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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: |
| Demonstrate an understanding of HIV/AIDS and its implications |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 8494 | Demonstrate an understanding of HIV/AIDS and its implications | |||
| ORIGINATOR | ||||
| SGB Hospitality,Tourism,Travel, Leisure and Gaming | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| HW SETA - Health and Welfare Sector Education and Training Authority | ||||
| 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-Fundamental | 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:
This competence will equip individuals to reflect on and make informed choices about their attitudes and behavioural practices. It will also contribute to building a wider understanding of HIV/AIDS issues; to the rights of people living with HIV and AIDS; and to workplaces which are more responsive to the needs of those living with HIV and AIDS. |
| 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 "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 |
| Describe and explain nature of HIV/AIDS. |
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 transmission routes. |
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 |
| Describe and explain practices which reduce and prevent risk of infection. |
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 |
| Reflect on their own attitudes toward HIV and AIDS. |
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 |
| Describe and analyse beliefs and attitudes toward HIV and AIDS in the workplace. |
| OUTCOME RANGE |
| Beliefs and attitudes of individuals and the organisation (as reflected in employment policies and education programmes). |
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 6 |
| Outline the rights of people living with HIV and AIDS. |
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 person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:
1. Debates about the causes of HIV and AIDS. 2. Transmission routes of HIV. 3. HIV testing. 4. Symptoms and phases in the development of AIDS. 5. Practices which reduce or prevent risk of infection. 6. Rights of people living with HIV and AIDS. 7. Attitudes toward HIV and AIDS in the workplace. |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO WORKING |
| Working effectively with others as a member of a team, group, organisation or community - relates to all outcomes. |
| UNIT STANDARD CCFO DEMONSTRATING |
| Demonstrating an understanding of the world as a set of related systems - relates to 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 and by being culturally sensitive - relates to 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 | 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 |
| Core | 48495 | General Education and Training Certificate: Water Services | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
| Core | 20287 | National Certificate: Farming | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Core | 23473 | National Certificate: Community Water, Health and Sanitation Promotion | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2008-06-11 | Was EWSETA until Last Date for Achievement |
| Core | 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 |
| Core | 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 |
| Core | 20288 | National Certificate: Farming | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Core | 50226 | National Certificate: Rooibos Processing | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Core | 50227 | National Certificate: Rooibos Production | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| 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 | 22673 | National Certificate: Wastewater Process Operations | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2007-11-28 | Was EWSETA until Last Date for Achievement |
| Core | 60169 | National Certificate: Water and Wastewater Reticulation Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
| Core | 58951 | National Certificate: Water and Wastewater Treatment Process Operations | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
| Core | 24193 | National Certificate: Water Purification Process Operations | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2007-11-28 | Was EWSETA until Last Date for Achievement |
| Core | 50228 | National Certificate: Wool and Mohair Handling | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Core | 50398 | National Certificate: Project Support Service | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| Core | 23708 | National Certificate: Community Water, Sanitation and Health Facilitation | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2008-06-11 | Was EWSETA until Last Date for Achievement |
| Fundamental | 64652 | National Certificate: Hairdressing | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2009-04-08 | As per Learning Programmes recorded against this Qual |
| Fundamental | 36233 | National Certificate: Specialist Hygiene and Cleaning Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| Fundamental | 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 |
| Fundamental | 23475 | National Certificate: Water Reticulation Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
| Fundamental | 65111 | National Certificate: Beauty Technology | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2011-02-16 | As per Learning Programmes recorded against this Qual |
| Fundamental | 49216 | National Certificate: Pipeline Operations | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | TETA |
| Fundamental | 48905 | National Certificate: Wastewater Reticulation Services | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2008-02-19 | Was EWSETA until Last Date for Achievement |
| Elective | 48642 | General Education and Training Certificate Housing: Housing Consumer Education | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2009-05-13 | Was CETA until Last Date for Achievement |
| 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 | 65969 | General Education and Training Certificate: Human Settlements Development | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CETA |
| Elective | 24199 | National Certificate: Community Conservation: Liaison and Support | Level 2 | NQF Level 02 | Passed the End Date - Status was "Registered" |
2006-04-09 | CATHSSETA |
| Elective | 48806 | National Certificate: Craft Production | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| 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 | 48695 | National Certificate: Measurement, Control and Instrumentation | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2009-04-08 | Was EWSETA until Last Date for Achievement |
| Elective | 48887 | National Certificate: Hiring Services and Support | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| Elective | 58308 | National Certificate: Informal Small Business Practice | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | W&RSETA |
| Elective | 13716 | National Certificate: Professional Driving | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2006-06-29 | TETA |
| Elective | 23094 | Further Education and Training Certificate: Development Practice | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2009-09-09 | ETDP SETA |
| Elective | 23095 | Higher Education and Training Certificate: Development Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
| 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. | 4 TOPS ACADEMY |
| 2. | Aldabri 106 Institute for Quality Pty Ltd |
| 3. | Algoa Bus Company |
| 4. | Arden School of Management (Pty) Ltd |
| 5. | ATTI NELSPRUIT (PTY) LTD |
| 6. | B T Group of Companies Pty Ltd |
| 7. | Balemi Consulting Pty Ltd |
| 8. | Bidvest Panalpina Logistics (BPL) |
| 9. | Blanket Security and SHEQ Solutions |
| 10. | Buscor |
| 11. | CHILUTSI TRADING ENTERPRISE |
| 12. | COALITION TRADING 1238 CC |
| 13. | College of Vocational Studies (Pty) Ltd |
| 14. | COREPRO CONSULTANTS |
| 15. | D M Management and Consulting |
| 16. | Dabulamanzi & Njabulo Ndaba Consulting cc |
| 17. | Education and Training Unit |
| 18. | ERGO MAPHELONG INSTITUTE (PTY) LTD |
| 19. | Farisanani Health Care Services Pty Ltd |
| 20. | Furniture World Training Centre |
| 21. | Future-Teacher (Pty) Ltd |
| 22. | Golden Arrow Bus Services_pty Ltd |
| 23. | Grabouw Skills Centre Pty Ltd |
| 24. | HAZYVIEW WATER SKILLS ACADEMY |
| 25. | He and She Driver Training Centre |
| 26. | Hot To Go Training College and Services |
| 27. | In House Media Instruction |
| 28. | Inkqubela Consultants |
| 29. | INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc |
| 30. | Isamon Vocational College of Excellence Pty Ltd |
| 31. | Isibani Skills Academy |
| 32. | Isibani Soluntu Development Trust |
| 33. | K-BONENG CONSULTING SERVICES (PTY) LTD |
| 34. | KayDee Project Management Cc |
| 35. | Kenako Investments |
| 36. | KITSO TRAINING AND DEVELOPMENT |
| 37. | Learncorp |
| 38. | Learning Exchange Pty (Ltd) |
| 39. | Legal Environment Safety & Health Requirements cc |
| 40. | LifeLine Pietermaritzburg |
| 41. | Makwedeng Training |
| 42. | Maliwa Investment (Pty)Ltd |
| 43. | Mananthatshema Skills Dev. Centre |
| 44. | Marematlou Training Institute |
| 45. | Maritime Business Institute |
| 46. | Megro Learning |
| 47. | MENTORNET (PTY) LTD |
| 48. | MIET Africa |
| 49. | MVIMBI BUSINESS ENTERPRISE |
| 50. | Ndoma Mathodi Trading Enterprise |
| 51. | New Heights 1082 Pty Ltd |
| 52. | Noni Community Development |
| 53. | NOSA LOGISTICS PTY LTD |
| 54. | Ntevho-Ketso Training and Recruitement Consultancy cc |
| 55. | NTI College |
| 56. | Phambile Skills Training (Pty) Ltd |
| 57. | Phephani Learnerships cc |
| 58. | PMA Holding (Pty) Ltd |
| 59. | PPLE Group Pty Ltd |
| 60. | Premier Agric (Pty) Ltd |
| 61. | Primeserv Corporate Solutions (Pty) Ltd |
| 62. | Professional Development and Training Institute (Pty) Ltd |
| 63. | PUTCO Limited |
| 64. | PUTCO Pty Ltd |
| 65. | RCL Foods-Sugar & Milling (MP) |
| 66. | Redefined Skills Training & Development (Pty) Ltd |
| 67. | Retshetse Training Project |
| 68. | Safe and Eco Driving Pty Ltd |
| 69. | Save the Children South Africa |
| 70. | SEANEGO INTERGRATED NATURAL RESOURCES MANAGEMENT |
| 71. | Setlakala Business Development |
| 72. | Sigodi Development Services and Associates (SDS) cc |
| 73. | Siyasanga Training Centre |
| 74. | South African Forestry Training College |
| 75. | Southern African Youth Movement |
| 76. | SPINA Consultancy cc Cape Town |
| 77. | Spotru Training Centre |
| 78. | SPS Consulting (Pty) Ltd |
| 79. | Taletso FET College - Central Office |
| 80. | Thabelanang t/a Thabelanang Trading Enterprise |
| 81. | The Brokers Learning Centre |
| 82. | The Fundamentals Training Centre |
| 83. | THE GMC GROUP PTY LTD |
| 84. | The Skills Development Hub (Pty) Ltd |
| 85. | Thembekile training consulting |
| 86. | THOBOLOGO TRAINING & EDUCATION GROUP |
| 87. | Thuto-Botshabelo Training and Projects (Pty) Ltd |
| 88. | TIESPRO (Pty) Ltd |
| 89. | TIRHANI SKILLSTRAINING PTY LTD |
| 90. | TMG Quality Services |
| 91. | Two-a-Day Group (Pty) Ltd |
| 92. | Ulwazi Training & Development |
| 93. | URSIVOX (PTY) LTD |
| 94. | VPK BUSINESS VENTURE C C |
| 95. | WASINDISA GROUP PTY LTD |
| 96. | WEST COAST COLLEGE FET |
| 97. | Wildfire Development Training Agency |
| 98. | Wildlife and Environment Society of SA |
| 99. | Xisana Engeneering and Supply Pty Ltd |
| 100. | 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. |