SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

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

PURPOSE OF THE UNIT STANDARD 
A person assessed as competent against this unit standard will be able to:
  • Describe and explain nature of HIV/AIDS.
  • Describe transmission routes.
  • Describe and explain practices which reduce and prevent risk of infection.
  • Describe and analyse attitudes toward HIV and AIDS in the workplace.

    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'.
  • 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 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'.
  • 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 
    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'.
  • 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 
    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'.
  • 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 
    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'.
  • 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 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'.
  • 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 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  Reregistered  2023-06-30  FPMSETA 
    Core  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Core  48495   General Education and Training Certificate: Water Services  Level 1  NQF Level 01  Reregistered  2023-06-30  EWSETA 
    Core  20287   National Certificate: Farming  Level 1  NQF Level 01  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  Reregistered  2023-06-30  CATHSSETA 
    Core  20288   National Certificate: Farming  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  50226   National Certificate: Rooibos Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  50227   National Certificate: Rooibos Production  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  48400   National Certificate: Sugar Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Core  49279   National Certificate: Victim Empowerment and Support  Level 2  NQF Level 02  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  Reregistered  2023-06-30  EWSETA 
    Core  58951   National Certificate: Water and Wastewater Treatment Process Operations  Level 2  NQF Level 02  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  Reregistered  2023-06-30  AgriSETA 
    Core  50398   National Certificate: Project Support Service  Level 3  NQF Level 03  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  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  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  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  Reregistered  2023-06-30  ETDP SETA 
    Elective  65969   General Education and Training Certificate: Human Settlements Development  Level 1  NQF Level 01  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  Reregistered  2023-06-30  CATHSSETA 
    Elective  71491   National Certificate: Equine Studies  Level 2  NQF Level 02  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  Reregistered  2023-06-30  SERVICES 
    Elective  58308   National Certificate: Informal Small Business Practice  Level 3  NQF Level 03  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  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. AGB Finance 
    2. AGB MATHE BUSINESS SERVICES 
    3. Agisanang SA Training 
    4. ALMEL TRAINING 
    5. ALSTOM JOHN THOMPSON (PTY) LTD CAPE TOWN 
    6. AMBROSER SOLUTIONS (PTY) LTD 
    7. Aniathu Trading (Pty) Ltd 
    8. AQUA DACTICS 
    9. AQUILA TRAINING 
    10. ARBINET TRAINING & DEVELOPMENT 
    11. Assured Vocational Skills Institute (Pty) Ltd 
    12. AVIWE BUSINESS DEVELOPMENT SERVICES 
    13. AZIFANI PROJECTS AND TRANSPORT (PTY) LTD 
    14. Babina Tlou Trading and Projects cc 
    15. BIDA 
    16. Bontham Training & Agricultural Consultants 
    17. BRAVOSCAN 160 
    18. BS Training Services 
    19. Chippa Training Academy (Pty) Ltd 
    20. Chupheme Logistix 
    21. CITIVIEW TRADING AND PROJECTS 
    22. CMO Logistics Pty Ltd 
    23. Coalition Trading 1238 cc 
    24. Cradle Stars Trading Enterprise (Pty) Ltd 
    25. CRG Group (Pty) Ltd 
    26. CTC COLLEGE (PTY) LTD 
    27. D&D Lwazi Development Institute 
    28. DEE K LOGISTICS 
    29. Dioka Business Consulting 
    30. DONNYBROOK EDUCATION AND TRAINING COLLEGE 
    31. EARTH CHILD CONSULTING (PTY) LTD 
    32. Ebotse Development and Training Centre 
    33. EECTRICAL CONTRACTORS ASSOCIATION - ECA 
    34. Ehlanzeni TVET College 
    35. Elimofo Trading& Projects 
    36. EMINENCE BUSINESS SOLUTIONS (PTY) LTD 
    37. ENB Training Service(PTY)Ltd 
    38. ESKOM DISTRIBUTION NORTH WESTERN REGION, BLOEMFONTEIN 
    39. ETS Emergency Training Solutions (Pty) Ltd 
    40. GG SQUARED PROJECTS 
    41. GNS ENTERPRISE (PTY) LTD 
    42. Green Enviro & Projects (Pty)Ltd 
    43. Gufferty Consulting 
    44. HIZONEX PTY LTD 
    45. I Care Resource Centre 
    46. ILINGE LABANTU TRAINING INSTITUTE 
    47. Imbeleko Community Development Projects 
    48. IMPILONHLE TRADING & PROJECTS 8 
    49. INFINITE DIMENSION CONSULTING 
    50. INFRASTRUCTURE CONSULTING ENGINEERS CC 
    51. INTEGRATED ADULT TRAINING 
    52. Inyapa Vhusiku Consulting Pty Ltd 
    53. IQRAAM DEVELOPMENT CONSULTANCY (PTY) LTD 
    54. Ithemba Lomphakathi Community Organisation 
    55. JOOD SOLUTIONS (PTY) LTD 
    56. JOSMAP TRAINING INSTIUTE 
    57. KAREUBO MANAGEMENT SYSTEMS 
    58. Kwamahlati Training Services cc 
    59. LANTHIE CHEMZ DISTRIBUTORS (PTY) LTD 
    60. Learn A Trade 
    61. Legal Environment Safety & Health Requirements cc 
    62. Letaba TVET College 
    63. LIMPING BULL (PTY) LTD 
    64. Liston Agri Solution & Training Consultancy 
    65. LLSM (Pty) Ltd 
    66. Lomkhethi Trading Enterprise 
    67. Longata Consultant 
    68. LOW FLOW CONSTRUCTION AND ENGINEERING 
    69. Maab Training Management ( Pty) Ltd 
    70. MACT BUSINESS HUB 
    71. MAFOHLA SOLUTION 
    72. Mantombana Projects (Pty) Ltd 
    73. MARGER TRAINING AND PROTERTIES (PTY) LTD 
    74. Mearnsii Trading cc 
    75. MILNEX - BALFOUR 
    76. MILNEX - BRAKPAN 
    77. MMAKAU TRAINING INSTITUTE (PTY) LTD 
    78. MMESELANE CONSTRUCTION 
    79. Morongwa Consulting Services (Pty) Ltd 
    80. MORTERBOARD TRAINING SOLUTIONS (PTY) LTD 
    81. MPUMAMANZI ACADEMY (PTY) LTD 
    82. MULES CONSULTING 
    83. MUNICIPAL TRAINING & DEVELOPMENT INSTITUTE 
    84. Nchuncheko Holdings (Pty) Ltd 
    85. NEOKHU PTY LTD 
    86. New Business Initiative Management Consultancy 
    87. NEW HOPE REVIVAL ORGANISATION 
    88. Nikwe Trading (Pty) Ltd 
    89. NKANYEZI FOUNDATION 
    90. NKR CONSULTING ENGINEERS 
    91. Nkulungwane General Trader cc 
    92. NSJ Agricultural Farming And Multipurpose 
    93. O & K PROJECT (PTY) LTD 
    94. OSHIKATI 
    95. OWETHU CONNECTIONS (PTY) LTD 
    96. Oyama Kulwazi Training & Consulting (Pty) Ltd 
    97. PAKANYO TRADING CC 
    98. PHATHUTSHEDZO CONNSULTING TRAINING PROVIDER 
    99. Pinus Tech Technologies Trading and Projects 
    100. PIONEER BUSINESS CONSULTING (PTY) LTD 
    101. Platorand Training Centre 
    102. PRAXIS TRAINING AND CONSULTANCY (PTY) LTD 
    103. Professional Development and Training Institute (Pty) Ltd 
    104. PTDEV (PTY) LTD 
    105. QEQE CONSULTING (PTY) LTD 
    106. Qualfurn Training & Projects 
    107. QUALITY LEARNING NETWORK 
    108. QUARPHIX CC 
    109. Rally Business Consulting PTY LTD 
    110. Rekopane Training Centre CC 
    111. RENKALEC TRAINING CENTRE 
    112. Royal Express 
    113. Russel Meaker cc 
    114. Safe Heavens Properties (Pty) Ltd 
    115. SISODZWA CONSULTING 
    116. SIWAVILE TRADING (PTY) LTD 
    117. SKILLS TRAINING RESOURCES GROUP 
    118. South African Forestry Training College 
    119. Spear of African Woman in Agriculture & Rural Development 
    120. Striving Mind Trading & Projects 
    121. Sunrise Skills Training 
    122. TAG TEC TRAINING 
    123. ThabileTrade 1054 cc 
    124. The Brokers Learning Centre (Pty) Ltd 
    125. THE FINISHING COLLEGE (PTY) LTD 
    126. Thuto Ya Setshaba Training Services (Pty) Ltd 
    127. Tirhani SkillsTraining Pty Ltd 
    128. Tiriso Investments 
    129. TONDOROX (PTY) LTD 
    130. TOURISM & BUSINESS INSTITUTE OF SOUTHERN AFRICA 
    131. Train Learn and Develop Ltd 
    132. Transnet School of Pipelines 
    133. Transvaal Training 
    134. TRINITY COLLEGE (PTY) LTD 
    135. TSEBO KITSO TRAININGS 
    136. TSHEPO TRAINING CENTRE 
    137. TSHIKAMOTHA TRADING AND TRAINING 
    138. TSHIKAMOTHO TRADING & TRAINING 
    139. TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS 
    140. Ubucubu Home Industries 
    141. Udumo Training & Develoment (Pty) Ltd 
    142. UGUDA TRAINING SERVICES 
    143. Umbuso Training Services 
    144. UMPHA DEVELOPMENT SERVICES 
    145. Uphiwekonke Holdings (Pty) Ltd 
    146. Valoworx 278 
    147. Value at Hand (Pty) Ltd 
    148. VEB CELE & Associates (Pty) Ltd 
    149. Velenkosini Multiskills and Catering 
    150. Vicmat Consultants 
    151. VPK BUSINESS VENTURE C C 
    152. Wal Training (Pty) Ltd 
    153. Westrand Graduate Institute Training and Engineering (Pty) Ltd 
    154. World Pace Development & Training Institute (Pty) Ltd 
    155. York Timbers Pty Ltd 
    156. Zamashange Trading Enterprises 
    157. Zeta Training Solutions 
    158. ZUCRO PROJECT CC 



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