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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

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 
  • Outlining team organisation, working relationships and goals.
  • Quality circles, production line teams or training forums are examples of teams in the workplace.
  • Study groups are an example of teams in the learning environment. 
    		•

    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'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners 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 
    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 
  • Outlining team organisation, working relationships and goals.
  • Quality circles, production line teams or training forums are examples of teams in the workplace.
  • Study groups are an example of teams in the learning environment. 
    		•

    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'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners 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 
    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'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners 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 
    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'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners 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 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'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners 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 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  50285   National Certificate: Professional Driving  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 
    Elective  13716   National Certificate: Professional Driving  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2006-06-29  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. EDU - FLEET 
    40. Educon Training and Development PTY LTD 
    41. Edzani Community Development and Consultancy 
    42. Evaflex 
    43. Excellect 209 (PTY) LTD 
    44. Excellect 209 PTY LTD 
    45. Exodec 388 CC 
    46. FBT Consultants CC 
    47. FUTURE DISCOVERY TRAINING ACADEMY 
    48. Future-Teacher (Pty) Ltd 
    49. Golden Arrow Bus Services_pty Ltd 
    50. GREENRIM TRAINING PTY LTD 
    51. Halfway Service Station 
    52. Hazchemwize (PTY) Ltd 
    53. He and She Driver Training Centre 
    54. Hot To Go Training College and Services 
    55. Humrec Human Resource Training 
    56. Imara Umbono Incorporated (Pty) Ltd 
    57. Imperial Logistics Group t/a Dedicated Contracts 
    58. In House Media Instruction 
    59. Inkqubela Consultants 
    60. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    61. Innovative Shared Services 
    62. Iyanda Holdings(Pty) Ltd 
    63. Izingaah Group 
    64. KayDee Project Management Cc 
    65. KDS Centre for Skills Development and Training Pty Ltd 
    66. Kempston Driver Academy 
    67. Kempston Driving Academy 
    68. Khabanyane Training and development 
    69. kholwa management and training consultancy (pty) Ltd 
    70. Khulani HR Consultancy (Pty) Ltd 
    71. Kitta Transport Training Academy 
    72. Kulika Training and Consultancy Pty Ltd 
    73. KZN Taxi and Commuter Corporation NPC 
    74. Learncorp 
    75. Learning Exchange Pty (Ltd) 
    76. Legal Environment Safety & Health Requirements cc 
    77. Little Treehouse Holdings (PTY) Ltd 
    78. LTM Training & Remote Learning Solutions 
    79. LTM Training and Remote Learning Solutions 
    80. Lwaze Lwanda General Traders CC 
    81. Madabukela Code 14 Drivers Training 
    82. MadibengGeneral Suppliers 
    83. Madidi Supply Chain Institute & Business Institute 
    84. Magas Training and Development (Pty) Ltd 
    85. Makwedeng Training 
    86. MALITINNE PTY LTD 
    87. Maliwa Investment (Pty)Ltd 
    88. Mananthatshema Skills Dev. Centre 
    89. Margie Angamuthu Training (Pty) Ltd 
    90. Maritime Business Institute 
    91. Masakhane Further Education and Training 
    92. Mbimbini Training and Community Development 
    93. MENTORNET (PTY) LTD 
    94. Mnce Trading cc 
    95. Mobile Agri Skills Development and Training NPC 
    96. Mpofu Engineering Projects 
    97. Mpontshe Training 
    98. MVIMBI BUSINESS ENTERPRISE 
    99. Mziphela Training and Projects Pty. Ltd 
    100. Ncameni Kasizane Skills Development PTY LTD 
    101. Ndikho Ndinani Protection (Pty) Ltd 
    102. Ndoma Mathodi Trading Enterprise 
    103. NDWAMATO TRAINING SOLUTIONS (PTY) LTD 
    104. Ndwamato Training Solutions PTY LTD 
    105. New Heights 1082 Pty Ltd 
    106. NOSA LOGISTICS PTY LTD 
    107. Nowethu Learning Institute cc 
    108. Ntsoaki Driving School 
    109. OSR Trading 
    110. Pal Passenger Bus Services 
    111. Paradise Skills Development CC 
    112. Phambile Skills Training (Pty) Ltd 
    113. Phephani Learnerships cc 
    114. Phumelela Sisonke African Foundation 
    115. PPLE Group Pty Ltd 
    116. Precision skills development and training 
    117. Premier Agric (Pty) Ltd 
    118. Primeserv Corporate Solutions (Pty) Ltd 
    119. Pro Driver Training (Pty) Ltd 
    120. PUTCO Limited 
    121. PUTCO Pty Ltd 
    122. Quantum Leap College Pty Ltd 
    123. Rasehlo Transport and Tourism 
    124. RCL Foods-Sugar & Milling (MP) 
    125. Redefined Skills Training & Development (Pty) Ltd 
    126. Royal Impression Academy 
    127. Safe and Eco Driving Pty Ltd 
    128. Sanda Skills Development (Pty) Ltd 
    129. Segaole Driving School 
    130. Seng''khona Trading Enterprise 129 cc 
    131. Seshego Risk Management Solutions (Pty) Ltd 
    132. Setlakala Business Development 
    133. Sinovuyolethu Trading Pty Ltd 
    134. Sisabenza Operator Training (PTY) LTD 
    135. Siyasanga Training Centre 
    136. Sobabini Group Pty Ltd 
    137. Sophia''s Excellence Driving Academy 
    138. Sophia's Excellence Driving Academy 
    139. South African Forestry Training College 
    140. South African Transport Centre of Excellence 
    141. SPINA Consultancy cc Cape Town 
    142. SPS Consulting (Pty) Ltd 
    143. SUCAT Management 
    144. SVA Training 
    145. Taletso FET College - Central Office 
    146. THABO Training and Services 
    147. The Assessment Zone (Pty) Ltd 
    148. The Brokers Learning Centre 
    149. THE GMC GROUP PTY LTD 
    150. The Mushroom Hut (Pty) Ltd 
    151. The Skills Authority 
    152. THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAINING(PTY) LTD 
    153. The Skills Development Hub (Pty) Ltd 
    154. Thobologo Training and Education Group 
    155. Thomani Techonology Solutions 
    156. Thwala Training Services (Pty) Ltd 
    157. TIESPRO (Pty) Ltd 
    158. Training Consultant and SD College 
    159. Training Force 
    160. Triton Express (Pty) Ltd 
    161. Triton Express Pty Ltd 
    162. Tshireletso Multi-skills and Training 
    163. VEB CELE & ASSOCIATES PTY LTD 
    164. Vhonisani Training Academy & Projects 
    165. VPK BUSINESS VENTURE C C 
    166. VSL General Trading CC 
    167. WEST COAST COLLEGE FET 
    168. Wildlife and Environment Society of SA 
    169. Workplace Skills Institute (Pty) Ltd 
    170. Yangantle Trading 


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