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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Identify community issues in relation to conservation 
SAQA US ID UNIT STANDARD TITLE
12649  Identify community issues in relation to conservation 
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 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2005-09-13  2008-09-13  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-09-13   2012-09-13  

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 recognise that conservation and communities impact on each other in both positive and negative ways.
The qualifying learner will understand the dynamics involved in conservation undertakings, and be able to recognise that negotiation and trade-offs need to be made.

This competence will equip the qualifying learner with the skills required to undertake an important role in nature conservation and will enhance the employability of the qualifying learner in both nature conservation and other related jobs.

In addition the qualifying learner will be well positioned to extend their learning and practice into other areas of conservation, or to strive towards conservation standards and practices at higher levels. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A person taking this unit standard is assumed to have some basic literacy. It is suggested that qualifying learners should be familiar with the unit standards `Understand the Nature and Importance of Conservation` and `Develop Personal Conservation Ethics` at NQF Level 1. 

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 "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 
Show an understanding of what makes up different types of communities. 
OUTCOME NOTES 
For example:
  • Community structures, role players and stakeholders at a local level
  • Protocols such as the role of Amakhosi, municipality, local government, civic structures and informal social structures 

  • 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.
    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    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 work-related, out-of-classroom 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. Please note if a learner has no formal workplace, simulations or projects can be used to reflect a complete 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.

    Contextualising the outcomes, embedded knowledge and CCOs:
    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.
    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessors should consider:
    1. Consequences of interventions by communities or conservation on each other.
    2. Steps taken to reach agreement.
    3. The notion of a community as a group of people with shared interests.
    4. Legal definitions of communities.
    5. A specific community context is identified in relation to a conservation intervention.
    6. Characteristics of the affected community.
    7. Community issues.
    8. The concepts of long term and short-term effects on the community and conservation issues.
    9. One of the issues in context.
    10. The notion of a trade-off or agreement.
    11. Examples of potential trade-offs in a conservation context.
    12. Examples of potential agreements in a conservation context.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    Assessors should consider:
    13. Learners' reflection on their own performance in order to enhance future practice and learning. 

  • SPECIFIC OUTCOME 2 
    Describe ways in which communities may be affected by conservation interventions, in a local context 
    OUTCOME NOTES 
    For example:
  • Loss of harvesting and access rights
  • Creation of craft markets 

  • 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.
    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    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 work-related, out-of-classroom 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. Please note if a learner has no formal workplace, simulations or projects can be used to reflect a complete 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.

    Contextualising the outcomes, embedded knowledge and CCOs:
    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.
    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessors should consider:
    1. Consequences of interventions by communities or conservation on each other.
    2. Steps taken to reach agreement.
    3. The notion of a community as a group of people with shared interests.
    4. Legal definitions of communities.
    5. A specific community context is identified in relation to a conservation intervention.
    6. Characteristics of the affected community.
    7. Community issues.
    8. The concepts of long term and short-term effects on the community and conservation issues.
    9. One of the issues in context.
    10. The notion of a trade-off or agreement.
    11. Examples of potential trade-offs in a conservation context.
    12. Examples of potential agreements in a conservation context.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    Assessors should consider:
    13. Learners' reflection on their own performance in order to enhance future practice and learning. 

  • SPECIFIC OUTCOME 3 
    Describe ways in which conservation may be affected by communities, in a local context. 
    OUTCOME NOTES 
    For example:
  • Environmental destruction
  • Pollution
  • Development
  • Sustainability 

  • 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.
    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    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 work-related, out-of-classroom 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. Please note if a learner has no formal workplace, simulations or projects can be used to reflect a complete 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.

    Contextualising the outcomes, embedded knowledge and CCOs:
    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.
    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessors should consider:
    1. Consequences of interventions by communities or conservation on each other.
    2. Steps taken to reach agreement.
    3. The notion of a community as a group of people with shared interests.
    4. Legal definitions of communities.
    5. A specific community context is identified in relation to a conservation intervention.
    6. Characteristics of the affected community.
    7. Community issues.
    8. The concepts of long term and short-term effects on the community and conservation issues.
    9. One of the issues in context.
    10. The notion of a trade-off or agreement.
    11. Examples of potential trade-offs in a conservation context.
    12. Examples of potential agreements in a conservation context.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    Assessors should consider:
    13. Learners' reflection on their own performance in order to enhance future practice and learning. 

  • SPECIFIC OUTCOME 4 
    Identify and explain the different types of agreements. 
    OUTCOME NOTES 
    Identify and explain the different types of agreements that communities and conservation bodies may enter into, at a local level.
    For example:
  • Access to information
  • Access to expertise, infrastructure and so forth
  • Access agreements to cultural sites, heritage sites, greenbelts, so forth
  • Harvesting agreements 

  • 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.
    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    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 work-related, out-of-classroom 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. Please note if a learner has no formal workplace, simulations or projects can be used to reflect a complete 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.

    Contextualising the outcomes, embedded knowledge and CCOs:
    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.
    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessors should consider:
    1. Consequences of interventions by communities or conservation on each other.
    2. Steps taken to reach agreement.
    3. The notion of a community as a group of people with shared interests.
    4. Legal definitions of communities.
    5. A specific community context is identified in relation to a conservation intervention.
    6. Characteristics of the affected community.
    7. Community issues.
    8. The concepts of long term and short-term effects on the community and conservation issues.
    9. One of the issues in context.
    10. The notion of a trade-off or agreement.
    11. Examples of potential trade-offs in a conservation context.
    12. Examples of potential agreements in a conservation context.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    Assessors should consider:
    13. Learners' reflection on their own performance in order to enhance future practice and learning. 


  • 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 ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (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 that is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The knowledge component of this standard is:
  • The definition of a community as a group of people with shared interests.
  • The rights and responsibilities of communities.
  • Community issues in a conservation context.
  • Long term and short term effects on the community and conservation issues.
  • Different types of agreements.
  • Different types of communities: rural, urban and peri-urban.
  • Different protocols in different types of local communities. 


  • UNIT STANDARD NOTES 
    Conservation is defined by the IUCN as: "Management of human use of the biosphere so that it may yield the greatest sustainable benefit to present generations while maintaining its potential to meet the need and aspirations of future generations. Thus conservation is positive, embracing preservation, maintenance, sustainable utilisation, restoration and enhancement of the natural environment."
    Community is defined as: "a congregation or grouping of people".


    This Unit Standard relates to Critical Cross-field Outcomes. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22971   General Education and Training Certificate: Conservation  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Core  50225   General Education and Training Certificate: General Forestry  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 


    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. African Duchess Coutore solutions (Pty) Ltd 
    2. AGB Finance 
    3. Amagcwensa Trading Enterprise (Pty) Ltd 
    4. Amagema Development Consultants cc 
    5. Amos / Kgaphamadi Community Organisation 
    6. Aniathu Trading (Pty) Ltd 
    7. AQUILA TRAINING 
    8. Asilon Trading Enterprise 
    9. Assured Vocational Skills Institute (Pty) Ltd 
    10. Babina Tlou Trading and Projects 001 
    11. Bakgoni Empowerment Centre (Pty) Ltd 
    12. Big Tree Group (Pty) Ltd 
    13. Bontham Training & Agricultural Consultants 
    14. Bright Future General Trading and Projects (Pty) Ltd 
    15. Broadway Sky Trading 
    16. BS Training Services 
    17. Cel Impilo (Pty) Ltd 
    18. Chamonix Consulting (Pty) Ltd 
    19. Chippa Training Academy (Pty) Ltd 
    20. CMO Logistics Pty Ltd 
    21. Coalition Trading 1238 cc 
    22. Cradle Stars Trading Enterprise (Pty) Ltd 
    23. CRG Group (Pty) Ltd 
    24. Dioka Business Consulting 
    25. Donnybrook Education & Training College (Pty) Ltd 
    26. Ebotse Development and Training Centre 
    27. Ehlanzeni TVET College 
    28. Esethu Manufacturing, Packaging, Printing & Design (Pty) Ltd 
    29. Eshet Chayil Concepts (Pty) Ltd 
    30. Ethicae Juridico Consulting (Pty) Ltd 
    31. ETS Emergency Training Solutions (Pty) Ltd 
    32. Faithworks Development Consultants (Pty) Ltd 
    33. Fundakahle Multi-Purpose Co-operative Limited 
    34. Future Discovery Training Academy CC 
    35. Futuretech Campus (Pty) Ltd 
    36. Gcinumbuso (Pty) Ltd 
    37. Gemini Stars (Pty) Ltd 
    38. GNBR Solutions (Pty) Ltd 
    39. Green Enviro & Projects (Pty)Ltd 
    40. GT Design 
    41. HHO Enterprise 
    42. Hybrid Dynamics 
    43. I Care Resource Centre 
    44. Intselelo Community & Development Institute NPC 
    45. Intuthuko Yesizwe Community Organisation 
    46. Inyapa Vhusiku Consulting Pty Ltd 
    47. IQ Skills Academy (PTY) LTD. 
    48. Ithala Lezemfundo (Pty) Ltd 
    49. Ithemba Lomphakathi Community Organisation 
    50. Kingdom Varsity College (Pty) Ltd 
    51. Kusabelele Investments 
    52. Kwamahlati Training Services cc 
    53. Legal Environment Safety & Health Requirements cc 
    54. Lembede Investment Holdings (Pty) Ltd 
    55. Lens Plumbers 
    56. Letaba TVET College 
    57. Lisakhanya Skills Development Consultants (Pty) Ltd 
    58. Liston Agri Solution & Training Consultancy 
    59. LLSM (Pty) Ltd 
    60. Lomkhethi Trading Enterprise 
    61. Longata Consultant 
    62. Lungile Mchunu Consultancy (Pty) Ltd 
    63. Maab Training Management ( Pty) Ltd 
    64. Malitinne (Pty) Ltd 
    65. Mantombana Projects (Pty) Ltd 
    66. MARGER TRAINING AND PROTERTIES (PTY) LTD 
    67. Mavco Engineering (Pty) Ltd 
    68. Mberwana Trading Enterprise 
    69. Mbova Multi Services cc 
    70. Mearnsii Trading cc 
    71. Media Works 
    72. Mgadaveni Training Projects (Pty) Ltd 
    73. Mlasimbi Catering Primary Co-operative Limited 
    74. Morongwa Consulting Services (Pty) Ltd 
    75. MORTERBOARD TRAINING SOLUTIONS (PTY) LTD 
    76. Mphahle Consultancy (Pty) Ltd 
    77. Nchuncheko Holdings (Pty) Ltd 
    78. New Business Initiative Management Consultancy 
    79. Nikwe Trading (Pty) Ltd 
    80. Nkulungwane General Trader cc 
    81. NokushoM Consultancy & Trading (Pty) Ltd 
    82. Nolwazi Dev Centre (Pty) Ltd 
    83. Nomazi Project & Supplies 
    84. Nomzumbe Trading & Projects (Pty) Ltd 
    85. Nosino Projects (Pty) Ltd 
    86. Nqothu Projects (PTY) LTD 
    87. NSJ Agricultural Farming And Multipurpose 
    88. Nteko Investments 
    89. Ntuthuko Projects & Services 
    90. Nurtured Minds Trading (Pty) Ltd 
    91. Oyama Kulwazi Training & Consulting (Pty) Ltd 
    92. Phambile Skills Training (Pty) Ltd 
    93. Phetho Concepts (Pty) Ltd 
    94. Pinus Tech Technologies Trading and Projects 
    95. Platorand Training Centre 
    96. PMV Destiny Skills Training and Development (Pty) Ltd 
    97. Prempie Business Solutions (Pty) Ltd 
    98. Prispiri (Pty) Ltd 
    99. Professional Development and Training Institute (Pty) Ltd 
    100. Qualfurn Training & Projects 
    101. Rally Business Consulting PTY LTD 
    102. Rekopane Training Centre CC 
    103. RJM Investments 
    104. Royal Express 
    105. Russel Meaker cc 
    106. S Squared Trading (Pty) Ltd 
    107. Safe Heavens Properties (Pty) Ltd 
    108. Seacrest Investments 156 (Pty) Ltd 
    109. SIMAMA Training and Business Services 
    110. Sko Group (Pty) Ltd 
    111. Snyawunywu Poultry Farming (Pty) Ltd 
    112. South African Forestry Training College 
    113. Spear of African Woman in Agriculture & Rural Development 
    114. SPLS Consultants (Pty) Ltd 
    115. Sunrise Skills Training 
    116. Talent Sculpure Academy (Pty) Ltd 
    117. TBL Empowerment Hub 
    118. ThabileTrade 1054 cc 
    119. The Brokers Learning Centre 
    120. Thunderflex3 Pty (Ltd) 
    121. TIBZA Consulting (Pty) Ltd 
    122. Tirhani SkillsTraining Pty Ltd 
    123. Tiriso Investments 
    124. Train Learn and Develop Ltd 
    125. Transvaal Training 
    126. Ubucubu Home Industries 
    127. Udumo Training & Develoment (Pty) Ltd 
    128. Ukubhukuda Trading & Projects 165 
    129. Umbuso Training Services 
    130. Umgano Foundation (NPC) 
    131. Umlozi Skills Centre (Pty) Ltd 
    132. VCK Training and Technical Services Pty Ltd 
    133. VEB CELE & Associates (Pty) Ltd 
    134. Velenkosini Multiskills and Catering 
    135. Vicmat Consultants 
    136. VPK BUSINESS VENTURE C C 
    137. Wal Training (Pty) Ltd 
    138. Westrand Graduate Institute Training and Engineering (Pty) Ltd 
    139. Wilratty Consultants (Pty) Ltd 
    140. World Pace Development & Training Institute (Pty) Ltd 
    141. Xhamela Development Services 
    142. York Timbers Pty Ltd 
    143. ZUCRO PROJECT CC 



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