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 THAT HAS PASSED THE END DATE: 

Manage cultural heritage resources in the field 
SAQA US ID UNIT STANDARD TITLE
8346  Manage cultural heritage resources in the field 
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  2 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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 understand and carry out basic cultural heritage resource management duties, whilst in the field in a conservation area. This competence will contribute to a holistic and sustainable approach to the management of conservation areas. In acquiring this competence the qualifying learner will enrich their own practice and lay a sound foundation for future learning by better understanding and appreciating the cultural diversity within which they operate. Achieving this unit standard will enhance employability of the qualifying learner in both nature conservation and other related jobs. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
No prior learning is assumed to be in place. 

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 scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Define basic cultural heritage resource management. 
OUTCOME RANGE 
  • Cultural resource management is explained in the qualifying learner's own words and is related to the broad societal and local conservation context 
    		•

    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 
    Recognise local cultural heritage practices, traditions and sites. 
    OUTCOME RANGE 
  • Practices, traditions and sites which were relevant to the management of the conservation area are recognised and understood, signs of sites such as pottery, rock paintings and other artifacts are recognised. 
    		•

    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 
    Monitor cultural heritage sites. 
    OUTCOME RANGE 
  • understands the necessity of site monitoring, the layout of a site management plan, and can undertake site monitoring. Actual impacts upon sites are recognised and acted upon within the context of the law and site management plan, visitor requirements are understood and facilitated within the context of the law and site management plan. 
    		•

    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 
    Demonstrate a working knowledge of relevant cultural heritage legislation. 
    OUTCOME RANGE 
  • legislation is explained as it related to the management of cultural heritage in the field in conservation areas. Must include penalties for damage/mismanagement. Names and roles of the Provincial and/or national heritage agencies must be known. 
    		•

    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 
  • 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.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • 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.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:
  • Principles of cultural heritage management.
  • Identifying and distinguishing between a variety of local cultural heritage sites.
  • Sustainable versus non-sustainable utilization.
  • The role of conservation in cultural heritage management.
  • Cultural resource management plans (actual).
  • Site assessment according to a set of criteria.
  • Reporting the findings of cultural heritage site impact assessments.
  • The causes of cultural heritage site deterioration.
  • Collecting, recording and reporting of data.
  • Cultural heritage site maintenance.
  • Reasons for cultural heritage site conservation.
  • National Monuments Act and appropriate provincial legislation (where in place). 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to critical cross-field outcomes:

    Recognise local cultural heritage practices, traditions and sites.
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to the following critical cross-field outcomes:

    Recognise local cultural heritage practices, traditions and sites.
    Monitor cultural heritage sites. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to the following cross-field outcomes:

    Recognise local cultural heritage practices, traditions and sites
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to the following critical cross-field outcomes:

    Define basic cultural heritage resource management
    Recognise local cultural heritage practices, traditions and sites
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the following cross-field outcomes:

    Recognise local cultural heritage practices, traditions and sites.
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to the following cross-field outcome:

    Monitor cultural heritage sites. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relaes to the following critical cross-field outcomes:

    Define basic cultural heritage resource management
    Recognise local cultural heritage practices, traditions and sites.
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation. 

    UNIT STANDARD NOTES 
    Values:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Maintaining essential ecological processes and life-support systems.
  • Maintaining genetic, species and ecosystem diversity.
  • Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems.
  • Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations.

    Supplementary information:
  • Visual identification of possible sites in an area.
  • Site identification should reflect an understanding of the key concepts and principles underlying cultural heritage management and should include consideration of different cultural origins.
  • Categories of sites should be explained in the context of local, regional and / or sub-regional history. Qualifying learners should be able to list what activities are legally allowed, or not allowed, at heritage sites. Their explanation should reflect an elementary understanding of the ways that legislation contributes to cultural heritage management.
  • Learning should focus on the process of planning and include various role-players and stakeholders. Attention should also focus on the necessity for planning, at a basic level. Different management techniques are explored, with an emphasis on sites that receive public visitation and/or sites rated as extremely significant and/or valuable.
  • Site management should occur within the context of public participation and consultation. The qualifying learner's explanation should indicate an understanding of a management plan.
  • Qualifying learners should be able to perform maintenance in hypothetical scenarios within rules and regulations pertaining to management plans. 
    		•

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


    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.