training and Learning Centre 
    151. Petra institute of Development (PTY) Ltd 
    152. PHALAPHALA MANAGEMENT CONSULTING CC 
    153. Pineridge Training Centre 
    154. PMA Holding (Pty) Ltd 
    155. PRAXIS TRAINING AND CONSULTANCY (PTY) LTD 
    156. Pro-Ed Training 
    157. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    158. Professional Development and Training Institute (Pty) Ltd 
    159. QPD CONSULTANTS 
    160. RAMAZWI SECURITY SERVICES CC 
    161. Rampadise Education Training & Development Centre 
    162. Renaissance Training Services cc 
    163. Resonance Institue of Learning 
    164. Retshetse Training Project 
    165. Rhodes University 
    166. Right 4 u College 
    167. SANTS College 
    168. School of Rail: Kimberly 
    169. School of Rail: Port Elizabeth 
    170. SHEMULA TRADING ENTERPRISE 
    171. Sirius Training 
    172. Sisazi Consulting 
    173. Siyahluma Education Institute 
    174. SIYANQOBA SEMINARS PTY LTD 
    175. SKIMOZ (PTY) LTD 
    176. SNAP SOLUTIONS NETWX PTY LTD 
    177. South African Film Institute 
    178. SOUTH AFRICAN LAW SCHOOL 
    179. Southern African Institute of Learning (SAIL) 
    180. Southern African Wildlife College 
    181. Sports Science Institute Of SA 
    182. SPS Consulting (Pty) Ltd 
    183. Starplex 489 cc 
    184. Sustainability Institute Trust 
    185. T Mabuya & Associates (Pty) Ltd 
    186. TAG TEC TRAINING 
    187. TALENT SCULPTURE ACADEMY 
    188. TCEP (Pty) Ltd 
    189. Teachers Learning Centre PTY LTD 
    190. Tembe Service Providers 
    191. Tendazwau Trading 8 
    192. Thabelanang t/a Thabelanang Trading Enterprise 
    193. Thasha Training and Consulting 
    194. THATHA ARTS 
    195. The College of Modern Montessori 
    196. THE GMC GROUP PTY LTD 
    197. The Institute of People Development 
    198. The Iscariota Group (Pty) Ltd 
    199. The Media Workshop cc 
    200. The Port Elizabeth Early Learning Centre 
    201. Thobologo Training and Education Group (Pty) Ltd 
    202. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    203. Thuto Ya Setshaba Training Services (Pty) Ltd 
    204. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    205. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    206. TMG Quality Services 
    207. Training for Results (Pty) Ltd 
    208. Trifocus Fitness Academy cc 
    209. Tshase Education Group (Pty) Ltd 
    210. TSHEPANG EDUCARE TRUST 
    211. Tshwane sign language centre and interpreting services 
    212. Tshwane South College for (ECD Academy) 
    213. Ulwazi Training & Development 
    214. Umkhiwa Projects 
    215. Umthombo Wolwazi Training and Constructions 
    216. Umzansi Educational Programs Centre 
    217. Unathi Training 
    218. UNIVERSAL COLLEGE OUTCOMES SA 
    219. VH Consulting 
    220. VISHAL JUNKEEPARSAD AND COMPANY INC 
    221. Vuselela FET College - Potchefstroom Campus 
    222. W Z EVENTS AND PROJECTS MANAGEMENT 
    223. Waterberg FET College - Central Office 
    224. Wildlife and Enviroment Society of South Africa 
    225. Winston Academy 
    226. WonderKids Academy 
    227. Wonderkids Montessori Training Centre 
    228. World Wide Education Providers(Pty)Ltd 
    229. Yellow Media Publishers (Pty) Ltd 
    230. Zisize Educational Trust 



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