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 THAT HAS PASSED THE END DATE: |
Operate in a team |
SAQA US ID | UNIT STANDARD TITLE | |||
8420 | Operate in a team | |||
ORIGINATOR | ||||
SGB Hospitality,Tourism,Travel, Leisure and Gaming | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
- | ||||
FIELD | SUBFIELD | |||
Field 11 - Services | Hospitality, Tourism, Travel, Gaming and Leisure | |||
ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
Undefined | Regular | Level 2 | NQF Level 02 | 4 |
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 |
A person assessed as competent against this unit standard will be able to:
Operate in a team, understanding the structure of the team, and the roles and responsibilities of each team member. The learner will be able to identify and take into account external (environmental) factors that influence the workings and success of the team; and evaluate the success of the team. This competence will enhance the ability of learners and workers to participate in teams. It will also contribute to ensuring that teamwork is more effective in workplaces and in provider organisations, as well as contribute to transforming workplaces into sites of learning. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
No prior learning is assumed. |
UNIT STANDARD RANGE |
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Identify the structure and purpose of a particular team. |
OUTCOME NOTES |
Identify the structure and purpose of a particular team in the work place and in the learning environment. |
OUTCOME RANGE |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
SPECIFIC OUTCOME 2 |
Describe and carry out the roles and responsibilities required to work in a team. |
OUTCOME NOTES |
Describe and carry out the roles and responsibilities required to work in a team in the workplace and learning environment. |
OUTCOME RANGE |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
SPECIFIC OUTCOME 3 |
Identify factors affecting a team within workplace and learning environment and explain affect. |
OUTCOME RANGE |
Description is limited to structure of the organisation. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
SPECIFIC OUTCOME 4 |
Describe the workplace and learning environment organisation. |
OUTCOME NOTES |
Describe the workplace and learning environment organisation and identify its influence on team members and team. |
OUTCOME RANGE |
Description is limited to structure of the organisation. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
SPECIFIC OUTCOME 5 |
Review the effectiveness of a team. |
OUTCOME NOTES |
Review the effectiveness of a team and own participation in the team within the workplace and learning environments. |
OUTCOME RANGE |
Description is limited to structure of the organisation. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA. 3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below. 4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification. Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
The qualifying learner is able to demonstrate a basic knowledge and understanding of:
1. Structure and functions of least one type of team. 2. Factors influencing teamwork. 3. At least one way of evaluating the effectiveness of a team and ones own role in a team. 4. Influences which the structure of an organisation can have on teamwork. |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO WORKING |
Working effectively with others as a member of a team, group, organisation or community - relates to the all outcomes. |
UNIT STANDARD CCFO ORGANISING |
Organising and managing oneself effectively - relates to the all outcomes. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively - relates to the all outcomes. |
UNIT STANDARD CCFO DEMONSTRATING |
Personal Development - relates to the all outcomes. |
UNIT STANDARD CCFO CONTRIBUTING |
Contributing to the personal development of learners and the society and economy, by participating as responsible citizens in the life of local, national and global communities - relates to the all outcomes. |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
UNIT STANDARD NOTES |
Assessment case studies and other supplementary to be developed through the learnership pilots. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Core | 50225 | General Education and Training Certificate: General Forestry | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | FPMSETA |
Core | 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 |
Core | 49082 | GETC: Wood Products Processing | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | FPMSETA |
Core | 20287 | National Certificate: Farming | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Core | 23833 | National Certificate: Business Administration Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Core | 20288 | National Certificate: Farming | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Core | 49085 | National Certificate: Fundamental Ancillary Health Care | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2009-02-18 | Was HW SETA until Last Date for Achievement |
Core | 58010 | National Certificate: Piano Restoration | Level 2 | NQF Level 02 | Passed the End Date - Status was "Registered" |
2009-04-08 | Was CATHSSETA until Last Date for Achievement |
Core | 36233 | National Certificate: Specialist Hygiene and Cleaning Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Core | 48400 | National Certificate: Sugar Processing | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Core | 17174 | National Certificate: Tourism: Guiding | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Core | 49279 | National Certificate: Victim Empowerment and Support | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | HW SETA |
Core | 48907 | National Certificate: Wastewater Reticulation Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "Registered" |
2007-06-09 | Was EWSETA until Last Date for Achievement |
Core | 67465 | National Certificate: Business Administration Services | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-07-30 | As per Learning Programmes recorded against this Qual |
Core | 48394 | National Certificate: Cigarette Filter Rod Production | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Core | 49078 | National Certificate: Cigarette Packaging | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Core | 49139 | National Certificate: Cigarette Production | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Core | 48887 | National Certificate: Hiring Services and Support | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Core | 48637 | National Certificate: Tobacco Production | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Core | 60650 | Professional Qualification: Business Administration | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Fundamental | 24199 | National Certificate: Community Conservation: Liaison and Support | Level 2 | NQF Level 02 | Passed the End Date - Status was "Registered" |
2006-04-09 | CATHSSETA |
Fundamental | 20415 | National Certificate: Conservation Resource Guardianship | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2008-02-06 | Was CATHSSETA until Last Date for Achievement |
Fundamental | 48433 | National Certificate: Conservation: Species Care in Controlled Environments | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Fundamental | 49066 | National Certificate: Railway Signalling: Installation and Scheduled Maintenance of Equipment | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | TETA |
Elective | 49411 | General Education and Training Certificate: Construction | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CETA |
Elective | 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 |
Elective | 57829 | General Education and Training Certificate: Grain Handling Processes | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Elective | 48495 | General Education and Training Certificate: Water Services | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
Elective | 49410 | National Certificate: Construction | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CETA |
Elective | 71491 | National Certificate: Equine Studies | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Elective | 22439 | National Certificate: International Trade | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2007-11-28 | Was TETA until Last Date for Achievement |
Elective | 48892 | National Certificate: Macadamia Production and De-husking | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Elective | 59729 | National Certificate: Mechanical Handling (Rigging) | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 48894 | National Certificate: Milling and Blending of Spice Powder | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Elective | 58144 | National Certificate: Music Industry Practice | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
Elective | 48903 | National Certificate: Tea Production and Processing | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Elective | 48904 | National Certificate: Paprika Oleoresin Extraction and Blending | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Elective | 13716 | National Certificate: Professional Driving | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2006-06-29 | TETA |
Elective | 50285 | National Certificate: Professional Driving | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | TETA |
Elective | 48656 | National Certificate: Seed Processing and Packaging | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Elective | 48650 | National Certificate: Seed Research and Development Operations | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: |
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
1. | AAH Skills and Development |
2. | ACT SKILLS DEVELOPMENT |
3. | Afgri Operations (Pty) Ltd |
4. | Afro Fleet (Pty) Ltd |
5. | Akane Training Academy |
6. | Aldabri 106 Institute for Quality Pty Ltd |
7. | Algoa Bus Company |
8. | All-in-one Driving Academy |
9. | Andebe Group |
10. | Andzanie Trading Enterprise (Pty) Ltd |
11. | Arden School of Management (Pty) Ltd |
12. | Bakubung Driver Training and consultants CC |
13. | Balemi Consulting Pty Ltd |
14. | Bc Training Academy |
15. | Bev Short Training Consultants |
16. | Bidvest Panalpina Logistics (BPL) |
17. | Blue Crane Skills Development |
18. | BMD TEXTILES PTY LTD |
19. | Bolton Business College & Computer Studies |
20. | Brilliant Skills Development & Training Solutions |
21. | Bumbene Safety Consultants (Pty) Ltd |
22. | Buscor |
23. | Centre for Logistics Excellence (Pty) Ltd |
24. | CHAMDOR DRIVER TRAINING CC |
25. | Circleway College |
26. | COALITION TRADING 1238 CC |
27. | Coega Development Corporation |
28. | College of Sustainable Agriculture |
29. | College of Vocational Studies (Pty) Ltd |
30. | Commercial Transport Academy CTA Pty Ltd |
31. | Dabulamanzi & Njabulo Ndaba Consulting cc |
32. | Dee's Training (PTY) LTD |
33. | Dee-Bravo Training Centre |
34. | Dees Driver Training Centre |
35. | Devolden Group |
36. | Dionysus Skills Development Initiative (Pty) Ltd |
37. | Ditlou Consulting and Skills Training |
38. | Dynamic Institute of Training S.A |
39. | Dynamic Road Safety |
40. | EDU - FLEET |
41. | Educon Training and Development PTY LTD |
42. | Edzani Community Development and Consultancy |
43. | Evaflex |
44. | Excellect 209 (PTY) LTD |
45. | Excellect 209 PTY LTD |
46. | Exodec 388 CC |
47. | FBT Consultants CC |
48. | FUTURE DISCOVERY TRAINING ACADEMY |
49. | Future-Teacher (Pty) Ltd |
50. | GNS ENTERPRISE (PTY) LTD |
51. | Golden Arrow Bus Services_pty Ltd |
52. | GREENRIM TRAINING PTY LTD |
53. | Halfway Service Station |
54. | Hazchemwize (PTY) Ltd |
55. | He and She Driver Training Centre |
56. | Hot To Go Training College and Services |
57. | Humrec Human Resource Training |
58. | Imara Umbono Incorporated (Pty) Ltd |
59. | Imperial Logistics Group t/a Dedicated Contracts |
60. | In House Media Instruction |
61. | Inkqubela Consultants |
62. | INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc |
63. | Innovative Shared Services |
64. | Iyanda Holdings(Pty) Ltd |
65. | Izingaah Group |
66. | KayDee Project Management Cc |
67. | KDS Centre for Skills Development and Training Pty Ltd |
68. | Kempston Driver Academy |
69. | Kempston Driving Academy |
70. | KGWEBISWANO SUPPLIES & SERVICES |
71. | Khabanyane Training and development |
72. | kholwa management and training consultancy (pty) Ltd |
73. | Khulani HR Consultancy (Pty) Ltd |
74. | Kitta Transport Training Academy |
75. | Kulika Training and Consultancy Pty Ltd |
76. | KZN Taxi and Commuter Corporation NPC |
77. | Learncorp |
78. | Learning Exchange Pty (Ltd) |
79. | Legal Environment Safety & Health Requirements cc |
80. | Little Treehouse Holdings (PTY) Ltd |
81. | Longata Consultant |
82. | LTM Training & Remote Learning Solutions |
83. | LTM Training and Remote Learning Solutions |
84. | Lwaze Lwanda General Traders CC |
85. | Madabukela Code 14 Drivers Training |
86. | MadibengGeneral Suppliers |
87. | Madidi Supply Chain Institute & Business Institute |
88. | Magas Training and Development (Pty) Ltd |
89. | Makwedeng Training |
90. | MALITINNE PTY LTD |
91. | Maliwa Investment (Pty)Ltd |
92. | Mananthatshema Skills Dev. Centre |
93. | Margie Angamuthu Training (Pty) Ltd |
94. | Maritime Business Institute |
95. | Masakhane Further Education and Training |
96. | Mbimbini Training and Community Development |
97. | Mediro Training Academy |
98. | MENTORNET (PTY) LTD |
99. | Mnce Trading cc |
100. | Mobile Agri Skills Development and Training NPC |
101. | Mpofu Engineering Projects |
102. | Mpontshe Training |
103. | MVIMBI BUSINESS ENTERPRISE |
104. | Mziphela Training and Projects Pty. Ltd |
105. | Ncameni Kasizane Skills Development PTY LTD |
106. | Ndikho Ndinani Protection (Pty) Ltd |
107. | Ndoma Mathodi Trading Enterprise |
108. | NDWAMATO TRAINING SOLUTIONS (PTY) LTD |
109. | Ndwamato Training Solutions PTY LTD |
110. | New Heights 1082 Pty Ltd |
111. | Ngaphakathi Investments |
112. | NOSA LOGISTICS PTY LTD |
113. | Nowethu Learning Institute cc |
114. | Ntsoaki Driving School |
115. | Nurture-Nature Resources (Pty) Ltd |
116. | OSR Trading |
117. | Pal Passenger Bus Services |
118. | Paradise Skills Development CC |
119. | Phambile Skills Training (Pty) Ltd |
120. | Phephani Learnerships cc |
121. | Phumelela Sisonke African Foundation |
122. | PPLE Group Pty Ltd |
123. | Precision skills development and training |
124. | Premier Agric (Pty) Ltd |
125. | Primeserv Corporate Solutions (Pty) Ltd |
126. | Pro Driver Training (Pty) Ltd |
127. | PUTCO Limited |
128. | PUTCO Pty Ltd |
129. | Quantum Leap College Pty Ltd |
130. | Rasehlo Transport and Tourism |
131. | RCL Foods-Sugar & Milling (MP) |
132. | Redefined Skills Training & Development (Pty) Ltd |
133. | Royal Impression Academy |
134. | Safe and Eco Driving Pty Ltd |
135. | Sanda Skills Development (Pty) Ltd |
136. | Segaole Driving School |
137. | Seng''khona Trading Enterprise 129 cc |
138. | Seshego Risk Management Solutions (Pty) Ltd |
139. | Setlakala Business Development |
140. | Sinovuyolethu Trading Pty Ltd |
141. | Sisabenza Operator Training (PTY) LTD |
142. | Siyasanga Training Centre |
143. | Sobabini Group Pty Ltd |
144. | Sophia''s Excellence Driving Academy |
145. | Sophia's Excellence Driving Academy |
146. | South African Forestry Training College |
147. | South African Transport Centre of Excellence |
148. | SPINA Consultancy cc Cape Town |
149. | SPS Consulting (Pty) Ltd |
150. | SUCAT Management |
151. | SVA Training |
152. | Taletso FET College - Central Office |
153. | TECHNICAL INTEGRATED SOLUTIONS (PTY) LTD |
154. | THABO Training and Services |
155. | The Assessment Zone (Pty) Ltd |
156. | The Brokers Learning Centre |
157. | THE GMC GROUP PTY LTD |
158. | The Mushroom Hut (Pty) Ltd |
159. | The Skills Authority |
160. | THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAINING(PTY) LTD |
161. | The Skills Development Hub (Pty) Ltd |
162. | Thobologo Training and Education Group |
163. | Thomani Techonology Solutions |
164. | Thwala Training Services (Pty) Ltd |
165. | TIESPRO (Pty) Ltd |
166. | Training Consultant and SD College |
167. | Training Force |
168. | Triton Express (Pty) Ltd |
169. | Triton Express Pty Ltd |
170. | Tshireletso Multi-skills and Training |
171. | VEB CELE & ASSOCIATES PTY LTD |
172. | Vhonisani Training Academy & Projects |
173. | VPK BUSINESS VENTURE C C |
174. | VSL General Trading CC |
175. | WEST COAST COLLEGE FET |
176. | Wildlife and Environment Society of SA |
177. | Workplace Skills Institute (Pty) Ltd |
178. | Yangantle Trading |
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. |