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: 

Understand Nature Conservation issues 
SAQA US ID UNIT STANDARD TITLE
8348  Understand Nature Conservation issues 
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 
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 the way in which the natural world functions at a basic level and conduct nature conservation activities in an environmentally sensitive manner. This competence will contribute to a coherent and sustainable approach in nature conservation. In acquiring this competence the qualifying learner will lay a good foundation for future learning and action, and better understand the broader context of the work s/he does. Achieving this unit standard will enhance employability of the qualifying learner in both nature conservation and other related jobs. 

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 
Broadly explain the concept and principles of nature conservation. 
OUTCOME RANGE 
  • Wise use, preservation vs. utilisation. 

  • 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 
    Explain the history of nature conservation and how it impacs upon the present situation. 
    OUTCOME RANGE 
  • the change in emphasis from protectionistm/preservationistm to sustainable use, species conservation to biodiversity conservation, animal - centred to people - centred approaches, protected areas to landscape conservation.
  • key phrases in the development of nature conservation are explained and their impacts on current practice are explored. Explain that conservation occurred in pre-colonial and colonial times (custom, law and protected areas). 

  • 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 
    Explain the relevance of nature conservation principles to society. 
    OUTCOME RANGE 
  • the value of conservation should be dealt with from: aesthetics, future generations, ecology, economics, health, recreation and genetics.
  • the value of catchment conservation and indigenous knowledge systems. 

  • 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 
    Explain the inter relatedness within ecosystems 
    OUTCOME RANGE 
  • food chains, trophic levels, and the importance of habitat conservation/integrity to the survival of species 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) . 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 6 
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications. 

    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 7 
    Explain the necessity of environmental impact assessment. 
    OUTCOME RANGE 
  • the reasoning and general process of IEM as it relates to the environment and/or development debate. 

  • 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 elementary knowledge and understanding of:
  • International, national and local conservation agencies (including NGO's) e.g. IUCN, TRAFFIC, WWF-SA etc
  • The history of conservation.
  • Integrated catchment management.
  • Indigenous conservation practices.
  • Causes of erosion.
  • Environmental Impact Assessment.
  • Red Data Categories.
  • Nature conservation principles (including protectionism, sustainable utilisation, species conservation, landscape conservation, Coastal Zone Conservation).
  • Ecological principles (Ecosystems, food chains, habitat, niche, etc.).
  • Value of Nature Conservation. 


  • Critical Cross-field Outcomes (CCFO): 

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

    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

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

    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

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

    Broadly explain the concept and principles of nature conservation
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

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

    Broadly explain the concept and principles of nature conservation
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

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

    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

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

    Broadly explain the concept and principles of nature conservation
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Interrelatedness of systems relates to the following critical cross-field outcomes:

    Broadly explain the concept and principles of nature conservation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the relevance of nature conservation principles to society.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    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:

    This unit standard should be kept at a very basic level. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  24199   National Certificate: Community Conservation: Liaison and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    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  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. A4 Consultancy CC 
    2. ABA Sebenzi 
    3. Agisanang SA Training 
    4. Amabamba Recruitment 
    5. Atlegang Training Consulting 
    6. AVAX SA 481 CC. T/A Mandisa Development Services 
    7. Bantubanye Skills 
    8. BF QUALITY SOLUTIONS (PTY) LTD 
    9. Big Start Training and Development 
    10. Boni Africa Events & Development 
    11. Buena Vista Learning Academy 
    12. BUSINESS CIRCLE CONSULTATION 
    13. Classic Human Capital Solutions 
    14. CTC College(PTY) LTD. 
    15. Dean Institute Of Learning (Pty) Ltd 
    16. Ditirelo Skills Development Services 
    17. Edutraining Business College 
    18. Elective Training Institute Enterprise CC 
    19. Fire Protection Association of Southern Africa 
    20. Glere Skills and Consultants 
    21. Goitsikitso Enterprise Trading 
    22. Growth Management Consulting 
    23. HS GLOBAL SKILLS BUSINESS SOLUTIONS 
    24. Icando 
    25. IQ Skills Academy (PTY) LTD. 
    26. Jobafrik Consulting 
    27. KAGISHO BUSINESS CONCEPTS (Pty) LTD 
    28. Kernel Management and Consulting (PTY) LTD. 
    29. Kgolo Institute 
    30. KHOSITHI TRAINING 
    31. KNOWLEDGE PRODUCTION 
    32. Kokilesedi Trading 
    33. Kuyakhula Development Initiatives 
    34. Mahayi HRD Services cc 
    35. Makavila Suppliers CC. 
    36. Mangalani Business Enterprises 
    37. Marcado Human Resources Strategies 
    38. Mashphe Logistics Services 
    39. Mazasa Management Consulting CC. 
    40. Mbinga Holdings (Pty) Ltd 
    41. Mcebo Technologies 
    42. Miczo's Enterprise 
    43. Mind Magic Consulting 
    44. Mission Point Consulting 
    45. Networx for Career Development 
    46. NJ & L Trading Enterprise CC. 
    47. NOMAKU TRADERS CC 
    48. NS Global Academy 
    49. Pioneer Business Consulting 
    50. Power Rush Trading 170 CC. 
    51. PWI CORPORATE TRAINING PTY LTD 
    52. Quick Leap Investment 
    53. RLSTP Training & Development (PTY) LTD. 
    54. Senelo Trading CC 
    55. Siljeur Training Academy 
    56. Spring Forest Trading 578 CC 
    57. Talent Emporium Academy (PTY) Ltd 
    58. Thando Consulting Services 
    59. The Crimson CO CC. 
    60. Thubelihle Graduate Institute 
    61. TLD Consulting 
    62. Tshwane Skills Training Centre 
    63. Umfolozi FET College 
    64. University of Venda 
    65. Vicmat Consultants 
    66. XL AT Consulting CC 
    67. Ya Hina Management Consulting and projects 



    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.