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: 

Operate in a team 
SAQA US ID UNIT STANDARD TITLE
8420  Operate in a team 
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 2  NQF Level 02 
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:

Operate in a team, understanding the structure of the team, and the roles and responsibilities of each team member. The learner will be able to identify and take into account external (environmental) factors that influence the workings and success of the team; and evaluate the success of the team.

This competence will enhance the ability of learners and workers to participate in teams. It will also contribute to ensuring that teamwork is more effective in workplaces and in provider organisations, as well as contribute to transforming workplaces into sites of learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
No prior learning is assumed. 

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

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify the structure and purpose of a particular team. 
OUTCOME NOTES 
Identify the structure and purpose of a particular team in the work place and in the learning environment. 
OUTCOME RANGE 
  • Outlining team organisation, working relationships and goals.
  • Quality circles, production line teams or training forums are examples of teams in the workplace.
  • Study groups are an example of teams in the learning environment. 

  • 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 (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 
    Describe and carry out the roles and responsibilities required to work in a team. 
    OUTCOME NOTES 
    Describe and carry out the roles and responsibilities required to work in a team in the workplace and learning environment. 
    OUTCOME RANGE 
  • Outlining team organisation, working relationships and goals.
  • Quality circles, production line teams or training forums are examples of teams in the workplace.
  • Study groups are an example of teams in the learning environment. 

  • 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 (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 
    Identify factors affecting a team within workplace and learning environment and explain affect. 
    OUTCOME RANGE 
    Description is limited to structure of the organisation. 

    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 (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 
    Describe the workplace and learning environment organisation. 
    OUTCOME NOTES 
    Describe the workplace and learning environment organisation and identify its influence on team members and team. 
    OUTCOME RANGE 
    Description is limited to structure of the organisation. 

    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 (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 5 
    Review the effectiveness of a team. 
    OUTCOME NOTES 
    Review the effectiveness of a team and own participation in the team within the workplace and learning environments. 
    OUTCOME RANGE 
    Description is limited to structure of the organisation. 

    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 (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 qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Structure and functions of least one type of team.
    2. Factors influencing teamwork.
    3. At least one way of evaluating the effectiveness of a team and ones own role in a team.
    4. Influences which the structure of an organisation can have on teamwork. 


    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 the all outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself effectively - relates to the all outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively - relates to the all outcomes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Personal Development - relates to the all outcomes. 

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

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

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50225   General Education and Training Certificate: General Forestry  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Core  49753   General Education and Training Certificate: General Technical Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  EWSETA 
    Core  49082   GETC: Wood Products Processing  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Core  20287   National Certificate: Farming  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Core  23833   National Certificate: Business Administration Services  Level 2  NQF Level 02  Reregistered  2023-06-30  SERVICES 
    Core  20288   National Certificate: Farming  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  49085   National Certificate: Fundamental Ancillary Health Care  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was HW SETA until Last Date for Achievement 
    Core  58010   National Certificate: Piano Restoration  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2009-04-08  Was CATHSSETA until Last Date for Achievement 
    Core  36233   National Certificate: Specialist Hygiene and Cleaning Services  Level 2  NQF Level 02  Reregistered  2023-06-30  SERVICES 
    Core  48400   National Certificate: Sugar Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Core  49279   National Certificate: Victim Empowerment and Support  Level 2  NQF Level 02  Reregistered  2023-06-30  HW SETA 
    Core  48907   National Certificate: Wastewater Reticulation Services  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2007-06-09  Was EWSETA until Last Date for Achievement 
    Core  67465   National Certificate: Business Administration Services  Level 3  NQF Level 03  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Core  48394   National Certificate: Cigarette Filter Rod Production  Level 3  NQF Level 03  Reregistered  2023-06-30  AgriSETA 
    Core  49078   National Certificate: Cigarette Packaging  Level 3  NQF Level 03  Reregistered  2023-06-30  AgriSETA 
    Core  49139   National Certificate: Cigarette Production  Level 3  NQF Level 03  Reregistered  2023-06-30  AgriSETA 
    Core  48887   National Certificate: Hiring Services and Support  Level 3  NQF Level 03  Reregistered  2023-06-30  SERVICES 
    Core  48637   National Certificate: Tobacco Production  Level 3  NQF Level 03  Reregistered  2023-06-30  AgriSETA 
    Core  60650   Professional Qualification: Business Administration  Level 3  NQF Level 03  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  24199   National Certificate: Community Conservation: Liaison and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Fundamental  20415   National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was CATHSSETA until Last Date for Achievement 
    Fundamental  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  49066   National Certificate: Railway Signalling: Installation and Scheduled Maintenance of Equipment  Level 3  NQF Level 03  Reregistered  2023-06-30  TETA 
    Elective  49411   General Education and Training Certificate: Construction  Level 1  NQF Level 01  Reregistered  2023-06-30  CETA 
    Elective  23093   General Education and Training Certificate: Development Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  ETDP SETA 
    Elective  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Elective  48495   General Education and Training Certificate: Water Services  Level 1  NQF Level 01  Reregistered  2023-06-30  EWSETA 
    Elective  49410   National Certificate: Construction  Level 2  NQF Level 02  Reregistered  2023-06-30  CETA 
    Elective  71491   National Certificate: Equine Studies  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  22439   National Certificate: International Trade  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was TETA until Last Date for Achievement 
    Elective  48892   National Certificate: Macadamia Production and De-husking  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Elective  59729   National Certificate: Mechanical Handling (Rigging)  Level 2  NQF Level 02  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  48894   National Certificate: Milling and Blending of Spice Powder  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Elective  58144   National Certificate: Music Industry Practice  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  48903   National Certificate: Tea Production and Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Elective  48904   National Certificate: Paprika Oleoresin Extraction and Blending  Level 3  NQF Level 03  Reregistered  2023-06-30  AgriSETA 
    Elective  50285   National Certificate: Professional Driving  Level 3  NQF Level 03  Reregistered  2023-06-30  TETA 
    Elective  13716   National Certificate: Professional Driving  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2006-06-29  TETA 
    Elective  48656   National Certificate: Seed Processing and Packaging  Level 3  NQF Level 03  Reregistered  2023-06-30  AgriSETA 
    Elective  48650   National Certificate: Seed Research and Development Operations  Level 3  NQF Level 03  Reregistered  2023-06-30  AgriSETA 


    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. AAH Skills and Development 
    2. AGB Finance 
    3. Agisanang SA Training 
    4. Andebe Training and Skills Development 
    5. Aniathu Trading (Pty) Ltd 
    6. AQUILA TRAINING 
    7. Assured Vocational Skills Institute (Pty) Ltd 
    8. Babina Tlou Trading and Projects cc 
    9. Barloworld Transport Solutions 
    10. Bontham Training & Agricultural Consultants 
    11. Brilliant Skills Development & Training Solutions 
    12. BS Training Services 
    13. BULL'S BUSINESS AND SKILLS TRAINING INSTITUTE 
    14. Chep Sa Pty Ltd 
    15. Chippa Training Academy (Pty) Ltd 
    16. CMO Logistics Pty Ltd 
    17. Coalition Trading 1238 cc 
    18. Cradle Stars Trading Enterprise (Pty) Ltd 
    19. CRG Group (Pty) Ltd 
    20. CRK Designs (Pty) Ltd 
    21. Dioka Business Consulting 
    22. Driving Sense 
    23. Ebotse Development and Training Centre 
    24. Ehlanzeni TVET College 
    25. ENB Training Service(PTY)Ltd 
    26. ETS Emergency Training Solutions (Pty) Ltd 
    27. Fost Training Pty (Ltd) 
    28. GNS ENTERPRISE (PTY) LTD 
    29. Goldee Trading Academy 176 
    30. Green Enviro & Projects (Pty)Ltd 
    31. HT MARKTECH 
    32. I Care Resource Centre 
    33. Imbeleko Community Development Projects 
    34. INTEGRATED ADULT TRAINING 
    35. Inyapa Vhusiku Consulting Pty Ltd 
    36. IQRAAM DEVELOPMENT CONSULTANCY (PTY) LTD 
    37. ISAZI TRAINING 
    38. Ithemba Lomphakathi Community Organisation 
    39. Kwamahlati Training Services cc 
    40. Legal Environment Safety & Health Requirements cc 
    41. Letaba TVET College 
    42. Liston Agri Solution & Training Consultancy 
    43. LLSM (Pty) Ltd 
    44. Lomkhethi Trading Enterprise 
    45. Longata Consultant 
    46. Maab Training Management ( Pty) Ltd 
    47. Majuba FET College - Newcastle Technology Centre 
    48. Mantombana Projects (Pty) Ltd 
    49. MARGER TRAINING AND PROTERTIES (PTY) LTD 
    50. Masonite Africa Ltd 
    51. Matimba Rigging & Training (SECUNDA) (TP) 
    52. Mearnsii Trading cc 
    53. Morongwa Consulting Services (Pty) Ltd 
    54. MORTERBOARD TRAINING SOLUTIONS (PTY) LTD 
    55. Nchuncheko Holdings (Pty) Ltd 
    56. New Business Initiative Management Consultancy 
    57. Nikwe Trading (Pty) Ltd 
    58. Nkulungwane General Trader cc 
    59. NSJ Agricultural Farming And Multipurpose 
    60. Oyama Kulwazi Training & Consulting (Pty) Ltd 
    61. PERSEVCON CONSTRUCTION PTY LTD 
    62. Pinus Tech Technologies Trading and Projects 
    63. Platorand Training Centre 
    64. Professional Development and Training Institute (Pty) Ltd 
    65. Qualfurn Training & Projects 
    66. Rally Business Consulting PTY LTD 
    67. Rekopane Training Centre CC 
    68. Royal Express 
    69. Russel Meaker cc 
    70. Safe Heavens Properties (Pty) Ltd 
    71. Sekhukhune FET College - Central Office 
    72. South African Forestry Training College 
    73. Spear of African Woman in Agriculture & Rural Development 
    74. Striving Mind Trading & Projects 
    75. Sunrise Skills Training 
    76. TALENT SCULPTURE ACADEMY 
    77. ThabileTrade 1054 cc 
    78. The Brokers Learning Centre (Pty) Ltd 
    79. Thunderflex3 Pty (Ltd) 
    80. Thuto Ya Setshaba Training Services (Pty) Ltd 
    81. Tirhani SkillsTraining Pty Ltd 
    82. Tiriso Investments 
    83. Train Learn and Develop Ltd 
    84. Transvaal Training 
    85. Ubucubu Home Industries 
    86. Udumo Training & Develoment (Pty) Ltd 
    87. Umbuso Training Services 
    88. Uphiwekonke Holdings (Pty) Ltd 
    89. Valoworx 278 
    90. VEB CELE & Associates (Pty) Ltd 
    91. Velenkosini Multiskills and Catering 
    92. Vicmat Consultants 
    93. VPK BUSINESS VENTURE C C 
    94. Wal Training (Pty) Ltd 
    95. West Coast Industrial Training Institute 
    96. Westrand Graduate Institute Training and Engineering (Pty) Ltd 
    97. World Pace Development & Training Institute (Pty) Ltd 
    98. York Timbers Pty Ltd 
    99. Zamashange Trading Enterprises 
    100. ZUCRO PROJECT CC 



    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.