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:

Demonstrate an understanding of HIV/AIDS and its implications

SAQA US ID	UNIT STANDARD TITLE
8494	Demonstrate an understanding of HIV/AIDS and its implications
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
HW SETA - Health and Welfare Sector Education and Training Authority
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-Fundamental	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
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: Describe and explain nature of HIV/AIDS. Describe transmission routes. Describe and explain practices which reduce and prevent risk of infection. Describe and analyse attitudes toward HIV and AIDS in the workplace. This competence will equip individuals to reflect on and make informed choices about their attitudes and behavioural practices. It will also contribute to building a wider understanding of HIV/AIDS issues; to the rights of people living with HIV and AIDS; and to workplaces which are more responsive to the needs of those living with HIV and AIDS.

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 "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe and explain nature of HIV/AIDS.

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 transmission routes.

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

Describe and explain practices which reduce and prevent risk of infection.

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

Reflect on their own attitudes toward HIV and AIDS.

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

Describe and analyse beliefs and attitudes toward HIV and AIDS in the workplace.

OUTCOME RANGE

Beliefs and attitudes of individuals and the organisation (as reflected in employment policies and education programmes).

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

Outline the rights of people living with HIV and AIDS.

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 person acquiring this unit standard should be able to demonstrate a knowledge and understanding of: 1. Debates about the causes of HIV and AIDS. 2. Transmission routes of HIV. 3. HIV testing. 4. Symptoms and phases in the development of AIDS. 5. Practices which reduce or prevent risk of infection. 6. Rights of people living with HIV and AIDS. 7. Attitudes toward HIV and AIDS in the workplace.

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 all outcomes.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating an understanding of the world as a set of related systems - relates to 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 and by being culturally sensitive - relates to 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	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
Core	48495	General Education and Training Certificate: Water Services	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	EWSETA
Core	20287	National Certificate: Farming	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	23473	National Certificate: Community Water, Health and Sanitation Promotion	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2008-06-11	Was EWSETA until Last Date for Achievement
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
Core	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
Core	20288	National Certificate: Farming	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	50226	National Certificate: Rooibos Processing	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	50227	National Certificate: Rooibos Production	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
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	22673	National Certificate: Wastewater Process Operations	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2007-11-28	Was EWSETA until Last Date for Achievement
Core	60169	National Certificate: Water and Wastewater Reticulation Services	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	EWSETA
Core	58951	National Certificate: Water and Wastewater Treatment Process Operations	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	EWSETA
Core	24193	National Certificate: Water Purification Process Operations	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2007-11-28	Was EWSETA until Last Date for Achievement
Core	50228	National Certificate: Wool and Mohair Handling	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	50398	National Certificate: Project Support Service	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Core	23708	National Certificate: Community Water, Sanitation and Health Facilitation	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2008-06-11	Was EWSETA until Last Date for Achievement
Fundamental	64652	National Certificate: Hairdressing	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2009-04-08	As per Learning Programmes recorded against this Qual
Fundamental	36233	National Certificate: Specialist Hygiene and Cleaning Services	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Fundamental	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
Fundamental	23475	National Certificate: Water Reticulation Services	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	EWSETA
Fundamental	65111	National Certificate: Beauty Technology	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2011-02-16	As per Learning Programmes recorded against this Qual
Fundamental	49216	National Certificate: Pipeline Operations	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	TETA
Fundamental	48905	National Certificate: Wastewater Reticulation Services	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2008-02-19	Was EWSETA until Last Date for Achievement
Elective	48642	General Education and Training Certificate Housing: Housing Consumer Education	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2009-05-13	Was CETA until Last Date for Achievement
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	65969	General Education and Training Certificate: Human Settlements Development	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	CETA
Elective	24199	National Certificate: Community Conservation: Liaison and Support	Level 2	NQF Level 02	Passed the End Date - Status was "Registered"	2006-04-09	CATHSSETA
Elective	48806	National Certificate: Craft Production	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
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	48695	National Certificate: Measurement, Control and Instrumentation	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2009-04-08	Was EWSETA until Last Date for Achievement
Elective	48887	National Certificate: Hiring Services and Support	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Elective	58308	National Certificate: Informal Small Business Practice	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	W&RSETA
Elective	13716	National Certificate: Professional Driving	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2006-06-29	TETA
Elective	23094	Further Education and Training Certificate: Development Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2009-09-09	ETDP SETA
Elective	23095	Higher Education and Training Certificate: Development Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP 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.	4 TOPS ACADEMY
2.	Aldabri 106 Institute for Quality Pty Ltd
3.	Algoa Bus Company
4.	Arden School of Management (Pty) Ltd
5.	ATTI NELSPRUIT (PTY) LTD
6.	AVIWE BUSINESS DEVELOPMENT SERVICES
7.	B T Group of Companies Pty Ltd
8.	Balemi Consulting Pty Ltd
9.	Bidvest Panalpina Logistics (BPL)
10.	Blanket Security and SHEQ Solutions
11.	Buscor
12.	CHILUTSI TRADING ENTERPRISE
13.	CITIVIEW TRADING AND PROJECTS
14.	COALITION TRADING 1238 CC
15.	College of Vocational Studies (Pty) Ltd
16.	COREPRO CONSULTANTS
17.	D M Management and Consulting
18.	Dabulamanzi & Njabulo Ndaba Consulting cc
19.	DINALEDI MANAGEMENT AND SERVICES
20.	Education and Training Unit
21.	ERGO MAPHELONG INSTITUTE (PTY) LTD
22.	ESKOM DISTRIBUTION NORTHERN REGION
23.	Farisanani Health Care Services Pty Ltd
24.	Furniture World Training Centre
25.	Future-Teacher (Pty) Ltd
26.	GG SQUARED PROJECTS
27.	GNS ENTERPRISE (PTY) LTD
28.	Golden Arrow Bus Services_pty Ltd
29.	Grabouw Skills Centre Pty Ltd
30.	HAZYVIEW WATER SKILLS ACADEMY
31.	He and She Driver Training Centre
32.	Heirs Training and Development
33.	Hot To Go Training College and Services
34.	In House Media Instruction
35.	INDUSTRIES EDUCATION & TRAINING INSTITUTE - PE TTC
36.	Inkqubela Consultants
37.	INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc
38.	Isamon Vocational College of Excellence Pty Ltd
39.	Isibani Skills Academy
40.	Isibani Soluntu Development Trust
41.	K-BONENG CONSULTING SERVICES (PTY) LTD
42.	KayDee Project Management Cc
43.	Kenako Investments
44.	KITSO TRAINING AND DEVELOPMENT
45.	Learncorp
46.	Learning Exchange Pty (Ltd)
47.	Legal Environment Safety & Health Requirements cc
48.	LifeLine Pietermaritzburg
49.	Longata Consultant
50.	LOW FLOW CONSTRUCTION AND ENGINEERING
51.	Makwedeng Training
52.	Malitinne (Pty) Ltd
53.	Maliwa Investment (Pty)Ltd
54.	Mananthatshema Skills Dev. Centre
55.	Marematlou Training Institute
56.	Maritime Business Institute
57.	Megro Learning
58.	MENTORNET (PTY) LTD
59.	MIET Africa
60.	MMAKAU TRAINING INSTITUTE (PTY) LTD
61.	MVIMBI BUSINESS ENTERPRISE
62.	Ndoma Mathodi Trading Enterprise
63.	New Heights 1082
64.	Ngcebo Consulting (Pty) Ltd
65.	NKR CONSULTING ENGINEERS
66.	Nolwazi Dev Centre (Pty) Ltd
67.	Noni Community Development
68.	NOSA LOGISTICS PTY LTD
69.	Ntevho-Ketso Training and Recruitement Consultancy cc
70.	NTI College
71.	Nurture-Nature Resources (Pty) Ltd
72.	O & K PROJECT (PTY) LTD
73.	Optimum Capacity (Pty) Ltd
74.	Phambile Skills Training (Pty) Ltd
75.	Phephani Learnerships cc
76.	PIONEER BUSINESS CONSULTING (PTY) LTD
77.	PMA Holding (Pty) Ltd
78.	PPLE Group Pty Ltd
79.	Premier Agric (Pty) Ltd
80.	Primeserv Corporate Solutions (Pty) Ltd
81.	Professional Development and Training Institute (Pty) Ltd
82.	PUTCO Limited
83.	PUTCO Pty Ltd
84.	QEQE CONSULTING (PTY) LTD
85.	RCL Foods-Sugar & Milling (MP)
86.	Redefined Skills Training & Development (Pty) Ltd
87.	Retshetse Training Project
88.	Safe and Eco Driving Pty Ltd
89.	Save the Children South Africa
90.	SEANEGO INTERGRATED NATURAL RESOURCES MANAGEMENT
91.	Setlakala Business Development
92.	Sigodi Development Services and Associates (SDS) cc
93.	SISODZWA CONSULTING
94.	Siyasanga Training Centre
95.	South African Forestry Training College
96.	Southern African Youth Movement
97.	Southern Ambition 171
98.	SPINA Consultancy cc Cape Town
99.	Spotru Training Centre
100.	SPS Consulting (Pty) Ltd
101.	Take Note Trading 227 cc
102.	Taletso FET College - Central Office
103.	Thabelanang t/a Thabelanang Trading Enterprise
104.	The Brokers Learning Centre
105.	THE FINISHING COLLEGE (PTY) LTD
106.	The Fundamentals Training Centre
107.	THE GMC GROUP PTY LTD
108.	The Skills Development Hub (Pty) Ltd
109.	Thembekile training consulting
110.	THOBOLOGO TRAINING & EDUCATION GROUP
111.	Thunderflex3 Pty (Ltd)
112.	Thuto-Botshabelo Training and Projects (Pty) Ltd
113.	TIESPRO (Pty) Ltd
114.	Tirhani SkillsTraining Pty Ltd
115.	TMG Quality Services
116.	TONDOROX (PTY) LTD
117.	Try Easy Electrical Solutions
118.	TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS
119.	Two-a-Day Group (Pty) Ltd
120.	Ulwazi Training & Development
121.	URSIVOX (PTY) LTD
122.	VPK BUSINESS VENTURE C C
123.	WASINDISA GROUP PTY LTD
124.	WEST COAST COLLEGE FET
125.	Wildfire Development Training Agency
126.	Wildlife and Environment Society of SA
127.	Xisana Engeneering and Supply Pty Ltd
128.	Yangantle Trading

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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.