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:

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
Reregistered		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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	Reregistered	2023-06-30	FPMSETA
Core	49753	General Education and Training Certificate: General Technical Practice	Level 1	NQF Level 01	Reregistered	2023-06-30	EWSETA
Core	49082	GETC: Wood Products Processing	Level 1	NQF Level 01	Reregistered	2023-06-30	FPMSETA
Core	20287	National Certificate: Farming	Level 1	NQF Level 01	Reregistered	2023-06-30	AgriSETA
Core	23833	National Certificate: Business Administration Services	Level 2	NQF Level 02	Reregistered	2023-06-30	SERVICES
Core	20288	National Certificate: Farming	Level 2	NQF Level 02	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	Reregistered	2023-06-30	SERVICES
Core	48400	National Certificate: Sugar Processing	Level 2	NQF Level 02	Reregistered	2023-06-30	AgriSETA
Core	17174	National Certificate: Tourism: Guiding	Level 2	NQF Level 02	Reregistered	2023-06-30	CATHSSETA
Core	49279	National Certificate: Victim Empowerment and Support	Level 2	NQF Level 02	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	Reregistered	2021-06-30	As per Learning Programmes recorded against this Qual
Core	48394	National Certificate: Cigarette Filter Rod Production	Level 3	NQF Level 03	Reregistered	2023-06-30	AgriSETA
Core	49078	National Certificate: Cigarette Packaging	Level 3	NQF Level 03	Reregistered	2023-06-30	AgriSETA
Core	49139	National Certificate: Cigarette Production	Level 3	NQF Level 03	Reregistered	2023-06-30	AgriSETA
Core	48887	National Certificate: Hiring Services and Support	Level 3	NQF Level 03	Reregistered	2023-06-30	SERVICES
Core	48637	National Certificate: Tobacco Production	Level 3	NQF Level 03	Reregistered	2023-06-30	AgriSETA
Core	60650	Professional Qualification: Business Administration	Level 3	NQF Level 03	Reregistered	2021-06-30	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	Reregistered	2023-06-30	CATHSSETA
Fundamental	49066	National Certificate: Railway Signalling: Installation and Scheduled Maintenance of Equipment	Level 3	NQF Level 03	Reregistered	2023-06-30	TETA
Elective	49411	General Education and Training Certificate: Construction	Level 1	NQF Level 01	Reregistered	2023-06-30	CETA
Elective	23093	General Education and Training Certificate: Development Practice	Level 1	NQF Level 01	Reregistered	2023-06-30	ETDP SETA
Elective	57829	General Education and Training Certificate: Grain Handling Processes	Level 1	NQF Level 01	Reregistered	2023-06-30	AgriSETA
Elective	48495	General Education and Training Certificate: Water Services	Level 1	NQF Level 01	Reregistered	2023-06-30	EWSETA
Elective	49410	National Certificate: Construction	Level 2	NQF Level 02	Reregistered	2023-06-30	CETA
Elective	71491	National Certificate: Equine Studies	Level 2	NQF Level 02	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	Reregistered	2023-06-30	AgriSETA
Elective	59729	National Certificate: Mechanical Handling (Rigging)	Level 2	NQF Level 02	Reregistered	2021-06-30	As per Learning Programmes recorded against this Qual
Elective	48894	National Certificate: Milling and Blending of Spice Powder	Level 2	NQF Level 02	Reregistered	2023-06-30	AgriSETA
Elective	58144	National Certificate: Music Industry Practice	Level 2	NQF Level 02	Reregistered	2023-06-30	CATHSSETA
Elective	48903	National Certificate: Tea Production and Processing	Level 2	NQF Level 02	Reregistered	2023-06-30	AgriSETA
Elective	48904	National Certificate: Paprika Oleoresin Extraction and Blending	Level 3	NQF Level 03	Reregistered	2023-06-30	AgriSETA
Elective	50285	National Certificate: Professional Driving	Level 3	NQF Level 03	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	Reregistered	2023-06-30	AgriSETA
Elective	48650	National Certificate: Seed Research and Development Operations	Level 3	NQF Level 03	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.	African Duchess Coutore solutions (Pty) Ltd
5.	African Network for Skills Development
6.	Afro Fleet (Pty) Ltd
7.	AGB Finance
8.	Agisanang SA Training
9.	AL Abbott and Associates (Pty) Ltd
10.	Aldabri 106 Institute for Quality Pty Ltd
11.	Algoa Bus Company
12.	All-in-one Driving Academy
13.	Amagcwensa Trading Enterprise (Pty) Ltd
14.	Amagema Development Consultants cc
15.	Amos / Kgaphamadi Community Organisation
16.	Andebe Training and Skills Development
17.	Andzanie Trading Enterprise Pty Ltd
18.	Aniathu Trading (Pty) Ltd
19.	AQUILA TRAINING
20.	Asilon Trading Enterprise
21.	Asiphepheni Training Services
22.	Assured Vocational Skills Institute (Pty) Ltd
23.	Babina Tlou Trading and Projects 001
24.	Bakgoni Empowerment Centre (Pty) Ltd
25.	Bakubung Driver Training and consultants CC
26.	Balemi Consulting Pty Ltd
27.	Barloworld Transport Solutions
28.	Bev Short Training Consultants
29.	Big Tree Group (Pty) Ltd
30.	Bolton Business College & Computer Studies
31.	Bontham Training & Agricultural Consultants
32.	Bright Future General Trading and Projects (Pty) Ltd
33.	Brilliant Skills Development & Training Solutions
34.	Broadway Sky Trading
35.	BS Training Services
36.	Buhle-betfu Carriers pty Ltd
37.	Bumbene Safety Consultants (Pty) Ltd
38.	Buscor
39.	Cebelihle (Pty) Ltd
40.	Cel Impilo (Pty) Ltd
41.	Centre for Logistics Excellence Pty Ltd
42.	CHAMDOR DRIVER TRAINING CC
43.	Chamonix Consulting (Pty) Ltd
44.	Chep Sa Pty Ltd
45.	Chippa Training Academy (Pty) Ltd
46.	Climamark (PTY) Ltd
47.	CMO Logistics Pty Ltd
48.	Coalition Trading 1238 cc
49.	CODETA Learning Academy
50.	Coega Development Corporation
51.	College of Sustainable Agriculture
52.	College of Vocational Studies (Pty) Ltd
53.	Commercial Transport Academy CTA Pty Ltd
54.	Cradle Stars Trading Enterprise (Pty) Ltd
55.	CRG Group (Pty) Ltd
56.	Dee's Training (PTY) LTD
57.	Dee-Bravo Training Centre
58.	Dees Driver Training Centre
59.	Dioka Business Consulting
60.	DIONYSUS SKILLS DEVELOPMENT INITIATIVE PTY LTD
61.	Donnybrook Education & Training College (Pty) Ltd
62.	Driving Sense
63.	Dunatara Training
64.	Dynamic Institute of Training S.A
65.	Ebotse Development and Training Centre
66.	EDU - FLEET
67.	Educon Training and Development PTY LTD
68.	Ehlanzeni TVET College
69.	Ellohim Trading and Projects
70.	ENB Training Service(PTY)Ltd
71.	Esethu Manufacturing, Packaging, Printing & Design (Pty) Ltd
72.	Eshet Chayil Concepts (Pty) Ltd
73.	Ethicae Juridico Consulting (Pty) Ltd
74.	ETS Emergency Training Solutions (Pty) Ltd
75.	Evaflex
76.	Excellect 209 PTY LTD
77.	Exodec 388 CC
78.	Faithworks Development Consultants (Pty) Ltd
79.	Florian Emergency Solutions
80.	Fost Training Pty (Ltd)
81.	Fundakahle Multi-Purpose Co-operative Limited
82.	Future Discovery Training Academy CC
83.	Futuretech Campus (Pty) Ltd
84.	Gcinumbuso (Pty) Ltd
85.	Gemini Stars (Pty) Ltd
86.	Gerotek Test Facilities
87.	Global Safety Training & Skills Dev Standards
88.	GNBR Solutions (Pty) Ltd
89.	GNS ENTERPRISE (PTY) LTD
90.	Goldee Trading Academy 176
91.	Golden Arrow Bus Services_pty Ltd
92.	Green Enviro & Projects (Pty)Ltd
93.	GREENRIM TRAINING PTY LTD
94.	GT Design
95.	Halfway Service Station
96.	Hazchemwize PTY Ltd
97.	He and She Driver Training Centre
98.	Heslop Brothers (Pty) Ltd
99.	HHO Enterprise
100.	Hot To Go Training College and Services
101.	HT MARKTECH
102.	Hybrid Dynamics
103.	I Care Resource Centre
104.	Ikaheng HR Solutions Pty Ltd
105.	Imbeleko Community Development Projects
106.	Imbewu Development Institute (Pty) Ltd
107.	Imbo driving school
108.	Impact Skills Development (Pty) Ltd
109.	Imperial Logistics Group t/a Dedicated Contracts
110.	In House Media Instruction
111.	Inkqubela Consultants
112.	Innovative Shared Services
113.	INTEGRATED ADULT TRAINING
114.	Interactive Driving Academy
115.	Intercape Mainliner
116.	Intselelo Community & Development Institute NPC
117.	Intuthuko Yesizwe Community Organisation
118.	Inyapa Vhusiku Consulting Pty Ltd
119.	IQ Skills Academy (PTY) LTD.
120.	IQRAAM DEVELOPMENT CONSULTANCY (PTY) LTD
121.	ISAZI TRAINING
122.	Ithala Lezemfundo (Pty) Ltd
123.	Ithemba Lomphakathi Community Organisation
124.	Iyanda Holdings(Pty) Ltd
125.	Kahisano Skills Development and Training
126.	KayDee Project Management Cc
127.	KDS Centre for Skills Development and Training Pty Ltd
128.	Kempston Driving Academy
129.	Khabanyane Training and development
130.	Khulani HR Consultancy (Pty) Ltd
131.	Kingdom Varsity College (Pty) Ltd
132.	Kitta Transport Training Academy
133.	Kulika Training and Consultancy Pty Ltd
134.	Kusabelele Investments
135.	Kwamahlati Training Services cc
136.	KZN Taxi and Commuter Corporation NPC
137.	Learncore
138.	Learncorp
139.	Learning Exchange Pty Ltd
140.	Legal Environment Safety & Health Requirements cc
141.	Lembede Investment Holdings (Pty) Ltd
142.	Lens Plumbers
143.	Letaba TVET College
144.	Lisakhanya Skills Development Consultants (Pty) Ltd
145.	Liston Agri Solution & Training Consultancy
146.	Little Treehouse Holdings (PTY) Ltd
147.	LLSM (Pty) Ltd
148.	Lomkhethi Trading Enterprise
149.	Longata Consultant
150.	LTM Training and Remote Learning Solutions
151.	Lungile Mchunu Consultancy (Pty) Ltd
152.	Lwaze Lwanda General Traders CC
153.	Maab Training Management ( Pty) Ltd
154.	Madibeng Edu Centre and Suppliers Pty Ltd
155.	Madidi Supply Chain Institute and Business Institute
156.	Majuba FET College - Newcastle Technology Centre
157.	Makwedeng Training
158.	Malitinne (Pty) Ltd
159.	Maliwa Investment (Pty)Ltd
160.	Mananthatshema Skills Dev. Centre
161.	Mantombana Projects (Pty) Ltd
162.	MARGER TRAINING AND PROTERTIES (PTY) LTD
163.	Maritime Business Institute
164.	Masakhane Further Education and Training
165.	Masonite Africa Ltd
166.	Matimba Rigging & Training (SECUNDA) (TP)
167.	Mavco Engineering (Pty) Ltd
168.	Mberwana Trading Enterprise
169.	Mbimbini Training and Community Development
170.	Mbova Multi Services cc
171.	Mearnsii Trading cc
172.	Media Works
173.	Mediro Training Academy
174.	Mgadaveni Training Projects (Pty) Ltd
175.	MGS Gcaba Contracting & Trading cc
176.	Mlasimbi Catering Primary Co-operative Limited
177.	Mnce Trading cc
178.	Mobile Agri Skills Development and Training NPC
179.	Moripe Business and Training Consultants
180.	Morongwa Consulting Services (Pty) Ltd
181.	MORTERBOARD TRAINING SOLUTIONS (PTY) LTD
182.	MPACT
183.	Mphahle Consultancy (Pty) Ltd
184.	Mpontshe Training
185.	Mwanga Training & Consulting (Pty) Ltd
186.	Mziphela Training and Projects Pty. Ltd
187.	Nchuncheko Holdings (Pty) Ltd
188.	Ndikho Ndinani Protection (Pty) Ltd
189.	Ndwamato Training Solutions PTY LTD
190.	New Business Initiative Management Consultancy
191.	NEW HEIGHTS 1082 PTY LTD
192.	Ngaphakathi Investments
193.	Nghunyule Investments
194.	Ngwekazi Multi-Services (Pty) Ltd
195.	Nikwe Trading (Pty) Ltd
196.	Nkulungwane General Trader cc
197.	NokushoM Consultancy & Trading (Pty) Ltd
198.	Nolwazi Dev Centre (Pty) Ltd
199.	Nomazi Project & Supplies
200.	Nomzumbe Trading & Projects (Pty) Ltd
201.	NOSA LOGISTICS PTY LTD
202.	Nosino Projects (Pty) Ltd
203.	Nowethu Learning Institute cc
204.	Nqothu Projects (PTY) LTD
205.	NSJ Agricultural Farming And Multipurpose
206.	Ntalo Training & Consulting Services
207.	Nteko Investments
208.	Ntsoaki Driving School
209.	Ntuthuko Projects & Services
210.	Nurtured Minds Trading (Pty) Ltd
211.	Onelogix
212.	Oyama Kulwazi Training & Consulting (Pty) Ltd
213.	Phambile Skills Training (Pty) Ltd
214.	Phephani Learnerships cc
215.	Phetho Concepts (Pty) Ltd
216.	Pinus Tech Technologies Trading and Projects
217.	Platorand Training Centre
218.	PMV Destiny Skills Training and Development (Pty) Ltd
219.	Precision skills development and training
220.	Prempie Business Solutions (Pty) Ltd
221.	Primeserv Corporate Solutions Pty Ltd
222.	Prispiri (Pty) Ltd
223.	Pro Driver Training (Pty) Ltd
224.	Professional Development and Training Institute (Pty) Ltd
225.	PUTCO Pty Ltd
226.	Qualfurn Training & Projects
227.	Quantum Leap College Pty Ltd
228.	Rally Business Consulting PTY LTD
229.	Rasehlo Transport and Tourism
230.	RCL Foods-Sugar & Milling (MP)
231.	Rekopane Training Centre CC
232.	RJM Investments
233.	Royal Express
234.	Royal Impression Academy
235.	Russel Meaker cc
236.	S Squared Trading (Pty) Ltd
237.	Safe and Eco Driving Pty Ltd
238.	Safe Heavens Properties (Pty) Ltd
239.	Safety Skills Development Training
240.	SC Training and Consulting
241.	Seacrest Investments 156 (Pty) Ltd
242.	Sekhukhune FET College - Central Office
243.	Seng''khona Trading Enterprise 129 cc
244.	Seshego Risk Management Solutions (Pty) Ltd
245.	Setlakala Business Development
246.	SHEPROSA PTY LTD
247.	SIMAMA Training and Business Services
248.	Sisabenza Operator Training (PTY) LTD
249.	Siyasanga Training Centre
250.	Sko Group (Pty) Ltd
251.	Snyawunywu Poultry Farming (Pty) Ltd
252.	Sophia''s Excellence Driving Academy
253.	South African Forestry Training College
254.	South African Transport Centre of Excellence
255.	Spear of African Woman in Agriculture & Rural Development
256.	SPINA Consultancy cc Cape Town
257.	SPLS Consultants (Pty) Ltd
258.	Striving Mind Trading & Projects
259.	Sunrise Skills Training
260.	SVA Training
261.	Symphony Skills
262.	Talent Sculpure Academy (Pty) Ltd
263.	Taletso FET College - Central Office
264.	TBL Empowerment Hub
265.	Tent and Gazebo (Pty) Ltd
266.	ThabileTrade 1054 cc
267.	THABO Training and Services
268.	The Assessment Zone (Pty) Ltd
269.	The Brokers Learning Centre
270.	The Mushroom Hut (Pty) Ltd
271.	The Skills Authority
272.	The Skills Development Hub (Pty) Ltd
273.	Thunderflex3 Pty (Ltd)
274.	TIBZA Consulting (Pty) Ltd
275.	TIESPRO (Pty) Ltd
276.	Tirhani SkillsTraining Pty Ltd
277.	Tiriso Investments
278.	TN Development Projects Management & Training (Pty) Ltd
279.	Train Learn and Develop Ltd
280.	Training at Divine Group Pty Ltd
281.	Training Consultant and SD College
282.	Transvaal Training
283.	Triton Express Pty Ltd
284.	TRY EASY ELECTRICAL SOLUTIONS (PTY) LTD
285.	Tshireletso Multi-skills and Training
286.	Ubucubu Home Industries
287.	Udumo Training & Develoment (Pty) Ltd
288.	Ukubhukuda Trading & Projects 165
289.	UKWAKHILE TRAINING
290.	Umbuso Training Services
291.	Umgano Foundation (NPC)
292.	Umlozi Skills Centre (Pty) Ltd
293.	VCK Training and Technical Services Pty Ltd
294.	VEB CELE & Associates (Pty) Ltd
295.	Velenkosini Multiskills and Catering
296.	Vhonisani Training Academy & Projects
297.	Vicmat Consultants
298.	VPK BUSINESS VENTURE C C
299.	Wal Training (Pty) Ltd
300.	Westrand Graduate Institute Training and Engineering (Pty) Ltd
301.	WHSE Training College (Pty) Ltd
302.	Wilratty Consultants (Pty) Ltd
303.	Workplace Skills Institute (Pty) Ltd
304.	World Pace Development & Training Institute (Pty) Ltd
305.	Xhamela Development Services
306.	York Timbers Pty Ltd
307.	Zambuko Training Enterprise
308.	ZUCRO PROJECT CC

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