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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Community Health Work 
SAQA QUAL ID QUALIFICATION TITLE
64697  Further Education and Training Certificate: Community Health Work 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
HW SETA - Health and Welfare Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  156  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
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 qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
49131  Further Education and Training Certificate: Community Health Work  Level 4  NQF Level 04  156  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Qualification is for any individual who is, or wishes to be, involved in Ancillary Health Care services. A learner who has achieved this qualification will integrate a range of awareness and competences to practice the roles of health promoter, health provider and health networker within a community development context.

Learners working towards this Qualification will find that the acquisition of competence in the Unit Standards, which make up the Qualification, will add value to their work performance. This Qualification is intended to enhance the provision of entry-level service within the field of health care within all sectors.

Learners who complete this qualification will have better self and social awareness and will possess a range of thinking and problem solving skills. In addition, they will possess the competence required to perform community health functions in a complex developing world context. They will have the skills required for employment by a range of government and social sector employers, will be in possession of a further education and training certificate and will be eligible for certain credit recognition in various higher education health qualifications.

Qualified learners in this field will provide a service that will assist communities to better manage their own health and wellness. They will have the skills to work as team members and as providers of support services within a multidisciplinary health care team.

In addition, recipients will be able perform some of the following according to their choice of electives:
  • Facilitate and administrate community health activities/centre via supervision of a team of health care workers.
  • Provide community health care.
  • Provide care for persons with intellectual and physical disabilities.
  • Assist in planning advocacy campaigns to support primary health care initiatives.
  • Assist in facilitating and implementing primary health care projects within the community.
  • Engage in inclusive communication with the Deaf in South Africa.
  • Practitioners will generally carry out their roles within the context of:
    > The client's home.
    > A community care centre.
    > The broader community.

    Rationale:

    The South African Government is committed to combining the national human resource development strategy with the rapid upgrading of service delivery to all of the nation's communities.

    An integral part of this strategy is initiatives to strengthen communities` abilities to empower themselves to participate in the political, economic, social and development spheres of South African life. Two key components in this empowerment are communities` abilities to integrate with and access state services, and their ability to further the health and wellness of community members.

    There is no doubt from the international experience of Community Health Workers (CHW) that they play a role in improving basic health status of communities. In South Africa, the important supportive role of CHWs in the provision of health care services has been extensively documented. This contribution is further exemplified in those parts of the country where there is a shortage of professional health workers to provide the necessary health care services based on identified needs.

    The Department of Health is leading the implementation of a multi-professional team-based approach to health care delivery, where each member of the team has a defined role to ensure that there is no duplication and overlapping of functions.

    Since Ancillary Health Care workers are found throughout the country - from established urban areas to scattered farms and deep rural areas - the type of learner to enter for this qualification is equally varied. The first level qualification in the bouquet is at NQF Level 1, ABET Level 4 and the last qualification is the FETC: Community Health Work at NQF Level 4. As a result, learners will vary in age, in background and in level of formal schooling. The common denominator is the desire to help their fellow beings. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Mathematical Literacy at NQF Level 3.
  • Communication at NQF Level 3.
  • The Unit Standard ID 254222: Demonstrate stress management as a self-help tool at NQF Level 3.

    Computer Literacy at NQF Level 3 is strongly recommended.

    Recognition of Prior Learning:

    The structure of this Unit Standards' based Qualification makes the Recognition of Prior Learning (RPL) possible. RPL will be done by means of an Integrated Assessment during which the learner should be able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification.

    RPL may allow for accelerated access to further learning. All RPL is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body (ETQA) or ETQA that has a Memorandum of Understanding in place with the relevant ETQA. RPL is conducted by a registered assessor who is accredited by the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

    Access to the Qualification:

    Access to this Qualification is open, bearing in mind the conditions of the Learning Assumed to be in Place. It is preferable, however, for the learner to have completed 12 formal years of schooling or equivalent vocational qualifications. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 156 credits as detailed below.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value of 84 credits, all of which are compulsory.

    The Unit standards in the Core Component will equip the learner with the essential skills and knowledge required to effectively perform the Ancillary Health Care function. The Core Unit Standards consist of competencies relevant to managing individual and team performance to achieve health care objectives, examining the effects of fatigue in the workplace, assisting with the facilitation and implementation of primary health care projects within a community, including conducting a needs assessment and advocating campaigns to support these projects.

    Elective Component:

    The Elective Component consists of a number of Unit Standards. Learners are to choose a combination of Unit Standards to the minimum value of 16 credits. 

  • EXIT LEVEL OUTCOMES 
    1. Assist in planning and implementing promotion programmes for Health Care within communities.

    2. Assist in the facilitation and implementation of primary health care projects within the community.

    3. Achieve ancillary health care objectives within own community/work context.

    Critical Crossfield Outcomes:
  • Identify and solve problems related to community health work for the supervision and administration of community health projects in relation to community needs.
  • Work effectively with others as a member of a team, group, organisation or community to promote primary health care in the community and with all stakeholders that affect the success of community health projects.
  • Organise and manage oneself and one's activities responsibly to ensure proactive supervision of own local health care projects.
  • Collect, organise and critically evaluate information relating to the health care industry, legislation, structures and processes that affect primary health care, in order to ensure that community needs' assessments are conducted effectively and the community health projects are planned effectively.
  • Communicate effectively using visual, mathematics and language skills in the modes of oral and/or written persuasion to engage stakeholders and promote primary health care within the community and with external stakeholders, colleagues and managers that may impact the success of the health care projects within own work context.
  • Use science and technology effectively and critically showing responsibility towards the environment and the health of others in order to effectively manage the primary health care function within own local context and to engage with relevant stakeholders.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts relating to primary health care not exist in isolation and that a variety of external factors, including political, socio-economic, capacity, resources, budgets and community needs will affect how a community health project is planned and administrated.

    In addition this qualification contributes to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively in order to maximise the community health competences in other spheres of life and in other functions.
  • Being culturally and aesthetically sensitive across a range of social contexts in liaising with other stakeholders in the performance of his/her function in order to ensure community participation in health care.
  • Participating as a responsible citizen in the life of local, national and global communities by ensuring that health care projects are effective and overall community objectives are met proactively. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Basic community needs assessments are conducted to determine priority health needs within the community.
    1.2 An understanding of the Health Care system in South Africa is demonstrated with examples and in relation to own community priorities and objectives.
    1.3 An understanding of the Primary Health Care approach is demonstrated in relation to own objectives to promote health care in own community.
    1.4 An understanding of advocacy principles and processes are demonstrated in order to assist stakeholders in putting advocacy plans together.
    1.5 Assistance is provided in the implementation, monitoring and evaluation of awareness campaigns arising from advocacy plans.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Community needs assessments are evaluated to determine priority health care projects within the community.
    2.2 Stakeholders are identified and engaged to ensure effective impact of Primary Health Care projects.
    2.3 Health care projects are identified and planned in consultation with the community.
    2.4 Health care projects are implemented in line with priority needs in own work context.
    2.5 Health care projects are monitored and evaluated on an ongoing basis.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Individual and team performance is managed on an ongoing basis according to objectives that need to be achieved.
    3.2 Business plans are produced as a management tool to effectively manage health care projects within the community.
    3.3 Targeted training and development is conducted amongst teams and with other community health workers to achieve objectives.
    3.4 The effects of fatigue in the workplace are managed to ensure productive work teams.
    3.5 Stress management techniques are demonstrated as a self-help tool for primary health care workers in order to ensure ongoing productivity in achieving health care objectives.
    3.6 Occupational health and safety procedures are implemented and adhered to on an ongoing basis.

    Integrated Assessment:

    A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. 

    INTERNATIONAL COMPARABILITY 
    There are no internationally recognised qualifications for Ancillary Health Care workers. This qualification, as an outcomes' based education programme, is uniquely South African and is appropriate for the unique requirements in this country. It can be adapted to neighbouring (SADC) and other third-world countries.

    Other countries, affected by the global shortage in the health sector workforce, have responded with initiatives using Community Health Workers and have created facilitative training initiatives for them. However, much Ancillary Health training is reactive in response to regional needs rather than proactive, as this qualification attempts to be. Whilst the content of qualifications and skills programmes varies from country to country, based on current urgent needs, they are comparable in content and level. Common themes enable Community Health Workers to act as a bridge between the community and the health care system and deal directly with some simpler community based problems.

    The academic background and training of Community Health Workers vary widely in different regions. According to the World Health Organization, Community Health Workers should have a level of basic education that enables them to read, write, and do simple mathematical calculations.

    Globally, Community Health Workers provide basic health services to a large number of populations, including poor people from rural areas. However, their efficiency is limited by lack of knowledge and skill. Continuing medical education and training programmes should provide problem oriented education, which would enable Community Health Workers to conduct programmes and provide primary health care.

    Nepal, India, Bangladesh, Brazil, South East Asia:

    Countries and continents using Community Health Workers include, but are not limited to, Nepal, India, Bangladesh, Brazil, South East Asia and Africa.

    United States of America, Canada and the United Kingdom:

    In some parts of the United States, Canada and the United Kingdom, in response to changing demographics and an influx of immigrants from diverse regions (Cambodia, Vietnam, and Thailand), ancillary health care programmes to and training for Community Health Workers have also been introduced.

    United States of America:

    The Minnesota Department of Health uses bilingual Community Health Workers to act as health guides or bridges between the health care system and patients in immigrant communities. Their roles include informal counselling, social support, and health education, enrolment in health insurance programs, advocacy, and referral and follow up services. Community Health Worker programmes have been found to be both cost effective and to improve health outcomes among minority and immigrant populations. Training programmes have been developed by the Healthcare Education Industry Partnership and the Blue Cross Blueshield Foundation and are presented at a number of institutions, e.g. The Minneapolis Community & Technical College, which] provides a Community Health Worker Enhanced Role Certificate consisting of 17 Credits made up as follows:
  • HCCC 1010 Behaviours for Success in Health Careers (0.50).
  • HCCC 1020 Communication in Healthcare (1.00).
  • HCCC 1030 Awareness and Sensitivity to Client Needs (0.50).
  • HCCC 1040 Respecting Client and Staff Diversity 0.50.
  • HCCC 1050 Healthcare Safety and Standard Precautions 0.50.
  • HCCC 1060 Legal Issues in Health Care 0.50.
  • HCCC 1070 Ethics 0.50.
  • HCCC 1080 Nursing Assistant Skill Set 2.00.
  • CMHW 1000 The Community Health Worker: Role, Advocacy and Outreach 3.00.
  • CMHW 1015 Organization and Resources: Community and Personal Strategies 2.00.
  • CMHW 1025 Teaching and Capacity Building 2.00.
  • CMHW 1035 The Community Health Worker: Legal and Ethical Responsibilities 1.00.
  • CMHW 1045 Community Health Worker Coordination, Documentation and Reporting 1.00.
  • CMHW 1055 Communication Skills and Cultural Competence 2.00.

    Other states with diversity issues utilising such programmes include Texas and California.

    Project based training:

    In much of Africa, Ancillary Health Care workers are trained as part of international aid projects.

    Kenya:

    The community based HIV/AIDS Prevention and Support Project used and trained Community Health Workers using a 'cascading' method. A group of 250 master trainers trained larger groups of trainers who trained even larger groups of Community Health Workers and HIV/AIDS counsellors in community home-based care. Through this process almost 1,500 Community Health Workers were trained and provided continuing support to over 71,000 primary care givers.

    Community Health Workers taught primary caregivers simple nursing skills such as the proper way to turn a client, how to wash the client in bed, nutritional needs, proper storage of drugs and monitoring adherence, and the importance of encouragement and avoiding stress.

    Community Health Workers also helped patients and their families identify resources such as food security and financial support provided by local community and faith-based organizations.

    SADC:

    An examination of the situation within the SADC region indicates that the region is aware of the needs that can be met by such programmes. However, South Africa seems to be taking the lead in this regard and there is little comparative literature available on existing SADC programmes.

    Conclusion:

    On the whole the Further Education and Training Certificate: Community Health Care compares more than favourably with the courses and/or programmes in Community Health Work offered internationally. It is much more comprehensive and intensive than most programmes offered or accredited by organisations and/or institutions abroad.

    This qualification, as an outcomes' based education programme, is unique to South Africa and is appropriate for the specific requirements of this country in terms of holistic and comprehensive health care and delivery. This qualification can be adapted to individual sub-Saharan countries and more especially, the SADC region countries, as well as all other countries with similar health provision services. 

  • ARTICULATION OPTIONS 
    This Qualification articulates horizontally with:
  • ID 62589: Further Education and Training Certificate: Pharmacist Assistance, NQF Level 4.
  • ID 50019: Further Education and Training Certificate: Nursing, NQF Level 4..
  • ID 58396: Further Education and Training Certificate: Community Development: HIV/AIDS Support, NQF Level 4..

    It articulates vertically with:
  • ID 63969: National Certificate: Pharmaceutical Sales Representation, NQF Level 5.
  • National Certificate: Business Studies: Medical Secretary, NQF Level 5.
  • ID 59236: National Diploma: Nursing, NQF Level 5. 

  • MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant ETQA or with an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding in place with the relevant ETQA, according to the ETQA`s policies and guidelines for assessment and moderation.
  • 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 competencies described both in individual Unit Standards as well as in the exit level outcomes described in the Qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this Qualification, the applicant should be:
  • In possession of a relevant qualification at least one NQF Level higher than that of the Qualification.
  • Registered as an Assessor with the relevant ETQA.
  • Acknowledged as an expert in the field of Community Health Work. 

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

    NOTES 
    This qualification replaces qualification 49131, "Further Education and Training Certificate: Community Health Work", Level 4, 156 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  260406  Assist in facilitating and implementing primary health care projects within the community  Level 4  NQF Level 04  12 
    Core  260379  Assist with planning and implementing advocacy campaigns for primary health care  Level 4  NQF Level 04  10 
    Core  110053  Conduct a basic community needs assessment  Level 4  NQF Level 04  12 
    Core  117870  Conduct targeted training and development using given methodologies  Level 4  NQF Level 04  10 
    Core  120366  Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place  Level 4  NQF Level 04 
    Core  114491  Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS)  Level 4  NQF Level 04  10 
    Core  260378  Manage the effects of fatigue in the workplace  Level 4  NQF Level 04 
    Core  260383  Plan and promote nutritional programmes to improve health  Level 4  NQF Level 04  12 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04 
    Elective  120391  Apply leadership skills to relationship management  Level 4  NQF Level 04 
    Elective  117484  Apply palliative care principles when assisting and supporting the child and family to manage life threatening disease  Level 4  NQF Level 04  12 
    Elective  117865  Assist and support learners to manage their learning experiences  Level 4  NQF Level 04 
    Elective  115076  Deliver a monologue for a known audience on a familiar topic using South African Sign Language  Level 4  NQF Level 04  10 
    Elective  115073  Demonstrate knowledge of Deaf culture, the Deaf community and technology, services and education for the Deaf in South Africa  Level 4  NQF Level 04 
    Elective  115078  Demonstrate the production and reception of regional South African Fingerspelling  Level 4  NQF Level 04 
    Elective  260377  Develop and implement a community based rehabilitation programme  Level 4  NQF Level 04  10 
    Elective  117505  Educate and support parents in childcare  Level 4  NQF Level 04  12 
    Elective  115074  Engage in short conversations with a Deaf person on a familiar topic using SASL  Level 4  NQF Level 04 
    Elective  120389  Explain and apply the concept, principles and theories of motivation in a leadership context  Level 4  NQF Level 04 
    Elective  260380  Facilitate the optimal functioning of the client with intellectual disability  Level 4  NQF Level 04  15 
    Elective  115077  Give and ask for directions to places and locations, using South African Sign Language  Level 4  NQF Level 04 
    Elective  117504  Identify and support the abused child  Level 4  NQF Level 04 
    Elective  242821  Identify responsibilities of a team leader in ensuring that organisational standards are met  Level 4  NQF Level 04 
    Elective  260382  Institute preventive measures to reduce the potential impact of disasters  Level 4  NQF Level 04  15 
    Elective  114586  Manage finances of a new venture  Level 4  NQF Level 04 
    Elective  11473  Manage individual and team performance  Level 4  NQF Level 04 
    Elective  114589  Manage time productively  Level 4  NQF Level 04 
    Elective  242819  Motivate and Build a Team  Level 4  NQF Level 04  10 
    Elective  115079  Perform everyday communicative tasks using South African Sign Language  Level 4  NQF Level 04 
    Elective  114592  Produce business plans for a new venture  Level 4  NQF Level 04 
    Elective  117496  Provide care and support to an elderly person  Level 4  NQF Level 04  10 
    Elective  120300  Analyse leadership and related theories in a work context  Level 5  Level TBA: Pre-2009 was L5 
    Elective  260381  Facilitate community education for clinical research trials  Level 5  Level TBA: Pre-2009 was L5  10 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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. Aba Health 
    2. Abrina 2343 
    3. African Medical & Research Foundation 
    4. Agency For Re-Innovation And Development 
    5. Alberton Methodist Care & Relief Enterpr 
    6. Ambusave Academy 
    7. Armar Health and Training Service 
    8. Azuphile Trading (Pty) Ltd 
    9. BETHEELTRAINING INSTITUTE 
    10. Bhizikazana Management And Trading (PTY) Ltd 
    11. Brooklyn Health Academy 
    12. CAMBLISH TRAINING INSTITUTE 
    13. Candy Nxusani Trading 
    14. Chrismog Consulting Firm 
    15. Edzani Community Development and Consultancy 
    16. Ekhaya Health Care Centre (PTY) Ltd 
    17. Ekufundeni Training School 
    18. Emakhandeni Trading and Projects 
    19. Empirical Training Agency (PTY) Ltd 
    20. Enkanyezini Life Skills Institute CC 
    21. Expectra 183 PTY LTD 
    22. Ezinhle Coaching And Development (PTY) Ltd 
    23. FUNDA COMMUNITY TRAINING CENTRE PRIMARY CO-OPERATIVE LIMITED 
    24. Gem Health Care Workers Training (PTY) Ltd 
    25. Glen Lilly Training College Pty Ltd 
    26. Ichtus Business Consultants 
    27. Indlela Yempilo Consulting cc 
    28. Inkwanca Home Based Care Centre 
    29. Kamogelo Home Base Care 
    30. Khosithi Training 
    31. Kuluvuyo Consultancy And Wellness 
    32. Lethubuntu Health care services 
    33. Light and Life Centre 
    34. Malwandla Health Care Training Centre 
    35. Mamello Service Excellence 
    36. Martiq 1223 cc 
    37. Mary Hope Health Care 
    38. Mathcy Trading and Projects 
    39. Moretele Sunrise Hospice 
    40. Nascence Education and Training Solutions 
    41. National Institute Community Development and Management (NICDAM) 
    42. NCHEBEKO SKILLS CONSULTANCY 
    43. Nhlambeto Health Services 
    44. Nkxaso Training Centre 
    45. Norah Health Academy 
    46. Phiwokuhle Projects CC 
    47. Risenga Health Technologist (PTY) Ltd 
    48. Roma Training Institute 
    49. Rose Of Sharoh Pty Ltd 
    50. Savf Training Centre 
    51. Sethemba Health Care Training Academy 
    52. Solly''s SkillsTraining Centre 
    53. South Cape Public FET College - George Campus 
    54. Taupe Consulting (PTY) Ltd 
    55. Tendazwau Trading 8 
    56. Thaleba Promotions and Events Management 
    57. The Order of St John for South Africa 
    58. The South African Red Cross Society 
    59. Thuto Bophelo Nursing Academy Bk 
    60. Vala Nge Bhetshu Human Capital Development (Pty) Ltd 
    61. Victory Education Group (PTY) Ltd 
    62. Vongani Skills Development Centre 
    63. Witbank Engineering Varsity (PTY) Ltd 
    64. Zimeleni Consulting 



    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.