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: 

Analyse and communicate workplace data 
SAQA US ID UNIT STANDARD TITLE
8662  Analyse and communicate workplace data 
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 
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:

Use appropriate forms of tables, graphs, diagrams or charts to analyse and communicate information relating to the work environment.

This competence will equip individuals with the numeracy skills to operate more effectively in their workplace and in their learning. It will contribute to more numerate workplace and learning environments. 

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 standard entitled `Collate, Understand and Communicate Workplace Data (NQF4)`. 

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 "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.


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 
Select appropriate forms of tables, graphs, diagrams and charts. 
OUTCOME NOTES 
Select appropriate forms of tables, graphs, diagrams and charts to capture information relevant to a variety of workplace functions. 

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.
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.

2. 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 
    Develop the tables, graphs, diagrams and charts. 

    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.
    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.

    2. 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 
    Analyse the information to draw relevant conclusions. 

    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.
    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.

    2. 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 4 
    Present information using tables, graphs, diagrams and charts. 

    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.
    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.

    2. 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:

    1. The purpose and nature of a wide variety of graphs, tables, charts and diagrams for analysing and presenting information.

    2. How to use these in analysing and presenting information relevant to the workplace through appropriate means. 


    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 COLLECTING 
    Collect, analyse, organise and critically evaluate information (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 
    Supplementary Information:

    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
    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  59409   National Certificate: Agricultural Extension  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  49086   National Certificate: Auctioneering Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2011-02-16  Was SERVICES until Last Date for Achievement 
    Fundamental  48886   National Certificate: Business Advising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2010-11-11  Was SERVICES until Last Date for Achievement 
    Fundamental  48874   National Certificate: Business Consulting Practice (Enterprise Resource Planning)  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    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  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 
    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  93993   National Certificate: Labour Relations Practice  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  36438   National Certificate: Local Economic Development  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  LG SETA 
    Fundamental  59949   National Certificate: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  48908   National Certificate: Sanitation Project Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  EWSETA 
    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  63249   National Diploma: Agricultural Extension  Level 5  NQF Level 05  Reregistered  2023-06-30  AgriSETA 
    Fundamental  67692   National Diploma: Coaching Science  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  49469   National Diploma: Complex Procurement  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30   
    Fundamental  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  21789   National Diploma: Funeral Services Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    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  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  50419   National Certificate: Port Control and Admissions  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2009-06-29  Was PSETA until Last Date for Achievement 
    Elective  48553   National Diploma: Corrections Science  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    2. AfroXpert Performance Developement cc 
    3. Agricultural Research Council 
    4. Aldabri 106 Institute for Quality Pty Ltd 
    5. Alpha Business Consultants 
    6. Asiphokuhle Training and Research Institute 
    7. AVAX SA 481 CC. T/A Mandisa Development Services 
    8. AVC Corporate Advisory Services (PTY) LTD. 
    9. Ayoba Training 
    10. Bantubanye Skills 
    11. Boikgantsho Consulting & Events 
    12. Break The Chains Development Services 
    13. Business Development Unit (PTY)Ltd 
    14. CB Willemse Training 
    15. City of Johannesburg Emergency Services Training Academy 
    16. Classic Human Capital Solutions 
    17. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    18. CORE TRAINING INTERNATIONAL 
    19. Cradle Stars Trading Enterprise 
    20. CTC College(PTY) LTD. 
    21. Development Bank of Southern Africa (DBSA) 
    22. Ditirelo Skills Development Services 
    23. Ditlou Solutions 
    24. EDUCATION AND DEVELOPMENT FOUNDATION ASS INC 
    25. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    26. Edutraining Business College 
    27. Ekurhuleni Metropolitian Municipal Emergency Services Training Academy 
    28. Elvis Koena Consulting (Pty) Ltd 
    29. Gotsec Skills Training 
    30. HDPSA 
    31. Hlombe and Associates 
    32. HS GLOBAL SKILLS BUSINESS SOLUTIONS 
    33. Ilinge Labantu Debt Solution 
    34. IMITHENTE DEVELOPMENT HOLDINGS 
    35. IMPILONHLE TRADING & PROJECTS 8 
    36. IN TUITION 
    37. INTERMASIKO CC 
    38. Josmap Training Institute 
    39. JTM Empowered 
    40. Kalideen Management 
    41. Kgolo Institute 
    42. Khehli Institute 
    43. Khosithi Training 
    44. Khula Nonke Training & Development 
    45. Learning Performance Link 
    46. Lekoko Consulting (PTY) LTD 
    47. M.I.C. Training and Development 
    48. Maccauvlei Learning Academy 
    49. Magase and Shakong Projects 
    50. Makhophila Business Enterprise 
    51. Management College of Southern Africa (MANCOSA) 
    52. Mangaung Municipality - Fire 
    53. Marcado Human Resources Strategies 
    54. Masemase Consultancy CC. 
    55. Mashphe Logistics Services 
    56. MENTORNET (PTY) LTD 
    57. Mgwezane Training and Events Management CC. 
    58. Miczo's Enterprise 
    59. Mimoisa Business Solutions CC 
    60. Mission Point Consulting 
    61. MJ Mafunisa Consulting (PTY) LTD 
    62. MML Consulting CC. 
    63. Mortarboard Training Solutions 
    64. MOTHEO SKILLS ENTITY ( PTY) LLTD 
    65. Multiple Productive Management Solutions 
    66. Nghano Training and Development Centre 
    67. Nhlahle Development Agency 
    68. Nkinane Training Institute and Consulting (Pty) Ltd 
    69. NS Global Academy 
    70. Nsuku Management Consultants 
    71. PanAfrican Supply Chain Academy 
    72. Pioneer Business Consulting 
    73. PMA Holdings (PTY ) LTD. 
    74. Powernexus 
    75. PTDEV (Pty) Ltd 
    76. QPD CONSULTANTS 
    77. Quick Leap Investment 
    78. Regent Business School (Pty) Ltd t/a Regent Business School 
    79. Resonance Institue of Learning 
    80. Rural Metro Emergency Management Services (PTY)LTD 
    81. RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY 
    82. SAZM TRADING AND PROJECTS PTY LTD 
    83. Senelo Trading CC 
    84. Solstice Networks CC. 
    85. Southern African Wildlife College 
    86. SPS Consulting (Pty) Ltd 
    87. SWARANANG MANAGEMENT CONSULTING CC 
    88. TAG TEC TRAINING 
    89. Talent Emporium Academy (PTY) Ltd 
    90. TALENT SCULPTURE ACADEMY 
    91. THE GMC GROUP PTY LTD 
    92. The Institute of People Development 
    93. Thopasefoka Consulting Pty Ltd 
    94. Thubelihle Graduate Institute 
    95. Thuto-Boswa Education and Training Solution 
    96. Tlokwe City Council Fire Brigade Services Training Centre 
    97. Training for Results (Pty) Ltd 
    98. Tsebong Training Centre 
    99. Tshisimani Holdings (PTY) Ltd. 
    100. Twin Peak Technologies 
    101. Ulwazi Training & Development 
    102. Umqondo Consultancy 
    103. Umzansi Educational Programs Centre 
    104. University of Fort Hare 
    105. University of Venda 
    106. Vantage Training 
    107. Vicmat Consultants 
    108. Vuselela FET College - Klerksdorp Campus 
    109. Wildlife and Enviroment Society of South Africa 
    110. Ya Hina Management Consulting and projects 
    111. Zizamele Business Enterprise 



    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.