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

Read and respond to a range of text types 
SAQA US ID UNIT STANDARD TITLE
12469  Read and respond to a range of text types 
ORIGINATOR
SGB GET/FET Language and Communication 
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
ABET Level 4  Regular-Fundamental  Level 1  NQF Level 01  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2002-10-09  2005-10-09  SAQA 0144/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-10-09   2009-10-09  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
7526  Engage with aesthetic, affective, cultural and social values in texts  Level 1  NQF Level 01  3   

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
119640  Read/view and respond to a range of text types  Level 1  NQF Level 01  6   

PURPOSE OF THE UNIT STANDARD 
This unit standard will enable learners to read or view a number of different kinds of texts developed for different purposes, audiences and contexts. Learners will understand how language is used to convey meaning, and to shape people`s views and relationships. Learners will be able to find, sort and use information through reading. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Listening, Speaking, Reading and Writing skills at ABET 3 or equivalent. 

UNIT STANDARD RANGE 
This standard covers written and visual texts appropriate to the needs and interests of learners, including narrative, persuasive, factual, everyday information, practical and visual texts as well as multimedia.

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

Contexts include:
  • civil society
  • literary contexts
  • media contexts
  • gender and race contexts
  • historical, social and political contexts
  • institutional contexts
  • workplace/industry contexts
  • personal relations and interpersonal relations.

    Content includes:
  • Knowledge (eg related to social conditions, human experiences, human rights, workplace issues, learning experiences)
  • Aesthetics (eg appreciation of the artistic elements, innovative use of language in consumer society (eg slogans, logos, marketing techniques))
  • Relationships (eg workplace interactions, group interactions, personal interactions, social sensibility, power relations)
  • Emotions (eg sympathy, empathy, identification, rejection)

    Text types include:
    Written and visual texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use reading strategies appropriately and effectively. 
    OUTCOME RANGE 
    Reading strategies include skimming, scanning, previewing, predicting, summarising, reading for detail etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Main message of text is extracted. 

    ASSESSMENT CRITERION 2 
    2. Reading strategies appropriate to the text and task are chosen and used. 

    ASSESSMENT CRITERION 3 
    3. Meaning of unfamiliar vocabulary is inferred through the use of context clues and word attack skills. 

    ASSESSMENT CRITERION 4 
    4. Reading for detail is done. 

    ASSESSMENT CRITERION 5 
    5. Specific information is found using basic referencing skills (eg numbering). 

    ASSESSMENT CRITERION 6 
    6. Relationships between parts of words, phrases or sentences (eg cause and effect) are used to understand the text. 

    ASSESSMENT CRITERION 7 
    7. Text features (eg register, tone, etc) are identified and explained (eg mismatch between tone and content). 

    ASSESSMENT CRITERION 8 
    8. Translation into other languages is used where helpful and appropriate. 

    SPECIFIC OUTCOME 2 
    Identify the purpose, audience and context of texts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Likely purpose of text is identified. 

    ASSESSMENT CRITERION 2 
    2. Reason is given for identification of purpose. 

    ASSESSMENT CRITERION 3 
    3. Likely intended audience(s) of text is/are identified. 

    ASSESSMENT CRITERION 4 
    4. Likely source of text is identified. 

    ASSESSMENT CRITERION 5 
    5. Text is interpreted in light of the purpose, audience, context and source. 

    ASSESSMENT CRITERION 6 
    6. The possible cultural and social context in which the text was produced is inferred from contextual clues (eg historical period shown by vocabulary). 

    SPECIFIC OUTCOME 3 
    Engage with meaning and organisation in texts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Main ideas, topics, messages or themes are identified in a text. 

    ASSESSMENT CRITERION 2 
    2. Surface/literal content is found, recalled, paraphrased or summarised as required. 

    ASSESSMENT CRITERION 3 
    3. Understanding of how text is organised is used to extract meaning (introductions and
    conclusions, sequence of ideas and events, statements and supporting evidence
    such as examples or illustrative points, opinions and supporting points, linking words or phrases etc). 

    ASSESSMENT CRITERION 4 
    4. Statements and supporting evidence (eg examples, illustrations) are identified. 

    ASSESSMENT CRITERION 5 
    5. Information is selected according to need. 

    ASSESSMENT CRITERION 6 
    6. Information is categorised to suit particular purpose. 

    SPECIFIC OUTCOME 4 
    Show a critical awareness of language usage in texts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The writer's opinions and emotions are identified. 

    ASSESSMENT CRITERION 2 
    2. Evidence from the text is given to support identification. 

    ASSESSMENT CRITERION 3 
    3. Fact, fiction and opinions are identified and distinguished. 

    ASSESSMENT CRITERION 4 
    4. Inferences are made from texts (eg misleading or contradictory information is identified, the omission of necessary information is noted, meanings not directly stated are noted). 

    ASSESSMENT CRITERION 5 
    5. Possible reasons are given to explain why misleading or contradictory information is given, why opinions are presented as fact, or why relevant information is omitted. 

    ASSESSMENT CRITERION 6 
    6. Manipulative (eg emotive language, gestures or tone, rhetorical devices), biased (eg use of stereotypes or subjective opinion presented as fact), or ideologically driven (eg use of political jargon, overt value statements) uses of language are identified. 

    ASSESSMENT CRITERION 7 
    7. Own opinion on a text is given and justified. 

    SPECIFIC OUTCOME 5 
    Identify and respond to aesthetic, emotive, cultural and social aspects of texts. 
    OUTCOME RANGE 
  • Aesthetic texts include poetry, short literary texts or extracts, folklore, creative advertising, creative multi-media texts.
  • Emotive texts include advertisements, speeches, persuasive texts, texts dealing with emotive issues.
  • Cultural and social texts include texts dealing with cultural and social issues, texts dealing with attitudes towards language and language varieties, texts dealing with power relations between different languages and language varieties. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Literary and stylistic devices are identified (eg symbolism, rhyme, rhythm, poetic devices). 

    ASSESSMENT CRITERION 2 
    2. The effects of literary and stylistic devices are discussed with supporting evidence. 

    ASSESSMENT CRITERION 3 
    3. Emotive language in texts is identified and discussed. 

    ASSESSMENT CRITERION 4 
    4. Cultural and social values (eg cultural context) in a text are identified and explored. 

    ASSESSMENT CRITERION 5 
    5. Attitudes expressed in texts towards languages and language varieties are identified and discussed. 

    SPECIFIC OUTCOME 6 
    Understand the use of conventions and structures in texts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Type of text (formal, informal, factual, persuasive, narrative, practical etc) and genre (poem, advertisement, article etc) are identified. 

    ASSESSMENT CRITERION 2 
    2. Format (report, letter, CV, dialogue etc) and its functions are identified. 

    ASSESSMENT CRITERION 3 
    3. Layout features and their functions are recognised. 

    ASSESSMENT CRITERION 4 
    4. Grammatical structures are identified and used to extract meaning (effect of tense on meaning; use of passive or active voice, etc). 

    ASSESSMENT CRITERION 5 
    5. Structuring devices, typographical, graphic or visual features (table of contents, indices, graphs, titles, headings and sub-headings, captions, use of paragraphs etc) are recognised and used to extract meaning. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
    Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

    Moderation Options:
    The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: using reading skills and accessing written information to decode and make meaning individually and in groups.

    Reflect on and explore a variety of strategies to learn more effectively: reading skills include reading for meaning and processing information which are essential strategies for learning.

    Explore education and career opportunities: reading skills at this level enable access to information on such opportunities, and provide the foundation for successful engagement in such opportunities.

    Develop entrepreneurial opportunities: reading skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: using reading to inform 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, mathematical and/or language skills: in formal and informal communications. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: language makes it possible for people to access and use scientific and technological information and applications. 

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

    Be culturally and aesthetically sensitive across a range of social contexts: reading enhances understanding and discussion of such issues. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as responsible citizens in the life of local, national and global communities: reading skills enable people to participate effectively in such processes. 

    UNIT STANDARD ASSESSOR CRITERIA 
    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. 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.
  • At this level some errors are acceptable, as long as these do not obscure the meaning conveyed by the learner. Assessors must use professional judgement in evaluating competence.
  • 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 candidate is able to perform in the real 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 task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Evidence can be gathered through a range of assessment methods: external written assessments; internal, ongoing assessment of tasks; portfolio of continuous assessment tasks; assignments and projects; informal assessment through debate and discussion; oral work; etc. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 119640, which is "Read/view and respond to a range of text types", Level 1, 6 credits.

    This unit standard replaces unit standard 7526, which was "Engage with aesthetic, affective, cultural and social values in texts", 3 credits, NQF Level 1, PLUS unit standard 7535, which was "Engage with meaning, organization and structure in texts", 3 credits, NQF Level 1. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  24153   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2008-09-13  Was ETDP SETA until Last Date for Achievement 
    Fundamental  49606   General Education and Training Certificate: Ancillary Health Care  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Fundamental  49411   General Education and Training Certificate: Construction  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  23093   General Education and Training Certificate: Development Practice  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Fundamental  49552   General Education and Training Certificate: Environmental Practice  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Fundamental  49753   General Education and Training Certificate: General Technical Practice  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  49668   General Education and Training Certificate: Horticulture  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  49580   General Education and Training Certificate: Poultry Production  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  35953   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2008-02-06  Was TETA until Last Date for Achievement 
    Fundamental  48495   General Education and Training Certificate: Water Services  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  23193   GETC in Ancillary Health Care  Level 1  NQF Level 01  Passed the End Date -
    Status was "Registered"     		 2005-02-13  Was HW SETA until Last Date for Achievement 
    Fundamental  23853   GETC: Domestic Services  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Fundamental  49082   GETC: Wood Products Processing  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FPMSETA 
    Fundamental  23253   National Certificate (GETC): Manufacturing, Engineering and Related Activities  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  48970   National Certificate: Animal Production  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  22865   National Certificate: Chemical Operations  Level 1  NQF Level 01  Passed the End Date -
    Status was "Registered"     		 2005-10-09  Was CHIETA until Last Date for Achievement 
    Fundamental  24296   National Certificate: Construction: Installation of Floor Coverings  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  20287   National Certificate: Farming  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  48971   National Certificate: Mixed Farming Systems  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  48972   National Certificate: Plant Production  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  49058   National Certificate: Construction Materials Testing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  24133   National Certificate: Construction: Roadworks  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  49014   National Certificate: Rockbreaking: Underground Hard Rock  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2007-08-16  Was MQA 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. A4 Consultancy CC 
    2. Abasizi Contractor Development Services Pty Ltd 
    3. Academy for Construction Skills (Pty) Ltd (ACS) 
    4. ADCORP TECHNICAL TRAINING (PTY) LTD 
    5. ALLOYS HEAD OFFICE 
    6. Amabamba Recruitment 
    7. Amaloba Horticultural Services 
    8. ANGLO PLATINUM - ENGINEERING SKILLS TRAINING CENTRE 
    9. Atom Agric and Training (Pty) Ltd 
    10. AVAX SA 481 CC. T/A Mandisa Development Services 
    11. Aveng Grinaker -LTA Civil Engineering 
    12. Balemi Consulting Pty Ltd 
    13. Big Tree Group 
    14. Biofuels Business Incubators NPC 
    15. Boikgantsho Consulting & Events 
    16. BOLAND COLLEGE (Paarl) 
    17. Bright Storm Projects 
    18. Buena Vista Learning Academy 
    19. Bumunhu Services Providers Cc 
    20. Cedara College of Agriculture 
    21. CONCOR PROJECTS PTY LTD 
    22. Construction Resource Development College 
    23. Dabulamanzi & Njabulo Ndaba Consulting cc 
    24. Dee's Training (PTY) LTD 
    25. Deloitte 
    26. DEW CRISP PTY LTD 
    27. Dihwai Food Cultural and Agricultural Services 
    28. Dionysus Skills Development Initiative (Pty) Ltd 
    29. Double ST Training and Skills Development 
    30. Eastcape Training Centre 
    31. ELSENBURG AGRICULTURAL COLLEGE 
    32. Elvis Koena Consulting (Pty) Ltd 
    33. Escay Catering and other Services 
    34. Farm for Africa Training and Development 
    35. FINSCH DIAMOND MINE(PTY) LTD 
    36. Food and Trees for Africa 
    37. Fort Cox Agricultural College 
    38. FOSKOR (PTY) LTD 
    39. Future-Teacher (Pty) Ltd 
    40. GA Community Care Consultants 
    41. Ghoenas Kraal Opleiding Sentrum 
    42. Goldfields FET College 
    43. Green Futures 
    44. HARMONY GOLD MINING CO LTD 
    45. Heedmorine Training 
    46. Hot To Go Training College and Services 
    47. Imara Umbono Incorporated (Pty) Ltd 
    48. Impact Plus Training Consultants 
    49. In Touch Community Development & Project Managers 
    50. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    51. Interstate Clearing 092 (Pty) Ltd 
    52. IQ Skills Academy (PTY) LTD. 
    53. Josmap Training Institute 
    54. KayDee Project Management Cc 
    55. Kgopane Trading Enterprise 
    56. KGWEBISWANO SUPPLIES & SERVICES 
    57. Kimbali Holdings 
    58. KMK Training Services (PTY) Ltd 
    59. Knowledge For Ever 
    60. KUMBA IRON ORE (SISHEN) 
    61. Learncorp 
    62. Leps Training Consultants 
    63. Leruo ke Matla Training and Enterprise Development Services 
    64. LESEDI EDUCARE ASSOCIATION 
    65. Longmore Training and Developen 
    66. Lovedale TVET College 
    67. Madzahisi College 
    68. Maishamalema Development Training 
    69. Makwedeng Training 
    70. Mamuhle Academy 
    71. Mananthatshema Skills Dev. Centre 
    72. Marang Women in Agric and Development 
    73. MARS Business Consulting 
    74. Mathapuso Construction and Projects 
    75. MATHOME TRAINING AND DEVELOPMENT (PTY) LTD 
    76. Matlharini Multi Centre Skills 
    77. Matotomana Training & General Trading 
    78. Mavco Engineering 
    79. Mbimbini Training and Community Development 
    80. Mcebo Technologies 
    81. Mdaka Omnyama Trading and Projects 
    82. Medu Skills Consultants 
    83. MENTORNET (PTY) LTD 
    84. Microzone Training CC 
    85. Mobile Agri Skills Development and Training NPC 
    86. MODIKWA MINING PERSONNEL SERVICES PTY L TD 
    87. Mogaladi Business Enterprise 
    88. Montshepetsa Bosui Farming & Training Cnt 
    89. Moraba Training and Civil Construction (Pty) Ltd 
    90. Mortarboard Training Solutions 
    91. Morwa Agri-development cc 
    92. Motheo Academy PTY LTD 
    93. Mpontshe Training 
    94. Mvelo Consultant 
    95. MVIMBI BUSINESS ENTERPRISE 
    96. National Institute For The Deaf - NID 
    97. Ndoma Mathodi Trading Enterprise 
    98. Ndwamato Training Solutions (Pty) Ltd 
    99. Neopeo Trading & Projects 
    100. Networx for Career Development 
    101. New Heights 1082 Pty Ltd 
    102. Ngwato Wa Mphela Agriculture Training Services 
    103. Nkalebetja Agricultural Projects and Management services 
    104. Nkangala Public FET College - Central Office 
    105. Nkinane Trading Enterprise 
    106. Nkqubela Community Developers 
    107. NOBO Training and Development Services (Pty) LTD 
    108. Nophelo Training Centre 
    109. NORTHAM PLATINUM LTD 
    110. NOSA LOGISTICS PTY LTD 
    111. Novi General Services 
    112. Optimi Workplace 
    113. Othandweni Training Centre 
    114. Owen Sithole College of Agriculture 
    115. P N K Management Services 
    116. PALABORA COPPER (PTY) LTD 
    117. Phepha Consulting Services 
    118. Phill Skills and Development Institute 
    119. PIONEER BUSINESS CONSULTING (PTY) LTD 
    120. PMA Holdings (PTY ) LTD. 
    121. PPLE Group Pty Ltd 
    122. Primeserv Corporate Solutions (Pty) Ltd 
    123. Progressive Environmental Projects 
    124. Progressive School of Business and Engineering (Pty) 
    125. PTDEV (Pty) Ltd 
    126. Raubex Construction Pty (Ltd) 
    127. Reflections Development Institute 
    128. Regen Technical Institute Pty Ltd 
    129. Retsogile Education and Training 
    130. RLSTP Training & Development (PTY) LTD. 
    131. SBJ Shadikamang Agriculture 
    132. Scientific Roots (Pty) Ltd 
    133. Sekhukhune FET College - Central Office 
    134. Selipha Trading (Pty) Ltd 
    135. SENZEKO EXECUTIVE RISK CC 
    136. Setlakala Business Development 
    137. Seza Bantu Rural Agricultural Projects 
    138. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    139. Silver Falls Scientific 
    140. Simmek Holdings 
    141. Sioma Training and Enterprise Developement 
    142. Siyafundisa I Africa 
    143. Siyasanga Training Centre 
    144. Skills For Life 
    145. Sonani Training and Communications 
    146. South African Corporate Training Association 
    147. South African Value Education (Pty) Ltd 
    148. SPS Consulting (Pty) Ltd 
    149. Suidwes Beleggings Eiendoms Beperk 
    150. Taletso FET College - Central Office 
    151. Tasc Business Consulting and Training 
    152. THE GMC GROUP PTY LTD 
    153. The Skills Development Hub (Pty) Ltd 
    154. Thuto Boshwa Skills Development Services 
    155. Thutong Learning College 
    156. Timothy Fasheun Group Enviromentors (Pty) Ltd 
    157. Tinotsile Training and Development 
    158. Tlatlana Events Solution and Communication 
    159. TM Mashwara and Projects 
    160. Tompi Seleka Agricultural College 
    161. Tovani Traiding 299 
    162. TPN Training and Recruitment cc 
    163. Training Force (Pty) Ltd 
    164. Transafric Consulting Pty Ltd 
    165. Tripple R Training Provider 
    166. Tshenkeng's Consulting 
    167. TSK Projects(PTY)LTD 
    168. Umbuso Training Services 
    169. Umfolozi FET College 
    170. University of Venda 
    171. Vari Holdings (Pty)Ltd 
    172. Voyano Project Management 
    173. Washa 2 Training & Projects 
    174. Waterberg FET College - Central Office 
    175. WEST COAST COLLEGE FET 
    176. Westco Agri Training 
    177. Wildlife and Enviroment Society of South Africa 
    178. Working Decisions 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.