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  2015-07-01  2018-06-30  SAQA 10105/14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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  2018-06-30  SERVICES 
    Fundamental  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  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  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59409   National Certificate: Agricultural Extension  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  AgriSETA 
    Fundamental  48874   National Certificate: Business Consulting Practice (Enterprise Resource Planning)  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  SERVICES 
    Fundamental  67695   National Certificate: Coaching Science  Level 5  NQF Level 05  Reregistered  2018-06-30  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  2018-06-30  ETDP SETA 
    Fundamental  67693   National Certificate: Fitness  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  93993   National Certificate: Labour Relations Practice  Level 5  NQF Level 05  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  49626   National Certificate: Landcare Facilitation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  AgriSETA 
    Fundamental  49511   National Certificate: Lift Inspection  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  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  2018-06-30  CATHSSETA 
    Fundamental  49075   National Certificate: Organisational Transformation and Change Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  SERVICES 
    Fundamental  97228   National Certificate: Paralegal Practice  Level 5  NQF Level 05  Reregistered  2018-06-30  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  2018-06-30  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  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48553   National Diploma: Corrections Science  Level 5  NQF Level 05  Reregistered  2018-06-30  SAS SETA 
    Fundamental  20908   National Diploma: Customer Management  Level 5  NQF Level 05  Reregistered  2018-06-30  SERVICES 
    Fundamental  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2018-06-30  ETDP SETA 
    Fundamental  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Reregistered  2018-06-30  CATHSSETA 
    Fundamental  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58183   National Diploma: Forensic Pathology Support  Level 5  NQF Level 05  Reregistered  2018-06-30  SAS SETA 
    Fundamental  21789   National Diploma: Funeral Services Practice  Level 5  NQF Level 05  Reregistered  2018-06-30  SERVICES 
    Fundamental  50023   National Diploma: Legal Interpreting  Level 5  NQF Level 05  Reregistered  2018-06-30  SAS SETA 
    Fundamental  20904   National Diploma: Marketing Communications  Level 5  NQF Level 05  Reregistered  2018-06-30  SERVICES 
    Fundamental  61593   National Diploma: Marketing Management  Level 5  NQF Level 05  Reregistered  2018-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  20896   National Diploma: Marketing Research  Level 5  NQF Level 05  Reregistered  2018-06-30  SERVICES 
    Fundamental  49076   National Diploma: Organisational Transformation and Change Management  Level 5  NQF Level 05  Reregistered  2018-06-30  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  67229   National Diploma: Payroll Administration Services  Level 5  NQF Level 05  Reregistered  2018-06-30  SERVICES 
    Fundamental  20414   National Diploma: Service Management  Level 5  NQF Level 05  Reregistered  2018-06-30  CATHSSETA 
    Fundamental  36213   National Diploma: Technical Financial Accounting  Level 5  NQF Level 05  Reregistered  2018-06-30  FASSET 
    Fundamental  57407   National Diploma: Train Driving (Mainline Operations)  Level 5  NQF Level 05  Reregistered  2018-06-30  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  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2018-06-30  MICTS 
    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 


    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. AFRIC POLICING INSTITUTE 
    6. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    7. Amogelang Marketing and Training 
    8. Artshub Institute (Pty) Ltd 
    9. Balemi Consulting Pty Ltd 
    10. BATES COLLEGE OF TECHNOLOGY POLOKWANE 
    11. Boikgantsho Consulting & Events cc 
    12. Boland College Head Office 
    13. BOSTON ADMINISTRATION SERVICES ORANGE GROVE 
    14. BOSTON ADMINISTRATION SERVICES SOMERSET WEST 
    15. Brainwave Projects 1997 CC 
    16. Calicom Trading 215 (Pty) Ltd 
    17. Capricorn FET College - Central Office 
    18. Caversham Education Institute 
    19. CENTRE FOR COMMUNITY JUSTICE AND DEVELOPMENT 
    20. College of Cape Town - City Campus 
    21. Compass Academy of Learning 
    22. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    23. CORE TRAINING INTERNATIONAL 
    24. D M Management and Consulting 
    25. Damelin 
    26. DELTA ENVIRONMENTAL CENTRE NPC 
    27. DM Training Consultants 
    28. Early Learning Foundation Montessori Teacher Training 
    29. Edu-Build Development 
    30. EDUCATION AND DEVELOPMENT FOUNDATION ASS INC 
    31. Education labour Relations Coucil 
    32. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    33. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    34. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    35. Elective Training Institute Enterprise CC 
    36. Falcon Business Institute (Pty) Ltd 
    37. Faranang Marketing 
    38. Gert Sibande Public FET College - Central Office 
    39. GOBELA CONSULTING 
    40. Goldfields FET College - Tosa Campus 
    41. GOLDFIELDS TVET COLLEGE 
    42. Grassroots Adult Education and Training Trust 
    43. Guarantee Trust Corporate Support Services (Pty)Ltd 
    44. GWALA TRAINING SERVICES 
    45. Happy Day Training and Development Services 
    46. HDPSA 
    47. HEIRS DEVELOPERS AND CONSULTANTS 
    48. HJN TRAINING CC Pretoria 
    49. IALE School of Advanced Learning and Education (Pty) Ltd 
    50. In Excess Trading 22 T/A ATTI Polokwane 
    51. IN TOTO LEGAL AND CORPORATE SERVICES 
    52. Institute for Quality - Education, Training & Development 
    53. Intec College (Pty) Ltd 
    54. IQ Skills Academy (PTY) LTD. 
    55. Isibani Skills Academy 
    56. Jabulane Training & Development 
    57. JUSTICE COLLEGE 
    58. Katiso-kuno Consulting 
    59. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    60. Kids Paradise Training Centre 
    61. King Hintsa Public FET College - Teko Campus 
    62. Kundani Trading 
    63. Leap Projects 
    64. Learning Performance Link 
    65. Legal Expenses Insurance SA 
    66. Leronsa Trading Enterprise 
    67. Lesias Educational Services 
    68. Letlhokoa Management Services CC 
    69. Maccauvlei Learning Academy 
    70. Mananthatshema Skills Dev. Centre 
    71. MAS SAFE SECURITY CC 
    72. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    73. MATHS CENTRE INCORPORATING SCIENCES 
    74. Mbila Consulting Services 
    75. MENTORNET (PTY) LTD 
    76. Mochochonono Training Solutions cc 
    77. Montessori Centre International S.A 
    78. MOTHEO SKILLS ENTITY ( PTY) LLTD 
    79. MTL Training and Projects 
    80. MWG Logistical Services 
    81. NETWORK FOR CAREER DEVELOPMENT 
    82. Nkinane Trading Enterprise 
    83. Northern Cape Rural Public FET College - Kathu Campus 
    84. Northern Cape Urban College: Kimberley Campus 
    85. Northlink College - Tygerberg Campus 
    86. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    87. NuSeason iTraining (Pty) Ltd 
    88. OUR RAINBOW CHILDREN MULTIPURPOSE INSTITUTE 
    89. OXY TRADING 735 CC 
    90. Petra institute of Development (PTY) Ltd 
    91. Pro Ed Training 
    92. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    93. QPD CONSULTANTS 
    94. RAMAZWI SECURITY SERVICES CC 
    95. Resonance Institue of Learning 
    96. Rhodes University 
    97. Right 4 U Trade cc 
    98. School of Rail: Kimberly 
    99. School of Rail: Port Elizabeth 
    100. SHEMULA TRADING ENTERPRISE 
    101. Siyahluma Education Institute 
    102. SNAP SOLUTIONS NETWX PTY LTD 
    103. South African Film Institute (Pty) Ltd 
    104. SPS Consulting (Pty) Ltd 
    105. Sustainability Institute Trust 
    106. T Mabuya & Associates CC 
    107. TALENT SCULPTURE ACADEMY 
    108. Teachers Learning Centre cc 
    109. Tembe Service Providers 
    110. Tendazwau Trading 8 
    111. Thabelanang t/a Thabelanang Trading Enterprise 
    112. The College of Modern Montessori 
    113. THE GMC GROUP PTY LTD 
    114. The Institute of People Development 
    115. The Iscariota Group (Pty) Ltd 
    116. The Media Workshop cc 
    117. Thuto Ya Setshaba Training Services (Pty) Ltd 
    118. Thuto-Lere Community Empowerment Programme (Pty) Ltd 
    119. TLHALEFO SKILLS DEVELOPMENT CC 
    120. Training for Results (Pty) Ltd 
    121. TSHEPANG EDUCARE TRUST 
    122. Tshwane South College for (ECD Academy) 
    123. Ulwazi Training & Development 
    124. Umzansi Educational Programs Centre 
    125. Unathi Trading 
    126. UNIVERSAL COLLEGE OUTCOMES SA 
    127. Vuselela FET College - Potchefstroom Campus 
    128. WATERSRAND COMPUTER AND BUSINESS COLLEGE 
    129. WATERSRAND COMPUTER AND BUSINESS COLLEGE TSHWANE 
    130. Wildlife and Enviroment Society of South Africa 
    131. Winston Academy 
    132. Wonderkids Montessori Training Centre 
    133. World Wide Education Providers(Pty)Ltd 



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