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:

Clean and maintain area of responsibility

SAQA US ID	UNIT STANDARD TITLE
113818	Clean and maintain area of responsibility
ORIGINATOR
SGB Nature Conservation
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 01 - Agriculture and Nature Conservation			Nature Conservation
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 2	NQF Level 02	8
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 qualifying learner assessed as competent against this unit standard will be able to clean and maintain area of responsibility within controlled environments for plants and/or animals. The value of the unit standard to the learner is a wide range of career options in the fields of bird parks, aquaria, zoos, botanical gardens, nurseries, other animal holding facilities, breeding centres and rehabilitation centres, protected area management and community conservation. This competence will contribute towards best practices of public exhibition of natural resources. This competence will aid the interaction between captive facilities and the public whilst maintaining the aims of species protection.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "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 the scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select and use correct cleaning material and equipment.

OUTCOME NOTES

For example: Mop versus pressure hose Electrical equipment Garden equipment Appropriate use of equipment Cleaning equipment

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 learners 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 learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the learner Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together, thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole-of-work` approach) and see which unit standards relate to this activity. Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards. Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances

SPECIFIC OUTCOME 2

Follow safety and hygiene procedures.

OUTCOME NOTES

For example: Wear protective clothing Observe appropriate distance from enclosure Personal safety Personal hygiene Disinfecting procedures Public safety / Occupational safety Report irregularities

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 learners 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 learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the learner Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together, thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole-of-work` approach) and see which unit standards relate to this activity. Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards. Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 3

Evaluate and maintain area of responsibility within facility.

OUTCOME NOTES

For example: Identify potential hazards Man-hole covers Splintered wood, nails and broken wire etc. Unsafe areas Slippery surfaces Electrical cables and connections Railings Sick animals Escaped animals Water, blocked drains and leaking pipes Aesthetics

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 learners 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 learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the learner Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together, thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole-of-work` approach) and see which unit standards relate to this activity. Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards. Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances

SPECIFIC OUTCOME 4

Mix and apply appropriate disinfectants.

OUTCOME NOTES

For example: Choose appropriate chemicals Correct concentrations Safety precautions Correct application procedure Personal protective equipment.

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 learners 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 learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the learner Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together, thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole-of-work` approach) and see which unit standards relate to this activity. Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards. Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 5

Dispose of waste as prescribed by the organisation.

OUTCOME NOTES

For example: Biological waste procedures Dead animals Chemical waste Medical waste Recycling procedures (e.g. glass, paper, cans, foods and fuels) Composting Applicable legal aspects

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 learners 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 learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the learner Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together, thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole-of-work` approach) and see which unit standards relate to this activity. Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards. Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 6

Maintain and request stocks.

OUTCOME NOTES

For example: Basic applicable legal aspects Keep records Follow operational procedures

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 learners 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 learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the learner Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together, thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole-of-work` approach) and see which unit standards relate to this activity. Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards. Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate knowledge and understanding of: Different cleaning materials available Importance of using correct materials Functioning of different equipment and chemicals Relevant actions of animals Importance of rectifying hazards Importance of following safety and hygiene procedures Reporting procedures Relevant disposal techniques Maintaining a stock register

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to specific outcomes: Select and use correct cleaning material and equipment. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation.

UNIT STANDARD CCFO WORKING

Team work relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures.

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes: Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation.

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

UNIT STANDARD ASSESSOR CRITERIA

N/A

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Values Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of: The value of the facility within the field of natural resource management and to society Protection and preservation of natural resources The role captive facilities play in terms of general environmental education Ecological and social rights, benefits and responsibilities Empathy towards living natural resources Supplementary information The learner should have achieved ABET Level 4 numeracy and life skills.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
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
Elective	49605	National Certificate: Environmental Practice	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	LG 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.	A.S.A.P Training And Consulting
2.	A4 Consultancy Cc
3.	Aba Sebenzi
4.	Abems Training Institute (Pty) Ltd.
5.	Academy (Pty) Ltd
6.	Africawide Consulting
7.	Aga Sechaba Community Projects
8.	Agisanang SA Training
9.	Akanani Consulting (Pty) Ltd
10.	Akha Unique telecoms (pty) ltd
11.	Altec Training And Consulting
12.	Amabamba Recruitment
13.	Amangile Academy (Pty) Ltd
14.	Amg Training And Hygiene Consultants
15.	AMODA LEGAL CONSULTING
16.	Anicrop Training
17.	Atlegang Training Consulting
18.	Atvance Academy Pty Ltd
19.	Avax Sa 481 Cc. T/A Mandisa Development Services
20.	Azitjhewi Construction
21.	Baledi And Lutramark
22.	Bantubanye Skills
23.	Basiea Development And Training
24.	Bazalwane Business Partners
25.	Bendle Training And Projects
26.	Bendrew Trading
27.	Bettes - Types Trading And Projects
28.	Big Start Training And Development
29.	Bikologix Projects
30.	Bizzy Fire Control Cc.
31.	Bmst Consulting
32.	Bo Support Services Cc
33.	Bogolo Ba Thuto Training Academy
34.	Boikgantsho Consulting & Events
35.	Boiponahatso Enterprise
36.	Bokamoso Urban Planners
37.	Boni Africa Events & Development
38.	Brightstone Academy
39.	Brilliant Affairs (PTY) Ltd
40.	Bull's Business and Skills Training Institute
41.	Business Circle Consultation
42.	Buyisiwe Management Services (Pty) Ltd
43.	Camblish Training Institute (Pty) Ltd
44.	Cape Peninsula University of Technology
45.	Career Builders Academy Pty Ltd
46.	Careers IT (Pty) Ltd
47.	Central Bridge Trading 109
48.	Chloroflash (Pty) Ltd
49.	Christian Campus Bible College
50.	Classic Human Capital Solutions
51.	Clean Heat Academy (Pty) Ltd
52.	Coceka Consulting
53.	Colgene Group
54.	Connex Marketing Cc
55.	Cradle Stars Trading Enterprise
56.	Cre8Ive Organisational Development
57.	Creative Venture Joint Trading And Projects
58.	Ctc College
59.	Cymbol Consulting(Pty) Ltd.
60.	D and D Lwazi Renaissance Research and Development Institute
61.	Daily Double Traiding 281
62.	Danearl (Pty) Ltd
63.	Dean Institute Of Learning (Pty) Ltd
64.	Dee's Training (PTY) LTD
65.	Dijama Training Academy
66.	Dintshang Trading
67.	Ditirelo Skills Development Services
68.	Divhani Environmental And Engineering Solutions
69.	Dumakude
70.	Dynamic Sheq Solutions
71.	E Mali Outsourcing Cc
72.	East Cape Training Centre
73.	Eastern Rose Enterprise
74.	Eco Partners
75.	Ecoculture Training And Consultancy
76.	Edutraining Business College
77.	Ehsq System Matter
78.	Ekurhuleni West Public FET College - Germiston Campus
79.	Elangeni Consulting
80.	Elangeni Consulting (PTY) LTD
81.	ELASON PRO-ACTIVE SECURITY (PTY) LTD
82.	Elective Training Institute Enterprise Cc
83.	Elgin Community College
84.	Empilweni Management Solutions cc
85.	Enp Holdings (Pty) Ltd
86.	Environmental Leadership Academy
87.	ENVOY PLANET CONSULTING AND PROJECTS (PTY) LTD
88.	Eskilz College (Pty) Ltd
89.	Essential Skills
90.	Eukon Engineering And Projects
91.	Falcon Business Institute (Pty) Ltd
92.	Faranang Marketing
93.	Fire Protection Association Of Southern Africa
94.	Freddy Mfana Trading Enterprise
95.	FUTURE DISCOVERY TRAINING ACADEMY
96.	Gaegolelwe Consultancy (Pty) Ltd
97.	General Economic Analysis
98.	Giamanje Tvet College
99.	Giant Alive Group
100.	Glentech Innovative Design Concepts
101.	Glere Skills And Consultants
102.	Global Links Corporate Training (Pty) Ltd
103.	Globalwise Training & Consulting (Pty) Ltd.
104.	Goitsikitso Enterprise Trading
105.	Gordtech Industries
106.	Green Horizon Consulting (Pty) Ltd
107.	Green Prints Consulting And Projects
108.	Groen Mintirho (Pty)Ltd
109.	Growing Cherries Consulting Services
110.	Growth Management Consulting
111.	HDPSA
112.	Heavenly Button Trading Cc
113.	Hercuscope
114.	Heros Fire Protection Services Cc
115.	Hlombe And Associates
116.	Hs Global Skills Business Solutions
117.	Icando
118.	Ilinge Labantu Debt Solution
119.	Inafrica General Trading Pty Ltd
120.	Independent Development Trust
121.	Injeje Training
122.	Inkwazi Learning Network
123.	Insika Foundation
124.	Institute For Local Government And Housing
125.	Institute Of Cooperatives And Community Economic Development
126.	Institute of Health and Social Care Studies
127.	Integrated Waste And Recycling Services(Iwars)
128.	Isiphephelo Consultants
129.	Ithemba Community Development
130.	Ito Focus Reagile
131.	Itumeleng Wellness Solutions
132.	Iviyo Landscaping (Pty) Ltd
133.	Izazi Training Solutions
134.	Izwelethu Black Diamond
135.	Jobafrik Consulting
136.	Josmap Training Institute
137.	Jpm & Associates
138.	Jrt3 Jobcreation Rehabilitation Through Training And Technology (Pty) Ltd
139.	Jumpstart Training Institute
140.	K And Z Projects Training And Development
141.	Kagisho Business Concepts (Pty) Ltd
142.	Kalideen Investment T/A Kalvest
143.	KALIDEEN MANAGEMENT SERVICES
144.	Kappia Consulting Services
145.	Kay Beez Development Projects
146.	KEITSHEPILE TRADING AND PROJECTS
147.	Kenlet Educational Projects
148.	Kenmab Training Centre
149.	Kephama Training Solutions
150.	Keptel
151.	Kernel Management And Consulting (Pty) Ltd.
152.	Kgaka Kgolo Institute
153.	Kgakishe Trading And Projects (Pty) Ltd
154.	Kgang-Kgolo Consulting
155.	Kharindy Training Institution (Pty) Ltd
156.	Khatheo Trading And Projects (Pty) Ltd
157.	Khehli Institute
158.	KHOSITHI TRAINING
159.	Khubiso Enterprise (Pty) Ltd
160.	Khula Ke Training
161.	Khula Nonke Training & Development
162.	Khulani Skills Development Centre
163.	Khumba Energy
164.	Kn Business Solutions
165.	Knowledge Production
166.	Kobodimo Trading
167.	Kowolwazi Trading Enterprise
168.	Kuenta Consulting
169.	Kuyakhula Development Initiatives
170.	Kwazulu Skills Academy
171.	Kwem Management Solutions
172.	Kwindla Institute of Learning and Consulting
173.	Lapa La Afrika Farming And Projects
174.	Lavinda Trade And Invest
175.	Lead Academy Pty Ltd
176.	Legacy Imbizo Training & Development Consultants
177.	Leronsa Trading Enterprise
178.	Lesechaba Services
179.	Lesias Educational Services
180.	Letlhokoa Management Services Cc
181.	Letsete Behub
182.	Letzaa Group
183.	Lih Consulting And Projects
184.	Limadi Industrial Projects
185.	Lip Holding (Pty) Ltd
186.	Livhus Consulting Service
187.	Lizwa Ntlabati Trading Cc
188.	Loago Business Consulting
189.	Londimvelo Consultants
190.	Lorpen Investments
191.	M.I.C. Training And Development
192.	Maab Training Management ( Pty) Ltd
193.	Mafusega Projects
194.	Magumzane Traiding Cc
195.	Mahayi Hrd Services Cc
196.	Makaota Training Consultants
197.	Makavila Suppliers Cc.
198.	Malanga Management Services
199.	Malizana Projects CC
200.	Maluka Safety House
201.	Mamuhle Academy
202.	Mangalani Business Enterprises
203.	Marcado Human Resources Strategies
204.	Mars Business Consulting
205.	Masheshafike (Pty) Ltd
206.	Mashmp Holdings
207.	Mashphe Logistics Services
208.	Masizakhe Leanerships cc
209.	MASM Trading Enterprise (Pty) Ltd
210.	MASS COMUTER TRAINING AND PRINTERS
211.	Mavco Engineering Pty Ltd
212.	MAXIMUM DEVELOPMENT INSTITUTE
213.	Mazasa Management Consulting Cc.
214.	Mbinga Holdings (Pty) Ltd
215.	Mcebo Technologies
216.	Mementos Training Pty Ltd
217.	Mestel Training Solutions (Pty) Ltd
218.	MGM Training & Consulting
219.	Mgwezane Training And Events Management Cc.
220.	Miczo'S Enterprise
221.	Mimoisa Business Solutions Cc
222.	Mind Magic Consulting
223.	Mintirho Development Services
224.	Misol Construction
225.	Mission Point Consulting
226.	Mkhawz Skills Development Consultants
227.	Mmanape Private Technical College Pty Ltd
228.	MMBG Trading And Consulting
229.	Mmg Capital
230.	Mml Consulting Cc.
231.	Mod-Mosh Projects And Consulting (Pty) Ltd
232.	Mohlaje Solutions (Pty) Ltd
233.	Morena Empire Investment
234.	Mortarboard Training Solutions
235.	Moseki Consulting Engineering Training & Development (Pty) Ltd
236.	Mphela Education Training And Development
237.	MUDITAMBI HOLDINGS
238.	Muhangwene Development Enterprise
239.	Multiple Productive Management Solutions
240.	MUNICIPALITY INFRASTRUCTURE SOLUTIONS
241.	MWG Logistical Services
242.	Nalengmokoni Investors (Pty) Ltd
243.	NBnet Consultancy & Projects (Pty) Ltd
244.	Nedtex73
245.	Netgrow Training Solutions
246.	Nettcon Sa
247.	Networx for Career Development
248.	New Hope Revival Organisation
249.	New Minds Training Institute (Pty) Ltd
250.	Nj & L Trading Enterprise Cc.
251.	Nkarise Training and Consulting Services
252.	Nkinane Trading Enterprise
253.	Nkqubela Community Developers
254.	Nkqubela Consulting
255.	Nm Cuts
256.	Nokusho M Consulting And Trading
257.	Nomagwanishe Investments cc
258.	NOMAKU TRADERS CC
259.	Nonunu Projects
260.	Ns Global Academy
261.	Nsuku Management Consultants
262.	Ntsangalala Business Enterprise
263.	Ntsime Financial Consulting
264.	Nyankwavi Investment Cc.
265.	Okuhle Waste Management & Hazardous Management
266.	Okwethu Invelo Npc
267.	OMNI HR CONSULTING PTY LTD
268.	Outeniqua Leadership Institute
269.	Paramount Training Academy
270.	Pbm Solutions
271.	Peak Health Wellness Solutions (Pty) Ltd
272.	Pebetse Training And Consulting
273.	Petra Institute of Development
274.	Pfim Trading (Pty) Ltd
275.	Phambili Kzn Construction And Development
276.	Phambili Services
277.	PHETHA PROFFESSIONAL SERVICES CC
278.	Philani Solutions
279.	Phumelela Sisonke African Foundation
280.	Pioneer Business Consulting
281.	Pkm Skills And Career Development
282.	PLATINUM ELECTRICAL(PTY) LTD
283.	Pma Holdings (Pty ) Ltd.
284.	Portable Skills Paradigm
285.	Poshido Training
286.	Power Rush Trading 170 Cc.
287.	Powernexus
288.	Princetop Corporative Training (Pty) Ltd
289.	Progressive School Of Business And Engineering (Pty)
290.	Pule Ramasimong Development
291.	Puseletso Trading And Projects
292.	Quick Leap Investment
293.	Quiver Skills Institute
294.	Ratomac Trading Consultants (Pty) Ltd
295.	Rebone Safety And Environmental Consultants
296.	Reflections Development Institute
297.	Remo Holdings Pty Ltd
298.	Rlstp Training & Development (Pty) Ltd.
299.	Rmcii Solutions (Pty) Ltd
300.	Sanctus Holdings Pty Ltd
301.	Seige Trading Solutions
302.	Seitaodi Trading
303.	Senelo Trading Cc
304.	SEOPOSENGOE TRAINING CONSULTANCY CC
305.	SETHIKE TRADING
306.	Shauku (Pty)Ltd
307.	Shirs Vision Compleadev (Pty) Ltd
308.	Silalele Skills Academy (Pty) Ltd
309.	Siljeur Training Academy
310.	Simba Skills Consultants
311.	Simmek Holdings
312.	Simtho Investments (Pty) Ltd
313.	Sinokuhle Konke Trading Enterprise
314.	Sizampiloenhle Trading And Projects (Pty) Ltd
315.	Sjm Squared Construction
316.	Skills Catalyst Consultants
317.	Slj Consultants
318.	Smartmatta (Pty) Ltd
319.	Sobengmo Mining Services
320.	Sonani Skills
321.	Sonyce Media
322.	South African Institute of Learning (SAIL)
323.	South African Abet Development Agency Saada
324.	South African Corporate Training Association
325.	South African Governance And Business College
326.	South West Gauteng TVET College
327.	SOUTHERN AFRICAN YOUTH MOVEMENT
328.	Spring Forest Trading 578 Cc
329.	Sseh Pty Ltd
330.	STARPLEX 408 CC
331.	Starplex 489 cc
332.	Tachfin Holdings
333.	Talent Centre Training
334.	Talent Emporium Academy (PTY) Ltd
335.	Tanosa Trading CC
336.	Tasc Business Consulting And Training
337.	Technogirl Trust
338.	Teemil Safety Health And Environmental Consultants Pty Ltd
339.	Tembe Service Providers
340.	Thabelanang Trading Enterprise
341.	Thando Consulting Services
342.	The Crimson Co Cc.
343.	The Green Affairs Consulting
344.	The Petit Pois Chef'S Academy
345.	Thembeni Skills Development Trading And Projects
346.	Thinking Mind Trading
347.	Thothi Consulting
348.	Thubelihle Graduate Institute
349.	Thusanang Skills & Training
350.	Thuso Enviro and Agric Development
351.	Thuto Ya Setshaba Training Services (Pty) Ltd
352.	Timothy Fasheun Group Enviromentors (Pty) Ltd
353.	Tirisano Ya Bakwena Consultant
354.	Tld Consulting
355.	Tlotlangthuto Training & Consulting
356.	Tloumogale Business Development & Consulting
357.	Tmp Training And Development
358.	Tonex Management Solutions
359.	Township Fire And Rescure (Pty) Ltd
360.	Trainers without Borders
361.	Training At Work (Pty) Ltd
362.	Transafric Consulting Pty Ltd
363.	Tsebo Ke Bophelo Holdings
364.	Tshamutengu General Trading Cc.
365.	Tshedza Training Technologies (Pty) Ltd
366.	Tshisimani Holdings (Pty) Ltd.
367.	Tshwane College of Commerce and Computer Studies
368.	Tshwane Skills Training Centre
369.	TSK Projects(PTY)LTD
370.	Tuns Trading And Projects (Pty) Ltd
371.	Twin Peak Technologies
372.	TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS
373.	Uan Projects
374.	Ukhamba Quality Skills
375.	Umbuso Training Services
376.	Umfolozi FET College
377.	Umlando Projects Pty Ltd
378.	Umnotho We Afrika Foundation
379.	University Of Business Excellence(Pty)Ltd
380.	University Of Intellectual Excellence (Pty)Ltd
381.	University of Venda
382.	Ursivox Interactive Systems
383.	VEB CELE & ASSOCIATES PTY LTD
384.	Venus Maintenance And Supply Services
385.	Vicmat Consultants
386.	VISIONARY SKILLS ACADEMY
387.	Vista Chem Consulting
388.	VSL General Trading
389.	VUCA INSTITUTE OF LEADERSHIP DEVELOPMENT
390.	Vumilia Africa Group
391.	Vutivi Training and Skills Development
392.	Wag Consulting
393.	Wasteng (Pty) Ltd
394.	Wbs Group
395.	Wildlife and Enviroment Society of South Africa
396.	World Pace Development And Training Institute
397.	X Foundation
398.	Xl At Consulting Cc
399.	Ya Hina Management Consulting And Projects
400.	YAB Business Solutions
401.	Yonga Umhlaba Waste And Environmental Management Services (Pty)
402.	Zwelixoliletrading Enterprise
403.	Zwide Ka- Langa Dynamics

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