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:

Operate in a team

SAQA US ID	UNIT STANDARD TITLE
8420	Operate in a team
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 11 - Services			Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 2	NQF Level 02	4
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

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

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

PURPOSE OF THE UNIT STANDARD

A person assessed as competent against this unit standard will be able to: Operate in a team, understanding the structure of the team, and the roles and responsibilities of each team member. The learner will be able to identify and take into account external (environmental) factors that influence the workings and success of the team; and evaluate the success of the team. This competence will enhance the ability of learners and workers to participate in teams. It will also contribute to ensuring that teamwork is more effective in workplaces and in provider organisations, as well as contribute to transforming workplaces into sites of learning.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

No prior learning is assumed.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "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

Identify the structure and purpose of a particular team.

OUTCOME NOTES

Identify the structure and purpose of a particular team in the work place and in the learning environment.

OUTCOME RANGE

Outlining team organisation, working relationships and goals. Quality circles, production line teams or training forums are examples of teams in the workplace. Study groups are an example of teams in the learning environment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 2

Describe and carry out the roles and responsibilities required to work in a team.

OUTCOME NOTES

Describe and carry out the roles and responsibilities required to work in a team in the workplace and learning environment.

OUTCOME RANGE

Outlining team organisation, working relationships and goals. Quality circles, production line teams or training forums are examples of teams in the workplace. Study groups are an example of teams in the learning environment.

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

Identify factors affecting a team within workplace and learning environment and explain affect.

OUTCOME RANGE

Description is limited to structure of the organisation.

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

Describe the workplace and learning environment organisation.

OUTCOME NOTES

Describe the workplace and learning environment organisation and identify its influence on team members and team.

OUTCOME RANGE

Description is limited to structure of the organisation.

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

Review the effectiveness of a team.

OUTCOME NOTES

Review the effectiveness of a team and own participation in the team within the workplace and learning environments.

OUTCOME RANGE

Description is limited to structure of the organisation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA. 2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA. 3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below. 4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification. Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of: 1. Structure and functions of least one type of team. 2. Factors influencing teamwork. 3. At least one way of evaluating the effectiveness of a team and ones own role in a team. 4. Influences which the structure of an organisation can have on teamwork.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation or community - relates to the all outcomes.

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself effectively - relates to the all outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively - relates to the all outcomes.

UNIT STANDARD CCFO DEMONSTRATING

Personal Development - relates to the all outcomes.

UNIT STANDARD CCFO CONTRIBUTING

Contributing to the personal development of learners and the society and economy, by participating as responsible citizens in the life of local, national and global communities - relates to the all outcomes.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Assessment case studies and other supplementary to be developed through the learnership pilots.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	50225	General Education and Training Certificate: General Forestry	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	FPMSETA
Core	49753	General Education and Training Certificate: General Technical Practice	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	EWSETA
Core	49082	GETC: Wood Products Processing	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	FPMSETA
Core	20287	National Certificate: Farming	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	23833	National Certificate: Business Administration Services	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Core	20288	National Certificate: Farming	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	49085	National Certificate: Fundamental Ancillary Health Care	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2009-02-18	Was HW SETA until Last Date for Achievement
Core	58010	National Certificate: Piano Restoration	Level 2	NQF Level 02	Passed the End Date - Status was "Registered"	2009-04-08	Was CATHSSETA until Last Date for Achievement
Core	36233	National Certificate: Specialist Hygiene and Cleaning Services	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Core	48400	National Certificate: Sugar Processing	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	17174	National Certificate: Tourism: Guiding	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Core	49279	National Certificate: Victim Empowerment and Support	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	HW SETA
Core	48907	National Certificate: Wastewater Reticulation Services	Level 2	NQF Level 02	Passed the End Date - Status was "Registered"	2007-06-09	Was EWSETA until Last Date for Achievement
Core	67465	National Certificate: Business Administration Services	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-07-30	As per Learning Programmes recorded against this Qual
Core	48394	National Certificate: Cigarette Filter Rod Production	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	49078	National Certificate: Cigarette Packaging	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	49139	National Certificate: Cigarette Production	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	48887	National Certificate: Hiring Services and Support	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Core	48637	National Certificate: Tobacco Production	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	60650	Professional Qualification: Business Administration	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Fundamental	24199	National Certificate: Community Conservation: Liaison and Support	Level 2	NQF Level 02	Passed the End Date - Status was "Registered"	2006-04-09	CATHSSETA
Fundamental	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
Fundamental	48433	National Certificate: Conservation: Species Care in Controlled Environments	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	49066	National Certificate: Railway Signalling: Installation and Scheduled Maintenance of Equipment	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	TETA
Elective	49411	General Education and Training Certificate: Construction	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	CETA
Elective	23093	General Education and Training Certificate: Development Practice	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	57829	General Education and Training Certificate: Grain Handling Processes	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	48495	General Education and Training Certificate: Water Services	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	EWSETA
Elective	49410	National Certificate: Construction	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CETA
Elective	71491	National Certificate: Equine Studies	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Elective	22439	National Certificate: International Trade	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2007-11-28	Was TETA until Last Date for Achievement
Elective	48892	National Certificate: Macadamia Production and De-husking	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	59729	National Certificate: Mechanical Handling (Rigging)	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Elective	48894	National Certificate: Milling and Blending of Spice Powder	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	58144	National Certificate: Music Industry Practice	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Elective	48903	National Certificate: Tea Production and Processing	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	48904	National Certificate: Paprika Oleoresin Extraction and Blending	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	50285	National Certificate: Professional Driving	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	TETA
Elective	13716	National Certificate: Professional Driving	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2006-06-29	TETA
Elective	48656	National Certificate: Seed Processing and Packaging	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	48650	National Certificate: Seed Research and Development Operations	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA

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.	AAH Skills and Development
2.	ACT SKILLS DEVELOPMENT
3.	Afgri Operations (Pty) Ltd
4.	Akane Training Academy
5.	Andebe Training and Skills Development
6.	Andzanie Trading Enterprise (Pty) Ltd
7.	Balemi Consulting Pty Ltd
8.	Bc Training Academy
9.	Bidvest Panalpina Logistics (BPL)
10.	Blue Crane Skills Development
11.	BMD TEXTILES PTY LTD
12.	Brilliant Skills Development & Training Solutions
13.	Centre for Logistics Excellence (Pty) Ltd
14.	CHAMDOR DRIVER TRAINING CC
15.	COALITION TRADING 1238 CC
16.	College of Production Technology (Pty) Ltd
17.	College of Sustainable Agriculture
18.	College of Vocational Studies (Pty) Ltd
19.	Commercial Transport Academy CTA Pty Ltd
20.	Devolden Group
21.	Dynamic Institute of Training S.A
22.	Edzani Community Development and Consultancy
23.	Exodec 388 CC
24.	FBT Consultants CC
25.	FUTURE DISCOVERY TRAINING ACADEMY
26.	GOLDEN ARROW BUS SERVICES PTY LTD
27.	GREENRIM TRAINING PTY LTD
28.	Halfway Service Station
29.	Hazchemwize (PTY) Ltd
30.	He and She Driver Training Centre
31.	Hot To Go Training College and Services
32.	Humrec Human Resource Training
33.	In House Media Instruction
34.	Inkqubela Consultants
35.	Kahisano Skills Development and Training
36.	KayDee Project Management Cc
37.	KDS Centre for Skills Development and Training Pty Ltd
38.	Kempston Driver Academy
39.	Kempston Driving Academy
40.	Khulani HR Consultancy (Pty) Ltd
41.	KVR Training and Business Solutions Pty Ltd
42.	Little Treehouse Holdings (PTY) Ltd
43.	Lwaze Lwanda General Traders CC
44.	MadibengGeneral Suppliers
45.	Madidi Supply Chain Institute & Business Consultant
46.	Magas Training and Development (Pty) Ltd
47.	MALITINNE PTY LTD
48.	Maliwa Investment (Pty)Ltd
49.	Mananthatshema Skills Dev. Centre
50.	Margie Angamuthu Training (Pty) Ltd
51.	Masakhane Further Education and Training
52.	Mbimbini Training and Community Development
53.	Mediro Training Academy
54.	Mnce Trading cc
55.	Mobile Agri Skills Development and Training NPC
56.	Mpontshe Training
57.	Mziphela Training and Projects Pty. Ltd
58.	Ncameni Kasizane Skills Development PTY LTD
59.	New Heights 1082 Pty Ltd
60.	Nowethu Learning Institute cc
61.	PAL PASSENGER BUS SERVICES
62.	Phephani Learnerships cc
63.	Phumelela Sisonke African Foundation
64.	Premier Agric (Pty) Ltd
65.	Premier Conferencing cc
66.	Primeserv Corporate Solutions (Pty) Ltd
67.	Rasehlo Transport and Tourism
68.	RCH Investments (Pty) Ltd
69.	RCL Foods-Sugar & Milling (MP)
70.	Redefined Skills Training & Development (Pty) Ltd
71.	Royal Impression Academy
72.	Sanda Skills Development (Pty) Ltd
73.	SC Training
74.	Segaole Driving School
75.	Seng''khona Trading Enterprise 129 cc
76.	Seshego Risk Management Solutions (Pty) Ltd
77.	Setlakala Business Development
78.	Sherq Technical Solutions (Pty) Ltd.
79.	Sinovuyolethu Trading Pty Ltd
80.	Sisabenza Operator Training (PTY) LTD
81.	Siyasanga Training Centre
82.	South African Forestry Training College
83.	South African Transport Centre of Excellence
84.	SPINA Consultancy cc Cape Town
85.	SVA Training
86.	Taletso FET College - Central Office
87.	Tasa Training Services cc
88.	The Assessment Zone (Pty) Ltd
89.	The Brokers Learning Centre
90.	The Mushroom Hut (Pty) Ltd
91.	The Skills Authority
92.	The Skills Development Hub (Pty) Ltd
93.	Thwala Training Services (Pty) Ltd
94.	Training Consultant and SD College
95.	Training Force
96.	Triton Express (Pty) Ltd
97.	Twin Mark Strategy and Management Consultants (Pty) Ltd
98.	Ukwakhile Projects Pty Ltd
99.	Ulwasi Enterprises (PTY) LTD
100.	VEB CELE & ASSOCIATES PTY LTD
101.	Vhonisani Training Academy & Projects
102.	VSL General Trading CC
103.	WHSE Training College (Pty) Ltd
104.	Workplace Skills Institute (Pty) Ltd
105.	Yangantle Trading
106.	Yes We Can Consulting Pty Ltd

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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.