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: 

Identify personal values and ethics in the workplace 
SAQA US ID UNIT STANDARD TITLE
12537  Identify personal values and ethics in the workplace 
ORIGINATOR
SGB Tourism Guiding 
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 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A learner assessed as competent against this unit standard will be able to understand the need for a personal value system and identify ethical and unethical practices in the workplace. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that the learner has some basic literacy. 

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. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Reflect upon a value system. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. The term 'ethics' is discussed, and an agreed description is arrived at.
2. A variety of values is discussed and listed e.g. honesty, loyalty, and commitment.
3. The rights and responsibilities relating to 'own values' are explored
4. A list of ethical and unethical practices is matched to workplace situations.
5. Ways for ethics to be entrenched in the workplace are explored e.g. Bill of Rights, Labour Relations Act, Employment Equity Act.
6. Comparisons between different kinds of ethics and values are made.
7. Understanding that different ethics and values can be acceptable is shown.
8. Tolerance to the ethics and values of others is displayed.
9. Ethics and values are identified in a particular context.
10. Potential conflicts are identified in a particular context.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
11. Reflect on own performance in order to enhance future practice and learning.

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 learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner 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 learner 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-related, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the learner 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 learner
Simulation of a specific task - set a specific task for the learner 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 (e.g. 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. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners 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 
    Explore the need for ethics in the workplace. 
    OUTCOME RANGE 
    Honesty, lack of oppression, fair labour practices and lack of gender discrimination. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. The term 'ethics' is discussed, and an agreed description is arrived at.
    2. A variety of values is discussed and listed e.g. honesty, loyalty, and commitment.
    3. The rights and responsibilities relating to 'own values' are explored
    4. A list of ethical and unethical practices is matched to workplace situations.
    5. Ways for ethics to be entrenched in the workplace are explored e.g. Bill of Rights, Labour Relations Act, Employment Equity Act.
    6. Comparisons between different kinds of ethics and values are made.
    7. Understanding that different ethics and values can be acceptable is shown.
    8. Tolerance to the ethics and values of others is displayed.
    9. Ethics and values are identified in a particular context.
    10. Potential conflicts are identified in a particular context.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    11. Reflect on own performance in order to enhance future practice and learning.

    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 learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner 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 learner 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-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g. 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. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners 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 
    Respect the values of others in the workplace. 
    OUTCOME RANGE 
    Cultural and religious issues. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. The term 'ethics' is discussed, and an agreed description is arrived at.
    2. A variety of values is discussed and listed e.g. honesty, loyalty, and commitment.
    3. The rights and responsibilities relating to 'own values' are explored
    4. A list of ethical and unethical practices is matched to workplace situations.
    5. Ways for ethics to be entrenched in the workplace are explored e.g. Bill of Rights, Labour Relations Act, Employment Equity Act.
    6. Comparisons between different kinds of ethics and values are made.
    7. Understanding that different ethics and values can be acceptable is shown.
    8. Tolerance to the ethics and values of others is displayed.
    9. Ethics and values are identified in a particular context.
    10. Potential conflicts are identified in a particular context.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    11. Reflect on own performance in order to enhance future practice and learning.

    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 learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner 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 learner 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-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g. 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. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Identify areas where value conflicts could occur in a specific context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. The term 'ethics' is discussed, and an agreed description is arrived at.
    2. A variety of values is discussed and listed e.g. honesty, loyalty, and commitment.
    3. The rights and responsibilities relating to 'own values' are explored
    4. A list of ethical and unethical practices is matched to workplace situations.
    5. Ways for ethics to be entrenched in the workplace are explored e.g. Bill of Rights, Labour Relations Act, Employment Equity Act.
    6. Comparisons between different kinds of ethics and values are made.
    7. Understanding that different ethics and values can be acceptable is shown.
    8. Tolerance to the ethics and values of others is displayed.
    9. Ethics and values are identified in a particular context.
    10. Potential conflicts are identified in a particular context.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    11. Reflect on own performance in order to enhance future practice and learning.

    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 learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner 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 learner 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-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g. 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. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners 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 ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (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 knowledge component of this standard is:
  • Those personal values are essential and should be defined.
  • That there are different ethical and value systems.
  • Those ethical factors should guide workplace practice.
  • Legislation provides guidelines for ethical practices in the workplace.
  • That the ethics and values of others should be respected. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    This relates to the following specific outcome:

    Explore the need for ethics in the workplace.
    For example:
  • Honesty, lack of oppression, fair labour practices and lack of gender discrimination. 


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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23253   National Certificate (GETC): Manufacturing, Engineering and Related Activities  Level 1  NQF Level 01  Reregistered  2023-06-30  MERSETA 
    Fundamental  22971   General Education and Training Certificate: Conservation  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  22190   General Education and Training Certificate: Tourism  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  20288   National Certificate: Farming  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Elective  61755   General Education and Training Certificate: Business Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  SERVICES 


    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. 3 Coin Investments 
    2. 4U 
    3. 7Ntaba 
    4. Abantu Sikhona Trading and Projects (Pvt) Ltd 
    5. ADOM TECHNOLOGIES 
    6. ALIC GLOBAL PROJECT TRADE 
    7. Amandla Obunye Training Academy 
    8. AMANDLA TRAINING CONSULTANTS PTY LTD 
    9. AMPHI SA 
    10. Aretsweleng-Pele Thru Skills 
    11. BAHF HOLDINGS 
    12. Bapela Global Concept 
    13. Benchmark Consultancy 
    14. BES EMPOWERMENT COLLEGE 
    15. Bogosi Properties 
    16. Bold Venture Trading (Pty) Ltd 
    17. Bright Idea Projects 179 cc 
    18. Bullet Proofing Technology Pty Ltd 
    19. Class Skills Development Consultancy 
    20. Coastal Kzn F.E.T. College - Swinton Road Campus 
    21. College of Vocational Studies (Pty) Ltd 
    22. Continental Tyres SA (Pty) Ltd (NEW BRIGHTON) (TP) 
    23. Corporate Wise 
    24. CS Hentiq 1121 
    25. CUMLAUDE INSTITUTE 
    26. doro-ella 
    27. DR CL SMITH FOUNDATION 
    28. Dru-A Professional Further Education and Training College 
    29. Eastcape Midlands Public FET College - Uitenhage (High Street)Campus 
    30. Eclectic Opulence 
    31. Elada Institute 
    32. ELLIES BEAUTY GROUP 
    33. Emanzini Staffing Solutions 
    34. Eskillz College 
    35. ExcelGrow Group Holdings 
    36. Exousia Skills Academy 
    37. Fuel Online 
    38. Future Performance Training 
    39. Gold Class Group 
    40. GRADUATE INSTITUTE OF ENTREPRENEURIAL SCIENCES PTY LTD 
    41. H TALK COACHING AND TRAINING SERVICES 
    42. Haggai Academy of Learning 
    43. Hand In Hand Southern Africa 
    44. HCI Skills Training 
    45. Hot To Go Training College and Services 
    46. HR Consultancy and Learning 
    47. HR Matters 
    48. IMPUMELELO INSTITUTE 
    49. IMTHUBI TRADING AND PROJECTS 
    50. In House Media Instruction 
    51. INDALO TRADINGS PTY LTD 
    52. INDOSAKUSA AFROSUN TRADING 
    53. INFINITUS TRAINING SOLUTION 
    54. INSTITUTE FOR QUALITY EDUCATION, TRAINING & DEVELOPMENT: FLORIDA 
    55. INTERACTIVE TUTOR (PTY) LIMITED 
    56. INTSHIVA CONSULTING PTY LTD 
    57. ISISEKELO TRAINING SOLUTIONS PTY LTD 
    58. Izithelo Strategic Partners 
    59. Jan for J 
    60. JMC TECHNICAL TRAINING (Bloemfontein)(TP) 
    61. JUBILEE SKILLS ACADEMY 
    62. K & Y Training Solutions 
    63. k2015174402(South Africa) 
    64. KA-MAPHATHA CONSULTING AND DEVELOPMENTS 
    65. KC Skills Development 
    66. Keba Promotions 
    67. Khabonina Investment Holding 
    68. KHANYA TEMBU TRADING ENTERPRISE PTY LTD 
    69. KWAZI TRAINING ACADEMY PTY LTD 
    70. LAKEVIEW BUILDING 
    71. Lentswe La Motheo Trading Enterprise 
    72. LICHAZA DELIGHT SEEVICES 
    73. Lulwandle Training Consultants 
    74. MAHUBE PROJECT NPO 
    75. Makarios Leadership Academy 
    76. Mananthatshema Skills Dev. Centre 
    77. MASA Training Academy 
    78. Masithuthuke Holdings 
    79. Mbimbini Training and Community Development 
    80. Mcanyi Group 
    81. MIRANDANEL TRADING ENTERPRISE CC 
    82. Mitronic Training and freight solutions 
    83. MOKETE TRAINING AND CONSULTING SERVICES CC 
    84. Moneydoc Financial Coaching 
    85. Moripe Business Training and Consultants 
    86. Mosaic Marketing 
    87. MT & HR Training Consultants (Pty) Ltd (DURBAN) (TP) 
    88. Mzulwini Traders 
    89. NEWBRIDGE INSTITUTE PTY LTD 
    90. NewSkills Consulting 
    91. NTHABISENG LETSELI GROUP PTY LTD 
    92. Ogni Cosa Trading Enterprise 
    93. Optimi Workplace 
    94. Ouvrir Trade Training College 
    95. Paul Tsolo Leadership & training Org 
    96. Peakford Management Consulting 
    97. Phiwokuhle Projects 
    98. Port Elizabeth Draughting Academy & Trading cc T/A PE Draughting Acade 
    99. Primeserv Corporate Solutions 
    100. Primeserv Corporate Solutions (Pty) LTD 
    101. Prodigy Business Services 
    102. Production Management Institute 
    103. Production Management Institute of Southern Africa (PMI) - Johannesburg 
    104. PRODUCTION MANAGEMENT INSTITUTE SA PTY LTD (PORT ELIZABETH) 
    105. Pulse Network 
    106. Rantsane Mario Training Solutions 
    107. Reaitirela investments 
    108. ROBIN T J THOMAS BUSINESS CONSULTANT 
    109. SA CAMPUS ON THE GO 
    110. Sabela Learning Academy 
    111. SADHANA GOVENDER PROJECT CONSULTANTS 
    112. Setlakala Business Development 
    113. SirSam Consulting 
    114. SirSam EDU 
    115. Siyakha Learning 
    116. Siyasanga Training Centre 
    117. Skill Tech Solutions 
    118. Skills Development Professionals Pty Ltd 
    119. SMARTKIP PTY LTD 
    120. Spier Arts Trust 
    121. STARHERE TRADING 
    122. STUDY WAYS 
    123. Swift Skills Academy (SASOLBURG) (TP) 
    124. The Skills Development Corporation Private 
    125. THINKFREE AFRICA 
    126. Training Business 2 Business 
    127. Training Force (Pty) Ltd 
    128. Training Force (Pty) Ltd (Durban) (TP) 
    129. TRAINSKILLS 
    130. Trilennium 
    131. TRUE REAL ESTATE COLLEGE 
    132. TSHOMARELO CONSULTING 
    133. UBUNTU PRO SOLUTIONS TRAINING 
    134. VM HR Consultants & Projects Management 
    135. VRV SINGH ENTERPRISES LTD 
    136. WISPECO ALUMINIUM (Alrode)(Project Site NVC)(TP) 
    137. Yellow Media Publishers 
    138. Yenza Umehluko/ Make a Difference 
    139. Yenza Umehluko/Make a Difference 
    140. Your Soul Puzzle 



    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.