SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate an understanding of professional values and ethics 
SAQA US ID UNIT STANDARD TITLE
8648  Demonstrate an understanding of professional values and ethics 
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 5  Level TBA: Pre-2009 was L5  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:
  • Describe and reflect on what professional values are and where they come from.
  • Describe professional accountability.
  • Position professional values within an organisational context.
  • Describe why value conflict occur in the workplace
  • Analyse cases of value conflict in the workplace and suggest ways of dealing with them.

    This competence will ensure that the person develops an understanding of a professional service ethic in the organisation or workplace. The person will therefore be perceptive to incidents of value conflict and be better equipped to deal with such conflict. The person will contribute to a more ethical culture in the industry and workplace. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A learner attempting this unit standard is assumed to have acquired the competence described in "Values and Ethics Level 2". 

    UNIT STANDARD RANGE 
    Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and reflect on what professional values are and where they come from. 
    OUTCOME NOTES 
    For example:
  • What it means to be professional.
  • Professional values and their origins 
    		•

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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)
     
    		•

    SPECIFIC OUTCOME 2 
    Describe professional accountability. 
    OUTCOME NOTES 
    For example:
  • Knowledge and expertise
  • A trust relationship with clients/communities
  • A service ethic
  • Collective responsibility for standards
  • On-going learning and upgrading 
    		•

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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)
     
    		•

    SPECIFIC OUTCOME 3 
    Position professional values within an organisational context. 
    OUTCOME NOTES 
    For example:
  • Identify different relationships of trust that exist in the workplace
  • Identify constraints on professionalism 
    		•

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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)
     
    		•

    SPECIFIC OUTCOME 4 
    Describe why value conflict occur in the workplace. 
    OUTCOME NOTES 
    For example:
  • Different client and organisational demands that give rise to conflict in the workplace 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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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)
     
    		•

    SPECIFIC OUTCOME 5 
    Analyse cases of value conflict in the workplace and suggest ways of dealing with them. 
    OUTCOME NOTES 
    For example:
  • Identify differences in values in at least one instance of interaction in a workplace or service environment.
  • Describe how the conflict was handled and describe an alternative with reference to underpinning values. 
    		•

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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)
     
    		•


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

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

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. The nature and functioning of professional values in the organisation or workplace.
    2. Ethical and professional conduct.
    3. Why and how professional workers experience ethical dilemmas or value conflict in their particular organisation or workplace.
    4. How professional workers should approach and deal with value conflict in the workplace. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Personal development. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the personal development of learners and the society and economy, by being culturally sensitive and by participating as responsible citizens in the life of local, national and global communities. 

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50371   Further Education and Training Certificate: Domestic Appliance Repair  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Core  65989   Further Education and Training Certificate: Human Settlements Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Core  93995   Further Education and Training Certificate: Payroll Administration Services  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  23513   National Certificate: Fisheries Observation: Inshore  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Core  36436   National Certificate: Local Economic Development  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Core  35927   National Certificate: Payroll Administration Services  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2009-11-07  Was SERVICES until Last Date for Achievement 
    Core  57651   National Certificate: Forensic Science  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    Core  50418   National Certificate: Immigration Law Enforcement  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2009-06-29  Was PSETA until Last Date for Achievement 
    Core  93993   National Certificate: Labour Relations Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  36438   National Certificate: Local Economic Development  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Fundamental  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  59409   National Certificate: Agricultural Extension  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  24195   National Certificate: Community Conservation: Practice and Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2006-04-09  CATHSSETA 
    Fundamental  20153   National Certificate: Conservation: Fisheries Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30  CATHSSETA 
    Fundamental  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2008-03-12  Was CATHSSETA until Last Date for Achievement 
    Fundamental  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2009-02-18  Was LG SETA until Last Date for Achievement 
    Fundamental  67693   National Certificate: Fitness  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59949   National Certificate: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Fundamental  50419   National Certificate: Port Control and Admissions  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2009-06-29  Was PSETA until Last Date for Achievement 
    Fundamental  18943   National Certificate: Tourism: Cabin Crew  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2009-01-10  CATHSSETA 
    Fundamental  63249   National Diploma: Agricultural Extension  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  67692   National Diploma: Coaching Science  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  62610   National Diploma: Copywriting  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48553   National Diploma: Corrections Science  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  SAS SETA 
    Fundamental  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Fundamental  67691   National Diploma: Fitness  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  22444   National Diploma: Freight Forwarding  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2007-11-28  Was TETA until Last Date for Achievement 
    Fundamental  20414   National Diploma: Service Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Fundamental  36213   National Diploma: Technical Financial Accounting  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FASSET 
    Fundamental  57407   National Diploma: Train Driving (Mainline Operations)  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. A.S.A.P Training and Consulting 
    2. A4 Consultancy CC 
    3. Africa Institute For Public Administration 
    4. African Divas 
    5. AfroXpert Performance Developement cc 
    6. Akadon Trading (Pty) Ltd 
    7. Alpha Business Consultants 
    8. Alpharide 
    9. Amabamba Recruitment 
    10. Amangile Academy (Pty) Ltd 
    11. AMM Training and Consulting 
    12. ARETE CONSULTING AND MANAGEMENT SERVICES 
    13. Asiphokuhle Training and Research Institute 
    14. AVAX SA 481 CC. T/A Mandisa Development Services 
    15. AVC Corporate Advisory Services (PTY) LTD. 
    16. Avenida (Pty) Ltd 
    17. Ayoba Training 
    18. Bakgatla Municipal Solutions 
    19. Bantubanye Skills 
    20. Bavelile Consultants and Training 
    21. Belgravia Institute of Mangement (PTY) LTD 
    22. BESO Business Empowerment Solutions CC 
    23. Bettes - Types Trading and Projects 
    24. Black Bull Consulting 
    25. Black Thari Trading Enterprise 
    26. BMST Consulting 
    27. Boikgalaletso Skills Development 
    28. Boikgantsho Consulting & Events 
    29. Boni Africa Events & Development 
    30. Break The Chains Development Services 
    31. Bright Storm Projects 
    32. Brilliant Affairs 
    33. Bulwa Minerals Pty Ltd 
    34. C Madumo Projects cc 
    35. Canton Trading 273 
    36. CB Willemse Training 
    37. Central Bridge Trading 109 
    38. Chuene Bosa Bosele Trading & Enterprise (PTY) LTD. 
    39. City of Johannesburg Emergency Services Training Academy 
    40. Continuing Education Programme 
    41. Crack Down Pest Control Services 
    42. CTC College(PTY) LTD. 
    43. D T M CONSULTING CC 
    44. Daily Double Traiding 281 
    45. Danearl (PTY) LTD 
    46. Development Bank of Southern Africa (DBSA) 
    47. DialNx Consultants 
    48. Digital School of Marketing (Pty) Ltd 
    49. Ditirelo Skills Development Services 
    50. Ditlou Solutions 
    51. Ditlou Sons and Daughters 
    52. Dynamic Abilities General Trading 
    53. Eastern Rose Enterprise 
    54. Eden Training 
    55. Edutraining Business College 
    56. Ekurhuleni Metropolitian Municipal Emergency Services Training Academy 
    57. Elective Training Institute Enterprise CC 
    58. Elvis Koena Consulting (Pty) Ltd 
    59. Envirogreen 
    60. Esehlula Bashuki 
    61. Ethekwini Municipality Emergency Services Training Department 
    62. Explicit Communications 
    63. Express Model 405 
    64. Faith and Jennifer Maintanance and Construction 
    65. Faith First Trading 
    66. Gauteng Association Of Local Authorities 
    67. General Economic Analysis 
    68. Giamanje TVET College 
    69. Giggs Creations 
    70. Glentech Innovative Design Concepts 
    71. Glere Skills and Consultants 
    72. Global Care Trading 100 CC 
    73. Gogone S Trading & Projects 
    74. Growth Management Consulting 
    75. Gugulethu Management & Training Consultancy 
    76. Hadima Training Academy 
    77. Hanyeleni Business Enterprise 
    78. HARMONY GOLD MINING CO LTD 
    79. Hercuscope 
    80. Hlombe and Associates 
    81. HS GLOBAL SKILLS BUSINESS SOLUTIONS 
    82. Ikwanda Customs Consultants CC 
    83. Ilinge Labantu Debt Solution 
    84. Iliso Investment holdings (Pty) Ltd 
    85. IMITHENTE DEVELOPMENT HOLDINGS 
    86. Independent Development Trust 
    87. Inkcubeko YakwaNtu Trading 
    88. Innova8 Solutions 
    89. Institute of Cooperatives and Community Economic Development 
    90. Institute of Sector Education and Training 
    91. INTERMASIKO CC 
    92. IQ Skills Academy (PTY) LTD. 
    93. Iziko Capacity Building CC. 
    94. Jabukile Consultancy 
    95. JIT Projects 
    96. Jobafrik Consulting 
    97. Johsie Enertprise 
    98. Josmap Training Institute 
    99. Joubert Park Youth Outreach Project 
    100. JTM Empowered 
    101. Jucamo Shelf 4 CC. 
    102. Kadimo Consulting CC. 
    103. Kernel Management and Consulting (PTY) LTD. 
    104. Keydimensions Risk Solutions 
    105. Kgotla Trading Enterprise 
    106. Khehli Institute 
    107. Khumo Project Management Services 
    108. Kia Chuma 
    109. KPH Enterprises 
    110. KPK Training Solutions 
    111. KTMO Business Solutions 
    112. KWEM Management Solutions 
    113. KZN Tourism Training 
    114. Lelethu Training (Pty) Ltd 
    115. Lesias Educational Services 
    116. Letsete Behub 
    117. Lewerb Holdings (PTY) Ltd 
    118. Life Long ABET Consulting 
    119. Lilihle Trading and Projects 
    120. Lilithalethu Holdings 
    121. Limpopo LED Resource Centre 
    122. Livhus Consulting Service 
    123. Local Government Management Academy 
    124. Londimvelo Consultants 
    125. Lunga 99 Trading Enterprise 
    126. Lwazi Community Facilitator 
    127. M.I.C. Training and Development 
    128. Mabuya Amahle Trading 
    129. Madingoane and Family Construction 
    130. Mafusega Projects 
    131. Magase and Shakong Projects 
    132. Magnico Products (PTY) LTD 
    133. Mahayi HRD Services cc 
    134. Mahlasedi Training Matters 
    135. Makhuba Development Projects CC 
    136. Makoti Skills Development Solutions 
    137. Makwenzeke Grass and Cleaners CC. 
    138. Mancosa (PTY) LTD T/A Management College of Southern Africa 
    139. MANCOSA Pty (Ltd) 
    140. Masemase Consultancy CC. 
    141. Mashphe Logistics Services 
    142. Mathye and Ditlou Dynasty Corporate 
    143. Matsila Holdings 
    144. Mbedvula Trust 
    145. Mbokazi & Mkhize 
    146. Mbonyolosi Skills Development Institute 
    147. Mc Intosh Xaba and Associates (MXA) 
    148. Mgwezane Training and Events Management CC. 
    149. Miczo's Enterprise 
    150. Mimoisa Business Solutions CC 
    151. Misol Projects cc 
    152. MJ Mafunisa Consulting (PTY) LTD 
    153. Mma Maru PTY LTD 
    154. Mmanape Management Solutions 
    155. MML Consulting CC. 
    156. Mod-Mosh Projects and Consulting (PTY) LTD 
    157. Mohlaje Solutions (Pty) Ltd 
    158. Morena Empire Investment 
    159. Mortarboard Training Solutions 
    160. Mosako Wa Kitso 
    161. MUHANGWENE DEVELOPMENT ENTERPRISE 
    162. Multi-Skills Training & Development Institute (Pty) Ltd 
    163. Multiple Productive Management Solutions 
    164. Mvula Trust 
    165. National Peace Accord Trust 
    166. Ndrendre Building & General Services 
    167. NEBSA MANAGEMENT SERVICES CC 
    168. NEDTEX73 
    169. NELLS SKILLS ACADEMY 
    170. Nemalale Eagles Consultancy CC 
    171. Neopeo Trading & Projects 
    172. Nghano Training and Development Centre 
    173. Nhlahle Development Agency 
    174. Nsuku Management Consultants 
    175. Ntsu Trading 559 CC. 
    176. Omithombo Management Academy 
    177. Outeniqua Leadership Institute 
    178. Pachedu Skills Solutions 
    179. PanAfrican Supply Chain Academy 
    180. Pandelani Investment Holdings (PTY) LTD. 
    181. PAUL ALLEN DEVELOPMENT PTY LTD 
    182. Pebetse Training and Consulting 
    183. PFIM Trading (Pty) Ltd 
    184. Philani Solutions 
    185. Phoebelle (Pty) LTD 
    186. Pioneer Business Consulting 
    187. PM Skills House 
    188. PMA Holdings (PTY ) LTD. 
    189. Power Rush Trading 170 CC. 
    190. Powergate Trading 1040 
    191. Princetop Corporative Training (Pty) Ltd 
    192. Progressive School of Business and Engineering (Pty) 
    193. PTDEV (Pty) Ltd 
    194. Qeto Business Consulting 
    195. R&M Enterprises Pty Ltd 
    196. Reflections Development Institute 
    197. Regent Business School (Pty) Ltd t/a Regent Business School 
    198. RME Projects 
    199. Rural Metro Emergency Management Services (PTY)LTD 
    200. RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY 
    201. SA Business Services CC. 
    202. Sabela Trading and Projects CC. 
    203. Samukela Injabulo 
    204. SAZM TRADING AND PROJECTS PTY LTD 
    205. School of Rail: Kimberly 
    206. School of Rail: Port Elizabeth 
    207. Sebenzisanane Human Capital 
    208. Sebobatho Project Management 
    209. Senelo Trading CC 
    210. Setaki Trading and Projects (Pty) Ltd 
    211. Shandu Technical Services 
    212. Shekinah Deep Excellence (PTY) LTD 
    213. Shemeshe TM 
    214. Silalele Consulting CC. 
    215. Sisezwa Business Enterprise 
    216. Sisodwa Investment Enterprise 
    217. Siyakhula Trust ETD Institute Pty Ltd 
    218. Siza Nesu Training and Consultants 
    219. Social Capital Group 
    220. Soni Investment 
    221. South African Institute of Learning (SAIL) 
    222. South African ABET Development Agency SAADA 
    223. South African Governance and Business College 
    224. St Kings Institute of Technology and Business Studies 
    225. SWARANANG MANAGEMENT CONSULTING CC 
    226. Tachfin Holdings 
    227. Talent Centre Training 
    228. Tasc Business Consulting and Training 
    229. Tau and Tau Training Enterprises Pty Ltd 
    230. Tavo Investment 
    231. TCNS Resources (PTY) Ltd 
    232. TEE ZET Group 
    233. TGH Traders 
    234. The Chosen Consulting Services 
    235. Thebu Financial & Management Services 
    236. Thekwini College 
    237. Thepa Trading 511 
    238. Thinking Mind Trading 
    239. Thopasefoka Consulting Pty Ltd 
    240. Thubelihle Graduate Institute 
    241. Tlaletso Consultants 
    242. Tlokwe City Council Fire Brigade Services Training Centre 
    243. Tlotlangthuto Training & Consulting 
    244. Tloumogale Business Development & Consulting 
    245. Trade Avail 172 CC. 
    246. Tradesman Consulting and Training Solutions 
    247. Training at Work (Pty) Ltd 
    248. Transafric Consulting Pty Ltd 
    249. Tru-ThoughtsTrading and Projects 
    250. Tsebong Training Centre 
    251. Tshamutengo General Dealers CC. 
    252. Tshelopele Development Institution 
    253. Tshepang Consulting & Project 
    254. Tshisimani Holdings (PTY) Ltd. 
    255. Tswelopele Rural Development Network 
    256. Tummo Development Enterprise 
    257. Twin Peak Technologies 
    258. TWS Business Development Solutions 
    259. Tytons (Pty) LTD 
    260. Uan Projects 
    261. Umlando Projects Pty LTD 
    262. Umqondo Consultancy 
    263. UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD 
    264. University of Venda 
    265. Ursivox Interactive Systems 
    266. Vantage Training 
    267. Victorompie Enterprises CC. 
    268. Vumilia Africa Group 
    269. Vuyelwa SL Trading and Projects (Pty) LTD 
    270. Wag Consulting 
    271. World Pace Development and Training Institute 
    272. Ya Hina Management Consulting and projects 
    273. Yamangcuse Consulting 
    274. Zerben Management Solutions 
    275. Zizamele Business Enterprise 
    276. ZMG CONSULTING 
    277. ZwelixolileTrading Enterprise 


    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.