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

Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts 
SAQA US ID UNIT STANDARD TITLE
115789  Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts 
ORIGINATOR
SGB Communication Studies 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 5  Level TBA: Pre-2009 was L5  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
Competence at this level will enable learners to present and participate effectively in oral communication in various contexts.

Learners at this level have a fundamental knowledge base of the purposes and the context for communication as well as of target audiences. They effectively apply the style and language register required in different contexts. Learners can identify and make assumptions and inferences from and in oral communication. They speak fluently and confidently in both formal and informal settings and can articulate their purpose and meaning clearly. Language can be used to convey and evaluate detailed information, to express ideas and feelings and to use appropriate presentation skills and strategies. Learners use language correctly and effectively in their spoken communications.

Learners credited with this unit standard are able to:
  • Interact critically and purposefully as a listener and/or speaker in oral communication
  • Analyse and critically evaluate oral interactions and presentations
  • Use strategies for listening and speaking in sustained oral interactions
  • Analyse and evaluate responses to spoken texts critically and adjust own as required. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning: NQF Level 4:
  • Accommodate audience and context needs in oral communication. 
    		•

    UNIT STANDARD RANGE 
    Range statement:

    The learner engages in and sustains extended oral interactions in a wide range of socio-cultural, learning and/or workplace contexts.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

    Unit Standard Range:
  • Texts and sources include oral and written texts such as telephonic enquiries and queries from clients, verbal instructions and requests, recordings, interviews, discussions, face to face contact, radio and TV broadcasts, advertisements, Internet and graphics.
  • Workplace related texts used for listening and speaking activities include brochures, pamphlets, information documents, newspapers, journals, magazines, financial newspapers and magazines, legislation documents, gazettes, regulation rules, business correspondence, articles and any other texts used within the workplace and field of learning.
  • Assumptions and inferences are demonstrated when a learner uses the ideas and information explicitly stated in a verbal text or bases conjectures and hypotheses on product and industry or workplace knowledge and/or personal experience. Inferences are opinions and the learner must be able to verbalise the rationale underlying his/her inferences. Inference requires thinking that goes beyond the stated information. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Interact critically and purposefully as a listener and/or speaker in oral communication. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Responses show a clear understanding of complex issues under discussion in one-on-one or group situations. 

    ASSESSMENT CRITERION 2 
    Own understanding is clarified and further developed during discussions and opportunity is provided during interactions for the clarification of one another's understanding. 

    ASSESSMENT CRITERION 3 
    Discussions and/or disagreements are managed sensitively and in a manner that supports the goal of group or one-on-one interaction. 
    ASSESSMENT CRITERION RANGE 
    Disagreements/agreements in groups; personality clashes; conflict management, resolving deadlocks, obfuscation, negotiating consensus, positively summarising conclusions.
     

    ASSESSMENT CRITERION 4 
    The underlying assumptions, points of view and subtexts in spoken texts are identified and evaluated when appropriate to clarify understanding, remove bias and/or sustain interaction. 

    SPECIFIC OUTCOME 2 
    Analyse and critically evaluate oral presentations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Point of view and information in spoken texts are identified and meaning described in relation to context and purpose of the interaction. 

    ASSESSMENT CRITERION 2 
    Values, attitudes and assumptions in discourse are identified and their influence on the interaction described and evaluated. 

    ASSESSMENT CRITERION 3 
    Techniques, skills and strategies used by speakers to evade, transfer or dissipate responsibility for an issue are identified and interpretations of the text reflect this insight. 

    ASSESSMENT CRITERION 4 
    The impact is critically analysed, evaluated and synthesised. 
    ASSESSMENT CRITERION RANGE 
    Range of impact:
    Clarity of purpose, communication of message, speaker's capability.
     

    SPECIFIC OUTCOME 3 
    Use and evaluate strategies for listening and speaking in sustained oral interactions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Characteristics of a speaker's style and tone that attract or alienate an audience are identified with reference to the particular effect of each feature in creating audience response. 

    ASSESSMENT CRITERION 2 
    Non-verbal cues/body language and signals are critically analysed for impact on audience and used appropriately. 

    ASSESSMENT CRITERION 3 
    The influence of rhetorical devices is used and evaluated for effect. 
    ASSESSMENT CRITERION RANGE 
    Pause, rhetorical question, exclamation, analogy, emphasis, repetition, rhythm, use of inclusive/exclusive pronouns, stress, intonation, volume.
     

    SPECIFIC OUTCOME 4 
    Analyse and evaluate responses to spoken texts critically and adjust own as required. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Responses to spoken texts are analysed in relation to audience, purpose and context. Inappropriate responses are identified, evaluated and adjusted accordingly. 

    ASSESSMENT CRITERION 2 
    When confronted by opposing views, own position is put forward with confidence and sensitivity in a manner appropriate to the interaction. 

    ASSESSMENT CRITERION 3 
    Tone, approach, style, register and language usage are appropriate to context, and adapted so as to maintain oral interaction when it breaks down or is difficult to initiate or maintain. 
    ASSESSMENT CRITERION RANGE 
    Pedantic, illogical, aggressive or manipulative language is identified and modified to sustain interaction.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQAs.

    Moderation Option:

    The moderation requirements of the relevant ETQAs must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria:

    Learners can understand and explain that language have certain features and conventions which can be manipulated in a workplace environment. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

    Learners are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the learners' performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. Learners acquire further knowledge of the workplace context, protocol and culture. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others, in teams and individually: using interactive speech in activities, discussion and research projects. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through using language. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial and language skills in formal and informal communications. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process in general and in the workplace. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Notes to assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which Learning Programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real workplace situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques, verbally or written as determined by the assessment situation. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes more than once. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: achievability, measurability, appropriateness, fairness, manageability and integration into work or learning.
  • All assessment should be valid, direct, authentic, sufficient, systematic, open and consistent. 
    		•

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

    UNIT STANDARD NOTES 
    Glossary

    Audience:
    The intended reader, listeners, or viewers of a particular text - in planning a piece of writing learners (speakers/writers) must take into consideration the purpose and audience in choosing an appropriate form of writing. Audience also refers to internal audiences, e.g. within the organisation and external audiences, e.g. partnerships - locally and internationally.

    Coherence:
    The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings. A paragraph is coherent if all its sentences are connected logically so that they are easy to follow. An essay is coherent if its paragraphs are logically connected and the ideas have a unity, forming a logical whole.

    Cohesion:
    Linking ideas by means of language ( e.g. the grammar or syntax of a sentence or paragraph) - using logical connectors or linking words such as conjunctions, pronouns to hold a paragraph together and give it a linguistic unity.

    Consensus:
    An opinion or position reached by a group as a whole; general agreement or accord.

    Context:
  • That which precedes or follows a word or text and is essential to its meaning;
  • The broader literal, social or cultural environment to which a text (or part of a text) is related and which affects its readers' understanding.

    Conventions:
    Accepted practices or rules in the use of language. Some conventions help convey meaning (e.g. the rules of grammar of a language, punctuation typefaces, capital letters); others assist in the presentation of content (e.g. table of contents, headings, footnotes, charts, captions, lists, pictures, index).

    Creative thinking:
    The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner. Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product.

    Critical thinking:
    The process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do.

    Editing:
    The process of correcting grammatical, usage, punctuation, and spelling errors to ensure that the writing is clear and correct. The editing process also includes checking writing for coherence of ideas and cohesion of structure. In media, editing involves the selection and juxtaposition of sounds and images.

    Fluency:
    The word comes from the flow of a river and suggests a coherence and cohesion that
    gives language use the quality of being natural easy to use and easy to interpret.

    Forms of writing:
    Any particular type of text, having specific and distinctive characteristics arising from its purpose, function, and audience.
  • Written forms include narratives (folklore/short stories/novels/dramas), dialogues, sets of instructions, advertisements, editorials, brochures, manuals, agendas and minutes, diary entries, journals, lists, charts, plays, reports, journals, essays, poems and letters
  • Oral forms include conversations, debates, seminars, panel discussions, interviews, role play, monologues, prayers, lectures, negotiations, and speeches
  • Visual genres include photographs, documentaries, travelogues, feature films, soap operas, and cartoons. These can be analysed into more specific genres, for example, feature films could be grouped as westerns, thrillers, dramas, romances, musicals and comedies

    Grammar:
    A description of the structure of a language, particularly the way words and phrases are formed and combined to produce sentences. It takes into account the meanings, functions and organisation of these sentences in the system of the language.

    Graphics:
    A visual representation such as a chart, table, timeline, flowchart, or diagram used to record, analyse, synthesise, and assess information and ideas.

    Implicit meaning:
    Ideas and concepts that are present but stated indirectly.

    Index:
    Something that serves to guide, point out or otherwise facilitate reference such as a table, file or catalogue.

    Inference:
    A conclusion drawn from evidence.

    Information processing:
    A general term for the process by which information is identified, understood, stored, organised, retrieved, combined and communicated to form new knowledge.

    Jargon:
    Speech or writing used by a group of people who belong to a particular trade, profession, or any other group bound together by mutual interest, e.g. the jargon of law, medical jargon. Jargon is useful when used within a trade or profession, but when it is used to exclude listeners/readers from an interaction, it is potentially hurtful or even harmful.

    Key questions:
    There are five common questions that help discover the essential facts: who, what, where, when, and why? In newspaper reports, it is important to cover these questions at the beginning.

    Learnership:
    A coined word used in the place of what was formerly known as apprenticeship. It refers to structured, accredited learning taking place at the workplace. Three parties are involved in a learnership, namely the trainee (learner), the employer and the training provider.

    Mind-map:
    The preparation of a graphic representation of key words.

    Multimedia presentation:
    A work that uses a combination of media to present information and ideas (e.g. a presentation using slides, computer graphics, posters, and video clips).

    Non verbal language/communication:
    Communication without the use of words, which could be done by gestures or signs or could refer to total body language.

    Obfuscation:
    The deliberate use of words/phrases/jargon/idioms that will not be understood by the listener/reader. It is a clouding of the issue to avoid taking responsibility for an action or to confuse the listener into accepting something that should not be lightly accepted.

    Paraphrase:
    A restatement of an idea or text in one's own words.

    Point of view:
    The position of the speaker in relation to the text and audience (eg third-person/first-person).

    Power relations:
    When a particular individual or group dominates. This dominance could be related to gender, race, nationality, politics or language groups. In these unit standards, the focus is on how the use of language (the choice of words) indicates a relationship that is neutral, empowered or disempowered.

    Reading strategies:
    Skills and approaches used before, during and after reading to determine the meaning and increase understanding of a text. Examples are:
  • Scanning:
    A type of reading used to locate a particular piece of information without necessarily attending to other parts of a text;
  • Skimming:
    A type of reading used to identify only the main idea or ideas or to pick out any words in capitals/in italics/underlined, as well as any visuals or font indicators that would help a reader to understand a passage;
  • Sifting:
    Selecting the most important ideas, words, facts or finding only those details relevant to a task or purpose.

    Register:
    Speech variety used by a particular group of people, usually sharing the same occupation or the same interests. A speaker/writer/presenter must choose words/images that are easily understood by the listener/reader/viewer - the pitch must suit the purpose.

    Research:
    Involves a systematic investigation involving the study of materials and sources in order to establish facts and seek out truth. The following stages are involved: selecting a topic, narrowing the focus, locating appropriate resources, gathering information, analysing material and forming conclusions, presenting the information in written and/or oral form, and documenting the sources of information and ideas.

    Rhetorical question:
    A question not asked for information but for dramatic effect. The question is usually either one that does not need an answer, as the issue is self-evident, or one that the speaker/writer proceeds to answer immediately.

    Skills programme:
    Part of a full qualification which must have at least one credit.

    Slang:
    Casual, very informal speech, using expressive but informal words and expressions. Slang is usually related to age or social group rather than to trade or profession (jargon). It is used to stress an identity for those in the know and to exclude those who do not know the terms, for example, words to describe money, grown-ups, police, and activities.

    Syntax:
    The way in which words are arranged to form larger grammatical structures (eg phrases, clauses, and sentences).

    Technical language:
    The terminology used in a field or understood by a trade, profession or group of people, eg in metalworking, the term "pig" means a mould for casting metal. It differs from jargon in being more generally understood and used, for example, by many people rather than a few and it does not have the negative connotations that the word "jargon" carries.

    Text:
    Texts refer to spoken, written, or visual communications, including sign language that communicates meaning to an audience or reader. A text may be considered from the point of view of its structure, context and function.
  • Spoken texts can include:
    Conversations, speeches, interviews, presentations;
  • Written texts can include:
    Business correspondence, magazine and newspaper articles, paragraphs, reports, notices, agendas, memos and scripts;
  • Visual texts can include:
    Photographs, posters, cartoons, advertisements, environmental prints (road signs), maps, diagrams, charts, and films.

    Tone:
    The quality and timbre (distinctive character) of the voice used in speaking; the height of pitch and change of pitch which is associated with the pronunciation of syllables or words and which affects the meaning of the word.

    Topic sentence:
    The sentence that expresses the central idea in a paragraph.

    Voice:
    In writing: a work's distinctive style of expression, personal or impersonal, conveyed through the writer's use of vocabulary, and sentence structure. In oral communication: the quality of sound produced by a speaker. In grammar: a property of verbs (e.g. active and passive voice).

    Writing process:
    The process involved in producing a polished piece of writing. It comprises several stages. The main stages are:
  • Generating ideas
  • Choosing a form of writing to suit the topic, purpose and audience
  • Developing a plan for writing
  • Organising ideas
  • Writing and revising drafts
  • Editing
  • Proofreading
  • Producing and publishing

    Venn diagram:
    Graphs that use circles to present connections and intersections. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Fundamental  49257   National Certificate: Conflict Management and Transformation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Fundamental  66869   National Certificate: Home Affairs Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Fundamental  50418   National Certificate: Immigration Law Enforcement  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 
    Fundamental  79406   National Certificate: Maintenance Coordination  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  MERSETA 
    Fundamental  50245   National Certificate: Maintenance Coordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2010-11-11  TETA 
    Fundamental  50334   National Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Fundamental  58395   National Certificate: Project Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Fundamental  50583   National Certificate: Public Service Communication  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Fundamental  58840   National Certificate: Submarine Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Fundamental  64929   National Certificate: Vessel Safety Practices  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Fundamental  58995   National Certificate: Weather Observation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 
    Fundamental  49419   National Diploma: Business Consulting Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Fundamental  62610   National Diploma: Copywriting  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59304   National Diploma: Freight Forwarding and Customs Compliance  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  TETA 
    Fundamental  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  58394   National Certificate: Film and Television Production  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 


    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. A5 Competence Evolution 
    2. Abinet Training and Development 
    3. ACADEMY OF PEOPLE DEVELOPMENT PTY LTD 
    4. Academy of Personal Mastery 
    5. Academy Training Group 
    6. Accreditation & Training Services 
    7. Advantage Training Services cc 
    8. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    9. Afrika Tikkun NCC 
    10. Aldabri 106 Institute for Quality (Pty) Ltd 
    11. Amaqamu Project Management and Consulting 
    12. Amyoli Consulting 
    13. AQUARIUS SKILLS SOLUTION 
    14. ASORIP NPC 
    15. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    16. ATE Solutions (Pty) Ltd 
    17. Atlega For Woman Projects Enterprise 
    18. Aubrey Nyiko Business Enterprise cc 
    19. Ayoba Training Institute (Pty)Ltd 
    20. Azanian Community Development Pty Ltd 
    21. B T Group of Companies Pty Ltd 
    22. Basadi Africa Management 
    23. BLC Entertainment 
    24. Bohlali Provider Support 
    25. Bonang Training & Development 
    26. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    27. Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd 
    28. Brain Boosters Business Education (PTY) LTD 
    29. Brainwave Projects 1997 CC 
    30. Breakeven 59(PTY) Ltd 
    31. Bull's Business and Skills Training Institute 
    32. Business Development Unit (PTY)Ltd 
    33. Business Intelligence Trading 48 (PTY) LTD 
    34. Cale Developments 
    35. Colleen Osorio Skills Development Consultancy cc 
    36. College Africa Group (Pty) Ltd 
    37. College of Cape Town - Athlone Campus 
    38. Compass Academy of Learning 
    39. Corporate Safety Training Academy PTY Ltd 
    40. CTU Training Solutions 
    41. Curoplex PTY LTD 
    42. D M Management and Consulting 
    43. Dabulamanzi & Njabulo Ndaba Consulting cc 
    44. Dee s Training PTY LTD 
    45. Digital School of Marketing (Pty) Ltd 
    46. Divine Inspiration Trading 704 PTY Ltd 
    47. Dru A Professional Further Education and Training College DAPFETC PT 
    48. Eagles Wings Skills Development Consultants 
    49. Education and Training Unit 
    50. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    51. Emergence Learning Academy (Pty) Ltd 
    52. Empirical Training Agency (PTY) Ltd 
    53. Employmax 
    54. Enjo Consultants (Pty) Ltd 
    55. Environment and Language Education Trust 
    56. Eshybrand Pty Ltd 
    57. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    58. Faranang Business and Training Solutions PTY(LTD) 
    59. Frayintermedia Cc 
    60. Future Performance Training and Development 
    61. Gateway City College 
    62. Giver of Givers Foundation Organisation 
    63. Goldfields TVET College 
    64. Gotsec Skills Training 
    65. Guru Group of Learning (Pty) Ltd 
    66. HEART Solutions 
    67. HLOSI SECURITY SOLUTIONS 
    68. HRD Performance Consultants 
    69. HRD Training & Consulting 
    70. ICM t/a Institute for Career Management 
    71. Igugu Training and Investments 
    72. Ikamva Projects Pty Ltd 
    73. Infomage Pty Ltd 
    74. Inkwazi Learning Network 
    75. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    76. Isamon Vocational College of Excellence Pty Ltd 
    77. Isibani Skills Academy 
    78. Isibani Soluntu Development Trust 
    79. IYAM Investments (Pty) Ltd 
    80. JIKA ST ANDREW'S LANGUAGE PROJECT (PTY) LTD 
    81. Karabo Info Centre and Trading 
    82. Katiso-kuno Consulting 
    83. Katlego Compliance Training 
    84. KDS Centre for Skills Development and Training Pty Ltd 
    85. Keetileafrika Training Institute 
    86. Kgaka Kgolo Institute (Pty) Ltd 
    87. Kgang-Kgolo Consulting 
    88. Khaas Training Academy 
    89. Khoali Group of Companies (Pty) Ltd 
    90. KITSO TRAINING AND DEVELOPMENT 
    91. Klein Karoo Resource Centre 
    92. Learnership Support Systems (Pty) Ltd 
    93. Learning Performance Link 
    94. Lebzatainment Foundation NPC 
    95. Lehlabile Emergency Institute 
    96. Lionsden Africa Business Solutions Pty Ltd 
    97. Loago Business Consulting 
    98. M3i Skills Development 
    99. Mabidi Funzani Trading And Projects Pty Ltd 
    100. MACCAUVLEI LEARNING ACADEMY (PTY) LTD 
    101. MASHUSHE ETDP TRADING AND PROJECTS 
    102. Matimba Management and Labour cc 
    103. Mawethu Training 
    104. MBOWA COLLEGE PTY LTD 
    105. Mentor Me Corporate Foundation 
    106. MENTORNET (PTY) LTD 
    107. Metanoia Ratings PTY LTD 
    108. Metro Minds 
    109. MI Learning & Development Consultancy 
    110. MIET Africa 
    111. Mnambithi FET College - Central Office 
    112. MOKO SECURITY SERVICES 
    113. Mthimkhulu Training and Development Institute (PTY) LTD 
    114. Mtk Corporation Solutions 
    115. Mufuka Business and Technical 
    116. MWG Logistical Services 
    117. Ndzalama Training 
    118. Neolebongi Trading Enterprise 
    119. Nero Training Consultants cc 
    120. Netgrow Training Solutions 
    121. Networx for Career Development 
    122. Next Step Academy (Pty) Ltd 
    123. Nomagwanishe Investments cc 
    124. Nsovo Learning Academy 
    125. NTI College 
    126. Ntsangalala Business Enterprise 
    127. OMNI HR CONSULTING PTY LTD 
    128. Opehst Trading 
    129. OPELONG BUSINESS INSTITUTE (PT 
    130. Pachi Global Foundation 
    131. Paradise Skills Development 
    132. PC Educational Holdings Pty Ltd 
    133. Petra institute of Development (PTY) Ltd 
    134. PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD 
    135. Pitt Institute T/A Imithombo Institute 
    136. PND Academy of Learning cc 
    137. Polly Maths Sci (Pty) Ltd 
    138. PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD 
    139. Professional Development and Training Institute (Pty) Ltd 
    140. PRX SCHOOL TEST 
    141. QED Quality Executive Development 
    142. QED-Quality Executive Development 
    143. QPD CONSULTANTS 
    144. Reflections Development Institute 
    145. Regenesys Management (Pty) Ltd 
    146. Resonance Institute of Learning 
    147. Retshetse Training Project 
    148. Richfield Graduate Institute of Technology Pty Ltd 
    149. S A Skills Solutions (Pty) Ltd 
    150. Saint Colonel Graduate Institute (PTY) Ltd 
    151. SANDA SKILLS DEVELOPMENT 
    152. SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY 
    153. SEOPOSENGOE TRAINING CONSULTANCY CC 
    154. SHANWES TRAILER MANUFACTURING AND BUILDERS T/A SHANWES LEARNING AND DE 
    155. Sigodi Development Services and Associates (SDS) cc 
    156. Sisazi Consulting 
    157. Siyazama Professional Management Services t/a Siyazama 
    158. SKILLS DYNAMICS AFRICA PTY LTD 
    159. South African Weather Service 
    160. South West Gauteng Tvet College 
    161. Southern African Institute of Learning (SAIL) 
    162. SPS Consulting (Pty) Ltd 
    163. T Mabuya & Associates (Pty) Ltd 
    164. TDM Management Consulting Pty Ltd 
    165. TEAM CONSULTANTS CC 
    166. Tembe Service Providers 
    167. The Brokers Learning Centre 
    168. The Finishing College (Pty) Lt 
    169. The Institute of People Development 
    170. The Iscariota Group (Pty) Ltd 
    171. THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAINING(PTY) LTD 
    172. THE SKILLS FACTOR 
    173. The Skills Launchpad 
    174. Thobologo Training and Education Group (Pty) Ltd 
    175. Thuto Adult Centre 
    176. Totally Tailored Solutions Pty Ltd 
    177. Train 2 Teach (PTY) Ltd 
    178. Training Answers 
    179. Training Consultant and SD College 
    180. Trainyoucan (Pty) Ltd 
    181. Tshepo Hope Consulting 
    182. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    183. Ulwazi Training & Development 
    184. UMO LEARNING SUPPORT SYSTEM 
    185. Umzansi Educational Programs Centre 
    186. University of Johannesburg 
    187. VERYCOOLIDEAS 
    188. Vicresco (Pty) Ltd 
    189. VUTLHARI BYA DZONGA CONSULTANTS (PTY) LTD 
    190. VUWA PROJECTS 
    191. Workers Knowledge Centre Pty Ltd 
    192. XO EDUCATION (Pty) Ltd 
    193. Yellow Media Learning Institute (Pty) Ltd 
    194. Yes We Can Consulting Pty Ltd 
    195. ZA WIT (PTY) LTD 
    196. Zisukumele Training Academy (Pty) Ltd 


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